AI FRIENDS
ACTIVITY PLAN
ACTIVITY PLAN
AI Friends
Grade Level: Middle School, High School, College
Objective Options:
• Students will analyze content and sourcing for a YouTube video.
• Students will identify the pros and cons of an AI companion.
• Students will develop and express an opinion on a current social issue.
Standards: This lesson aligns with many subject area standards, including for Library (AASL), Technology
(ISTE) and Social Studies (C-3). Below we list just a few, selected standards for this lesson.
Subject Area Standard
SEL - Social NY SEL Goal #2 - Use social awareness and interpersonal skills to establish and
Emotional Learning maintain positive relationships
Health CDC National Health Education Standard #2 - Students will analyze the
influence of family, peers, culture, media, technology, and other factors
on health behaviors
AASL – Library [Link].8 - Understanding the ethical use of information, technology, and
media
Vocabulary: Artificial Intelligence (AI), chatbot, pendant
Media Type: television commercial, web video
Friend Media Channel. “Friend Reveal
Trailer.” YouTube. 30 Jul. 2024. 1:49.
Student handout
created with AI.
©November 2025 Activity inspired by Cynthia Sandler by Project Look Sharp – Ithaca College 1
AI FRIENDS ACTIVITY PLAN
CAUTION
NOTE: Anytime we show an ad we want to avoid inadvertently promoting the product. The aim is to use
this ad to analyze an important social issue – AI companions for young people. If you think many of your
students are more likely to be taken in by the advertisement and seek out the product, you should consider
whether or not it is appropriate to decode. If you are confident that your students can have a thoughtful and
reflective conversation that will help them to be more discriminating about their use of AI, this might be a
great lesson. While there are many short videos that highlight concerns about AI companions, we know that
many adolescents will reject adult messages that seem preachy. While this is an ad, it is easily mistaken for
a spoof since it can also raise concerns about having an AI “Friend” (addiction, lack of social skills, etc.). We
hope that a question-based decoding of this document will prompt a complex student-centered conversation
about their use of this new technology.
Media Document Notes
The video is an advertisement for an AI pendant chatbot “companion” that gives text-based responses to the
user’s voice. It is the brainchild of 23 year old tech entrepreneur Avi Shiffmann and became available in the
summer of 2025.
Materials for the Lesson:
• 1 Video Clip/Student Handout
Additional Support:
• View short Demonstration Videos of media decoding at different levels and for different subjects.
• Download the Key Questions for Analysis for supporting questions.
• Search the Do-It-Yourself guide for creating your own lessons.
• Review the How to Use These Materials
Time: Under 15 minutes
Activity Procedures
1) Show the 90 second video “Friend Reveal Trailer”.
2) Ask: What are the messages about AI companions and how are they communicated in the video?
3) Ask: Who do you think made this, for what purpose? How could we find that out?
OPTIONAL: Explain that this video is an ad for an actual product that became available in the
summer of 2025.
OR Have students research who made this for what purpose. Then analyze their research processes.
4) Make a list of pros and cons for using AI companions.
5) Share the handout - AI Companions: Pros and Cons. Have students circle things they agree with
and cross out things they disagree with and add anything that they think is missing (i.e. environmental
impact). Have them turn over the sheet and note what else we should be talking about related to AI.
Let them know that this list came from a chatbot.
6) Have students Take A Stand on the issue by having them place themselves physically on a line in
the room from Support to Opposed (to AI companions), with space on the continuum for mixed
feelings. Students who are unsure can stand to the side and move in whenever they have developed
an opinion. Lead a discussion that unearths diverse perspectives.
7) Conclude by asking: Who has changed their mind during this discussion about AI companions and
why?
2 ©November 2025 Activity inspired by Cynthia Sandler by Project Look Sharp – Ithaca College
AI FRIENDS ACTIVITY PLAN
DECODING QUESTIONS
Objective: Students will analyze content and sourcing for a YouTube video.
• What are the messages about AI companions, and how are they communicated in the video?
• Who do you think made this? For what purpose? How could we find that out?
Objective: Students will identify the pros and cons of an AI companion?
• What are the potential benefits and problems (pros and cons) of an AI companion?
• Who might be harmed and who might benefit from this new technology?
• Why might different people have divergent views on this issue?
Objective: Students will develop and express an opinion on a current social issue.
• What is your position on AI companions?
• Has this conversation changed your thinking about AI companions?
• What else should we be talking about related to AI?
Follow up Evidence Questions & Comments
• Where do you see that?
• Say more about that
• How do you know that?
• What makes you say that?
• Does anyone have a different idea?
SOURCES
1. Friend Media Channel. “Friend Reveal Trailer.” YouTube. 30 Jul. 2024.
2. Student handout created with AI.
©November 2025 Activity inspired by Cynthia Sandler by Project Look Sharp – Ithaca College 3
AI FRIENDS ACTIVITY PLAN
EVIDENCE, CONCEPTS & ADVICE:
Objective: Students will analyze content and sourcing for a YouTube video.
Question: What are the messages about AI companions and how are they communicated in the
video?
There are likely to be a wide range of responses to this question, including positive interpretations
(e.g., it’s fun, nonjudgmental, always available, keeps one company, helps with social interactions, feels
personalized) and critical comments (e.g., it’s creepy, provides a false sense of connection, promotes
emotional dependency, undermines interpersonal skills, has privacy issues, can blur reality). Follow up
selected student comments when it will help to address key learning goals. For instance, ask Where
did you see that in the video? when you want a student to explain how the film maker communicated
certain messages. Say, Tell me more about that, when you want a student to explain an important
concept to the class.
Objective: Students will analyze content and sourcing for a YouTube video.
Question: Who do you think made this, for what purpose? How could we find that out?
The first response from students may be, Is this a real thing? That enables you to put the question to the
class, What do you think? (You might ask students who already know the answer to hold back for a bit).
Have students grapple with assessing its purpose, while giving evidence for their conclusion. Consider
asking students, How can we determine if this is a real ad or a spoof? Alternatively, have them search
for a few minutes, share their research process, and collectively evaluate strategies for assessing sourcing
and accuracy in the media.
Objective: Students will identify the pros and cons of an AI companion?
Question: What are the potential benefits and problems (pros and cons) of an AI companion?
On a seperate piece of paper, have students come up with their own list of pros and cons of an AI
companion. Then share the handout, AI Companion Pros and Cons. Have students circle things they
agree with and cross out things they disagree with on the handout and add anything that they think is
missing (i.e. environmental impact). Once they are done have them turn over the sheet and note what
else should be discussed relating to AI.
As a group identify issues that they did not raise earlier. Consider asking, Why do you think you did not
come up with that one (pro or con)? Ask: Could you tell this as made by AI? How? What was left off
this list (e.g. environmental concerns)? Why might that be?
Objective: Students will develop and express an opinion on a current social issue.
Question: What is your position on AI companions? See the Take a Stand in Activity Procedures.
The Take a Stand activity gets students physically moving around the room, needing to make a decision
about what they think, and share their views. Encourage students to move on the continuum as they
listen to peers. Affirm diverse opinions as well as students who are unsure. Be prepared to challenge
disrespectful comments. It is recommended to have classroom guidelines for discussion (e.g. No
attacking the ideas of others) that you can refer back to.
4 ©November 2025 Activity inspired by Cynthia Sandler by Project Look Sharp – Ithaca College
