• Use generative AI tools for creative writing and worldbuilding to explore basic concepts of exoplanets and future Earth scenarios
• Critically evaluate and refine AI-generated content
• Integrate multiple forms of media (text, images, code) into a cohesive creative project

This assignment is designed for middle to senior secondary grade levels (ages 14-18), although it can be adapted for post-secondary educational contexts as well. The lesson plans guide students through the process of using multimodal generative AI tools to create a science fiction world. Each lesson is meant to last roughly 45-60 minutes and can be spaced out across 3-4 class periods. Students will engage with various AI capabilities including text generation, image creation, and code generation to build a comprehensive sci-fi setting. The assignment is based on a presentation for Victorian Secondary English teachers in Australia, which was subsequently turned into a blog post with an accompanying video.

Lesson 1: Introduction and World Concept

1. Introduction (10 minutes)
   • Explain the concept of science fiction worldbuilding: why is it important to “build” a world for science fiction and fantasy stories? How does it differ (or how is it the same) from “real-world” storytelling?
   • Introduce the role of AI in creative writing and worldbuilding. Consider a discussion of why AI is great for generating ideas (large dataset, surprising connections) but not a surrogate for human creativity.
2. AI Basics and Ethics (15 minutes depending on familiarity with technology)
   • Briefly explain how generative AI works. Refer to other materials if necessary, such as “The AI Iceberg: Understanding ChatGPT.” 
   • Discuss ethical considerations when using AI for creative work, such as copyright and bias.
3. Worldbuilding Basics (20 minutes)
   • Present key questions for worldbuilding (use AI to generate these).
   • Example prompt: “Generate 5-7 key questions for science fiction worldbuilding, focusing on physics, environment, and society.” NB: Use an Internet-connected AI model like GPT-4o, Gemini, or Copilot for better results. Add “use search” or “use browsing” as part of the prompt.
4. Generate World Concept (15 minutes)
   • Students use AI to generate initial world concepts. This can be with a combination of text and image generation, such as GPT-4o, Copilot, Adobe Firefly, etc.
   • Example text prompt for description: “Create a basic concept for a science fiction world. Include details about its physical environment, any unique physical properties, and a brief description of its inhabitants or visitors.”
   • Example image prompt: “Detailed, cinematic image, extreme long shot of a planet set against a starry, galactic swirl. The planet is shrouded in purple and blue clouds. The planet has several moons of varying sizes. A gas-giant hangs in the distant background.”

Lesson 2: Developing the World

1. Review and Discussion (10 minutes)
   • Students share their initial world concepts.
   • Discuss any challenges or interesting discoveries from using multimodal generative AI.
2. Exoplanet Research (20 minutes)
   • Use AI to research exoplanets (requires an Internet-connected AI model).
   • Example prompt: “Provide information about the exoplanet XO-7 b, including its physical characteristics and potential for habitability. Use Internet search.”
   • Students find their own exoplanets. Use the AI model’s “memory” feature to facilitate comparison with past exoplanet research.
3. Visualizing the World (30 minutes)
   • Students use image generation AI to create visuals of their world.
   • Example text prompt: “Use the information from the research into [exoplanet name] to create a detailed image generation prompt.” Or, in a multimodal model like ChatGPT, simply “generate an image of the planet.”

Lesson 3: Adding Scientific Detail

1. Share Progress (10 minutes)
   • Students present their world descriptions and images.
2. Physics Simulation (25 minutes)
   • Use AI to generate simple physics simulations for the world (for example, PhET or Phy). 
   • Example prompt: “Use code interpreter (or equivalent based on model) to simulate the gravity on my fictional habitable moon, which has 0.8 times Earth’s gravity.”
3. Future Earth Context (25 minutes)
   • Students research potential future Earth scenarios.
   • Example prompt: “Describe Earth in the year 2055, focusing on technological advancements, environmental changes, and social developments. Use Internet browsing and identify at least three sources of information for your predictions.”
4. Homework (optional)
   • Students integrate the physics simulation and Earth context into their world description.
   • To add in a personal/philosophical element to the homework assignment, students might describe their vision for how society on a certain exoplanet might differ from the way humans live on Earth.

Lesson 4: Creating the Final Product

1. Interactive Element (30 minutes)
   • Students use AI to create a simple interactive element, game, or simulation for their world.
   • Example prompt (using ChatGPT/code interpreter): “Create a simple HTML and JavaScript code for an interactive button that shows the changing levels of my world’s exotic energy source.”
   • Example prompt (using Claude’s “Artifacts”): “Create an interactive artifact which demonstrates [feature of world].”
2. Character Creation (20 minutes)
   • Use AI to generate descriptions or images of potential characters.
   • Example prompt: “Image depicting a diverse group of astronauts suited up for a mission to explore an exoplanet in the near future.”
3. Final Integration (10 minutes)
   • Students compile all elements (description, images, code) into a final presentation.
4. Homework (optional)
   • Create a simple website (using prompts in a suitable AI platform) exhibiting their science fiction world.

Students will be evaluated on the following criteria:

• Completion of each stage of the worldbuilding process
• Creativity and coherence of the final science fiction world
• Effective use and documentation of AI tools throughout the process
• Critical evaluation of AI-generated content
• Final presentation or website showcasing their created world

Adaptations

• For younger students, focus more on the creative aspects and less on the scientific details.
• For advanced students, incorporate more complex coding tasks or deeper scientific research.
• Collaborate with the school’s science department to align the worldbuilding with current astronomy or physics curricula.