Is AI Worth the Water and Energy it Uses?
Suggested Length: 1 hour
Learning Objectives:
- Recognize that AI relies on physical data centers that consume significant water and energy.
- Describe key environmental impacts of AI data centers using information from current articles.
- Compare possible, probable, and desirable futures related to AI growth and resource use.
- Reflect on personal and societal choices about AI use in relation to sustainability.
| Approaches to Learning | Vocabulary | Reflection Questions |
|---|---|---|
| Thinking Skills Anticipatory thinking: Anticipate consequences of different choices about AI use. Research Skills Extract key data (who is affected, how much water/energy is used, what solutions exist). | Artificial Intelligence (AI) Data center Server Bandwidth Cooling Sustainability Resource use Consumption Water stress Energy demand Anticipatory thinking | How did anticipating different futures change the way you thought about the debate question? If you had to choose, would you prioritize fast AI innovation or strict environmental protection? What is one way you could use AI more sustainably in your own life, or one policy you would support to make AI more environmentally responsible? |
Resources and Preparation
You may wish to watch the video: How data centers work and why AI is driving their growth and read these articles prior to the session:
- AI's Thirst Trap: Data Centers Guzzle Water While Droughts Drain Communities
- Data Centre Use Up, Emissions Down - What's Google's Secret? | Sustainability Magazine
- Mega Data Centers Could Drain Water Supplies in Great Lakes Region if Protections Aren’t Put in Place: Report | Chicago News | WTTW
Clone the following discussion and share it with students: Is AI worth the water and energy it uses?
Use Small Group Mode to give groups access to their own version of the discussion, if appropriate.
Introduction
Using the presentation, show the image of the data center in the presentation, or a different image, and complete the “See, Think, Wonder” routine. Board students’ ideas.
Ask:
- What do you see in the image? What are its parts?
- What do you think it is used for?
- What does this make you wonder? What could its function be?
Introduce anticipatory competency: Explain that today’s lesson will focus on anticipatory thinking in the context of AI and resource use. That means being able to imagine different futures (what could happen, what’s likely to happen, and what we want to happen) and think about the consequences of our choices today for other people and future generations.
Watch video: How data centers work and why AI is driving their growth.
Ask the following questions related to the video:
- What are data centers?
- What resources do they use?
- How much energy do they need?
Main Activity
Part 1: Jigsaw Investigating Articles & Imagining Futures
Divide students into three expert groups. Explain that each expert group will read a news article and work together to consider a unique perspective to envision a possible future of AI.
- Business as usual: What will happen if nothing changes?
- Green AI transition: What will happen if the AI industry innovates and transitions to use clean energy?
- Resource crunch and backlash: What will happen to our resources, and how will society respond?
Provide each group with their corresponding handout and news article. Provide article glossary if needed from the resource materials.
- Business as usual: AI's Thirst Trap: Data Centers Guzzle Water While Droughts Drain Communities
- Green AI transition: Data Centre Use Up, Emissions Down - What's Google's Secret? | Sustainability Magazine
- Resource crunch & backlash: Mega Data Centers Could Drain Water Supplies in Great Lakes Region if Protections Aren’t Put in Place: Report | Chicago News | WTTW
Instruct students to read the article and complete the handout with quotes and paraphrasing from the article. Emphasize that these notes will be used for claims in activity two.
Call students back together and recap findings.
Part 2: Kialo Discussion
Redistribute students to create new groups in which all three potential futures are represented. Share cloned discussion with the groups. Enable Small Group Mode to allow students to work on a discussion in their group.
Display the thesis: We should significantly limit the growth of resource‑intensive AI to protect water and energy resources.
Briefly show students the Pro and Con starter claims:
- PRO: AI companies are using unsustainable amounts of resources.
- PRO: Rapid AI growth risks overwhelming community systems.
- CON: AI can accelerate sustainability solutions.
- CON: Design and policy can reduce harm without strong restrictions.
Clarify expectations for the discussion. You may also set expectations by setting up Tasks in advance.
Each student should:
- Add at least four claims in total (e.g., 2 pro and 2 con).
- One claim must be in response to their own idea, supporting it with a sub-claim that cites evidence from one of the articles.
- Reply to at least two additional claims written by another student, either supporting or opposing, and linking to evidence to support their claim.
Circulate as students work in Kialo, encourage them to connect their claims to one of the three futures from Part 1.
Reflection Activity
Ask students to respond to one of these questions as an exit ticket or discuss as a class:
- How did anticipating different futures change the way you thought about the debate question?
- Which of the futures you explored do you think is most likely and why?
- If you had to choose, would you prioritize fast AI innovation or strict environmental protection? What kind of compromise would you accept?
- What is one way you could use AI more sustainably in your own life, or one policy you would support to make AI more environmentally responsible?
