Great for students who want more agency or are working independently on a project.

Bonus: A Biodiversity Coding Project That Teaches Kids (and Adults) How to Ask Smarter Questions

We’ve got to stop panicking about kids using AI and instead coach them on how to use it.

People said the same thing when calculators showed up in classrooms.

“They won’t learn math anymore.”

Yes, some kids let the calculator do all the work and skipped the fundamentals.
But others?
It unlocked them. They learned faster. Went deeper. Solved real-world problems while the rest of us were still trying to carry the one.

Same thing happened when Google showed up.
And Wikipedia.
All this talk about “they won’t know how to do research.”
Please.

Some used it to cut corners — that’s true.
But others used it to light a fire. They fell into rabbit holes, pulled up studies, biographies, satellite maps — you name it.

It’s not the tech that’s the problem. It’s what we teach people to do with it.

Be Honest With Ourselves

Will some students use ChatGPT to cheat?

Of course.

Just like some used CliffNotes, copied homework, or had cousins doing their book reports back in the day.

But let’s not act brand new.

Others are using AI to:

• Learn how to code for the first time
• Explore what species grow in their backyard
• Ask better questions and get meaningful feedback
• Call their elders and compare what AI says to what Granny says

That’s called learning with layers.
And if you ask me, that’s exactly what learning should look like.

After teaching at public and private universities for over a decade and supporting climate-focused, service-learning in STEM classrooms for grades 6–12 in public schools across the city, I saw the power of layered learning with tech, coaching, peer-to-peer mentoring, and civic engagement in shaping a love of learning and building skills.

And yes, it only happens when teachers and parents have the support.

Shout out to my long-term colleagues in the federal government who made this possible — especially at NOAA and NASA, who funded our work at CCNY-CUNY and middle schools and high schools citywide. 

If You’re Reading This, You’re Already Using AI

Yes, AI has problems.
Big ones.

The environmental toll, labor exploitation, surveillance — it’s real. And if it rubs you the wrong way, you should be talking about it.

Call your reps.
Write the letters.
Tell folks: we don’t want tech that’s built on extraction — not of resources, not of people.

But don’t act like the solution is to unplug and walk away. Especially not for our kids.

Because here’s the truth:
If they don’t learn how to use these tools now, it could lock them out of opportunities for the rest of their lives.

For too many in our communities, that means generational hardship.

We can’t afford to let that happen.

Real Tools, Real Learning

Around the world, hundreds of researchers and citizen scientists are helping to make data about the environment free and widely available. One project, the Global Biodiversity Information Facility (GBIF), is a massive open-data initiative making 300+ years of species data freely accessible to the public.

I’ve been exploring my family’s land in the hills of St. Mary, Jamaica — tracing the species we’ve seen when visiting over the years.

Sea grapes, yams, and “bush” — the local herbs and healing plants we’ve known by sight and story for generations.

Using ChatGPT as my coding coach and Google Colab, I pulled biodiversity records from GBIF.

And now, it’s not just memory. It’s mapped, confirmed, and teachable.

Teach Kids to Use the Tools — But Keep One Foot in the Soil

This is what we need to be doing for the next generation.

Let kids:

• Use LLMs (i.e. GPT, Claude, Gemini) as a tutor, not just a trick to avoid work
• Learn and teach prompt engineering — how to talk to AI
• Ask it questions, then go ask their elders too
• Learn to code, explore maps, and connect tech to real experiences — their gardens, neighborhoods, rivers, and memories

This is how we stay grounded in life, culture, and curiosity while using AI — just as we would any other tool.

As Dr. Andrew Ng, one of the world’s leading AI researchers, puts it: “Everyone should learn how to code — even my receptionist practices coding daily — because understanding how computers work helps us make the most of them.”

That mindset isn’t about turning everyone into a software engineer — it’s about building confidence, awareness, and power. And kids need that just as much as anyone else.

AI isn’t going away. But we shape how we use it.

Try This: A Mini Prompt Library for Curious Kids (and Adults)

AI can be a playful and powerful partner in exploring the natural world. Below is a set of nature-inspired prompts designed to spark curiosity, deepen learning, and support creative projects for kids (and grown-ups) who love the outdoors—or want to learn more about it.

These Role–Mission–Task–Context–Format prompts help kids build research skills, storytelling muscles, and even coding basics, all while exploring the biodiversity around them.

If they’re ready to go further, kids (and adults) can also learn to code with open biodiversity data using platforms like Google Colab and the Global Biodiversity Information Facility (GBIF).

Each prompt below is followed by ideas for critical thinking activities, group work, and intro-level programming to support classrooms doing a deep dive in AI—or kids exploring independently.

1. Biodiversity Data Coach

Discover species near you using real open-source data and beginner-friendly code.

Use Case: A middle schooler interested in computer science and animals can explore species around their school or park, while learning Python basics through hands-on practice.

Prompt

Role: You are a Biodiversity data coach

Mission: Teach me how to search for species using open data

Task: Show me how to write Python code to pull species data from GBIF

Context: I want to learn about what plants or animals live near [insert place or coordinates]

Format: Step-by-step coding tutorial using Google Colab

Further exploration: 

Critical Thinking and Reflection: Guide students in Identifying patterns in biodiversity data and discuss why certain species live in certain regions.

Group Work: Teams can divide tasks: one researches, one codes, one presents findings.

Programming: Kids explore Python basics and data access using APIs.

2. Local Ecology Guide

Get a quick overview of native species around you, full of fun facts. Perfect for posters, nature notebooks, or slideshows full of regional species insights.

Prompt:

Role: You are a Local ecology guide

Mission: Help me discover local species

Task: Share native plants and animals in my region

Context: I’m working on a science fair project about biodiversity

Format: Bullet list with fun facts

Critical Thinking: Compare urban vs. rural species, or look for food chain roles.

Group Work: Students each research one species and combine their facts into a field guide.

Programming: Consider research fundamentals and light data analysis.

3. Tree Expert

Create a short, engaging species profile for a tree in your neighborhood. Excellent after a walk around the neighborhood, park, or school yard.

Prompt: 

Role: You are a Tree expert

Mission: Help me describe a local tree species

Task: Write a short report with fun and useful facts

Context: I saw this tree in my neighborhood

Format: Paragraph for a student report

Observation: During nature walks observe and document the tree’s role in its habitat—shade, pollinators, erosion control.

Group Work: Each student “adopts” a tree and creates a report for a classroom tree map. 

Programming: Optional – students could create a digital “tree ID card” with Canva or a simple app.

4. Cultural Historian

Bridge nature and heritage through intergenerational storytelling. Encourages intergenerational conversations, great for a history-meets-science assignment.

Prompt: 

Role: You are a Cultural historian

Mission: Help me connect family knowledge with nature

Task: Give me questions to ask my grandparents

Context: I’m learning about how plants were used for healing and cooking

Format: 5–7 interview-style questions

Group Work: Students share interview responses and build a collective “Herbal Wisdom” booklet.

Programming: Use low code kid-friendly tools like Scratch to to organize responses in a collaborative digital archive.

5. Kid-Friendly Coding Coach

Introduce kids to coding with a playful tone and clear challenges. Excellent for tech clubs or students learning Scratch, Turtle, or Blockly.

Prompt: 

Role: You are a Kid-friendly coding coach

Mission: Teach basic programming concepts

Task: Explain how coding works and give me a beginner’s challenge

Context: I’m 10 years old and curious about computers

Format: Friendly explanation plus 1–2 coding tasks

Group Work: Students can pair up to debug each other’s code or create group mini-games. 

Programming: Good entry point for visual or text-based coding platforms like Scratch, Jupyter Notebook and Kaggle. 

6. Science Mentor

Brainstorm AI-powered nature ideas for a science fair or class project. Great for older students ready to explore how technology and ecology can intersect.

Prompt: 

Role: You are a Science mentor

Mission: Guide me through designing a nature-based AI project

Task: Suggest 3 ways I can use AI for a science fair

Context: I want to study nature using AI tools

Format: List with short descriptions

Critical Thinking: Explore ethical questions like: How should we use AI to guide our efforts in conserving nature?

Group Work: Teams select one idea and research feasibility or create a prototype.

Programming: Optional – could involve Teachable Machine, data analysis, or sensor-based tools.

7. Biodiversity Mapping 

Plug in a location and discover what grows there—like a nature GPS! Great for global classrooms, remote learning, or travel-based assignments.

Prompt: 

Role: You are a Biodiversity navigator

Mission: Help me explore plant life using coordinates

Task: Tell me what grows near a location

Context: I have GPS coordinates of a place I’m researching

Format: Table or list of species with brief notes

Observation: During nature walks, see if you can identify the plant life the AI model listed. 

Group Work: Teams research different ecosystems and “build” a local map based on density of varies plant species in the area. 

Programming: Optional – use GBIF or Earth Engine if the class has mapping or data experience.

AI That Asks Back: Prompts Supports Studying 

Sometimes the best way to learn is by answering questions, not just asking them. These prompts invite learners to reflect, plan, and explore their own ideas with the help of AI-as-coach.

8. Learning Coach

Students can start with their ideas and build from there, using AI as a brainstorming buddy.

Prompt: 

Role: You are a Learning coach

Mission: Help me design a nature project

Task: Ask me 5 questions to guide my thinking

Context: I want to build my own idea, not just copy one

Format: Series of thoughtful, open-ended questions

 

Critical Thinking: Have students evaluate each other’s project with feedback. Then take the feedback and do another round of prompting to revise the project as needed.

Group Work: Engage students in co-creating a project plan or classroom exhibit.

Programming: Students interested in programming can ask the LLM to guide them in developing a a tech-based tool to help them share aspects of their nature project or engage their classmates Youcubed.org and Scratch.mit.edu are kid-friendly platforms for this. 

10. Biodiversity Quiz 

Test their knowledge in a fun, interactive quiz with instant feedback. Great for end-of-unit review, classroom games, or a friendly challenge among friends.

Prompt: 

Role: You are a Biodiversity scientist

Mission: Teach me about native species from [insert region]

Task: Quiz me and explain any answers I miss

Context: I’m practicing for a class presentation

Format: Multiple-choice or fill-in-the-blank quiz with feedback

Critical Thinking: Focuses on synthesis, retention, and applied reasoning.

Group Work: Students co-create quizzes for each other or form teams for quiz show competitions.

Programming: Optional students can build digital quizzes using Scratch or coding resources such as Jupyter for slightly advanced learning. 

Use these as-is or remix them. The point is: curiosity + structure = real learning.

You don’t need to be an AI expert to make sure of it – just be curious