STEM Architect Master Guide

Texas AI Lab: Future Ready Prompting & Logic

A 20-module immersive curriculum designed to transition high school students from passive consumers of technology to active creators using Artificial Intelligence. This course covers Large Language Model (LLM) mechanics, prompt engineering, ethics, creative applications, and rigorous STEM integration (coding and data analysis). It is specifically designed to align with DOE TRIO UB/UBMS objectives by providing instruction in mathematics, laboratory science (computer science), and rigorous academic preparation.

Target: High School (Ages 14-18) • Total Time: 13.5 Hours (20 sessions x 40 minutes) • Est. Cost: $365.10

🚌 Field Expeditions Within 90 mins of Mansfield, TX

University of Texas at Arlington (UTA) - SEIR Building

📍 Arlington, TX (approx. 15 mins from Mansfield)

Tour of the Science & Engineering Innovation and Research (SEIR) building, specifically the Data Science and Computer Science labs.

Curriculum Connection

"Provides exposure to collegiate-level research environments and reinforces the 'College Pathways' component of the curriculum (34 CFR 645.11(a)(2))."

Perot Museum of Nature and Science - Texas Instruments Engineering and Innovation Hall

📍 Dallas, TX (approx. 35 mins from Mansfield)

Interactive exploration of robotics, coding, and engineering displays.

Curriculum Connection

"Aligns with STEM curriculum modules on coding and engineering design; allowable cost under 'Field Trips' for educational enrichment (2 CFR 200.454)."

Google Data Center (External Viewing/Community Center) or Microsoft Datacenter Tour

📍 Midlothian, TX or Fort Worth, TX

Exposure to the physical infrastructure of the internet and cloud computing.

Curriculum Connection

"Visualizes the 'Cloud Computing' and 'Environmental Impact' modules (Activity 17)."

1

1. The Ghost in the Machine: What is Generative AI?

Duration: 40 minutes Difficulty: Beginner TRIO: Both

Introduction to Large Language Models (LLMs), how they differ from search engines, and setting up accounts with safety protocols.

Science

Understanding neural networks (biological vs. artificial).

Technology

Usage of Cloud Computing and APIs.

Engineering

System architecture basics.

Math

Probability basics (Next token prediction).

Cross-Curricular Integration
Social Studies: History of Technology

Learning Objectives

  • Define Generative AI and LLMs.
  • Distinguish between a search engine query and a generative prompt.
  • Establish digital citizenship and safety rules for AI use.

Standards Alignment

TEKS: 126.41.c.1.A (Computer Science I) - Identify the creative and innovative features of current technologies.TEKS: 126.16.c.1 (Tech Apps) - Demonstrate knowledge and appropriate use of operating systems. STEM: STEM Best Practice 1.1: Students apply the engineering design process.STEM: STEM Best Practice 4.1: Students use technology tools to enhance learning.

Pathways

Careers
AI Research ScientistMachine Learning EngineerData Privacy Officer
College Majors
B.S. Computer ScienceB.S. Artificial IntelligenceB.A. Philosophy (Ethics of Tech)

Materials & Costs

Item Est. Cost
Chromebooks or Laptops $300 per unit (amortized)
Access to Gemini (Google) or ChatGPT (Free Tier) $0
Projector/Smartboard $0 (Facility use)

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Instruction in laboratory science (Computer Science)
  • • Exposure to new technology
Allowable Costs
  • • Educational software/subscriptions
  • • Computer hardware lease/purchase for student use
Justification

Provides core instruction in Computer Science principles, a required rigorous curriculum component for UBMS and encouraged for UB.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Instruction in laboratory science, HEA Sec. 402D(b) - Instruction in computer science
34 CFR Part 645
34 CFR § 645.11(b)(1)(i) - Laboratory Science Instruction, 34 CFR § 645.12(b) - UBMS Math/Science Instruction
EDGAR / 2 CFR 200
2 CFR § 200.453 - Materials and supplies costs, 2 CFR § 200.439 - Equipment and other capital expenditures

T Teacher Guide

1.

Start by asking students to predict the next word in the phrase 'Peanut butter and...'. Explain that LLMs do this with math.

2.

Perform a live demo: Google 'How does a car engine work' (result: links) vs. ChatGPT 'Explain a car engine to a 5-year-old' (result: synthesis).

3.

Strictly review data privacy: Do not put PII (Personally Identifiable Information) into the AI.

S Student Mission

1.

Create or log in to your designated AI account.

2.

Enter the prompt: 'Explain how Large Language Models work to a 5-year-old.'

3.

Open Wikipedia and search 'Large Language Model'.

4.

Write down three differences between the AI explanation and the Wikipedia entry.

2

2. Prompt Engineering 101: The PREP Method

Duration: 40 minutes Difficulty: Beginner TRIO: Both

Students learn the foundational structure of a good prompt using the PREP framework (Prompt, Role, Explicit instructions, Parameters).

Science

Hypothesis testing (prompt = hypothesis, output = result).

Technology

Natural Language Processing (NLP).

Engineering

Iterative design process.

Math

Logic structures.

Cross-Curricular Integration
English Language Arts: Tone and Voice

Learning Objectives

  • Apply the PREP method to generate specific outputs.
  • Analyze the difference between weak and strong prompts.
  • Critique AI responses for relevance.

Standards Alignment

TEKS: 110.36.c.1.A (ELA III) - Engage in meaningful and respectful discourse.TEKS: 126.41.c.5.A (Computer Science I) - Use software tools to solve problems. STEM: STEM Best Practice 3.2: Students communicate STEM content to various audiences.

Pathways

Careers
Prompt EngineerTechnical WriterContent Strategist
College Majors
B.A. English/RhetoricB.S. Information ScienceB.S. Human-Computer Interaction

Materials & Costs

Item Est. Cost
Student Worksheets (PREP Template) $0.10 per student

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Instruction in literature/composition
  • • Academic tutoring/instruction
Allowable Costs
  • • Instructional supplies (worksheets)
Justification

Enhances English Language Arts skills through structured logic and composition, meeting the core curriculum requirement for composition.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b)(1) - Instruction in composition
34 CFR Part 645
34 CFR § 645.11(b)(1)(iv) - Composition and Literature
EDGAR / 2 CFR 200
2 CFR § 200.454 - Student Activity Costs

T Teacher Guide

1.

Define PREP: Prompt (Task), Role (Who the AI is), Explicit (Details), Parameters (Length/Format).

2.

Show results for 'Write a cover letter' vs the PREP version.

3.

Challenge: Who can get the most accurate specific output for a creative task?

S Student Mission

1.

Initial Prompt: 'Write a story about a dog.' Read the result.

2.

PREP Prompt: 'Act as a mystery novelist (Role). Write a story about a golden retriever solving a crime in Dallas (Explicit). Keep it under 100 words (Parameters).'

3.

Discuss how the 'Role' changed the tone of the writing.

3

3. Hallucinations: When AI Lies

Duration: 40 minutes Difficulty: Intermediate TRIO: Both

Critical thinking session identifying when AI makes up facts ('hallucinations') and how to verify information.

Science

The Scientific Method (Verification).

Technology

Data validation.

Engineering

Failure analysis.

Math

Statistical error.

Cross-Curricular Integration
Journalism: Fact Checking

Learning Objectives

  • Identify AI hallucinations.
  • Practice fact-checking methods.
  • Understand the limitations of probabilistic language models.

Standards Alignment

TEKS: 113.41.c.1 (Social Studies Skills) - Evaluate the validity of a source.TEKS: 126.51.c.8.B (Fundamentals of CS) - Discuss ethical/social issues regarding reliability. STEM: STEM Best Practice 1.3: Students use critical thinking to evaluate solutions.

Pathways

Careers
Research AnalystFact CheckerQuality Assurance Tester
College Majors
B.S. Library and Information ScienceB.A. JournalismB.S. Data Science

Materials & Costs

Item Est. Cost
Access to Internet for Fact Checking $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Academic counseling/Study skills
  • • Instruction in critical thinking
Allowable Costs
  • • Instructor salary/stipend
Justification

Critical for college readiness; teaches students to verify academic sources.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Counseling and workshops
34 CFR Part 645
34 CFR § 645.11(a)(2) - Study Skills and Academic Counseling
EDGAR / 2 CFR 200
2 CFR § 200.430 - Compensation of personal services

T Teacher Guide

1.

Generate a bio for a fake scientist using AI beforehand. Read it to the class as fact.

2.

Reveal it is fake. Explain that LLMs are 'autocomplete', not databases of truth.

3.

Demonstrate lateral reading (checking multiple tabs/sources).

S Student Mission

1.

Prompt: 'Write a biography for the 19th-century inventor [Invent a Name].'

2.

Prompt: 'Give me 3 quotes from the book [Invent a Title].'

3.

Search Google for these people/books to prove they don't exist.

4.

Write a reflection on why we cannot trust AI blindly.

4

4. Few-Shot Prompting: Teaching the AI

Duration: 40 minutes Difficulty: Intermediate TRIO: UBMS

Learning advanced prompting by providing examples (shots) within the prompt to guide the AI's pattern recognition.

Science

Pattern recognition.

Technology

Machine Learning concepts (Training data).

Engineering

System optimization.

Math

Sequences and series.

Cross-Curricular Integration
Linguistics

Learning Objectives

  • Differentiate between Zero-shot and Few-shot prompting.
  • Create prompts that include data examples.
  • Train the AI to follow a specific format.

Standards Alignment

TEKS: 126.33.c.4.A (CS II) - Use proper algorithm design tools.TEKS: 111.40.c.1.F (Algebra II) - Analyze mathematical relationships. STEM: STEM Best Practice 5.2: Students engage in problem-solving.

Pathways

Careers
Machine Learning EngineerNatural Language Processing SpecialistDatabase Administrator
College Majors
B.S. Computational LinguisticsB.S. Computer ScienceB.S. Mathematics

Materials & Costs

Item Est. Cost
Computer Access $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Lab Science
  • • Instruction in Mathematics
Allowable Costs
  • • Computer Lab Fees (if applicable)
Justification

This is a direct application of computer science logic and pattern recognition, aligning with UBMS math/science rigor.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b)(2) - Instruction in mathematics and science
34 CFR Part 645
34 CFR § 645.12(b)(2) - Computer science instruction
EDGAR / 2 CFR 200
2 CFR § 200.454 - Student Activity Costs

T Teacher Guide

1.

Explain that providing examples is like giving the AI a mini-training session.

2.

Show a list of dates in different formats (Jan 1, 01/01, 1-Jan).

3.

Show how giving 2 examples of the desired format fixes the rest automatically.

S Student Mission

1.

Goal: Convert slang to Shakespearean.

2.

Prompt 1 (Zero-shot): 'Translate this: [Slang phrase].'

3.

Prompt 2 (Few-shot): 'Translate slang to Shakespearean. Example 1: [Slang]->[Shakespeare]. Example 2: [Slang]->[Shakespeare]. Now translate: [Your phrase].'

4.

Analyze how the style improved.

5

5. Chain of Thought Prompting

Duration: 40 minutes Difficulty: Intermediate TRIO: UBMS

Forcing the AI to 'show its work' to improve logic in math and science problems.

Science

Causal relationships.

Technology

Algorithm tracing.

Engineering

Process flow.

Math

Logic and Proofs.

Cross-Curricular Integration
Philosophy: Logic

Learning Objectives

  • Use 'Let's think step by step' techniques.
  • Solve complex word problems using AI assistance.
  • Debug AI logic errors.

Standards Alignment

TEKS: 111.40.c.1.B (Algebra II) - Use a problem-solving model.TEKS: 126.41.c.4.B (CS I) - Identify logical errors. STEM: STEM Best Practice 1.1: Engineering design process (defining the problem).

Pathways

Careers
Systems AnalystLogistics ManagerMathematician
College Majors
B.S. MathematicsB.S. Industrial EngineeringB.S. Philosophy/Logic

Materials & Costs

Item Est. Cost
Logic Puzzle Worksheets $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Mathematics
  • • Tutoring
Allowable Costs
  • • Educational materials
Justification

Directly supports mathematics instruction and logical reasoning, a core required service.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b)(2) - Mathematics instruction
34 CFR Part 645
34 CFR § 645.11(b)(1)(ii) - Mathematics Instruction
EDGAR / 2 CFR 200
2 CFR § 200.453 - Instructional materials

T Teacher Guide

1.

Use the 'Jug filling' problem or similar logic riddle.

2.

Show that if you ask for the answer immediately, AI often guesses.

3.

Demonstrate Chain of Thought (CoT) prompting to force the model to output reasoning before the final answer.

S Student Mission

1.

Select a logic puzzle from the worksheet.

2.

Prompt 1: 'Solve this: [Puzzle]'. Check if the answer is right.

3.

Prompt 2: 'Solve this: [Puzzle]. Let's think step by step.'

4.

Trace the AI's logic to see if the intermediate steps are mathematically valid.

6

6. AI as a Debate Partner (Socratic Method)

Duration: 40 minutes Difficulty: Intermediate TRIO: UB

Using AI to roleplay opposing viewpoints to strengthen argumentation and critical analysis skills.

Science

Peer review simulation.

Technology

Chatbot personality design.

Engineering

Trade-off analysis.

Math

Logic tables.

Cross-Curricular Integration
Debate/SpeechCivics

Learning Objectives

  • Develop counter-arguments.
  • Use AI to identify weak points in an essay.
  • Practice persuasive writing.

Standards Alignment

TEKS: 110.53.c.2 (Research/Technical Writing) - Analyze issues and take a position.TEKS: 113.44.c.3 (US Government) - Analyze political viewpoints. STEM: STEM Best Practice 3.1: Effective communication.

Pathways

Careers
Lawyer (IP/Tech Law)Public Policy AnalystBioethicist
College Majors
B.A. Political SciencePre-LawB.S. Science and Technology Policy

Materials & Costs

Item Est. Cost
Current Events Article $0

Federal Compliance Data

Program Type

UB

Allowable Services
  • • Instruction in Composition/Literature
  • • Mentoring (simulated)
Allowable Costs
  • • None required
Justification

Supports core curriculum in English/Language Arts and critical thinking.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b)(1) - Composition instruction
34 CFR Part 645
34 CFR § 645.11(b)(1)(iv) - Literature/Composition
EDGAR / 2 CFR 200
N/A - No cost

T Teacher Guide

1.

Explain that strong debaters know the opponent's arguments better than the opponent does.

2.

Instruct students to prompt the AI: 'Act as a skeptical scientist' or 'Act as a government regulator'.

3.

Monitor to ensure topics remain school-appropriate.

S Student Mission

1.

Choose a topic (e.g., Space Exploration costs).

2.

Prompt: 'I believe we should spend more on space. Act as a budget hawk and give me 3 counter-arguments.'

3.

Write a rebuttal to the AI.

4.

Prompt: 'Grade my rebuttal for logical fallacies.'

7

7. Visualizing STEM: Text-to-Image

Duration: 40 minutes Difficulty: Beginner TRIO: Both

Using image generators (like Bing Image Creator/DALL-E) to visualize scientific concepts or engineering prototypes.

Science

Anatomy/Cell structure visualization.

Technology

Generative Adversarial Networks (GANs).

Engineering

Prototyping/CAD visualization.

Math

Geometry/Perspective.

Cross-Curricular Integration
Visual Arts

Learning Objectives

  • Translate abstract concepts into visual prompts.
  • Use adjectives and style descriptors effectively.
  • Visualize an engineering prototype.

Standards Alignment

TEKS: 130.362.c.4 (Engineering Design) - Prepare technical illustrations.TEKS: 126.41.c.6 (CS I) - Use technology to visualize data. STEM: STEM Best Practice 4.2: Visual literacy.

Pathways

Careers
Industrial DesignerCAD TechnicianGame Asset Developer
College Majors
B.F.A. DesignB.S. ArchitectureB.S. Mechanical Engineering

Materials & Costs

Item Est. Cost
Access to Bing Image Creator (Microsoft Account) $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Exposure to cultural events (Digital Art)
  • • Instruction in Lab Science (Visualization)
Allowable Costs
  • • Software subscriptions (if paid version used)
Justification

Visualizing complex scientific concepts supports STEM learning and engineering design.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Cultural components
34 CFR Part 645
34 CFR § 645.11(a)(4) - Cultural Events, 34 CFR § 645.12(b) - Science Instruction
EDGAR / 2 CFR 200
2 CFR § 200.453 - Computing devices/software

T Teacher Guide

1.

Show how adding 'isometric view' or 'schematic blueprint' changes the image utility for engineers.

2.

Briefly mention that AI art cannot currently be copyrighted (USCO decision).

3.

Task: Create a concept car or a futuristic sustainable building.

S Student Mission

1.

Initial Prompt: 'A car of the future.'

2.

Refined Prompt: 'A solar-powered vehicle, isometric view, white background, technical drawing style, 4k resolution.'

3.

Save the image that best represents a buildable prototype.

8

8. AI for Data Analysis (Spreadsheets)

Duration: 40 minutes Difficulty: Advanced TRIO: UBMS

Using AI to generate spreadsheet formulas and analyze small datasets.

Science

Data logging.

Technology

Data Science basics.

Engineering

Quality control metrics.

Math

Statistics.

Cross-Curricular Integration
Business Information Management

Learning Objectives

  • Use AI to write Excel/Google Sheets formulas.
  • Analyze a CSV dataset using an LLM.
  • Identify trends in data.

Standards Alignment

TEKS: 130.162.c.3 (Business Info Management) - Analyze data using spreadsheets.TEKS: 111.43.c.2 (Math Models) - Organize and display data. STEM: STEM Best Practice 5.1: Use data to drive decisions.

Pathways

Careers
Data AnalystActuaryFinancial Modeler
College Majors
B.S. Data ScienceB.B.A. Business AnalyticsB.S. Statistics

Materials & Costs

Item Est. Cost
Sample CSV Dataset (Weather or Sports stats) $0
Google Sheets/Excel $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Mathematics
  • • Instruction in Laboratory Science
Allowable Costs
  • • Laptops
  • • Spreadsheet software
Justification

Data analysis is a critical skill for all STEM fields and required for UBMS.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b)(2) - Mathematics instruction
34 CFR Part 645
34 CFR § 645.12(b)(2) - Computer Science/Math
EDGAR / 2 CFR 200
2 CFR § 200.453 - Electronic data processing

T Teacher Guide

1.

Distribute a CSV file (e.g., local weather data for the last month).

2.

Show how to ask: 'Write a formula for Google Sheets that averages Column B if Column A says 'Sunny'.'

3.

Explain that AI is better at writing formulas than doing the math itself.

S Student Mission

1.

Copy the first 20 rows of the dataset into the prompt.

2.

Prompt: 'Analyze this data. What are the 3 biggest trends?'

3.

Prompt: 'Write a formula to highlight any temperature over 100 degrees in Red.'

4.

Copy the formula back into your spreadsheet software.

9

9. Python Pal: Intro to Coding with AI

Duration: 40 minutes Difficulty: Intermediate TRIO: UBMS

Students write their first Python script by asking AI to generate the code, then running it.

Science

Computational biology tools.

Technology

Software development.

Engineering

Automation.

Math

Variables and Arithmetic.

Cross-Curricular Integration
Computer Science

Learning Objectives

  • Generate Python code for a specific task using AI.
  • Run code in a browser-based IDE (e.g., Replit or Google Colab).
  • Understand syntax highlighting.

Standards Alignment

TEKS: 126.41.c.4 (CS I) - Implement algorithms using a programming language. STEM: STEM Best Practice 4.3: Coding and computational thinking.

Pathways

Careers
Software EngineerBackend DeveloperDevOps Engineer
College Majors
B.S. Computer ScienceB.S. Software EngineeringB.S. Computer Engineering

Materials & Costs

Item Est. Cost
Google Colab or Replit Account $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Mathematics
  • • Instruction in Lab Science (CS)
Allowable Costs
  • • Computer hardware
Justification

Computer Science is a recognized laboratory science for UBMS.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b) - Computer science instruction
34 CFR Part 645
34 CFR § 645.12(b) - Lab Science
EDGAR / 2 CFR 200
2 CFR § 200.453 - Computing resources

T Teacher Guide

1.

Introduce the coding environment (IDE).

2.

Explain that they don't need to know the syntax yet, but they need to know logic.

3.

Goal: Create a simple calculator or age converter.

S Student Mission

1.

Prompt: 'Write a Python script that asks for my name and calculates my age in dog years (multiply by 7).'

2.

Copy the code block.

3.

Paste into Google Colab and click the 'Play' button.

4.

Type in your inputs when prompted.

10

10. Bug Hunter: Debugging with AI

Duration: 40 minutes Difficulty: Intermediate TRIO: UBMS

Students are given broken code and must use AI to identify the error and fix it.

Science

Troubleshooting equipment.

Technology

Software maintenance.

Engineering

Root cause analysis.

Math

Algorithmic logic.

Cross-Curricular Integration
Engineering Design

Learning Objectives

  • Read error messages.
  • Use AI to explain what an error means.
  • Implement fixes suggested by AI.

Standards Alignment

TEKS: 126.41.c.5.C (CS I) - Debug and solve problems in a program. STEM: STEM Best Practice 1.3: Resilience and iteration.

Pathways

Careers
QA EngineerSite Reliability EngineerCybersecurity Analyst
College Majors
B.S. Information SystemsB.S. CybersecurityB.S. Computer Science

Materials & Costs

Item Est. Cost
List of 'Broken' Python scripts $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Lab Science (CS)
  • • Tutoring
Allowable Costs
  • • Instructional materials
Justification

Teaches problem-solving and computer science fundamentals.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b) - Science/Math
34 CFR Part 645
34 CFR § 645.12(b)(2) - Computer Science
EDGAR / 2 CFR 200
2 CFR § 200.453 - Supplies

T Teacher Guide

1.

Give students a script with a missing parenthesis or indentation error.

2.

Show how to copy the scary red text (Traceback) from the console.

3.

Explain that AI is excellent at spotting syntax errors.

S Student Mission

1.

Run the provided script to see it crash.

2.

Copy the code AND the error message.

3.

Prompt: 'Here is my code and the error. What is wrong and how do I fix it?'

4.

Apply the fix and verify it works.

11

11. Summarizing Scientific Papers

Duration: 40 minutes Difficulty: Advanced TRIO: Both

Using AI to summarize dense scientific abstracts to improve literacy and comprehension.

Science

Research literacy.

Technology

Information retrieval.

Engineering

Technical documentation.

Math

Statistical significance interpretation.

Cross-Curricular Integration
AP Capstone/Research

Learning Objectives

  • Extract key findings from complex text.
  • Differentiate between methods, results, and conclusions.
  • Simplify jargon.

Standards Alignment

TEKS: 112.34.c.2 (Biology) - Evaluate scientific information.TEKS: 110.39.c.1 (ELA IV) - Summarize complex texts. STEM: STEM Best Practice 3.2: Technical communication.

Pathways

Careers
Medical WriterGrant WriterClinical Research Coordinator
College Majors
B.S. BiologyPre-MedB.A. Technical Communication

Materials & Costs

Item Est. Cost
PDFs of Open Access Scientific Articles (PubMed/ArXiv) $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Instruction in Lab Science
  • • Instruction in Literature
Allowable Costs
  • • Research database access (if not free)
Justification

Prepares students for college-level reading and research.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Instruction in science/lit
34 CFR Part 645
34 CFR § 645.11(b)(1) - Core Curriculum
EDGAR / 2 CFR 200
2 CFR § 200.454 - Educational services

T Teacher Guide

1.

Choose a paper on a trending topic (e.g., CRISPR or Renewable Energy).

2.

Teach the prompt 'Explain like I'm 15' or 'ELI5'.

3.

Emphasize looking for the 'Conclusion' vs the 'Method'.

S Student Mission

1.

Paste the dense text into the AI.

2.

Prompt: 'Explain the methodology and the main conclusion in simple terms. Define any difficult words.'

3.

Read the AI summary, then try to read the original abstract again to see if it makes sense now.

12

12. The Resume Builder

Duration: 40 minutes Difficulty: Beginner TRIO: Both

Students use AI to structure a resume and generate strong action verbs for their experiences.

Science

Lab skills documentation.

Technology

Digital footprint.

Engineering

Portfolio creation.

Math

Quantifying achievements.

Cross-Curricular Integration
Career Prep

Learning Objectives

  • Identify transferable skills.
  • Format a professional document.
  • Use action verbs effectively.

Standards Alignment

TEKS: 127.14.c.1 (Career Prep) - Demonstrate skills for seeking employment.TEKS: 110.36.c.13 (ELA III) - Write for specific audiences. STEM: STEM Best Practice 6.1: Career exploration.

Pathways

Careers
Human Resources SpecialistRecruiterProject Manager
College Majors
B.B.A. Human Resource ManagementB.A. Business AdministrationAny STEM Major (Career readiness)

Materials & Costs

Item Est. Cost
List of student's past activities/clubs $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Career counseling/exploration
  • • Mentoring
Allowable Costs
  • • Career assessment software
Justification

Mandatory service for TRIO programs (Career exploration/College entry prep).

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Career counseling
34 CFR Part 645
34 CFR § 645.11(a)(3) - Career Guidance
EDGAR / 2 CFR 200
2 CFR § 200.453 - Materials

T Teacher Guide

1.

Explain Applicant Tracking Systems (ATS) and why keywords matter.

2.

Ask students to list simple things like 'babysitting' or 'mowing lawns'.

3.

Show how AI transforms 'I watched kids' to 'Maintained safety and engaged children in educational activities'.

S Student Mission

1.

List 3 activities you have done (clubs, sports, chores).

2.

Prompt: 'Act as a Career Counselor. Turn these tasks into professional resume bullet points using strong action verbs.'

3.

Copy the best ones into a Google Doc resume template.

13

13. AI for Language Learning

Duration: 40 minutes Difficulty: Intermediate TRIO: UB

Using AI as a conversation partner to practice Spanish, French, or foreign language syntax.

Science

Linguistics.

Technology

Translation algorithms.

Engineering

Natural Language Processing.

Math

Patterns in syntax.

Cross-Curricular Integration
World Languages

Learning Objectives

  • Practice conversational dialogue.
  • Request grammatical corrections.
  • Translate idioms.

Standards Alignment

TEKS: 114.39.c.1 (LOTE Level I) - Engage in oral and written exchanges. STEM: STEM Best Practice 3.1: Multilingual communication.

Pathways

Careers
Translator/InterpreterComputational LinguistInternational Business Relations
College Majors
B.A. Modern LanguagesB.S. International StudiesB.S. Computational Linguistics

Materials & Costs

Item Est. Cost
Headphones/Mic $15 per unit

Federal Compliance Data

Program Type

UB

Allowable Services
  • • Instruction in Foreign Languages
  • • Tutoring
Allowable Costs
  • • Headsets
Justification

Instruction in foreign languages is a permissible/core service for Upward Bound.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b)(1) - Foreign language instruction
34 CFR Part 645
34 CFR § 645.11(b)(1)(iii) - Foreign Language
EDGAR / 2 CFR 200
2 CFR § 200.439 - Equipment (small)

T Teacher Guide

1.

Instruct students to prompt: 'Act as a rigorous Spanish tutor. Correct every mistake I make.'

2.

If headphones are available, have them speak the input.

3.

Discuss how this supplements, not replaces, human interaction.

S Student Mission

1.

Type: 'Hola, quiero practicar mi español.'

2.

Attempt to describe what you did this morning.

3.

When the AI corrects you, re-type the sentence correctly to build muscle memory.

14

14. Algorithmic Bias Detective

Duration: 40 minutes Difficulty: Advanced TRIO: Both

Investigating how AI models can exhibit bias based on their training data.

Science

Sampling bias.

Technology

Training data curation.

Engineering

Safety factors.

Math

Statistical weighting.

Cross-Curricular Integration
SociologyHistory

Learning Objectives

  • Define algorithmic bias.
  • Identify examples of bias in image or text generation.
  • Discuss ethical AI development.

Standards Alignment

TEKS: 126.51.c.8 (Fundamentals of CS) - Analyze the impact of CS on society (ethics).TEKS: 113.41.c.1 (Social Studies) - Analyze bias. STEM: STEM Best Practice 1.3: Evaluating solutions for equity.

Pathways

Careers
AI EthicistDEI Manager in TechPolicy Advisor
College Majors
B.A. SociologyB.S. Science, Technology, and SocietyB.A. Philosophy

Materials & Costs

Item Est. Cost
Case studies of AI bias (printed) $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Instruction in Critical Thinking
  • • Social/Cultural awareness
Allowable Costs
  • • Guest speaker (Ethics in Tech)
Justification

Essential for producing ethical scientists and engineers (UBMS goal).

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b) - Academic instruction
34 CFR Part 645
34 CFR § 645.11(a)(2) - Personal Counseling/Development
EDGAR / 2 CFR 200
2 CFR § 200.459 - Professional service costs

T Teacher Guide

1.

Show widely known examples (e.g., facial recognition working poorly on darker skin).

2.

Explain 'Garbage In, Garbage Out' regarding training data.

3.

Task: Generate images of professionals and tally the demographics.

S Student Mission

1.

Prompt image generator: 'A photo of a CEO.' Generate 4 times.

2.

Record how many were men vs women.

3.

Discuss: Does the AI reflect the world as it is, or as it should be?

15

15. The Deepfake Challenge

Duration: 40 minutes Difficulty: Intermediate TRIO: Both

Understanding deepfakes, voice cloning, and the technology behind them to prevent deception.

Science

Visual perception.

Technology

Neural Networks.

Engineering

Security engineering.

Math

Matrix multiplication (image processing).

Cross-Curricular Integration
Cybersecurity

Learning Objectives

  • Explain how GANs (Generative Adversarial Networks) work.
  • Identify signs of a deepfake video/audio.
  • Discuss the security implications.

Standards Alignment

TEKS: 126.49.c.3 (Cybersecurity) - Digital citizenship and cyber safety.TEKS: 130.362.c.6 (Engineering) - Emerging technologies. STEM: STEM Best Practice 4.1: Tech literacy.

Pathways

Careers
Forensic AnalystCybersecurity SpecialistInformation Security Officer
College Majors
B.S. CybersecurityB.S. Forensic ScienceB.S. Computer Science

Materials & Costs

Item Est. Cost
Examples of benign Deepfakes $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Instruction in Lab Science (Tech)
  • • Instruction in Critical Thinking
Allowable Costs
  • • None
Justification

Digital literacy is critical for modern academic and career success.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Counseling
34 CFR Part 645
34 CFR § 645.11(a)(2) - Study Skills
EDGAR / 2 CFR 200
N/A

T Teacher Guide

1.

Simplify GANs: One AI tries to make a fake money bill, the other tries to catch it. They both get better.

2.

Show 'glitches' in deepfakes: unblinking eyes, weird shadows, syncing issues.

3.

Use an online quiz (like 'Which Face is Real').

S Student Mission

1.

Look at the provided images.

2.

Circle areas that look 'off' (e.g., hair blending into background, mismatched earrings).

3.

Discuss how you would verify a video of a politician saying something controversial.

16

16. Gamifying Review: AI Quiz Maker

Duration: 40 minutes Difficulty: Beginner TRIO: Both

Students use AI to generate study quizzes for their other classes (Biology, History, Math).

Science

Recall of facts.

Technology

Data formatting.

Engineering

System testing.

Math

Logic verification.

Cross-Curricular Integration
All Core Subjects

Learning Objectives

  • Create effective study aids.
  • Format text for import into tools like Kahoot or Quizlet.
  • Verify answer keys.

Standards Alignment

TEKS: 126.16.c.1 (Tech Apps) - Use productivity tools.TEKS: General Study Skills STEM: STEM Best Practice 4.1: Technology for learning.

Pathways

Careers
EdTech DeveloperInstructional DesignerTeacher
College Majors
B.S. EducationB.A. Instructional TechnologyB.S. Cognitive Science

Materials & Costs

Item Est. Cost
Notes from a core subject class $0

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Tutoring
  • • Study Skills
Allowable Costs
  • • Subscription to Quiz platforms (Kahoot/Quizlet)
Justification

Directly supports academic performance in high school coursework, a primary objective of UB.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Tutoring
34 CFR Part 645
34 CFR § 645.11(a)(1) - Academic Tutoring
EDGAR / 2 CFR 200
2 CFR § 200.453 - Computing services

T Teacher Guide

1.

Ask students to open their notes from their hardest class.

2.

Show how to prompt: 'Create 10 multiple choice questions based on this text. Format as: Question, Option A, Option B, Answer.'

3.

Explain that making the quiz is studying.

S Student Mission

1.

Paste your notes into the AI.

2.

Prompt: 'Create a 10-question quiz based on this text. Format it for a CSV import.'

3.

Check the answers—did the AI get any wrong?

17

17. AI for Environmental Solutions

Duration: 40 minutes Difficulty: Intermediate TRIO: UBMS

Using AI to brainstorm solutions for local environmental issues and calculating the carbon footprint of AI itself.

Science

Energy transformation/Thermodynamics.

Technology

Green computing.

Engineering

Sustainable design.

Math

Unit conversion/Estimation.

Cross-Curricular Integration
Environmental Systems

Learning Objectives

  • Understand the energy cost of computing.
  • Apply AI to solve ecological problems.
  • Balance tech benefits with environmental costs.

Standards Alignment

TEKS: 112.37.c.9 (Env Systems) - Impact of human activity.TEKS: 126.41.c.1 (CS I) - Tech impact on society. STEM: STEM Best Practice 1.2: Global challenges.

Pathways

Careers
Environmental EngineerSustainability ConsultantEnergy Analyst
College Majors
B.S. Environmental EngineeringB.S. GeologyB.S. Renewable Energy

Materials & Costs

Item Est. Cost
Data on Data Center energy usage $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Lab Science (Environmental)
  • • Instruction in Mathematics (Energy calc)
Allowable Costs
  • • Field trip to a data center or power plant
Justification

Environmental science is a core UBMS component.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b) - Science instruction
34 CFR Part 645
34 CFR § 645.12(b)(1) - Laboratory Science
EDGAR / 2 CFR 200
2 CFR § 200.454 - Student Transportation

T Teacher Guide

1.

Show that 'The Cloud' is actually physical buildings (Data Centers) that use massive amounts of AC and electricity.

2.

Ask: How can we use this energy-hungry tool to save energy elsewhere (e.g., optimizing traffic lights)?

S Student Mission

1.

Ask AI: 'What is the environmental impact of training a Large Language Model?'

2.

Prompt: 'Act as an environmental engineer. Design a smart-recycling system for a high school cafeteria that uses computer vision.'

3.

Discuss if the solution is realistic.

18

18. Capstone Part 1: Problem Definition

Duration: 40 minutes Difficulty: Advanced TRIO: UBMS

Students select a real-world problem to solve using an AI-assisted tool or concept.

Science

Research methodology.

Technology

Needs assessment.

Engineering

Constraints and criteria.

Math

Budgeting/Resource allocation.

Cross-Curricular Integration
Research Methods

Learning Objectives

  • Define a specific, measurable problem.
  • Determine which AI tool is appropriate for the solution.
  • Draft a project proposal.

Standards Alignment

TEKS: 127.12.c.2 (Project Based Research) - Design a research project.TEKS: 130.362.c.3 (Engineering Design) - Identify a problem. STEM: STEM Best Practice 1.1: Identify the problem.

Pathways

Careers
Project ManagerEntrepreneurProduct Owner
College Majors
B.B.A. EntrepreneurshipB.S. Engineering ManagementB.S. Operations Research

Materials & Costs

Item Est. Cost
Planning Canvas/Whiteboard $0

Federal Compliance Data

Program Type

UBMS

Allowable Services
  • • Instruction in Lab Science/Math
  • • Mentoring
Allowable Costs
  • • Project supplies
Justification

Project-based learning synthesizing STEM skills.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b) - Research activities
34 CFR Part 645
34 CFR § 645.12(d) - Student Research
EDGAR / 2 CFR 200
2 CFR § 200.453 - Supply costs

T Teacher Guide

1.

Group students into teams of 2-3.

2.

Explain the project: Identify a problem in the school or community and propose a solution that uses AI (coding, prompting, or visuals).

3.

Sign off on their 'Problem Statement'.

S Student Mission

1.

List annoyances (e.g., 'The lunch line is too long', 'I forget homework').

2.

Select one.

3.

Prompt AI: 'I want to solve [Problem]. Help me write a specific problem statement and criteria for success.'

19

19. Capstone Part 2: Prototyping

Duration: 40 minutes Difficulty: Advanced TRIO: Both

Building the solution (e.g., a refined prompt library, a code prototype, or a mock-up).

Science

Experimental design.

Technology

Implementation.

Engineering

Construction/Prototyping.

Math

Measurement.

Cross-Curricular Integration
Engineering Design

Learning Objectives

  • Implement AI tools to create a product.
  • Iterate based on initial failures.
  • Document the development process.

Standards Alignment

TEKS: 127.12.c.4 (Project Based Research) - Product development.TEKS: 126.41.c.4 (CS I) - Testing and refinement. STEM: STEM Best Practice 2.1: Prototype and test.

Pathways

Careers
R&D EngineerSoftware DeveloperUX Designer
College Majors
B.S. Mechanical EngineeringB.S. Computer ScienceB.F.A. Interaction Design

Materials & Costs

Item Est. Cost
Laptops $0 (Existing)

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Instruction in Lab Science
  • • Instruction in Mathematics
Allowable Costs
  • • Poster boards/presentation materials
Justification

Hands-on application of learned technical skills.

Regulatory Citations

HEA (1965)
HEA Sec. 402D(b) - Research/Science
34 CFR Part 645
34 CFR § 645.11(b) - Core Curriculum application
EDGAR / 2 CFR 200
2 CFR § 200.453 - Educational supplies

T Teacher Guide

1.

Circulate the room acting as a 'Technical Consultant'.

2.

If a student gets stuck, ask: 'Have you asked the AI to help you fix the error?'

3.

Ensure they are documenting changes.

S Student Mission

1.

If building a bot: Define the system instructions thoroughly.

2.

If coding: Use AI to write the script, run it, fix errors.

3.

If visualizing: Create the final slide deck imagery.

4.

Let a neighbor test it and give feedback.

20

20. Capstone Part 3: The AI Showcase

Duration: 40 minutes Difficulty: Intermediate TRIO: Both

Presenting the final AI projects to the class/judges, explaining the role of AI in the solution.

Science

Communication of results.

Technology

Demo skills.

Engineering

Design review.

Math

Data visualization presentation.

Cross-Curricular Integration
Speech/Communication

Learning Objectives

  • Communicate technical details to a lay audience.
  • Justify the use of AI.
  • Reflect on the learning process.

Standards Alignment

TEKS: 110.53.c.3 (Research/Technical Writing) - Present findings.TEKS: 127.12.c.5 (Project Based Research) - Present project. STEM: STEM Best Practice 3.2: Presentation skills.

Pathways

Careers
Sales EngineerChief Technology OfficerMarketing Manager
College Majors
B.A. CommunicationsM.B.A. Tech ManagementB.S. Engineering

Materials & Costs

Item Est. Cost
Projector $0
Certificates/Awards $50 total

Federal Compliance Data

Program Type

Both

Allowable Services
  • • Personal counseling (Public speaking confidence)
  • • Exposure to STEM careers
Allowable Costs
  • • Participant recognition awards (low cost)
Justification

Culminating academic experience reinforcing communication and technical skills.

Regulatory Citations

HEA (1965)
HEA Sec. 402C(b) - Counseling
34 CFR Part 645
34 CFR § 645.11(a)(2) - Personal Development
EDGAR / 2 CFR 200
2 CFR § 200.421 - Advertising and public relations (Outreach), 2 CFR § 200.438 - Entertainment costs (Exceptions for programmatic purpose)

T Teacher Guide

1.

Have students present for 2-3 minutes each.

2.

Rubric criteria: Clarity of problem, Effectiveness of AI solution, and Ethics.

3.

Ask: 'What did the AI get wrong that you had to fix?'

S Student Mission

1.

State your name and the problem.

2.

Show the AI solution in action (or screenshots if wifi is unstable).

3.

Explain the biggest challenge you faced.

4.

Answer questions from the audience.