Lesson kit for teachers · DAY 01–10

Part 1: What AI Is

All 10 lessons are open. Every lesson has a 45-minute plan; the worksheets and the answer key are on the print page.

DAY 01Published Sep 7, 2026 · Experiment: Probability slider

How does AI talk?

AI is a machine that picks the next piece over and over, really fast.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    How does AI talk?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    AI doesn't write a whole sentence in one go. All it does is pick just the next piece.

    It adds the piece it picked, then picks the next one — repeat that hundreds of times and you get the long answer you see.

    So AI isn't fetching an answer from somewhere. Every time, it freshly picks the most likely next piece.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — the next-word picking machine

    Let's play AI. You'll see the candidate words for the blank and the chance of each one. Press the button and one of them gets drawn and added to the sentence.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    This is everything AI does in one step. The rest is just this, repeated.

    Go around this loop a few hundred times and you get a paragraph. That's why AI is closer to “picking, over and over” than to “thinking.”

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1What does AI do in a single step?

      1. ① It makes the whole sentence in one go
      2. ② It picks the next piece and adds it on
      3. ③ It finds a similar sentence on the internet
      4. ④ It pulls out one of the answers it saved earlier
    2. Q2In the experiment above, what happens if you turn “Boldness” down to 0?

      1. ① You get a different sentence every time
      2. ② You get the same sentence no matter how many times you press
      3. ③ The AI gets more accurate
      4. ④ It gets faster
    3. Q3“AI searches for the answer somewhere and then tells you.” True or false?

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② It picks the next piece and adds it on AI does just one thing: pick the next piece. A long sentence is what you get from doing that hundreds of times — it was never made all at once.
    2. Q2 · Answer ② You get the same sentence no matter how many times you press At 0 it keeps picking only the #1 candidate, so the answer is always the same. But it gets boring, and if #1 is wrong there's no way out. Its real name is temperature.
    3. Q3 · Answer ② False False. By default, AI doesn't search — it works out the next piece right there and builds the answer. That's why it sometimes makes up facts that don't exist, very confidently. This is called hallucination. (When today's chatbots search the web, that's a separate feature added on top.)
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    AI is a machine that picks the next piece over and over, really fast.

Background reading for you

DAY 02Published Sep 8, 2026 · Experiment: Split it up

What's a token, the 'piece' AI talks in?

To AI, a sentence isn't letters or words — it's a line of pieces called tokens.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    What's a token, the 'piece' AI talks in?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    The “next piece” from yesterday has a name in the AI world: a token.

    A token is not a letter and not a word — it's a piece cut to be easy for AI to compute with, and its size changes from case to case.

    So the same sentence gets a different count in tokens, and time and cost go up with that count.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — the sentence-splitting machine

    Pick a sentence and cut it up three ways. Each way gives a different number of pieces.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    Same sentence, but the unit people count (words) and the unit AI counts (tokens) are different.

    The orange boxes are pieces that got split off. The common word ('My') stays whole; slang and less common words ('lowkey', 'devoured') get cut finer. (Splits from the tokenizer GPT-4 uses.)

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1What is a “token”?

      1. ① Always exactly one letter
      2. ② Always exactly one word
      3. ③ A piece AI cuts text into to make computing easier (its size varies)
      4. ④ The whole word list people set up in advance
    2. Q2What happens for the AI when the number of tokens goes up?

      1. ① It gets faster
      2. ② There's more to compute, and it takes longer
      3. ③ No effect at all
      4. ④ It always gets smarter
    3. Q3Different AIs can split the same sentence into tokens differently. True or false?

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ③ A piece AI cuts text into to make computing easier (its size varies) A token is a piece cut to make AI's computing easier. Sometimes it's one letter, sometimes a whole word — there's no fixed size.
    2. Q2 · Answer ② There's more to compute, and it takes longer More tokens means more to compute, and more time (and cost). Say the same thing more briefly and the AI handles it faster.
    3. Q3 · Answer ① True True. Some AIs use a tokenizer that cuts by character, others one that cuts by common chunks. So the same sentence can come out as a different number of tokens in different AIs.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    To AI, a sentence isn't letters or words — it's a line of pieces called tokens.

Background reading for you

DAY 03Published Sep 9, 2026 · Experiment: Probability slider

Why does AI answer differently every time?

Temperature isn't a knob that makes AI smarter — it's a knob for how bold it gets.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Why does AI answer differently every time?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    When AI picks the next piece, it gives each candidate a probability, then does a lucky draw using those odds.

    Temperature is the knob that decides how flat that probability table gets — turn it down and only #1 gets drawn; turn it up and lower candidates get drawn often too.

    So with a low temperature the answers come out pretty much the same, and with a high one they get more varied, but the risk of going off the rails grows too.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — turn the temperature knob

    So far you only looked at the candidates. Today you change the probability table itself. Move the knob and the bars really change length.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    Same candidates, same ranking — change only the temperature and the bars look this different.

    On the left, almost only #1 gets drawn; on the right, even #5 gets drawn fairly often. The candidate order is exactly the same in all three.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1What happens if you turn the temperature down very close to 0?

      1. ① The ranking of the candidates flips
      2. ② Almost always only the #1 candidate gets drawn
      3. ③ There are more candidates
      4. ④ The AI gets smarter
    2. Q2When you raise the temperature, what grows along with it?

      1. ① Answers get more varied, but so does the risk of going off the rails
      2. ② Computing gets faster
      3. ③ Accuracy always goes up
      4. ④ The number of tokens goes down
    3. Q3Set the temperature to 0, and the same question always gets exactly the same answer. True or false?

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② Almost always only the #1 candidate gets drawn Temperature doesn't change the ranking. It only changes how far ahead #1 is. Near 0, #1's chance gets close to 100%, so you always get the same answer.
    2. Q2 · Answer ① Answers get more varied, but so does the risk of going off the rails Turn it up and lower candidates get drawn often, so things get more varied — but the risk of awkward or wrong answers creeping in grows too. That's why people turn the temperature down for jobs that must be exact, like code or math.
    3. Q3 · Answer ② False False. A 2026 study ran 4,705 runs and found that even at temperature 0, the bigger the model, the less often it gave the same answer — models with more than 120 billion parameters were reproducible less than 20% of the time. That's because the computer does its math in a slightly different order each time.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    Temperature isn't a knob that makes AI smarter — it's a knob for how bold it gets.

Background reading for you

  • This trick of flattening the probability table with temperature became widely known through Hinton's team's 2015 distillation paper — Distilling the Knowledge in a Neural Network
  • A 2026 experiment ran things 4,705 times and found that big AIs rarely give the same answer even at temperature 0 (models of 120B and up were under 20% reproducible) — Replayable Financial Agents
DAY 04Published Sep 10, 2026 · Experiment: Put it in order

What does it mean for AI to 'learn' something?

Training isn't a 'lightbulb moment' — it's 'fixing a little,' over and over.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    What does it mean for AI to 'learn' something?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    For AI, learning isn't understanding the way it is for people — it's a process of nudging numbers (weights) a little at a time so they get closer to the right answer.

    The method is simple: hide part of a sentence, have it guess the next word, then tweak the weights slightly by however much it was off.

    Do this on internet text and repeat it hundreds of billions of times, and you get a big bundle of numbers with grammar and common sense melted right in.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — put the training cycle in order

    Put the steps of 'learning by repeating' in order, for three situations.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    Repeat four steps hundreds of billions of times, and random guesses slowly turn natural.

    The orange box (④ adjusting the weights) is the key step that repeats every time. As these repeats pile up, the predictions start to sound natural.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1What exactly does it mean when AI 'learns'?

      1. ① It comes to understand meaning, like a person
      2. ② It nudges numbers (weights) a little at a time to get closer to the right answer
      3. ③ It saves the whole internet
      4. ④ It memorizes a fixed table of rules
    2. Q2Training means making big fixes so it gets the answer exactly right in one go.

      1. ① True
      2. ② False
    3. Q3What happens if training runs just once?

      1. ① It gets smart right away
      2. ② Almost nothing changes
      3. ③ It actually gets worse
      4. ④ Training is finished
    Show answers and explanations
    1. Q1 · Answer ② It nudges numbers (weights) a little at a time to get closer to the right answer Training isn't understanding — it's nudging the weights a little at a time by however much it was off, again and again.
    2. Q2 · Answer ② False It only fixes a little at a time. That way it doesn't wreck what it learned from other sentences.
    3. Q3 · Answer ② Almost nothing changes One fix is tiny. That's why it takes hundreds of billions of repeats before you notice anything.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    Training isn't a 'lightbulb moment' — it's 'fixing a little,' over and over.

Background reading for you

DAY 05Published Sep 11, 2026 · Experiment: Number sense

Just how big is this number? — Getting a feel for parameters

A bigger number doesn't always mean smarter.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Just how big is this number?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    Parameters are how many weight numbers keep getting adjusted during training. The more there are, the bigger the container for patterns.

    Today's big models have tens of billions to 1 trillion parameters. That's still short of the number of synapses in a human brain (about 100 trillion).

    More parameters doesn't automatically mean smarter — what it learned, and how, has to come along with it.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — the number-sense slider

    Move the slider to guess how many digits it has (10 to what power?), then see how close you are to the real value.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    Put the three numbers side by side and you can feel how different their digit counts are.

    The bar lengths aren't exact proportions — they're drawn to give you a feel for the difference in digits.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1The more parameters, the smarter the AI — always.

      1. ① True
      2. ② False
    2. Q2What exactly is a parameter?

      1. ① The number of sentences the model memorized
      2. ② How many weight numbers keep getting adjusted during training
      3. ③ The number of servers
      4. ④ The number of people using it at the same time
    3. Q3As far as we know, the estimated number of synapses in a human brain is bigger than the parameter count of any AI model released so far.

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② False Size is just the container — the amount and quality of the data have to be good too for its skill to grow.
    2. Q2 · Answer ② How many weight numbers keep getting adjusted during training Parameters are the total number of numbers (weights) that get adjusted bit by bit during training.
    3. Q3 · Answer ① True The parameter counts of publicly known models are still short of the estimate for human brain synapses (about 100 trillion).
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    A bigger number doesn't always mean smarter.

Background reading for you

DAY 06Published Sep 12, 2026 · Experiment: Probability slider

Why does AI calmly make up facts? — Hallucination

Saying it confidently doesn't make it true.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Why does AI calmly make up facts?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    AI isn't looking up facts — it just picks the most likely next words, so it can produce wrong sentences with total confidence.

    This is called hallucination — it's not an intent to lie, but a limit of a design that builds answers that sound likely.

    It's especially likely to get things wrong when you ask about facts that are missing, rare or very new in its training data — always check somewhere else.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — probability slider

    Pick a question and see how the odds spread out. For a question with no real answer, #1 changes every time you roll.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    Even with no right answer, AI picks one believable-sounding answer.

    Even when a question has no real answer, AI puts together something believable and answers confidently.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1What's the root cause of hallucination?

      1. ① The AI means to lie
      2. ② The AI is built to pick words that sound likely, by probability
      3. ③ Server errors
      4. ④ The user asked the question wrong
    2. Q2Hallucination happens more often when you ask about things that are missing or rare in the training data.

      1. ① True
      2. ② False
    3. Q3If AI answers in a confident tone, what it says is always true.

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② The AI is built to pick words that sound likely, by probability AI is built to pick the most likely next words, not to look up facts — so even with no right answer, it produces something that sounds believable.
    2. Q2 · Answer ① True The rarer the fact, the blurrier the probabilities get — and it fills the gap with believable-sounding words.
    3. Q3 · Answer ② False A confident tone and whether something is true are two different things. Always check important info separately.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    Saying it confidently doesn't make it true.

Background reading for you

DAY 07Published Sep 13, 2026 · Experiment: Context window tracker

Why does AI forget what you just said? — Memory limits

If it matters, say it again.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Why does AI forget what you just said?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    AI doesn't store a chat the way your brain does. Every time, it rereads the whole conversation so far from the top, then answers.

    But how much it can read at once (its context length) has a limit, so when a chat gets long, the early part gets pushed out.

    So for anything really important, bringing it up again later in the chat helps the AI and you.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — context window tracker

    See for yourself how old messages get pushed out as a chat goes on.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    The window has a fixed size. When a new message comes in, the oldest one gets pushed out.

    Only messages 4–6 are inside the window. Messages 1–3 have been pushed out and don't count for this answer.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1Why does AI ‘forget’ the start of a chat?

      1. ① Its feelings got hurt
      2. ② It can only read so much at once (its context)
      3. ③ It ignores you on purpose
      4. ④ It's testing you
    2. Q2Even in a really long chat, AI always remembers exactly what you said first.

      1. ① True
      2. ② False
    3. Q3If you repeat important info partway through a chat, AI uses it better.

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② It can only read so much at once (its context) AI isn't a memory bank. It rereads the whole chat every time, so once the chat is longer than it can read, the start gets pushed out.
    2. Q2 · Answer ② False In a long chat, the early part can get pushed 'out of the window' and stop counting.
    3. Q3 · Answer ① True Anything you repeat is back 'inside the window', so the AI can use it more.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    If it matters, say it again.

Background reading for you

DAY 08Published Sep 14, 2026 · Experiment: Before & after

Why does changing one question change the whole answer? — Prompts

Don't change the AI — change the question.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Why does changing one question change the whole answer?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    A prompt is the whole text you give the AI — change the text, and the odds for the next word change completely.

    A short, vague prompt gets a vague answer. A prompt that spells out the role, conditions and format gets a much more useful one.

    Writing good prompts isn't a trick to fool the AI. It's just saying more clearly what you want.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — sharpen the prompt

    Every condition chip you tap makes the prompt more specific — and the result gets better too.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    Same AI, different prompt, different result.

    The more you spell out audience, format and length, the more useful the result.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1What's the key to a good prompt?

      1. ① A secret spell that tricks the AI
      2. ② Saying clearly what result you want
      3. ③ Keeping it as short as possible
      4. ④ Using lots of big words
    2. Q2Change the prompt, and the odds for the AI's next word change too.

      1. ① True
      2. ② False
    3. Q3No matter how specific your prompt is, the result barely changes.

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② Saying clearly what result you want A prompt is the starting point for the text the AI continues. The more clearly you say what you want, the more the odds lean your way.
    2. Q2 · Answer ① True When the input text changes, the words most likely to come next change completely.
    3. Q3 · Answer ② False The more you spell out who it's for, the format, the length and the tone, the more useful the result gets.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    Don't change the AI — change the question.

Background reading for you

DAY 09Published Sep 15, 2026 · Experiment: Pick one

Is a bigger model always better? — Big models, small models

Big isn't what's good — the right size for the job is.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Is a bigger model always better?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    A big model is one with lots of parameters, which you met on DAY 05 — it knows a lot and holds up well on hard problems it's never seen.

    But big models are slow and expensive, and they won't even fit on your phone. They only run on servers somewhere across the internet.

    So sometimes what a big model learned gets poured into a small model. The job decides the right size.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — which one gets this job?

    Here are six situations. Pick the big model or the small one for each. Every pick is marked right away, with the reason.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    They're not ranked by skill — they just live in different places.

    A small model is fast because it's close by. A big model holds up on hard stuff because it knows a lot.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1When a model is ‘big,’ what does it mostly have a lot of?

      1. ① Letters shown on the screen
      2. ② Parameters (numbers tuned during training)
      3. ③ People using it
      4. ④ Time it takes to answer
    2. Q2What does a small model clearly do better than a big one?

      1. ① Solves hard new problems better
      2. ② Knows more facts
      3. ③ It's fast, cheap and runs offline on your device
      4. ④ Never says anything wrong
    3. Q3There's a way to pour what a big model learned into a small model.

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② Parameters (numbers tuned during training) Size means the number of parameters — the number you got a feel for on DAY 05. The more there are, the more it can hold.
    2. Q2 · Answer ③ It's fast, cheap and runs offline on your device A small model doesn't win by being smarter — it wins by being close by. Speed, cost, and the fact that it keeps working when the connection drops.
    3. Q3 · Answer ① True It's called distillation. Teach a small model using a big model's answers as its textbook, and the small model does far better than its size suggests.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    Big isn't what's good — the right size for the job is.

Background reading for you

DAY 10Published Sep 16, 2026 · Experiment: Split it up

Could this AI fit on my laptop? — Open and closed models

Open doesn't mean free — it means you can get the core in your own hands.

  1. Warm-up

    0–5 min

    Put the question on the board or the screen. Students write one or two sentences in box 1 of the worksheet. Hear two or three ideas, but keep the answer for later.

    From the lesson pageThe question (lesson title)

    Could this AI fit on my laptop?

  2. Explore

    5–30 min

    Explanation · about 8 min

    Read the explanation together, and compare it with the guesses from the warm-up.

    From the lesson page1 · Think first

    With a closed model, the core stays inside the company's servers. You can only talk to it through an app or some other window — you can't get the model itself.

    With an open model, you can download that whole core — the pile of parameter numbers from DAY 05, called the weights — and run it on your own computer.

    But ‘open’ isn't all-or-nothing. Most models open the weights but not the training data, so how open a model is depends on the piece.

    Experiment · about 12 min

    Open the experiment on the lesson page, on students' devices or the classroom screen. Students note what they changed and what happened in box 2.

    From the lesson page2 · Experiment

    Try it — split ‘open’ into four pieces

    We've split one model into four pieces. Tap the three ways of releasing it below and watch which pieces open and which stay locked.

    Figure · about 5 min

    Look at the lesson's figure together and walk through the idea once more.

    From the lesson pageFigure

    In one picture

    You ask questions the same way, but the model lives in a different place.

    You only meet a closed model at a window. An open model comes onto your machine as a file.

  3. Check

    30–40 min

    Students try the three questions on their own first, then mark them together with the quiz on the lesson page. Read the explanation for any they missed.

    From the lesson page3 · Quiz
    1. Q1When a model is ‘open,’ what can you mainly get?

      1. ① The password to the company's servers
      2. ② The numbers tuned in training — the weights
      3. ③ The AI's chat history with people
      4. ④ A share of the company's money
    2. Q2What can you do when you use a closed model?

      1. ① Download the model file onto your laptop
      2. ② Look at the data it was trained on
      3. ③ Ask and get answers through an app or API
      4. ④ Change the numbers inside the model yourself
    3. Q3If a model's weights are released, its training data is usually released too.

      1. ① True
      2. ② False
    Show answers and explanations
    1. Q1 · Answer ② The numbers tuned in training — the weights The weights. That pile of numbers you got a feel for on DAY 05 — a trained model is really just a file full of those numbers.
    2. Q2 · Answer ③ Ask and get answers through an app or API You can ask questions at the window and get answers — and that's it. The core never leaves the server, so when the internet drops, you can't do anything.
    3. Q3 · Answer ② False Most models open the weights but not the training data. So the word ‘open’ alone doesn't tell you how much is open.
  4. Wrap-up

    40–45 min

    Read “today in one line” together. Students rewrite it in their own words in the last box. Two or three read theirs out, and you're done.

    From the lesson pageToday in one line

    Open doesn't mean free — it means you can get the core in your own hands.

Background reading for you