Lesson kit for teachers · DAY 56–60

Part 6: What Comes Next

4 of 5 lessons are open. Only open lessons have plans here — the rest are added one a day as they open.

The A4 PDF arrives on Nov 5, 2026, when the last lesson of this part (DAY 60) opens.

DAY 56Published Nov 1, 2026 · Experiment: Probability slider

Is AGI already here, or still far off? — The AGI debate

Whether AGI is here isn't a question to ask the AI, it's a question for us: where do we set the bar?

  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 AGI already here, or still far off?

  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

    You could say both are right. Depending on where you set the bar for 'how much does it have to do to count as AGI,' today's AI either passes or falls short.

    Set the bar low — 'if you can talk with it like a person, it's AGI' — and it has already passed. Turing's 1950 test was close to that, and AI today has even had cases of solving hard test questions better than the average person.

    Set the bar high — 'if it can learn a task it's never seen on its own and finish it, it's AGI' — and it's not there yet. On a new test that came out in March 2026, AI got almost none of the problems people got all right.

    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 — Where do you set the 'AGI bar'? — move the slider and the answer changes

    Slide left and the bar is low; slide right and the bar is high. The bars aren't survey results. They just show how the answer splits as you move the bar.

    Figure · about 5 min

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

    From the lesson pageFigure

    Setting the bar low vs setting it high

    The verdict on the same AI splits because people are using different rulers.

    So when someone says 'AGI is here' or 'it isn't,' there's one thing to ask first — what's your bar?

  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 biggest reason people disagree about AGI?

      1. ① Different bars for 'how much counts as AGI'
      2. ② Nobody can measure how good AI is
      3. ③ AI changes every day
      4. ④ Someone is hiding the numbers on purpose
    2. Q2If you raise the bar to 'learn a new task on its own and finish it,' what about today's AI?

      1. ① It still passes easily
      2. ② Far more say it's not there yet
      3. ③ It can't be judged at all
      4. ④ It's always better than people
    3. Q3When you hear 'AGI is here,' what should you ask first?

      1. ① Who said it?
      2. ② How much does it cost?
      3. ③ What's the bar?
      4. ④ When did it come out?
    Show answers and explanations
    1. Q1 · Answer ① Different bars for 'how much counts as AGI' Even with the same AI, if you hold the ruler in a different place, the verdict changes. So the AGI debate is less a fight about skill and more a fight about where the bar goes.
    2. Q2 · Answer ② Far more say it's not there yet On a test where you figure out new rules with no instructions, AI got almost none of the problems people got all right. And on a test that handed it whole real jobs, the share it finished was very low.
    3. Q3 · Answer ③ What's the bar? If you don't know the bar, people end up using the same word to mean different things. Check the bar first and the debate gets a lot clearer.
  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

    Whether AGI is here isn't a question to ask the AI, it's a question for us: where do we set the bar?

Background reading for you

DAY 57Published Nov 2, 2026 · Experiment: Pick one

Will my job disappear completely? — AI and jobs

What AI takes isn't jobs, it's pieces. So become someone who's great at the pieces that are left.

  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)

    Will my job disappear completely?

  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

    It's less that whole jobs disappear and more that one job splits into pieces, and only a few of those pieces move over to AI. That's closer to what's been observed so far.

    AI is amazing at a single piece, but it's still weak at carrying a job from start to finish on its own. In a 2025 test that handed AI whole real-world jobs, the best AI finished just 2.5% of them.

    So the pieces left for people change. The weight shifts toward deciding what's right, checking it, and taking responsibility, and sometimes brand-new job titles appear.

    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 — Whose piece is this?

    Don't look at the job title, look at 'the piece of the work' and choose. Even inside the same job, the answer changes piece by piece.

    Figure · about 5 min

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

    From the lesson pageFigure

    Split one job into four pieces

    The orange pieces are the ones AI is quickly taking over right now.

    In 2023, a brand-new job title even showed up: 'prompt engineer' — when the pieces change, the names change too.

  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. Q1Which best describes what's been seen so far between AI and work?

      1. ① Whole jobs disappear
      2. ② Work splits into pieces and a few move over
      3. ③ Nothing changes
      4. ④ Nothing is left for people to do
    2. Q2What happened in the 2025 test that handed AI whole real-world jobs?

      1. ① It finished most of them
      2. ② It was twice as fast as people
      3. ③ Even the best AI finished only 2.5%
      4. ④ It couldn't even get started
    3. Q3Which pieces mostly stay with people?

      1. ① Repeating things fast
      2. ② Taking notes
      3. ③ Memorizing a lot
      4. ④ Deciding and owning it
    Show answers and explanations
    1. Q1 · Answer ② Work splits into pieces and a few move over AI is great at a single piece but still weak at carrying a job from start to finish on its own. So instead of jobs disappearing, what shows up is a change in who owns each piece.
    2. Q2 · Answer ③ Even the best AI finished only 2.5% Being good at pieces and carrying a job from start to finish are different skills. This number puts the brakes on the claim that 'whole jobs are moving over.'
    3. Q3 · Answer ④ Deciding and owning it Repetition with a set right answer goes to AI, and deciding what's right and dealing with the results goes to people.
  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

    What AI takes isn't jobs, it's pieces. So become someone who's great at the pieces that are left.

Background reading for you

DAY 58Published Nov 3, 2026 · Experiment: Before & after

Who teaches AI to say 'no'? — AI safety

Safety isn't AI having a nice personality, it's guards someone paid a price to put on.

  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)

    Who teaches AI to say 'no'?

  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 safety isn't magic that makes AI good. It's safety guards you add on top of the model, one at a time. There are three big ones — refusing, asking before acting, and checking afterward.

    Adding the guards really does make a difference. In one 2025 study, the success rate of trick questions that get it to break the rules fell from 86% to 4.4%.

    But it's not free. It takes more computing (about 24% more in that study), and you get 'over-refusal,' where it turns down perfectly fine requests too. So these days people measure refusing well and over-refusal together.

    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 — Taking the safety guards off and putting them on

    It's the same model. Just take the guards on top off and put them back on, and watch how its behavior changes.

    Figure · about 5 min

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

    From the lesson pageFigure

    Same model, guards off vs guards on

    What changed isn't the model, it's the guards around the model.

    So a better question than 'Is this AI safe?' is 'What guards does it have?'

  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 are the three AI safety guards from today?

      1. ① Fast, cheap, lots
      2. ② On, off, on again
      3. ③ Memorize, solve, get it right
      4. ④ Refuse, ask first, check afterward
    2. Q2With the guards on, how did the success rate of trick questions change?

      1. ① It dropped from 86% to 4.4%
      2. ② It hit 0%
      3. ③ It stayed the same
      4. ④ It actually went up
    3. Q3What price do safety guards come with?

      1. ① It gets faster
      2. ② More compute, over-refusal
      3. ③ It gets more accurate
      4. ④ No price at all
    Show answers and explanations
    1. Q1 · Answer ④ Refuse, ask first, check afterward It's not about making the model itself good, it's about adding three guards on top. Filtering, asking before anything that can't be undone, and looking things over afterward.
    2. Q2 · Answer ① It dropped from 86% to 4.4% It dropped a lot, but it's not zero. Safety guards lock the door; they don't turn it into a solid wall.
    3. Q3 · Answer ② More compute, over-refusal In that study it took about 24% more computing, and the problem of turning down perfectly fine requests came along with it. That's why people measure both these days.
  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

    Safety isn't AI having a nice personality, it's guards someone paid a price to put on.

Background reading for you

DAY 59Published Nov 4, 2026 · Experiment: Split it up

Which pieces of a robot have AI inside? — Robots and AI

Robots didn't turn into AI, AI went into the robot's first three pieces.

  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)

    Which pieces of a robot have AI inside?

  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

    Robots look smart these days, but not because their bodies got better. It's because the same kind of AI we use got plugged into the robot's 'brain' spot.

    Split it up and you'll see AI went into the eyes, the ears for instructions and the decision-making, while the pieces that actually move the hands and legs are still mechanical engineering. The two fields have different roots, and they started really coming together around 2023.

    So the truly hard part isn't the thinking, it's the body. Balance has to be adjusted hundreds to thousands of times a second, and thinking can't go that fast, so robots run fast circuits and slow circuits separately.

    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 a robot into pieces — where did AI go in?

    Tap the buttons to see the same robot split up by era, and then all the way inside. Orange pieces have AI in them, green pieces run on mechanical engineering.

    Figure · about 5 min

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

    From the lesson pageFigure

    What it takes for a robot to make one move

    The orange pieces are AI, and the last green piece is mechanical engineering.

    So it's more accurate to say 'there's AI inside the robot' than 'the robot is AI.'

  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 biggest reason robots look smart these days?

      1. ① AI like ours got plugged into the 'brain' spot
      2. ② Their bodies got much tougher
      3. ③ Their batteries got bigger
      4. ④ A person is controlling them from behind
    2. Q2What was the biggest weakness of older robots?

      1. ① They were weak
      2. ② Moved only as told, so small shifts made it miss
      3. ③ They were too slow
      4. ④ They were too noisy
    3. Q3Why do robots split work between fast circuits and slow circuits?

      1. ① To save electricity
      2. ② To be quieter
      3. ③ Balance needs 100s a second
      4. ④ To weigh less
    Show answers and explanations
    1. Q1 · Answer ① AI like ours got plugged into the 'brain' spot The technology for hands and legs was precise even before. What changed is that AI went into the pieces that see, understand and decide what to do.
    2. Q2 · Answer ② Moved only as told, so small shifts made it miss They only moved to set positions, so if an object was just 1 cm off, they grabbed thin air. There was no piece that could see and decide on its own.
    3. Q3 · Answer ③ Balance needs 100s a second Holding the body steady has to happen hundreds to thousands of times a second, but thinking about meaning can't go that fast. So they're split into layers and run 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

    Robots didn't turn into AI, AI went into the robot's first three pieces.

Background reading for you