Opening
A Tour of Our Solar System
Our own little corner of the universe
- Good morning, explorers! Today we are leaving the classroom behind and travelling out into space — a tour of our Solar System.
The Connected Learning Space.
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One shared AI core
Auto-Teach Studio
Type the topic. Take the class.
One sentence goes in. What comes out is the course below — a full 45-minute lesson, already voiced. Scroll, and follow it all the way into the room.
What do you want to teach?
Describe your course and AI drafts it. Studio builds Units → Teaching sessions → Projector stages.
A Grade 4–5 tour of the Solar System in one 45-minute session: meet the Sun and the planets, sort rocky worlds from gas giants, and finish with why Earth can support life. Playful tone, lots of images.
e.g. A Grade 3 intro to fractions across 4 short sessions, playful tone…
Attach a PDF and the AI grounds the course in it
Sharpen your prompt for a better draft:
- Describe the topic in a full sentence or two.
- Add a learning goal for sharper objectives.
- Say how many sessions or how long each runs.
SubjectScience
Grade levelGrade 4–5
LanguageEnglish
PersonaPixie
Learning goalBy the end, students can name the planets, sort rocky worlds from gas giants, and say why Earth supports life.
Number of sessions1
Minutes per session45
A recorded run of a real generation. Nothing on this screen is a drawing of a feature.
Generating course structure 0:01
- Reading your prompt
- Planning units
- Drafting teaching sessions
- Finalizing structure
- Reading session context
- Choosing teaching components
- Writing stage content
- Final checks
Units and teaching sessions first — the shape of the course, before any content.
A Tour of Our Solar System
45 minutes · narrated
- 01Welcome: a tour of the Solar System
- 02What we’ll discover today
- 03Space words to know
- 04The Solar System, from the inside out
- 05Two neighbours: Earth and Mars
- 06Which planet would you visit?
- 07Rocky worlds or gas giants?
- 08Order the planets from the Sun
- 09How many are gas giants?
- 10Which planet do we live on?
- 11Why can Earth support life?
- 12Space myths: true or false?
- 13What is an orbit?
- 14Ask Pixie: your space questions
- 15Our journey, recapped
- 16Exit check: our Solar System
Generated from one sentence
One sentence in. 45 minutes of class out. Nothing left to prepare.
Every line is already voiced, so the room never waits.
A Tour of Our Solar System
Welcome: a tour of the Solar System
Stage 1 of 16 · 6%
Running
The Solar System, from the inside out
- The Sun at the centreThe Sun holds everything in orbit with its gravity.
- The rocky planetsMercury, Venus, Earth and Mars — small, solid, close in.
- The gas giantsJupiter, Saturn, Uranus and Neptune — huge, and far out.
- Let’s read our map from the inside out. Right at the centre is the Sun. Its gravity is like an invisible rope, holding every planet in orbit.
- Closest to the Sun we find four small worlds made of rock: Mercury, Venus, our own Earth, and Mars.
- Far from the Sun live the four giants: Jupiter, Saturn, Uranus and Neptune — enormous balls of gas with no solid ground to stand on.
Class poll
If you could take a rocket to just one of these worlds, which would you visit?
No right answer — just show how you feel.
Counting hands 0
- 1Mars, the red desert world0
- 2Saturn, with its shining rings0
- 3Jupiter, the giant with a great storm0
- 4Neptune, the deep-blue ice world0
- Time for a poll, explorers. There is no right answer here — I just want to know where you dream of going.
- Raise your hand for your choice and hold it high, so the camera can count everyone.
- Wonderful — look at all those dreams of space travel. Keep your favourite in mind as we explore.
Volunteer at the board
Put these planets in order, starting closest to the Sun.
The closer a planet is, the shorter its trip around the Sun.
- 1Mercury
- 2Venus
- 3Earth
- 4Mars
- 5Jupiter
5 of 5 placed, in order.
- Let’s put the planets in order! The camera will pick someone to come up to the board.
- Right — Mercury hugs the Sun closest of all, so it goes first.
- Yes — Venus comes next, just outside Mercury, glowing under its thick clouds.
- Exactly — our home Earth is the third planet out from the Sun.
- Yes — Mars is next, the fourth planet, just beyond Earth.
- Perfect — giant Jupiter is the last of our five, farthest from the Sun here.
Exit check
What can we do now?
- I can name the Sun and several of the planets.most of the class
- I can tell a rocky world from a gas giant.most of the class
- I can put the inner planets in order from the Sun.about half
- I can give a reason Earth can support life.most of the class
A class-level reading, and nothing more. No per-student score is invented from a show of hands.
- One last thing before our tour ends. Thumbs up if you can do it, thumb to the side if you’re not sure yet.
- Can you name the Sun and several of the planets? Show me.
- Can you tell a rocky world from a gas giant? Show me.
- Thank you, explorers. That tells me exactly what we’re confident about and what we’ll revisit next time.
You have the wheel
The lesson stopped where you stopped it.
Mid-sentence, mid-stage, whenever you want the room back. Nothing advances until you say so.
The whole brief: one sentence and four settings.
That is the part that happens in your room. Want it in yours?
30 minutes, no install, on a topic you name.
Four things we guarantee. Four things we refuse.
Find the limits here, not in front of thirty students.
It will
It won’t
Stop the moment you say stop, mid-sentence.
Improvise in front of your class. The lesson is finished before the bell.
Let you change any part of a lesson before or during it.
Watch your students. No attention tracking, no focus scoring. None, ever.
Teach the same lesson the same way every time you run it.
Grade a student on something the whole class answered together.
Run on the projector you already have.
Require a device, an account, or a login for a single student.
We are pre-revenue and engineering-led. Two languages, English and German. One classroom voice. If something on this page isn’t ready yet, we say so on the call.
Canvas Studio
An infinite board that teaches, not one that holds sticky notes.
Canvas Studio takes typed lesson cards, imports a worksheet, or explains a diagram region by region. Then it presents with a camera that follows the teaching order.
One board. Pick a subject:
- orders all eight
- uses “orbit” correctly
| Planet | One year | Moons |
|---|---|---|
| Mercury | 88 days | 0 |
| Earth | 365 days | 1 |
| Jupiter | 12 years | 95 |
| Neptune | 165 years | 16 |
The curved path one object takes around another.
- path
- revolution
- Venus
- Earth
- Mercury
- Mars
all 4 rocky
Jupiter
Neptune 30
Earth is 1. Neptune is 30 times further out.
RockyGas giant
made of
rock, metalhydrogen, helium
moons
0–2up to 95
Closer to the Sun
Stronger pull
Faster orbit
Mercury goes round in 88 days. Neptune takes 165 years.
- AJupiter
- BNeptune
- CSaturn
- 1List the planets in order.
- 2What keeps them from flying off?
- finds a common denominator
- explains which is larger
2/38/12
3/49/12
Same two bars, re-cut into twelfths.
- 1Smallest shared denominator: 12
- 22/3 = 8/12 · 3/4 = 9/12
- 39 twelfths beats 8 twelfths
3/4 > 2/3
The bottom number: how many equal parts the whole was cut into.
- parts
- divisor
0
2/3
1
3/4 sits to the right, so it’s the larger one.
under 1/23/81/5
over 1/25/97/10
- 11/5
- 23/8
- 32/3
- 47/10
- 1Which is bigger: 5/8 or 3/5?
- 2How do you know?
- names both products
- identifies the energy source
6CO₂+6H₂O
light
C₆H₁₂O₆+6O₂
Nothing happens without the arrow. That’s the whole lesson.
- light
- water
- CO₂
- glucose
- oxygen
The green pigment that catches the light energy.
- pigment
- chloroplast
- 1Elodea in bicarbonate solution
- 2Lamp at 10 cm, settle for 2 minutes
- 3Count bubbles for 60 seconds
| Lamp distance | Bubbles / min |
|---|---|
| 10 cm | 24 |
| 20 cm | 13 |
| 40 cm | 6 |
| 80 cm | — |
- claim
- Light is the limiting factor here.
- evidence
- Bubbles fell from 24 a minute to 6 when we moved the lamp to 40 cm.
- reasoning
- Less light energy reaches the chloroplasts, so the reaction slows.
- ✓Plants make their own food.
- ✕Plants take in oxygen to make sugar.
- ✓Chlorophyll is what makes leaves green.
- uses five irregular verbs
- keeps one tense throughout
Every dayYesterday I gowent to the market.
presentpast- gowentgone
- seesawseen
- eatateeaten
morning
evening
Yesterday I ____ (go) to the market and ____ (buy) bread for my grandmother.
- AWhere did you go yesterday?
- BI went to my aunt’s and we ate together.
- AWhat did she make?
- bringbrought
- catchcaught
- teachtaught
Whatever you teach, there’s a card built for it — and the board explains a figure region by region, out loud, if you ask it to.
- Cards that teach, not shapes you have to explain
- Plan together without overwriting each other
Import
Upload a page. Get editable lesson cards.
Point it at a worksheet or a textbook page and it comes back as real cards you can edit — figures included, not just the text.
This one reads a scan. To build a whole course from a document you already have, Content Studio takes the file directly.
Draft once. Read what the course sends back.
The other studios hand you a lesson. This one keeps working after you close it.
The creator’s screen
One prompt. Your files. A course a student finishes.
The run below is the whole trip, from your file to a student’s finished lesson.
AI Course Generator
Create a complete course with AI
What kind of course do you want to create?
A Year 7 unit on ratio and proportion, four lessons. Stick to the scheme of work I’ve attached and use the worked examples from the textbook chapter. Finish every lesson with a short check.
e.g. A Year 7 unit on ratio and proportion, four lessons…
Drop reference files here — PDFs, slides, a photo of a worksheet
- ratio-scheme-of-work.pdf240 KB
- textbook-ch4-ratio.pdf3.4 MB
- worksheet-scan.jpg1.2 MB
CategoryMathematics
DifficultyBeginner
LanguageEnglish
Reading levelGrade 7
This drafts. It does not publish.
Generating your course 0%
- Reading your three files
- Drafting the course structure
- Writing the lessons
- Building the interactive sections
The scheme of work sets the outline. Nothing is invented that your files already answer.
- courseYear 7 Maths · Ratio & Proportion
- moduleUnderstanding ratio
- Lesson · What is a ratio?
- Lesson · Simplifying ratios
- quiz_choice_text
- flashcard_flip
- Module · Ratio in the real world
- Lesson · Recipes & scale drawings
Section · quiz_choice_text
Tap the pair that makes 2 : 3.
- A4 and 6
- B6 and 9
- C5 and 8
from textbook-ch4-ratio.pdf, p. 61
- 1 / 4Structure
The course outline.
✓ approved - 2 / 4Lesson content
Reading level checked, placeholders scanned.
✓ approved - 3 / 4Lesson sections
The interactive components.
✓ approved - 4 / 4Ready to apply
Final review, then it ships.
✓ approved
Applied. The course is live, and every student in Year 7 can open it.
Adaptive · two of three ratio sections clean. Simplifying moves up; fractions stays in the review queue.
Both numbers in 6 : 9 share a factor. Find it and the ratio gets smaller.
Tap the pair that makes 2 : 3.
4 and 6
6 and 9
5 and 8
9 and 12
Check
Correct
6 : 9 divides by 3 on both sides, which leaves 2 : 3.
+8 XPOne sentence, and the three files this teacher already had on their desk.
The teacher’s screen
What came back asks you to decide.
One student through four screens: risk, the pale square, your call, then next week’s sheet.
Monday’s answers. They show up as risk before they show up as grades.
A. Mert
Year 7 · Ratios
Same student who finished the draft above. The rest of the class is quiet on this screen on purpose.
Mastery fades. The pale square is the point.
Mastery · Year 7 · Ratios unit
A. Mert
B. Kaya
C. Nagel
D. Öz
E. Roth
Every square here comes from something the student actually answered.
When it stalls. It asks you. The call is written down as yours.
What to do about it
-
ratios · A. Mert Three misses. The thing underneath it, fractions, is still weak.
-
percentages · C. Nagel The same wrong turn twice. A fresh exercise was written and checked.
-
interest · E. Roth Still stuck after several tries. It stopped and asked for you.
Promote or dismiss anything here. The call is yours, and it is written down as yours.
Next week’s sheet. Forgotten work comes back as the assignment.
Title
Ratios: weekly check-in
ClassroomYear 7 · Ratios
DueFri, 14 Aug
A. Mert
B. Kaya
+22 more
Promote someone in the queue and they land on this sheet.
That is the loop. What came back is what you edit into the next draft: same Studio, same course.
Back to the drafting seat ↑Three things every school asks
Do students need devices?
Not for a whole-class lesson. That whole product is built for a room with one projector and no student hardware — the class answers out loud, by hand, or at the board. There is a separate per-student side of the platform, and that one does need a device.
What happens if the internet drops mid-lesson?
Be warned: this is a known gap. The lesson and its audio are built before class, but the projector view still talks to a server as it advances, so a dropped connection stops the run until it comes back. Offline playback is not built yet, and we would rather tell you that here than on the day.
What does it cost?
We are pre-revenue, so there is no price list to point you at. Pilot pricing is set per school on the call, and we will tell you straight if what you need isn’t ready yet.
Let’s see it in your classroom.
We build a lesson on a topic you name, then walk what is ready for a pilot.
- Arrive Thirty minutes on your timetable.
- Generate live Name something you teach; we build it in front of you.
- Honest list What is ready, what is not, and what a pilot would take.
No install. Projector optional if you want it in the room.
Book a demo
Or explore on your own