Versuchsprotokoll Chemie

Objective: The worksheet is structured as a motivating chemistry puzzle (based on the escape room concept). Students assist a professor in the lab in deciphering the mixed-up labels of three unknown liquids (samples A, B, and C) using systematic, experimental identification tests.

Content and Methods: The content is conveyed by combining a digital problem-solving task with qualitative identification experiments: Guided by an audio guide, students gather relevant information and examine the unknown liquids for their solubility, acid-base and redox behavior, and evaporation properties. The results are systematically documented in a lab report and subsequently used to identify the substances in a scientifically grounded final report.

Competencies:

• Subject-Specific Competence: Applying knowledge of material properties (solubility, pH, acid-metal reaction) to identify unknown substances.
• Knowledge Acquisition: Independently sketching and labeling experimental setups, as well as implementing a qualitative analysis strategy.
• Media Competence: Using digital learning elements (QR codes/audio) to approach science-related problems.
• Language Competence: Writing a logically consistent detective report using specialized chemical terminology.

Target Audience and Level: Middle School

Students investigate how artificial intelligence is transforming a specific field, gaining an understanding of both the benefits and challenges of AI. The goal is to develop critical awareness of AI’s capabilities, ethical issues, and the ongoing need for human judgment in decision-making.

Content and Methods:

The worksheet guides students through an exploration of AI in a specific field by examining real-world examples. Students analyze ethical concerns. Methods include comprehension questions, multiple-choice tasks, comparison of benefits and risks, open-ended reflection questions, and a short argumentative essay about AI’s role in that field.

Competencies:

• Understanding technological applications of AI in a real-world professional field
• Critical evaluation of the benefits and risks of AI in that field
• Ethical reasoning about data privacy, bias, and human–machine interaction
• Analytical thinking about the balance between AI capabilities and human expertise
• Argumentative and reflective writing skills

Target Group and Level:

Grade 8 and up.

With the help of the worksheet, learners engage with a film in a structured way in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Contents and methods: 

The worksheet is structured like a brochure and asks questions about the content and further questions about the film. The worksheet ends with a personal evaluation of the film.

Skills:

• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

Grade 7 and above

With the help of the worksheet, learners engage with the content of a film in a structured manner before, during and after viewing it in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Content and methods: 

The worksheet begins by testing prior knowledge of the film. While watching, the pupils complete multiple-choice tasks to actively engage with and consolidate their understanding. After the film, transfer tasks are used for further processing and reflection on the topic.

Skills:

• Activating and building on prior knowledge
• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

Grade 7 and above

Learn about plastic vs natural items in the ocean

Content and methods: The students complete a sorting exercise and read a short info text about a specific type of plastic.

Competencies:

• sort items into categories
• reading comprehension

Target group and level:

Elementary school

SDG Goal 14

The worksheet provides in-depth knowledge about one of the 17 Sustainable Development Goals of the United Nations. Learners develop an understanding of the relevance of the selected goal and can also explain it.

Content and methods: The worksheet provides information about the basics of the selected goal and the current status in this area. Methodologically, information texts, tasks for text comprehension (multiple choice questions) and open questions are used. As a bonus, an individual reflection task on behaviours that contribute to the achievement of the 17 goals is attached.

Competences:

• Expertise: Students acquire knowledge about the importance of a selected goal and the measures taken to achieve it.
• Methodological competence: Pupils practise reading and understanding information texts, answering questions and writing short texts.

Level: 7th/8th grade

The learners follow a plastic (particle) on its journey through the ecosystem. In addition, they can explain the effect of the journey on the environment and reflect on its impact on the ecosystem.

Content and methodology: With the help of text messages, learners follow a plastic particle on its journey through the ecosystem and learn more about its experiences and effects on the ecosystem. Learners answer questions about the content and reflect on the effects of the particle. There is also a bonus task where the learners create a profile of the particle.

Competences:

• Spatial perception and orientation: The students follow the spatial displacement of plastic particles and develop an understanding of the interconnectedness of different environmental areas.
• Cause-effect thinking: Students analyze the causes and consequences of plastic pollution and recognize the complex relationships between human activity and environmental change.
• Systemic thinking: Students follow the path of the plastic particle through various ecosystems and recognize connections.
• Problem-solving skills: Learners work out the possible effects of particles on the environment and living organisms.

Level: 7th/8th grade

Students learn to analyze information from various digital sources and link it logically in order to draw conclusions.

Content and Methodology: The worksheet offers an interactive puzzle task based around a found smartphone. The students analyze chat histories, pictures and an audio file to identify the owner of the smartphone.

Skills:

• Critical analysis of texts and media
• Logical thinking and reasoning
• Understanding historical and/or scientific contexts

Target Audience and Level: Suitable for teaching at lower secondary level.

The learners engage with a historical personality. In doing so, they learn more about the personality's career, challenges and successes.

Content and methodology: Learners read a basic text and are able to answer comprehension questions and complete a profile based on this.

Competences:

• Reflection and discussion of the relevance of the selected person

Level: Intermediate (8th - 10th grade)

Learners acquire knowledge about the life and work of a selected person from history.

Content and methodology: Learners read a basic text and are able to answer comprehension questions based on this and place the life and work of the person in the context of society as a whole.

Competences:

• Reflection and discussion of the relevance of the selected person

Level: Upper school (11th - 13th grade)