Mein Körper: Das Skelett (Grundschule)

Students playfully immerse themselves in the world of trees, solve puzzles, and identify different tree species in order to find a “forest treasure” and break a “curse.”

Content and Methods:

In an escape room scenario, students solve various puzzles related to tree species. They must identify trees based on descriptions, fill in gaps in texts, evaluate statements about trees as true or false, and classify trees as deciduous or coniferous. The worksheet also encourages students to document the trees they find, e.g., through photos or drawings.

Skills:

• Knowledge of tree species
• Analytical thinking and problem-solving
• Reading comprehension and text analysis
• Classification and categorization

Target audience and grade level:

Grade 5 and up

Objective: This worksheet aims to provide students with a basic understanding of genetic engineering and to facilitate a discussion of its advantages and disadvantages, particularly as they relate to fruits and vegetables.

Content and Methods: It explains the basics of genetic engineering and its applications (medicine, agriculture, research). The focus is on genetic engineering in fruits and vegetables, its advantages (pesticide resistance, productivity, nutritional value, climate adaptation), and concerns (environment, health, acceptance, costs). Methods include a prior knowledge assessment, multiple-choice questions, open-ended questions, and expressing an opinion in letter form.

Competencies:

• Reading comprehension of scientific texts
• Critical thinking about biotechnology
• Argumentation and written expression skills

Target audience and level: Spanish learners at B1 level

ESD:

• SDG 13 (Climate Action): Exploring climate adaptation
• SDG 15 (Life on Land): Raising awareness of biodiversity conservation

Objective: The worksheet provides a basic understanding of what artificial intelligence (AI) is, how it learns through training, and where it is used in everyday life. It sensitizes learners to the differences between human thinking and machine processing, as well as to the need for human support.

Content and methods: In terms of content, the worksheet teaches the basics of artificial intelligence, how it works using examples such as image recognition and AI-supported traffic light control, and its limitations in complex or unexpected situations. Methodologically, learners identify AI applications in everyday life, analyze a practical case study, and test their knowledge of AI with a true/false quiz. This promotes both theoretical understanding and critical reflection on the use of AI.

Competencies:

• Basic technical understanding: Understanding the principle of “learning from examples”
• Critical reflection: Recognizing that AI is prone to errors and requires human guidance
• Transferability: Linking abstract definitions to concrete everyday situations

Target group and level: Grade 3 and above

Learners should develop an awareness of their digital footprint and understand the importance of acting responsibly on the internet.

Content and methods:

The worksheet explains what a digital footprint is, what traces you leave behind on the internet (e.g., videos you have watched, photos you have shared, nicknames, email addresses), and that these traces are permanent. The definition of a digital footprint is explained. The worksheet uses a visual analogy (footprints) to actively encourage learners to come up with ideas. Specific examples of traces are given (videos, photos, email addresses). The permanence of these traces and the associated dangers (e.g., password theft) are discussed. Knowledge is tested through multiple-choice questions and a case study on the application of security rules (consultation with parents).

Skills:

• Media literacy and awareness of the digital footprint
• Risk awareness when dealing with personal data and shared content
• Critical thinking when choosing safe actions on the internet

Target group:

Grades 3-4

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

Learners will understand how advertising influences consumer behavior, particularly in children. The goal is to develop a critical awareness of advertising strategies and learn how to make informed decisions about advertised products.

Content and Methods:

The worksheet introduces advertising and its influence, focusing on common tricks used to attract children. It includes watching an advertising video and an interview, followed by comprehension questions. Learners will also determine the truthfulness of statements about advertising's impact. The worksheet concludes with a review and discussion on protecting oneself from advertising influence. Methods include video analysis, text comprehension, true/false questions, and discussion.

Competencies:

• Identify common advertising techniques and their purpose.
• Analyze how advertisements influence desires and decisions.
• Evaluate information presented in advertisements critically.
• Develop strategies for making smart choices regarding advertised products.

Target Audience and Level:

Grade 4 and above

Learners will reflect on their personal media usage and compare it with general trends in children's media consumption, particularly regarding a certain topic. The goal is to encourage self-awareness about media habits, recognize preferences and understand parental guidance in media use.

Content and Methods:

The worksheet prompts learners to document their own media usage by noting frequency and preferences in a table. It then presents a short text on a certain topic, focusing on typical activities and the importance of parental supervision for safety and healthy balance. Learners are asked to compare their own usage with the text's information and reflect on their parents' views. Methods include self-assessment, table completion, text comprehension, and comparative analysis.

Competencies:

• Describe personal media consumption habits (types, frequency, preferences).
• Compare individual media usage with general patterns presented in a text.
• Understand the role of parental guidance in safe and balanced media use.
• Reflect on personal reasons for media preferences and parental perspectives on media usage.

Target Audience and Level:

Grade 4 and above