Tourismus in den Bergen

The goal of this worksheet is to enable students to independently identify and critically examine manipulative marketing strategies in retail. Using a specific case study, they will develop the theoretical foundation needed to distinguish between genuine sustainability promises and deliberate consumer deception, so they can make informed, independent consumer decisions in their daily lives.

Content and Methods: The content focuses on the definition and strategic characteristics of greenwashing, its psychological impact, and an analysis of legal consequences. Methodologically, the worksheet combines an image-based case analysis with in-depth journalistic text analysis. A video-based summary of theoretical categories of deception and a practical, criteria-based checklist serve to reinforce knowledge and facilitate active application to students’ own consumer behavior.

Competencies:

Analytical Competence: Students can systematically deconstruct visual design elements, price placements, and advertising messages in digital user interfaces.

Substantive Competence: They understand the definition of the technical term “greenwashing” and can distinguish between vague marketing phrases and verifiable sustainability labels.

Critical thinking skills: Students are able to critically evaluate the discrepancy between corporate sustainability reports and actual environmental impacts.

Reflective thinking skills: They can critically examine their own susceptibility to manipulative sales strategies and identify alternative courses of action.

Target audience and grade level: Intermediate (8th-10th grade)

Objective: This worksheet aims to provide students with basic information about a country as a travel destination and to enable them to talk about their own vacation experiences.

Content and Methods: It describes the geography, climate, sights, and the importance of tourism within the country. Methods include reading comprehension, true/false questions, and a structured writing task about the students’ own vacations.

Competencies:

• Reading comprehension
• Geographical knowledge
• Written expression

Target Audience and Level: Spanish learners at A1 level

Objective: This worksheet aims to familiarize students with linguistic diversity in Spanish. It is designed to raise awareness of the coexistence of Spanish and other languages in Spanish-speaking regions and to encourage students to engage creatively with the topic of multilingualism.

Content and Methods: A text explains the linguistic situation in a Spanish-speaking region. It also addresses new language trends such as Spanglish and neologisms. The worksheet includes multiple-choice questions, word identification exercises, and a creative group activity in which students are asked to invent their own language.

Competencies:

Linguistic knowledge: Understanding of multilingualism and language contact

Critical thinking: Reflection on the development of languages

Creativity: Inventing words and a new language

Target audience and level: Spanish learners at A2 level

Objective: This worksheet aims to help students understand life in a Spanish-speaking country and enable them to describe their own country.

Content and Methods: It covers attitudes toward life, social dynamics (generational conflicts, marginalized groups), migration, and the importance of tourism in a selected country. Methods include reading comprehension, selecting specific statements from the text, and a structured task to describe one’s own country.

Competencies:

• Reading comprehension
• Understanding of sociocultural and geographical aspects
• Written expression

Target group and level: Spanish learners at A2 level

Objective: This worksheet aims to introduce learners to the concept of different dietary options and the basics of restaurant planning.

Content and Methods: It explores the motivations, challenges, and opportunities associated with specific dietary choices. It also covers key aspects of starting a restaurant. Methods include reading comprehension, multiple-choice questions, open-ended questions, and a group activity on restaurant planning.

Competencies:

• Reading comprehension
• Understanding of nutrition and gastronomy
• Planning and teamwork

Target audience and level: Spanish learners at A2 level

ESD:

• SDG 12 (Responsible Consumption and Production): Promoting sustainable consumption patterns in the area of nutrition
• SDG 13 (Climate Action): Raising awareness of the environmental impacts of food

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: This worksheet aims to teach learners how to describe a city in Spanish using information from various sources.

Content and Methods: It includes a picture description, listening comprehension exercises based on a dialogue about a selected city, description tasks, and instructions for describing one’s own city.

Competencies:

• Picture description
• Listening and reading comprehension
• Written expression
• Analysis of information

Target audience and level: Spanish learners at A1/A2 level

Objective: This worksheet aims to introduce students to the concept of sustainable tourism and empower them to develop their own sustainable tourism ideas.

Content and Methods: It defines sustainable tourism and its three main pillars (environmental protection, benefits for local communities, and resource management). The situation within a selected city is used as a case study. Methods include reading comprehension, multiple-choice questions, open-ended questions, and a group task to plan a sustainable hotel.

Competencies:

• Reading comprehension
• Understanding of sustainable tourism
• Planning and problem-solving
• Teamwork

Target audience and level: Spanish learners at A2 level

ESD:

• SDG 13 (Climate Action): Raising awareness of environmental protection in the context of tourism
• SDG 10 (Reduced Inequalities): Addressing social justice in the tourism sector
• SDG 12 (Responsible Consumption and Production): Promoting responsible resource management in tourism

Learners critically examine the economic, social, and environmental consequences of large-scale events using a selected example and weigh up the opportunities and risks.

Contents and methods: 

Based on informational texts about various roles (e.g., city administration, citizens' initiative, environmental officers), learners develop subject-specific arguments. The method includes preparing a structured discussion using tables and concluding with the creation of an informational statement to announce the decision.

Skills:

• Multiperspective analysis of complex economic issues
• Argumentation and judgment skills in socio-political debates
• Transfer of theoretical economic data to municipal decision-making processes
• Cooperation and communication skills within a role simulation

Target group:

Grade 8 and above

Objective: The worksheet aims to teach learners about the official regulations governing artificial intelligence (AI). The focus is on the risk classification of AI applications, the fundamental rights of citizens and the balance between innovation and protection.

Contents and methods: The first phase of the worksheet serves as a warm-up and uses the method of joint idea gathering. The information text introduces the topic and explains key concepts such as risk assessment, transparency and data security. The methods include text comprehension by selecting the correct statement, classifying specific AI examples with justification, and reflective and creative forms of work such as open questions and designing a poster on the importance of AI regulation.

Competencies:

• Risk assessment: Ability to classify AI applications according to their potential risk to fundamental rights and security.
• Critical thinking: Weighing up the need for regulation in the context of innovation and risk protection.
• Communication: Formulating a reasoned opinion on AI regulation.

Target group and level: Years 8–10 (middle school)

ESD:

• 9: Industry, innovation and infrastructure: The Act aims to promote the responsible development of AI and maintain a balance between innovation and risk protection.
• 16: Peace, justice and strong institutions: The main purpose of the regulation is to protect the fundamental rights of citizens and create a uniform legal framework for AI technologies.