Verantwortlicher Umgang mit Wasser (Grundschule)

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 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

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

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.

Objective: The worksheet aims to raise learners' awareness of the environmental impact of artificial intelligence (AI). It trains them to critically analyse the energy and resource consumption of data centres in order to develop strategies for the environmental sustainability of AI technology, particularly through the use of renewable energies.

Contents and methods: The worksheet begins with a warm-up on the learners' personal attitudes towards AI and climate change, followed by information about AI data centres in a selected country/city. Learners analyse advantages and environmental risks using text and cause-and-effect analyses. Methods such as group research, perspective changing and decision-making encourage reflection on sustainability and concrete measures for environmental responsibility.

Competencies:

• Sustainability awareness: Understanding the ecological footprint of digital technologies (energy and resource consumption).
• Critical analysis: Weighing technological advantages (climate research, smart farming) against environmental risks.
• Problem solving: Developing concrete strategies to promote energy efficiency and the use of green energy sources for AI.
• Understanding of roles: Making informed political decisions from an environmental policy perspective.

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

ESD:

• 12: Responsible consumption and production patterns: This addresses the challenge of raw material extraction (rare earths) and the need for recycling and sustainable procurement.
•  13: Climate action: The text highlights the role of AI in reducing global emissions and in climate research.

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

Objective: The worksheet aims to teach learners the basics of effective communication strategies in a selected context and encourage them to reflect on their own communication patterns.

Content and methods: The text describes key strategies such as active listening, “I” messages, and empathy. Methods include multiple-choice questions, filling out a table with examples of strategies, reflection questions about one's own experiences, and a reference to a YouTube video for further analysis.

Competencies:

• Communication skills: Understanding and applying effective strategies
• Self-reflection: Critically questioning one's own communication style
• Empathy: Understanding colleagues and patients

Target group and level: Students and trainees

Objective: The worksheet aims to teach learners about the different methodological approaches to emotion analysis and help them recognize, analyze, and reflect on emotions.

Content and methods: It explains four approaches to emotion analysis: self-observation, behavioral observation, physiological measurements, and conversation-based analysis. Learners are asked to test their understanding of the text using closed and open questions. A practical task asks them to draw a person showing signs of a selected emotion and guess what emotion it is. Finally, they are asked to reflect on a situation in which they felt this emotion themselves.

Competencies:

• Understanding psychological concepts: emotions and their analysis
• Analytical skills: identifying emotions based on various signals
• Self-reflection: recognizing one's own emotional states

Target group and level: Students and trainees

SDG:

• 3: Health and well-being: Understanding and reflecting on one's own emotions is important for mental health and well-being.
• 4: Goal - Quality education: The worksheet promotes emotional intelligence and empathy as part of a holistic education.