Warum sprudeln Getränke?

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 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

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

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 overarching learning objective of this worksheet is to explore the concept of genetic mutations, differentiate between various types, understand their real-world implications (genetic disorders) and critically assess the scientific realism of superhero mutations.

Content and Methods: The worksheet begins by posing a question about the realism of superhero mutations. It then delves into the scientific content by explaining and categorizing gene, genome and chromosomal mutations, providing examples for each. The methods include a pair discussion task, sorting exercises for mutation types, open-ended questions requiring descriptions and explanations of mutations, and multiple-choice questions about specific genetic disorders. Finally, it prompts a discussion on the impact of superhero stories on scientific understanding.

Competencies:

• Scientific literacy: Understanding fundamental concepts of genetic mutations and their biological effects.
• Critical thinking: Evaluating the scientific plausibility of fictional scenarios (superhero powers).
• Information categorization: Differentiating and sorting various types of mutations.
• Reading comprehension: Extracting detailed information from scientific texts.
• Problem-solving: Explaining complex biological phenomena.
• Discussion and communication: Engaging in peer discussions about scientific concepts.

Target Audience and Level:

Grade 10 and above