Discover AI-adaptable worksheets

Learners reflect on their current life situation, their wishes and goals, and formulate these in a letter to their future selves in order to create awareness of their own development.

Contents and methods:

The worksheet provides structured guidance on writing a personal letter to one's future self. Guiding questions serve as inspiration. The method is supplemented by the creation of a time capsule, in which small personal items such as photos or notes are enclosed with the letter.

Skills:

• Self-reflection and introspection
• Formulation of personal and professional goals
• Creative and written expression

Target group and level:

From Year 5 onwards

Students analyze artificial intelligence in a work of science-fiction to understand how science fiction reflects societal values, fears, and hopes about technology and humanity. The overarching goal is to encourage critical reflection on ethical and philosophical questions surrounding AI and its implications for the future.

Content and Methods:

The worksheet guides students through a multi-step exploration of a work of science-fiction, including:

• Comprehension and analysis of the film’s or novel's plot and themes.
• Multiple-choice interpretation of key ethical, philosophical, and symbolic elements.
• Historical contextualization of the film’s creation and its relevance to early 21st-century technology.
• Open-ended reflection or essay tasks requiring students to explore ethical frameworks (e.g., utilitarianism, deontology, virtue ethics) or develop AI policy proposals.
• Methods include analytical reading, critical discussion, and creative or argumentative writing.

Competencies:

• Critical analysis of media and literature in relation to societal and ethical questions
• Understanding and application of philosophical frameworks
• Ethical reasoning and argumentation
• Historical contextualization of technological developments
• Reflective and analytical writing skills

Target Group and Level:

Grade 10 and up

Students explore how artificial intelligence is portrayed in science fiction compared to real-world AI today, developing an understanding of the ethical, social, and technological implications of AI through analysis and creative application.

Content and Methods:

The worksheet focuses on comparing AI in a work of Science-Fiction with present-day AI developments. Students analyze AI capabilities, goals, human–AI interactions, and societal responses. Methods include guided comparative research, critical questioning, and a creative design task where students create a movie poster for a fictional AI sequel that connects science fiction themes with current realities.

Competencies:

• Analytical thinking and critical comparison of fictional and real-world AI
• Understanding ethical and social implications of AI technologies
• Creative transfer and visual communication through media design
• Reflection on human–machine relationships and societal impact

Target Group and Level:

Grades 9 and up.

The learners should develop an awareness of their own feelings and personal boundaries. The goal is to teach them to distinguish between good and bad touches, define their personal space, and learn appropriate responses in uncomfortable situations.

Content and Methods:

The worksheet begins with a "Feelings barometer," where students evaluate touch situations using emojis. Next, the concept of "personal space" is introduced, which learners will illustrate and define who may enter it. A text about an uncomfortable situation serves as a basis for partner work to reflect on feelings and reactions. A table for categorizing characteristics of "good" and "bad" touches, along with group work to gather examples, deepens understanding. Methods include self-assessment, creative design, text analysis, partner and group work, and categorization exercises.

Competencies:

• Recognizing and naming personal feelings related to touch
• Defining and communicating personal boundaries
• Distinguishing between acceptable and uncomfortable touches
• Reflecting on behaviors in potentially uncomfortable situations
• Collaboration and communication in partner and group work

Target Group and Level:

Grade 3 and up

Note:

Worksheet 2 from the worksheet series "My Body Belongs to Me."

Students will develop an awareness of assault and harassment, understand the differences between these concepts, and learn how to respond appropriately, both as individuals affected and as witnesses. The goal is to enhance their ability to defend themselves, set boundaries, and support others.

Content and Methods:

The worksheet defines "harassment" and "assault" and encourages students to find examples. A text on a selected topic serves as a case study to explain sexual harassment and discuss its impacts. Questions and a multiple-choice task deepen understanding. A word puzzle highlights the short- and long-term consequences of assaults. In partner work, students explore how to intervene as witnesses and why it's important not to look away. A final reflection focuses on the role of consent. Methods include text analysis, brainstorming, partner work, multiple-choice tasks, word puzzles, and reflection.

Competencies:

• Distinguishing between harassment and assault
• Recognizing and identifying problematic behavior
• Analyzing the impacts of assault and harassment
• Developing strategies for action as victims and witnesses
• Understanding the importance of consent and the right to say "no"
• Collaboration and reflection in groups

Target Group and Level:

Grade 7 and up

Students will be informed about ways to seek help and support after experiencing assault or harassment. The overarching goal is to convey that they are not alone, are not to blame, and that there are trustworthy individuals and organizations available to help them process trauma and lead a self-determined life.

Content and Methods:

The worksheet begins with an introduction emphasizing the importance of speaking out about assaults and seeking help. It introduces the concepts of a "support network" and "emergency contacts." Students are encouraged to identify trusted individuals in their personal lives. A reading passage about a selected support organization serves as a case study to highlight the type of support and prevention work the organization offers. Multiple-choice questions assess comprehension of the text. A group reflection and a list of web links to additional support resources complete the worksheet. Methods include partner work, self-reflection, text analysis, multiple-choice questions, and group reflection.

Competencies:

• Identifying and building a personal support network
• Understanding the importance of discussing distressing experiences
• Knowledge of professional support services
• Analyzing and evaluating information about support organizations
• Reflecting on personal feelings and the ability to provide reassurance
• Applying research skills through the use of provided links

Target Group and Level:

Grade 7 and up

Note:

Worksheet 4 of 4 from the series "My Body Belongs to Me" - Middle School Level

Students will develop a deep understanding of the concepts of "bodily autonomy" and "consent." The goal is to equip them with the ability to clearly communicate their own boundaries, respect the boundaries of others, and recognize the importance of voluntary and explicit consent in various areas of life.

Content and Methods:

The worksheet defines bodily autonomy and consent, emphasizing the importance of knowing, naming, and respecting one's own boundaries. A text example describes a situation where consent and uncertainties in a relationship are discussed. Reflection questions highlight the role of communication in maintaining consent. In partner work, students will discuss the relevance of consent beyond physical interactions. Methods include text analysis, reflection questions, partner work, and collecting examples.

Competencies:

• Understanding and defining the terms "bodily autonomy" and "consent"
• Recognizing and communicating personal boundaries
• Respecting the boundaries of others
• Analyzing the role of communication in achieving consent
• Applying the concept of consent to various areas of life

Target Group and Level:

Grade 7 and up

Note:

Worksheet 1 of 4 from the series "My Body Belongs to Me" - Middle School Level

Learners learn to recognize and effectively communicate personal boundaries. The goal is to convey the importance of saying "No" as an act of self-protection and self-respect, empowering them to set boundaries clearly and politely in various situations.

Content and Methods:

The worksheet explains setting personal boundaries as a means of protecting one's well-being. It provides examples of physical, emotional, and digital boundaries. A case study serves as a basis for practicing how to say "No" clearly but politely. Learners reflect on the feelings that arise when saying "Yes" against their will and when saying "No." In partner work, situations where boundaries were unintentionally or deliberately crossed are discussed. Finally, learners identify trusted individuals and resources. Methods include text analysis, brainstorming, case studies, reflection questions, and partner work.

Competencies:

• Recognizing and naming personal boundaries
• Applying techniques for saying "No" in various situations
• Self-reflection on feelings when setting boundaries
• Analyzing situations where boundaries are crossed
• Identifying trusted individuals and resources

Target Group and Level:

Grade 7 and up

Note:

Worksheet 2 of 4 from the series "My Body Belongs to Me" - Middle School Level

Objective:

Learners should understand and actively exercise their fundamental rights, especially the right to self-determination and privacy. The goal is to empower them to recognize, communicate, and seek help regarding their personal boundaries.

Content and Methods:

The worksheet covers children's rights, privacy, bodily autonomy, and the protection of personal information. Content is delivered through exercises such as formulating "No," recognizing gut feelings, identifying personal data, and analyzing a case study. Methods include text comprehension, practical tasks, case analysis, and multiple-choice questions.

Competencies:

• Understanding and communicating rights (self-determination, privacy)
• Recognizing and expressing personal boundaries
• Making independent decisions
• Seeking help from trusted individuals
• Critical thinking in risk situations

Target Group and Level:

From Grade 3

Note:

Worksheet 3 from the series "My Body Belongs to Me"

Students will develop an awareness of the deeper meanings in song lyrics. The goal is to equip them with the ability to critically question lyrics, recognize hidden messages and attitudes, and understand the impact of music as a reflection of society and individual experiences.

Content and Methods:

The worksheet addresses the complex content of song lyrics, ranging from personal experiences to societal and political messages. Students will brainstorm the significance of songs and then analyze a selected song in pairs. This process includes an initial intuitive interpretation of the video and an in-depth analysis of the lyrics for central themes. In group work, specific text passages are researched. Methods include brainstorming, video and text analysis, partner and group work, and research.

Skills:

• Critical thinking and questioning of media content
• Analyzing texts for deeper meanings and messages
• Researching and discussing socially relevant topics
• Collaboration and communication in groups

Target Group and Level:

Grade 5 and above

Students will develop an understanding of the impact of song lyrics and linguistic stylistic devices. The goal is to enhance their ability to critically analyze and recognize how songs convey emotions, messages and opinions.

Content and Methods:

The worksheet begins with a brainstorming session on memorable phrases. It then introduces musical language by explaining stylistic devices such as metaphors, repetitions, ad-libs, and alliterations. A key component is the analysis of a specific song's lyrics in two steps: first, students note their spontaneous impressions, then, in partner work, they examine the lyrics for central themes and stylistic devices. Students attempt initial interpretations and, in group work, research deeper meanings of the stylistic devices and imagery used. Methods include brainstorming, video and text analysis, partner and group work and research.

Skills:

• Critical thinking and analysis of media messages
• Identifying and understanding linguistic stylistic devices in song lyrics
• Interpreting metaphors and symbols
• Researching linguistic phenomena
• Collaboration and discussion in groups

Target Group and Level:

Grade 7 and above

Objective:

Students will develop an awareness of the impact of song lyrics and learn how they convey explicit and implicit messages. The goal is to enhance their ability to critically analyze language and media, understanding how pop culture influences public opinion and societal issues.

Content and Methods:

The worksheet focuses on the influence of song lyrics and hidden messages. It begins with a brainstorming session on the impact of memorable phrases. A YouTube video of a song serves as the central medium for a two-step analysis: first, students note their spontaneous impressions, then they study the lyrics alongside the video to discuss the central themes and their meanings. The worksheet includes questions about specific lines of the song. In group work, students research deeper aspects of the lyrics, such as the origin of phrases or their use in other media. A concluding class discussion reflects on the influence of music on public opinion. Methods include brainstorming, video and text analysis, partner and group work, research, and reflection.

Skills:

• Critical analysis of song lyrics and media messages
• Identifying explicit and implicit societal and political messages
• Researching and understanding linguistic phenomena
• Arguing and discussing in groups
• Reflecting on the influence of pop culture on public opinion
• Recognizing stereotypical portrayals and ideological stances

Target Group and Level:

Grade 9 and above

Note:

Internet access is required for this activity.