Discover AI-adaptable worksheets

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:

From Year 7 onwards

The worksheet aims to teach the SWOT analysis method and enable learners to apply it independently to a relevant socio-political topic.

Contents and methods:

Learners are introduced to SWOT analysis, explaining the meaning of the four areas (strengths, weaknesses, opportunities, threats). They then apply the method to a selected topic by reading an informative text on it and structuring the relevant aspects in a predefined SWOT matrix. Finally, learners evaluate the topic based on their analysis and justify their assessment.

Skills:

• Application of SWOT analysis as a structured research tool
• Analytical thinking and systematic problem identification
• Critical reading and understanding of complex texts
• Ability to argue and justify
• Engagement with socio-political debates

Target group and level:

From Year 9 onwards

Learners explore the concept of engagement and responsibility, particularly in the context of a selected topic, and develop their own ideas for active engagement.

Contents and methods: 

The worksheet highlights the importance of a specific topic for society and shows different perspectives and personal advantages of social engagement. Learners reflect on their own connection to the topic, read an informational text and develop concrete ideas for action to get involved in the selected area. Ideas for possible actions are provided and reflection on experiences is encouraged.

Skills:

• Reflective ability and self-awareness
• Critical thinking and analytical skills
• Problem solving and idea development
• Sense of responsibility and decision-making skills
• Communication and cooperation skills (implied by the opportunity to engage with others)

Target group and level:

Grade 7 and up

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:

From Year 7 onwards

The pupils develop creative solutions to current problems or design visions for the future. They learn to discuss their ideas in a participatory manner, to reflect on them and to plan concrete steps for action.

Contents and methods:

The Future Workshop consists of three phases:

Criticism phase:

The participants collect and analyse problems or challenges relating to a specific topic. They discuss what bothers them or what should be improved.

Utopia phase:

In this creative phase, the pupils develop visions and ideas of what an ideal future could look like. There are no limits – the aim is to think creatively and boldly.

Realisation phase:

The collected ideas are reviewed for feasibility. The pupils develop concrete steps for action and plan how they can turn their visions into reality.

Skills:

• Critical thinking and problem analysis
• Creativity and visionary thinking
• Teamwork and communication
• Planning and implementation skills
• Self-efficacy
• Development of democratic education skills

Target group and level:

Middle and High school

The objective is to support teachers in planning and conducting role-playing games, business games, and simulations in the classroom. The worksheet is designed to help you convey complex concepts in a practical way and plan your own simulations.

Contents and methods:

The worksheet serves as a comprehensive guide for preparing and conducting business games. It contains step-by-step instructions for a business game on a selected topic. This also includes the presentation of a possible scenario, which can serve as a basis for lesson preparation.

Target group:

Teacher

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

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

The students practice reading a diagram and extracting information from it.

Contents and methods:

The students will first answer guided questions about the shown diagram. Afterwards they will analyze the diagram in more detail.

Skills:

• Reading charts and diagrams
• Extracting information from charts and diagrams
• Analyzing charts and diagrams

Target group:

Grades 8 and above

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.