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.

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

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

The worksheet aims to develop a comprehensive understanding of children with special educational needs and to promote confidence in everyday teaching situations.

Contents and methods: 

The worksheet provides an introduction to the topic, highlighting symptoms, causes and challenges in everyday school life. Reflection questions are asked to challenge prejudices and promote empathy. It also presents specific action strategies and proven measures for dealing with special educational needs in the classroom.

Skills:

• Empathy and perspective taking
• Reflection on one's own prejudices and feelings
• Understanding of neurobiological developmental disorders
• Development of action strategies for dealing with special educational needs
• Application of educational measures to support pupils

Target group and level:

Teachers

Objective: The worksheet aims to teach learners about the concept of body image disorder and raise their awareness of the psychological effects of medical changes. It is designed to enable future nursing staff to provide sensitive support to patients experiencing shame, insecurity, and anxiety about their changed bodies.

Content and methods: The worksheet begins with a definition of body image and explains how a disorder develops. It initially focuses on the causes of body image disorders. It highlights the emotional and social effects such as shame and social withdrawal. Solutions such as professional support and self-help groups are mentioned. Learners are asked to summarize the text and answer open-ended questions about the effects of beauty ideals and media representations on body image. An exercise invites learners to reflect on their own body image and write a short letter to their body.

Skills:

• Psychological understanding: Learners understand the complex concept of body image disorder.
• Empathy: They learn to empathize with the emotional situation of patients with stomas.
• Self-reflection: They reflect on their own body image and its influence on their professional attitude.

Target group and level: Students and trainees

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"

Learners will develop a nuanced understanding of secrets and learn to distinguish between "good" and "bad" secrets. The goal is to empower them to actively seek help for "bad" secrets and to develop a personal emergency plan.

Content and Methods:

The worksheet differentiates between good and bad secrets, emphasizes gut feelings, and highlights situations where secrets should be shared with trusted adults. Learners will evaluate secrets, respond to scenarios, and complete a fill-in-the-blank exercise. Finally, they will create an emergency plan for bad secrets, including identifying trusted individuals and communication strategies. Methods include reading comprehension, decision-making, fill-in-the-blank tasks, and partner work.

Competencies:

• Distinguishing between good and bad secrets
• Recognizing signs of a "bad" secret (gut feeling, negative emotions)
• Understanding the necessity of sharing "bad" secrets
• Developing strategies for handling difficult situations
• Identifying and naming trusted individuals
• Communicating needs and concerns

Target Group and Level:

Grade 3 and up

Note:

Worksheet 4 from the series "My Body Belongs to Me!"