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interests of different source categories.","Evaluate the source’s trustworthiness.","Map the arguments to the position.","Identify the purpose and motives behind the information item.","Analyse the controversy and its stakeholders.","Reassess your viewpoint when new information or arguments emerge."],"SCILMIGOALS":["Check who is behind the information","Follow the thread & mind the context","Trace the viewpoints & weigh the trade-offs","Take your stand & own your position"],"KEYWORDS":["First language","Longevity","transhumanism","literature"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FEEC02","PRIMARYSUBJECT":"First Language: Norwegian","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to explore and reflect on how texts from the Modernist tradition portray human beings and the human condition. They will be able to critically explore, evaluate, and assess a variety of sources, and analyse expressions and meaning in multimodal texts across different media. Learners will be able to apply subject-specific knowledge and rhetorical skills effectively in debates and presentations. Furthermore, they will be able to reflect on and analyse non-fiction texts, taking into account the rhetorical situation and the context in which these texts were produced.","PUBLISH":"-","PLANID":"ML-O","AUTHORS":"Bakkerud, Jenny","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#FEEC02","AGES":["15","16","17","18","19"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#FEEC02"],"COMPETENCEDOMAINS":["Open up your mind","Be wise & think twice","Make up your mind"],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FEEC02"],"COLUMN":"O","SOURCECODE":"ML","SUBJECTS":["First Language: Norwegian"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["First language (Norwegian)"],"UPLOADREADY":"Yes","TITLE":"Why Do Humans Want to Live Forever?"},{"SCILMIOUTCOMES":["Identify manipulation strategies.","Analyse the controversy and its stakeholders.","Clarify your own values and concerns regarding the SSI.","Form your viewpoint by weighing evidence, values, and trade-offs.","Reassess your viewpoint when new information or arguments emerge."],"SCILMIGOALS":["Read between the lines & spot manipulation","Trace the viewpoints & weigh the trade-offs","Take your stand & own your position"],"KEYWORDS":["genetic enhancing","moral perception","Playing God in medicine”","bioenhancement","transhumanism"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":[],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FEEC02","PRIMARYSUBJECT":"First Language: Romanian","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to analyse dystopian fiction in Klara and the Sun by identifying how narrative structure and characterisation develop key themes such as genetic enhancement, transhumanism, and artificial intelligence.\nLearners can critically evaluate ethical arguments in literary and non-literary texts by distinguishing facts, claims, and opinions and by formulating and defending their own reasoned viewpoints in oral and written form.","PUBLISH":"-","PLANID":"ML-Q","AUTHORS":"Condrat, Mihaela","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#FEEC02","AGES":["15","16"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#FEEC02"],"COMPETENCEDOMAINS":["Be wise & think twice","Make up your mind"],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FEEC02"],"COLUMN":"Q","SOURCECODE":"ML","SUBJECTS":["First Language: Romanian","Literature"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Ethical and civic confrontations","The dystopian novel","\" Klara and the sun\" by Kazuo Ishiguro"],"UPLOADREADY":"Yes","TITLE":"I Am Elevated, Thus I Exist"},{"SCILMIOUTCOMES":["Diversify search strategies across different information environments.","Evaluate the source’s trustworthiness.","Verify the reliability of the evidence based on scientific standards.","Identify manipulation strategies.","Identify the purpose and 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scarcity","SUBJECTTONE":"#4AC5FC","AGES":["16","17"],"SSITOPICS":["Overfishing and sustainable marine protection"],"SUBJECTTONES":["#4AC5FC","#FCC220"],"COMPETENCEDOMAINS":["Open up your mind","Be wise & think twice","Make up your mind"],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#4AC5FC","#FCC220"],"COLUMN":"S","SOURCECODE":"ML","SUBJECTS":["Politics","Modern Foreign Languages: English"],"POSITIONLABEL":"","SUBJECTTOPICS":["Overfishing and sustainable marine protection"],"UPLOADREADY":"Yes","TITLE":"Voices from the Deep: Language, Oceans & Society."},{"SCILMIOUTCOMES":["Distinguish the primary interests of different source categories.","Evaluate the source’s trustworthiness.","Cross-check the claim."],"SCILMIGOALS":["Check who is behind the information","Skim before you scan & ignore critically"],"KEYWORDS":["Proteins","aminoacids","health","diet","longevity","ageing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":["2nd year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to explain the role of proteins and amino acids in human nutrition, compare different protein sources, and evaluate how protein requirements vary throughout life. They can apply this knowledge to make informed and health-conscious dietary choices.","PUBLISH":"-","PLANID":"ML-T","AUTHORS":"Fogli, Luana","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["15"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#228B22","#FFFFFF"],"COMPETENCEDOMAINS":["Open up your mind","Be wise & think twice"],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22","#FFFFFF"],"COLUMN":"T","SOURCECODE":"ML","SUBJECTS":["Biology","Home Economics & Food Studies"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Biomolecules"],"UPLOADREADY":"Yes","TITLE":"Proteins War: Steaks, Beans or Salmon?"},{"SCILMIOUTCOMES":["Analyse the impacts of the SSI.","Clarify your own values and concerns regarding the SSI.","Tailor your information to the target audience without distorting it."],"SCILMIGOALS":["Map the issue & see the full picture","Take your stand & own your position","Inform objectively"],"KEYWORDS":["Digital consumerism","Recycling","waste","electronics","Electronic waste","Planned obsolescence","Life cycle of electronic devices"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Digital Consumerism, Tech Industry Strategies, and the Global E-Waste Crisis","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#4AC5FC","PRIMARYSUBJECT":"Politics","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to describe the life cycle of electronic devices, from resource extraction to disposal.\nLearners will be able to analyse marketing and media strategies that encourage digital consumerism and perceived obsolescence.\nLearners will be able to evaluate advertising messages and their influence on consumer behavior.\nLearners will be able to reflect on individual and collective responsibility in relation to e-waste and sustainable practices.\nLearners will be able to create communication materials to raise awareness about e-waste and promote sustainable practices within the school community.","PUBLISH":"[Website] - The Evolution of Distributors in the Digital Age – Details how digital tools and customer-facing online strategies affect electronics distribution - https://www.b2bea.org/insights-advice/the-evolution-of-distributors-in-the-digital-age","PLANID":"ML-U","AUTHORS":"Pinheiro, Carlos","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#4AC5FC","AGES":["14","15","16"],"SSITOPICS":["Electronic waste and digital consumerism"],"SUBJECTTONES":["#4AC5FC","#FCC220"],"COMPETENCEDOMAINS":["Make up your mind","Speak out & take action"],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#4AC5FC","#FCC220"],"COLUMN":"U","SOURCECODE":"ML","SUBJECTS":["Politics","Modern Foreign Languages: English"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Sustainable development"],"UPLOADREADY":"Yes","TITLE":"The Impact of Our Digital Appetite: From Consumerism to Electronic Waste"},{"SCILMIOUTCOMES":["Diversify search strategies across different information environments.","Evaluate the source’s trustworthiness.","Evaluate the relevance of search results or feed posts before engaging with them.","Cross-check the claim."],"SCILMIGOALS":["Find more than what finds you","Check who is behind the information","Pause before you click","Skim before you scan & ignore critically"],"KEYWORDS":["Fast fashion","Environmental impact","Cotton lifecycle","Textile production","Water consumption","Carbon footprint","Waste management","Consumer behavior"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":["6th year","7th year",">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages: English","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to understand, analyse, and compare information about fast fashion presented in different English-language media. They can use topic-specific vocabulary and appropriate search strategies to identify relevant information and communicate key findings in English.","PUBLISH":"-","PLANID":"ML-X","AUTHORS":"Gkouvatsou, Glykeria","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["15","16","17"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":["Open up your mind","Be wise & think twice"],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220"],"COLUMN":"X","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages: English"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Environment / Sustainability","Consumerism"],"UPLOADREADY":"Yes","TITLE":"Fast Fashion's Environmental Footprint: Analysing the Lifecycle of a Cotton T-Shirt"},{"SCILMIOUTCOMES":["Cross-check the claim.","Analyse the impacts of the SSI.","Clarify your own values and concerns regarding the SSI."],"SCILMIGOALS":["Skim before you scan & ignore critically","Map the issue & see the full picture","Take your stand & own your position"],"KEYWORDS":["choices","ethical thinking","fast fashion"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":[],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Religion and/or Ethics and/or Philosophy","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to understand that actions have different consequences.","PUBLISH":"-","PLANID":"ML-AC","AUTHORS":"Uitto, Valentina","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Be wise & think twice","Make up your mind"],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AC","SOURCECODE":"ML","SUBJECTS":["Religion and/or Ethics and/or Philosophy"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Ethical choices"],"UPLOADREADY":"Yes","TITLE":"Fast Fashion, High Cost"},{"SCILMIOUTCOMES":["Analyse the impacts of the SSI.","Analyse proposed responses to the SSI.","Clarify your own values and concerns regarding the SSI.","Form your viewpoint by weighing evidence, values, and trade-offs.","Carry out a service-learning project addressing the identified needs."],"SCILMIGOALS":["Map the issue & see the full picture","Take your stand & own your position","Walk the talk"],"KEYWORDS":["fast fashion","Sustainability","Waste"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":["5th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to identify the environmental and social consequences of fast fashion, to explain the link between textile waste, pollution, and sustainability as well as to evaluate different viewpoints on fast fashion considering ecological, economic, and social dimensions. Furthermore, they develop the ability to form an informed opinion on a socio-scientific issue.","PUBLISH":"-","PLANID":"ML-AI","AUTHORS":"Goron, Ana-Mirela","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#228B22","AGES":["15"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind","Speak out & take action"],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AI","SOURCECODE":"ML","SUBJECTS":["Biology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Fast fashion"],"UPLOADREADY":"Yes","TITLE":"Fashion and Sustainability"},{"SCILMIOUTCOMES":["Analyse proposed responses to the SSI.","Analyse the controversy and its stakeholders.","Collect viewpoints on the SSI across stakeholders.","Anticipate feedback and reactions."],"SCILMIGOALS":["Map the issue & see the full picture","Trace the viewpoints & weigh the trade-offs","Argue persuasively"],"KEYWORDS":["fast fashion","waste","pollution","footprint","role play","discussion","topic-based vocabulary"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages: English","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to engage in discussions in English by expressing and justifying their opinions, responding appropriately to different viewpoints, and using topic-specific vocabulary and appropriate communicative strategies.","PUBLISH":"-","PLANID":"ML-AK","AUTHORS":"Letochova, Lucie","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["14","15","16","17","18"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":["Make up your mind","Speak out & take action"],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220"],"COLUMN":"AK","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages: English"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["fashion"],"UPLOADREADY":"Yes","TITLE":"The Fast Fashion Dilemma"},{"SCILMIOUTCOMES":["Analyse main drivers behind the SSI.","Analyse the impacts of the SSI.","Analyse proposed responses to the SSI.","Analyse the controversy and its stakeholders.","Analyse the trade-offs between perspectives embodied by each viewpoint.","Form your viewpoint by weighing evidence, values, and trade-offs."],"SCILMIGOALS":["Map the issue & see the full picture","Trace the viewpoints & weigh the trade-offs","Take your stand & own your position"],"KEYWORDS":["industrial pollution","gas emissions","air quality sensors","debate","SSI","critical thinking","data-based decision","physics","environmental science","real-time measurements"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Increase or Decrease Industrial Pollution?","YEARS":["1st year"],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#002060","PRIMARYSUBJECT":"Physics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners will be able to analyse industrial gas emissions, distinguish between visible and invisible pollutants, and evaluate their long-term environmental and health effects.","PUBLISH":"-","PLANID":"CT-R","AUTHORS":"Neofytou, Pavlos","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#002060","AGES":["15"],"SSITOPICS":["due to industrial production","Increase or Decrease Industrial Pollution?"],"SUBJECTTONES":["#002060"],"COMPETENCEDOMAINS":["Make up your mind"],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#002060"],"COLUMN":"R","SOURCECODE":"CT","SUBJECTS":["Physics"],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":["Iflinger","Adél"],"UPLOADREADY":"Yes","TITLE":"Invisible Gases, Visible Impacts: The Science Behind Industrial Pollution"},{"SCILMIOUTCOMES":["Identify the position of the information item.","Cross-check the claim.","Identify manipulation strategies.","Analyse proposed responses to the SSI.","Analyse the controversy and its stakeholders.","Collect viewpoints on the SSI across stakeholders."],"SCILMIGOALS":["Skim before you scan & ignore critically","Read between the lines & spot manipulation","Map the issue & see the full picture","Trace the viewpoints & weigh the trade-offs"],"KEYWORDS":["English as a Foreign Language","Biodiversity","Climate change","Debate","SSI","Role Play","Critical Thinking"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"From Famine to Survival? Climate, Crops and Consequences","YEARS":[">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages: English","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners will be able to participate in spoken and written discussions about food scarcity and biodiversity, using appropriate subject-specific vocabulary, considering different stakeholder perspectives, and expressing, supporting, and defending their own position with relevant arguments.","PUBLISH":"https://jdhcdc.org/blog/f/food-insecurity-through-political-cartoons (Accessed on June 19, 2025)","PLANID":"CT-AF","AUTHORS":"Kyrmanidou, Elli","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#FCC220","AGES":["15","16"],"SSITOPICS":["due to decreased biodiversity caused by climate change","Food scarcity due to climate change, biodiversity and government policies"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":["Be wise & think twice","Make up your mind"],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220"],"COLUMN":"AF","SOURCECODE":"CT","SUBJECTS":["Modern Foreign Languages: English"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Tackling Food Scarcity"],"UPLOADREADY":"Yes","TITLE":"Biodiversity Bites Back: Why What We Eat Matters"},{"SCILMIOUTCOMES":["Tailor your information to the target audience without distorting it.","Define your message.","Tailor your argument to the perspectives the target audience prioritises."],"SCILMIGOALS":["Inform objectively","Argue persuasively"],"KEYWORDS":["Instagram","Social Media","Activism","Sustainable Oceans","Overfishing","Oceans","Sharks","Sustainability","Sea"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":["4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#000000","PRIMARYSUBJECT":"ICT & Information Technology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to understand and apply principles of effective digital communication with regard to target group (language, visuals, hashtags, calls to action).","PUBLISH":"-","PLANID":"BIP-U","AUTHORS":"Gruschi, Carina","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#000000","AGES":["13","14","15"],"SSITOPICS":["due to overfishing","Sustainable Oceans"],"SUBJECTTONES":["#000000"],"COMPETENCEDOMAINS":["Speak out & take action"],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#000000"],"COLUMN":"U","SOURCECODE":"BIP","SUBJECTS":["ICT & Information Technology","Computer Science & Informatics"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Sustainable Oceans - creating an Instagram post/reel/set of stories to inform or call for action"],"UPLOADREADY":"Yes","TITLE":"Making Waves! Creating Social Media Postings about Sustainable Oceans"},{"SCILMIOUTCOMES":["Analyse main drivers behind the SSI.","Analyse proposed responses to the SSI.","Collect viewpoints on the SSI across stakeholders.","Define your message.","Anticipate feedback and reactions.","Analyse the impacts of the SSI."],"SCILMIGOALS":["Map the issue & see the full picture","Trace the viewpoints & weigh the trade-offs","Argue persuasively"],"KEYWORDS":["Fishery","Cod","Sustainability","Overfishing","Ecosystem","Marine resources","Fishing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":["4th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to examine how diverse interests and values influence decision-making around the fishing industry.","PUBLISH":"-","PLANID":"BIP-V","AUTHORS":"Stangassinger, Johanna","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#228B22","AGES":["13","14"],"SSITOPICS":["due to overfishing","Sustainable Ocean"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind","Speak out & take action"],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"V","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Overfishing"],"UPLOADREADY":"Yes","TITLE":"The Cod Crash: A Lesson in Overfishing (2/2)"},{"SCILMIOUTCOMES":["Analyse the impacts of the SSI.","Analyse proposed responses to the SSI.","Assess your local community's needs regarding the SSI.","Carry out a service-learning project addressing the identified needs.","Reflect on the service-learning experience."],"SCILMIGOALS":["Map the issue & see the full picture","Walk the talk"],"KEYWORDS":["waste pollution","environmental responsibility","community clean-up","recycling"],"TOTALINSEQUENCE":"","SEQUENCETITLE":"The 3Rs Journey: From Concepts to Change","YEARS":[">7th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to apply their understanding of recycling in a real-world context, identify different types of waste and classify them correctly, engage in civic action through a clean-up activity, reflect on their role in environmental responsibility.","PUBLISH":"-","PLANID":"BIP-W","AUTHORS":"Pěchová, Veronika","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#228B22","AGES":["12","13","14","15","16","17","18","19"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind","Speak out & take action"],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"W","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"","SUBJECTTOPICS":["Applying recycling knowledge through community action (cleaning the area)"],"UPLOADREADY":"Yes","TITLE":"Recycling Beyond the Classroom"},{"SCILMIOUTCOMES":["Define your message.","Anticipate feedback and reactions."],"SCILMIGOALS":["Argue persuasively"],"KEYWORDS":["Biology","Genetics","Ethics","Ethical dillemmas","Bioethics","Student debate","Debate","Genetic engineering","Genetic editing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","YEARS":["6th year","7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to explain the biological principles and mechanisms underlying human embryo gene editing and evaluate its potential biological consequences, risks, and limitations. Based on their understanding of genetics and gene-editing technologies, they will be able to critically evaluate different perspectives on the use of these technologies in human embryos.","PUBLISH":"-","PLANID":"BIP-AA","AUTHORS":"Dimitropoulou, Aliki","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["16","17","18","19"],"SSITOPICS":["due to individual preferences","Engineered babies"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out & take action"],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AA","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Engineered babies"],"UPLOADREADY":"Yes","TITLE":"The Bioethics of Gene Editing: Who Decides the Future?"},{"SCILMIOUTCOMES":["Analyse main drivers behind the SSI.","Analyse the impacts of the SSI.","Analyse proposed responses to the SSI.","Clarify your own values and concerns regarding the SSI."],"SCILMIGOALS":["Map the issue & see the full picture","Take your stand & own your position"],"KEYWORDS":["overfishing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":[],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to identify and explain the impacts of different fishing techniques on marine organisms, biodiversity, and ecosystems.","PUBLISH":"Dimbleby, J. (2021, February 9). Overfishing – a Tragedy of the Commons Game for Learners. Science Journal for Kids. https://www.sciencejournalforkids.org/articles/lesson-ideas/overfishing-game-for-learners/","PLANID":"BIP-AB","AUTHORS":"Mete Vázquez, Silvia","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#228B22","AGES":["12","13","14","15"],"SSITOPICS":["due to overfishing","Sustainable ocean"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind"],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AB","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Overfishing"],"UPLOADREADY":"Yes","TITLE":"The Cod Crash: A Lesson in Overfishing (1/2)"},{"SCILMIOUTCOMES":["Analyse proposed responses to the SSI.","Clarify your own values and concerns regarding the SSI."],"SCILMIGOALS":["Map the issue & see the full picture","Take your stand & own your position"],"KEYWORDS":["3Rs (reduce","reuse","recycle)","circular economy","environmental pollution (waste)","individual and collective responsibility","sustainable lifestyle"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"The 3Rs Journey: From Concepts to Change","YEARS":["4th year","5th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages: Italian","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to explain the „3R“ concepts: ridurre (reduce), riutilizzare (reuse), and riciclare (recycling), assess the importance of these concepts, and reflect on their own recycling behaviour.","PUBLISH":"-","PLANID":"BIP-AF","AUTHORS":"Eberhart, Rebecca","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#FCC220","AGES":["17","18"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":["Make up your mind"],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220"],"COLUMN":"AF","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages: Italian"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Environmental education and active citizenship"],"UPLOADREADY":"Yes","TITLE":"Living Sustainably: Reduce, Reuse, Recycle"}]}