{"ENTRIES":{"3d21775cd60083e921206d7acdca72bf24ed38c33b9127188c80b7f6f4bffa88":{"AT":"2026-11-04 16:32:34","SRC":"Sustainability","DST":"Bæredygtighed"},"d0c46ac3c9a32cf3680de903e87bda64fbe4fa6d7490fd801448eb07fc65a9a7":{"AT":"2026-11-04 16:32:34","SRC":"Politics","DST":"Politik"},"3fe611f5ee97028690e2f449a4f9b93e6993141533f9435004173d7af0664dd1":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne anvende deres viden om genbrug i en konkret sammenhæng, identificere forskellige affaldstyper og klassificere dem korrekt, deltage i samfundsengagement gennem en oprydningsaktivitet samt reflektere over deres rolle i forhold til miljøansvar."},"a1929f09dd5be4897d0ba2d76ede9a38af6cf1fc72c646f8e0c527b5f5c4f232":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Deltagerne vil kunne deltage i diskussioner på engelsk ved at give udtryk for og begrunde deres holdninger, reagere hensigtsmæssigt på forskellige synspunkter samt anvende emnespecifikt ordforråd og passende kommunikationsstrategier."},"87c05dd955bcc4f75e678f5c01bea7b40e70abef576905fa771f21f8411c70f9":{"AT":"2026-11-04 16:32:34","SRC":"The Impact of Our Digital Appetite: From Consumerism to Electronic Waste","DST":"Konsekvenserne af vores digitale appetit: Fra forbrugerisme til elektronikaffald"},"75ad66871005a54deeb9fbff78f62fd0210254c75cd5b417206f7651f9932611":{"AT":"2026-11-04 16:32:34","SRC":"Learners will be able to use information from different sources to discuss the consequences of overfishing,compare perspectives from Norway and their home countries, and present possible sustainable solutions.","DST":"Eleverne vil kunne anvende oplysninger fra forskellige kilder til at drøfte konsekvenserne af overfiskeri, sammenligne synspunkter fra Norge og deres hjemlande samt præsentere mulige bæredygtige løsninger."},"1ced9c63ebf6adfc57dab16e7ee08884a10c484f9112c4c8a828545ddebab6ab":{"AT":"2026-11-04 16:32:34","SRC":"The 3Rs Journey: From Concepts to Change","DST":"Rejsen mod de 3 R’er: Fra idéer til forandring"},"dd5897af931fc559ebe53fb9eedf12cefd18e80953a2ed6e781b0306d5b4f45b":{"AT":"2026-11-04 16:32:34","SRC":"Biodiversity Bites Back: Why What We Eat Matters","DST":"Biodiversiteten slår tilbage: Hvorfor det, vi spiser, er vigtigt"},"2cbef30cc372b3616a389663d5a3bdafaa635ec38a4f4df0d9e8bcc75e9d9779":{"AT":"2026-11-04 16:32:34","SRC":"Make up your mind","DST":"Bestem dig nu"},"ac9fa2503ffea8a35ed642c34fc916018709359066d7956958eb96c8804de49c":{"AT":"2026-11-04 16:32:34","SRC":"literature","DST":"litteratur"},"f734f9b7f3706f490a0b3add28d5cd4048411a3813201ed5a15cc6db9423da7d":{"AT":"2026-11-04 16:32:34","SRC":"Waste","DST":"Affald"},"f7b2d2f1ad0325e96bad1a080d2be53cd9a659efd036c371f957a1b863493414":{"AT":"2026-11-04 16:32:34","SRC":"Fashion and Sustainability","DST":"Mode og bæredygtighed"},"aa43ad4b2b7859c750b7c773ea0f3f14ed2713ddb9720a69f0098bede526bcd8":{"AT":"2026-11-04 16:32:34","SRC":"Computer Science & Informatics","DST":"Datavidenskab og informatik"},"f0b17c21974b58a34d31abb543d1a599a73c8943fa46bc31fe09352449910327":{"AT":"2026-11-04 16:32:34","SRC":"Forever Young?","DST":"For evigt ung?"},"fd88e0a63f19a2798178f9c88b01ff517b86fc5ff1f1fd16ee849ef5602f9e21":{"AT":"2026-11-04 16:32:34","SRC":"Cod","DST":"Torsk"},"80ee0c50e2d40aaa3970ed5c4c088c556acc741112cb26ee4236ac9050a3877e":{"AT":"2026-11-04 16:32:34","SRC":"Sharks","DST":"Hajer"},"b35cd9edafc84d0cc40aa19f49cde91a7bac310f1340beffc84ed437333d3c24":{"AT":"2026-11-04 16:32:34","SRC":"Making Waves! Creating Social Media Postings about Sustainable Oceans","DST":"Vi skaber bølger! Sådan laver du indlæg på sociale medier om bæredygtige havområder"},"4b48ba0f398f66c7206cc26bca0d0590743d7dd2b2b51b5e8f1359d79ce3822e":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne undersøge og reflektere over, hvordan tekster fra den modernistiske tradition skildrer mennesker og den menneskelige tilstand. De vil kunne kritisk undersøge, vurdere og bedømme en række forskellige kilder samt analysere udtryk og betydning i multimodale tekster på tværs af forskellige medier. De studerende vil kunne anvende faglig viden og retoriske færdigheder effektivt i debatter og præsentationer. Desuden vil de kunne reflektere over og analysere faglitterære tekster under hensyntagen til den retoriske situation og den kontekst, hvori disse tekster er blevet til."},"aaf43bc3c13ac50c85424ef8e9e489787cad041e32767a1127aed2ff9f40af8a":{"AT":"2026-11-04 16:32:34","SRC":"Modern Foreign Languages: Italian","DST":"Moderne fremmedsprog: Italiensk"},"c5a84cf23558b3d6e2a7c14de59a29fbdcd40865dcfd6cfea14d49a8fb7786b4":{"AT":"2026-11-04 16:32:34","SRC":"Inform objectively","DST":"Informér objektivt"},"0aff790383f9881f35348102b817c9c8a62a0263a7309ad4cbce52f56b07d263":{"AT":"2026-11-04 16:32:34","SRC":"Tailor your information to the target audience without distorting it.","DST":"Tilpas dine oplysninger til målgruppen uden at forvrænge dem."},"05e54327c64b159e99540608da920c99a0b463888d071be1cdba2dd33af3898c":{"AT":"2026-11-04 16:32:34","SRC":"Form your viewpoint by weighing evidence, values, and trade-offs.","DST":"Danner dig et synspunkt ved at afveje beviser, værdier og kompromiser."},"79cea8ff2ba190bbb1bdb045610c272c4c3c56fd19ac0cc07b380e08f736a476":{"AT":"2026-11-04 16:32:34","SRC":"Fishing","DST":"Fiskeri"},"265050d20b1da56f85cd7a75dc0e7ee53e20bfcd8a343613b1bd4ba49f86bf17":{"AT":"2026-11-04 16:32:34","SRC":"Cheap Clothes, Real Cost","DST":"Billigt tøj, den reelle pris"},"ce586c4d6eca8578159348a1d42c90925d447cc8f74eca1870ff264cb0511e33":{"AT":"2026-11-04 16:32:34","SRC":"Overfishing and sustainable marine protection","DST":"Overfiskeri og bæredygtig beskyttelse af havmiljøet"},"820a471a0a69d95e3b490ec4f7b320150cbdc82c89ee6c47546102f4b824babc":{"AT":"2026-11-04 16:32:34","SRC":"First Language: Romanian","DST":"Modersmål: Rumænsk"},"eabe93a27f79b617cfce0293582fd325cb72de98147bed7ee34c4f1d4fc5a136":{"AT":"2026-11-04 16:32:34","SRC":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","DST":"At forme fremtiden: gener, skønhed og perfektionens etik"},"ede722522634af1227b42e0d13926980f4afaea5109b7c6c36449cfcc4898183":{"AT":"2026-11-04 16:32:34","SRC":"Reflect on the service-learning experience.","DST":"Reflekter over oplevelsen med service-learning."},"62484e22a6a5ade1ba25cb1b7c55c4b8861de24caddab73c9409742734008b26":{"AT":"2026-11-04 16:32:34","SRC":"health","DST":"sundhed"},"deda58b808265dc480b43b220c3c50c157a0bd580b244797c95f84a0a2862a3a":{"AT":"2026-11-04 16:32:34","SRC":"environmental science","DST":"miljøvidenskab"},"dd349753f6de87f7cd503a1698c2c4bf2dec841a00d0969433ac9fa01091d7d6":{"AT":"2026-11-04 16:32:34","SRC":"Life cycle of electronic devices","DST":"Elektroniske enheders livscyklus"},"d58e76fd8758a75c2238f129542c148b01f3b37b0f8be06bb4ea1ae87475f991":{"AT":"2026-11-04 16:32:34","SRC":"environmental pollution (waste)","DST":"miljøforurening (affald)"},"ddd31462cf9fbdf6a05f8c86bf335d845f9d791b035d313b6c3a2ad17a743b0c":{"AT":"2026-11-04 16:32:34","SRC":"community clean-up","DST":"oprydning i lokalsamfundet"},"1ae3104d7c81adeda6375f07b39d6186bde3dd326755b1e65be9577cae89d187":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne forklare »3R«-begreberne: ridurre (reducere), riutilizzare (genbruge) og riciclare (genanvende), vurdere betydningen af disse begreber og reflektere over deres egen adfærd i forbindelse med genanvendelse."},"8fe26efbd6c39984f6538ba14968a881925d02fc3ca58fd5b3caa63a4c310f17":{"AT":"2026-11-04 16:32:34","SRC":"marine","DST":"maritim"},"cc663c56753f4efb9f40ac20ed6ec36211ab74e2d9eb4bab984bc9546af1f406":{"AT":"2026-11-04 16:32:34","SRC":"Define your message.","DST":"Formuler dit budskab."},"52b8f16221f64f769edeb98164fa31498d2cb3298ad9be5fa0dbf56575de2b87":{"AT":"2026-11-04 16:32:34","SRC":"Modern Foreign Languages: English","DST":"Moderne fremmedsprog: Engelsk"},"8ba0fbaa2c4a93e3d5ae5dbf3370c7c54bb904dfa60086b6b7d91febad2bee27":{"AT":"2026-11-04 16:32:34","SRC":"Genetic engineering","DST":"Genteknologi"},"fd3e2c9677dbd464185b35e5f72db9030b6feab01a4ce4a391f735eca21a21d5":{"AT":"2026-11-04 16:32:34","SRC":"genetic enhancing","DST":"genetisk forbedring"},"f69b5626157dcf5fe8ba6c8a8ef38d10404d663ad115e8592583fdd052ef646d":{"AT":"2026-11-04 16:32:34","SRC":"Recycling Beyond the Classroom","DST":"Genbrug uden for klasseværelset"},"e62b8974e9bf999a671946bb7e806a8ae9167fb67b7f50d945a6862763588663":{"AT":"2026-11-04 16:32:34","SRC":"Identify the purpose and motives behind the information item.","DST":"Identificer formålet og bevæggrundene bag den pågældende oplysning."},"39db15dcd0925b902e74583720054685d69ef2f196053cb3986ebf8761812f38":{"AT":"2026-11-04 16:32:34","SRC":"choices","DST":"valgmuligheder"},"ba1bb64d44fa08cbd74818693aba9f02cc1503cad3326b8bb5ce583d6bf9b5f3":{"AT":"2026-11-04 16:32:34","SRC":"Fast Fashion's Environmental Footprint: Analysing the Lifecycle of a Cotton T-Shirt","DST":"Fast fashion’s miljøaftryk: En analyse af en bomulds-T-shirts livscyklus"},"de2c2dcff9ee57e1065a87ba590324ca9b8ca67f204acff7080834a2379236ee":{"AT":"2026-11-04 16:32:34","SRC":"pollution","DST":"forurening"},"ae4b0c6d358b08b5c2bf5b0a85e0068a4305cad2ae33da3892ebb5795de28fbd":{"AT":"2026-11-04 16:32:34","SRC":"Map the arguments to the position.","DST":"Knyt argumenterne til positionen."},"950b700a0277c38a2d4b8ac37482ec219b74dd3d687b8e0e9c02e108236bce03":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne identificere de miljømæssige og sociale konsekvenser af fast fashion, forklare sammenhængen mellem tekstilaffald, forurening og bæredygtighed samt vurdere forskellige synspunkter på fast fashion ud fra økologiske, økonomiske og sociale perspektiver. Desuden udvikler de evnen til at danne sig en velunderbygget holdning til et samfundsvidenskabeligt emne."},"44f9c17a8bd2ecfdfbdac33c7ae781f1f502059d61dddcf06c904a4c3b26c2ee":{"AT":"2026-11-04 16:32:34","SRC":"Cross-check the claim.","DST":"Kontroller påstanden."},"5f2fd110b08c81f8c23f46eb0f32a6e8957432ce1e5584d7db7ed5757f136167":{"AT":"2026-11-04 16:32:34","SRC":"Water consumption","DST":"Vandforbrug"},"742b27454919b5e1b2e834033f639088fc207c45a05b00635ec148a25939b6e9":{"AT":"2026-11-04 16:32:34","SRC":"physics","DST":"fysik"},"8dbe0d1a5137f0689056b6eb0b314905f6ea752acca6cee1c7f63ff264922de0":{"AT":"2026-11-04 16:32:34","SRC":"Textile production","DST":"Tekstilproduktion"},"27e3e1cb5bf4b8944f639042a961feebb217dc2b8ae3fde7429b10bcf507087e":{"AT":"2026-11-04 16:32:34","SRC":"circular economy","DST":"kredsløbsøkonomi"},"b5e4bb23195ef6d371791cb0df65f902015e549f808aae8497bdbccce5881872":{"AT":"2026-11-04 16:32:34","SRC":"SSI","DST":"SSI"},"d5fcaccc6398d37b85aef8436ae8e482ceb1709305c134b711289deb4dce51f3":{"AT":"2026-11-04 16:32:34","SRC":"air quality sensors","DST":"luftkvalitetssensorer"},"59f3a7f637489725483ece96f89b939b4077774bc623846bf4ca60857799fb0e":{"AT":"2026-11-04 16:32:34","SRC":"4th year","DST":"4. år"},"e165545bc04801b1df458759769798cce8b85a8bf5aa2575e06743b6fd7a29a9":{"AT":"2026-11-04 16:32:34","SRC":"Electronic waste","DST":"Elektronikaffald"},"bad57ef7837c8e6bf99c2a5935cc9d6fe5324a53d88744ad5551db0e46b03cd6":{"AT":"2026-11-04 16:32:34","SRC":"Instagram","DST":"Instagram"},"514ace94c7cfa014463fd527b63d8a5d3357bf0d98eb39c96b77636046a9ad19":{"AT":"2026-11-04 16:32:34","SRC":"Evaluate the source’s trustworthiness.","DST":"Vurder kildens troværdighed."},"934c0f913ac6026b563299d881b19658fd3cf0188565b3541bb8a2fe1e327bba":{"AT":"2026-11-04 16:32:34","SRC":"Ethical and civic confrontations","DST":"Etiske og samfundsmæssige konflikter"},"20bb1efd3d7ffd6609821a10434b39e2bb068069eab712cf01e8e5ae918f2b90":{"AT":"2026-11-04 16:32:34","SRC":"Food scarcity and starvation","DST":"Fødevareknaphed og sult"},"e58c929e37baa2a7e45314260e7e615d0fff74b9e37f9b6c707aeb3a3da91494":{"AT":"2026-11-04 16:32:34","SRC":"Reassess your viewpoint when new information or arguments emerge.","DST":"Genovervej dit synspunkt, når der dukker nye oplysninger eller argumenter op."},"fe39329a1eeb4087242af58373b1c7fc5044f8603c5ec8df261e149f188d3247":{"AT":"2026-11-04 16:32:34","SRC":"aminoacids","DST":"aminosyrer"},"9c4b4f672d2f7291ec1376cafa0b8634e0910086bee26b25f12bfbabad1efdb4":{"AT":"2026-11-04 16:32:34","SRC":"Food and water scarcity","DST":"Mangel på mad og vand"},"513462d34522052aa218d9d054a6ff8a10d40d5fc467d81c8cfff6d5bccb7695":{"AT":"2026-11-04 16:32:34","SRC":"Invisible Gases, Visible Impacts: The Science Behind Industrial Pollution","DST":"Usynlige gasser, synlige konsekvenser: Videnskaben bag industriel forurening"},"5217577262ae60bf7363139e097fe014c72a3d9ad35a3d4ef70cae5570d3af94":{"AT":"2026-11-04 16:32:34","SRC":"recycling","DST":"genanvendelse"},"cb9ad304de594270a484ebd5fd4af822fb416f8faa7dd6a4eb58c39db019e72e":{"AT":"2026-11-04 16:32:34","SRC":"Fishing for Facts and Making Waves","DST":"På jagt efter fakta og skaber røre"},"b1fac6e664f2b10609a824ffe1b8836da84e0bf3476d5e4a9537c6b4d8ad5220":{"AT":"2026-11-04 16:32:34","SRC":"Fishery","DST":"Fiskeri"},"2bb696211db952c7ff2b118f8016d19d47b7bc622825b47ebe62ac0b0fb4ee88":{"AT":"2026-11-04 16:32:34","SRC":"bioenhancement","DST":"bioforbedring"},"2e701cd116d860f1f584713017698c34c96cce4d22525d0a1d0caaad18544cac":{"AT":"2026-11-04 16:32:34","SRC":"Skim before you scan & ignore critically","DST":"Gennemlæs hurtigt, før du læser grundigt, og lad det, der ikke er vigtigt, være"},"b4abb7058c3e3b3fbb94a959efb76cfc68674179b45e6712a9ff92876cd05413":{"AT":"2026-11-04 16:32:34","SRC":"Find more than what finds you","DST":"Find mere, end der finder dig"},"76b3af333dbac074dc755fbde33b8bc05a3306fa3d169762466437fd97740c87":{"AT":"2026-11-04 16:32:34","SRC":"Sea","DST":"Havet"},"c7554b2021777c56946b24eed9891c2e8a8726c6b4cc622e6c4c62d6a48f3b77":{"AT":"2026-11-04 16:32:34","SRC":"Take your stand & own your position","DST":"Tag stilling og stå fast på din holdning"},"cffd727868fb0b590c60d11c7ebc5d5a804ce8d449daacb04532468ed11e5217":{"AT":"2026-11-04 16:32:34","SRC":"Environmental education and active citizenship","DST":"Miljøundervisning og aktivt medborgerskab"},"f6ef58da8a87040920cbc5be492e4b5f6a2220b0c30522bce0fc2bbd9072453c":{"AT":"2026-11-04 16:32:34","SRC":"Digital consumerism","DST":"Digital forbrugerisme"},"6cebb84e3fd568e571e4d664e93a86242b0ea240bf0395c9efc9c7b5bea4350e":{"AT":"2026-11-04 16:32:34","SRC":"ethical thinking","DST":"etisk tænkning"},"8dc55764264e5114fc17873db35d0325009003e9a5395216a99808ede34b06d7":{"AT":"2026-11-04 16:32:34","SRC":"Voices from the Deep: Language, Oceans & Society.","DST":"Stemmer fra dybet: Sprog, havene og samfundet."},"4ba8deed0050e28b54b2f236489fa5c7644c19a02fee75a726a8447c4f21a856":{"AT":"2026-11-04 16:32:34","SRC":"footprint","DST":"fodaftryk"},"5c4b51233dd1cf136739ebad900a46cafa6a55c115023b96a82b4b96561d67bf":{"AT":"2026-11-04 16:32:34","SRC":"Home Economics & Food Studies","DST":"Husholdningsøkonomi og fødevarevidenskab"},"b35a3d45a0eb37051396b9e53d7507e784cfce349f6d9a7ea6c4894ea1d90379":{"AT":"2026-11-04 16:32:34","SRC":"recycle)","DST":"genanvendelse)"},"521f4b91e3ff3e18cc9d2df739b75fdc8e940363535b13420f5f97febd360413":{"AT":"2026-11-04 16:32:34","SRC":"Climate change","DST":"Klimaforandringer"},"dee8e76c768895bdfbc878510cf0a83d8c05644de04c181b336416036118e6be":{"AT":"2026-11-04 16:32:34","SRC":"Tackling Food Scarcity","DST":"Håndtering af fødevaremangel"},"5c7707dec91a09630d92ce9f03bf2cd4b59f6d4a747c558de52afd0dd50362d6":{"AT":"2026-11-04 16:32:34","SRC":"Assess your local community's needs regarding the SSI.","DST":"Vurder dit lokalsamfunds behov i forbindelse med SSI."},"dad06343e99dcb370ac19cb3ee89566e1e0c796c67b44e5365d723e875ea8c1f":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne analysere den dystopiske fiktion i *Klara and the Sun* ved at identificere, hvordan fortællestrukturen og karakterbeskrivelserne uddyber centrale temaer som genetisk forbedring, transhumanisme og kunstig intelligens.\nEleverne kan kritisk vurdere etiske argumenter i litterære og ikke-litterære tekster ved at skelne mellem fakta, påstande og meninger samt ved at formulere og forsvare deres egne velbegrundede synspunkter mundtligt og skriftligt."},"d9c0d34144c1defc65b0d4f0501b8315aeb60f3c728d00e48898ec9523361f85":{"AT":"2026-11-04 16:32:34","SRC":"reuse","DST":"genbrug"},"83e254fe2f3b57b625282a24d210d32c503d00cffa0475603714fee38de73224":{"AT":"2026-11-04 16:32:34","SRC":"The dystopian novel","DST":"Den dystopiske roman"},"90f900df7c6b507fca528f6124faebd45383ffc5c7c77d8e1f1d9fbff81b8adb":{"AT":"2026-11-04 16:32:34","SRC":"Playing God in medicine”","DST":"»At lege Gud inden for medicinen«"},"6f7a9000cccc11b5223760ed0b76329581848cd0604509730ca2be54e6d317d8":{"AT":"2026-11-04 16:32:34","SRC":"debate","DST":"debat"},"134a4d5a9b919329a51098d2231a35fe788223a45f9228bd321f45171fde7b3c":{"AT":"2026-11-04 16:32:34","SRC":"Student debate","DST":"Elevdebat"},"4b0f2672369d1421998f5579c1205e1dbe94a180aca9dd2bb0d18da36ce244bb":{"AT":"2026-11-04 16:32:34","SRC":"Increase or Decrease Industrial Pollution?","DST":"Stigning eller fald i industriforureningen?"},"98399b56c45cd42ed1d63609c23b2c5353ac49f1b91a8a5a2d55e6a9123df82a":{"AT":"2026-11-04 16:32:34","SRC":"role play","DST":"rollespil"},"12ad497b8aee991ac023abbb70ef8568b29ad567fdd5099b7b5d583363c20b8b":{"AT":"2026-11-04 16:32:34","SRC":"1st year","DST":"1. år"},"a36c443337b53097a1ba3231ea276b70df224fb8a5ec7da9d634a05d75938fa6":{"AT":"2026-11-04 16:32:34","SRC":"diet","DST":"kost"},"06258bb15dbdbf86c21f183a5a9d4e3cb6bc9f020873b890d675e4ce48a870d4":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"De studerende vil kunne redegøre for de biologiske principper og mekanismer, der ligger til grund for genredigering af menneskelige embryoner, og vurdere de potentielle biologiske konsekvenser, risici og begrænsninger herved. På baggrund af deres forståelse af genetik og genredigeringsteknologier vil de kunne foretage en kritisk vurdering af forskellige synspunkter vedrørende anvendelsen af disse teknologier på menneskelige embryoner."},"8dfdbc2ef4391d511daccaa080cce5fb26e608db8b180c56e31df392519f8d50":{"AT":"2026-11-04 16:32:34","SRC":"Social Media","DST":"Sociale medier"},"c2dfb104da3bdfb65c5713fea89c7ebd8f0615f564255b4eaec878240287c894":{"AT":"2026-11-04 16:32:34","SRC":"Collect viewpoints on the SSI across stakeholders.","DST":"Indsamle synspunkter om SSI blandt de forskellige interessenter."},"8e230d41c5e8ad39d4cbb9eee810f1c23488f054b170f1f7b27008f69cf50c60":{"AT":"2026-11-04 16:32:34","SRC":"Sustainable Oceans","DST":"Bæredygtige havområder"},"bf9f8e8c7d029573902660f23b12c71e80b9554ce3b0445b96cf04ca25441d1f":{"AT":"2026-11-04 16:32:34","SRC":"ageing","DST":"aldring"},"123afc01d9284d1fcd326cac007eb38d11637a18e73cc8171e6e0b599ae67272":{"AT":"2026-11-04 16:32:34","SRC":"Be wise & think twice","DST":"Vær klog og tænk dig godt om"},"5a2b107dd6a9c2be81171494945be91323ee60a7c1b4cb49b8541686293a7d06":{"AT":"2026-11-04 16:32:34","SRC":"Identify manipulation strategies.","DST":"Identificer manipulationsstrategier."},"5123315b8ae1b8da7c30ec5dd07668e038a3c2d3a53c7cf20372d847ad3be3f1":{"AT":"2026-11-04 16:32:34","SRC":"Argue persuasively","DST":"Argumenter overbevisende"},"4ce54640e0d780420b993cbff115ecbf692a928289e43b6b1d6e201ee64faddb":{"AT":"2026-11-04 16:32:34","SRC":"Sustainable Oceans - creating an Instagram post/reel/set of stories to inform or call for action","DST":"Bæredygtige hav – udarbejdelse af et Instagram-opslag, en Reel eller en serie af Stories med henblik på at informere eller opfordre til handling"},"5081888fe7b206012a718950a8506f4a81ebf8091e3fb70bae230d377f774e7c":{"AT":"2026-11-04 16:32:34","SRC":"3Rs (reduce","DST":"3R’erne (reducere"},"ea22abb596fa13b21d73b7cc80d6dddabf49f3de698947fd8563a7f004db8d23":{"AT":"2026-11-04 16:32:34","SRC":"ICT & Information Technology","DST":"IKT og informationsteknologi"},"bcb134e1cabaf34022b93886b2cf81d59f9d9bf4b3fa08a2c0664591aa5686a4":{"AT":"2026-11-04 16:32:34","SRC":"Distinguish the primary interests of different source categories.","DST":"Skel mellem de primære interesser i de forskellige kildekategorier."},"aea1058d135f60dfba545402db425a0a98c99472241af4441b730f3bc86bedcd":{"AT":"2026-11-04 16:32:34","SRC":"Biology","DST":"Biologi"},"c6bd779c7e84e7c296858514d16fbc6f1d7146851aa249a380e03ae6af45b946":{"AT":"2026-11-04 16:32:34","SRC":"Role Play","DST":"Rollespil"},"05a53e525211faec8f8d6c58bdd36ff6b6bf61e74ec88ae774e2951de834973b":{"AT":"2026-11-04 16:32:34","SRC":"Biodiversity","DST":"Biologisk mangfoldighed"},"b5585cda311a01af2b306a725e9fb63edae2769fa5626ec5e0fa119ebe19b816":{"AT":"2026-11-04 16:32:34","SRC":"First Language: Norwegian","DST":"Modersmål: norsk"},"566c2b985d02169605457c8a134a95869276363cca3de0bd154f82ae2cacd4ec":{"AT":"2026-11-04 16:32:34","SRC":"5th year","DST":"5. år"},"3cc610240ec72ccfbf16c22bcd5d1d298a09f0e2bb1dd8feef426911542492c4":{"AT":"2026-11-04 16:32:34","SRC":"discussion","DST":"diskussion"},"ec71ed4c9ae2e70ec8da4644fc1debea0de3c6538d75fd4410fc7acd00defa2b":{"AT":"2026-11-04 16:32:34","SRC":"gas emissions","DST":"gasemissioner"},"880473a41057fe1722c67a8ad3412a756a558dc0b9ca7d2d92549fc5d9b51558":{"AT":"2026-11-04 16:32:34","SRC":"Consumerism","DST":"Forbrugerisme"},"dd70b46eb719091ed98b56fc66798900c3ea1b8a1cd735d2583edbd72ed8420f":{"AT":"2026-11-04 16:32:34","SRC":"Proteins War: Steaks, Beans or Salmon?","DST":"Protein-krigen: Bøffer, bønner eller laks?"},"85a15d717fee1afc1686c4a5e6fb57ba5401a8c085795934ab84107730fd4cfc":{"AT":"2026-11-04 16:32:34","SRC":"Engineered babies","DST":"Genmodificerede babyer"},"057245d4541ce4a3354d7c0452b8f10eea9768243d8429f637980484dd88b1c0":{"AT":"2026-11-04 16:32:34","SRC":"environmental responsibility","DST":"miljøansvar"},"3bd2c548be54d617df5e8e122d857e677e3bcb2b8302de89a1474f2c28ab980a":{"AT":"2026-11-04 16:32:34","SRC":"Learners will be able to identify and explain the impacts of different fishing techniques on marine organisms, biodiversity, and ecosystems.","DST":"Deltagerne vil kunne identificere og forklare, hvilke konsekvenser forskellige fiskerimetoder har for marine organismer, biodiversiteten og økosystemerne."},"74c309c4b5d6a579ec98f1f736ea0a3f956fca156a6345ee52d43134554b1856":{"AT":"2026-11-04 16:32:34","SRC":"fast fashion","DST":"fast fashion"},"5359b6690a43c6fd2ac434f72b8161942f7a6463b0b4abdaee83bbd79cf5fd77":{"AT":"2026-11-04 16:32:34","SRC":"Follow the thread & mind the context","DST":"Følg tråden og vær opmærksom på sammenhængen"},"d645f5135ddd30c361afc8c7c57d69768cc1662140b750385574b81e0cc0ef7a":{"AT":"2026-11-04 16:32:34","SRC":"First language","DST":"Modersmål"},"8c8655ee458d00eb01b5caa7060d7b42732c1b2ee07fbd09bab2c8a7e9cc8b28":{"AT":"2026-11-04 16:32:34","SRC":"Fast Fashion, High Cost","DST":"Hurtig mode, høje omkostninger"},"099cf41eafb659885189b34e2dd8688efb3bcc07bf17691cb4ff6da26fa85827":{"AT":"2026-11-04 16:32:34","SRC":"Analyse proposed responses to the SSI.","DST":"Analyser de foreslåede svar på SSI."},"00d1cdb91e96cdfd10969ca4f9b2e4abc6d961ee2756bc250a9c010c190ffef5":{"AT":"2026-11-04 16:32:34","SRC":"Carry out a service-learning project addressing the identified needs.","DST":"Gennemfør et service-learning-projekt, der imødekommer de identificerede behov."},"f72d51e38ec06b667732dcb7b51ed15e5a017353e547d5d0e7338bb0f62b21da":{"AT":"2026-11-04 16:32:34","SRC":"overfishing","DST":"overfiskeri"},"6c0c3480fa8c0d27d87310932cf738c0690e028ecee59999ba0b87470c0c3c94":{"AT":"2026-11-04 16:32:34","SRC":"Pause before you click","DST":"Tænk dig om, før du klikker"},"21bae39cf3723566a7ac6307d79e86c91f9ba2aedc5e899f44f577edbedaae10":{"AT":"2026-11-04 16:32:34","SRC":"transhumanism","DST":"transhumanisme"},"349096910d3c474b61ec0cc741486084dbd9c8f2a57e37557b35c7ab5e6205f3":{"AT":"2026-11-04 16:32:34","SRC":"Physics","DST":"Fysik"},"26640f3cac5abdfc7c654ebefc72c21ca7d6b8cb5a31cb0aa81a758a549b8bbb":{"AT":"2026-11-04 16:32:34","SRC":"sustainable lifestyle","DST":"bæredygtig livsstil"},"035abcbe9cffdacbbe899774b81cee4cd4767632ed0ce26e2ba7388539d55793":{"AT":"2026-11-04 16:32:34","SRC":"Analyse main drivers behind the SSI.","DST":"Analyser de vigtigste drivkræfter bag SSI."},"8281866036e7f7e293f3e40fc8136474491cab7d06e0c1e3a04a817f7fa976c3":{"AT":"2026-11-04 16:32:34","SRC":"From Famine to Survival? Climate, Crops and Consequences","DST":"Fra hungersnød til overlevelse? Klima, afgrøder og konsekvenser"},"0bb5e9329f190a4fa67fbd493b61a9257f35585e460a8be13a50a9cdf1823636":{"AT":"2026-11-04 16:32:34","SRC":"waste","DST":"affald"},"dae5d12ff60f3ac69c52f3f9b0e87822693d65da5c752fa0696c86d57275f256":{"AT":"2026-11-04 16:32:34","SRC":"individual and collective responsibility","DST":"individuel og kollektiv ansvarlighed"},"e8d988c8004cfa4cc85a6dc1cab8eb48088adfe020c510b2558e2764f20220f6":{"AT":"2026-11-04 16:32:34","SRC":"Proteins","DST":"Proteiner"},"59165c18e321f6574cba90e0a10bd873cc65e60da6d8284718c44138400cdfe2":{"AT":"2026-11-04 16:32:34","SRC":"Environmental impact","DST":"Miljøpåvirkning"},"bb6641e1555f86ab5953febb73e9c13b46b01a92697106624a17cb3d643d1b98":{"AT":"2026-11-04 16:32:34","SRC":"Trace the viewpoints & weigh the trade-offs","DST":"Kortlæg synspunkterne og afvej fordelene og ulemperne"},"950ea145224ed8dbf4b230ff6f67080b2d188fccf78fd79e405969e7b052da6f":{"AT":"2026-11-04 16:32:34","SRC":"The Cod Crash: A Lesson in Overfishing (2/2)","DST":"Torskebestanden i krise: En lektie i overfiskeri (2/2)"},"8b205737fa54eccfd220e9a12afd5ffca0aaca4a945be8f879cccf6586f05333":{"AT":"2026-11-04 16:32:34","SRC":">7th year","DST":">7. år"},"26b7a7e6746936f8e86c50e9e45e0d41fe52209287149be27f66acbf7b2206bc":{"AT":"2026-11-04 16:32:34","SRC":"Living Sustainably: Reduce, Reuse, Recycle","DST":"Bæredygtig livsstil: Reducer, genbrug, genanvend"},"92b26a3a7b99d84a723d7ce25715cf006b3f2e98b74e1dc620a3ba25b19a23e7":{"AT":"2026-11-04 16:32:34","SRC":"Evaluate the relevance of search results or feed posts before engaging with them.","DST":"Vurder, om søgeresultater eller indlæg i feeds er relevante, inden du interagerer med dem."},"0e6609817466dcc418ad82d5e26fb95713b68f0b31941af6717f183d372ee5a7":{"AT":"2026-11-04 16:32:34","SRC":"longevity","DST":"levetid"},"7ae7d677a5b047c0ef43fc0fa99476f4c7ae352008f606f267d0aedcd42a2d94":{"AT":"2026-11-04 16:32:34","SRC":"Learners will be able to understand that actions have different consequences.","DST":"Eleverne vil kunne forstå, at handlinger har forskellige konsekvenser."},"f7473397b3a252cf6934ea4d9786be0d9d15da6be500f3bf7a07f31abf31b7f8":{"AT":"2026-11-04 16:32:34","SRC":"The Cod Crash: A Lesson in Overfishing (1/2)","DST":"Torskebestanden i krise: En lektie i overfiskeri (1/2)"},"df1e28a95b325511fb8519e01fc07acbb9f3193629b448840d1b4657c3c08289":{"AT":"2026-11-04 16:32:34","SRC":"Cotton lifecycle","DST":"Bomuldens livscyklus"},"403817235d6ba603b5a6d1e284d19d08554871c0ef3ed3dbd2d0325e71549109":{"AT":"2026-11-04 16:32:34","SRC":"moral perception","DST":"moralsk opfattelse"},"1706df0166a68ddaec5221fde8874148474cd207123a0f9a62fc1c344be7b4d3":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Deltagerne vil kunne forstå, analysere og sammenligne oplysninger om fast fashion, som præsenteres i forskellige engelsksprogede medier. De kan anvende emnespecifikt ordforråd og passende søgestrategier til at finde relevante oplysninger og formidle de vigtigste konklusioner på engelsk."},"507387833e481c96fcc13088a4a152c0028afe9f13de2789fce48f63df529d04":{"AT":"2026-11-04 16:32:34","SRC":"Longevity","DST":"Levetid"},"78534b4752d3d839f913ecb4c3a992487533209d1bbe65b0d6d6164a9ae86cad":{"AT":"2026-11-04 16:32:34","SRC":"Digital Consumerism, Tech Industry Strategies, and the Global E-Waste Crisis","DST":"Digital forbrugerisme, strategier i teknologibranchen og den globale krise inden for elektronikaffald"},"62bd9a0877ca1a1710336e91e0bb3fac0dad67c65c10ce749b2565638c834f73":{"AT":"2026-11-04 16:32:34","SRC":"Map the issue & see the full picture","DST":"Få et overblik over problemet og se det fulde billede"},"d0b1fa4ec4b94b9a54f1c1ac698e80468b90ccded6c185f847a3fe59a8fa465e":{"AT":"2026-11-04 16:32:34","SRC":"Critical Thinking","DST":"Kritisk tænkning"},"b6855e456bf9e9bfa643d06a3e17c543a7d9027ca9eac96c95c3d2804802f825":{"AT":"2026-11-04 16:32:34","SRC":"Marine resources","DST":"Havressourcer"},"7823322aaffe9f7bd884a7e7cb82f0ab0573b4e0496524d0347e966128732392":{"AT":"2026-11-04 16:32:34","SRC":"Adél","DST":"Adél"},"b189bd9a85f379f6b2d6ba8dce4acf370f75477da1115492a18a5b5a692d41cb":{"AT":"2026-11-04 16:32:34","SRC":"Genetic editing","DST":"Genredigering"},"e219439281f24ad1442865ace73b5db3793c067814a7bef6bc5a8670a234ef6a":{"AT":"2026-11-04 16:32:34","SRC":"Ecosystem","DST":"Økosystem"},"161aae6e0f4a0c06eaab537cbfe5f00905230a432869778edae455baa36577bd":{"AT":"2026-11-04 16:32:34","SRC":"Waste pollution","DST":"Forurening fra affald"},"0d3c319ff5267544989e6695be6db51bd02c64ae5ec7de7078b0501d0c8a5a7f":{"AT":"2026-11-04 16:32:34","SRC":"Marine protection","DST":"Havbeskyttelse"},"19fef4daa6bfb8e7b31aa21c49ec47e606f36f5e46acdc36a732dd6e2cf82718":{"AT":"2026-11-04 16:32:34","SRC":"Overfishing","DST":"Overfiskeri"},"327b7bb138675192468c25c9f4ca68c92191eaeaaaa722a0c7506e0f396c528b":{"AT":"2026-11-04 16:32:34","SRC":"Sustainable development","DST":"Bæredygtig udvikling"},"17c2ee2c63848f4552648419dc30371923a92fc53c7290b9905417c47a46c520":{"AT":"2026-11-04 16:32:34","SRC":"real-time measurements","DST":"målinger i realtid"},"1c3db2631b0826ec5769845a5bd6e5b8e4696f15c40681649583eef15568a702":{"AT":"2026-11-04 16:32:34","SRC":"Ethical choices","DST":"Etiske valg"},"a15f37270ceac2fcd49c10ae967d701f0adc460d74f967b3a1d1adc4017459bb":{"AT":"2026-11-04 16:32:34","SRC":"Identify the position of the information item.","DST":"Bestem, hvor oplysningen befinder sig."},"25be767071e16d70b487a6bf86bba4f57f5e5aac65a263324c7f61d95a3df7c9":{"AT":"2026-11-04 16:32:34","SRC":"Ethical dillemmas","DST":"Etiske dilemmaer"},"fddd7b2c9b47694b3202e49043c114cbdaef1208525e6dba1354e93f61562b57":{"AT":"2026-11-04 16:32:34","SRC":"Verify the reliability of the evidence based on scientific standards.","DST":"Kontroller, om beviserne er pålidelige ud fra videnskabelige standarder."},"0f7eddb15260363e1831e856931121134b19bfe867ff2ac223de33804f67cc73":{"AT":"2026-11-04 16:32:34","SRC":"Clarify your own values and concerns regarding the SSI.","DST":"Gør dig klart, hvilke værdier og bekymringer du har i forbindelse med SSI."},"bc3611ba897de3f61456a538aae47e52b07ff504e7a091334b7bbfd0a9bc0c1e":{"AT":"2026-11-04 16:32:34","SRC":"Bioethics","DST":"Bioetik"},"dd3e23c6d31a8f73adfa2e1c8216359dfdd28de8852b4936f6b66d37dc22cd66":{"AT":"2026-11-04 16:32:34","SRC":"Carbon footprint","DST":"CO₂-aftryk"},"27f41efed21ff6ac30594c07c79a02092381e2d99a6d14309d28ea47c74c7bf1":{"AT":"2026-11-04 16:32:34","SRC":"waste pollution","DST":"affaldsforurening"},"10af8d6e005b7dc915a0f8814692e77ed8fb07edd2bf7b50d79a4b678dacde18":{"AT":"2026-11-04 16:32:34","SRC":"Activism","DST":"Aktivisme"},"4bbf3ea9c2bab1989f988564d72ee16a80a16320376625b127d32782746fb2b4":{"AT":"2026-11-04 16:32:34","SRC":"Iflinger","DST":"Iflinger"},"a5d33bfa99ab7ce226e92c1385104b91394277bb189bad982945693a82ad58de":{"AT":"2026-11-04 16:32:34","SRC":"Recycling","DST":"Genanvendelse"},"a848a87fec458f1f61a317ff1fab6b2464f6770dccaed0217acf22405754adcc":{"AT":"2026-11-04 16:32:34","SRC":"electronics","DST":"elektronik"},"0f08f5d76937140f4709689a257241804f59f4cfa8ed1734155acf36d85d6839":{"AT":"2026-11-04 16:32:34","SRC":"Learners will be able to analyse industrial gas emissions, distinguish between visible and invisible pollutants, and evaluate their long-term environmental and health effects.","DST":"Deltagerne vil kunne analysere industrielle gasemissioner, skelne mellem synlige og usynlige forurenende stoffer og vurdere deres langsigtede miljø- og sundhedsmæssige virkninger."},"9adb1b3ad07638cf241a272ddde684ab889f55609f7503d560142a11f5298c5c":{"AT":"2026-11-04 16:32:34","SRC":"Atmospheric pollution: gas emissions","DST":"Luftforurening: gasemissioner"},"ac7ef86a59144e8d53cc339277980f637ed05cf993e69171be80c9aacbc95ddc":{"AT":"2026-11-04 16:32:34","SRC":"I Am Elevated, Thus I Exist","DST":"Jeg er ophøjet, derfor eksisterer jeg"},"8a21a772b9fff2a34972ad2df6dd120db5cdc3e8995c19f1c88b71b22cccd97b":{"AT":"2026-11-04 16:32:34","SRC":"English as a Foreign Language","DST":"Engelsk som fremmedsprog"},"7f8ef447f377b289d38e1d1bdf797509a287fade3e9c02db97b20bbfc4a7e923":{"AT":"2026-11-04 16:32:34","SRC":"Biomolecules","DST":"Biomolekyler"},"6171a1231e94c0b8c3cf4bfa323c9cbe324f987ace3906367c1d5d22d6d684e1":{"AT":"2026-11-04 16:32:34","SRC":"Tailor your argument to the perspectives the target audience prioritises.","DST":"Tilpas din argumentation til de synspunkter, som målgruppen lægger vægt på."},"b015eaf0f883d04ddd252afc4e36c442966a3ee881568784d67900bf1335ffd8":{"AT":"2026-11-04 16:32:34","SRC":"\" Klara and the sun\" by Kazuo Ishiguro","DST":"\"Klara og solen\" af Kazuo Ishiguro"},"88f6672922b468539d8bef8e821ce9aa0f8df4cb33c92d883936803a3a769419":{"AT":"2026-11-04 16:32:34","SRC":"Dig deeper & trust facts, not opinions","DST":"Gå mere i dybden og stol på fakta, ikke på meninger"},"9e59175ecb5b084b4570ed956ad1c8556a281d57ee656464f732a78f54a8089a":{"AT":"2026-11-04 16:32:34","SRC":"7th year","DST":"7. år"},"f643e1db2178b9a65b5c9f556f7f4b5fd211a8e6cca182634ad00ad3e64d1462":{"AT":"2026-11-04 16:32:34","SRC":"Consumer behavior","DST":"Forbrugeradfærd"},"c564d711676c7cbe7a0b154d023618815da669684ea52665353de37a80a2397a":{"AT":"2026-11-04 16:32:34","SRC":"The Fast Fashion Dilemma","DST":"Fast fashion-dilemmaet"},"212b4b101f9172ff04388b01f2efd902625dcd3a1a28bb616c721b5d05b9be29":{"AT":"2026-11-04 16:32:34","SRC":"6th year","DST":"6. årgang"},"612228c4a9cea87f597c107da28d38819937e989922a25d30bb1f0736c95c8d2":{"AT":"2026-11-04 16:32:34","SRC":"2nd year","DST":"2. år"},"0c76a90518db0ac2f9fc2c445a4db0bd97fba70f6e6b2868e60a19909a4c8ba8":{"AT":"2026-11-04 16:32:34","SRC":"Applying recycling knowledge through community action (cleaning the area)","DST":"Anvendelse af viden om genbrug gennem lokalsamfundsindsats (oprydning af området)"},"309d267f086d5fe5433d5bcc11cf83c14ffb5518dca95fc59b17363bb421e28e":{"AT":"2026-11-04 16:32:34","SRC":"fashion","DST":"mode"},"39fdf844a55f2a02fa3b9f8e1f6a6636dee43ce5da868e8b99ec1385c76c74ef":{"AT":"2026-11-04 16:32:34","SRC":"critical thinking","DST":"kritisk tænkning"},"1be437b9d4a1765b86a4aa3e5db29f67471801013850e62feda9dbffab1b4a62":{"AT":"2026-11-04 16:32:34","SRC":"Ethics","DST":"Etik"},"ff3fea8332e675764dc80e8823e478cf5df0b98a3d03ca31cff8152728aa023f":{"AT":"2026-11-04 16:32:34","SRC":"Planned obsolescence","DST":"Planlagt forældelse"},"ae45d60cedf012d94362eb291be87b0c810d1c2885c2b38cd842be023c198a8d":{"AT":"2026-11-04 16:32:34","SRC":"First language (Norwegian)","DST":"Modersmål (norsk)"},"23918e3a46a8fe5df5127ce8853e933e20916d209ff39f36ce6d65b34c8dadfa":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne beskrive elektroniske enheders livscyklus, fra udvinding af ressourcer til bortskaffelse.\nEleverne vil kunne analysere markedsførings- og mediestrategier, der fremmer digital forbrugerisme og opfattet forældelse.\nEleverne vil kunne vurdere reklamebudskaber og deres indflydelse på forbrugeradfærd.\nEleverne vil kunne reflektere over individuelt og kollektivt ansvar i relation til elektronikaffald og bæredygtige praksisser.\nEleverne vil kunne udarbejde kommunikationsmateriale for at øge bevidstheden om elektronikaffald og fremme bæredygtige praksisser i skolefællesskabet."},"8041c9485df40cccc4fbd481f14fa096e157fdffdb256e31aa00f484d8e13b62":{"AT":"2026-11-04 16:32:34","SRC":"Anticipate feedback and reactions.","DST":"Forudse tilbagemeldinger og reaktioner."},"1960156c369e9c82f9b9f79766c064b5cdb70c03743d50c65ed57717f4811f3a":{"AT":"2026-11-04 16:32:34","SRC":"Genetics","DST":"Genetik"},"69c51c87b357dfbd2540d90a0411c484187c26d88f36357a655bf2968000bd35":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne forklare proteiner og aminosyrers rolle i menneskets ernæring, sammenligne forskellige proteinkilder og vurdere, hvordan proteinbehovet varierer gennem livet. De kan anvende denne viden til at træffe velinformerede og sundhedsbevidste valg i forbindelse med kosten."},"521863ef2b476bc13e0909e3984c793d7deec9e56b36fbdb2ee2a46d52252bb4":{"AT":"2026-11-04 16:32:34","SRC":"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.","DST":"Eleverne vil kunne deltage i mundtlige og skriftlige diskussioner om fødevareknaphed og biodiversitet ved at anvende relevant fagligt ordforråd, tage hensyn til forskellige interessenters synspunkter samt formulere, underbygge og forsvare deres eget standpunkt med relevante argumenter."},"90f4cf30510416eabd0d13f3e0f5b55ded8d821b18a114b13a2cd250d6a10ec0":{"AT":"2026-11-04 16:32:34","SRC":"Analyse the controversy and its stakeholders.","DST":"Analyser kontroversen og de involverede parter."},"de641fc88c7676d02969f6188c3b7d6e7a35162cec9a2a87d451de8b247efd13":{"AT":"2026-11-04 16:32:34","SRC":"Learners will be able to examine how diverse interests and values influence decision-making around the fishing industry.","DST":"Deltagerne vil kunne undersøge, hvordan forskellige interesser og værdier påvirker beslutningstagningen inden for fiskerisektoren."},"486b002b8c6cd39d30c9e6e0b6f06292d5836891227fd9f968fe84fb04159511":{"AT":"2026-11-04 16:32:34","SRC":"Learners will be able to understand and apply principles of effective digital communication with regard to target group (language, visuals, hashtags, calls to action).","DST":"Deltagerne vil kunne forstå og anvende principperne for effektiv digital kommunikation i forhold til målgruppen (sprog, visuelle elementer, hashtags, opfordringer til handling)."},"8d4affb38e987d3683b0b61a808dba0627c9ae26163a9a43acd9105f210bc312":{"AT":"2026-11-04 16:32:34","SRC":"Fast fashion","DST":"Fast fashion"},"c299d0ee5e7791ccce86de0c3913df0f67cc51ee11ad2a7e0a4d4e5e5ba896b1":{"AT":"2026-11-04 16:32:34","SRC":"The Bioethics of Gene Editing: Who Decides the Future?","DST":"Bioetikken bag genredigering: Hvem bestemmer fremtiden?"},"1f830fd7ae56a05aaa8c5d47d5f055d0641225be1183da4a9978b20147959eff":{"AT":"2026-11-04 16:32:34","SRC":"Check who is behind the information","DST":"Tjek, hvem der står bag oplysningerne"},"0010d3549290d65ca2aa3e8ab2a7dbe6757af79f16a4111a7ed6cfd5f91d4f5a":{"AT":"2026-11-04 16:32:34","SRC":"Environment / Sustainability","DST":"Miljø / Bæredygtighed"},"fae5fdf50e0b67da8aa162af9a27e664fc002a4ea2dc3526540fc9ed3ee7aebc":{"AT":"2026-11-04 16:32:34","SRC":"Oceans","DST":"Havene"},"54325682b111890241a2aa3ab07f3b04f8dc314da49b32e2fd40817069f332b0":{"AT":"2026-11-04 16:32:34","SRC":"Why Do Humans Want to Live Forever?","DST":"Hvorfor ønsker mennesker at leve for evigt?"},"ef7c992342ada334f40a51e314ae8bb89159bc1f936374634c17dcb7f1cd1a22":{"AT":"2026-11-04 16:32:34","SRC":"Environmental pollution: waste","DST":"Miljøforurening: affald"},"b005ba15b986c2b2c1b6deb07818685b6d85252c81316618c2c26d374931af5b":{"AT":"2026-11-04 16:32:34","SRC":"Debate","DST":"Debat"},"a2f926d36d87f37fd6810e9b7844c862424d85e035199bca2c4c91b708d191ee":{"AT":"2026-11-04 16:32:34","SRC":"data-based decision","DST":"databaseret beslutning"},"6383cf844dd346ab2d65de4c2ab526c8d2c6cfa2938311518fcdc414a6f5931e":{"AT":"2026-11-04 16:32:34","SRC":"Open up your mind","DST":"Vær åben"},"4510bf777881aabcdeb5edaeb9883b9f90b38db29b3cd0e29f542fedfe6e9b68":{"AT":"2026-11-04 16:32:34","SRC":"Diversify search strategies across different information environments.","DST":"Spred søgestrategierne på tværs af forskellige informationsmiljøer."},"f0fbc134572b2738cdf84c59b6c0c90615c9e81ad9b8c16cfb9a8a0a30da556b":{"AT":"2026-11-04 16:32:34","SRC":"Read between the lines & spot manipulation","DST":"Læs mellem linjerne og gennemskue manipulationen"},"78375c8f08a979e680384d2e7d4276369ec769075a348173cd971b0f1e72630d":{"AT":"2026-11-04 16:32:34","SRC":"Analyse the trade-offs between perspectives embodied by each viewpoint.","DST":"Analyser afvejningerne mellem de perspektiver, der kommer til udtryk i de enkelte synspunkter."},"b0e667bccf166b6e1fb6128807d4777c6fb8b6c17005bc5497ca8e9ef603227f":{"AT":"2026-11-04 16:32:34","SRC":"Waste management","DST":"Affaldshåndtering"},"968a0afe70acb47ab619fa1f1dfbbc149c04ba91fb02dc0bf1230d791fe78658":{"AT":"2026-11-04 16:32:34","SRC":"topic-based vocabulary","DST":"emnebaseret ordforråd"},"51e49f593b9bb496176fa5b522be1d322cf6cfcaa84daadead231280206d6074":{"AT":"2026-11-04 16:32:34","SRC":"Literature","DST":"Litteratur"},"d6f377accba37f0955508357ba3c262bb668a1997eb8420966856d1b4b68272f":{"AT":"2026-11-04 16:32:34","SRC":"Speak out & take action","DST":"Sig din mening og gør noget"},"ccba510ba302e1b2add9da5c0d1ac9a2cebf866407a87f542cfad82fac135887":{"AT":"2026-11-04 16:32:34","SRC":"industrial pollution","DST":"industriforurening"},"6d1f5d4f71b7d953e225473e88d3e75586833ea0ecef2f84638ca6fcfb0f5faf":{"AT":"2026-11-04 16:32:34","SRC":"Religion and/or Ethics and/or Philosophy","DST":"Religion og/eller etik og/eller filosofi"},"9b0407f8377c172e1bd9bc07ba9c98a778c89700fc1ffe644c1d4f5f481a376e":{"AT":"2026-11-04 16:32:34","SRC":"Analyse the impacts of the SSI.","DST":"Analyser virkningerne af SSI."},"b39c4ddea9a68fd1b7eb79dcd1f8671971e309ed7d04d85c15bfafeb33e7acb6":{"AT":"2026-11-04 16:32:34","SRC":"Walk the talk","DST":"Gå foran med et godt eksempel"},"acc8f2f6a9123e8e84fae47ffe2b832b37d98752c9bb15b8f6470327305b4f56":{"AT":"2026-11-04 16:41:33","SRC":"due to individual preferences; Engineered babies","DST":"på grund af individuelle præferencer; Genmanipulerede babyer"},"a9d761aab74503598e6280125e8e0cf8073b2ae6c9e34f76b3882b48aa4d02e9":{"AT":"2026-11-04 16:41:33","SRC":"1. Some learners may view gene editing as precise and controllable like coding, not understanding risks like off target effects or unintended consequences.\n\n2. They might think removing a gene that causes a disease is purely beneficial, ignoring how genes often have multiple functions or unknown interactions.\n\n3. Confusion between somatic (non heritable) and germline (heritable) editing is common, especially in high school.\n\n4. Learners may overemphasize genetics and underestimate environmental, social, and psychological influences on development.","DST":"1. Nogle elever opfatter muligvis genredigering som en præcis og kontrollerbar proces, ligesom programmering, uden at forstå risici såsom off-target-effekter eller utilsigtede konsekvenser.\n\n2. De tror måske, at fjernelse af et gen, der forårsager en sygdom, udelukkende er gavnligt, og overser dermed, at gener ofte har flere funktioner eller ukendte interaktioner.\n\n3. Forveksling mellem somatisk (ikke-arvelig) og kimcelle-redigering (arvelig) er almindelig, især i gymnasiet.\n\n4. Eleverne kan lægge for stor vægt på genetik og undervurdere miljømæssige, sociale og psykologiske påvirkninger på udviklingen."},"00b3a1c4affdca85efb4a048f3596deca4b40620f00dc801f833aefaea223875":{"AT":"2026-11-04 16:41:33","SRC":"Student computers / notebooks; Internet access","DST":"Elevcomputere/bærbare computere; internetadgang"},"090074732126112f27909a436c91fca7de1a1d1c4f93e50c4e0d82989f2c8b6e":{"AT":"2026-11-04 16:41:33","SRC":"define your message","DST":"Formuler dit budskab"},"616a39ef486ae59794fbda1cdcc67ad80803f8c062960807ccdad144ab8fac16":{"AT":"2026-11-04 16:41:33","SRC":"argue persuasively","DST":"argumentere overbevisende"},"2c094bce90b9961ef835fd5d133110b1b1f3ba7ed5516051502555624e5240b3":{"AT":"2026-11-04 16:41:33","SRC":"speak out take action","DST":"sig din mening, gør noget"},"2659133dd049a1d3e550cdaa6b954a0335d73ed6f32622083ea90e8ad0f37b4d":{"AT":"2026-11-04 16:41:33","SRC":"anticipate feedback and reactions","DST":"forudse tilbagemeldinger og reaktioner"},"7bf54fdbdce7ef8f7bb3fcd89519c3cc42e38a06e7a19ffc0958dadd21a177aa":{"AT":"2026-11-04 16:41:33","SRC":"Activity 1","DST":"Opgave 1"},"4513267b52966470a7fb96fb116ce88b363048ff87ccb7af64bd57bcde0a8876":{"AT":"2026-11-04 16:41:33","SRC":"1. Divide into four teams as your teacher directs. Each team will either defend or oppose a debate topic.\n\n2. Analyze your assigned topic. You have 20 minutes to use credible online sources or your textbook to research and gather evidence that supports your team's position.\n\n(Optional: Use the guiding questions provided by your teacher to help you begin.)\n\n3. List your team's strongest arguments in your notebook. Discuss and assign who will develop and present each argument during the debate.\nIf time allows, predict possible counterarguments from the other team. Evaluate how you might respond to those points during the debate.\n\nDebate Topics\n\n\"Genetic editing should only be used to prevent life threatening medical conditions in embryos, not for traits that affect quality of life or appearance.\"\n\"If we accept genetic modification in plants and animals, we should also accept it in humans.\"\n\nIn this debate each team will be formed by the teacher regardless of learners' personal opinions about the issue. In this manner, learners will be challenged to understand and articulate perspectives that may differ from their own. This approach encourages empathy, critical thinking, and a deeper grasp of the ethical and scientific dimensions of human genetic engineering. It also helps learners focus on evidence-based reasoning rather than personal bias, which is essential in scientific discourse","DST":"1. Del jer op i fire hold efter lærerens anvisninger. Hvert hold skal enten forsvare eller modsætte sig et debatemne.\n\n2. Analyser det emne, I har fået tildelt. I har 20 minutter til at bruge troværdige onlinekilder eller jeres lærebog til at undersøge og indsamle argumenter, der understøtter jeres holds holdning.\n\n(Valgfrit: Brug de vejledende spørgsmål, som jeres lærer har givet jer, til at komme i gang.)\n\n3. Skriv jeres holds stærkeste argumenter ned i jeres notesbog. Diskuter og aftal, hvem der skal udarbejde og fremlægge hvert argument under debatten.\nHvis tiden tillader det, skal I forudsige mulige modargumenter fra det andet hold. Vurder, hvordan I kan svare på disse punkter under debatten.\n\nDebatemner\n\n\"Genredigering bør kun anvendes til at forebygge livstruende sygdomme hos embryoner, ikke til egenskaber, der påvirker livskvaliteten eller udseendet.\"\n\"Hvis vi accepterer genetisk modifikation hos planter og dyr, bør vi også acceptere det hos mennesker.\"\n\nI denne debat vil læreren sammensætte hvert hold uafhængigt af elevernes personlige holdninger til emnet. På denne måde udfordres eleverne til at forstå og formulere synspunkter, der kan afvige fra deres egne. Denne tilgang fremmer empati, kritisk tænkning og en dybere forståelse af de etiske og videnskabelige dimensioner ved genetisk manipulation af mennesker. Den hjælper også eleverne med at fokusere på evidensbaseret ræsonnement frem for personlige fordomme, hvilket er afgørende i den videnskabelige diskurs"},"4639a9883331f336c936da79f64ebf5081b767e5256c9f4c86c086749bd6eaf2":{"AT":"2026-11-04 16:41:33","SRC":"Beauty Standards & the Engineered Self","DST":"Skønhedsidealer og det konstruerede selv"},"3bf3f17a1c211c1b0f7329c05929907452fbc667a82cf3ee2466c3c1d84da7fc":{"AT":"2026-11-04 16:41:33","SRC":"Arts and/or Design","DST":"Kunst og/eller design"},"59d8de24ced659b93b6457f2ce87decf09c9b9810ba32a7787ba27cdbd77bde1":{"AT":"2026-11-04 16:41:33","SRC":"Critically reading about designer babies","DST":"En kritisk gennemgang af emnet »designerbørn«"},"71a51c82783695b07d6b7ebed7dc59698a2a8e4f1f5f45ac2552785e1258c8d9":{"AT":"2026-11-04 16:41:33","SRC":"Modern Foreign Languages","DST":"Moderne fremmedsprog"},"f9ae88230118963f07fcdefdecdfc718810a29b44ca2439b9d84ad5f090ad5fa":{"AT":"2026-11-04 16:41:33","SRC":"Modern Foreign Languages; English","DST":"Moderne fremmedsprog; engelsk"},"ba118bf7fc9c1aedc1edb28a0aa86e0b43b681f222af6616e13c43be87815b06":{"AT":"2026-11-04 16:41:33","SRC":"English","DST":"Engelsk"},"ec89dd79002eac2e5a4426752b331f342e3c4ac639f54b30c2fdd9b3f8d62f7c":{"AT":"2026-11-04 16:41:35","SRC":"due to domestic overconsumption / throw-away habits; Recycling","DST":"på grund af overforbrug og en kultur med engangsbrug i hjemmet; Genanvendelse"},"4a558f636c9a5fe51bf7f111b805f14a96eefc3c8c837936c06c8888902aa974":{"AT":"2026-11-04 16:41:35","SRC":"1. \"Most pollution comes from industries.\"\nLearners might underestimate the environmental impact of everyday domestic waste.\n\n2. \"Recycling is the only solution to waste.\"\nLearners might overlook the importance of reducing and reusing.","DST":"1. »Det meste forurening stammer fra industrien.«\nEleverne undervurderer muligvis den miljømæssige påvirkning fra almindeligt husholdningsaffald.\n\n2. »Genanvendelse er den eneste løsning på affaldsproblemet.«\nEleverne overser muligvis vigtigheden af at reducere og genbruge."},"14e79e0e4e46e21b4cafdf6dd34f7d812dcb95e892b364aacd196978ab540d94":{"AT":"2026-11-04 16:41:35","SRC":"Teacher computer; Internet access; Printer; Loudspeaker; Projector; vocabulary cards (two sets: one with words, one with definitions/images), vocabulary reference sheet; worksheet with video comprehension task; coloured segments of a circle (e.g., circle from a poster paper cut into thirds)","DST":"Lærerens computer; internetadgang; printer; højttaler; projektor; ordkort (to sæt: ét med ord, ét med definitioner/billeder), ordliste; arbejdsark med forståelsesopgave til video; farvede cirkelsegmenter (f.eks. en cirkel fra et plakatark, skåret i tre dele)"},"7fbcc8d81a66e737e4f5d06ce8c9a21a615d2eafa87fd1241aea41a741ce7103":{"AT":"2026-11-04 16:41:35","SRC":"analyse proposed responses to the ssi","DST":"analysere de foreslåede svar på SSI’en"},"ab58481bf0bb0a338af97c80917cf2f798c68ce8f4b0ade8a084f04641073d89":{"AT":"2026-11-04 16:41:35","SRC":"map the issue see the full picture","DST":"kortlæg problemet – få det fulde overblik"},"7affe2ea45f90afcef2b98bb429a6a83f7cd89ed5147e57af78f5185c4a9a6d4":{"AT":"2026-11-04 16:41:35","SRC":"make up your mind","DST":"tag en beslutning"},"7fd3e6b0b22c04a008b04588c712e207377638290cb88f5235e011abba035409":{"AT":"2026-11-04 16:41:35","SRC":"clarify your own values and concerns regarding the ssi","DST":"afklar dine egne værdier og bekymringer vedrørende SSI"},"2dfcf1871e46412a7e0d8de2408f3bf461bbc2c665e750dc56252e6ed28b670c":{"AT":"2026-11-04 16:41:35","SRC":"take your stand own your position","DST":"tag stilling, stå fast på din holdning"},"669392b6663d6df1538cb779ed5f8a570c72d115c0524d19ad08e2b9da59deae":{"AT":"2026-11-04 16:41:35","SRC":"Explanation of Activity\n\nThe lesson begins with a brainstorming session aimed at activating learners' prior knowledge regarding recycling. The teacher guides this phase of the lesson and encourages learners to think about different aspects and describe them (see instructions). Learners are encouraged to share their thoughts with the rest of the class. They can also respond in different ways, for example through drawings, symbols, or short texts. As they respond, the teacher writes key vocabulary on the board to support language development.\n\nInstructions\n\nDescribe what you already know about recycling.\nReport what you recycle on a daily basis.\nEvaluate what might make recycling difficult for some people.\nRepresent your ideas using whichever mode is most appropriate for you (speaking, drawing, writing, etc.).\nShare your ideas with your classmates.","DST":"Beskrivelse af aktiviteten\n\nUndervisningen indledes med en brainstorming, der har til formål at aktivere elevernes forudgående viden om genbrug. Læreren styrer denne fase af undervisningen og opfordrer eleverne til at reflektere over forskellige aspekter og beskrive dem (se vejledningen). Eleverne opfordres til at dele deres tanker med resten af klassen. De kan også udtrykke sig på forskellige måder, for eksempel gennem tegninger, symboler eller korte tekster. Mens de svarer, skriver læreren nøgleord på tavlen for at understøtte sprogudviklingen.\n\nInstruktioner\n\nBeskriv, hvad du allerede ved om genbrug.\nFortæl, hvad I genbruger i hverdagen.\nOvervej, hvad der kan gøre genbrug vanskeligt for nogle mennesker.\nFremstil jeres ideer på den måde, der passer jer bedst (mundtligt, ved at tegne, ved at skrive osv.).\nDel jeres ideer med jeres klassekammerater."},"503f6b88bfcdef29c55f07e637a1ae3460012fcc45d023144b7e306bfc1bca82":{"AT":"2026-11-04 16:41:35","SRC":"Activity 2","DST":"Opgave 2"},"42780db2e2d6d9d99eb39134137d680960ca73b60015406b5477644005198277":{"AT":"2026-11-04 16:41:35","SRC":"Explanation of the Activity\n\nTo prepare learners for the upcoming video and support their comprehension, the lesson continues with a vocabulary introduction activity focused on key terms related to recycling and sustainability. Learners work in small groups and identify new vocabulary through a visual matching game. Each group receives a set of picture cards showing scenes such as waste separation, composting, pollution, or sustainable behaviours, along with word cards representing the depicted concepts.\n\nThe groups collaborate to match each image with the correct word. Once completed, the solutions are discussed together.\n\nTo reinforce understanding and enable learners to review the vocabulary later, a vocabulary sheet is distributed with definitions and contextualized examples for all key words.\n\nThe vocabulary cards and the vocabulary sheet can also be offered in large print, or the teacher could prepare an audio recording for learners with visual impairments.\n\nInstructions\nGet together in small groups. (Note for teachers: Ideally, specify the group size in advance based on the class.)\nYour group will receive two sets of cards: one with pictures and one with words that represent the depicted concepts.\nTogether with your group members, match the vocabulary words to the pictures.\nExplain your choices to your group members.\nCheck your answers during the whole class discussion.\nMemorize the meaning of the new vocabulary.\nAfter this activity, consult the distributed vocabulary sheet whenever you need to look up a particular word.","DST":"Beskrivelse af aktiviteten\n\nFor at forberede eleverne på den kommende video og støtte deres forståelse fortsætter lektionen med en ordforrådsintroduktion, der fokuserer på nøglebegreber inden for genbrug og bæredygtighed. Eleverne arbejder i små grupper og identificerer nye ord gennem et visuelt par-spil. Hver gruppe modtager et sæt billedkort, der viser scener som affaldssortering, kompostering, forurening eller bæredygtig adfærd, sammen med ordkort, der repræsenterer de afbildede begreber.\n\nGrupperne samarbejder om at matche hvert billede med det rigtige ord. Når opgaven er færdig, diskuteres løsningerne i fællesskab.\n\nFor at styrke forståelsen og give eleverne mulighed for at gennemgå ordforrådet senere uddeles et ordforrådsark med definitioner og eksempler i sammenhæng for alle nøgleord.\n\nOrdkortene og ordforrådsarket kan også udleveres i stor skrift, eller læreren kan forberede en lydoptagelse til elever med synshandicap.\n\nInstruktioner\nSaml jer i små grupper. (Bemærkning til lærere: Det er bedst at fastlægge gruppestørrelsen på forhånd ud fra klassens sammensætning.)\nJeres gruppe vil modtage to sæt kort: et med billeder og et med ord, der repræsenterer de afbildede begreber.\nSæt sammen med jeres gruppemedlemmer ordkortene sammen med billederne.\nForklar jeres valg for gruppemedlemmerne.\nTjek jeres svar under diskussionen med hele klassen.\nLær betydningen af de nye ord udenad.\nEfter denne aktivitet kan I slå op i det uddelte ordlisteark, når I har brug for at slå et bestemt ord op."},"15af91450082e3078db064935e89ccc35e9cc7deca25de62673ac0cdfcdcc51a":{"AT":"2026-11-04 16:41:35","SRC":"Activity 3","DST":"Opgave 3"},"35cb18870efa706ddd58b7b3da3b255638ec791cefeb60f0c8e04060063e52d0":{"AT":"2026-11-04 16:41:35","SRC":"Explanation of the Activity\n\nLearners watch the video \"Economia circolare – L'economia circolare spiegata bene\" and complete different tasks that help them understand the key concepts. In the first exercise, they identify whether the given statements are true or false. In the second activity, they answer open ended questions that require them to explain the key terms and ideas presented in the video.\n\nThe video is shown twice. After the second viewing, the answers are discussed as a class. The video can also be shown with subtitles, or a transcript can be provided for learners with hearing impairments.\n\nAfter discussing the answers, the teacher facilitates a guided discussion (see instructions) to deepen learners' understanding of the central ideas by asking whether they have previously encountered the concept of the circular economy. The teacher also ensures that learners understand the principles of reduce, reuse, and recycle, as these are needed for the next activity. During the discussion, learners are encouraged to reflect on their own experiences, provide examples, and explain their understanding of the concepts in their own words.\n\nTo conclude the activity, learners individually complete exit sentences printed on the back of the worksheet (for example, One aspect I learned about the circular economy is... or A surprising fact from the video was...). These prompts help learners reflect on what they have learned from the video and the discussion.\n\nInstructions\nWatch the video \"Economia circolare – L'economia circolare spiegata bene.\"\nIn the first activity, identify whether the given statements are true or false.\nIn the second activity, answer the open ended questions.\nAfter watching the video, participate in the class discussion.\nDuring the discussion:\nExplain your understanding of the different concepts (for example, the circular economy and the 3Rs).\nRelate these ideas to your own experiences.\nProvide examples of how you already practice, or could practice, one of the 3Rs.\nDescribe the ethical concerns that might influence your behaviour.\nEvaluate the practical constraints that might affect your habits related to the 3Rs.\nAfter the class discussion, reflect on what you have learned by completing the exit sentences on the worksheet.","DST":"Beskrivelse af aktiviteten\n\nEleverne ser videoen »Economia circolare – L'economia circolare spiegata bene« og udfører forskellige opgaver, der hjælper dem med at forstå de centrale begreber. I den første øvelse skal de afgøre, om de givne udsagn er sande eller falske. I den anden aktivitet besvarer de åbne spørgsmål, hvor de skal forklare de centrale begreber og idéer, der præsenteres i videoen.\n\nVideoen vises to gange. Efter den anden gennemgang diskuteres svarene i klassen. Videoen kan også vises med undertekster, eller der kan udleveres et transkript til elever med hørenedsættelse.\n\nEfter drøftelsen af svarene leder læreren en guidet diskussion (se instruktionerne) for at uddybe elevernes forståelse af de centrale idéer ved at spørge, om de tidligere har stødt på begrebet cirkulær økonomi. Læreren sikrer desuden, at eleverne forstår principperne om reduktion, genbrug og genanvendelse, da disse er nødvendige for den næste aktivitet. Under diskussionen opfordres eleverne til at reflektere over deres egne erfaringer, give eksempler og forklare deres forståelse af begreberne med deres egne ord.\n\nSom afslutning på aktiviteten udfylder eleverne hver for sig de afsluttende sætninger, der er trykt på bagsiden af arbejdsarket (for eksempel: »Et aspekt, jeg har lært om cirkulær økonomi, er...« eller »Et overraskende faktum fra videoen var...«). Disse spørgsmål hjælper eleverne med at reflektere over, hvad de har lært af videoen og diskussionen.\n\nInstruktioner\nSe videoen »Economia circolare – L'economia circolare spiegata bene«.\nI den første aktivitet skal du afgøre, om de givne udsagn er sande eller falske.\nI den anden aktivitet skal du besvare de åbne spørgsmål.\nEfter at have set videoen skal du deltage i klassediskussionen.\nUnder diskussionen:\nForklar din forståelse af de forskellige begreber (f.eks. cirkulær økonomi og de 3R’er).\nSæt disse idéer i relation til dine egne erfaringer.\nGiv eksempler på, hvordan du allerede praktiserer – eller kunne praktisere – en af de 3R’er.\nBeskriv de etiske overvejelser, der kan påvirke din adfærd.\nVurder de praktiske begrænsninger, der kan påvirke dine vaner i forbindelse med de 3 R’er.\nEfter klassediskussionen skal du reflektere over, hvad du har lært, ved at udfylde afslutningssætningerne på arbejdsarket."},"6ab00d04662880f73640543cdbee667cf8393f9b5c7a1716b3f988aeade403c5":{"AT":"2026-11-04 16:41:35","SRC":"Activity 4","DST":"Opgave 4"},"ba19f150bf0e0408315b42ef78ccdb522630247e768e37cbb58b277951b8297e":{"AT":"2026-11-04 16:41:35","SRC":"Group work","DST":"Gruppearbejde"},"664996419b329596138f5154d79fc832338eba1ecff5fd9469e2380d1c8a60cb":{"AT":"2026-11-04 16:41:35","SRC":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Explanation of the activity: \n \n Learners can decide on which of the 3Rs\n (reduce, reuse, recycle) they would like to work in the next activity. After\n that, they get together with learners who chose the same principle. The teacher\n ensures that each group has roughly the same number of learners. \n \n In the first phase (THINK), each student\n individually reflects on their own daily habits. Thereby, they identify ways in\n which their actions relate to the assigned concept.\n \n In the second phase (PAIR, or in this case\n rather small groups), group members evaluate their ideas together. They are\n encouraged not only to focus on personal actions but also to suggest broader\n ideas that could be implemented in their school, local community, society, etc.\n to support sustainable practices.\n \n As a group, they then summarise their key\n points and write them on a coloured segment of a circle. Each of the segments\n then represents one of the 3Rs when they are finally put together on the\n blackboard. \n \n In the final step (SHARE), groups present\n their results to the class. They place their segment on the board, so that in\n the end the three segments form a complete circle, symbolising the class's\n collective understanding and commitment to the discussed principles.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n \n \n  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n Instruction:\n \n \n Decide on which of the 3Rs you\n would like to work in the next activity. Once you have decided, get\n together with classmates who are working on the same principle.  In the first phase (THINK),\n reflect on your own daily habits related to your chosen principle. List\n concrete actions.  In the second phase (GROUP), discuss\n your ideas with your peers. Evaluate which strategies are realistic and\n impactful. Develop a set of proposals at personal, school, and societal levels.\n Write the selected strategies on your coloured segment of the circle. In the third phase (SHARE),\n present your group’s ideas to the rest of the class. Stick your coloured circle\n segment to the board. When you are not presenting, listen\n carefully to your peers’ presentations. Note two strengths (“stars”) and one\n suggestion (“wish”) for each group. After the presentation, provide feedback\n starting with one strength, followed by one wish, and finally concluding with\n one strength.\n \n \n \n \n \n \n \n \n Additional information:\n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n \n \n  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n This activity can be adapted to meet\n learners' individual needs by offering various ways to demonstrate their\n learning. For example, instead of a traditional poster, learners may choose to\n create a short video clip, record a podcast, or draw their ideas. The final\n product can be tailored to the learning group's abilities, preferences, and\n strengths. If learners need more time, they can also share their final product\n in another lesson. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}","DST":"/* Stildefinitioner */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5,4pt 0cm 5,4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11,0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1,0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Forklaring af aktiviteten: \n \n Eleverne kan selv vælge, hvilket af de 3R'er\n (reducer, genbrug, genanvend) de gerne vil arbejde med i den næste aktivitet. Herefter\n samles de med de elever, der har valgt det samme princip. Læreren\nsikrer, at hver gruppe har omtrent det samme antal elever. \n \n I den første fase (TÆNK) reflekterer hver elev\nindividuelt over sine egne daglige vaner. Derigennem identificerer de måder, hvorpå\nderes handlinger relaterer sig til det tildelte koncept.\n \n I den anden fase (PAR, eller i dette tilfælde\n snarere små grupper) vurderer gruppemedlemmerne deres ideer sammen. De\n opfordres til ikke kun at fokusere på personlige handlinger, men også at foreslå bredere\n ideer, der kan implementeres på deres skole, i lokalsamfundet, i samfundet osv.\n for at støtte bæredygtige praksisser.\n \n Som gruppe opsummerer de derefter deres vigtigste\npunkter og skriver dem på et farvet segment af en cirkel. Hvert af segmenterne\nrepræsenterer derefter et af de 3R’er, når de til sidst sættes sammen på\ntavlen. \n \n I det sidste trin (DEL) præsenterer grupperne\n deres resultater for klassen. De placerer deres segment på tavlen, så de\n tre segmenter til sidst danner en komplet cirkel, der symboliserer klassens\n fælles forståelse og engagement i de drøftede principper.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n \n \n  /* Stildefinitioner */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5,4pt 0cm 5,4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8,0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11,0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1,0 pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n Instruktion:\n\n\nVælg, hvilket af de 3R'er du\n gerne vil arbejde med i den næste aktivitet. Når du har besluttet dig, skal du\nsætte dig sammen med klassekammerater, der arbejder med det samme princip.  I den første fase (TÆNK) skal du\nreflektere over dine egne daglige vaner i relation til det valgte princip. Lav en liste over\nkonkrete handlinger.  I den anden fase (GRUPPE) skal du diskutere\ndine ideer med dine klassekammerater. Vurder, hvilke strategier der er realistiske og\n har stor effekt. Udarbejd en række forslag på det personlige, skolemæssige og samfundsmæssige plan.\n Skriv de udvalgte strategier på dit farvede cirkelsegment. I den tredje fase (DEL),\n præsenter din gruppes ideer for resten af klassen. Sæt dit farvede cirkelsegment\n op på tavlen. Når du ikke holder oplæg, skal du lytte\nopmærksomt til dine klassekammeraters oplæg. Noter to styrker („stjerner“) og ét\nforslag („ønske“) for hver gruppe. Efter oplægget skal du give feedback\nved først at nævne én styrke, derefter ét ønske og til sidst afslutte med\nén styrke.\n \n \n \n \n \n \n \n \n Yderligere oplysninger:\n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n \n \n  /* Stildefinitioner */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5,4pt 0cm 5,4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8,0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11,0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1,0 pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n Denne aktivitet kan tilpasses, så den imødekommer\n de lærendes individuelle behov ved at tilbyde forskellige måder at demonstrere deres\n læring. I stedet for en traditionel plakat kan eleverne for eksempel vælge at\n lave et kort videoklip, indspille en podcast eller tegne deres ideer. Det endelige\n produkt kan tilpasses læringsgruppens evner, præferencer og\n styrker. Hvis eleverne har brug for mere tid, kan de også præsentere deres endelige produkt\n i en anden lektion. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  /* Stildefinitioner */\n  table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5,4pt 0cm 5,4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8,0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11,0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1,0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}"},"69167bde4d2765daf4212fd64bed87cd0d79a8823058dc251326aead7b138fd6":{"AT":"2026-11-04 16:41:35","SRC":"Arguing for the Circular Economy – Is Recycling Enough?","DST":"Argumenter for den cirkulære økonomi – er genbrug nok?"},"4358374fc9e64797c02a23e67630ceef8a37dd1563aeddd1616afa0b6c243fba":{"AT":"2026-11-04 16:41:35","SRC":"Reduce waste - inform and make posters","DST":"Begræns affald – informer og lav plakater"},"8772c635779128e37e6dbf0b2a18ff13173b16251eae78b6394de44e705243f6":{"AT":"2026-11-04 16:41:35","SRC":"Civics & Global Citizenship Education","DST":"Samfundsfag og undervisning i globalt medborgerskab"}},"UPDATEDAT":"2026-11-04 16:41:35","LANG":"da"}