{"META":{"ROWSBYDISPLAY":{"subject-specific lesson goals":[90],"keywords":[138,139,140,141,142,143,144,145,146,147,148,149,150,151],"duration":[164,302,354,492,544,682,734],"learning goal(s)":[46,47,48,49],"year of publication":[14],"potential misinformation in society / potential learner misconceptions to be exploited by manipulations strategies":[44],"app":[184,185,321,322,374,375,511,512,564,565,701,702,754,755],"total number of lessons in the sequence":[30],"author(s)":[15,16,17,18,19,20,21,22,23,24,25,26],"lesson sequence title":[29],"e1 name":[1],"resource type":[179,180,181,182,183,316,317,318,319,320,369,370,371,372,373,506,507,508,509,510,559,560,561,562,563,696,697,698,699,700,749,750,751,752,753],"learner age range":[91,92,93,94,95,96,97,98,99,100],"ssi topic":[37,38,39,40,41,42,43],"material sources":[187,188,189,190,191,192,193,194,195,196,197,324,325,326,327,328,329,330,331,332,333,334,335,336,337,338,339,340,341,342,343,377,378,379,380,381,382,383,384,385,386,387,514,515,516,517,518,519,520,521,522,523,524,525,526,527,528,529,530,531,532,533,567,568,569,570,571,572,573,574,575,576,577,704,705,706,707,708,709,710,711,712,713,714,715,716,717,718,719,720,721,722,723,757,758,759,760,761,762,763,764,765,766,767],"lesson title":[89],"activity instruction":[166,303,356,493,546,683,736],"subject topics":[88],"required infrastructure & teaching materials":[110,111,112,113,114,115,116,117,118,119,120,121,122,123,124,125,126,127,128,129,130,131,132,133,134,135,136],"suggested social form":[177,314,323,367,504,557,694,747],"ssi theme":[36],"year of subject learning":[101,102,103,104,105,106,107,108],"position of lesson plan in sequence":[31,32,33,34,35],"subjects":[66,67,68,69,70,71,72,73,74,75,76,77,78,79,80,81,82,83,84,85,86,87],"expected outcome":[175,312,365,502,555,692,745],"learning outcome(s)":[50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,65],"student output form":[167,168,169,170,171,172,173,174,304,305,306,307,308,309,310,311,357,358,359,360,361,362,363,364,494,495,496,497,498,499,500,501,547,548,549,550,551,552,553,554,684,685,686,687,688,689,690,691,737,738,739,740,741,742,743,744]},"ACTIVITYSTARTS":[164,302,354,492,544,682,734],"ROWSBYG":{"r124q0. tips, tricks, and suggestions for practice":[513],"r570q0[d1g4o2a]. hows [evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]":[405],"a1number[sq008]. activity number in lesson [8]":[161],"a1soutputform[other]. student output form [other]":[311],"learningoutcome15. learning outcome":[64],"r875q0[s018]. provide all sources you used in this activity [reference / source 18]":[721],"a1soutputform[sq006]. student output form [product (e.g. prototype, website, etc.)]":[309],"agerange[sq010]. age range [19 ]":[100],"r276q0[d1g2o3c]. hows [for ai: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]":[781],"a1reference[s002]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 2]":[188],"r246q0[d4g2o1a]. hows [age group]":[659],"materials[sq001]. required teaching materials []":[121],"r20q0[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[741],"r570q0[d4g3o3b]. hows [research evidence and logic behind the counter-arguments.]":[484],"learningobjective1. learning objective":[46],"a1hows[d4g1o1a]. hows [identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]":[268],"response id":[1],"learningoutcome9. learning outcome":[58],"a1hows[d1g4o4a]. hows [checklist: intended audience investigation]":[220],"positionlp[sq004]. this plan's position in the sequence: [4]":[34],"r570q0[d3g3o1b]. hows [identify solutions that reduce negative impacts or enhance positive impacts or both.]":[453],"previousknowledge. required previous knowledge":[109],"subjects[ao15]. subject(s) [arts and/or design]":[80],"r246q0[d1g4o3b]. hows [analyse reviews of the website, platform or media outlet.]":[598],"r570q0[d2g4o2b]. hows [highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]":[443],"r246q0[d4g1o3a]. hows [checklist: communication channels]":[654],"r246q0[d1g2o3b]. hows [for social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. look at engagement metrics.]":[590],"r373q0[sq010]. activity number in lesson [10]":[353],"r421q0[sq007]. student output form [service-learning project]":[500],"r612q0[sq007]. student output form [service-learning project]":[690],"a1sreference[s009]. provide all sources you used in this activity [reference / source 9]":[332],"r723q0. tips, tricks, and suggestions for practice":[566],"a1sreference[s004]. provide all sources you used in this activity [reference / source 4]":[327],"a1hows[d1g2o3a]. hows [for search engine, use specific keyswords and quotation marks for exact phrases. use boolean operators. use filters.]":[209],"r875q0[s010]. provide all sources you used in this activity [reference / source 10]":[713],"r570q0[other]. hows [other]":[491],"r174q0[s006]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 6]":[572],"r276q0[d1g1o1a]. hows [list different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]":[769],"a1hows[d4g3o3a]. hows [identify likely counter-arguments.]":[293],"publicationyear. publication year":[14],"r641q0[sq005]. media [interactive media]":[700],"r829q0[s014]. provide all sources you used in this activity [reference / source 14]":[527],"keywords[sq004]. key words (for online filter and search function) []":[141],"a1scilmi. scilmi lesson plan":[198],"r800q0[sq008]. activity number in lesson [8]":[731],"r246q0[d2g2o2b]. hows [evaluate whether the author might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]":[620],"a1hows[d1g3o2a]. hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[224],"r781q0[sq003]. media [visual media]":[371],"r570q0[d3g2o1a]. hows [divide impacts into categories.]":[448],"r246q0[d2g1o2c]. hows [check if the information was peer-reviewed.]":[613],"r570q0[d4g2o1a]. hows [age group]":[469],"duration. duration in minutes":[137],"r421q0[other]. student output form [other]":[501],"learningobjective4. learning objective":[49],"a1hows[d1g3o3b]. hows [skim the snippets for key terms related to your query.]":[227],"r42q0[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[359],"r570q0[d4g1o4a]. hows [review similar initiatives to understand common feedback and reactions.]":[466],"r1024q0[sq007]. activity number in lesson [7]":[540],"r612q0[sq001]. student output form [text]":[684],"a1hows[d4g2o2b]. hows [be objective and concise.]":[283],"a1sreference[s011]. provide all sources you used in this activity [reference / source 11]":[334],"r246q0[d2g2o1b]. hows [examine the use of rhetorical devices.]":[616],"r942q0[s002]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 2]":[758],"r829q0[s016]. provide all sources you used in this activity [reference / source 16]":[529],"r570q0[d2g4o1b]. hows [if relevance is unclear: reflect on what source/info is compelling or surprising to you.]":[440],"r20q0[sq006]. student output form [product (e.g. prototype, website, etc.)]":[742],"r953q0[sq007]. student output form [service-learning project]":[553],"r953q0[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[550],"r829q0[s001]. provide all sources you used in this activity [reference / source 1]":[514],"learningoutcome4. learning outcome":[53],"r875q0[s012]. provide all sources you used in this activity [reference / source 12]":[715],"r570q0[d2g3o1b]. hows [visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]":[437],"a1hows[d3g4o1a]. hows [checklist: personal relation to ssi]":[266],"r570q0[d1g1o2b]. hows [explain the influence of algorithms on search results and on social media feeds.]":[392],"a1number[sq010]. activity number in lesson [10]":[163],"a1reference[s001]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 1]":[187],"r781q0[sq005]. media [interactive media]":[373],"r1024q0[sq005]. activity number in lesson [5]":[538],"a1hows[d1g1o2c]. hows [explain the role ai, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]":[203],"r611q0[sq002]. media [audio media]":[507],"r257q0. suggested social form":[557],"r570q0[d4g1o2c]. hows [weigh the effect of potential forms of engagement.]":[463],"r246q0[d4g3o1d]. hows [ explain how the evidence supports the arguments and how the arguments support your message.]":[668],"infrastructure[sq006]. required infrastructure [loudspeaker]":[117],"a1outputform[sq006]. student output form [product (e.g. prototype, website, etc.)]":[172],"a1soutputform[sq007]. student output form [service-learning project]":[310],"subjects[ao12]. subject(s) [history]":[77],"r246q0[sq093]. hows [checklist]":[655],"materials[sq008]. required teaching materials []":[128],"r570q0[d1g3o1a]. hows [identify visual indications of sponsored content → checklist]":[411],"r631q0[sq004]. media [multimedia]":[752],"a1hows[d4g2o2a]. hows [organise the arguments and supporting evidence.]":[282],"r407q0[other]. app [other]":[565],"a1hows[d4g3o2c]. hows [(re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]":[291],"r797q0. suggested social form":[504],"positionlp[sq003]. this plan's position in the sequence: [3]":[33],"yearslearning[sq005]. year of subject learning [5th year]":[105],"r570q0[d2g4o2a]. hows [analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]":[442],"r875q0[s008]. provide all sources you used in this activity [reference / source 8]":[711],"r373q0[sq007]. activity number in lesson [7]":[350],"a1hows[d4g1o4a]. hows [review similar initiatives to understand common feedback and reactions.]":[276],"r570q0[d1g3o1c]. hows [use technical tools to identify sponsored content → checklist]":[413],"r246q0[d2g3o1b]. hows [visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]":[627],"positionlp[sq005]. this plan's position in the sequence: [5]":[35],"r246q0[d4g2o1b]. hows [previous knowledge]":[660],"r829q0[s005]. provide all sources you used in this activity [reference / source 5]":[518],"r373q0[sq006]. activity number in lesson [6]":[349],"a1hows[d1g1o2a]. hows [use information from different source types and different source.]":[201],"a1reference[s010]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 10]":[196],"r246q0[d2g4o1a]. hows [recognise that your attention is a limited resource – you cannot check every claim or source in depth.]":[629],"r246q0[d4g3o3d]. hows [develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]":[676],"r570q0[d4g1o3a]. hows [checklist: communication channels]":[464],"r570q0[d3g4o1a]. hows [checklist: personal relation to ssi]":[456],"a1hows[d1g4o2a]. hows [evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]":[215],"a1hows[d2g1o1b]. hows [identify verbal cues that indicate arguments and evidence or examples.]":[230],"r421q0[sq001]. student output form [text]":[494],"ipaddr. ip address":[12],"r570q0[d2g1o2c]. hows [check if the information was peer-reviewed.]":[423],"a1reference[s004]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 4]":[190],"r246q0[d4g3o1b]. hows [identify a hook to grab the recipients’ attention.]":[666],"r246q0[d2g1o2d]. hows [use fact-checking websites, such as snopes, factcheck.org, or politifact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.]":[614],"learningobjective3. learning objective":[48],"a1reference[s003]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 3]":[189],"r563q0[sq004]. media [multimedia]":[562],"a1hows[d2g1o2c]. hows [check if the information was peer-reviewed.]":[233],"a1hows[d1g3o3c]. hows [check the publication date.]":[228],"datestamp. date last action":[11],"r570q0[d2g3o1c]. hows [evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]":[438],"r800q0[sq001]. activity number in lesson [1]":[724],"r529q0. tips, tricks, and suggestions for practice":[376],"r246q0[d1g3o1b]. hows [analyse textual cues indicating sponsored content → checklist]":[602],"r246q0[d3g3o1b]. hows [identify solutions that reduce negative impacts or enhance positive impacts or both.]":[643],"r570q0[d2g3o1a]. hows [identify common logical fallacies. -> checklist: logical fallacies]":[435],"r246q0[d2g3o1c]. hows [evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]":[628],"r781q0[sq004]. media [multimedia]":[372],"r246q0[d4g1o4b]. hows [simulate the engagement.]":[657],"a1hows[d3g3o1b]. hows [identify solutions that reduce negative impacts or enhance positive impacts or both.]":[263],"r875q0[s009]. provide all sources you used in this activity [reference / source 9]":[712],"agerange[sq002]. age range [11 ]":[92],"cause1. due to ...":[37],"r246q0[d2g4o2b]. hows [highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]":[633],"lessonplansequence. lesson sequence title":[29],"a1sapp. app":[321],"r246q0[d2g4o2a]. hows [analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]":[632],"a1hows[d4g1o3a]. hows [checklist: communication channels]":[274],"a1hows[d1g1o1b]. hows [categorise information sources into different types (recipients etc.)]":[200],"agerange[sq005]. age range [14]":[95],"authors[sq007]. author(s) [family name, given name]":[21],"r174q0[s008]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 8]":[574],"a1outputform[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[171],"r342q0. app":[754],"r20q0[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[740],"r570q0[d1g1o1b]. hows [categorise information sources into different types (recipients etc.)]":[390],"r276q0[d1g2o3b]. hows [for social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. look at engagement metrics.]":[780],"r246q0[d4g1o1b]. hows [identify gaps in existing efforts addressing these needs.]":[649],"r563q0[sq002]. media [audio media]":[560],"yearslearning[sq007]. year of subject learning [7th year]":[107],"materials[sq004]. required teaching materials []":[124],"infrastructure[sq010]. required infrastructure [student smartphones]":[113],"r800q0[sq009]. activity number in lesson [9]":[732],"infrastructure[sq009]. required infrastructure [student tablets]":[112],"a1hows[d3g3o1a]. hows [identify impacts and solutions that benefit one group while meaning drawbacks for another.]":[262],"a1reference[s011]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []":[197],"infrastructure[sq003]. required infrastructure [internet access]":[114],"r570q0[d2g2o3a]. hows [identify the purpose behind the information. -> checklist]":[432],"keywords[sq015]. key words (for online filter and search function) []":[152],"r421q0[sq006]. student output form [product (e.g. prototype, website, etc.)]":[499],"r246q0[d4g1o2a]. hows [determine the recipient(s) or target group(s) of your civic engagement (who).]":[651],"keywords[sq001]. key words (for online filter and search function) []":[138],"r570q0[d1g4o3c]. hows [verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]":[409],"r246q0[d1g2o3a]. hows [for search engine, use specific keyswords and quotation marks for exact phrases. use boolean operators. use filters.]":[589],"authors[sq004]. author(s) [family name, given name]":[18],"r246q0[d3g1o1b]. hows [analyse how science on the socio-scientific issue has evolved over time.]":[635],"a1hows[d4g2o1c]. hows [linguistic competence]":[281],"a1hows[d4g3o3c]. hows [evaluate their relevance and validity.]":[295],"r460q0[s009]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 9]":[385],"r570q0[d4g3o1d]. hows [ explain how the evidence supports the arguments and how the arguments support your message.]":[478],"r953q0[other]. student output form [other]":[554],"r570q0[d4g3o1a]. hows [formulate a clear statement on the socio-scientific issue in a single sentence.]":[475],"r570q0[d2g2o1d]. hows [check whether the messages of textual and visual elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]":[428],"r20q0[sq002]. student output form [oral presentation]":[738],"r246q0[d4g1o1c]. hows [in your group, take our favourite measure and plan how to implement it in your school. prepare a presentation for your classmates on how you would go about it.]":[650],"r829q0[s002]. provide all sources you used in this activity [reference / source 2]":[515],"startlanguage. start language":[7],"a1sreference[s020]. provide all sources you used in this activity [reference / source 20]":[343],"r800q0[sq005]. activity number in lesson [5]":[728],"subjects[other]. subject(s) [english]":[86],"r20q0[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[739],"r246q0[d4g1o2b]. hows [select the type of civic engagement you would like to take (inform, argue, take action - how).]":[652],"r570q0[d4g1o4c]. hows [apply skills of dialogue.]":[468],"authors[sq001]. author(s) [family name, given name]":[15],"r174q0[s003]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 3]":[569],"r570q0[d4g3o1b]. hows [identify a hook to grab the recipients’ attention.]":[476],"r1024q0[sq004]. activity number in lesson [4]":[537],"authors[sq010]. author(s) [family name, given name]":[24],"r570q0[d4g3o1c]. hows [provide background information on the socio-scientific issue.]":[477],"r246q0[d4g4o1a]. hows [identify what you will be able to do.]":[678],"subjecttopic. subject topic":[88],"r42q0[sq007]. student output form [service-learning project]":[363],"a1hows[d2g4o2b]. hows [highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]":[253],"yearslearning[sq001]. year of subject learning [1st year]":[101],"r276q0[d1g4o3b]. hows [analyse reviews of the website, platform or media outlet.]":[788],"r42q0[other]. student output form [other]":[364],"r570q0[d2g1o2d]. hows [use fact-checking websites, such as snopes, factcheck.org, or politifact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.]":[424],"learningoutcome5. learning outcome":[54],"a1hows[d2g4o1a]. hows [recognise that your attention is a limited resource – you cannot check every claim or source in depth.]":[249],"r570q0[d4g2o1c]. hows [linguistic competence]":[471],"r246q0[d4g3o1c]. hows [provide background information on the socio-scientific issue.]":[667],"infrastructure[sq008]. required infrastructure [document camera or visualiser]":[119],"learningoutcome7. learning outcome":[56],"r20q0[other]. student output form [other]":[744],"r246q0[d3g3o1c]. hows [identify solutions that create new negative impacts.]":[644],"r939q0. app":[511],"a1sreference[s006]. provide all sources you used in this activity [reference / source 6]":[329],"r570q0[d3g2o1b]. hows [divide potential science-based solutions to the socio-scientific issue into categories.]":[449],"r417q0[other]. app [other]":[375],"r460q0[s008]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 8]":[384],"positionlp[sq002]. this plan's position in the sequence: [2]":[32],"r246q0[d1g2o2a]. hows [-> checklist: information sources]":[588],"r246q0[d3g4o2a]. hows [checklist: (re)assessing personal viewpoint on ssi]":[647],"a1hows[d2g2o2c]. hows [consider who benefits from the information being believed or spread.]":[241],"materials[sq012]. required teaching materials []":[132],"a1hows[d1g3o3a]. hows [scan the titles for keywords that match your search query.]":[226],"r246q0[d2g2o3c]. hows [examine the political climate. consider the political context at the time the information was created.]":[624],"r276q0[d1g3o2b]. hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[795],"r276q0[d2g1o1a]. hows [identify verbal cues that indicate opinions or uncertainty.]":[799],"r417q0. app":[374],"r875q0[s002]. provide all sources you used in this activity [reference / source 2]":[705],"positionlp[sq001]. this plan's position in the sequence: [1]":[31],"r246q0[d3g3o1a]. hows [identify impacts and solutions that benefit one group while meaning drawbacks for another.]":[642],"r246q0[d3g1o1d]. hows [evaluate the different arguments based on scientific evidence.]":[637],"agerange[sq009]. age range [18 ]":[99],"r246q0[d1g4o2a]. hows [evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]":[595],"r20q0[sq007]. student output form [service-learning project]":[743],"publish? -> yes / no":[2],"a1sreference[s015]. provide all sources you used in this activity [reference / source 15]":[338],"a1hows[d3g2o2b]. hows [determine which parties or communities are likely to benefit.]":[261],"subjects[ao13]. subject(s) [civics & global citizenship education]":[78],"a1ssocialform. suggested social form":[314],"r246q0[d3g2o1b]. hows [divide potential science-based solutions to the socio-scientific issue into categories.]":[639],"upload-ready -> yes / no":[4],"r373q0[sq008]. activity number in lesson [8]":[351],"r829q0[s020]. provide all sources you used in this activity [reference / source 20]":[533],"r953q0[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[551],"a1number[sq009]. activity number in lesson [9]":[162],"r174q0[s010]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 10]":[576],"r276q0[d1g4o1b]. hows [identify author and messenger.]":[784],"a1sreference[s003]. provide all sources you used in this activity [reference / source 3]":[326],"numberactivities. number of activities in this lesson":[153],"subjects[ao03]. subject(s) [ancient languages]":[68],"r980q0. expected activity duration in minutes":[492],"learningoutcome11. learning outcome":[60],"a1hows[d1g4o3b]. hows [analyse reviews of the website, platform or media outlet.]":[218],"r246q0[d1g4o2b]. hows [use verification tools to detect deep fakes.]":[596],"r246q0[d1g1o3b]. hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[585],"subjects[ao01]. subject(s) [first language]":[66],"r942q0[s004]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 4]":[760],"a1hows[d3g1o1b]. hows [analyse how science on the socio-scientific issue has evolved over time.]":[255],"r276q0[d1g3o1c]. hows [use technical tools to identify sponsored content → checklist]":[793],"r246q0[d4g3o2a]. hows [select arguments that support your message.]":[669],"r246q0[d3g3o1d]. hows [assess how multiple impacts and solutions might interact or compound over time.]":[645],"r875q0[s005]. provide all sources you used in this activity [reference / source 5]":[708],"a1hows[d2g3o2a]. hows [identify key concepts.]":[246],"r460q0[s004]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 4]":[380],"a1sreference[s018]. provide all sources you used in this activity [reference / source 18]":[341],"a1smedia[sq005]. media [interactive media]":[320],"r165q0. model solution":[365],"r276q0[d1g2o2a]. hows [-> checklist: information sources]":[778],"r276q0[d1g4o4a]. hows [checklist: intended audience investigation]":[790],"a1soutputform[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[307],"a1hows[d1g1o3b]. hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[205],"r570q0[d4g3o3c]. hows [evaluate their relevance and validity.]":[485],"keywords[sq012]. key words (for online filter and search function) []":[149],"r875q0[s001]. provide all sources you used in this activity [reference / source 1]":[704],"r45q0. evaluation / assessment criteria":[746],"a1hows[d4g2o2c]. hows [refer to sources.]":[284],"r246q0[d2g3o1a]. hows [identify common logical fallacies. -> checklist: logical fallacies]":[625],"a1smodelsolution. model solution":[312],"r246q0[d2g2o1d]. hows [check whether the messages of textual and visual elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]":[618],"r570q0[d4g1o2a]. hows [determine the recipient(s) or target group(s) of your civic engagement (who).]":[461],"r246q0[other]. hows [other]":[681],"r328q0. expected activity duration in minutes":[682],"a1hows[d3g2o1a]. hows [divide impacts into categories.]":[258],"cause2. due to ...":[38],"r570q0[d2g2o2c]. hows [consider who benefits from the information being believed or spread.]":[431],"r747q0. suggested social form":[694],"r373q0[sq001]. activity number in lesson [1]":[344],"r612q0[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[687],"r156q0. expected activity duration in minutes":[354],"r460q0[s007]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 7]":[383],"infrastructure[sq004]. required infrastructure [printer]":[115],"learningoutcome8. learning outcome":[57],"r570q0[d1g1o2a]. hows [use information from different source types and different source.]":[391],"a1outputform[sq007]. student output form [service-learning project]":[173],"yearslearning[sq006]. year of subject learning [6th year]":[106],"keywords[sq008]. key words (for online filter and search function) []":[145],"r641q0[sq004]. media [multimedia]":[699],"r148q0. activity instruction":[493],"r246q0[d3g2o1a]. hows [divide impacts into categories.]":[638],"a1sreference[s007]. provide all sources you used in this activity [reference / source 7]":[330],"a1hows[d2g1o2b]. hows [verify if the information is supported by reliable sources and references.]":[232],"r276q0[d1g4o2b]. hows [use verification tools to detect deep fakes.]":[786],"a1hows[d4g1o1b]. hows [identify gaps in existing efforts addressing these needs.]":[269],"language. lesson plan language":[27],"a1hows[d4g1o4b]. hows [simulate the engagement.]":[277],"r246q0[d2g3o2a]. hows [identify key concepts.]":[626],"r246q0[d4g3o4a]. hows [checklist: actions and initiatives to convey a message.]":[677],"r942q0[s005]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 5]":[761],"r611q0[sq004]. media [multimedia]":[509],"r505q0. tips, tricks, and suggestions for practice":[703],"r246q0[d4g2o2b]. hows [be objective and concise.]":[663],"a1hows[d1g4o1b]. hows [identify author and messenger.]":[214],"a1hows[d4g1o2a]. hows [determine the recipient(s) or target group(s) of your civic engagement (who).]":[271],"a1method. briefly describe the method you use.":[178],"r641q0[sq001]. media [text media]":[696],"r875q0[s015]. provide all sources you used in this activity [reference / source 15]":[718],"a1hows[d4g3o1c]. hows [provide background information on the socio-scientific issue.]":[287],"r631q0[sq003]. media [visual media]":[751],"r246q0[d4g1o4a]. hows [review similar initiatives to understand common feedback and reactions.]":[656],"r246q0[d1g3o3b]. hows [skim the snippets for key terms related to your query.]":[607],"a1hows[d1g2o1a]. hows [identify the scientific issue you would like to know more about.]":[206],"r570q0[sq093]. hows [checklist]":[465],"a1hows[d3g3o1c]. hows [identify solutions that create new negative impacts.]":[264],"domain. competence domain":[45],"r246q0[d1g4o3a]. hows [evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]":[597],"r829q0[s017]. provide all sources you used in this activity [reference / source 17]":[530],"r570q0[d2g4o1c]. hows [ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]":[441],"authors[sq012]. author(s) [family name, given name]":[26],"r276q0[d1g3o3b]. hows [skim the snippets for key terms related to your query.]":[797],"r246q0[d1g1o1a]. hows [list different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]":[579],"a1sreference[s016]. provide all sources you used in this activity [reference / source 16]":[339],"a1hows[d3g2o1b]. hows [divide potential science-based solutions to the socio-scientific issue into categories.]":[259],"r570q0[d4g2o2c]. hows [refer to sources.]":[474],"r342q0[other]. app [other]":[755],"r875q0[s004]. provide all sources you used in this activity [reference / source 4]":[707],"a4scilmi. scilmi lesson plan":[768],"r246q0[d4g3o2b]. hows [select supporting evidence for each argument.]":[670],"learningobjective2. learning objective":[47],"r276q0[d1g1o1b]. hows [categorise information sources into different types (recipients etc.)]":[770],"r246q0[d2g4o1b]. hows [if relevance is unclear: reflect on what source/info is compelling or surprising to you.]":[630],"a1hows[d2g4o1b]. hows [if relevance is unclear: reflect on what source/info is compelling or surprising to you.]":[250],"materials[sq011]. required teaching materials []":[131],"a1hows[d1g4o2b]. hows [use verification tools to detect deep fakes.]":[216],"a1sduration. expected activity duration in minutes":[302],"r246q0[sq109]. hows [checklist]":[672],"a1hows[d4g3o2b]. hows [select supporting evidence for each argument.]":[290],"a1soutputform[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[306],"title. lesson title":[89],"subjects[other]. subject(s) [italian]":[85],"cause6. due to ...":[40],"subjects[ao16]. subject(s) [music]":[81],"keywords[sq013]. key words (for online filter and search function) []":[150],"a1hows[d1g4o1a]. hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[213],"r641q0[sq003]. media [visual media]":[698],"r1024q0[sq010]. activity number in lesson [10]":[543],"r460q0[s002]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 2]":[378],"a1reference[s009]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 9]":[195],"r42q0[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[361],"a1media[sq002]. media [audio media]":[180],"subjects[ao09]. subject(s) [geography]":[74],"a1hows[d4g1o1c]. hows [in your group, take our favourite measure and plan how to implement it in your school. prepare a presentation for your classmates on how you would go about it.]":[270],"r996q0[sq001]. elaborate activity [yes, please show additional fields]":[545],"r246q0[d1g3o1c]. hows [use technical tools to identify sponsored content → checklist]":[603],"r677q0. tips, tricks, and suggestions for practice":[756],"r690q0. model solution":[745],"subjects[ao02]. subject(s) [modern foreign languages]":[67],"r570q0[d4g4o2b]. hows [determine success criteria.]":[490],"r829q0[s019]. provide all sources you used in this activity [reference / source 19]":[532],"r567q0. app":[701],"r570q0[d1g3o3c]. hows [check the publication date.]":[418],"r246q0[d1g3o3a]. hows [scan the titles for keywords that match your search query.]":[606],"a1smedia[sq002]. media [audio media]":[317],"r246q0[d1g4o4a]. hows [checklist: intended audience investigation]":[600],"r174q0[s002]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 2]":[568],"agerange[sq001]. age range [10]":[91],"r875q0[s020]. provide all sources you used in this activity [reference / source 20]":[723],"a1hows[d1g2o3c]. hows [for ai: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]":[211],"r570q0[d1g1o1a]. hows [list different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]":[389],"subjects[ao08]. subject(s) [physics]":[73],"r875q0[s014]. provide all sources you used in this activity [reference / source 14]":[717],"numberlp. total number of lessons in the sequence:":[30],"a1hows[d1g3o1b]. hows [analyse textual cues indicating sponsored content → checklist]":[222],"a1number[sq002]. activity number in lesson [2]":[155],"r570q0[d1g1o3b]. hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[395],"a1hows[d4g1o2b]. hows [select the type of civic engagement you would like to take (inform, argue, take action - how).]":[272],"r942q0[s009]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 9]":[765],"a1hows[d1g2o2a]. hows [-> checklist: information sources]":[208],"a1number[sq007]. activity number in lesson [7]":[160],"r395q0. evaluation / assessment criteria":[366],"r800q0[sq004]. activity number in lesson [4]":[727],"r939q0[other]. app [other]":[512],"a1media[sq004]. media [multimedia]":[182],"r276q0[d1g3o2a]. hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[794],"r570q0[d1g3o1b]. hows [analyse textual cues indicating sponsored content → checklist]":[412],"r829q0[s010]. provide all sources you used in this activity [reference / source 10]":[523],"a1hows[d4g4o2b]. hows [determine success criteria.]":[300],"r246q0[d2g2o3b]. hows [consider the geographical and cultural context of the information.]":[623],"r246q0[d2g2o2a]. hows [check if the information presents multiple viewpoints or if it seems one-sided.]":[619],"infrastructure[sq005]. required infrastructure [recording device and microphone]":[116],"materials[sq009]. required teaching materials []":[129],"a3scilmi. scilmi lesson plan":[578],"r641q0[sq002]. media [audio media]":[697],"r942q0[s011]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []":[767],"r570q0[d1g2o1b]. hows [ break down the socio-scientific issue into key words you can use for your search.]":[397],"r421q0[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[498],"r829q0[s013]. provide all sources you used in this activity [reference / source 13]":[526],"r612q0[other]. student output form [other]":[691],"a1sreference[s010]. provide all sources you used in this activity [reference / source 10]":[333],"r570q0[d3g1o1d]. hows [evaluate the different arguments based on scientific evidence.]":[447],"r781q0[sq002]. media [audio media]":[370],"r570q0[d3g1o1a]. hows [list the different viewpoints supported by evidence-based arguments.]":[444],"r1024q0[sq003]. activity number in lesson [3]":[536],"r246q0[d1g3o1a]. hows [identify visual indications of sponsored content → checklist]":[601],"r246q0[d1g3o1d]. hows [for databases and library catalogues: checklist]":[592],"r20q0[sq001]. student output form [text]":[737],"a1outputform[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[170],"r570q0[d2g1o1b]. hows [identify verbal cues that indicate arguments and evidence or examples.]":[420],"r246q0[d1g1o2a]. hows [use information from different source types and different source.]":[581],"subjects[ao11]. subject(s) [computer science & ict]":[76],"r570q0[d4g2o2a]. hows [organise the arguments and supporting evidence.]":[472],"r246q0[d1g1o2c]. hows [explain the role ai, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]":[583],"a1hows[d2g2o3a]. hows [identify the purpose behind the information. -> checklist]":[242],"r875q0[s017]. provide all sources you used in this activity [reference / source 17]":[720],"r570q0[d4g3o4a]. hows [checklist: actions and initiatives to convey a message.]":[487],"r570q0[d1g3o2b]. hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[415],"a1hows[d2g2o2a]. hows [check if the information presents multiple viewpoints or if it seems one-sided.]":[239],"who?":[3],"r570q0[d1g2o3a]. hows [for search engine, use specific keyswords and quotation marks for exact phrases. use boolean operators. use filters.]":[399],"subjects[ao19]. subject(s) [practical and vocational skills]":[84],"a1smedia[sq004]. media [multimedia]":[319],"a1hows[d3g2o2a]. hows [determine which parties are more susceptible to negative impacts.]":[260],"r246q0[d4g2o2c]. hows [refer to sources.]":[664],"a1hows[d1g3o1d]. hows [for databases and library catalogues: checklist]":[212],"r570q0[d3g1o1b]. hows [analyse how science on the socio-scientific issue has evolved over time.]":[445],"r570q0[d3g4o2a]. hows [checklist: (re)assessing personal viewpoint on ssi]":[457],"r781q0[sq001]. media [text media]":[369],"a1hows[d4g3o3d]. hows [develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]":[296],"r631q0[sq001]. media [text media]":[749],"r246q0[d1g2o1b]. hows [ break down the socio-scientific issue into key words you can use for your search.]":[587],"subjects[ao04]. subject(s) [science]":[69],"a1hows[d2g1o2d]. hows [use fact-checking websites, such as snopes, factcheck.org, or politifact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.]":[234],"a1hows[d3g1o1a]. hows [list the different viewpoints supported by evidence-based arguments.]":[254],"ssitopic. ssi topic":[43],"r570q0[d1g4o2b]. hows [use verification tools to detect deep fakes.]":[406],"materials[sq014]. required teaching materials []":[134],"infrastructure[other]. required infrastructure [other]":[120],"a1app. app":[184],"authors[sq009]. author(s) [family name, given name]":[23],"r246q0[d4g2o1c]. hows [linguistic competence]":[661],"r829q0[s011]. provide all sources you used in this activity [reference / source 11]":[524],"r109q0. model solution":[555],"r611q0[sq005]. media [interactive media]":[510],"r725q0. activity instruction":[356],"a1smethod. briefly describe the method you use.":[315],"r246q0[d1g4o1b]. hows [identify author and messenger.]":[594],"r570q0[d1g2o2a]. hows [-> checklist: information sources]":[398],"a1media[sq001]. media [text media]":[179],"r276q0[d1g3o1b]. hows [analyse textual cues indicating sponsored content → checklist]":[792],"r723q1. evaluation / assessment criteria":[693],"r276q0[d1g4o1a]. hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[783],"r875q0[s011]. provide all sources you used in this activity [reference / source 11]":[714],"subjects[ao14]. subject(s) [economics]":[79],"r246q0[d4g3o3c]. hows [evaluate their relevance and validity.]":[675],"r460q0[s010]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 10]":[386],"r612q0[sq002]. student output form [oral presentation]":[685],"r999q0. suggested social form":[747],"r570q0[d4g3o3a]. hows [identify likely counter-arguments.]":[483],"r569q0. briefly describe the method you use.":[558],"r570q0[d4g3o3d]. hows [develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]":[486],"a1hows[other]. hows [other]":[301],"r460q0[s011]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []":[387],"r276q0[d1g3o1d]. hows [for databases and library catalogues: checklist]":[782],"r246q0[d1g2o1a]. hows [identify the scientific issue you would like to know more about.]":[586],"keywords[sq003]. key words (for online filter and search function) []":[140],"r1024q0[sq006]. activity number in lesson [6]":[539],"seed. seed":[8],"r875q0[s019]. provide all sources you used in this activity [reference / source 19]":[722],"r829q0[s006]. provide all sources you used in this activity [reference / source 6]":[519],"r942q0[s001]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 1]":[757],"r570q0[d1g3o2a]. hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[414],"r912q0. expected activity duration in minutes":[734],"yearslearning[sq003]. year of subject learning [3rd year]":[103],"r942q0[s006]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 6]":[762],"a1soutputform[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[308],"a1hows[d3g1o1d]. hows [evaluate the different arguments based on scientific evidence.]":[257],"r570q0[d1g1o3a]. hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[394],"a1hows[d4g3o4a]. hows [checklist: actions and initiatives to convey a message.]":[297],"r570q0[d4g4o1a]. hows [identify what you will be able to do.]":[488],"r570q0[d2g2o2a]. hows [check if the information presents multiple viewpoints or if it seems one-sided.]":[429],"a1sreference[s005]. provide all sources you used in this activity [reference / source 5]":[328],"a1hows[d4g2o1b]. hows [previous knowledge]":[280],"learningoutcome2. learning outcome":[51],"r246q0[d2g1o1b]. hows [identify verbal cues that indicate arguments and evidence or examples.]":[610],"r174q0[s011]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []":[577],"r246q0[d2g2o3a]. hows [identify the purpose behind the information. -> checklist]":[622],"r246q0[d2g2o1c]. hows [identify sensational and emotional language used to influence the audience.]":[617],"a2scilmi. scilmi lesson plan":[388],"r800q0[sq002]. activity number in lesson [2]":[725],"authors[sq005]. author(s) [family name, given name]":[19],"r570q0[d4g3o2b]. hows [select supporting evidence for each argument.]":[480],"token. access code":[9],"a1duration. expected activity duration in minutes":[164],"a1hows[d2g2o1a]. hows [examine how the information is framed.]":[235],"a1hows[d4g3o1a]. hows [formulate a clear statement on the socio-scientific issue in a single sentence.]":[285],"r920q0. briefly describe the method you use.":[368],"a1smedia[sq003]. media [visual media]":[318],"subjects[other]. subject(s) [norwegian]":[87],"r829q0[s004]. provide all sources you used in this activity [reference / source 4]":[517],"keywords[sq010]. key words (for online filter and search function) []":[147],"keywords[sq011]. key words (for online filter and search function) []":[148],"learningoutcome6. learning outcome":[55],"r953q0[sq002]. student output form [oral presentation]":[548],"a1hows[d2g2o3b]. hows [consider the geographical and cultural context of the information.]":[243],"r174q0[s007]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 7]":[573],"a1hows[d1g2o1b]. hows [ break down the socio-scientific issue into key words you can use for your search.]":[207],"r276q0[d1g4o3a]. hows [evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]":[787],"r237q0. activity instruction":[683],"r1024q0[sq002]. activity number in lesson [2]":[535],"r246q0[d4g3o2c]. hows [(re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]":[671],"r829q0[s003]. provide all sources you used in this activity [reference / source 3]":[516],"a1media[sq003]. media [visual media]":[181],"r246q0[d1g3o2b]. hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[605],"yearslearning[sq008]. year of subject learning [>7th year]":[108],"r460q0[s006]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 6]":[382],"r373q0[sq003]. activity number in lesson [3]":[346],"learningoutcome14. learning outcome":[63],"a1hows[d4g3o3b]. hows [research evidence and logic behind the counter-arguments.]":[294],"a1sreference[s017]. provide all sources you used in this activity [reference / source 17]":[340],"learningoutcome12. learning outcome":[61],"r638q0. expected activity duration in minutes":[544],"r246q0[d3g1o1c]. hows [determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]":[636],"r276q0[d1g3o3c]. hows [check the publication date.]":[798],"materials[sq015]. required teaching materials []":[135],"r246q0[d4g1o2c]. hows [weigh the effect of potential forms of engagement.]":[653],"a1hows[d1g3o1c]. hows [use technical tools to identify sponsored content → checklist]":[223],"r373q0[sq005]. activity number in lesson [5]":[348],"r42q0[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[360],"a1hows[d1g3o2b]. hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[225],"a1hows[d1g4o3a]. hows [evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]":[217],"r875q0[s006]. provide all sources you used in this activity [reference / source 6]":[709],"r246q0[d3g2o2b]. hows [determine which parties or communities are likely to benefit.]":[641],"r570q0[d3g2o2a]. hows [determine which parties are more susceptible to negative impacts.]":[450],"r570q0[d1g4o3a]. hows [evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]":[407],"a1hows[d1g3o1a]. hows [identify visual indications of sponsored content → checklist]":[221],"a1reference[s006]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 6]":[192],"learningoutcome13. learning outcome":[62],"a1outputform[other]. student output form [other]":[174],"a1hows[d2g4o1c]. hows [ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]":[251],"r663q0. activity instruction":[736],"r829q0[s008]. provide all sources you used in this activity [reference / source 8]":[521],"r570q0[d1g2o3b]. hows [for social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. look at engagement metrics.]":[400],"materials[sq002]. required teaching materials []":[122],"r431q0. briefly describe the method you use.":[695],"r570q0[d2g1o2b]. hows [verify if the information is supported by reliable sources and references.]":[422],"subjects[ao18]. subject(s) [physical education]":[83],"r875q0[s013]. provide all sources you used in this activity [reference / source 13]":[716],"yearslearning[sq004]. year of subject learning [4th year]":[104],"r246q0[d4g1o1a]. hows [identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]":[648],"a1hows[sq093]. hows [checklist]":[275],"r570q0[d4g1o1c]. hows [in your group, take our favourite measure and plan how to implement it in your school. prepare a presentation for your classmates on how you would go about it.]":[460],"r829q0[s009]. provide all sources you used in this activity [reference / source 9]":[522],"r570q0[d2g2o2b]. hows [evaluate whether the author might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]":[430],"r246q0[d1g3o2a]. hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[604],"r631q0[sq005]. media [interactive media]":[753],"a1soutputform[sq002]. student output form [oral presentation]":[305],"r246q0[d2g1o2b]. hows [verify if the information is supported by reliable sources and references.]":[612],"r1024q0[sq008]. activity number in lesson [8]":[541],"r570q0[d1g3o3b]. hows [skim the snippets for key terms related to your query.]":[417],"r246q0[d2g4o1c]. hows [ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]":[631],"a1hows[d2g3o1a]. hows [identify common logical fallacies. -> checklist: logical fallacies]":[245],"r421q0[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[496],"keywords[sq014]. key words (for online filter and search function) []":[151],"a1reference[s005]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 5]":[191],"r246q0[d4g3o1a]. hows [formulate a clear statement on the socio-scientific issue in a single sentence.]":[665],"infrastructure[sq007]. required infrastructure [projector]":[118],"r570q0[d2g1o1a]. hows [identify verbal cues that indicate opinions or uncertainty.]":[419],"a1hows[d4g3o2a]. hows [select arguments that support your message.]":[289],"keywords[sq007]. key words (for online filter and search function) []":[144],"a1hows[d2g2o2b]. hows [evaluate whether the author might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]":[240],"a1hows[d2g1o1a]. hows [identify verbal cues that indicate opinions or uncertainty.]":[229],"agerange[sq006]. age range [15 ]":[96],"r246q0[d3g4o1a]. hows [checklist: personal relation to ssi]":[646],"r570q0[d2g2o1b]. hows [examine the use of rhetorical devices.]":[426],"r421q0[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[497],"r570q0[d2g1o2a]. hows [identify empirical evidence.]":[421],"a1hows[d3g4o2a]. hows [checklist: (re)assessing personal viewpoint on ssi]":[267],"a1hows[d1g1o1a]. hows [list different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]":[199],"r71q0. model solution":[692],"r276q0[d1g2o3a]. hows [for search engine, use specific keyswords and quotation marks for exact phrases. use boolean operators. use filters.]":[779],"r246q0[d2g2o2c]. hows [consider who benefits from the information being believed or spread.]":[621],"r246q0[d4g3o3b]. hows [research evidence and logic behind the counter-arguments.]":[674],"r373q0[sq002]. activity number in lesson [2]":[345],"cause4. due to ...":[41],"a1sevaluationcrit. evaluation / assessment criteria":[313],"a1elaborate[sq001]. elaborate activity [yes, please show additional fields]":[165],"authors[sq011]. author(s) [family name, given name]":[25],"cause3. due to ...":[39],"materials[sq010]. required teaching materials []":[130],"r246q0[d1g4o3c]. hows [verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]":[599],"r276q0[d1g1o2a]. hows [use information from different source types and different source.]":[771],"r567q0[other]. app [other]":[702],"a1number[sq004]. activity number in lesson [4]":[157],"a1hows[d4g2o1a]. hows [age group]":[279],"r570q0[d3g3o1c]. hows [identify solutions that create new negative impacts.]":[454],"r246q0[d3g1o1a]. hows [list the different viewpoints supported by evidence-based arguments.]":[634],"a1outputform[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[169],"r276q0[d1g2o1b]. hows [ break down the socio-scientific issue into key words you can use for your search.]":[777],"r800q0[sq006]. activity number in lesson [6]":[729],"r174q0[s004]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 4]":[570],"a1hows[d2g2o1d]. hows [check whether the messages of textual and visual elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]":[238],"infrastructure[sq002]. required infrastructure [student computers / notebooks]":[111],"r570q0[d1g4o1b]. hows [identify author and messenger.]":[404],"a1sreference[s012]. provide all sources you used in this activity [reference / source 12]":[335],"a1outputform[sq002]. student output form [oral presentation]":[168],"r612q0[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[686],"a1hows[d4g4o2a]. hows [outline steps and a timeline.]":[299],"a1reference[s008]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 8]":[194],"r570q0[d4g3o2a]. hows [select arguments that support your message.]":[479],"r460q0[s005]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 5]":[381],"materials[sq003]. required teaching materials []":[123],"r942q0[s008]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 8]":[764],"r570q0[d2g2o3c]. hows [examine the political climate. consider the political context at the time the information was created.]":[434],"a1app[other]. app [other]":[185],"r829q0[s015]. provide all sources you used in this activity [reference / source 15]":[528],"r942q0[s007]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 7]":[763],"r563q0[sq003]. media [visual media]":[561],"subjects[ao07]. subject(s) [biology]":[72],"subjects[ao17]. subject(s) [religion and/or ethics and/or philosophy]":[82],"r246q0[d1g1o2b]. hows [explain the influence of algorithms on search results and on social media feeds.]":[582],"r570q0[d2g4o1a]. hows [recognise that your attention is a limited resource – you cannot check every claim or source in depth.]":[439],"r570q0[d1g3o3a]. hows [scan the titles for keywords that match your search query.]":[416],"a1hows[d4g3o1d]. hows [ explain how the evidence supports the arguments and how the arguments support your message.]":[288],"r1024q0[sq001]. activity number in lesson [1]":[534],"r942q0[s003]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 3]":[759],"r246q0[d3g2o2a]. hows [determine which parties are more susceptible to negative impacts.]":[640],"subjects[ao05]. subject(s) [mathematics]":[70],"r174q0[s005]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 5]":[571],"r800q0[sq007]. activity number in lesson [7]":[730],"a1sreference[s001]. provide all sources you used in this activity [reference / source 1]":[324],"r570q0[d1g2o1a]. hows [identify the scientific issue you would like to know more about.]":[396],"r276q0[d1g1o3a]. hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[774],"a1sreference[s013]. provide all sources you used in this activity [reference / source 13]":[336],"r42q0[sq002]. student output form [oral presentation]":[358],"a1instruction. activity instruction":[166],"r246q0[d4g2o2a]. hows [organise the arguments and supporting evidence.]":[662],"a1number[sq005]. activity number in lesson [5]":[158],"keywords[sq005]. key words (for online filter and search function) []":[142],"refurl. referrer url":[13],"r276q0[d1g1o3b]. hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[775],"r570q0[d3g2o2b]. hows [determine which parties or communities are likely to benefit.]":[451],"r570q0[d2g2o3b]. hows [consider the geographical and cultural context of the information.]":[433],"r246q0[d1g3o3c]. hows [check the publication date.]":[608],"learningoutcome16. learning outcome":[65],"a1sreference[s019]. provide all sources you used in this activity [reference / source 19]":[342],"ssi. socio-scientific issue":[36],"a1hows[sq109]. hows [checklist]":[292],"a1hows[d2g1o2a]. hows [identify empirical evidence.]":[231],"r918q0. briefly describe the method you use.":[748],"infrastructure[sq001]. required infrastructure [teacher computer]":[110],"a1soutputform[sq001]. student output form [text]":[304],"r570q0[d2g3o2a]. hows [identify key concepts.]":[436],"a1hows[d4g1o4c]. hows [apply skills of dialogue.]":[278],"r465q0. suggested social form":[367],"submitdate. date submitted":[5],"r42q0[sq001]. student output form [text]":[357],"materials[sq013]. required teaching materials []":[133],"a1number[sq003]. activity number in lesson [3]":[156],"r373q0[sq009]. activity number in lesson [9]":[352],"r800q0[sq003]. activity number in lesson [3]":[726],"r234q0[sq001]. elaborate activity [yes, please show additional fields]":[735],"a1hows[d3g3o1d]. hows [assess how multiple impacts and solutions might interact or compound over time.]":[265],"keywords[sq009]. key words (for online filter and search function) []":[146],"agerange[sq004]. age range [13]":[94],"r611q0[sq001]. media [text media]":[506],"r563q0[sq001]. media [text media]":[559],"r1024q0[sq009]. activity number in lesson [9]":[542],"r570q0[d1g4o3b]. hows [analyse reviews of the website, platform or media outlet.]":[408],"r246q0[d2g1o2a]. hows [identify empirical evidence.]":[611],"r421q0[sq002]. student output form [oral presentation]":[495],"r570q0[d1g2o3c]. hows [for ai: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]":[401],"agerange[sq007]. age range [16]":[97],"lastpage. last page":[6],"r570q0[d2g2o1a]. hows [examine how the information is framed.]":[425],"r246q0[d1g2o3c]. hows [for ai: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]":[591],"r611q0[sq003]. media [visual media]":[508],"r563q0[sq005]. media [interactive media]":[563],"a1number[sq001]. activity number in lesson [1]":[154],"r942q0[s010]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 10]":[766],"a1sapp[other]. app [other]":[322],"r276q0[d1g4o3c]. hows [verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]":[789],"r570q0[d4g1o4b]. hows [simulate the engagement.]":[467],"subjectlo. subject-specific learning objective of the lesson":[90],"a1evaluationcriteria. evaluation / assessment criteria":[176],"a1media[sq005]. media [interactive media]":[183],"r1018q0. model solution":[502],"a1hows[d4g3o1b]. hows [identify a hook to grab the recipients’ attention.]":[286],"r570q0[d3g3o1d]. hows [assess how multiple impacts and solutions might interact or compound over time.]":[455],"r263q0. activity instruction":[546],"r709q0. evaluation / assessment criteria":[556],"r753q0. evaluation / assessment criteria":[503],"a1hows[d2g4o2a]. hows [analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]":[252],"r570q0[d1g4o1a]. hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[403],"r373q0[sq004]. activity number in lesson [4]":[347],"authors[sq008]. author(s) [family name, given name]":[22],"a1smedia[sq001]. media [text media]":[316],"r570q0[d1g4o4a]. hows [checklist: intended audience investigation]":[410],"a1hows[d1g2o3b]. hows [for social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. look at engagement metrics.]":[210],"r800q0[sq010]. activity number in lesson [10]":[733],"a1hows[d2g2o1b]. hows [examine the use of rhetorical devices.]":[236],"r246q0[d4g3o3a]. hows [identify likely counter-arguments.]":[673],"a1outputform[sq001]. student output form [text]":[167],"a1sinstruction. activity instruction":[303],"r612q0[sq006]. student output form [product (e.g. prototype, website, etc.)]":[689],"r276q0[d2g1o1b]. hows [identify verbal cues that indicate arguments and evidence or examples.]":[800],"r570q0[d4g2o1b]. hows [previous knowledge]":[470],"r570q0[d2g2o1c]. hows [identify sensational and emotional language used to influence the audience.]":[427],"r829q0[s018]. provide all sources you used in this activity [reference / source 18]":[531],"r570q0[d4g3o2c]. hows [(re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]":[481],"subjects[ao06]. subject(s) [chemistry]":[71],"agerange[sq003]. age range [12 ]":[93],"materials[sq007]. required teaching materials []":[127],"keywords[sq006]. key words (for online filter and search function) []":[143],"a1hows[d4g4o1a]. hows [identify what you will be able to do.]":[298],"r246q0[d4g1o4c]. hows [apply skills of dialogue.]":[658],"r570q0[sq109]. hows [checklist]":[482],"a1steachertips. tips, tricks, and suggestions for practice":[323],"a1sreference[s014]. provide all sources you used in this activity [reference / source 14]":[337],"a1hows[d3g1o1c]. hows [determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]":[256],"a1number[sq006]. activity number in lesson [6]":[159],"r246q0[d1g4o1a]. hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[593],"learningoutcome3. learning outcome":[52],"r276q0[d1g4o2a]. hows [evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]":[785],"r246q0[d1g1o3a]. hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[584],"r953q0[sq001]. student output form [text]":[547],"r570q0[d3g1o1c]. hows [determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]":[446],"subjects[ao10]. subject(s) [technology]":[75],"r407q0. app":[564],"a1hows[d2g2o1c]. hows [identify sensational and emotional language used to influence the audience.]":[237],"a1hows[d4g1o2c]. hows [weigh the effect of potential forms of engagement.]":[273],"r246q0[d4g4o2b]. hows [determine success criteria.]":[680],"r570q0[d4g1o2b]. hows [select the type of civic engagement you would like to take (inform, argue, take action - how).]":[462],"misconcepts. potential learner misconceptions or potential misinformation in society regarding the ssi topic":[44],"r174q0[s001]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 1]":[567],"agerange[sq008]. age range [17 ]":[98],"materials[sq005]. required teaching materials []":[125],"a1sreference[s002]. provide all sources you used in this activity [reference / source 2]":[325],"r953q0[sq006]. student output form [product (e.g. prototype, website, etc.)]":[552],"yearslearning[sq002]. year of subject learning [2nd year]":[102],"authors[sq006]. author(s) [family name, given name]":[20],"a1sreference[s008]. provide all sources you used in this activity [reference / source 8]":[331],"a1reference[s007]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 7]":[193],"r42q0[sq006]. student output form [product (e.g. prototype, website, etc.)]":[362],"r276q0[d1g2o1a]. hows [identify the scientific issue you would like to know more about.]":[776],"r276q0[d1g1o2c]. hows [explain the role ai, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]":[773],"r570q0[d4g2o2b]. hows [be objective and concise.]":[473],"r460q0[s001]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 1]":[377],"learningoutcome10. learning outcome":[59],"r246q0[d2g1o1a]. hows [identify verbal cues that indicate opinions or uncertainty.]":[609],"r570q0[d4g4o2a]. hows [outline steps and a timeline.]":[489],"a1hows[d1g4o3c]. hows [verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]":[219],"r503q0[sq001]. elaborate activity [yes, please show additional fields]":[355],"r740q0. briefly describe the method you use.":[505],"r276q0[d1g1o2b]. hows [explain the influence of algorithms on search results and on social media feeds.]":[772],"r246q0[d1g1o1b]. hows [categorise information sources into different types (recipients etc.)]":[580],"r174q0[s009]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 9]":[575],"authors[sq002]. author(s) [family name, given name]":[16],"cause5. due to ...":[42],"r631q0[sq002]. media [audio media]":[750],"materials[sq006]. required teaching materials []":[126],"r953q0[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[549],"startdate. date started":[10],"learningoutcome1. learning outcome":[50],"a1teachertips. tips, tricks, and suggestions for practice":[186],"a1hows[d2g2o3c]. hows [examine the political climate. consider the political context at the time the information was created.]":[244],"a1hows[d1g1o2b]. hows [explain the influence of algorithms on search results and on social media feeds.]":[202],"r276q0[d1g3o1a]. hows [identify visual indications of sponsored content → checklist]":[791],"r246q0[d4g4o2a]. hows [outline steps and a timeline.]":[679],"authors[sq003]. author(s) [family name, given name]":[17],"r875q0[s007]. provide all sources you used in this activity [reference / source 7]":[710],"r875q0[s003]. provide all sources you used in this activity [reference / source 3]":[706],"r570q0[d3g3o1a]. hows [identify impacts and solutions that benefit one group while meaning drawbacks for another.]":[452],"r570q0[d1g1o2c]. hows [explain the role ai, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]":[393],"a1hows[d2g3o1b]. hows [visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]":[247],"keywords[sq002]. key words (for online filter and search function) []":[139],"r246q0[d2g2o1a]. hows [examine how the information is framed.]":[615],"a1hows[d1g1o3a]. hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[204],"r612q0[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[688],"language[other]. lesson plan language [other]":[28],"a1modelsolution. model solution":[175],"r875q0[s016]. provide all sources you used in this activity [reference / source 16]":[719],"r570q0[d1g3o1d]. hows [for databases and library catalogues: checklist]":[402],"a1hows[d2g3o1c]. hows [evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]":[248],"r570q0[d4g1o1a]. hows [identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]":[458],"r829q0[s007]. provide all sources you used in this activity [reference / source 7]":[520],"r276q0[d1g3o3a]. hows [scan the titles for keywords that match your search query.]":[796],"r460q0[s003]. for any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [source 3]":[379],"materials[sq016]. required teaching materials []":[136],"a1socialform. suggested social form":[177],"r829q0[s012]. provide all sources you used in this activity [reference / source 12]":[525],"r570q0[d4g1o1b]. hows [identify gaps in existing efforts addressing these needs.]":[459]},"PLANCOLUMNS":["O","P","Q","R","S","T","U","V","W","X","Y","Z","AA","AB","AC","AD","AE","AF","AG","AH","AI","AJ","AK","AL","AM","AN","AO","AP","AQ","AR","AS","AT","AU","AV","AW","AX","AY","AZ","BA","BB","BC","BD","BE","BF","BG","BH","BI"]},"TAB":"BIP","SOURCE":"google:BIP","CELLS":{"AP:676":"N/A","Q:536":"Yes","AW:259":"N/A","BG:773":"N/A","U:742":"N/A","AF:603":"N/A","X:426":"N/A","V:787":"N/A","BF:200":"N/A","AT:780":"N/A","BF:433":"N/A","AA:251":"N/A","BH:426":"N/A","AJ:285":"N/A","Z:155":"No","X:621":"N/A","AE:95":"No","BA:479":"N/A","AS:223":"N/A","BG:684":"Yes","AB:700":"N/A","Y:428":"N/A","T:539":"N/A","S:156":"N/A","AG:226":"N/A","D:701":"App","AA:435":"N/A","AE:672":"N/A","P:462":"N/A","AY:166":"Comprendelos siguientes conceptos:&nbsp;\n - ¿Qué es la ingeniería genética? (Necesita ser apoyado con imágenes y vídeos).&nbsp;\n - ¿Qué son los bebés modificados genéticamente, más conocidos como bebés a la carta? (Necesita ser apoyado con imágenes).\n - ¿Cuáles son las diferencias entre una línea celular somática y una germinal? (Necesita ser apoyado por la imagen que se puede encontrar en el siguiente enlace:&nbsp;https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/).\n - ¿Qué es la técnica CRISPR? (Necesita ser apoyado con vídeos explicativos).&nbsp;","P:481":"N/A","AT:654":"N/A","AV:444":"N/A","Z:647":"N/A","Y:583":"N/A","AD:480":"N/A","Y:258":"N/A","W:598":"N/A","AT:665":"N/A","AF:500":"N/A","U:211":"N/A","AU:71":"No","AR:310":"No","AK:108":"Yes","AD:466":"N/A","AB:659":"N/A","AB:608":"N/A","BI:743":"N/A","U:248":"N/A","AT:410":"N/A","BE:254":"N/A","BC:424":"N/A","AN:34":"No","G:423":"r570q0[D2G1O2c]. HOWs [Check if the information was peer-reviewed.]","S:251":"N/A","BG:751":"N/A","AD:659":"N/A","AK:71":"No","AR:92":"No","BC:67":"No","BE:743":"N/A","BF:226":"N/A","AG:732":"N/A","AW:200":"N/A","AC:304":"N/A","X:594":"N/A","D:190":"Material Sources","AB:108":"No","AH:724":"Yes","AL:232":"N/A","AO:457":"N/A","Z:698":"N/A","AC:230":"N/A","P:78":"No","T:179":"N/A","AQ:601":"N/A","BI:227":"N/A","BD:8":"1.58E+09","AK:652":"N/A","AG:534":"No","AJ:538":"N/A","AX:267":"N/A","BD:725":"No","T:257":"N/A","AG:84":"No","Z:625":"N/A","D:381":"Material Sources","AL:466":"N/A","S:414":"N/A","O:406":"N/A","AQ:680":"N/A","AU:472":"N/A","AP:89":"Nachhaltig leben: Reduzieren (Ridurre), Wiederverwenden (Riutilizzare), Recyceln (Riciclare)","AU:455":"N/A","AJ:211":"N/A","AY:621":"N/A","Z:776":"N/A","AS:509":"N/A","G:125":"Materials[SQ005]. Required teaching materials []","AD:181":"N/A","AS:439":"N/A","AI:608":"N/A","AR:489":"N/A","AS:72":"No","Q:47":"Identify biased information.","AP:630":"N/A","S:283":"N/A","AY:553":"N/A","W:183":"N/A","Z:154":"Yes","BI:605":"N/A","X:358":"N/A","AQ:464":"N/A","AA:559":"N/A","BI:772":"N/A","BC:563":"N/A","AX:104":"Yes","AO:461":"N/A","AX:441":"N/A","G:631":"r246q0[D2G4O1c]. HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","BG:398":"N/A","AU:202":"N/A","AN:173":"N/A","V:438":"N/A","AN:276":"N/A","P:115":"No","BH:352":"N/A","R:94":"No","AT:622":"N/A","AI:596":"N/A","AH:395":"N/A","AD:425":"N/A","AJ:628":"N/A","AO:634":"N/A","AX:785":"N/A","W:752":"N/A","AR:507":"N/A","AH:100":"No","AJ:392":"N/A","AH:602":"N/A","R:392":"N/A","AT:474":"N/A","AI:14":"2025","AW:684":"N/A","Y:218":"N/A","AA:751":"N/A","BE:31":"No","AU:181":"N/A","AR:647":"N/A","AI:426":"N/A","O:749":"N/A","AJ:660":"N/A","AF:166":"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.","W:161":"N/A","X:727":"N/A","AG:771":"N/A","BI:78":"No","O:78":"No","T:271":"N/A","X:227":"N/A","AO:115":"No","Q:157":"No","AC:537":"No","O:508":"N/A","Y:165":"No","BC:688":"N/A","O:204":"N/A","BF:771":"N/A","AC:441":"N/A","AE:394":"N/A","AN:209":"N/A","AB:592":"N/A","BH:344":"No","AG:641":"N/A","AW:617":"N/A","AF:113":"No","BB:182":"N/A","AO:178":"Einführung\n \n \n Begrüßen Sie die Schüler*innen, führen Sie in das Thema ein und stellen Sie die Verbindung zu den vorherigen Stunden der Unterrichtsreihe her.\n \n \n Think – Pair (Kleingruppe) – Share:\n \n \n \n Die Schüler*innen notieren, was sie aus den vorherigen Stunden der Reihe noch wissen.\n Anschließend besprechen sie ihre Notizen mit einem Partner.\n Sie geben Stichwörter in ein Mentimeter ein (das idealerweise von der Lehrkraft erstellt wurde, damit die Ergebnisse präsentiert werden können). Die Schüler*innen können die Stichwörter in jeder Sprache eingeben, da sie später besprochen werden.\n Im letzten Schritt wird das Mentimeter im Plenum diskutiert.","AI:167":"Yes","AK:234":"N/A","W:163":"N/A","AG:206":"N/A","AI:103":"No","BG:183":"N/A","P:671":"N/A","AM:256":"N/A","AR:434":"N/A","Q:634":"N/A","AH:270":"N/A","Q:769":"N/A","AE:695":"Learners will work in groups (same groups as in activity 2). Each group will be given 6 cards with statements about antibiotics: two will be opinions, two will be isolated facts (data without context), and the other two will be arguments with evidence. They will classify them into three categories: Opinions - Isolated facts – Arguments, gluing the cards in the appropriate column. In addition, they have to underline verbal cues that helped them classified the statements, such as:&nbsp;Opinion:&nbsp;I think, probably, should.Argument:&nbsp;According to, for example, research.When they finish, perform a common discussion. Each group explains the classification of one statement and justifies it:&nbsp;Regarding task 1 for learners: Why do you think that sentence is an opinion/fact/argument?&nbsp;What words give you clues?&nbsp;Together, we recap what is important to differentiate between opinion, isolated facts and arguments, completing a list of things to keep in mind.Regarding task 2 for learners: With the knowledge you already have, what do you think about the content of those statements?&nbsp;We will appreciate previous misconceptions of the children, and take the chance to clarify them, relating them to the previous activities, and also providing a link to the second biology lesson. With the examples of statements given, we can address the issue of using antibiotics for viral infections, connecting it to the model previously created; the importance of having antibiotics prescribed by a doctor and following the prescribed treatment; and once again introduce the concept of antibiotic resistance, which will be explored in the next lesson.","O:34":"N/A","AH:137":"50","AL:410":"N/A","AZ:563":"N/A","V:220":"N/A","R:623":"N/A","AR:624":"N/A","AC:455":"N/A","BF:440":"N/A","AQ:8":"9.20E+08","R:470":"N/A","S:264":"N/A","AE:483":"N/A","D:42":"SSI Topic","V:636":"N/A","AB:552":"N/A","AP:562":"N/A","P:450":"N/A","BH:393":"N/A","AG:780":"N/A","AX:200":"N/A","AB:751":"N/A","BC:503":"Účast – Aktivně se zapojuje do úklidové činnosti a respektuje spolupráci s členy skupiny.\n Třídění odpadu – Správně rozpoznává a třídí druhy odpadu (např. plast, papír, směsný odpad).","AK:782":"N/A","AU:347":"No","G:547":"r953q0[SQ001]. Student output form [Text]","AB:163":"N/A","AX:730":"N/A","AO:676":"N/A","AX:776":"N/A","BG:360":"N/A","T:62":"Define your message.","BF:609":"N/A","AJ:675":"N/A","AG:482":"N/A","BD:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","X:309":"N/A","AQ:447":"N/A","O:477":"N/A","AI:433":"N/A","AL:649":"N/A","BG:544":"15","AP:671":"N/A","AZ:580":"N/A","BI:215":"N/A","AB:601":"N/A","BI:536":"Yes","D:96":"Learner Age Range","R:785":"N/A","O:408":"N/A","AF:794":"N/A","BB:494":"N/A","U:750":"N/A","BI:726":"N/A","AU:560":"N/A","R:427":"N/A","BE:417":"N/A","AD:203":"N/A","BB:445":"N/A","AJ:409":"N/A","AX:282":"N/A","AQ:580":"N/A","R:182":"No","AE:421":"N/A","AE:211":"N/A","AH:549":"No","AQ:104":"No","AG:785":"N/A","BH:216":"N/A","AV:142":"Kritisk lesning","AL:536":"N/A","AA:790":"N/A","V:304":"N/A","AM:665":"N/A","AX:9":"HPYHpSwGki3aaRa","Q:726":"No","AS:610":"N/A","AY:310":"N/A","AR:247":"N/A","BE:307":"N/A","BA:476":"N/A","AO:154":"Yes","O:626":"N/A","BA:434":"N/A","AK:36":"Environmental pollution: waste","W:422":"N/A","BC:499":"Yes","T:441":"N/A","AX:139":"Kabeljau","AY:261":"N/A","R:355":"Yes","BI:99":"Yes","BD:274":"N/A","BD:99":"No","BB:469":"N/A","U:793":"N/A","AY:490":"N/A","AG:215":"N/A","BC:282":"N/A","AK:91":"No","AO:730":"N/A","AK:770":"N/A","AE:459":"N/A","AA:589":"N/A","BI:93":"No","AS:726":"No","AE:96":"No","AH:317":"N/A","R:626":"N/A","AP:439":"N/A","BC:273":"N/A","Y:37":"due to domestic overconsumption / throw-away habits","BH:756":"Le domande possono essere:&nbsp;\n Sapevi cosa significa fast fashion prima?&nbsp;\n Quante volte acquisti un nuovo capo di abbigliamento?&nbsp;\n Dove acquisti i vestiti?&nbsp;\n Quante volte al mese/all'anno acquisti un capo di fast fashion?&nbsp;\n Dove acquisti o hai acquistato fast fashion?","AY:167":"N/A","X:496":"N/A","BF:394":"N/A","R:396":"N/A","AR:362":"N/A","AS:769":"N/A","AK:631":"N/A","AN:403":"N/A","AB:284":"N/A","AW:454":"N/A","AS:469":"N/A","AF:224":"N/A","AH:154":"No","R:457":"N/A","AE:292":"N/A","G:543":"r1024q0[SQ010]. Activity number in lesson [10]","AM:170":"N/A","AW:489":"N/A","AT:398":"N/A","AO:667":"N/A","BE:265":"N/A","BB:658":"N/A","AS:672":"N/A","BG:729":"N/A","BA:789":"N/A","Z:598":"N/A","AO:402":"N/A","Y:67":"No","BA:781":"N/A","AC:595":"N/A","BD:627":"N/A","Y:487":"N/A","AX:546":"Teil 1: Stakeholder-Präsentationen (ca. 15 Minuten)&nbsp;\n Ziel: Jede Gruppe präsentiert und begründet ihre Position vor einem simulierten Regierungsgremium.\n Die Schülerinnen und Schüler werden:&nbsp;\n • Erklären, was ihnen als Stakeholder am wichtigsten ist&nbsp;• Die Maßnahmen, die sie unterstützen oder ablehnen, zusammenfassen und begründen&nbsp;• Ihre politischen Vorschläge überzeugend und mit Belegen präsentieren&nbsp;\nTeil 2: Stakeholder-Diskussion / Regierungsanhörung (ca. 15 Minuten)&nbsp;\n Ziel: Die Schülerinnen und Schüler beteiligen sich an einer strukturierten Rollenspieldiskussion, in der sie debattieren, analysieren und gemeinsame Lösungen vorschlagen.\nDie Schülerinnen und Schüler werden:&nbsp;\n • Verschiedene Stakeholder-Positionen vergleichen&nbsp;• Widersprüchliche Vorschläge respektvoll kritisieren&nbsp;• Stärken und Schwächen politischer Maßnahmen bewerten\n • Kompromisse aushandeln und eine ausgewogene, gemeinsame Lösung vorschlagen","AA:283":"N/A","AM:440":"N/A","AK:689":"N/A","AP:644":"N/A","AY:550":"N/A","AO:792":"N/A","AT:255":"N/A","BH:233":"N/A","P:615":"N/A","AA:282":"N/A","AJ:292":"N/A","AO:260":"N/A","BI:632":"N/A","AP:549":"N/A","BA:422":"N/A","BE:259":"N/A","AG:260":"N/A","AV:166":"1. Undersøk artikkelen ved å svare på følgende spørsmål.&nbsp;\n \n \n Tid for publisering&nbsp;\n \n \n - Når ble informasjonen publisert eller lagt ut?&nbsp;\n \n \nRelevans&nbsp;\n \n \n - Hvem er den tiltenkte målgruppen?&nbsp;\n \n \n Autoritet&nbsp;\n \n \n - Hvem er forfatteren/utgiveren/kilden/sponsoren?&nbsp;\n \n \n - Hva er forfatterens referanser eller organisasjonstilknytning?&nbsp;\n \n \n - Er forfatteren kvalifisert til å skrive om emnet?&nbsp;\n \n \n- Finnes det kontaktinformasjon, for eksempel utgiver eller e-postadresse?&nbsp;\n \n \nNøyaktighet&nbsp;\n \n \n - Hvor kommer informasjonen fra?&nbsp;\n \n \n- Virker språket eller tonen objektiv og fri for følelser?&nbsp;\n \n \n Formål&nbsp;\n \n \n - Hva er formålet med informasjonen? Skal den informere, undervise, selge, underholde eller overtale?&nbsp;\n \n \n - Er informasjonen fakta, meninger eller propaganda?&nbsp;\n \n \n- Fremstår synspunktet som objektivt og upartisk?&nbsp;\n \n \n\n \n \n Kilde for CRAAP-testen som brukes her: https://library.etbi.ie/sources2/craap&nbsp;\n \n \n \n \n \n2. Diskuter hvorfor det er nyttig å lære om artikkelens kontekst.","AU:633":"N/A","U:495":"No","O:637":"N/A","AB:419":"N/A","Q:674":"N/A","AM:477":"N/A","G:765":"r942q0[S009]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 9]","AK:637":"N/A","U:446":"N/A","Z:346":"No","BG:116":"No","AI:36":"Environmental pollution: waste","U:79":"No","AY:450":"N/A","V:238":"N/A","V:482":"N/A","AT:262":"N/A","BB:675":"N/A","Z:181":"N/A","BF:472":"N/A","BD:449":"N/A","V:411":"N/A","AK:287":"N/A","BI:735":"N/A","AR:593":"N/A","BH:319":"N/A","AH:579":"N/A","AN:291":"N/A","AD:285":"N/A","O:71":"No","V:13":"https://web-mail.uibk.ac.at/","AK:616":"N/A","AJ:283":"N/A","AN:779":"N/A","T:183":"N/A","BE:438":"N/A","AG:270":"N/A","AP:36":"Environmental pollution: waste","AL:358":"N/A","AO:388":"This activity is replaced by the following SciLMi activity.","G:414":"r570q0[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","W:251":"N/A","AO:631":"N/A","BE:484":"N/A","BF:222":"N/A","BE:686":"N/A","D:380":"Material Sources","W:605":"N/A","Q:778":"N/A","BI:788":"N/A","Q:88":"Misconceptions about sharks and shark overfishing","AL:304":"N/A","AC:778":"N/A","W:414":"N/A","D:742":"Student Output Form","V:394":"N/A","AW:165":"No","BH:689":"N/A","Q:731":"N/A","BC:258":"N/A","G:355":"r503q0[SQ001]. Elaborate activity [Yes, please show additional fields]","AJ:613":"N/A","AP:304":"N/A","P:240":"N/A","AY:113":"No","AJ:742":"N/A","AK:607":"N/A","AA:586":"N/A","AO:793":"N/A","BE:230":"N/A","BB:563":"N/A","BD:797":"N/A","BA:607":"N/A","AX:545":"No","AX:626":"N/A","U:624":"N/A","BD:584":"N/A","BD:70":"No","AC:289":"N/A","AV:615":"N/A","AC:783":"N/A","AT:653":"N/A","BA:371":"N/A","AE:597":"N/A","AN:680":"N/A","BD:497":"N/A","AW:505":"Studenti se zapojují do badatelské a projektové výuky. Musí prozkoumat zvolené téma, určit věrohodné zdroje a poté prokázat své porozumění vytvořením informativního a přesvědčivého plakátu. Procvičují si kritické myšlení, spolupráci, kreativitu, propojení školy a reálného světa a komunikační dovednosti.","U:278":"N/A","BG:679":"N/A","AP:70":"No","Y:397":"N/A","BG:275":"N/A","G:345":"r373q0[SQ002]. Activity number in lesson [2]","V:698":"N/A","AX:116":"No","BB:479":"N/A","P:648":"N/A","G:694":"r747q0. Suggested social form","Y:207":"N/A","G:245":"A1Hows[D2G3O1a]. HOWs [Identify common logical fallacies. -&gt; Checklist: logical fallacies]","V:628":"N/A","U:223":"N/A","AM:154":"N/A","AX:83":"No","G:153":"NumberActivities. Number of activities in this lesson","Z:209":"N/A","AW:458":"N/A","S:668":"N/A","AW:600":"N/A","AV:424":"N/A","BC:89":"Recyklace za zdmi třídy","AH:267":"N/A","W:79":"No","AI:656":"N/A","BB:395":"N/A","AY:637":"N/A","BC:497":"No","W:464":"N/A","AA:309":"No","AA:306":"Yes","O:641":"N/A","BA:547":"N/A","W:154":"Yes","AN:44":"Menschen werden resistent (Resistenzen treten bei Bakterien auf, nicht im menschlichen Körper).&nbsp;\n Manche denken vielleicht, sie sollten die Einnahme von Antibiotika beenden, sobald sie sich besser fühlen (ein vorzeitiges Absetzen von Antibiotika kann dazu führen, dass Bakterien überleben und möglicherweise Resistenzen entwickeln; es ist wichtig, die gesamte verschriebene Behandlung abzuschließen).&nbsp;\n Antibiotika wirken bei allen Arten von Infektionen (sie behandeln nur bakterielle Infektionen).&nbsp;\n Antibiotikaresistenz ist nur ein Problem für Menschen, die oft Antibiotika einnehmen (resistente Bakterien können sich auf jeden ausbreiten, auch auf diejenigen, die selten oder nie Antibiotika einnehmen).","AZ:751":"N/A","BA:787":"N/A","AC:677":"N/A","BH:769":"N/A","Z:789":"N/A","AW:732":"N/A","AX:348":"N/A","AK:167":"N/A","AM:171":"N/A","AK:582":"N/A","R:773":"N/A","T:455":"N/A","AA:96":"No","Z:474":"N/A","AU:10":"2025-07-15 07:49:17","AW:12":"178.164.177.239","AR:68":"No","T:10":"2025-06-11 14:20:58","AT:416":"N/A","X:449":"N/A","AK:391":"N/A","AQ:96":"No","BD:68":"No","BD:632":"N/A","BD:430":"N/A","AS:234":"N/A","AM:690":"N/A","AK:420":"N/A","AC:639":"N/A","BA:735":"N/A","Y:418":"N/A","U:414":"N/A","X:798":"N/A","BD:137":"50","AA:234":"N/A","AQ:346":"N/A","Q:699":"No","AS:793":"N/A","Z:179":"N/A","AS:727":"Yes","AC:9":"jlZ0wEYCf8sAHwq","AI:425":"N/A","BH:362":"No","BE:306":"N/A","Q:180":"N/A","AO:224":"N/A","BC:729":"N/A","AR:630":"N/A","G:318":"A1SMedia[SQ003]. Media [Visual media]","AB:653":"N/A","AH:414":"N/A","AK:157":"No","AA:88":"Engineered babies","AU:465":"N/A","AZ:228":"N/A","Z:233":"N/A","AW:305":"N/A","AS:561":"Yes","T:350":"N/A","AW:616":"N/A","BC:242":"N/A","AQ:800":"N/A","AH:689":"N/A","AC:673":"N/A","AR:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","BA:561":"N/A","BI:462":"N/A","AI:414":"N/A","AH:242":"N/A","AS:9":"vG3PviU5dNw4AEu","R:607":"N/A","BI:208":"N/A","AW:444":"N/A","AF:728":"No","G:415":"r570q0[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","V:121":"Worksheets","AP:777":"N/A","D:106":"Year of Subject Learning","O:627":"N/A","BA:455":"N/A","BC:222":"N/A","AL:248":"N/A","BB:99":"No","AA:315":"In 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.","AK:5":"2025-06-25 09:02:29","AN:207":"N/A","R:361":"No","T:550":"N/A","AR:236":"N/A","AL:624":"N/A","AK:285":"N/A","Z:624":"N/A","AN:593":"N/A","BE:600":"N/A","AK:591":"N/A","Q:438":"N/A","BC:347":"N/A","BB:790":"N/A","BA:495":"N/A","AL:352":"N/A","AN:179":"N/A","AP:731":"N/A","AB:586":"N/A","BC:70":"No","P:742":"N/A","AM:537":"N/A","S:216":"N/A","BG:357":"N/A","BE:724":"N/A","AQ:610":"N/A","BH:726":"No","AG:277":"N/A","T:167":"N/A","V:792":"N/A","R:587":"N/A","U:736":"Follow-up lesson:\n Create the planned post in Canva, taking into account the target group, specifics of each medium and include the following criteria:\n \n An Instagram post has to contain:\n - at least one picture or video (real-life or computer-generated) with\n - spoken/visual text\n - a caption&nbsp;\n - hashtags\n - optional: mentions (in case of cooperation), music, information about AI use, information about advertisement (in case of cooperation with a business)\n \n An Instagram reel has to contain:\n -&nbsp;video (either real-life or computer-generated)\n - spoken and/or visual text\n - music\n - optional:&nbsp;mentions (in case of cooperation), information about AI use, information about advertisement (in case of cooperation with a business)\n \n A set of Instagram stories has to contain:\n - picture or video (real-life or computer-generated\n - spoken and/or visual text\n -optional:&nbsp;mentions (in case of cooperation), information about AI use, information about advertisement (in case of cooperation with a business)\n \n In another follow-up lesson, they could create accounts and publish their postings.","AY:502":"Esta es una actividad abierta, por lo que hay muchas respuestas válidas diferentes. Sin embargo, a continuación se presentan algunas referencias de posibles respuestas generales que incorporan explícitamente los puntos principales del texto proporcionado y abordan la dimensión ética.&nbsp;\n \n \n Grupo 1: Niños (8-12 años) - El Desafío Creativo\n \n \n Objetivo Principal: Explicar visualmente que CRISPR es una potente \"herramienta de edición de rasgos físicos\" y usar la historia de Lulu y Nana para mostrar por qué las reglas de seguridad son importantes. Esto requiere simplificar los conceptos científicos y centrarse en las claras consecuencias éticas de un exoerimento \"secreto\".&nbsp;\n Puntos Clave a Cubrir en la Infografía:&nbsp;\n \n La ciencia: Explicar en qué consiste el método de moficación genética CRISPR usando una metáfora simple, como \"tijeras genéticas\".El caso: Presentar al científico (He Jiankui) y las gemelas (Lulu y Nana) y lo que científico inentó hacer.&nbsp;El problema ético:&nbsp;Mostrar claramente que el experimento se realizó en secreto y no era necesario porque ya existían métodos más seguros para prevenir la transmisión del VIH.&nbsp;Las consecuencias: Mostrar la existencia de riesgos para la salud para las niñas y que el científico fue castigado.&nbsp;\n \n \n \n Estrategia Específica de BioRender:\n \n \n Usar iconos como personajes: Los estudiantes deben usar la biblioteca de iconos de BioRender como sus personajes principales. Pueden encontrar iconos de \"Humano\" (para representar al científico) y \"Bebé\" (para Lulu y Nana). La historia se cuenta por lo que les sucede a estos iconos.Simplificar la ciencia visualmente: En lugar de un diagrama complejo, pueden representar el ADN con el simple icono de \"Hélice de ADN\". Pueden usar el icono de \"Tijeras\" de la biblioteca de equipos de laboratorio para representar CRISPR.Abordar Explícita y Visualmente los Fallos Éticos: Por ejemplo, utilizar una gran \"X\" roja sobre un panel con la etiqueta \"El Experimento Secreto\" o \"Sin Permiso\". O colocar un icono que represente un signo de interrogación junto a los iconos de infante para representar el futuro desconocido a nivel de salud.Crear una narrativa visual: Pueden diseñar una infografía de 3 paneles:Panel 1: La herramienta. Mostrar el ADN. Icono de hélice con una sección \"rota\". Luego, mostrar el icono de \"Tijeras\" reparándola.Panel 2: El uso incorrecto. Mostrar el icono del científico \"Humano\" usando las \"Tijeras\" en la \"Hélice de ADN\" que pertenece a los iconos de los \"Bebés\". Colocarlo dentro de un \"Tubo de Ensayo\" para mostrar que es un experimento con un símbolo claro que muestre que fue un secreto o un error.&nbsp;Panel 3: La consecuencia. Mostrar los iconos de los \"Bebés\", pero ahora su \"Hélice de ADN\" parece desordenada o tiene iconos de \"Signo de Advertencia\" al lado para representtar los riesgos de salud desconocidos, y un símbolo para el castigo del científico, como un icono de una persona tras las rejas.&nbsp;\n \n \n \n \n \n \n \n \n \n \n \n Grupo 2: Jóvenes Adultos (18-25 años) - La Explicación Experta en Tecnología\n \n \n Objetivo Principal: Desglosar visualmente el mecanismo CRISPR y usar el caso de Lulu y Nana para analizar los riesgos inmediatos y el potencial futuro de la tecnología, así como, sus fallos éticos y científicos.&nbsp;\n Puntos Clave a Cubrir en la Infografía:&nbsp;\n La Ciencia: Crear un&nbsp; diagram detallado que explique como la técnica CRISPR-Cas9 se dirige y edita el gen CCR5.Los Fallos Científicos: Ilustrar visualmente los fallos científicos específicos, como el \"mosaicismo\" y los \"efectos fuera del objetivo\".&nbsp;Las Violaciones Éticas: Resaltar cómo el experimento violó las pautas éticas establecidas (por ejemplo, falta de necesidad médica, documentos de aprobación falsificados, elusión de la revisión por pares).Las Consecuencias:&nbsp;Abordar las dos posibles consecuencias: los riesgos para la salud desconocidos y el impacto negativo en la reputación de la comunidad científica.&nbsp;\n \n \n Estrategia Específica de BioRender:\n \n \n Crear un diagrama de mecanismo detallado: Esto es obligatorio. Los estudiantes deben usar la biblioteca de \"Proteínas y Moléculas\" de BioRender para construir un diagrama preciso de CRISPR-Cas9, mostrando el ARN guía que dirige la enzima Cas9 al ADN objetivo para un corte preciso.Ilustrar visualmente los fallos: Pueden crear potentes diagramas para mostrar lo que salió mal en el caso:Mosaicismo: Crear un panel que muestre un grupo de \"Células\". Dentro de algunas células, la \"Hélice de ADN\" está correctamente editada (quizás coloreada de verde), mientras que en otras, permanece sin editar (coloreada de azul).Efectos fuera de objetivo: Mostrar el complejo principal CRISPR-Cas9 en su objetivo. En otra parte del diagrama, mostrar versiones más pequeñas y fantasma del complejo cortando las partes incorrectas del ADN, con iconos de \"Signo de Advertencia\".Integrar el Análisis Ético: Usar cuadros de texto o anotaciones para conectar los fallos científicos con los fallos éticos.&nbsp;Diseño profesional: Usar una plantilla limpia y de varias secciones. Pueden tener un panel principal para el mecanismo CRISPR y cuadros más pequeños para \"Aplicaciones Potenciales\", \"El Caso Lulu y Nana: Riesgos Revelados\" y \"El Futuro de la Regulación\".\n \n \n \n \n \n \n \n \n Grupo 3: Adultos (más de 30) - El Informe Público Creíble\n Objetivo Principal: Explicar el poder de CRISPR y usar el caso de Lulu y Nana para explorar las graves consecuencias sociales, legales y éticas a largo plazo de la edición de la línea germinal humana.&nbsp;\n Puntos Clave a Cubrir en la Infografía:&nbsp;\n El Contexto Científico: Explicar brevemente el proceso de la técnica CRISPR y el objetivo declarado (inmunidad al VIH).&nbsp;Todo el Proceso Experimental: Hacer un diagrama de toda la secuencia del experimento desde la FIV hasta el nacimiento de las gemelas.&nbsp;Los Fallos Multidimensionales: Para cada paso del proceso, anotar los fallos científicos, éticos y legales que tuvieron lugar.&nbsp;Las Consecuencias de Largo Alcance: Abordar las preguntas profundas planteadas como consecuencia del caso, como la línea entre la terapia y la mejora, y la necesidad de una regulación global.&nbsp;\n Estrategia Específica de BioRender:\n Diagramar todo el proceso experimental: Los estudiantes deben crear un diagrama de flujo central que muestre todo el arco del experimento de He Jiankui utilizando iconos de BioRender. Esto conectaría visualmente: FIV -&gt; Embrión -&gt; Inyección con complejo CRISPR/Cas9 -&gt; Implantación en el Útero -&gt; Bebé.Anotar los fallos éticos: Esto es clave. En cada paso del diagrama de flujo, deben usar las herramientas de etiquetado de BioRender para añadir cuadros de texto que señalen el fallo ético o científico específico. Por ejemplo, junto al icono de \"Embrión\", la etiqueta podría decir: \"Fallo de Supervisión: El experimento en embriones humanos viables se llevó a cabo sin una revisión ética adecuada\".Usar iconos simbólicamente para mostrar las consecuencias: Después de mostrar el proceso científico, pueden crear una sección final de \"Consecuencias\" que utilice otros iconos de BioRender simbólicamente. Por ejemplo:Un icono de un \"Mazo\" para representar las consecuencias legales y la sentencia de He Jiankui.Un icono de un \"Globo Terráqueo\" con un \"Signo de Advertencia\" para representar la condena científica internacional y la necesidad de reglas globales.Un icono de una \"Familia\" junto a un gran \"Signo de Interrogación\" para representar el futuro desconocido de los niños y las profundas preguntas para la sociedad la modificación genética.&nbsp;","AM:183":"N/A","Q:793":"N/A","BA:584":"N/A","BE:441":"N/A","AQ:420":"N/A","V:154":"Yes","AR:246":"N/A","V:544":"30","AS:251":"N/A","AP:274":"N/A","AH:739":"No","AH:34":"No","BG:619":"N/A","Z:781":"N/A","U:260":"N/A","AX:241":"N/A","AN:415":"N/A","X:160":"N/A","T:272":"N/A","AR:110":"No","BH:507":"N/A","BI:582":"N/A","AH:769":"N/A","AZ:270":"N/A","AD:689":"N/A","AR:669":"N/A","BH:295":"N/A","AC:650":"N/A","AT:670":"N/A","BA:563":"N/A","AN:477":"N/A","AQ:487":"N/A","AA:108":"No","AY:429":"N/A","AT:446":"N/A","BI:234":"N/A","BE:737":"N/A","AS:318":"N/A","BE:185":"Canva","R:627":"N/A","Y:272":"N/A","BI:360":"N/A","AD:543":"N/A","BD:616":"No","AK:427":"N/A","V:451":"Yes","U:494":"No","AQ:607":"N/A","W:263":"N/A","BC:469":"N/A","BD:80":"No","AD:389":"N/A","AY:563":"N/A","AT:244":"N/A","AI:770":"N/A","AH:423":"N/A","BI:479":"N/A","S:788":"N/A","V:139":"Cod","AI:738":"N/A","Q:441":"N/A","BH:421":"N/A","AN:547":"N/A","BA:213":"N/A","U:49":"Communicate established viewpoints on a socio-scientific issue: Inform.","AO:408":"N/A","AG:246":"N/A","AU:774":"N/A","O:306":"N/A","Z:33":"No","AI:96":"Yes","BG:789":"N/A","Z:676":"N/A","W:451":"N/A","AM:402":"N/A","BG:485":"N/A","AX:108":"No","AM:641":"N/A","BA:784":"N/A","R:95":"No","W:590":"N/A","AT:658":"N/A","Q:648":"N/A","BG:282":"N/A","AX:399":"N/A","AW:268":"N/A","X:484":"N/A","AB:459":"N/A","Q:422":"N/A","W:580":"N/A","Q:443":"N/A","AR:297":"N/A","AK:602":"N/A","V:249":"N/A","AC:659":"N/A","Q:32":"No","BB:538":"N/A","V:256":"N/A","BD:734":"5","U:353":"N/A","Q:291":"N/A","U:737":"N/A","W:781":"N/A","Y:465":"N/A","AJ:634":"N/A","AN:498":"N/A","AT:161":"N/A","AF:170":"N/A","BH:92":"No","AQ:617":"N/A","Y:74":"No","AY:12":"77.211.4.42","AX:606":"N/A","Z:12":"178.164.177.239","U:481":"N/A","BD:351":"N/A","BC:473":"N/A","BE:776":"N/A","AK:641":"N/A","AH:159":"No","AV:108":"Yes","AB:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AJ:612":"N/A","AL:443":"N/A","BG:438":"N/A","Q:235":"N/A","W:49":"Take action to become a responsible democratic citizen.","AD:664":"N/A","AW:245":"N/A","AC:234":"N/A","G:186":"A1TeacherTips. Tips, tricks, and suggestions for practice","AR:700":"N/A","AQ:266":"N/A","AH:294":"N/A","AU:103":"No","AA:665":"N/A","BH:172":"N/A","AW:278":"N/A","Q:213":"N/A","AI:240":"N/A","BF:488":"N/A","AH:747":"Class activity","AD:788":"N/A","T:463":"N/A","AH:372":"No","BC:655":"N/A","BD:698":"No","BB:411":"N/A","AX:254":"N/A","AX:600":"N/A","D:304":"Student Output Form","AP:791":"N/A","AK:628":"N/A","AA:73":"No","AD:550":"N/A","BA:751":"N/A","AF:601":"N/A","AN:588":"N/A","AX:205":"N/A","R:231":"N/A","S:675":"N/A","AB:29":"Fishing for Facts and Making Waves","AH:482":"N/A","AF:780":"N/A","AN:499":"N/A","BH:475":"N/A","AS:586":"N/A","X:591":"N/A","AO:270":"N/A","BD:485":"N/A","W:236":"N/A","AD:97":"No","W:594":"N/A","AG:608":"N/A","AP:649":"N/A","AS:112":"No","AE:444":"N/A","AY:484":"N/A","BE:48":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","AR:35":"N/A","BC:5":"2025-07-23 20:10:45","W:653":"N/A","AR:743":"N/A","Z:775":"N/A","AC:349":"N/A","D:26":"Author(s)","Y:102":"No","S:33":"No","BB:397":"N/A","Y:686":"N/A","AL:750":"N/A","AD:424":"Yes","Q:775":"N/A","AO:482":"N/A","BE:368":"Korrektur für die „Vorgeschlagene Sozialform“:&nbsp;Mischung aus Einzelarbeit, Partnerarbeit und Gruppen-/Klassendiskussion.\n Think-Pair-Share ist eine kooperative Lernstrategie, die individuelle\n Reflexion, Peer-Diskussion und Austausch im Plenum fördert. Die Schüler:innen\n denken zunächst individuell über eine Frage nach, tauschen sich dann zu zweit\n aus und teilen schließlich ihre Erkenntnisse mit der gesamten Gruppe. Diese\n Methode fördert aktive Teilnahme, vertieftes Verständnis sowie die Entwicklung\n von Kommunikations- und kritischen Denkfähigkeiten.","AD:219":"N/A","Z:308":"N/A","D:752":"Resource Type","V:203":"N/A","Z:485":"N/A","AR:172":"N/A","AM:421":"N/A","AI:742":"N/A","AD:273":"N/A","AW:735":"N/A","BH:243":"N/A","Q:586":"N/A","AF:729":"N/A","AO:696":"N/A","AI:237":"N/A","AV:689":"N/A","AA:348":"N/A","AX:663":"N/A","AG:647":"N/A","X:268":"N/A","R:662":"N/A","AX:118":"No","AT:647":"N/A","AO:614":"N/A","AY:689":"N/A","AA:496":"N/A","AD:669":"N/A","BI:94":"No","AU:697":"N/A","AA:699":"N/A","AO:657":"N/A","V:33":"Yes","AV:654":"N/A","AD:791":"N/A","AJ:641":"N/A","AR:483":"N/A","BH:413":"N/A","AH:635":"N/A","AL:687":"N/A","Q:158":"No","P:592":"N/A","AW:456":"N/A","AP:465":"N/A","S:460":"N/A","BF:180":"N/A","AS:293":"N/A","AJ:237":"N/A","AF:248":"N/A","AP:678":"N/A","AS:436":"N/A","BF:360":"N/A","AB:308":"Yes","W:434":"N/A","AR:224":"N/A","BI:228":"N/A","BD:160":"No","AU:656":"N/A","AE:304":"N/A","AZ:441":"N/A","AO:509":"No","AC:622":"N/A","Y:623":"N/A","AL:434":"N/A","Y:304":"N/A","AC:619":"N/A","AG:468":"N/A","BA:284":"N/A","AM:251":"N/A","Q:548":"N/A","W:100":"Yes","AW:217":"N/A","W:607":"N/A","BI:34":"N/A","AB:104":"No","AH:162":"N/A","AH:565":"LimeSurvey","AT:437":"N/A","AR:779":"N/A","O:31":"N/A","AG:775":"N/A","R:43":"Engineered Babies","AM:618":"N/A","AX:544":"30","W:675":"N/A","AQ:627":"N/A","AQ:236":"N/A","BI:490":"N/A","AN:75":"No","AH:536":"No","T:398":"N/A","X:672":"N/A","BC:264":"N/A","AX:7":"en","BA:110":"N/A","AV:696":"N/A","G:246":"A1Hows[D2G3O2a]. HOWs [Identify key concepts.]","T:268":"N/A","BD:674":"N/A","AA:607":"N/A","AO:435":"N/A","AA:441":"N/A","BC:110":"No","AW:631":"N/A","AU:498":"N/A","AZ:214":"N/A","AO:257":"N/A","BI:182":"N/A","AE:229":"N/A","AZ:492":"30","AO:507":"No","AV:397":"N/A","AD:433":"N/A","AI:207":"N/A","W:666":"N/A","AH:700":"N/A","BC:743":"N/A","AH:261":"N/A","AA:649":"N/A","AK:560":"N/A","AA:409":"N/A","AD:370":"N/A","BC:201":"N/A","Y:470":"N/A","AG:212":"N/A","BA:242":"N/A","D:53":"Learning Outcome(s)","AQ:392":"N/A","AN:260":"N/A","AE:669":"N/A","R:779":"N/A","AR:739":"N/A","AM:653":"N/A","O:443":"N/A","AY:170":"N/A","AX:615":"N/A","S:208":"N/A","AX:426":"N/A","AD:89":"Antibiotic Resistance and Environmental Contamination","AU:775":"N/A","AC:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AK:93":"No","O:481":"N/A","BD:593":"N/A","BI:751":"N/A","BD:671":"N/A","AO:621":"N/A","BB:359":"N/A","AS:257":"N/A","G:157":"A1Number[SQ004]. Activity number in lesson [4]","BI:580":"N/A","S:798":"N/A","BH:207":"N/A","G:713":"r875q0[S010]. Provide all sources you used in this activity [Reference / Source 10]","BF:220":"N/A","AX:99":"No","BI:31":"N/A","BF:635":"N/A","AX:164":"30","AZ:446":"N/A","AP:404":"N/A","Z:737":"Yes","AQ:795":"N/A","P:69":"No","AH:220":"N/A","AC:509":"No","AJ:9":"2tIc0rs7KHx9qcT","U:699":"N/A","AX:644":"N/A","S:290":"N/A","AL:153":"1","AB:172":"N/A","AN:444":"N/A","AW:320":"N/A","T:30":"1","AH:538":"No","AI:360":"N/A","AH:69":"No","BG:344":"No","BG:243":"N/A","AP:483":"N/A","P:458":"N/A","V:114":"No","V:486":"N/A","Q:36":"Food scarcity and starvation","AM:602":"N/A","AH:629":"N/A","AB:264":"N/A","AT:11":"2025-07-15 07:49:15","P:456":"N/A","AN:15":"Wackernell, Anna","BI:37":"due to overconsumption in society related to excessive industrial production","S:776":"N/A","AB:98":"No","AR:291":"N/A","AJ:389":"N/A","AM:606":"N/A","AZ:780":"N/A","AR:653":"N/A","R:547":"Yes","BB:29":"Rychlá móda v kontextu lidských práv","AW:399":"N/A","BI:109":"Que es la moda rápida, conocimientos básicos sobre el proceso de creación de prendas de ropa, el impacto ambiental derivado del uso de tintes y de donde provienen las telas...","AO:494":"No","AD:439":"N/A","AR:752":"N/A","BE:677":"N/A","BI:10":"2025-08-22 15:52:54","O:777":"N/A","AS:557":"Teacher-led instruction and Q&A sessions","AA:412":"N/A","BH:794":"N/A","AQ:463":"N/A","X:679":"N/A","AX:357":"N/A","AV:438":"N/A","T:443":"N/A","BE:538":"N/A","AW:240":"N/A","AR:677":"N/A","AS:81":"No","AJ:438":"N/A","AZ:241":"N/A","BH:183":"N/A","AQ:784":"N/A","AD:444":"N/A","AN:244":"N/A","AD:726":"No","AZ:361":"N/A","AQ:102":"No","BG:494":"N/A","G:337":"A1SReference[S014]. Provide all sources you used in this activity [Reference / Source 14]","V:318":"N/A","AY:290":"N/A","AB:156":"No","AT:299":"N/A","AD:78":"No","T:613":"N/A","AL:89":"Critically reading about designer babies","U:507":"No","BG:638":"N/A","Z:405":"N/A","AO:587":"N/A","AC:638":"N/A","BA:259":"N/A","AE:591":"N/A","AQ:579":"N/A","AH:781":"N/A","BE:275":"N/A","BH:84":"No","AC:44":"Humans get resistant (resistance occurs in bacteria, not the human body).\n Some might think they should stop taking antibiotics as soon as they feel better (stopping antibiotics early can allow bacteria to survive and potentially develop resistance; It's important to complete the full course as prescribed).\n Antibiotics work for all kinds of infections (they only treat bacterial infections).\n Antibiotic resistance is only a problem for people who take a lot of antibiotics (resistant bacteria can spread to anyone, even those who rarely or never take antibiotics).","S:628":"N/A","BB:447":"N/A","O:776":"N/A","AX:207":"N/A","W:369":"N/A","BG:422":"N/A","X:441":"N/A","BI:14":"2025","AJ:690":"N/A","AD:72":"Yes","AK:214":"N/A","BG:455":"N/A","V:271":"N/A","AJ:609":"N/A","P:537":"N/A","BI:98":"Yes","O:91":"No","D:382":"Material Sources","AH:498":"N/A","AL:393":"N/A","AC:648":"N/A","AM:470":"N/A","AX:633":"N/A","AR:279":"N/A","AJ:268":"N/A","AF:220":"N/A","Z:609":"N/A","Q:458":"N/A","U:680":"N/A","AD:450":"N/A","AW:90":"Popište vybrané národní a mezinárodní organizace, programy a události, které se zabývají znečištěním odpady. Vysvětlete funkce a cíle těchto organizací. Demonstrujte způsoby, kterými studenti mohou tyto organizace podpořit.","BE:663":"N/A","AP:97":"No","AU:100":"No","AG:258":"N/A","BC:637":"N/A","BB:101":"No","AM:212":"N/A","T:687":"N/A","AJ:404":"N/A","BG:94":"No","D:571":"Material Sources","AA:391":"N/A","X:408":"N/A","G:16":"Authors[SQ002]. Author(s) [Family name, given name]","AG:669":"N/A","AD:442":"N/A","O:104":"No","AC:600":"N/A","T:493":"The activity will carry out as it follows:&nbsp;\n \n \n \n \n 1. Introduction (10 minutes): the teacher will be presenting the real -life case of the proposed Altri textile factory in Galicia, to put the learners into context once again. The learners will be divided in groups of 4/5 members, depending on the role that they investigated about in the previous activity. In this 10 minutes, the learners should:\n \n \n \n \n - Identify the more relevant data from the previous activity&nbsp;\n \n \n \n \n - Construct their arguments based on what their stakeholder defends\n \n \n \n \n 2. Debate (30 minutes): the learners will carry out a structured debate through a moderated discussion, with every group formulating questions to other groups and defending their own position, with the guidance of the teacher.&nbsp;\n \n \n \n \n 3. Closing arguments for each party (10 minutes): every group will sum up their perspective.&nbsp;\n \n \n \n \n In the previous activity, the learners were assigned to a specific stakeholder role. These may include:\n \n \n \n \n 1. Company representatives\n \n \n \n \n Objective: defend the construction of the factory\n \n \n \n \n Available data: creation of direct and indirect jobs, possible industrial development in rural Galicia....\n \n \n \n \n 2. Environmental activists group\n \n \n \n \n Objective: denounce ecological risks\n \n \n \n \n Available data: the factory would consume up to 46 million liters of water per day (Source 1)\n \n \n \n \n 3. Local residents\n \n \n \n \n Objective: express local worries\n \n \n \n \n Available data: water pollution in the Ulla river, possible increase in traffic, possible damage to rural tourism and&nbsp;&nbsp;&nbsp;small businesses...\n \n \n \n \n 4. Goverment officials\n \n \n Objective: justify the support for the project\n \n \n Available data: this project is an industrial investment for Galicia, generation of qualified youth employment...","T:255":"N/A","AD:629":"N/A","R:420":"N/A","AM:390":"N/A","BB:684":"N/A","AO:731":"N/A","AL:300":"N/A","T:157":"N/A","Z:158":"No","G:738":"r20q0[SQ002]. Student output form [Oral presentation]","AF:739":"No","W:613":"N/A","AR:255":"N/A","G:665":"r246q0[D4G3O1a]. HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AV:373":"N/A","W:602":"N/A","Z:5":"2025-07-17 21:33:16","AL:416":"N/A","P:416":"N/A","BG:117":"No","AT:741":"N/A","V:251":"N/A","AA:499":"N/A","BD:661":"N/A","BH:433":"N/A","AM:448":"N/A","AT:208":"N/A","AV:74":"No","AH:773":"N/A","AB:350":"N/A","AN:268":"N/A","AS:408":"N/A","Q:447":"N/A","BB:107":"No","Q:653":"N/A","P:243":"N/A","BH:203":"N/A","Q:100":"No","AN:752":"N/A","V:783":"N/A","BF:439":"N/A","P:112":"No","BD:102":"No","AZ:772":"N/A","AT:443":"N/A","G:129":"Materials[SQ009]. Required teaching materials []","AL:651":"N/A","AS:404":"N/A","BC:456":"N/A","BA:35":"N/A","BE:444":"N/A","S:465":"N/A","W:780":"N/A","O:310":"N/A","AK:630":"N/A","AN:205":"N/A","W:494":"No","W:117":"No","BB:733":"N/A","AZ:666":"N/A","AV:729":"N/A","BI:651":"N/A","AU:474":"N/A","X:604":"N/A","AW:647":"N/A","BA:643":"N/A","AM:625":"N/A","AI:728":"N/A","BB:219":"N/A","AO:89":"Making Waves! Creating Social Media Postings about Sustainable Oceans","AR:687":"N/A","AU:153":"4","Y:799":"N/A","AB:750":"N/A","AH:508":"N/A","AH:369":"No","AR:783":"N/A","AY:272":"N/A","AB:650":"N/A","S:241":"N/A","AL:424":"N/A","AE:442":"N/A","BF:246":"N/A","G:411":"r570q0[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","BA:633":"N/A","BF:83":"No","G:197":"A1Reference[S011]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []","O:697":"N/A","AZ:202":"N/A","BD:795":"N/A","AC:247":"N/A","G:491":"r570q0[other]. HOWs [Other]","AQ:31":"No","AV:455":"N/A","AX:404":"N/A","BE:72":"No","R:672":"N/A","AM:181":"N/A","W:217":"N/A","AX:500":"No","BA:170":"N/A","BD:482":"N/A","V:180":"N/A","V:611":"N/A","G:705":"r875q0[S002]. Provide all sources you used in this activity [Reference / Source 2]","AG:351":"N/A","AM:242":"N/A","G:235":"A1Hows[D2G2O1a]. HOWs [Examine how the information is framed.]","BG:263":"N/A","S:117":"No","P:244":"N/A","AK:162":"N/A","D:699":"Resource Type","AE:89":"Antibiotics: Allies Against Bacterial Infections","Z:425":"N/A","Q:620":"N/A","O:794":"N/A","Y:113":"No","AL:102":"No","AD:230":"N/A","AC:11":"2026-05-18 13:06:38","D:364":"Student Output Form","S:511":"Other","X:304":"N/A","BC:162":"N/A","AL:222":"N/A","E:1":"E1 Display Name","AI:607":"N/A","AC:798":"N/A","AO:308":"N/A","Z:661":"N/A","BA:445":"N/A","AA:726":"N/A","AC:508":"No","BB:81":"No","P:35":"N/A","D:552":"Student Output Form","AM:396":"N/A","D:766":"Material Sources","Q:485":"N/A","U:276":"N/A","G:464":"r570q0[D4G1O3a]. HOWs [Checklist: Communication Channels]","BI:363":"N/A","P:299":"N/A","G:458":"r570q0[D4G1O1a]. HOWs [Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]","BC:172":"N/A","AI:257":"N/A","W:286":"N/A","BD:731":"N/A","AG:222":"N/A","W:66":"No","BD:631":"N/A","AG:35":"N/A","V:615":"N/A","BE:245":"N/A","AX:115":"Yes","BG:675":"N/A","BE:204":"N/A","W:452":"N/A","AG:90":"1) Identify and summarize the main points and specific information in straightforward factual texts on familiar health-related topics. 2) Participate in sustained conversations on familiar topics by articulating opinions and formulating appropriate responses.","AA:352":"N/A","BI:267":"N/A","AZ:798":"N/A","AM:114":"N/A","AI:228":"N/A","AQ:199":"N/A","BD:595":"N/A","R:285":"N/A","Q:700":"No","Q:741":"N/A","BC:12":"94.241.72.250","G:400":"r570q0[D1G2O3b]. HOWs [For social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","AP:226":"N/A","AB:201":"N/A","AB:737":"N/A","AV:634":"N/A","AW:490":"N/A","U:251":"N/A","S:629":"N/A","R:352":"N/A","AF:561":"N/A","AS:541":"N/A","Y:582":"N/A","S:415":"N/A","U:543":"N/A","AR:476":"N/A","AT:283":"N/A","BH:155":"No","AH:448":"N/A","AN:204":"N/A","AC:306":"N/A","Q:305":"N/A","U:486":"N/A","AX:352":"N/A","X:288":"N/A","BD:100":"No","BE:106":"No","AM:231":"N/A","AD:101":"No","AL:461":"N/A","X:248":"N/A","AA:89":"The Bioethics of Gene Editing: Who Decides the Future?","BG:498":"N/A","AV:227":"N/A","BH:69":"No","BA:624":"N/A","AN:781":"N/A","AC:231":"N/A","AO:443":"N/A","AS:373":"No","AK:455":"N/A","AN:591":"N/A","AS:243":"N/A","AJ:11":"2025-06-12 09:34:46","O:542":"N/A","AY:153":"2","G:462":"r570q0[D4G1O2b]. HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","BA:472":"N/A","AR:115":"No","BC:680":"N/A","AF:469":"N/A","V:464":"N/A","BA:84":"N/A","D:174":"Student Output Form","AM:780":"N/A","Z:1":"39","AO:203":"N/A","O:497":"N/A","BI:618":"N/A","BC:609":"N/A","AG:241":"N/A","V:12":"178.164.177.239","AI:451":"N/A","AB:442":"N/A","AT:251":"N/A","AW:620":"N/A","AU:300":"N/A","BB:172":"N/A","BE:546":"Leseverständnis- &amp; Diskussionsaktivität –\n Antibiotika-Verwendung und Verfügbarkeit in Italien (Haupt-Task)\n \n Situation:\n Die Schüler:innen lesen einen Zeitungsartikel über die Verfügbarkeit und den\n Gebrauch von Antibiotika in Italien, mit Fokus auf regionale Unterschiede\n zwischen Nord- und Süditalien.\n \n Lernziel:\n Das Leseverständnis stärken, zentrale Informationen herausarbeiten und eine\n kritische Diskussion über regionale Unterschiede im Gesundheitswesen und\n verantwortungsvollen Antibiotikaeinsatz fördern. Die Schüler:innen sollen\n außerdem lernen, oberflächliche Annahmen zu hinterfragen und komplexe\n Zusammenhänge zwischen sozioökonomischen Faktoren und Antibiotikaverhalten zu\n erkennen.\n \n Task (mit Bloom-Verben):\n \n \n  Lies\n  den Artikel sorgfältig und identifiziere die wichtigsten Punkte zur\n  Antibiotika-Verwendung und zum Zugang in den verschiedenen Regionen\n  Italiens.\n  Diskutiere\n  im Unterricht:\n  \n  Was\n  sind die wichtigsten Erkenntnisse aus dem Text?\n  Welche\n  Gefahren oder Probleme werden hervorgehoben?\n  Welche\n  Verbesserungen oder Lösungen könnt ihr vorschlagen?\n  Führt\n  mehr Wohlstand immer zu besseren Ergebnissen oder kann er auch zu\n  bewussterem, eingeschränktem Antibiotikaeinsatz führen?\n  \n  Analysiere\n  die Beziehungen zwischen Wohlstand, Zugang und verantwortungsvollem\n  Antibiotikaeinsatz, wie sie im Artikel beschrieben werden, und\n  identifiziere erwartete oder unerwartete Muster.\n  Reflektiere\n  und fasse deine Haupterkenntnisse zusammen, und notiere, was dich\n  überrascht hat oder deinen Erwartungen entsprach.\n \n \n Inklusionsvorschläge:\n \n \n  Bereitstellung\n  von Schlüsselvokabular oder Satzanfängen zur Unterstützung von\n  Schüler:innen, die Italienisch als Fremdsprache lernen.\n  Artikel\n  in digitaler Form anbieten, mit anpassbarer Schriftgröße oder\n  Vorlesefunktion.\n  Partner-\n  oder Kleingruppendiskussionen fördern, um Schüler:innen zu unterstützen,\n  die weniger selbstsicher vor der Klasse sprechen.\n  Leitfragen\n  oder visuelle Organizer für Schüler:innen bereitstellen, die von\n  strukturierter Unterstützung profitieren.\n  Alternative\n  Möglichkeiten zur Demonstration des Verständnisses anbieten (mündliche\n  Zusammenfassung, visuelle Darstellung oder schriftliche Notizen).","BI:539":"N/A","BB:169":"N/A","Y:478":"N/A","AB:605":"N/A","BI:626":"N/A","AS:32":"Yes","AL:541":"N/A","AD:76":"No","T:232":"N/A","AV:431":"N/A","AJ:275":"N/A","AA:238":"N/A","AC:663":"N/A","BC:464":"N/A","BA:8":"1.44E+09","AM:410":"N/A","T:647":"N/A","AR:724":"N/A","AY:487":"N/A","AY:468":"N/A","V:671":"N/A","AW:619":"N/A","AC:182":"N/A","AE:740":"N/A","AJ:436":"N/A","V:601":"N/A","AN:455":"N/A","X:601":"N/A","O:409":"N/A","BE:485":"N/A","AI:458":"N/A","BC:451":"N/A","AR:416":"N/A","AC:94":"No","BB:553":"N/A","AR:259":"N/A","AL:97":"Yes","BG:244":"N/A","AI:281":"N/A","B:15":"Based on the idea of","AP:399":"N/A","AP:359":"N/A","AW:799":"N/A","R:620":"N/A","AX:396":"N/A","BB:285":"N/A","AO:156":"No","AQ:775":"N/A","BB:377":"How women garment workers are standing up against workplace exploitation: Anjana’s story. (2023, June 28). ActionAid Australia. https://actionaid.org.au/women-workers-stand-up-against-exploitation/","AG:674":"N/A","BC:219":"N/A","W:122":"Trash bags (sepereated for general waste and recycable waste)","T:599":"N/A","BE:590":"N/A","BF:583":"N/A","AH:537":"Yes","Y:492":"70","R:244":"N/A","Z:366":"Oral participation&nbsp;","AV:587":"N/A","AH:27":"English","R:645":"N/A","AZ:442":"N/A","V:517":"WWF. (2021, August). Overfishing puts more than one-third of all sharks, rays, and chimaeras at risk of extinction. https://www.worldwildlife.org/stories/overfishing-puts-more-than-one-third-of-all-sharks-rays-and-chimaeras-at-risk-of-extinction","BE:297":"N/A","BI:675":"N/A","R:770":"N/A","AO:433":"N/A","T:622":"N/A","AS:280":"N/A","BB:296":"N/A","AX:543":"N/A","AT:288":"N/A","BC:796":"N/A","W:550":"N/A","V:278":"N/A","R:371":"Yes","Q:183":"N/A","AF:496":"N/A","BF:769":"N/A","W:277":"N/A","AL:27":"English","U:402":"N/A","Q:389":"N/A","AN:795":"N/A","AI:112":"No","Y:774":"N/A","BC:489":"No","AQ:345":"N/A","AL:735":"N/A","T:406":"N/A","BG:259":"N/A","AX:632":"N/A","Z:464":"N/A","AS:421":"N/A","AN:603":"N/A","AS:732":"N/A","T:412":"N/A","AK:284":"N/A","AC:468":"N/A","AN:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AP:792":"N/A","AC:643":"N/A","X:690":"N/A","BA:662":"N/A","G:427":"r570q0[D2G2O1c]. HOWs [Identify sensational and emotional language used to influence the audience.]","U:283":"N/A","AF:222":"N/A","AB:71":"No","AE:163":"N/A","AM:11":"2025-07-04 08:22:58","BG:427":"N/A","BD:116":"No","O:398":"N/A","D:105":"Year of Subject Learning","V:245":"N/A","AF:276":"N/A","R:471":"N/A","AT:724":"N/A","V:457":"N/A","AR:199":"N/A","Q:730":"No","Z:203":"N/A","AJ:435":"N/A","AM:449":"N/A","AL:449":"N/A","BF:510":"N/A","AN:424":"N/A","X:72":"No","AI:448":"N/A","AP:232":"N/A","AT:595":"N/A","V:406":"N/A","BH:145":"bolla di filtraggio","AL:189":"https://library.etbi.ie/sources2/craap","AJ:221":"N/A","BC:795":"N/A","AH:641":"N/A","BB:352":"N/A","AH:446":"N/A","AW:668":"N/A","AE:646":"N/A","AW:155":"No","BC:654":"N/A","AJ:35":"N/A","AH:431":"N/A","AX:454":"N/A","AK:730":"N/A","U:367":"Group work","AG:209":"N/A","R:213":"N/A","BG:170":"N/A","AE:99":"Yes","AF:508":"N/A","X:115":"No","BF:391":"N/A","AO:469":"Yes","BF:506":"N/A","AM:644":"N/A","AA:680":"N/A","G:217":"A1Hows[D1G4O3a]. HOWs [Evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","X:470":"N/A","AN:73":"No","S:89":"#CRISPR: Truth and Lies in the Genetic Age","AL:587":"N/A","AA:410":"N/A","Z:167":"N/A","AP:581":"N/A","AB:138":"overfishing","BA:260":"N/A","AO:593":"N/A","R:613":"N/A","AI:485":"N/A","AO:483":"N/A","AK:674":"N/A","T:535":"No","G:468":"r570q0[D4G1O4c]. HOWs [Apply skills of dialogue.]","BI:658":"N/A","AP:785":"N/A","BA:286":"N/A","AO:749":"N/A","AR:216":"N/A","AJ:242":"N/A","AF:171":"N/A","AS:70":"No","AJ:798":"N/A","AU:734":"25","AX:482":"N/A","O:485":"N/A","BH:11":"2026-05-18 15:43:45","X:417":"N/A","AZ:656":"N/A","AR:351":"N/A","AT:7":"en","BA:156":"N/A","BF:799":"N/A","AT:106":"N/A","AF:396":"N/A","BA:477":"N/A","AI:670":"N/A","AX:215":"N/A","AT:207":"N/A","AD:373":"N/A","O:730":"N/A","BF:248":"N/A","Q:607":"N/A","D:60":"Learning Outcome(s)","AP:642":"N/A","AK:751":"N/A","AC:672":"N/A","V:89":"The Cod Crash: A Lesson in Overfishing (2/2)","O:552":"N/A","T:280":"N/A","AF:205":"N/A","X:653":"N/A","O:281":"N/A","BE:775":"N/A","AU:283":"N/A","AK:254":"N/A","BA:405":"N/A","AK:473":"N/A","AC:604":"N/A","BD:345":"Yes","BC:735":"N/A","AE:678":"N/A","AC:244":"N/A","AX:111":"No","AZ:471":"N/A","AN:279":"N/A","V:253":"N/A","AA:156":"N/A","AX:581":"N/A","BH:165":"No","AJ:454":"N/A","S:68":"No","AY:115":"No","AW:644":"N/A","X:551":"N/A","BD:586":"N/A","AD:673":"N/A","AP:559":"N/A","AK:484":"N/A","Y:167":"N/A","BI:471":"N/A","AR:319":"Yes","X:245":"N/A","BG:35":"N/A","AZ:292":"N/A","AA:676":"N/A","O:788":"N/A","AV:473":"N/A","AG:613":"N/A","T:628":"N/A","AH:595":"N/A","AV:70":"No","AD:68":"No","V:422":"N/A","T:231":"N/A","BD:659":"N/A","AB:663":"N/A","AR:435":"N/A","BA:111":"N/A","AA:396":"N/A","O:344":"N/A","P:451":"N/A","BF:490":"N/A","AU:422":"N/A","AN:290":"N/A","AP:627":"N/A","X:587":"N/A","AD:317":"N/A","AH:36":"Environmental pollution: waste","AT:458":"N/A","BI:6":"24","AD:411":"N/A","AB:478":"N/A","AL:488":"N/A","AH:496":"N/A","AI:357":"N/A","AA:426":"N/A","BC:404":"N/A","AI:30":"4","AW:369":"N/A","AX:318":"N/A","AJ:201":"N/A","BI:560":"N/A","V:407":"N/A","AH:647":"N/A","AE:243":"N/A","BC:432":"N/A","X:618":"N/A","S:454":"N/A","AE:276":"N/A","AN:690":"N/A","U:751":"N/A","BD:542":"N/A","AS:452":"N/A","AW:423":"N/A","W:690":"N/A","R:496":"N/A","W:210":"N/A","AR:770":"N/A","Y:483":"N/A","AY:398":"N/A","AN:105":"No","AE:265":"N/A","O:106":"No","AN:248":"N/A","BC:100":"Yes","V:413":"N/A","BI:775":"N/A","AT:179":"N/A","S:457":"N/A","AQ:636":"N/A","AY:67":"No","AY:241":"N/A","AN:277":"N/A","BC:772":"N/A","BA:620":"N/A","AS:630":"N/A","AG:250":"N/A","V:658":"N/A","AO:686":"N/A","P:168":"No","X:627":"N/A","AL:548":"N/A","BI:796":"N/A","R:439":"N/A","Y:291":"N/A","BG:449":"N/A","W:393":"N/A","AE:635":"N/A","X:750":"N/A","S:357":"N/A","T:646":"N/A","AO:101":"No","AI:318":"N/A","AZ:561":"N/A","BD:452":"N/A","AM:724":"N/A","V:101":"No","X:582":"N/A","BA:752":"N/A","AG:284":"N/A","BC:599":"N/A","BD:109":"přítomný prostý čas, slovíčka o pocitech, slovíčka o oceánu","AQ:792":"N/A","AZ:511":"Other","AM:443":"N/A","BF:214":"N/A","R:749":"No","Z:788":"N/A","AC:459":"N/A","G:497":"r421q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","S:162":"N/A","BF:181":"N/A","Y:653":"N/A","BH:736":"Segui il link. Rispondi alle domande del sondaggio sulle tue abitudini relative al fast fashion. Tutte le risposte sono anonime.","AA:476":"N/A","X:641":"N/A","BH:457":"N/A","AY:644":"N/A","P:774":"N/A","AF:650":"N/A","Z:674":"N/A","BF:244":"N/A","Y:280":"N/A","R:362":"No","BG:31":"Yes","AZ:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","D:309":"Student Output Form","BD:251":"N/A","AO:501":"Profilkarte für Generationen","AA:507":"N/A","BE:163":"N/A","BD:207":"N/A","Q:95":"Yes","AO:770":"N/A","AB:734":"25","BC:423":"N/A","AL:794":"N/A","AE:639":"N/A","BB:66":"No","AC:405":"N/A","AD:182":"N/A","BE:679":"N/A","AD:775":"N/A","BH:149":"social media","Z:506":"N/A","O:678":"N/A","BC:598":"N/A","AU:296":"N/A","AN:431":"N/A","BD:494":"N/A","D:710":"Material Sources","AI:233":"N/A","AX:88":"Überfischung","AI:35":"N/A","AA:658":"N/A","AF:211":"N/A","AG:428":"N/A","W:298":"N/A","T:750":"N/A","AL:609":"N/A","AI:221":"N/A","BI:290":"N/A","Y:371":"N/A","D:684":"Student Output Form","AP:389":"N/A","AZ:99":"Yes","AS:600":"N/A","AU:659":"N/A","AI:68":"No","G:762":"r942q0[S006]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 6]","T:460":"N/A","D:324":"Material Sources","AR:615":"N/A","AU:604":"N/A","AV:506":"N/A","X:68":"No","BD:310":"N/A","AR:403":"N/A","W:71":"No","AT:154":"N/A","BD:701":"Other","AW:252":"N/A","Q:201":"N/A","AC:183":"N/A","AS:457":"N/A","D:122":"Required infrastructure & Teaching Materials","S:260":"N/A","BE:507":"N/A","AX:388":"This activity is replaced by the following SciLMi activity.","AL:614":"N/A","AL:779":"N/A","BG:181":"N/A","R:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AW:621":"N/A","AV:411":"N/A","BF:395":"N/A","AL:29":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","AW:421":"N/A","AE:562":"N/A","BG:201":"N/A","BC:249":"N/A","AD:408":"N/A","AV:117":"No","AN:458":"N/A","G:236":"A1Hows[D2G2O1b]. HOWs [Examine the use of rhetorical devices.]","S:728":"N/A","AO:559":"No","AQ:357":"N/A","G:509":"r611q0[SQ004]. Media [Multimedia]","AH:656":"N/A","BH:7":"en","Q:676":"N/A","G:649":"r246q0[D4G1O1b]. HOWs [Identify gaps in existing efforts addressing these needs.]","AF:199":"N/A","AD:290":"N/A","X:306":"N/A","AK:236":"N/A","AG:184":"Other","AD:92":"No","R:72":"No","AS:621":"N/A","AH:690":"N/A","BG:373":"N/A","AT:593":"N/A","Z:429":"N/A","BI:222":"N/A","AZ:295":"N/A","U:255":"N/A","BE:470":"N/A","AG:140":"Antibiotics availability","AJ:173":"N/A","BI:251":"N/A","G:591":"r246q0[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","BB:281":"N/A","AJ:753":"N/A","AP:448":"N/A","BA:750":"N/A","AB:9":"TEJ3QZp7A2G7G29","AY:684":"N/A","AW:285":"N/A","T:500":"No","AM:548":"N/A","S:113":"No","R:477":"N/A","AM:673":"N/A","O:275":"N/A","AY:182":"N/A","AK:166":"Analyze the graph\n \n In pairs, describe\n what you see in the graph to each other. Discuss what the graph is showing. \n \n (Some questions the\n teacher can ask if the learners are struggelig: \n \n \n  What does each colour mean? \n  What is increasing and what\n  is decreasing? \n  What happens where the graphs\n  cross each other?)\n \n \n \n \n <img style=\"max-width: 80%;\" 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","AQ:440":"N/A","D:686":"Student Output Form","D:182":"Resource Type","G:15":"Authors[SQ001]. Author(s) [Family name, given name]","AY:594":"N/A","R:637":"N/A","T:470":"N/A","AI:250":"N/A","BI:470":"N/A","AG:584":"N/A","AK:173":"N/A","Q:390":"N/A","Z:601":"N/A","AR:232":"N/A","BB:97":"No","AQ:273":"N/A","U:117":"No","AB:394":"N/A","BC:232":"N/A","AV:413":"N/A","R:472":"N/A","BE:277":"N/A","AH:304":"N/A","R:800":"N/A","BG:617":"N/A","AU:612":"N/A","AD:407":"N/A","AJ:463":"N/A","V:604":"N/A","AM:156":"N/A","BD:479":"N/A","AI:70":"No","AP:616":"N/A","AI:34":"No","U:346":"No","Y:584":"N/A","AL:227":"N/A","BD:451":"N/A","BB:264":"N/A","BD:789":"N/A","AK:548":"N/A","S:724":"N/A","X:116":"No","AF:638":"N/A","S:163":"N/A","AV:401":"N/A","R:258":"N/A","AU:673":"N/A","AF:446":"N/A","AN:550":"N/A","BD:776":"N/A","P:667":"N/A","S:510":"Yes","AD:678":"N/A","W:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AX:248":"N/A","Q:795":"N/A","U:345":"Yes","S:769":"N/A","O:420":"N/A","AE:117":"No","BD:790":"N/A","BB:349":"N/A","G:580":"r246q0[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","BG:462":"N/A","AO:479":"N/A","S:256":"N/A","AZ:96":"No","AD:670":"N/A","AT:411":"N/A","X:217":"N/A","AX:493":"1. &amp; 2. Karte lesen &amp; persönliche Reflexion&nbsp;\n \n \n Reflektiert den Standpunkt der Stakeholder, indem ihr folgende Fragen beantworten: Was ist mir wichtig? Welche Maßnahmen unterstütze oder lehne ich ab? Welche Ergebnisse erhoffe ich mir?&nbsp;\n \n \n 3. &amp; 4. Gruppendiskussion&nbsp;\n \n \n \n \n \n \n \n Diskutiert in eurer Gruppe: Welche Punkte sind am relevantesten? Welche Argumente sind am stärksten?\n Entscheidet gemeinsam, welche Maßnahmen ihr vorschlagen, unterstützen oder ablehnen wollt.\n \n \n \n \n \n 5. &amp; 6. Weiterentwicklung der Argumente\n \n \n \n \n Nutzt die Informationen aus der QR-Quelle sowie euer Vorwissen aus dem Unterricht, um Argumente zu entwickeln, die zu eurer Rolle passen.\n Verknüpft reale Themen (z. B. Nachhaltigkeit, Regulierung, Wirtschaft) mit der Position eurer Figur.\n Begründet eure Empfehlungen mithilfe von Beweisen und Stakeholder-Argumenten\n\n \n \n 7. Vorbereitung von Poster und Präsentation&nbsp;\n \n \n Entwerft ein Poster, das euren Vorschlag klar und überzeugend kommuniziert.\n Bereitet euch darauf vor, euren Vorschlag mit dem Rest der Klasse zu präsentieren.","T:208":"N/A","Y:462":"N/A","AR:451":"N/A","AR:444":"N/A","BG:420":"N/A","AE:729":"N/A","AU:481":"N/A","X:350":"N/A","AR:183":"N/A","AU:445":"N/A","AV:409":"N/A","P:7":"en","AX:751":"N/A","AK:113":"No","AT:478":"N/A","BG:404":"N/A","AG:433":"N/A","AK:696":"N/A","AU:113":"No","BD:724":"No","G:261":"A1Hows[D3G2O2b]. HOWs [Determine which parties or communities are likely to benefit.]","BG:281":"N/A","AL:391":"N/A","AF:363":"N/A","AK:227":"N/A","BI:781":"N/A","Z:29":"The 3Rs Journey: From Concepts to Change","BD:645":"N/A","AL:775":"N/A","AW:455":"N/A","AX:647":"N/A","AS:395":"N/A","AL:638":"N/A","O:448":"N/A","BD:43":"udržitelné oceány","BB:251":"N/A","Y:769":"N/A","AQ:642":"N/A","AD:641":"N/A","T:433":"N/A","AZ:769":"N/A","BA:182":"N/A","AR:552":"N/A","BF:409":"N/A","AQ:542":"N/A","BD:115":"No","AU:105":"No","Z:639":"N/A","AP:137":"100","BF:318":"N/A","BA:727":"N/A","AT:218":"N/A","Q:656":"N/A","BI:431":"N/A","AB:497":"N/A","AX:629":"N/A","G:116":"Infrastructure[SQ005]. Required infrastructure [Recording device and microphone]","X:454":"N/A","BA:461":"N/A","AI:391":"N/A","Y:239":"N/A","AE:298":"N/A","S:512":"BioRender","AU:419":"N/A","V:553":"N/A","AS:295":"N/A","AC:366":"Learners ...\n \n \n \n \n \n \n identify the main message.recognise factual vs. opinion-based language.use&nbsp;appropriate language, vocabulary, and grammar.stay on topic.address all parts of the task instruction.","R:260":"N/A","AB:273":"N/A","AB:581":"N/A","Y:252":"N/A","BI:202":"N/A","AV:100":"No","T:74":"No","BF:110":"No","D:58":"Learning Outcome(s)","AA:490":"N/A","U:80":"No","BF:204":"N/A","AV:590":"N/A","BA:275":"N/A","AY:34":"No","X:391":"N/A","AN:305":"N/A","BA:283":"N/A","AK:170":"N/A","AU:749":"N/A","R:731":"N/A","AE:67":"No","AT:696":"N/A","T:660":"N/A","AC:442":"N/A","AN:292":"N/A","G:500":"r421q0[SQ007]. Student output form [Service-learning project]","AJ:71":"N/A","BF:494":"N/A","AI:419":"N/A","BD:221":"N/A","AG:668":"N/A","AA:534":"N/A","Q:464":"N/A","W:347":"N/A","G:482":"r570q0[SQ109]. HOWs [checklist]","P:587":"N/A","AV:10":"2025-07-15 16:45:26","BB:433":"N/A","AR:307":"No","G:117":"Infrastructure[SQ006]. Required infrastructure [Loudspeaker]","S:284":"N/A","BH:545":"No","BH:398":"N/A","W:165":"No","G:645":"r246q0[D3G3O1d]. HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","O:345":"N/A","AV:584":"N/A","AH:29":"The True Cost of Fast Fashion","AA:323":"For teacher:If learners seem to have trouble conducting research, provide the guiding questions below to help them start their brainstorming.\n \n \n Topic 1:\n \n \n \n \n \n \n \n \n Guiding Sub-Questions to Explore:\n \n \n \n \n \n \n \n \n Should editing be limited to conditions that cause death, or is it also ethical to address conditions that make life more painful or difficult?\n \n How do we draw the line between saving a life and improving a life? If a genetic condition causes daily pain or physical limitations, is editing justified?What about traits that affect learning, emotions, or social behavior? Should those be editable?Could widespread editing create discrimination against people that are \"outside of the norm\"?Who should have the authority to decide what traits are ethically acceptable to edit? Parents, governments, scientists?Will genetic editing beyond the level of survival just provide another way for the wealthy to leap ahead?&nbsp;\n \n \n \n \n \n \n \n \n \n \n \n Topic 2\n \n \n \n \n \n \n \n \n Guiding Sub-Questions to Explore:\n \n \n \n \n \n \n \n \n Why is society more comfortable with modifying food and livestock than humans?Are humans fundamentally different from animals when it comes to ethics?Should shared DNA between species influence our ethical choices? (i.e the higher the percentage of shared DNA with humans, the more regulation should apply to the genetic engineering)If shared genetics means shared rights, should animals also be protected from excessive modification?Do we already modify humans indirectly (e.g., IVF screening, hormone therapy, medications)? Is gene editing just the next step?\n If we benefit from genetically modified foods, should we deny people the choice to benefit from genetic modification in health?","AI:666":"N/A","AD:451":"N/A","S:631":"N/A","S:350":"N/A","Y:770":"N/A","X:255":"N/A","AA:597":"N/A","AU:585":"N/A","AW:306":"N/A","BI:413":"N/A","AQ:737":"N/A","G:326":"A1SReference[S003]. Provide all sources you used in this activity [Reference / Source 3]","V:369":"Yes","Z:263":"N/A","AE:794":"N/A","O:609":"N/A","G:412":"r570q0[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","AB:161":"N/A","AE:221":"N/A","AG:223":"N/A","AY:372":"N/A","AQ:287":"N/A","Z:604":"N/A","AX:478":"N/A","AH:143":"filter bubble","S:285":"N/A","BG:298":"N/A","U:607":"N/A","AH:244":"N/A","BF:268":"N/A","AO:5":"2025-08-21 15:19:24","BF:370":"N/A","BI:665":"N/A","AH:413":"N/A","BI:235":"N/A","AU:236":"N/A","AO:27":"German","AR:76":"No","AH:608":"N/A","Z:306":"N/A","BF:776":"N/A","AR:410":"N/A","AZ:411":"N/A","AN:609":"N/A","G:307":"A1SOutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","BB:698":"N/A","AC:292":"N/A","AY:216":"N/A","BH:89":"Che cos'è il fast fashion e dove è possibile acquistarlo","AI:663":"N/A","BA:437":"N/A","AP:7":"en","AA:117":"No","BA:347":"N/A","BE:426":"N/A","AE:490":"N/A","AR:273":"N/A","AU:313":"- Tener la tabla de datos completa\n - Asegurarse&nbsp;de que todos los grupos de estudiantes sigan las reglas del juego (detener la pesca después de los 30 segundos y que el número de peces que se devuelve al océano después de cada ronda sea el correcto).","AX:436":"N/A","Q:623":"N/A","S:407":"N/A","AA:76":"No","AY:288":"N/A","AB:778":"N/A","Z:244":"N/A","S:595":"N/A","AE:237":"N/A","AY:437":"N/A","AX:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AB:116":"No","BI:600":"N/A","U:274":"N/A","BF:420":"N/A","Z:422":"N/A","T:561":"N/A","D:41":"SSI Topic","BG:480":"N/A","AK:656":"N/A","AN:426":"N/A","AX:412":"N/A","BC:630":"N/A","AS:377":"Adobe Photoshop software","AK:657":"N/A","BG:179":"N/A","AX:508":"Yes","BH:639":"N/A","AO:608":"N/A","U:316":"N/A","Z:444":"N/A","BD:424":"N/A","R:109":"basics of genetic engineering, basics of photography, photos editing, working with Adobe Photoshop programme","Y:651":"N/A","W:461":"N/A","AB:8":"2.13E+09","AS:100":"No","AT:117":"N/A","AL:603":"N/A","BD:349":"No","BD:695":"Učitel zadává úkoly a studenti je plní. Učitel pokládá otázky a studenti odpovídají. Na konci spolu studenti diskutují. Učitel vede třídní diskuzi.\n Teacher is the leader. He gives the tasks and learners\n fulfill them. He asks them questions and learners anwer. At the end, learners\n discuss with each other.","AW:635":"N/A","U:589":"N/A","G:135":"Materials[SQ015]. Required teaching materials []","AR:238":"N/A","BD:392":"N/A","Q:112":"No","BH:655":"N/A","V:673":"N/A","AE:696":"Yes","AS:590":"N/A","BA:287":"N/A","AY:661":"N/A","AC:107":"No","V:295":"N/A","AK:240":"N/A","AK:559":"N/A","BG:111":"No","BD:9":"dod4GSO5XBAkEdi","AZ:472":"N/A","S:498":"No","AM:397":"N/A","AI:551":"N/A","AR:401":"N/A","AW:354":"70","BG:596":"N/A","BA:225":"N/A","U:592":"N/A","AV:293":"N/A","AZ:222":"N/A","G:374":"r417q0. App","AB:407":"N/A","AG:536":"Yes","Z:228":"N/A","BA:12":"77.75.77.54","AO:451":"N/A","AU:108":"No","AL:655":"N/A","O:353":"N/A","BA:230":"N/A","AG:679":"N/A","AP:111":"No","AJ:274":"N/A","AK:292":"N/A","Q:260":"N/A","BA:655":"N/A","BA:600":"N/A","AX:624":"N/A","BA:774":"N/A","BB:660":"N/A","AC:407":"N/A","Z:583":"N/A","AO:603":"N/A","AA:538":"N/A","AG:457":"N/A","O:298":"N/A","Z:138":"Recycling, Circular economy, Sustainability, Waste trade, Consumption, Resources, Environmental burden, Urban mining, Reuse, repair, refurbish, remanufacture, Renewable, Lifecycle","AK:789":"N/A","AR:535":"N/A","X:37":"due to domestic overconsumption / throw-away habits","U:455":"N/A","G:194":"A1Reference[S008]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 8]","AK:373":"N/A","AU:165":"No","O:433":"N/A","AT:235":"N/A","G:392":"r570q0[D1G1O2b]. HOWs [Explain the influence of algorithms on search results and on social media feeds.]","AW:636":"N/A","BC:639":"N/A","AV:538":"N/A","AI:153":"2","AS:375":"Adobe Photoshop","AR:154":"Yes","AU:658":"N/A","BA:788":"N/A","BB:444":"N/A","O:462":"N/A","Q:782":"N/A","AI:183":"No","BF:448":"N/A","AT:506":"N/A","AZ:68":"No","AH:201":"N/A","BD:769":"N/A","BA:583":"N/A","G:386":"r460q0[S010]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 10]","AR:404":"N/A","AY:674":"N/A","AX:481":"N/A","R:467":"N/A","AG:621":"N/A","G:510":"r611q0[SQ005]. Media [Interactive media]","AG:417":"N/A","AJ:771":"N/A","AS:246":"N/A","U:244":"N/A","T:227":"N/A","G:360":"r42q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AL:627":"N/A","AX:428":"N/A","AU:421":"N/A","BA:281":"N/A","AH:84":"No","AZ:602":"N/A","BF:690":"N/A","Z:736":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\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:0cm;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\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 \n \n \n \n \n Step 1: Organize &amp; Compare (Understanding / Analyzing)\n \n \n Learners from Groups A and B share their findings and complete a Venn diagram to classify and differentiate Recycling vs Circular Economy.\n \n \n Prompts in the organizer:\n \n \n \n \n Good for…\n \n \n Problems with…\n \n \n Alternatives to…\n \n \n Examples…\n \n \n \n \n ➡️ Learners identify, list, and categorize ideas.\n ➡️ Use icons, visuals, and color-coded phrases for differentiation.\n ➡️ Provide sentence starters such as:\n \n \n \n \n “While recycling is important, it has limits such as…”\n \n \n “In contrast, a circular economy tries to…”\n \n \n \n \n \n \n \n Step 2: Reflect &amp; Form Arguments (Analyzing / Evaluating)\n \n \n Pair exchange: Each mixed pair formulates a short position statement to explain and justify their viewpoint.\n \n \n \n \n “I believe ___ is more effective because…”\n \n \n “A weakness of ___ is…”\n \n \n \n \n \n \n \n Step 3: Prioritize &amp; Justify (Evaluating)\n \n \n Ranking task: In small groups, learners rank, prioritize, and justify the approaches (recycling, reuse, repair, circular economy) from most to least effective.\n \n \n They must defend their ranking with evidence.\n \n \n \n \n \n Step 4: Debate &amp; Refine (Evaluating / Creating)\n \n \n Whole-class debate:\n \n \n \n \n Prompt: “Should society invest more in recycling or in circular economy initiatives?”\n \n \n Learners present, argue, and defend their positions.\n \n \n They listen to, critique, and respond to counterpoints.\n \n \n Teacher pushes them to cite and apply evidence from the texts.\n \n \n \n \n Final step: Learners revise and refine their arguments based on discussion.","AR:102":"No","AR:48":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","BI:742":"N/A","AI:90":"Learners will propose and evaluate concrete alternatives to fast fashion and reflect on how they can apply them in their own lives as responsible consumers.","Y:119":"No","AI:499":"N/A","AD:611":"N/A","AK:29":"The true cost of fashion","AU:106":"No","Y:796":"N/A","AT:631":"N/A","BC:155":"No","AM:779":"N/A","AI:769":"N/A","AE:621":"N/A","T:224":"N/A","BI:425":"N/A","AZ:421":"Yes","AW:580":"N/A","AS:233":"N/A","W:741":"N/A","BH:666":"N/A","AW:543":"N/A","AV:200":"N/A","AS:93":"No","AD:116":"No","AH:465":"N/A","AO:448":"N/A","AN:224":"N/A","AA:799":"N/A","BI:787":"N/A","BH:118":"Yes","AX:143":"Meeresressourcen","G:446":"r570q0[D3G1O1c]. HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","AA:244":"N/A","AK:537":"No","T:11":"2025-08-22 15:53:07","U:169":"No","AE:361":"N/A","AT:95":"N/A","AI:99":"No","AK:452":"N/A","Z:284":"N/A","AL:114":"Yes","AJ:559":"N/A","AO:274":"N/A","AX:667":"N/A","W:8":"1.37E+09","AD:406":"N/A","AM:778":"N/A","AN:579":"N/A","T:107":"No","AG:422":"N/A","AM:6":"1","AP:686":"N/A","AE:106":"No","AC:589":"N/A","AE:161":"N/A","AB:297":"N/A","AQ:425":"N/A","AZ:166":"Учащимся предлагается вопрос:\"Обсудите в парах в течение 2–3 минут, почему бактерии становится сложнее уничтожить антибиотиками\".\nПосле обсуждения можно попросить каждую группу кратко высказаться, пока учитель записывает их ответы на доске в виде тезисов.\nЭто позволяет учителю увидеть, что учащиеся уже знают по теме.","AD:647":"N/A","G:342":"A1SReference[S019]. Provide all sources you used in this activity [Reference / Source 19]","AF:690":"N/A","P:358":"N/A","BG:106":"No","BC:208":"N/A","AW:348":"N/A","AZ:172":"N/A","BH:444":"N/A","AG:431":"N/A","W:216":"N/A","R:273":"N/A","AQ:770":"N/A","AH:344":"No","AY:160":"N/A","AY:790":"N/A","AW:633":"N/A","AN:11":"2025-08-14 21:14:16","AI:100":"No","AK:348":"N/A","AE:257":"N/A","G:96":"AgeRange[SQ006]. Age range [15 ]","Y:740":"N/A","AV:731":"N/A","BB:780":"N/A","AF:12":"178.164.177.239","AW:425":"N/A","BE:698":"N/A","AD:398":"N/A","AY:503":"1. Precisión Científica (40%)\n -&nbsp;\n \n ¿La explicación del mecanismo CRISPR-Cas9 es correcta?\n \n -&nbsp;\n \n ¿Son precisos los hechos sobre el caso de Lulu y Nana (He Jiankui, gen CCR5, resultados)?\n \n -&nbsp;\n \n Las consecuencias descritas (efectos fuera de objetivo, mosaicismo, repercusiones legales/éticas) están correctamente expuestas?\n 2. Adaptación y Comunicación a la Audiencia (30%)\n -&nbsp;&nbsp;Las consecuencias descritas (efectos fuera de objetivo, mosaicismo, repercusiones legales/éticas) están correctamente expuestas?\n \n -&nbsp;\n \n ¿El lenguaje, el tono y el nivel de detalle son apropiados para cada grupo de edad específico?\n \n -&nbsp;\n \n ¿El mensaje central de cada infografía se dirige con éxito a la perspectiva de la audiencia a la que va dirigida (por ejemplo, seguridad para niños, tecnología para jóvenes adultos, políticas para adultos)?\n 3. Diseño Visual y Dominio de BioRender (20%)\n -&nbsp;\n \n ¿Las infografías son visualmente claras, bien organizadas y fáciles de seguir?\n \n -&nbsp;\n \n ¿El proyecto demuestra un uso efectivo de las características de BioRender para crear diagramas precisos e informativos?\n \n -&nbsp;\n \n ¿Hay evidencia de pensamiento creativo en el uso de una herramienta científica como BioRender para comunicarse con una audiencia no científica (especialmente el grupo de niños)?\n \n 4. Calidad General y Síntesis (10%)\n -&nbsp;\n \n ¿El proyecto en su conjunto demuestra una comprensión profunda de la importancia del tema?\n \n -&nbsp;\n \n ¿El trabajo es pulcro, profesional y completo?\n \n -&nbsp;¿El proyecto conecta con éxito la ciencia de CRISPR con sus consecuencias humanas en el mundo real?","AC:560":"N/A","AE:390":"N/A","P:27":"English","S:472":"N/A","O:389":"N/A","AN:647":"N/A","AY:648":"N/A","D:750":"Resource Type","BG:284":"N/A","AL:399":"N/A","AM:119":"N/A","BH:494":"N/A","U:604":"N/A","U:41":"due to overfishing","AB:784":"N/A","AE:362":"N/A","O:5":"2025-06-11 13:12:17","AQ:665":"N/A","AB:790":"N/A","Z:580":"N/A","Q:239":"N/A","AY:538":"N/A","AF:405":"N/A","S:240":"N/A","BI:250":"N/A","AY:431":"N/A","Q:320":"N/A","AS:358":"Yes","AA:497":"N/A","AC:118":"No","AH:559":"No","AU:729":"N/A","AM:622":"N/A","AT:659":"N/A","AT:610":"N/A","P:164":"20","BF:266":"N/A","AX:285":"N/A","AI:634":"N/A","G:643":"r246q0[D3G3O1b]. HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","AY:618":"N/A","AT:613":"N/A","AI:508":"N/A","AV:440":"N/A","BG:188":"https://antranik.org/the-rise-of-modern-medicine-causes-of-death-in-the-20th-century/","AW:361":"N/A","AJ:543":"N/A","BF:499":"N/A","AP:432":"N/A","BF:285":"N/A","V:160":"N/A","BE:207":"N/A","BB:212":"N/A","AU:288":"N/A","BI:498":"No","BI:739":"N/A","AM:652":"N/A","AX:347":"N/A","AA:270":"N/A","BC:652":"N/A","AI:423":"N/A","BF:78":"No","A:302":"Activity 1 (SciLMified)","U:292":"N/A","AP:771":"N/A","AO:786":"N/A","AM:684":"N/A","AL:240":"N/A","AY:179":"N/A","AC:786":"N/A","AY:262":"N/A","AH:290":"N/A","AZ:584":"N/A","O:12":"193.144.81.197","AA:392":"N/A","AI:442":"N/A","AF:348":"No","T:466":"N/A","BA:307":"N/A","AC:140":"opinion-based language","BB:676":"N/A","G:503":"r753q0. Evaluation / assessment criteria","BH:582":"N/A","BC:534":"No","BH:90":"1) gli studenti sono in grado di definire il termine fast fashion; 2) gli studenti sono in grado di elencare diversi luoghi in cui è possibile acquistare fast fashion; 3) gli studenti sono in grado di riconoscere la logica degli algoritmi relativi alla visualizzazione di pubblicità sulle piattaforme dei social media e sui siti web","AI:598":"N/A","BB:260":"N/A","AI:319":"N/A","BB:36":"Environmental pollution: waste","T:749":"N/A","D:689":"Student Output Form","AA:775":"N/A","AV:14":"2025","D:508":"Resource Type","AM:306":"N/A","AJ:610":"N/A","AV:180":"No","AA:428":"N/A","AR:605":"N/A","AB:616":"N/A","Y:360":"N/A","D:83":"Subjects","BA:306":"N/A","X:597":"N/A","AT:426":"N/A","O:346":"N/A","AQ:612":"N/A","AY:156":"N/A","AV:230":"N/A","BH:158":"No","BI:687":"N/A","AM:247":"N/A","U:741":"N/A","D:492":"Duration","AS:11":"2025-07-14 19:56:33","Q:750":"N/A","S:359":"N/A","Z:27":"English","AZ:400":"N/A","AH:439":"N/A","D:121":"Required infrastructure & Teaching Materials","AN:241":"N/A","P:94":"No","BB:402":"N/A","AH:199":"N/A","AE:599":"N/A","AY:486":"N/A","P:406":"N/A","AK:797":"N/A","BH:286":"N/A","AT:295":"N/A","BI:75":"No","AM:669":"N/A","AC:283":"N/A","P:219":"N/A","X:158":"N/A","BG:262":"N/A","AF:680":"N/A","X:689":"N/A","AY:438":"N/A","X:282":"N/A","AV:644":"N/A","AB:415":"N/A","AC:542":"N/A","AS:654":"N/A","AD:661":"N/A","T:685":"N/A","S:637":"N/A","W:677":"N/A","AO:403":"N/A","AF:550":"N/A","AB:654":"N/A","AJ:298":"N/A","AM:116":"N/A","BG:356":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Actividad\n 2. Interpretar los mecanismos de acción de los antibióticos.\n \n Para\n que los alumnos comprendan el mecanismo de acción de los antibióticos,\n realizaremos la siguiente actividad.Para\n los alumnos:(véase\n la ficha de la actividad completa en la carpeta de materiales: Antibiotics &gt;\n ESP_Leccion 1-Biologia 1_Actividad 2.pdf)\n \n Localiza\n cada tipo de antibiótico en la parte de la bacteria que corresponde a su sitio\n de acción.Inhiben\n la síntesis de la pared celular: estos antibióticos impiden que la bacteria\n forme su pared celular, lo que la hace vulnerable y puede provocar su muerte.Inhiben\n la síntesis de proteínas: actúan sobre los ribosomas bacterianos,\n impidiendo que la bacteria produzca sus propias proteínas.Inhiben\n la síntesis de ADN o ARN: interfieren en la replicación o transcripción del\n material genético de la bacteria.Inhiben\n las vías metabólicas esenciales (por ejemplo, el ácido fólico): bloquean la\n producción de compuestos que la bacteria necesita para sobrevivir.Alteran\n la membrana celular: dañan directamente la membrana bacteriana, lo que\n provoca la muerte celular.\n \n \n \n Para los profesores:Divida a los alumnos en grupos.\n Cada grupo tendrá un modelo de bacteria representado en un cartón, 5 tarjetas\n con los 5 grandes grupos de antibióticos y una hoja con su descripción y las\n instrucciones de la actividad. Deben colocar cada tipo de antibiótico en la\n parte de la bacteria donde actúa, leyendo atentamente las descripciones y\n asegurándose de que las entienden. También tenemos un modelo de bacteria más\n grande y cinco tarjetas más grandes que se utilizarán para el debate en clase\n con el fin de crear todos juntos el modelo común, que luego podremos colgar en\n el aula.Cuando terminen sus modelos\n grupales, una persona del grupo (un grupo cada vez) se pondrá delante de la\n clase para colocar un tipo de antibiótico en la parte de la bacteria donde\n actúa (en el modelo común más grande), asegurándose de que todos lo entiendan.A continuación, realizamos una\n breve reflexión para destacar la gran diversidad de antibióticos que existen y\n los diferentes mecanismos por los que actúan. También introducimos brevemente\n el concepto de resistencia a los antibióticos mediante preguntas orientativas,\n como: ¿Qué ocurre si administramos un antibiótico que se dirige a una proteína\n específica, pero las bacterias tienen una ligera modificación en esa proteína?Por último, es importante mencionar el papel de los plásmidos (pequeñas moléculas circulares de ADN que se replican independientemente del cromosoma bacteriano), ya que pueden transportar genes de resistencia a los antibióticos y transferirse entre bacterias a través de la conjugación. Estos conceptos son esenciales para la próxima lección de biología, que se centrará específicamente en la resistencia a los antibióticos.","U:406":"N/A","AK:181":"N/A","AW:395":"N/A","AL:626":"N/A","AP:462":"N/A","AD:654":"N/A","P:581":"N/A","U:505":"Instagram-Labs (based on age group)\n \n \n \n \n Baby Boomers (1946-1964)Generation X (1965-1980)Millennials (1981-1996)Gen Z (1997-2010)Gen Alpha (2010-2025)\n \n \n \n \n \n \n \n \n \n Five groups would be ideal so that each age group can be worked on by one group. The formation of the groups is up to the individual teacher.\n \n \n \n \n \n \n \n \n \n Learners …\n \n \n \n \n Discuss their experiences with Instagram and different age groups.\n \n \n \n \n \n \n \n \n \n \n Identify different characteristics and specifics regarding different age/target groups, such as\n \n \n preferred formattime spent on Instagram&nbsp;experiences with Instagramlifestyleslinguistic knowledge\n \n \n Discuss how the information they get relates to their experiences.\n \n \n \n After 15 minutes, the findings on the Padlet will be opened on a projector and each group will present them quickly. The Padlet will be kept on the projector for the next activity, so that all learners can work with the profile cards of each generation.","BF:319":"N/A","AF:292":"N/A","Z:538":"No","BI:541":"N/A","S:75":"No","O:751":"N/A","Y:212":"N/A","AZ:310":"N/A","AY:795":"N/A","AK:422":"N/A","R:30":"4","U:106":"No","AW:700":"N/A","AL:210":"N/A","AZ:372":"N/A","AC:400":"N/A","U:640":"N/A","R:88":"Beauty Standards and Ethics","BB:115":"No","BG:730":"N/A","AS:458":"N/A","AX:584":"N/A","AP:464":"N/A","AL:506":"N/A","BH:254":"N/A","Y:166":"Pass around the objects the teacher brought with him/her to the lesson, look at them and examine them.Objects: reusable cups and bags, second-hand clothes and other\n  multi-use items promoting sustainabilityIdentify at least one single-use item that each object passed around can replace in your house.Discuss\n  these questions in class:&nbsp;&nbsp;What makes these objects different from the single-use ones?&nbsp;Why might someone choose to use them?How can they help reduce wastepollution?After\n  the teacher's prompt, form groups of 3-4 and try to recall and name any organisations,&nbsp;events, or\n  programs you already know that deal with environmental protection, waste\n  reduction, or sustainability.Share\n  your examples with the class and explain what you know about them.\n \n \n \n \n \n \n \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:\"Normální tabulka\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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;}","AZ:225":"N/A","BI:117":"No","BD:697":"No","AO:658":"N/A","AI:453":"N/A","G:259":"A1Hows[D3G2O1b]. HOWs [Divide potential science-based solutions to the socio-scientific issue into categories.]","AB:412":"N/A","AN:354":"10","AC:242":"N/A","AR:182":"N/A","AE:541":"N/A","G:505":"r740q0. Briefly describe the method you use.","U:5":"2025-08-21 15:24:13","AM:261":"N/A","BI:89":"Debería construirse la fábrica de ALTRI?","R:110":"Yes","AE:84":"No","Y:262":"N/A","AE:619":"N/A","AQ:241":"N/A","W:162":"N/A","AB:228":"N/A","AH:299":"N/A","Z:225":"N/A","AE:121":"PowerPoint presentation, printed worksheets, scissors, glue, paper sheets, and pens/pencils.","AG:590":"N/A","Y:93":"No","S:404":"N/A","G:203":"A1Hows[D1G1O2c]. HOWs [Explain the role AI, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]","W:78":"No","AT:180":"N/A","BG:625":"N/A","AB:207":"N/A","R:211":"N/A","AJ:95":"N/A","BG:461":"N/A","X:263":"N/A","P:726":"N/A","AG:596":"N/A","AK:690":"N/A","U:512":"Padlet","AW:478":"N/A","BB:430":"N/A","AO:539":"N/A","AS:241":"N/A","BB:350":"N/A","BH:624":"N/A","AR:462":"N/A","BH:657":"N/A","AH:96":"Yes","S:464":"N/A","AY:320":"N/A","AM:668":"N/A","BA:770":"N/A","AY:581":"N/A","AA:318":"No","S:589":"N/A","AA:140":"Ethics","AT:163":"N/A","AN:484":"N/A","AR:181":"N/A","R:656":"N/A","R:171":"No","P:775":"N/A","T:450":"N/A","BE:488":"N/A","AX:142":"Ökosystem","T:228":"N/A","BB:209":"N/A","BE:427":"N/A","T:728":"N/A","Z:255":"N/A","AI:138":"fast fashion, human rights, alternatives to fast fashion","AF:579":"N/A","R:163":"N/A","AN:465":"N/A","AX:140":"Überfischung","BF:640":"N/A","BG:100":"Yes","AC:103":"No","AS:484":"N/A","D:550":"Student Output Form","S:633":"N/A","BE:429":"N/A","AE:687":"Yes","U:286":"N/A","BF:118":"No","AU:649":"N/A","O:792":"N/A","AE:583":"N/A","AC:319":"N/A","O:476":"N/A","W:475":"N/A","AS:349":"No","BG:82":"No","V:620":"N/A","AO:623":"N/A","AT:480":"N/A","AY:488":"N/A","AT:797":"N/A","BE:405":"N/A","AM:112":"N/A","W:772":"N/A","AX:405":"N/A","Y:645":"N/A","P:207":"N/A","W:676":"N/A","AR:101":"No","AN:447":"N/A","BD:792":"N/A","AX:435":"N/A","O:679":"N/A","Z:666":"N/A","AA:144":"Debate","AW:296":"N/A","BI:84":"No","AK:586":"N/A","AQ:166":"Trinn 1: Hente frem og knytte\n sammen (Huske / Forstå)\n \n Elevene&nbsp;henter frem det de allerede vet&nbsp;om resirkulering og&nbsp;deler&nbsp;egne erfaringer (f.eks.\n søppelsortering på skolen, vaner i familien).\n \n Lærerens spørsmål:\n \n \n  «Hva skjer når du\n  resirkulerer hjemme eller på skolen?»\n  «Hvilke problemer kan\n  fortsatt finnes, selv om vi resirkulerer mye?»\n \n \n\n \n Trinn 2: Forutsi og formulere\n hypoteser (Bruke / Analysere)\n \n Elevene&nbsp;forutsier&nbsp;svar på tavle-spørsmålet:\n \n «Er resirkulering nok til å redde\n planeten?»\n \n \n  I par&nbsp;diskuterer de&nbsp;og&nbsp;noterer ned&nbsp;minst én\n  grunn&nbsp;for&nbsp;og en grunn&nbsp;imot.\n  De&nbsp;hypotetiserer&nbsp;deretter en mulig «bedre tilnærming» (uten at\n  de ennå kjenner til begrepet sirkulærøkonomi).\n \n \n\n \n Trinn 3: Klargjøre\n læringsmålet (Forstå / Analysere)\n \n Læreren forklarer læringsmålet tydelig:\n \n «I dag skal dere&nbsp;sammenligne&nbsp;resirkulering med en annen tilnærming som heter sirkulærøkonomi.\n Dere skal&nbsp;analysere&nbsp;styrker\n og svakheter ved begge, og begynne å&nbsp;utvikle&nbsp;egne argumenter.»\n \n Elev-aktivitet:&nbsp;Elevene skriver læringsmålet med egne\n ord ved hjelp av forslag til setningsstartere:\n \n \n  «Jeg skal lære hvordan\n  jeg kan ___, og deretter skal jeg bruke dette til å ___.»","S:780":"N/A","AJ:774":"N/A","AN:613":"N/A","R:271":"N/A","O:590":"N/A","BE:770":"N/A","AW:318":"N/A","AP:77":"No","AU:668":"N/A","AG:622":"N/A","AZ:169":"N/A","AA:257":"N/A","AF:68":"No","AE:412":"N/A","G:756":"r677q0. Tips, tricks, and suggestions for practice","BF:115":"No","AA:155":"N/A","AU:97":"No","AO:513":"Gestalten Sie das Padlet so, dass klar ersichtlich ist, wo die Schüler*innen (Gruppen) ihre Informationen einfügen sollen. Legen Sie dazu am besten bereits vordefinierte Bereiche an (idealerweise mit den Titeln der Generationen), damit sofort erkennbar ist, wohin die Antworten der Gruppen gehören.\n \n \n Während die Gruppen arbeiten, können Sie das Padlet bereits auf Ihrem PC öffnen, um den Fortschritt zu beobachten – oder, wenn es in Ihrer Klasse sinnvoll ist, es auch schon über den Beamer zeigen. So bekommen die Gruppen ein Gefühl dafür, wie weit die anderen sind, was ihnen eventuell bei der Zeitplanung hilft.\n \n \n Um auf die Bedürfnisse von Lernenden mit Seh- oder Lesebeeinträchtigungen einzugehen, können Sie die Texte ganz einfach mit KI in Audiodateien umwandeln, zum Beispiel mit diesen Websites:\n \n \n \n https://www.naturalreaders.com/online/\n https://notegpt.io/text-to-speech\n \n \n Als Scaffolding-Maßnahme können Sie außerdem wichtige Wörter und Phrasen fett markieren, den Abstand zwischen den Buchstaben vergrößern und eine größere Schriftgröße verwenden. Beachten Sie zudem, dass serifenlose Schriftarten für Schüler*innen mit Leseschwierigkeiten leichter lesbar sind.","Q:425":"N/A","P:432":"N/A","P:676":"N/A","AA:298":"N/A","BE:494":"N/A","AL:660":"N/A","AK:156":"No","AH:289":"N/A","P:317":"No","Q:739":"N/A","AZ:108":"Yes","AL:369":"N/A","BI:631":"N/A","O:666":"N/A","AQ:221":"N/A","P:487":"N/A","AH:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","V:420":"N/A","BF:419":"N/A","AE:224":"N/A","Y:72":"No","AL:287":"N/A","S:297":"N/A","Y:457":"N/A","AO:175":"Mindmap mit Stichwörtern, z. B.:\n \n \n Meeresfrüchte, Überfischung, Fischerei, Fangtechniken, Meer, Ozeane, Fische, Haie, Regenerationsrate, Darstellung, nachhaltig, Gefühle, Diagramme, Klimawandel, Kabeljau, Population, Spende, Gemeinschaft, Regierung\n \n \n \n \n \n Siehe large files – Dokument","BI:155":"No","G:118":"Infrastructure[SQ007]. Required infrastructure [Projector]","BH:432":"N/A","AB:239":"N/A","O:350":"N/A","AF:393":"N/A","AK:9":"2tIc0rs7KHx9qcT","AI:269":"N/A","AB:414":"N/A","AJ:107":"N/A","O:101":"No","AF:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","BF:773":"N/A","AN:643":"N/A","BG:436":"N/A","AY:589":"N/A","BD:403":"N/A","S:229":"N/A","T:206":"N/A","T:606":"N/A","AU:262":"N/A","AO:787":"N/A","W:539":"N/A","T:242":"N/A","AF:641":"N/A","AO:73":"No","AX:753":"N/A","AD:680":"N/A","T:444":"N/A","O:654":"N/A","BI:623":"N/A","AN:560":"N/A","AB:157":"No","AU:1":"61","AO:777":"N/A","AV:421":"N/A","G:166":"A1Instruction. Activity instruction","AH:247":"N/A","O:732":"N/A","AI:624":"N/A","BE:121":"Fotocollage, die Verwendung, Missbrauch, Wirkmechanismus, Resistenz und Verfügbarkeit von Antibiotika hervorhebt","BI:415":"N/A","AL:141":"Engineered babies","AS:84":"No","BG:8":"1.50E+09","AZ:775":"N/A","AX:724":"N/A","W:743":"N/A","R:727":"Yes","AB:770":"N/A","AR:542":"N/A","W:200":"N/A","AL:561":"N/A","BE:399":"N/A","AV:588":"N/A","AU:477":"N/A","AZ:750":"N/A","AO:232":"N/A","AH:742":"No","BE:272":"N/A","G:484":"r570q0[D4G3O3b]. HOWs [Research evidence and logic behind the counter-arguments.]","BF:353":"N/A","AO:204":"N/A","Y:204":"N/A","X:733":"N/A","AT:172":"N/A","AI:553":"N/A","AN:538":"No","BI:699":"N/A","AX:610":"N/A","AO:309":"N/A","BC:698":"N/A","Y:221":"N/A","G:110":"Infrastructure[SQ001]. Required infrastructure [Teacher computer]","AM:235":"N/A","BC:356":"Pozoruj oblast, která ti byla přidělena, a identifikuj odpad, který vidíš. Sesbírej odpadky pomocí rukavic a svých pytlů. Pokud můžeš, roztřiď je – recyklovatelné materiály dej do jednoho pytle a ostatní odpad do druhého. Diskutuj se svou skupinou o tom, co jste našli. Popiš, čeho sis všiml/a. Navrhni způsoby, jak můžeme oblast udržet čistou i v budoucnu.","S:8":"1.20E+09","BC:583":"N/A","AY:104":"No","AV:649":"N/A","AJ:346":"N/A","AE:392":"N/A","O:429":"N/A","T:345":"Yes","G:440":"r570q0[D2G4O1b]. HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","Q:268":"N/A","AQ:655":"N/A","BC:668":"N/A","AJ:225":"N/A","BD:357":"N/A","AG:741":"N/A","AM:783":"N/A","AE:603":"N/A","Q:732":"N/A","AC:137":"60","BF:430":"N/A","AN:5":"2025-08-14 21:14:16","AQ:646":"N/A","O:291":"N/A","G:365":"r165q0. Model solution","G:130":"Materials[SQ010]. Required teaching materials []","Z:443":"N/A","AL:473":"N/A","AT:316":"N/A","BC:37":"due to domestic overconsumption / throw-away habits","AR:448":"N/A","BI:777":"N/A","AB:94":"Yes","V:650":"N/A","AS:169":"No","Q:603":"N/A","AQ:728":"N/A","G:301":"A1Hows[other]. HOWs [Other]","X:393":"N/A","BD:601":"N/A","AJ:735":"N/A","BD:7":"en","BD:600":"N/A","P:634":"N/A","AA:138":"Biology","AJ:595":"N/A","AD:772":"N/A","BH:209":"N/A","U:447":"N/A","AG:488":"N/A","AJ:473":"N/A","BF:606":"N/A","W:622":"N/A","AB:180":"N/A","AF:746":"Content:\n \n \n relevance of ideas: Are the ideas clearly connected to the assigned \"R\"?use of examples: Does the group include specific examples to illustrate the bigger concept?variety: Do their ideas include both personal habits and broader proposals (school, community, societal level, ...)?reflection: Does the group critically reflect on the importance of the principle?\n \n \n \n \n \n Presentation of ideas:\n \n \n clarity: Do learners explain their ideas in an organised way? Are the ideas linked?&nbsp;vocabulary: Do learners explain their ideas using key terms that were introduced at the beginning of the lesson?","BF:697":"N/A","AO:43":"Sustainable Oceans","BF:653":"N/A","AV:627":"N/A","S:662":"N/A","AH:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","BC:75":"No","S:548":"N/A","AH:396":"N/A","AH:607":"N/A","BB:204":"N/A","BD:473":"N/A","AB:111":"No","Q:154":"Yes","D:327":"Material Sources","BE:241":"N/A","AE:240":"N/A","AZ:590":"N/A","AY:83":"No","T:659":"N/A","BC:660":"N/A","BF:582":"N/A","V:30":"4","G:359":"r42q0[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","D:149":"Keywords","AA:506":"N/A","BD:467":"N/A","AB:76":"No","AJ:657":"N/A","AC:503":"Learners can...identify the main message.recognise factual vs. opinion-based language.use&nbsp;appropriate academic language, vocabulary, and grammar.stay on topic.address all parts of the task instruction.","S:413":"N/A","U:116":"No","AK:73":"No","AE:407":"N/A","AQ:373":"N/A","AW:790":"N/A","AM:227":"N/A","AC:258":"N/A","AT:690":"N/A","AY:361":"N/A","AG:360":"No","AL:781":"N/A","Z:663":"N/A","P:162":"N/A","AE:153":"4","AB:483":"N/A","BB:372":"N/A","G:592":"r246q0[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","AF:610":"N/A","BG:291":"N/A","BH:210":"N/A","Y:243":"N/A","AC:320":"N/A","Z:390":"N/A","Y:537":"N/A","BD:466":"N/A","R:6":"14","AY:731":"N/A","AT:588":"N/A","BE:96":"No","AF:267":"N/A","R:539":"No","AC:229":"N/A","BI:700":"N/A","Z:202":"N/A","AG:69":"No","S:492":"30","X:459":"N/A","T:480":"N/A","AN:652":"N/A","AY:122":"Ejemplo de biorender para la segunda actividad","O:215":"N/A","AA:35":"N/A","P:645":"N/A","BF:617":"N/A","Y:725":"N/A","AY:743":"N/A","BD:258":"N/A","Y:106":"No","AY:108":"Yes","U:559":"No","Z:265":"N/A","AU:581":"N/A","AD:30":"4","T:111":"Yes","AK:138":"misleading graphs, manipulating graphs, geogebra, critical thinking, reflection","AK:490":"N/A","AU:624":"N/A","AW:359":"N/A","BC:787":"N/A","AC:269":"N/A","AY:9":"NbX8NOEXGMGIa0V","BB:596":"N/A","AW:11":"2026-05-18 15:22:55","Y:779":"N/A","AP:281":"N/A","AE:486":"N/A","AE:354":"20","AJ:307":"N/A","AV:794":"N/A","Q:228":"N/A","AZ:352":"N/A","U:298":"N/A","T:486":"No","BI:259":"N/A","BG:508":"N/A","AG:91":"No","W:631":"N/A","BF:426":"N/A","Y:398":"N/A","AT:644":"N/A","BD:446":"N/A","AG:435":"N/A","AO:111":"Yes","W:166":"1. Brainstorming: Explain why recycling is important.\n2. List the types of materials that can be recycled.\n3. Identify examples of recyclable materials.\n4. Discuss how recycling benefits the environment.","AX:477":"N/A","AP:362":"N/A","AF:684":"N/A","AV:396":"N/A","BG:600":"N/A","AI:279":"N/A","BH:44":"potenziali malintesi:\n il fast fashion non ha alcun impatto sull'ambiente dopo il processo di produzione\n il fast fashion non è pericoloso per le persone\n la produzione non è problematica per le persone e l'ambiente&nbsp;\n il prezzo pagato dal cliente è equo e sufficiente a coprire le spese di manodopera, materiali, importazione, ...","AK:481":"N/A","AR:5":"2025-07-10 13:35:17","AR:98":"Yes","AE:618":"N/A","AG:552":"N/A","AZ:398":"N/A","T:472":"N/A","BH:734":"7","BC:214":"N/A","Q:233":"N/A","BA:173":"N/A","Q:784":"N/A","AC:690":"N/A","AM:473":"N/A","BH:424":"N/A","O:786":"N/A","AL:297":"N/A","AV:742":"N/A","BA:66":"N/A","AC:678":"N/A","BG:561":"N/A","V:594":"N/A","AU:99":"No","Y:792":"N/A","T:552":"N/A","BF:551":"N/A","AM:451":"N/A","AE:242":"N/A","AR:634":"N/A","AW:499":"No","P:400":"N/A","AA:314":"Group work","O:253":"N/A","AX:245":"N/A","AK:355":"No","X:539":"N/A","AF:679":"N/A","Z:548":"No","AK:469":"N/A","AL:535":"N/A","AC:487":"N/A","BH:580":"N/A","AW:506":"Yes","Q:411":"N/A","AW:583":"N/A","AT:160":"N/A","G:712":"r875q0[S009]. Provide all sources you used in this activity [Reference / Source 9]","BF:274":"N/A","AJ:584":"N/A","AE:624":"N/A","AI:560":"N/A","AW:497":"Yes","AX:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","G:754":"r342q0. App","AH:407":"N/A","AZ:91":"No","BE:359":"No","BG:481":"N/A","AC:173":"N/A","AV:290":"N/A","BB:269":"N/A","T:199":"N/A","AD:474":"N/A","AR:730":"N/A","AM:106":"N/A","P:473":"N/A","BC:204":"N/A","BA:222":"N/A","AX:620":"N/A","V:441":"N/A","BG:560":"N/A","AS:59":"Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.","AX:358":"N/A","AH:619":"N/A","T:624":"N/A","AI:88":"Human Rights/ Fast Fashion","G:404":"r570q0[D1G4O1b]. HOWs [Identify author and messenger.]","AL:418":"N/A","BH:445":"N/A","AW:697":"N/A","S:679":"N/A","AY:422":"N/A","BG:683":"(véase la ficha de la actividad completa en la carpeta de materiales: Antibiotics &gt; ESP_Leccion 1-Biologia 1_Actividad 3.pdf)\n \n \n Actividad 3. Diferenciar entre opiniones, hechos y argumentos.\n \n \n 1. Clasifica las afirmaciones que se te dan en las siguientes tres categorías: Opiniones, Hechos aislados, Argumentos. Identifica las pistas verbales que te han ayudado a clasificar las afirmaciones.&nbsp;\n \n \n 2. Compara la información de esas oraciones con los conocimientos que ya tienes.&nbsp;\n \n \n Afirmaciones:\n Algunos antibióticos actúan impidiendo que las bacterias se reproduzcan, mientras que otros las matan directamente.&nbsp;Educar a los pacientes sobre cuándo se necesitan los antibióticos reduce su uso indebido, como confirman las campañas de salud pública del Reino Unido.Creo que tengo la gripe, tomar los antibióticos que me sobraron me ayudará a recuperarme más rápido.En algunos países, los antibióticos todavía se pueden comprar sin receta médica.Según la Organización Mundial de la Salud, el uso excesivo de antibióticos contribuye a la resistencia a los antimicrobianos.En mi opinión, los antibióticos deberían estar disponibles sin receta médica.","AO:441":"N/A","BH:742":"No","BB:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AY:542":"N/A","AD:369":"N/A","X:202":"N/A","BI:780":"N/A","G:70":"Subjects[AO05]. Subject(s) [Mathematics]","W:648":"N/A","Q:108":"No","BE:377":"Saleem, Z., Mekonnen, B. A., Orubu, E. S., Islam, M. A., Nguyen, T. T. P., Ubaka, C. M., … Sharland, M. (2025). Current access, availability and use of antibiotics in primary care among key low- and middle-income countries and the policy implications. Expert Review of Anti-Infective Therapy, 1–42. https://doi.org/10.1080/14787210.2025.2477198","BG:9":"SWM3PD9YzzoMyFz","AU:164":"50","AE:345":"Yes","AN:786":"N/A","BI:497":"No","D:502":"Expected Outcome","X:669":"N/A","BH:434":"N/A","BE:616":"N/A","AU:641":"N/A","AU:36":"Food scarcity and starvation","D:687":"Student Output Form","G:593":"r246q0[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","AK:742":"N/A","AT:393":"N/A","Y:283":"N/A","AR:678":"N/A","X:646":"N/A","AQ:115":"No","Q:470":"N/A","X:451":"N/A","Z:622":"N/A","Q:609":"N/A","AT:358":"N/A","S:36":"Genetic engineering","O:422":"N/A","T:579":"N/A","O:795":"N/A","AA:5":"2026-04-21 14:07:59","Q:630":"N/A","AG:350":"N/A","AE:214":"N/A","BA:639":"N/A","AB:288":"N/A","AR:595":"N/A","AK:360":"N/A","AX:201":"N/A","AU:783":"N/A","AP:490":"N/A","AT:479":"N/A","BE:658":"N/A","Y:232":"N/A","AE:226":"N/A","AA:206":"N/A","D:72":"Subjects","BI:466":"N/A","BB:424":"N/A","AF:653":"N/A","AD:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","U:554":"Written concept for their Instagram post/reel/set of stories","AL:254":"N/A","V:423":"N/A","BI:550":"N/A","AE:690":"No","AK:588":"N/A","AT:466":"N/A","BH:212":"N/A","AW:358":"N/A","BA:489":"N/A","Z:459":"N/A","AA:112":"No","AV:684":"N/A","AP:95":"No","X:96":"No","AT:549":"N/A","AJ:726":"N/A","AQ:422":"N/A","AC:67":"Yes","AW:494":"Yes","BD:235":"N/A","AI:753":"N/A","T:438":"N/A","X:31":"N/A","BE:780":"N/A","AV:249":"N/A","AU:545":"No","AB:633":"N/A","AI:273":"N/A","Y:265":"N/A","P:583":"N/A","AC:34":"No","AW:496":"No","G:514":"r829q0[S001]. Provide all sources you used in this activity [Reference / Source 1]","AL:494":"N/A","W:413":"N/A","BH:472":"N/A","G:218":"A1Hows[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","Y:99":"No","AF:401":"N/A","R:83":"No","AH:562":"No","AV:551":"N/A","AN:733":"N/A","AE:661":"N/A","AJ:406":"N/A","AW:476":"N/A","AI:437":"N/A","AG:275":"N/A","AI:500":"N/A","G:718":"r875q0[S015]. Provide all sources you used in this activity [Reference / Source 15]","AY:561":"N/A","AD:447":"N/A","AU:302":"20","AL:658":"N/A","AZ:743":"N/A","BC:508":"No","X:210":"N/A","BD:182":"N/A","V:503":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 \n \n \n \n \n \n \n Learners show an understanding of the assigned stakeholder’s\n role.Learners accurately express that person’s values, concerns,\n and goals.Learners use facts, statistics, or quotes from provided\n material to support key points.Ideas are organized and easy to follow.Arguments are convincing and well thought-through.Layout helps guide the reader through the information.","S:373":"N/A","P:793":"N/A","BF:373":"N/A","AB:79":"No","AG:450":"N/A","AJ:680":"N/A","AP:508":"N/A","AA:787":"N/A","U:229":"N/A","AE:70":"No","AV:508":"N/A","AE:467":"N/A","BB:394":"N/A","AX:595":"N/A","AN:217":"N/A","BE:800":"N/A","BF:772":"N/A","AW:563":"N/A","AB:123":"Spoons","BC:226":"N/A","AC:559":"N/A","V:459":"N/A","BF:625":"N/A","AH:636":"N/A","AM:773":"N/A","BI:436":"N/A","AX:490":"N/A","AB:537":"No","AG:201":"N/A","AB:797":"N/A","AK:615":"N/A","Q:101":"No","T:644":"N/A","BD:167":"N/A","S:598":"N/A","AV:119":"No","BH:201":"N/A","Q:614":"N/A","S:101":"No","AQ:561":"N/A","AD:232":"N/A","AE:582":"N/A","S:210":"N/A","AO:360":"No","Z:99":"No","BD:238":"N/A","AU:441":"N/A","AI:405":"N/A","AP:81":"No","V:605":"N/A","Z:105":"No","AH:279":"N/A","AS:628":"N/A","AR:275":"N/A","BD:638":"N/A","BB:316":"N/A","AL:245":"N/A","AV:489":"N/A","BH:741":"No","AU:540":"N/A","AW:464":"N/A","AU:427":"N/A","AA:677":"N/A","R:581":"N/A","X:285":"N/A","BI:679":"N/A","R:236":"N/A","AJ:490":"N/A","AR:253":"N/A","BD:759":"Shark trust. What is overfishing? https://www.sharktrust.org/shark-threats","T:620":"N/A","G:252":"A1Hows[D2G4O2a]. HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AH:627":"N/A","S:116":"No","AQ:777":"N/A","Y:661":"N/A","AV:796":"N/A","Z:156":"No","AG:264":"N/A","BI:106":"No","AB:68":"No","BC:137":"90","AN:699":"N/A","BE:634":"N/A","BI:204":"N/A","AZ:454":"N/A","O:427":"N/A","AW:660":"N/A","BD:228":"N/A","W:671":"N/A","AJ:80":"N/A","AX:614":"N/A","AO:489":"N/A","S:470":"No","AW:203":"N/A","AF:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AQ:394":"N/A","W:392":"N/A","AI:690":"N/A","AG:370":"No","AJ:539":"N/A","AM:103":"N/A","AJ:776":"N/A","AB:670":"N/A","BF:171":"N/A","W:597":"N/A","AD:493":"1. Examine each statement carefully\n \n \n \n \n 2. Identify the misconception in each statement\n \n \n 3. Explain the correct biological concept using your knowledge and reliable scientific sources.\n \n \n \n 4. Search for supporting evidence using peer - reviewed articles or trusted sources (PubMed, WHO)\n \n \n \n \n 5. Propose a way how the individuals can improve their understanding","S:469":"Yes","AJ:672":"N/A","AH:172":"No","AH:659":"N/A","AD:800":"N/A","AA:448":"N/A","R:357":"Yes","R:346":"No","AH:99":"No","BB:258":"N/A","AU:232":"N/A","AQ:478":"N/A","AX:588":"N/A","AD:162":"N/A","BG:233":"N/A","AL:584":"N/A","U:281":"N/A","U:370":"No","BB:559":"N/A","AG:483":"N/A","AY:1":"65","BB:254":"N/A","BF:651":"N/A","AF:470":"N/A","S:201":"N/A","AW:609":"N/A","BD:783":"N/A","AK:769":"N/A","AB:738":"N/A","AM:689":"N/A","AC:353":"N/A","AY:211":"N/A","Z:677":"N/A","AZ:689":"N/A","BG:659":"N/A","AH:784":"N/A","AW:666":"N/A","AK:633":"N/A","AN:406":"N/A","AZ:219":"N/A","AT:538":"N/A","AJ:91":"N/A","BE:612":"N/A","S:490":"N/A","V:43":"Sustainable Ocean","AO:788":"N/A","AH:421":"N/A","AS:405":"N/A","BF:486":"N/A","BD:728":"Yes","AS:397":"N/A","AM:580":"N/A","AV:173":"No","AE:679":"N/A","AU:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AN:785":"N/A","AH:510":"N/A","BC:607":"N/A","G:556":"r709q0. Evaluation / assessment criteria","AE:481":"N/A","R:735":"Yes","Q:72":"No","AO:700":"N/A","BF:580":"N/A","AC:440":"N/A","W:299":"N/A","O:644":"N/A","BF:410":"N/A","AY:207":"N/A","AU:793":"N/A","Z:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","BG:608":"N/A","BC:785":"N/A","AU:78":"No","AO:560":"No","BE:622":"N/A","G:670":"r246q0[D4G3O2b]. HOWs [Select supporting evidence for each argument.]","AX:158":"N/A","BH:438":"N/A","R:752":"No","AX:540":"N/A","BH:615":"N/A","X:685":"N/A","AL:699":"N/A","AN:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","BI:247":"N/A","AZ:417":"N/A","BC:169":"N/A","BI:598":"N/A","AL:453":"N/A","AA:583":"N/A","Q:562":"N/A","AF:458":"N/A","BB:448":"N/A","BB:216":"N/A","T:112":"No","AP:543":"N/A","AA:600":"N/A","AH:740":"No","AL:664":"N/A","Y:468":"N/A","AW:247":"N/A","U:289":"N/A","AB:262":"N/A","W:308":"N/A","AZ:296":"N/A","G:224":"A1Hows[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","BC:447":"N/A","G:363":"r42q0[SQ007]. Student output form [Service-learning project]","BH:601":"N/A","AY:651":"N/A","BH:390":"N/A","AT:320":"N/A","AO:36":"Food scarcity and starvation","BF:320":"N/A","AG:74":"No","BC:616":"N/A","AW:452":"N/A","G:540":"r1024q0[SQ007]. Activity number in lesson [7]","Q:733":"N/A","AE:732":"N/A","AO:345":"Yes","AE:239":"N/A","AM:82":"N/A","AV:278":"N/A","Y:656":"N/A","AK:249":"N/A","AB:563":"N/A","T:113":"No","AP:651":"N/A","T:75":"No","P:614":"N/A","AI:84":"No","T:284":"N/A","G:387":"r460q0[S011]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []","AL:144":"Discussion","BG:407":"N/A","V:104":"Yes","U:460":"N/A","BF:345":"N/A","X:289":"N/A","AI:218":"N/A","AE:77":"No","AI:163":"N/A","AF:642":"N/A","AY:541":"N/A","BI:752":"N/A","AS:40":"due to individual preferences","BC:284":"N/A","BA:268":"N/A","R:452":"N/A","BG:228":"N/A","S:444":"N/A","BD:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AZ:686":"N/A","BF:11":"2026-04-16 11:18:26","O:97":"No","BA:685":"N/A","S:234":"N/A","BE:785":"N/A","X:466":"N/A","AM:490":"N/A","S:82":"No","AV:448":"N/A","BA:652":"N/A","Z:89":"Arguing for the Circular Economy – Is Recycling Enough?","AB:169":"N/A","AP:443":"N/A","X:204":"N/A","AP:494":"N/A","BB:242":"N/A","G:276":"A1Hows[D4G1O4a]. HOWs [Review similar initiatives to understand common feedback and reactions.]","AA:225":"N/A","R:377":"Adobe Photoshop software / programme","BD:444":"N/A","AR:355":"N/A","AX:738":"N/A","AE:596":"N/A","R:283":"N/A","O:646":"N/A","O:667":"N/A","AN:435":"N/A","AR:419":"N/A","S:363":"N/A","AW:291":"N/A","AH:284":"N/A","BA:596":"N/A","AS:559":"Yes","S:611":"N/A","G:285":"A1Hows[D4G3O1a]. HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AF:299":"N/A","U:368":"Instagram-Labs (based on age group)\n \n \n \n \n \n Baby Boomers (1946-1964)Generation X (1965-1980)Millennials (1981-1996)Gen Z (1997-2010)Gen Alpha (2010-2025)\n \n \n Learners …\n \n \n Discuss their experiences with Instagram and different age groups.\n Read texts about the different age groups.\n \n \n Identify different characteristics and specifics regarding different age/target groups, such as\n \n \n preferred formattime spent on Instagram (throughout the day)preferred language and linguistic knowledge","BD:461":"N/A","BH:635":"N/A","BD:107":"Yes","AU:280":"N/A","AL:283":"N/A","AW:791":"N/A","AM:629":"N/A","P:435":"N/A","AV:76":"No","AG:348":"N/A","AD:259":"N/A","AF:418":"N/A","Y:362":"N/A","P:460":"N/A","BA:251":"N/A","AE:448":"N/A","AB:667":"N/A","V:542":"N/A","V:298":"N/A","AR:248":"N/A","V:777":"N/A","BH:586":"N/A","G:664":"r246q0[D4G2O2c]. HOWs [Refer to sources.]","AT:221":"N/A","BE:771":"N/A","G:710":"r875q0[S007]. Provide all sources you used in this activity [Reference / Source 7]","AX:253":"N/A","AY:94":"No","S:179":"N/A","T:487":"N/A","BB:598":"N/A","BI:372":"N/A","AB:75":"No","AH:351":"N/A","Q:507":"N/A","AM:615":"N/A","AD:67":"No","AU:66":"No","V:561":"N/A","AJ:697":"N/A","BD:633":"N/A","AX:690":"N/A","AG:72":"No","BB:497":"N/A","BB:34":"Yes","P:214":"N/A","BC:43":"Recyklace","O:96":"No","AQ:439":"N/A","AF:632":"N/A","AT:158":"N/A","BA:654":"N/A","AY:32":"No","AG:82":"No","AI:441":"N/A","BF:495":"N/A","AN:479":"N/A","AC:213":"N/A","AO:163":"N/A","G:257":"A1Hows[D3G1O1d]. HOWs [Evaluate the different arguments based on scientific evidence.]","BD:223":"N/A","AB:231":"N/A","P:218":"N/A","V:105":"No","BD:471":"N/A","AY:591":"N/A","AO:499":"No","BF:358":"N/A","O:99":"No","AY:607":"N/A","AK:581":"N/A","G:416":"r570q0[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","AN:253":"N/A","V:415":"N/A","BC:263":"N/A","AS:31":"No","BC:487":"N/A","R:78":"No","AR:428":"N/A","V:140":"Sustainability","AY:499":"No","AP:361":"N/A","Z:590":"N/A","Z:361":"No","AY:540":"N/A","AW:446":"N/A","BH:163":"N/A","AX:480":"N/A","AO:732":"N/A","AM:738":"N/A","BI:511":"Mentimeter","Y:446":"N/A","T:665":"N/A","AW:581":"N/A","BF:777":"N/A","AH:458":"N/A","AP:611":"N/A","S:665":"N/A","AI:353":"N/A","AP:588":"N/A","P:119":"No","BH:114":"Yes","AS:472":"N/A","AA:653":"N/A","AW:7":"en","AD:460":"N/A","BB:165":"No","V:494":"Yes","AP:159":"N/A","G:107":"YearsLearning[SQ007]. Year of subject learning [7th year]","AP:687":"N/A","Q:262":"N/A","S:43":"Engineered babies","Z:116":"No","BG:403":"N/A","AV:445":"N/A","AN:366":"Die Lernenden...&nbsp;\n \n \n erkennen die Hauptbotschaft.\n \n unterscheiden\n sachliche Sprache von meinungsbasierter Sprache.&nbsp;\n \n verwenden\n angemessene Sprache, Vokabeln und Grammatik.\n \n bleiben\n beim Thema.&nbsp;\n \n bearbeiten\n alle Teile der Aufgabenstellung.","Z:753":"No","G:640":"r246q0[D3G2O2a]. HOWs [Determine which parties are more susceptible to negative impacts.]","Z:665":"N/A","AK:467":"N/A","AB:580":"N/A","BE:455":"N/A","W:502":"Each student group will produce a set of clearly labeled bags containing the litter they collected. The waste will be sorted by material type (e.g., plastic, paper, metal, general waste), demonstrating learners’ ability to classify different types of waste and apply their knowledge of recycling practices. This product serves as the evidence of their civic engagement, teamwork, and environmental responsibility.","AO:77":"No","AS:183":"No","AY:598":"N/A","Z:546":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\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:0cm;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\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 \n \n \n \n Activity 3: Source Exploration &amp; First Reflections\n \n \n \ud83d\udd39 Group A (Emerging learners, dyslexia, multilingual):\n Use the Ellen MacArthur Foundation site with a guided worksheet.\n \n \n \n \n Define: “What is a circular economy? Write a definition in your own words.”\n \n \n Identify &amp; categorize: “List at least three strategies of a circular economy besides recycling. Which ones reduce waste before it is created?”\n \n \n Sentence frame: “A circular economy is better because it focuses on…”\n \n \n Reflection question: “Which of these strategies do you think is the most effective? Why?”\n \n \n \n \n \n \n \n \ud83d\udd39 Group B (Confident readers, advanced English):\n Read simplified or original excerpt from “Recycling is not enough” (e.g., on waste trade &amp; health issues).\n \n \n \n \n Highlight: 1) a problem with recycling, 2) a global consequence.\n \n \n Sentence frame: “Recycling can create global injustice because…”\n \n \n Reflection question: “If someone argued that recycling is enough, how would you respond?”\n \n \n \n \n ➡️ Support: Learners can read in pairs or small groups. Provide text-to-speech, translation tools, and access to dictionaries. About half the learners should read each text so they can later pair up with the other group to exchange information.\n \n \n \n \n \n Mini Argument Task (added for both groups):\n In pairs, one student argues “Recycling is essential” and the other argues “Circular economy is better.” They must use at least one idea from their text as evidence.","AZ:498":"No","AU:233":"N/A","AR:509":"N/A","AR:346":"N/A","AR:94":"No","AM:472":"N/A","AB:275":"N/A","AG:535":"No","Y:109":"recycling, sustainability","AO:536":"Yes","AH:604":"N/A","BH:733":"N/A","P:786":"N/A","BH:284":"N/A","BG:221":"N/A","Z:34":"No","U:363":"No","BD:360":"N/A","AS:296":"N/A","AS:588":"N/A","AG:279":"N/A","AV:92":"No","BF:237":"N/A","AD:319":"N/A","BF:421":"N/A","AJ:535":"N/A","AT:640":"N/A","AK:69":"No","V:355":"Yes","AG:416":"N/A","BI:163":"N/A","AM:403":"N/A","Y:158":"N/A","AR:12":"176.58.224.16","AH:774":"N/A","AH:551":"No","BH:414":"N/A","AP:108":"No","BD:649":"N/A","AL:109":"Engineered and designed babies and ethical concerns related to it.","W:581":"N/A","AC:670":"N/A","Y:161":"N/A","G:88":"SubjectTopic. Subject topic","BA:439":"N/A","AO:586":"N/A","AQ:411":"N/A","AV:236":"N/A","AH:610":"N/A","AV:483":"N/A","AO:481":"N/A","BF:607":"N/A","AO:428":"N/A","AU:265":"N/A","O:413":"N/A","AJ:661":"N/A","G:452":"r570q0[D3G3O1a]. HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","AZ:794":"N/A","G:647":"r246q0[D3G4O2a]. HOWs [Checklist: (Re)assessing personal viewpoint on SSI]","O:579":"N/A","AA:181":"N/A","BE:379":"Chokshi, A., Sifri, Z., Cennimo, D., & Horng, H. (2019). Global contributors to antibiotic resistance. Journal of Global Infectious Diseases, 11(1), 36–42. https://doi.org/10.4103/jgid.jgid_110_18","AC:633":"N/A","AS:231":"N/A","BD:180":"N/A","BC:620":"N/A","AG:486":"N/A","AF:181":"N/A","R:614":"N/A","AA:689":"N/A","AD:742":"N/A","AO:268":"N/A","AU:353":"N/A","Z:168":"N/A","O:680":"N/A","BA:304":"N/A","BG:542":"N/A","AC:484":"N/A","Q:666":"N/A","BG:506":"N/A","V:108":"No","Z:98":"No","AC:411":"N/A","AF:79":"No","AW:181":"N/A","BC:92":"No","AQ:624":"N/A","AN:234":"N/A","AF:319":"N/A","S:584":"N/A","AQ:299":"N/A","AZ:435":"N/A","V:685":"N/A","AT:675":"N/A","D:564":"App","AP:245":"N/A","AI:290":"N/A","AN:487":"N/A","AU:281":"N/A","AH:81":"No","AD:206":"N/A","AA:549":"N/A","U:661":"N/A","G:430":"r570q0[D2G2O2b]. HOWs [Evaluate whether the author might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","AH:651":"N/A","V:649":"N/A","BA:795":"N/A","AU:795":"N/A","AV:737":"N/A","G:150":"KeyWords[SQ013]. Key words (for online filter and search function) []","BH:697":"N/A","AD:234":"N/A","BE:89":"AAA - Antibiotics Awareness Actions","AK:428":"N/A","BH:798":"N/A","O:466":"N/A","AM:794":"N/A","AM:597":"N/A","AY:475":"N/A","AD:553":"N/A","BB:507":"N/A","O:640":"N/A","BD:401":"N/A","AJ:579":"N/A","AX:559":"N/A","AF:398":"N/A","BD:429":"N/A","AU:199":"N/A","BH:661":"N/A","X:795":"N/A","R:732":"N/A","AZ:672":"N/A","AW:409":"N/A","BD:408":"N/A","AE:308":"N/A","O:784":"N/A","D:738":"Student Output Form","AM:800":"N/A","R:259":"N/A","Z:201":"N/A","AZ:423":"Yes","V:110":"No","AZ:8":"1.11E+09","AC:652":"N/A","AH:588":"N/A","V:663":"N/A","AX:275":"N/A","AH:206":"N/A","AV:189":"https://library.etbi.ie/sources2/craap","P:204":"N/A","U:275":"N/A","AN:602":"N/A","AU:7":"en","G:520":"r829q0[S007]. Provide all sources you used in this activity [Reference / Source 7]","AC:370":"No","Q:269":"N/A","AK:726":"No","AF:404":"N/A","Y:370":"N/A","AS:304":"N/A","Q:540":"No","AM:110":"N/A","AF:600":"N/A","AI:562":"N/A","AF:282":"N/A","AN:585":"N/A","AI:402":"N/A","BD:213":"N/A","AA:105":"No","AO:642":"N/A","BI:545":"No","AH:606":"N/A","AJ:743":"N/A","AJ:783":"N/A","AC:168":"N/A","AI:749":"N/A","AF:437":"N/A","W:775":"N/A","AV:540":"N/A","AB:250":"N/A","AG:66":"No","BE:541":"N/A","W:436":"N/A","AC:494":"No","AF:156":"No","AA:101":"No","AE:739":"N/A","AO:108":"No","AS:655":"N/A","AR:445":"N/A","AA:779":"N/A","AH:789":"N/A","BA:239":"N/A","BI:584":"N/A","O:102":"No","AK:659":"N/A","BA:229":"N/A","AS:617":"N/A","W:769":"N/A","AE:72":"Yes","AN:463":"N/A","AF:286":"N/A","AZ:238":"N/A","AL:372":"N/A","AW:439":"N/A","Q:417":"N/A","AK:642":"N/A","BE:495":"N/A","BB:318":"N/A","BH:287":"N/A","AA:235":"N/A","Z:641":"N/A","AX:469":"N/A","BG:316":"N/A","Q:254":"N/A","AU:158":"N/A","AF:581":"N/A","AD:456":"N/A","AE:416":"N/A","AZ:429":"N/A","G:502":"r1018q0. Model solution","AS:12":"109.81.114.206","T:137":"90","AT:623":"N/A","AB:210":"N/A","X:664":"N/A","AG:648":"N/A","BI:352":"N/A","AV:304":"N/A","G:202":"A1Hows[D1G1O2b]. HOWs [Explain the influence of algorithms on search results and on social media feeds.]","BH:630":"N/A","BF:668":"N/A","AT:440":"N/A","X:14":"2025","S:513":"General Tips\n - Be a Strict Timekeeper:&nbsp;\n This is the most critical element. Use a large, visible timer for each segment of the 30 minutes (5-min plan, 8-min bootcamp, 17-min design session). When the time for one segment is up, you must immediately transition the class to the next phase to ensure the activity is completed.&nbsp;\n - Emphasize \"Process Over Product\":&nbsp;\n Start the activity by clearly stating the goal: \"The objective for the next 30 minutes is not to create a finished masterpiece, but to practice the process of thinking like a designer. Focus on getting your main idea into a basic draft.\" This reduces student anxiety and focuses them on the learning task.&nbsp;\n - Model the Blueprint in 30 Seconds:&nbsp;\n At the beginning of the 5-minute planning sprint, take 30 seconds to sketch a very rough example of a blueprint on the board. This visually demonstrates what a \"quick plan\" looks like and helps learners get started immediately without overthinking it.&nbsp;\n - Deliver an Efficient \"Bootcamp\":&nbsp;\n During the 8-minute BioRender tutorial, stick strictly to the five essential skills. Resist the urge to explain more advanced features. The goal is to give learners just enough knowledge to begin their task, not to make them experts.&nbsp;\n - Circulate with a \"Troubleshooting\" Mindset:&nbsp;\n During the 17-minute \"Design Studio\" work session, your primary role is to keep the momentum going. Actively move between groups to identify and solve any small technical issues that are stopping their progress. Ask quick, guiding questions like, \"What's the most important icon for your audience?\" to keep them focused.&nbsp;\n - Have a \"Micro-Extension\" Ready:&nbsp;\n For groups that work exceptionally fast and create a basic draft with time to spare, have a quick challenge ready. For example: \"Great. Now, can you add one icon from the BioRender library that symbolizes the 'ethical debate' and write a one-sentence caption for it?\" This keeps them productively engaged for the full duration.\n Tips for the text (if you wanna do your own text)&nbsp;\n Key Characteristics of the text itself\n -&nbsp;Brevity and Scannability:&nbsp;\n The text must be concise—ideally a single page. Use clear headings, short paragraphs, and bullet points to break up the information. Learners need to be able to quickly find key facts during their 5-minute planning sprint.&nbsp;\n - Neutral and Factual Tone:&nbsp;\n The text should present the facts of the Lulu and Nana case neutrally. Describe the scientific actions and the resulting ethical controversy without telling the learners what to think. The goal is to provide the evidence, from which learners will build their own narrative and message.&nbsp;\n - Include Only Essential Information:&nbsp;\n To avoid overwhelming learners, ensure the text focuses exclusively on the core information needed for the infographic:&nbsp;\n * A simple \"what is it\" for CRISPR.&nbsp;\n * The key facts of the case (scientist, goal, procedure).&nbsp;\n * The main problems (unnecessary, flawed science, ethical breach).&nbsp;\n * The key consequences (unknown health risks, global outcry).&nbsp;\n - Accessible Language:&nbsp;\n Write the text using clear and accessible language. While scientific terms like \"mosaicism\" can be included, they should be accompanied by a very brief, simple explanation.\n Suggestions for presenting the text\n - Use an Active Reading Strategy:&nbsp;\n Instead of having learners read the text passively, guide them through it. A great technique is \"triage highlighting.\" Give learners three highlighters and ask them to read through the text once, highlighting:&nbsp;\n * Yellow: Key scientific facts (e.g., what CRISPR does).&nbsp;\n * Pink: Important events or people (e.g., He Jiankui's announcement).&nbsp;\n * Blue: The problems or consequences (e.g., \"unforeseen mutations\"). This technique pre-processes the information, making it much easier for them to sort and prioritize facts when they start planning their infographic.&nbsp;\n - Explicitly Link the Text to the Task:&nbsp;\n After they have read and highlighted, state clearly: \"Everything you need to create your infographic is on this page. Your mission is not to find new information, but to decide which of these highlighted facts are most important for the audience you choose.\" This sets a clear boundary and focuses their creative energy.","AR:141":"Ηθικά διλλήματα","U:539":"N/A","AF:797":"N/A","AT:10":"2025-07-15 07:49:15","BB:8":"2.13E+09","G:650":"r246q0[D4G1O1c]. HOWs [In your group, take our favourite measure and plan how to implement it in your school. Prepare a presentation for your classmates on how you would go about it.]","Z:227":"N/A","O:456":"N/A","BB:687":"N/A","BA:398":"N/A","AR:471":"N/A","AX:220":"N/A","AP:219":"N/A","BB:489":"N/A","AU:345":"Yes","BG:47":"Differentiate between fact and opinion.","BC:223":"N/A","BD:67":"Yes","AQ:730":"N/A","BA:33":"N/A","Q:737":"N/A","AR:353":"N/A","W:115":"No","AI:796":"N/A","AP:181":"N/A","AR:461":"N/A","AS:99":"No","BF:95":"No","AL:183":"No","AL:545":"N/A","AP:410":"N/A","AV:724":"N/A","BE:629":"N/A","AK:320":"N/A","O:587":"N/A","AA:361":"N/A","AD:609":"N/A","Z:738":"No","Q:414":"N/A","BE:30":"4","BA:753":"N/A","R:636":"N/A","AX:293":"N/A","AS:733":"N/A","X:373":"N/A","T:680":"N/A","BI:422":"N/A","BC:298":"N/A","AI:645":"N/A","AV:261":"N/A","BH:785":"N/A","AL:580":"N/A","AE:404":"N/A","O:228":"N/A","AN:660":"N/A","AJ:182":"N/A","U:92":"No","AC:158":"No","R:199":"N/A","AY:98":"Yes","BD:800":"N/A","AD:208":"N/A","BH:735":"Yes","AX:591":"N/A","AN:233":"N/A","Y:489":"N/A","AC:406":"N/A","AE:454":"N/A","Y:320":"N/A","BI:509":"Yes","BF:738":"N/A","AM:465":"N/A","BI:542":"N/A","D:754":"App","AM:318":"N/A","AH:580":"N/A","AB:728":"N/A","AB:431":"N/A","BE:365":"/* 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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Da dies eine offene Aktivität ist, die Reflexion und\n Diskussion fördern soll, gibt es keine einzige richtige Antwort. Eine gut\n geführte Klassendiskussion kann jedoch dazu führen, dass mehrere relevante\n Faktoren identifiziert und bewertet werden, wie zum Beispiel:\n \n \n  Ökonomische\n  Faktoren\n  z. B.\n  Produktionskosten, Erschwinglichkeit für\n  Einzelpersonen oder Gesundheitssysteme, Anreize im Pharmamarkt\n  Geografische\n  und infrastrukturelle Faktoren\n  z. B. abgelegene oder\n  ländliche Gebiete mit eingeschränkten Vertriebsnetzen oder medizinischen Einrichtungen\n  Regierungsrichtlinien\n  und Vorschriften\n  z. B.\n  Import-/Export-Beschränkungen, Zulassungsverfahren,\n  Subventionen, Prioritäten im öffentlichen\n  Gesundheitswesen\n  Globale\n  Ungleichheiten und Entwicklungsstand\n  z. B. Unterschiede\n  zwischen Ländern mit hohem und niedrigem\n  Einkommen in Bezug auf Gesundheitsinfrastruktur und Zugang\n  Krisen-\n  oder Konfliktsituationen\n  z. B. Regionen, die\n  von Krieg, Vertreibung oder Naturkatastrophen betroffen sind und in denen\n  Lieferketten gestört sein können\n \n \n Schüler:innen können außerdem kritisch über scheinbare\n Muster reflektieren (z. B. „entwickelte Länder haben\n besseren Zugang“) und hinterfragen, ob dies immer\n zutrifft. Unerwartete Erkenntnisse, wie Übergebrauch\n in wohlhabenderen Ländern versus eingeschränkter Zugang in ärmeren Regionen\n oder Ausnahmen aufgrund effektiver Gesundheitssysteme unabhängig vom Wohlstand, könnten durch\n Diskussionen entstehen.\n \n Beispielantworten stammen aus den unten angegebenen\n Quellen.","BA:426":"N/A","AF:83":"No","V:752":"N/A","BB:88":"Rychlá móda, lidská práva","AF:244":"N/A","AI:621":"N/A","AM:75":"N/A","BC:486":"N/A","AT:162":"N/A","D:337":"Material Sources","AL:396":"N/A","AJ:665":"N/A","AA:398":"N/A","G:628":"r246q0[D2G3O1c]. HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","P:11":"2025-08-28 12:20:56","AG:685":"N/A","AE:102":"No","AP:352":"N/A","AH:208":"N/A","W:680":"N/A","X:460":"N/A","AF:84":"No","AJ:319":"N/A","BC:246":"N/A","Y:30":"4","P:663":"N/A","AR:616":"N/A","AU:598":"N/A","AF:96":"No","AC:171":"N/A","AJ:181":"N/A","AI:398":"N/A","U:733":"N/A","AA:509":"N/A","BE:6":"26","AR:550":"N/A","V:740":"N/A","U:500":"No","AQ:358":"N/A","BH:642":"N/A","T:287":"N/A","AW:433":"N/A","AK:594":"N/A","BG:546":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Actividad\n 3. Diferenciar entre opiniones, hechos y argumentos.\n \n \n \n \n \n Para los alumnos:\n \n \n \n (véase la ficha de la\n actividad completa en la carpeta de materiales: Antibiotics &gt; ESP_Leccion\n 1-Biologia 1_Actividad 3.pdf)\n \n \n \n 1. Clasifica\n las afirmaciones que se te dan en las siguientes tres categorías: Opiniones,\n Hechos aislados, Argumentos. Identifica las pistas verbales que te han\n ayudado a clasificar las afirmaciones. \n \n \n \n 2. Compara la información\n de esas oraciones con los conocimientos que ya tienes.\n \n \n \n Afirmaciones:\n \n \n \n&nbsp;Algunos antibióticos actúan impidiendo que las\n bacterias se reproduzcan, mientras que otros las matan directamente.&nbsp;Educar a los pacientes sobre cuándo se necesitan\n los antibióticos reduce su uso indebido, como confirman las campañas de salud\n pública del Reino Unido.&nbsp;Creo que tengo la gripe, tomar los antibióticos\n que me sobraron me ayudará a recuperarme más rápido.En algunos países, los antibióticos todavía se\n pueden comprar sin receta médica.&nbsp;Según la Organización Mundial de la Salud, el\n uso excesivo de antibióticos contribuye a la resistencia a los antimicrobianos.&nbsp;En mi opinión, los antibióticos deberían estar\n disponibles sin receta médica.\n \n \n \n \n \n\n \n \n \n Para\n los profesores:\n \n \n \n \n \n Los alumnos trabajarán en grupos\n (los mismos grupos que en la actividad 2). A cada grupo se le entregarán 6\n tarjetas con afirmaciones sobre los antibióticos: dos serán opiniones, dos\n serán hechos aislados (datos sin contexto) y las otras dos serán argumentos con\n pruebas. Las clasificarán en tres categorías: Opiniones - Hechos aislados -\n Argumentos, pegando las tarjetas en la columna correspondiente. Además, deben\n subrayar las pistas verbales que les ayudaron a clasificar las afirmaciones,\n como por ejemplo: \n \n \n \n&nbsp;Opinión:\n Creo que, probablemente, debería.&nbsp;&nbsp;&nbsp;&nbsp;\n \n Argumento: Según, por ejemplo, una investigación.\n \n \n \n Cuando terminen, realice una\n discusión conjunta. Cada grupo explica la clasificación de una afirmación y la\n justifica: \n \n \n \n • En relación con la tarea 1\n para los alumnos: ¿Por qué crees que esa frase es una\n opinión/hecho/argumento? ¿Qué palabras te dan pistas? \n \n \n \n Juntos, recapitulamos lo que es\n importante para diferenciar entre opinión, hechos aislados y argumentos,\n completando una lista de cosas a tener en cuenta.\n \n \n \n • En cuanto a la tarea 2 para\n los alumnos: Con los conocimientos que ya tenéis, ¿qué opináis sobre el\n contenido de esas afirmaciones?\n \n \n \n Apreciaremos los conceptos\n erróneos previos del alumnado y aprovecharemos la oportunidad para aclararlos,\n relacionándolos con las actividades anteriores y proporcionando también un\n vínculo con la segunda lección de biología. Con los ejemplos de afirmaciones\n proporcionados, podemos abordar la cuestión del uso de antibióticos para las\n infecciones virales, relacionándola con el modelo creado anteriormente; la\n importancia de que los antibióticos sean recetados por un médico y de seguir el\n tratamiento prescrito; y volver a introducir el concepto de resistencia a los\n antibióticos, que se explorará en la próxima lección.","R:82":"No","AI:266":"N/A","D:340":"Material Sources","Q:796":"N/A","BI:233":"N/A","BD:121":"pracovní list, tabule","AA:253":"N/A","AZ:509":"No","AP:318":"N/A","AM:96":"N/A","AL:72":"No","AO:100":"No","AQ:476":"N/A","AC:101":"No","R:304":"N/A","AV:626":"N/A","Y:11":"2025-08-22 09:51:27","AY:223":"N/A","AQ:344":"N/A","T:90":"Learners argue different scientific, political and ethical approaches to address climate and environment issues, assessing their implications and effects through a structured debate","AH:649":"N/A","S:485":"N/A","AJ:608":"N/A","AV:55":"Consider the context in which the information was created.","AT:583":"N/A","G:30":"NumberLP. Total number of lessons in the sequence:","AV:204":"N/A","AX:677":"N/A","AF:241":"N/A","R:67":"No","AP:260":"N/A","S:305":"N/A","AO:473":"N/A","V:239":"N/A","AZ:534":"No","V:246":"N/A","BH:53":"Identify advertisements and sponsored content in the search results page / feeds.","Y:797":"N/A","AF:463":"N/A","BC:267":"N/A","AB:89":"The Cod Crash: A Lesson in Overfishing (1/2)","D:524":"Material Sources","U:202":"N/A","Q:220":"N/A","AG:180":"No","AS:418":"N/A","AI:115":"Yes","AM:677":"N/A","V:799":"N/A","AO:183":"Yes","AV:279":"N/A","AV:494":"N/A","AG:795":"N/A","AY:140":"Bebés a la carta","Y:497":"Yes","AJ:209":"N/A","AM:686":"N/A","AL:667":"N/A","AE:31":"Yes","Q:231":"N/A","AQ:608":"N/A","AM:638":"N/A","AA:93":"No","V:143":"Marine resources","G:384":"r460q0[S008]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 8]","AE:666":"N/A","AC:299":"N/A","Z:484":"N/A","P:344":"No","AE:642":"N/A","BI:76":"No","Y:263":"N/A","V:509":"No","D:97":"Learner Age Range","BE:787":"N/A","AC:199":"N/A","BE:350":"N/A","S:344":"No","AI:664":"N/A","BD:253":"N/A","BB:5":"2025-07-22 17:46:18","AP:76":"No","V:797":"N/A","S:617":"N/A","AE:457":"N/A","W:285":"N/A","U:474":"N/A","AQ:95":"No","T:465":"N/A","AN:246":"N/A","AR:420":"N/A","AX:243":"N/A","AP:357":"N/A","AN:544":"15","X:419":"N/A","AS:742":"No","O:276":"N/A","AZ:496":"No","BE:226":"N/A","AF:771":"N/A","Q:212":"N/A","AJ:791":"N/A","AG:619":"N/A","AT:280":"N/A","P:99":"No","U:674":"N/A","BA:656":"N/A","BB:261":"N/A","D:167":"Student Output Form","AE:647":"N/A","T:263":"N/A","R:430":"N/A","W:603":"N/A","P:103":"No","P:248":"No","AL:221":"N/A","R:665":"N/A","BH:636":"N/A","AF:390":"N/A","AA:786":"N/A","T:600":"N/A","Q:359":"N/A","P:264":"N/A","AE:296":"N/A","AW:231":"N/A","AL:740":"N/A","BI:465":"N/A","AL:450":"N/A","AD:231":"N/A","W:465":"N/A","BF:423":"N/A","AA:431":"N/A","X:241":"N/A","AX:560":"N/A","BD:439":"N/A","BA:794":"N/A","U:601":"N/A","BF:619":"N/A","AS:673":"N/A","AW:602":"N/A","X:535":"N/A","AS:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","BC:677":"N/A","AX:202":"N/A","AR:478":"N/A","AS:462":"N/A","AZ:278":"N/A","Z:109":"Vocabulary and Topic-Specific Language • Understand and use environmental and socio-scientific vocabulary, including terms like: o recycling, waste trade, sustainability, circular economy, pollution, consumption. Reading Comprehension • Ability to understand and reflect on informational and argumentative texts in English. Environmental Literacy • A basic understanding of: o What recycling is. o Why it is promoted for environmental reasons. o The idea of \"reduce, reuse, recycle\".","AI:102":"No","AR:303":"Οδηγίες για τους μαθητές:\n Χωριστείτε σε 4 ομάδες, όπως θα σας καθοδηγήσει ο/η εκπαιδευτικός σας. Κάθε ομάδα θα υποστηρίξει ή θα αντικρούσει ένα από τα θέματα του debate.\n \n \n Αναλύστε το θέμα που σας έχει ανατεθεί: Έχετε 20 λεπτά για να χρησιμοποιήσετε έγκυρες διαδικτυακές πηγές ή το σχολικό σας βιβλίο, ώστε να συλλέξετε στοιχεία που υποστηρίζουν τη θέση της ομάδας σας.\n (Προαιρετικά: Μπορείτε να χρησιμοποιήσετε τις καθοδηγητικές ερωτήσεις που σας έχει δώσει ο/η εκπαιδευτικός για να ξεκινήσετε.)\n \n \n Καταγράψτε τα πιο ισχυρά επιχειρήματα της ομάδας σας στο τετράδιό σας. Συζητήστε και ορίστε ποιο μέλος της ομάδας θα αναπτύξει και θα παρουσιάσει το κάθε επιχείρημα κατά τη διάρκεια του debate.\n \n \n Αν σας μείνει χρόνος, προβλέψτε πιθανά αντεπιχειρήματα της αντίπαλης ομάδας. Αξιολογήστε πώς μπορείτε να απαντήσετε σε αυτά κατά τη διάρκεια της συζήτησης.\n \n \n \n \n Θέματα για Debate\n \n \n \n \n «Η γενετική τροποποίηση θα πρέπει να χρησιμοποιείται μόνο για την πρόληψη απειλητικών για τη ζωή ιατρικών καταστάσεων στα έμβρυα και όχι για χαρακτηριστικά που σχετίζονται με την ποιότητα ζωής ή την εμφάνιση.»\n \n \n «Αν αποδεχόμαστε τη γενετική τροποποίηση σε φυτά και ζώα, τότε θα πρέπει να την αποδεχτούμε και στους ανθρώπους.»","AN:84":"No","AM:776":"N/A","AE:770":"N/A","W:229":"N/A","G:331":"A1SReference[S008]. Provide all sources you used in this activity [Reference / Source 8]","AM:246":"N/A","AZ:224":"N/A","O:171":"N/A","AO:724":"No","AM:159":"N/A","AR:487":"N/A","AL:672":"N/A","BA:447":"N/A","AO:776":"N/A","T:773":"N/A","R:736":"evaluation &amp; feedback + intro to the next lesson activity:\n - how were you feeling during the work on the assignment\n - do you think we should abide to the beauty standards\n - do you think you personally will be able to be indifferent to the beauty standards\n - if the looks alone are not what makes you who you are, what it is then","T:469":"N/A","U:465":"N/A","BE:264":"N/A","R:137":"50","Z:553":"No","X:592":"N/A","AX:305":"N/A","BB:496":"N/A","AZ:419":"N/A","AO:395":"N/A","AF:725":"No","G:379":"r460q0[S003]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 3]","AA:548":"N/A","AG:10":"2025-06-11 14:24:40","AD:39":"due to increased antibiotic resistance","AU:652":"N/A","AA:358":"N/A","AR:409":"N/A","AK:661":"N/A","AI:459":"N/A","R:294":"N/A","AQ:203":"N/A","U:671":"N/A","P:242":"N/A","AY:603":"N/A","D:358":"Student Output Form","AT:627":"N/A","S:732":"N/A","AN:612":"N/A","AW:637":"N/A","BD:264":"N/A","O:293":"N/A","X:394":"N/A","U:31":"No","AX:792":"N/A","AP:646":"N/A","AO:425":"N/A","AC:685":"N/A","AI:473":"N/A","AX:413":"N/A","G:380":"r460q0[S004]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 4]","AK:308":"N/A","D:692":"Expected Outcome","R:799":"N/A","G:13":"refurl. Referrer URL","AZ:308":"N/A","X:226":"N/A","AG:288":"N/A","AG:363":"No","O:741":"N/A","U:503":"will not be evaluated","AL:67":"Yes","AN:249":"N/A","AK:457":"N/A","AO:411":"N/A","U:77":"No","BG:76":"No","AZ:587":"N/A","AX:466":"N/A","BH:157":"No","AP:259":"N/A","AC:437":"N/A","D:170":"Student Output Form","BH:549":"N/A","AB:583":"N/A","Y:441":"N/A","U:299":"N/A","BE:247":"N/A","AA:481":"N/A","BD:683":"Přečti si svou odpověď, kde jsi popsal/a představu o žralocích.Identifikuj 3 prvky videa, které ovlivnily tvůj názor na žraloky (který jsi napsal/a v předchozím úkolu).Diskutuj o své odpovědi se spolužákem/spolužačkou.","AT:468":"N/A","AD:513":"Encourage learners to search real sources (WHO, PubMed)\n \n If learners are working individually, consider letting them choose up to 3 statements instead of 5 if time is of the essence.","AF:256":"N/A","AG:369":"No","AM:80":"N/A","AD:241":"N/A","BB:96":"Yes","Q:580":"N/A","AK:783":"N/A","AV:608":"N/A","AS:263":"N/A","BH:423":"N/A","U:234":"N/A","AT:687":"N/A","AY:259":"N/A","AU:635":"N/A","BD:407":"N/A","AJ:415":"N/A","P:646":"N/A","BB:451":"N/A","AU:800":"N/A","AO:654":"N/A","AH:257":"N/A","Q:43":"sustainable oceans","G:238":"A1Hows[D2G2O1d]. HOWs [Check whether the messages of textual and visual elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","AB:729":"N/A","AQ:773":"N/A","AZ:115":"Yes","G:240":"A1Hows[D2G2O2b]. HOWs [Evaluate whether the author might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","AN:433":"N/A","AA:275":"N/A","AT:216":"N/A","R:540":"No","U:432":"N/A","BF:629":"N/A","Q:287":"N/A","AW:414":"N/A","AQ:252":"N/A","X:99":"No","AR:6":"6","AZ:733":"N/A","AI:380":"Oxfam. (n.d.). Alternatives to fast fashion. https://www.oxfam.org.uk/oxfam-in-action/oxfam-blog/alternatives-to-fast-fashion/","AH:95":"No","AK:77":"No","AV:167":"No","AV:785":"N/A","U:396":"N/A","O:441":"N/A","AV:307":"N/A","P:206":"N/A","AA:199":"N/A","O:250":"N/A","R:437":"N/A","AS:420":"N/A","AW:670":"N/A","BA:631":"N/A","AA:103":"No","T:739":"N/A","AP:110":"Yes","BE:98":"Yes","P:797":"N/A","BI:419":"N/A","P:649":"N/A","BA:248":"N/A","BE:206":"N/A","AC:606":"N/A","U:178":"Introduction&nbsp;\n \n \n Welcome the learners, introduce the topic and create the link to the previous lessons of the sequence.\n \n \n Think&nbsp;- Pair (Small Group)- Share:&nbsp;\n \n \n Learners note down what they remember from the previous lessons of the sequence.&nbsp;\n \n \n Learners then discuss their notes with a partner.\n \n \n They type in keywords into a Mentimeter (preferably created by the teacher so that the results can be presented; learners can write them down in any language as they will be discussed).\n \n \n In a last step, the Mentimeter is discussed in the plenum.","AN:429":"N/A","Z:437":"N/A","T:101":"No","BD:47":"Identify biased information.","AD:164":"5","U:638":"N/A","AO:553":"No","AZ:774":"N/A","O:75":"No","V:79":"No","BH:662":"N/A","BI:678":"N/A","Y:94":"No","P:455":"N/A","R:262":"N/A","AW:293":"N/A","AK:354":"5","AH:305":"N/A","AR:304":"No","AF:251":"N/A","BC:349":"N/A","S:688":"N/A","AO:15":"Gruschi, Carina","AA:34":"Yes","BB:163":"N/A","Q:701":"Other","BF:598":"N/A","AN:289":"N/A","BI:266":"N/A","W:171":"N/A","AY:559":"N/A","AZ:164":"5","Y:677":"N/A","V:659":"N/A","AK:232":"N/A","AV:349":"N/A","AS:485":"N/A","BG:269":"N/A","X:500":"N/A","AJ:420":"N/A","V:589":"N/A","BB:104":"Yes","AO:643":"N/A","P:117":"No","AC:307":"N/A","AX:780":"N/A","S:236":"N/A","V:493":"1. & 2. Reading card & personal reflection\nLearners reflect on the stakeholder's viewpoint by answering: What matters to me? What actions do I support or oppose? What outcomes do I hope for?\n\n3. & 4. Discussion in group\nLearners discuss with their group which points are most relevant and which arguments are strongest. They decide together which policies to propose, support, or oppose.\n\n5. & 6. Further development of arguments\nLearners use both the information from the QR source and their prior class knowledge to develop arguments that fit their assigned role. They connect real world issues, such as sustainability, regulations, and the economy, to their stakeholder's position and justify their recommendations using evidence and stakeholder reasoning.\n\n7. Preparation of poster and presentation\nLearners design a visual poster that communicates their proposal clearly and persuasively. They also prepare to present their proposal to the rest of the class.","Y:429":"N/A","AI:379":"The Borgen Project. (2022, March 7). Alternatives to fast fashion. https://borgenproject.org/alternatives-to-fast-fashion/","AK:216":"N/A","AP:161":"N/A","BB:91":"No","AL:212":"N/A","AY:165":"No","AU:406":"N/A","S:541":"N/A","BD:796":"N/A","BA:362":"N/A","AC:121":"Texts","AG:727":"N/A","BF:699":"N/A","BE:631":"N/A","BC:247":"N/A","AJ:537":"N/A","AL:786":"N/A","BI:77":"No","R:495":"N/A","BB:273":"N/A","BI:785":"N/A","AX:727":"N/A","Q:451":"N/A","AW:37":"due to overconsumption in society related to excessive industrial production","AV:563":"N/A","BI:71":"No","AC:500":"No","AY:102":"No","AA:432":"N/A","BA:698":"N/A","AI:643":"N/A","D:307":"Student Output Form","AE:411":"N/A","BG:610":"Yes","AA:438":"N/A","AN:659":"N/A","AI:612":"N/A","Z:793":"N/A","AM:536":"N/A","T:697":"N/A","Z:86":"Yes","BG:400":"N/A","AU:647":"N/A","AV:355":"N/A","T:6":"3","AR:463":"N/A","G:564":"r407q0. App","AJ:363":"N/A","Z:78":"No","AR:220":"N/A","BA:73":"N/A","AP:662":"N/A","AO:364":"Profile card for each generation","AI:623":"N/A","AZ:230":"N/A","BH:293":"N/A","BB:410":"N/A","AA:417":"N/A","AZ:279":"N/A","AO:35":"N/A","BE:409":"N/A","AQ:215":"N/A","AQ:599":"N/A","AD:275":"N/A","BI:634":"N/A","AO:354":"25","AL:353":"N/A","BB:689":"N/A","AU:616":"N/A","AR:27":"Greek","AF:733":"N/A","AD:102":"No","U:99":"No","AJ:255":"N/A","BH:6":"24","AB:599":"N/A","AA:3":"Lucas","AM:560":"N/A","X:434":"N/A","X:741":"N/A","AP:236":"N/A","W:306":"N/A","W:445":"N/A","R:596":"N/A","BD:75":"No","AA:406":"N/A","AD:401":"N/A","G:291":"A1Hows[D4G3O2c]. HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","T:158":"N/A","AT:286":"N/A","BE:94":"No","O:444":"N/A","Q:153":"7","O:634":"N/A","AY:300":"N/A","AP:653":"N/A","AF:636":"N/A","AL:440":"N/A","V:452":"N/A","BA:357":"N/A","AF:545":"No","O:737":"N/A","AE:5":"2026-02-04 11:35:00","U:173":"No","Y:580":"N/A","U:697":"N/A","AQ:733":"N/A","Q:541":"N/A","AM:660":"N/A","Z:62":"Define your message.","W:199":"N/A","BG:164":"10","BE:153":"3","AO:566":"Gruppen können absichtlich gebildet werden - indem Menschen mit unterschiedlichen Stärken zusammengebracht werden - oder zufällig, je nachdem, was am besten zur Klasse passt.","AM:645":"N/A","AS:620":"N/A","AP:800":"N/A","BD:106":"No","AJ:751":"N/A","BG:104":"No","AF:537":"No","Z:248":"N/A","X:462":"N/A","AN:138":"Deutsch","BC:248":"N/A","P:639":"N/A","AT:70":"N/A","AM:358":"N/A","S:92":"No","AS:743":"No","W:280":"N/A","AW:287":"N/A","BF:9":"r1zX8KHPfxRiUDp","AQ:474":"N/A","BB:278":"N/A","AJ:494":"N/A","BI:119":"No","AB:609":"N/A","BH:606":"N/A","AW:419":"N/A","AZ:363":"N/A","AJ:784":"N/A","BA:657":"N/A","BB:583":"N/A","BI:728":"N/A","O:241":"N/A","AG:310":"N/A","BI:350":"N/A","R:671":"N/A","AD:416":"N/A","AE:750":"N/A","X:455":"N/A","BI:624":"N/A","R:741":"No","S:295":"N/A","BI:696":"N/A","V:583":"N/A","AK:231":"N/A","AK:202":"N/A","U:258":"N/A","W:656":"N/A","AW:422":"N/A","AR:159":"N/A","S:553":"N/A","BG:545":"No","AN:238":"N/A","AR:82":"No","AX:472":"N/A","U:466":"N/A","G:251":"A1Hows[D2G4O1c]. HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","AF:419":"N/A","AO:9":"ynddGdhbIYM60Oj","AB:155":"No","D:126":"Required infrastructure & Teaching Materials","W:237":"N/A","AW:27":"Czech","S:214":"N/A","AH:452":"N/A","AD:288":"N/A","V:83":"No","AM:259":"N/A","AF:362":"N/A","AB:622":"N/A","G:620":"r246q0[D2G2O2b]. HOWs [Evaluate whether the author might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","BA:227":"N/A","BI:70":"No","BC:436":"N/A","O:475":"N/A","O:782":"N/A","AL:652":"N/A","AR:231":"N/A","BC:116":"No","AC:344":"No","AM:241":"N/A","AT:246":"N/A","AC:6":"12","AZ:27":"Russian","V:357":"No","AM:496":"N/A","W:615":"N/A","G:565":"r407q0[other]. App [Other]","AO:390":"N/A","AU:490":"N/A","AL:783":"N/A","Y:743":"N/A","G:89":"Title. Lesson title","AN:317":"N/A","G:302":"A1SDuration. Expected activity duration in minutes","AV:300":"N/A","AQ:93":"No","AS:476":"N/A","Q:583":"N/A","AZ:289":"N/A","AH:793":"N/A","AA:268":"N/A","BD:436":"N/A","V:305":"N/A","AS:599":"N/A","O:76":"No","AC:544":"15","V:351":"N/A","AB:409":"N/A","AS:612":"N/A","AC:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","Q:246":"N/A","BG:733":"N/A","AC:201":"N/A","AN:286":"N/A","BG:695":"Los alumnos trabajarán en grupos (los mismos grupos que en la actividad 2). A cada grupo se le entregarán 6 tarjetas con afirmaciones sobre los antibióticos: dos serán opiniones, dos serán hechos aislados (datos sin contexto) y las otras dos serán argumentos con pruebas. Las clasificarán en tres categorías: Opiniones - Hechos aislados - Argumentos, pegando las tarjetas en la columna correspondiente. Además, deben subrayar las pistas verbales que les ayudaron a clasificar las afirmaciones, como por ejemplo:&nbsp;\n \n \nOpinión: Creo que, probablemente, debería.&nbsp;Argumento: Según, por ejemplo, una investigación.\n \n \n Cuando terminen, realice una discusión conjunta. Cada grupo explica la clasificación de una afirmación y la justifica:&nbsp;\n \n \n En relación con la tarea 1 para los alumnos: ¿Por qué crees que esa frase es una opinión/hecho/argumento? ¿Qué palabras te dan pistas?\n \n \n \n \n Juntos, recapitulamos lo que es importante para diferenciar entre opinión, hechos aislados y argumentos, completando una lista de cosas a tener en cuenta.&nbsp;&nbsp;\n \n \n \n \n \n En cuanto a la tarea 2 para los alumnos: Con los conocimientos que ya tenéis, ¿qué opináis sobre el contenido de esas afirmaciones?&nbsp;\n Apreciaremos los conceptos erróneos previos del alumnado y aprovecharemos la oportunidad para aclararlos, relacionándolos con las actividades anteriores y proporcionando también un vínculo con la segunda lección de biología. Con los ejemplos de afirmaciones proporcionados, podemos abordar la cuestión del uso de antibióticos para las infecciones virales, relacionándola con el modelo creado anteriormente; la importancia de que los antibióticos sean recetados por un médico y de seguir el tratamiento prescrito; y volver a introducir el concepto de resistencia a los antibióticos, que se explorará en la próxima lección.","P:393":"N/A","AW:591":"N/A","AF:44":"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.","AF:544":"25","AZ:737":"N/A","AD:684":"N/A","G:241":"A1Hows[D2G2O2c]. HOWs [Consider who benefits from the information being believed or spread.]","AK:737":"N/A","AA:640":"N/A","BC:593":"N/A","AR:602":"N/A","G:559":"r563q0[SQ001]. Media [Text media]","AP:673":"N/A","AT:79":"N/A","BE:468":"N/A","V:102":"No","BI:257":"N/A","S:534":"N/A","AA:599":"N/A","AD:419":"N/A","BC:388":"This activity is replaced by the following SciLMi activity.","BH:46":"Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.","G:445":"r570q0[D3G1O1b]. HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","R:688":"N/A","AD:672":"N/A","AW:88":"Moje škola, mé město, můj region","S:489":"N/A","BC:209":"N/A","Q:406":"N/A","AE:377":"Biorender.com","Y:33":"Yes","AW:225":"N/A","G:141":"KeyWords[SQ004]. Key words (for online filter and search function) []","AL:69":"No","AE:156":"No","AH:264":"N/A","O:799":"N/A","AI:652":"N/A","C:15":"list (;)","AW:73":"No","AO:1":"54","AM:352":"N/A","BB:659":"N/A","U:266":"N/A","AM:158":"N/A","AW:108":"No","AB:453":"N/A","BF:72":"No","AN:80":"No","AW:111":"Yes","T:122":"Internet connection","BE:296":"N/A","BA:393":"N/A","BG:363":"N/A","AG:286":"N/A","AL:88":"Designer babies","Q:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AS:473":"N/A","AT:293":"N/A","S:281":"N/A","AF:261":"N/A","BD:562":"N/A","Q:70":"No","AD:479":"N/A","AO:620":"N/A","AT:596":"N/A","AG:159":"N/A","O:110":"No","Q:682":"10","AJ:477":"N/A","W:686":"N/A","AP:506":"N/A","AX:539":"N/A","X:783":"N/A","AM:609":"N/A","AM:32":"N/A","W:88":"Applying recycling knowledge through community action (cleaning the area)","S:393":"N/A","AX:419":"N/A","AA:104":"No","AM:228":"N/A","BC:793":"N/A","BE:792":"N/A","Q:688":"No","AZ:362":"N/A","Y:538":"N/A","Y:476":"N/A","BI:782":"N/A","AP:660":"N/A","BH:456":"N/A","AA:606":"N/A","AW:733":"N/A","R:641":"N/A","AF:310":"N/A","R:783":"N/A","AA:418":"N/A","AT:662":"N/A","AW:472":"N/A","AP:685":"N/A","T:448":"N/A","AM:393":"N/A","AL:608":"N/A","AN:563":"N/A","R:644":"N/A","AL:414":"N/A","AT:793":"N/A","AC:469":"N/A","BH:446":"N/A","AC:352":"N/A","AK:286":"N/A","V:697":"N/A","AH:594":"N/A","V:352":"N/A","AS:730":"No","AI:779":"N/A","V:696":"N/A","Y:741":"N/A","AO:83":"No","X:154":"No","AG:96":"No","BE:419":"N/A","BE:621":"N/A","AZ:741":"N/A","AE:294":"N/A","AE:595":"N/A","BG:309":"N/A","AT:629":"N/A","AS:471":"N/A","T:164":"20","AV:655":"N/A","Q:777":"N/A","BC:732":"N/A","AO:610":"N/A","BF:350":"N/A","Y:159":"N/A","AX:619":"N/A","BH:588":"N/A","AQ:689":"N/A","AF:436":"N/A","AG:138":"Antibiotics resistance","V:169":"N/A","BD:770":"N/A","T:94":"No","AV:599":"N/A","AT:297":"N/A","X:670":"N/A","U:228":"N/A","AY:264":"N/A","AA:416":"N/A","BG:397":"N/A","AG:43":"Antibiotics misuse and antibiotics resistance","AS:774":"N/A","AK:604":"N/A","AW:611":"N/A","AN:297":"N/A","AL:598":"N/A","U:371":"No","AC:154":"Yes","Y:667":"N/A","AF:460":"N/A","AX:1":"64","AZ:513":"Поощряйте студентов искать достоверные источники (ВОЗ, PubMed).\n Если студенты работают самостоятельно, попробуйте дать им возможность выбрать до трёх утверждений вместо пяти, если время ограничено.","AN:466":"N/A","X:545":"N/A","AE:370":"N/A","AN:645":"N/A","G:496":"r421q0[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","AQ:7":"en","U:544":"10","AU:213":"N/A","AR:142":"Βιοηθική","AN:118":"No","AS:66":"No","R:90":"At the end of the lessons sequence learners should be able to: a) identify and describe (hidden) beauty standards, b) form and express their own opinion on beauty standards and justify it (argue), c) weigh their viewpoint about appearance and beauty standards with society's view on the matter","AR:781":"N/A","AQ:283":"N/A","AZ:770":"N/A","BG:651":"N/A","O:499":"N/A","AZ:83":"No","AW:739":"N/A","AR:464":"N/A","W:74":"No","O:363":"N/A","T:411":"N/A","AE:792":"N/A","AS:734":"10","AV:674":"N/A","AM:300":"N/A","AQ:676":"N/A","R:648":"N/A","AA:404":"N/A","AY:171":"N/A","W:660":"N/A","AR:99":"Yes","P:399":"N/A","AQ:278":"N/A","S:449":"N/A","AS:790":"N/A","W:282":"N/A","AW:229":"N/A","BH:743":"No","BE:457":"N/A","AF:349":"N/A","AP:282":"N/A","AO:225":"N/A","AJ:580":"N/A","AY:353":"N/A","AC:680":"N/A","AJ:238":"N/A","BC:477":"N/A","AS:442":"N/A","BG:292":"N/A","BG:743":"N/A","AJ:297":"N/A","AA:731":"N/A","BG:633":"N/A","AA:632":"N/A","AE:607":"N/A","AH:563":"Yes","O:229":"N/A","V:770":"N/A","AP:413":"N/A","AB:471":"N/A","BA:391":"N/A","AB:541":"N/A","AD:15":"Morhachov, Alexander","AS:626":"N/A","BG:741":"N/A","T:248":"N/A","BE:795":"N/A","BC:307":"N/A","AJ:534":"N/A","AM:685":"N/A","Q:251":"N/A","Y:44":"Misconceptions about the limits of recycling, not everything can be recycled. Or that recycling is enough and we don't need to change our habits to be more sustainable in order to do something about waste pollution.","AB:430":"N/A","Z:69":"No","AO:80":"No","AF:796":"N/A","V:657":"N/A","AE:659":"N/A","AZ:782":"N/A","BE:237":"N/A","R:157":"No","BA:700":"N/A","BD:441":"N/A","BD:423":"N/A","AB:496":"N/A","S:634":"N/A","O:205":"N/A","X:413":"N/A","Z:800":"N/A","AU:304":"No","AH:751":"Yes","AG:644":"N/A","AO:256":"N/A","AF:95":"No","W:363":"N/A","Y:271":"N/A","BG:286":"N/A","P:482":"N/A","O:172":"N/A","G:637":"r246q0[D3G1O1d]. HOWs [Evaluate the different arguments based on scientific evidence.]","Z:651":"N/A","AG:609":"N/A","AD:637":"N/A","AU:404":"N/A","G:587":"r246q0[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","G:703":"r505q0. Tips, tricks, and suggestions for practice","G:293":"A1Hows[D4G3O3a]. HOWs [Identify likely counter-arguments.]","BH:611":"N/A","BE:123":"Zeitungsartikel über die Verfügbarkeit und Verwendung von Antibiotika, Unterschiede zwischen Nord- und Süditalien","AM:305":"N/A","BF:727":"N/A","AV:399":"N/A","AY:582":"N/A","BC:479":"N/A","BC:10":"2025-07-23 19:43:43","AV:475":"N/A","AF:618":"N/A","BA:180":"N/A","Z:627":"N/A","AY:249":"N/A","AT:673":"N/A","BG:227":"N/A","AV:585":"N/A","AN:308":"N/A","AP:85":"Yes","AV:789":"N/A","AX:71":"No","AM:309":"N/A","AS:424":"N/A","BB:724":"N/A","AI:534":"N/A","W:487":"N/A","AC:166":"Pre-Task Phase (5–10 min)&nbsp;\n \n \n \n \n Activity: Brainstorming (Small Groups)&nbsp;\n \n \n \n \n Divide the class into two groups:&nbsp;\n \n \n \n \n Group A: Brainstorm characteristics of opinion-based language.&nbsp;Group B: Brainstorm characteristics of factual language.&nbsp;\n \n \n \n \n Each group creates a mind-map listing characteristics (e.g., modal verbs, evaluative adjectives, hedging, passive voice, evidence-based claims).&nbsp;\n Mind-maps can be created in Padlet to ensure easier collaboration and accessibility for all learners.","AP:495":"N/A","AN:622":"N/A","BD:262":"N/A","W:240":"N/A","AR:443":"N/A","AY:80":"No","AI:674":"N/A","AW:622":"N/A","S:503":"1. Scientific Accuracy (40%)\n* Is the explanation of the CRISPR-Cas9 mechanism correct?\n* Are the facts about the Lulu and Nana case (He Jiankui, CCR5 gene, outcomes) accurate?\n* Are the described consequences (off-target effects, mosaicism, legal/ethical fallout) correctly stated?\n 2. Audience Adaptation &amp; Communication (30%)\n* Is there a clear and effective difference between the three infographics for Children, Young Adults, and Adults?\n* Is the language, tone, and level of detail appropriate for each specific age group?\n* Does the core message for each infographic successfully target the intended audience's perspective (e.g., safety for children, technology for young adults, policy for adults)?\n 3. Visual Design &amp; BioRender Proficiency (20%)\n* Are the infographics visually clear, well-organized, and easy to follow?\n* Does the project demonstrate effective use of BioRender's features to create accurate and informative diagrams?\n* Is there evidence of creative thinking in using a scientific tool like BioRender to communicate to a non-scientific audience (especially the children's group)?\n 4. Overall Quality and Synthesis (10%)\n* Does the project as a whole demonstrate a deep understanding of the topic's significance?\n* Is the work polished, professional, and complete?\n* Does the project successfully connect the science of CRISPR to its real-world human consequences?","AA:733":"N/A","AU:508":"N/A","AU:496":"N/A","BG:583":"N/A","AB:457":"N/A","U:627":"N/A","AC:774":"N/A","AE:450":"N/A","AC:592":"N/A","P:398":"N/A","AM:35":"N/A","AO:508":"No","V:591":"N/A","AS:770":"N/A","AF:685":"N/A","AZ:371":"N/A","AQ:782":"N/A","AZ:431":"N/A","AY:678":"N/A","BG:287":"N/A","AC:139":"factual language","BB:487":"N/A","U:89":"Making Waves! Creating Social Media Postings about Sustainable Oceans","BD:658":"N/A","AW:424":"N/A","Z:756":"Draw a Venn-diagram on the board with an example or two.","W:476":"N/A","AL:457":"N/A","AX:209":"N/A","AZ:497":"No","R:537":"No","AQ:282":"N/A","AL:270":"N/A","AN:649":"N/A","BG:162":"N/A","BE:788":"N/A","BB:118":"No","G:581":"r246q0[D1G1O2a]. HOWs [Use information from different source types and different source.]","AA:107":"Yes","AW:542":"N/A","AN:370":"No","AN:306":"N/A","BB:82":"No","BD:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AC:143":"antibiotics","AR:67":"No","AX:640":"N/A","AI:495":"N/A","BB:773":"N/A","U:560":"No","AJ:167":"N/A","AC:617":"N/A","BH:222":"N/A","A:164":"Activity 1","Q:115":"No","BF:669":"N/A","P:353":"N/A","T:394":"N/A","D:515":"Material Sources","X:432":"N/A","AS:242":"N/A","U:462":"N/A","AK:270":"N/A","Y:402":"N/A","P:235":"N/A","AN:605":"N/A","BG:453":"N/A","AA:437":"N/A","AX:369":"N/A","AO:412":"N/A","AN:732":"N/A","BI:581":"N/A","AN:401":"N/A","S:792":"N/A","AO:772":"N/A","X:667":"N/A","AO:659":"N/A","AO:247":"N/A","AV:635":"N/A","Y:484":"N/A","AD:601":"N/A","BB:346":"N/A","BB:231":"N/A","G:610":"r246q0[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","Z:445":"N/A","AM:214":"N/A","AI:270":"N/A","AQ:158":"N/A","BI:779":"N/A","BG:372":"N/A","BC:597":"N/A","BE:69":"No","Y:541":"N/A","AH:148":"understanding algorithms","AS:229":"N/A","AY:672":"N/A","AN:157":"No","BE:607":"N/A","Z:220":"N/A","G:38":"Cause2. due to ...","S:772":"N/A","AK:466":"N/A","T:295":"N/A","Z:287":"N/A","G:298":"A1Hows[D4G4O1a]. HOWs [Identify what you will be able to do.]","AX:213":"N/A","AE:622":"N/A","BG:640":"N/A","G:583":"r246q0[D1G1O2c]. HOWs [Explain the role AI, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]","AV:159":"N/A","BC:784":"N/A","AS:180":"No","BE:733":"N/A","AT:119":"N/A","AS:688":"N/A","T:403":"N/A","BE:219":"N/A","S:212":"N/A","Q:430":"N/A","AN:413":"N/A","BA:220":"N/A","AK:371":"N/A","AM:266":"N/A","AQ:459":"N/A","AK:623":"N/A","BG:171":"N/A","BD:506":"N/A","BB:468":"N/A","AY:466":"N/A","AX:416":"N/A","G:720":"r875q0[S017]. Provide all sources you used in this activity [Reference / Source 17]","BH:67":"Yes","AJ:605":"N/A","R:225":"N/A","X:507":"N/A","AD:70":"No","BH:103":"No","AZ:283":"N/A","BF:169":"N/A","AZ:539":"N/A","AH:557":"Individual Work","BF:242":"N/A","P:730":"N/A","BB:297":"N/A","BD:420":"N/A","AJ:495":"N/A","Y:698":"N/A","AI:381":"Atmos. (2023, May 15). The human cost of fast fashion. https://atmos.earth/the-human-cost-of-fast-fashion/","BB:796":"N/A","BC:348":"N/A","P:475":"N/A","AB:224":"N/A","T:108":"No","Z:300":"N/A","AY:675":"N/A","S:586":"N/A","AT:222":"N/A","AV:348":"N/A","R:422":"N/A","BH:667":"N/A","V:389":"N/A","AE:223":"N/A","AM:737":"N/A","S:587":"N/A","D:64":"Learning Outcome(s)","AZ:251":"N/A","AY:600":"N/A","D:125":"Required infrastructure & Teaching Materials","AN:407":"N/A","BH:454":"N/A","D:94":"Learner Age Range","BG:792":"N/A","BI:406":"N/A","BF:295":"N/A","BB:358":"N/A","AX:562":"N/A","AS:545":"Yes","AE:418":"N/A","P:370":"N/A","AY:642":"N/A","T:67":"No","AG:229":"N/A","AP:661":"N/A","BH:395":"N/A","AI:488":"N/A","AY:228":"N/A","AZ:291":"N/A","G:180":"A1Media[SQ002]. Media [Audio media]","BA:277":"N/A","R:550":"Yes","AL:253":"N/A","P:237":"N/A","AR:793":"N/A","W:31":"N/A","BH:98":"Yes","AS:274":"N/A","BB:398":"N/A","BB:476":"N/A","AL:680":"N/A","AV:154":"Yes","Y:606":"N/A","AE:414":"N/A","W:750":"N/A","BC:611":"N/A","AM:98":"N/A","AZ:463":"N/A","AU:725":"No","AF:344":"No","R:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AU:242":"N/A","D:62":"Learning Outcome(s)","AZ:273":"N/A","AA:68":"No","AX:411":"N/A","AF:369":"N/A","AR:272":"N/A","T:483":"N/A","AM:290":"N/A","AU:449":"N/A","AS:238":"N/A","W:259":"N/A","X:675":"N/A","AU:538":"N/A","AG:94":"No","Z:223":"N/A","AO:741":"N/A","AP:567":"https://www.youtube.com/watch?v=ni8-BuHUzUg","AC:587":"N/A","AV:363":"N/A","AV:88":"Designede babyer","AQ:62":"Define your message.","AC:204":"N/A","Y:217":"N/A","AJ:696":"N/A","AG:299":"N/A","AW:610":"N/A","AK:217":"N/A","BF:791":"N/A","V:647":"N/A","AC:224":"N/A","AV:91":"No","Y:80":"No","AD:542":"N/A","AX:622":"N/A","AU:615":"N/A","AG:646":"N/A","AY:251":"N/A","BB:300":"N/A","P:407":"N/A","W:608":"N/A","AP:84":"No","BC:394":"N/A","AO:223":"N/A","T:582":"N/A","AM:444":"N/A","AI:49":"Take action to become a responsible democratic citizen.","AK:471":"N/A","T:689":"N/A","BF:159":"N/A","W:797":"N/A","AA:668":"N/A","W:269":"N/A","AG:752":"N/A","AD:774":"N/A","AF:736":"/* 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.&nbsp;\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.&nbsp;\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&nbsp;Decide on which of the 3Rs you\n would like to work in the next activity.&nbsp;Once you have decided, get\n together with classmates who are working on the same principle.&nbsp;&nbsp;In the first phase (THINK),\n reflect on your own daily habits related to your chosen principle. List\n concrete actions.&nbsp;&nbsp;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.&nbsp;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.&nbsp;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.&nbsp;\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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;}","BG:161":"N/A","AJ:541":"N/A","BH:536":"Yes","Q:280":"N/A","AE:34":"No","AE:449":"N/A","AV:218":"N/A","BE:410":"N/A","P:607":"N/A","AT:732":"N/A","BA:670":"N/A","T:430":"N/A","BE:308":"N/A","BB:791":"N/A","Z:562":"No","AF:14":"2025","AE:656":"N/A","AK:225":"N/A","AF:742":"No","D:549":"Student Output Form","BG:466":"N/A","Z:359":"No","AW:537":"N/A","AH:758":"Instagram. (n.d.) https://www.instagram.com/sheinofficial/ Last access: 12.06.2025","W:83":"No","AV:360":"N/A","AX:685":"N/A","AX:391":"N/A","AS:184":"Other","AQ:238":"N/A","BD:179":"N/A","BB:743":"N/A","Z:96":"Yes","AS:685":"N/A","R:228":"N/A","AG:32":"No","AA:202":"N/A","AK:103":"No","AK:447":"N/A","O:541":"N/A","BH:72":"No","AL:647":"N/A","BA:500":"N/A","AR:551":"N/A","AY:401":"N/A","X:654":"N/A","AU:349":"N/A","P:81":"No","V:742":"N/A","AG:464":"N/A","P:650":"N/A","Y:115":"No","W:232":"N/A","AZ:639":"N/A","BI:269":"N/A","U:673":"N/A","AF:67":"Yes","G:600":"r246q0[D1G4O4a]. HOWs [Checklist: intended audience investigation]","AM:211":"N/A","AT:699":"N/A","AT:472":"N/A","AM:733":"N/A","BI:393":"N/A","AX:639":"N/A","AP:637":"N/A","AY:291":"N/A","AA:469":"N/A","AC:627":"N/A","R:610":"N/A","BD:226":"N/A","BC:665":"N/A","AK:775":"N/A","O:416":"N/A","BA:169":"N/A","S:100":"Yes","D:40":"SSI Topic","V:236":"N/A","AU:470":"N/A","T:796":"N/A","AW:257":"N/A","AF:786":"N/A","AU:43":"Océanos sostenibles","AF:359":"N/A","AS:597":"N/A","AX:284":"N/A","D:357":"Student Output Form","AB:435":"N/A","AG:405":"N/A","BF:739":"N/A","BH:291":"N/A","BH:263":"N/A","AA:657":"N/A","D:95":"Learner Age Range","AI:581":"N/A","AC:541":"N/A","O:601":"N/A","AY:278":"N/A","AA:674":"N/A","Q:537":"No","U:182":"No","BF:438":"N/A","BF:726":"N/A","BB:438":"N/A","U:540":"N/A","AP:269":"N/A","AW:97":"Yes","O:465":"N/A","R:32":"Yes","AY:625":"N/A","AO:297":"N/A","BC:789":"N/A","AL:142":"Critical reading","AJ:419":"N/A","AB:315":"The Cooperative Learning method is used since learners work collaboratively in small groups to explore, collect and analyze data about fish population dynamics. Group Investigation encourages learners to engage in cooperative learning, make decisions as a team and reflect the outcomes together. For understanding a complex and socio-scientific issue, like overfishing, social interaction is important.","P:621":"N/A","AT:638":"N/A","AE:685":"No","U:33":"No","AO:272":"N/A","AV:68":"No","AD:587":"N/A","BH:35":"N/A","BC:662":"N/A","AD:236":"N/A","BC:165":"No","BA:632":"N/A","AN:114":"No","AW:276":"N/A","BD:460":"N/A","AI:310":"N/A","BI:776":"N/A","AD:771":"N/A","AK:539":"N/A","AP:769":"N/A","G:533":"r829q0[S020]. Provide all sources you used in this activity [Reference / Source 20]","Z:453":"N/A","U:635":"N/A","O:623":"N/A","AB:4":"Yes","Y:407":"N/A","X:92":"No","AQ:456":"N/A","D:172":"Student Output Form","O:488":"N/A","X:632":"N/A","AU:451":"N/A","AY:483":"N/A","X:224":"N/A","AA:154":"Yes","Q:137":"50","AD:632":"N/A","AQ:662":"N/A","AE:275":"N/A","AD:642":"N/A","AC:586":"N/A","AI:307":"N/A","Z:15":"Strømsnes, Astrid","AO:347":"No","AB:510":"N/A","AJ:258":"N/A","AD:171":"N/A","Q:702":"Poll Everywhere","AJ:262":"N/A","AF:108":"No","BC:553":"N/A","AR:659":"N/A","AU:352":"N/A","D:14":"Year of Publication","AU:417":"N/A","AO:211":"N/A","BG:280":"N/A","AP:481":"N/A","AB:646":"N/A","AR:623":"N/A","U:647":"N/A","AV:244":"N/A","BF:684":"N/A","Q:75":"No","AC:66":"No","AA:788":"N/A","AA:486":"N/A","AG:106":"No","Q:372":"N/A","AD:449":"N/A","BH:461":"N/A","AC:208":"N/A","S:155":"No","BH:248":"N/A","AG:481":"N/A","AF:5":"2025-08-21 22:13:52","AM:563":"N/A","BE:213":"N/A","BD:799":"N/A","AW:466":"N/A","AX:70":"No","AD:615":"N/A","AS:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AX:43":"Nachhaltiger Ozean","AX:169":"N/A","AZ:290":"N/A","BH:292":"N/A","BE:665":"N/A","R:689":"N/A","O:469":"N/A","BC:390":"N/A","AK:506":"N/A","AK:369":"N/A","R:697":"N/A","AV:466":"N/A","S:700":"N/A","Q:116":"No","AQ:418":"N/A","AB:657":"N/A","AY:436":"N/A","AQ:663":"N/A","AV:201":"N/A","T:253":"N/A","AW:208":"N/A","BE:381":"World Health Organization & Global Antibiotic Research & Development Partnership (GARDP). (2024). Policy and regulatory interventions to address antibiotic shortages in low- and middle-income countries. Geneva: World Health Organization. https://www.who.int/publications/i/item/9789240100695","BI:274":"N/A","BE:789":"N/A","BG:237":"N/A","AK:223":"N/A","AM:591":"N/A","O:300":"N/A","AO:351":"N/A","R:555":"points that should be addressed:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n - society's view on beauty standards\n \n \n \n \n \n \n \n \n - student's own / personal view on beauty standards\n \n \n \n \n \n \n \n \n - social media and their influence on (not only) self-esteem\n \n \n \n \n - the changing of beauty standards throughout time (history)\n \n \n - who is setting the beauty standards","AQ:396":"N/A","AY:274":"N/A","BB:233":"N/A","AS:369":"Yes","BI:345":"Yes","Q:252":"N/A","AI:31":"No","AX:165":"No","AL:161":"N/A","AG:95":"No","AA:700":"N/A","V:580":"N/A","AP:224":"N/A","BG:510":"N/A","AM:359":"N/A","O:227":"N/A","AW:769":"N/A","AX:649":"N/A","X:401":"N/A","W:94":"Yes","AH:616":"N/A","O:543":"N/A","T:684":"N/A","AP:480":"N/A","AL:262":"N/A","U:108":"No","AA:218":"N/A","AP:471":"N/A","S:619":"N/A","AI:97":"No","AN:99":"Yes","AA:99":"Yes","AE:248":"N/A","G:97":"AgeRange[SQ007]. Age range [16]","AM:160":"N/A","AT:9":"BLK71NHtYwMRsb0","AU:95":"Yes","BI:789":"N/A","P:268":"N/A","AP:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AG:175":"/","AS:107":"No","W:599":"N/A","AZ:538":"N/A","BD:651":"N/A","AL:361":"N/A","AD:93":"No","AS:1":"59","AX:439":"N/A","Q:106":"No","AE:644":"N/A","G:344":"r373q0[SQ001]. Activity number in lesson [1]","BB:166":"Diskutujte ve dvojicích na téma „rychlá móda“ vlastními slovy.\n Diskutujte o tom, jak často nakupujete oblečení. Co nebo kdo vás při nákupu ovlivňuje?","AJ:510":"N/A","AZ:167":"N/A","AN:469":"N/A","T:783":"N/A","AU:769":"N/A","AE:208":"N/A","BB:78":"Yes","AT:428":"N/A","AQ:451":"N/A","R:398":"N/A","U:612":"N/A","T:230":"N/A","AN:30":"4","AR:274":"N/A","AW:665":"N/A","Z:467":"N/A","X:78":"No","X:345":"N/A","AR:373":"N/A","S:96":"No","BH:631":"N/A","G:385":"r460q0[S009]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 9]","AI:629":"N/A","G:196":"A1Reference[S010]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 10]","AO:619":"N/A","AD:622":"N/A","BD:639":"N/A","AX:635":"N/A","AV:468":"N/A","BF:161":"N/A","S:654":"N/A","O:689":"N/A","X:468":"N/A","U:443":"N/A","AI:780":"N/A","D:100":"Learner Age Range","AQ:647":"N/A","G:612":"r246q0[D2G1O2b]. HOWs [Verify if the information is supported by reliable sources and references.]","BD:607":"N/A","BE:267":"N/A","D:369":"Resource Type","BD:298":"N/A","T:320":"N/A","AQ:5":"2025-08-21 22:56:17","BF:778":"N/A","AF:397":"N/A","AR:633":"N/A","AP:369":"N/A","AI:648":"N/A","AD:298":"N/A","AD:34":"No","AY:5":"2025-08-19 12:01:56","U:636":"N/A","AA:439":"N/A","AL:93":"No","P:258":"N/A","AM:215":"N/A","AM:270":"N/A","V:466":"N/A","AQ:32":"Yes","AL:611":"N/A","BD:475":"N/A","P:596":"N/A","AO:199":"N/A","AJ:741":"N/A","Y:590":"N/A","AZ:171":"N/A","Y:408":"N/A","BF:612":"N/A","AT:508":"N/A","V:552":"N/A","BI:348":"N/A","R:205":"N/A","AX:106":"No","BE:753":"N/A","AD:621":"N/A","Y:406":"N/A","Y:268":"N/A","V:535":"No","BI:546":"Esta actividad será la decisión final, de toda la clase, en relación con la apertura de la fábrica ALTRI. En esta actividad, los estudiantes reflexionarán sobre los argumentos presentados durante el role-play y el debate y tomarán distancia con respecto a su rol asignado, teniéndolo igualmente en cuenta. Adoptarán ahora una perspectiva crítica, informada y colaborativa para decidir si la fábrica ALTRI debería construirse en Palas de Rei o no.&nbsp;\n La clase en conjunto revisará los puntos principales de cada grupo de interés durante el debate (por ejemplo, los representantes de ALTRI pueden haber dado mucho valor al aspecto económico). Después, debatirán sobre las ventajas y desventajas, negociarán y llegarán a una conclusión conjunta.&nbsp;\n Para terminar, los estudiantes votarán o escribirán una pequeña declaración, explicando su decisión y dando, por lo menos, dos razones que justifiquen su conclusión","AQ:438":"N/A","AY:220":"N/A","AN:183":"N/A","T:225":"N/A","AQ:309":"N/A","V:371":"Yes","P:116":"Yes","AD:360":"N/A","AW:43":"Recyklování","AF:687":"N/A","BF:667":"N/A","AI:226":"N/A","G:122":"Materials[SQ002]. Required teaching materials []","AJ:663":"N/A","AG:636":"N/A","AO:409":"N/A","AW:171":"N/A","AV:161":"N/A","AG:172":"No","AX:599":"N/A","AD:390":"N/A","AR:265":"Yes","R:121":"license for Adobe software","BI:783":"N/A","AT:738":"N/A","V:307":"N/A","AJ:74":"N/A","BE:782":"N/A","Q:727":"No","AY:409":"N/A","O:113":"No","AS:584":"N/A","Z:510":"N/A","P:495":"N/A","AM:454":"N/A","R:478":"N/A","AB:777":"N/A","T:672":"N/A","AK:731":"N/A","Y:455":"N/A","BD:399":"N/A","P:396":"N/A","BA:253":"N/A","BF:208":"N/A","AK:259":"N/A","AY:622":"N/A","AV:549":"N/A","AQ:119":"No","AV:32":"No","S:402":"N/A","R:543":"N/A","X:91":"No","Q:319":"N/A","BG:599":"N/A","AY:143":"Simulación de la técnica CRISPR","AM:427":"N/A","AS:738":"Yes","W:201":"N/A","AE:703":"(See section ‘Briefly describe the method you use’).","AX:656":"N/A","AG:592":"N/A","AU:593":"N/A","R:726":"No","AP:536":"Yes","AH:357":"No","V:227":"N/A","AD:445":"N/A","O:216":"N/A","AA:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","D:547":"Student Output Form","AW:66":"No","AQ:469":"N/A","AA:604":"N/A","AY:73":"No","X:699":"N/A","AG:404":"N/A","AF:78":"No","AP:393":"N/A","T:99":"Yes","AP:689":"N/A","AB:449":"N/A","AX:103":"No","G:161":"A1Number[SQ008]. Activity number in lesson [8]","AZ:783":"N/A","S:649":"N/A","AZ:98":"Yes","AU:439":"N/A","Y:316":"N/A","AJ:496":"N/A","BB:490":"N/A","BH:415":"N/A","BA:594":"N/A","O:271":"N/A","BI:424":"N/A","AT:212":"N/A","BC:399":"N/A","Q:243":"N/A","X:407":"N/A","AB:455":"N/A","AO:655":"N/A","P:274":"N/A","AF:291":"N/A","AU:776":"N/A","AW:493":"1. Vytvořte skupiny po 3 až 4 studentech.&nbsp;\n 2. Vyberte si jednu místní nebo mezinárodní organizaci, akci nebo iniciativu, která se snaží snížit znečištění odpadem, propagovat recyklaci nebo podporovat udržitelný životní styl.&nbsp;\n 3. Prozkoumejte zvolené téma pomocí důvěryhodných webových stránek nebo tištěných materiálů, pokud je máte k dispozici.&nbsp;\n 4. Shromážděte a shrňte následující informace pro svůj plakát:&nbsp;Uveďte základní informace: Název organizace/akce. Popis toho, co organizace dělá. Místo/místa, kde působí (místní, národní, celosvětové).&nbsp;Vysvětlete její poslání: Proč dělají to, co dělají?Uveďte možné způsoby zapojení:&nbsp;Vyjmenujte konkrétní způsoby, jak se mladí lidé nebo studenti mohou zapojit do činnosti organizace nebo akce.Uveďte zdroj dalších informací (např. webové stránky, kontaktní údaje).&nbsp;Uveďte konkrétní způsoby, jak se mladí lidé nebo studenti mohou do organizace/události zapojit nebo jak mohou jednat.&nbsp;\n 5. Vytvořte informativní a poutavý plakát, který zvýší povědomí spolužáků.&nbsp;Použijte vizuální prvky (kresby, symboly, barvy, rozvržení, chytlavé slogany), abyste upoutali pozornost a inspirovali spolužáky k akci.&nbsp;\n 6. Na úkol máte 60 minut.&nbsp;Dobře si naplánujte čas: průzkum, návrh a závěrečné úpravy.&nbsp;Každý ve skupině by měl přispět.&nbsp;\n 7. Na závěr svůj plakát představíte třídě. Vysvětlete klíčové poselství a povzbuďte spolužáky, aby se zapojili.","AZ:389":"N/A","AH:642":"N/A","O:207":"N/A","AS:111":"No","AI:665":"N/A","G:697":"r641q0[SQ002]. Media [Audio media]","AX:769":"N/A","Q:588":"N/A","BH:595":"N/A","S:656":"N/A","AO:774":"N/A","AR:579":"N/A","R:560":"No","G:519":"r829q0[S006]. Provide all sources you used in this activity [Reference / Source 6]","BG:509":"N/A","BE:672":"N/A","AM:91":"N/A","BG:318":"N/A","AF:731":"N/A","AC:240":"N/A","AX:389":"N/A","BB:435":"N/A","AT:486":"N/A","BH:139":"moda veloce","AY:408":"N/A","Q:299":"N/A","AY:277":"N/A","BH:443":"N/A","AI:6":"24","W:98":"Yes","AH:733":"N/A","T:625":"N/A","AW:248":"N/A","O:658":"N/A","AW:239":"N/A","S:690":"N/A","AT:750":"N/A","AS:168":"No","AE:544":"15","AV:292":"N/A","AZ:457":"N/A","AQ:75":"No","AH:451":"N/A","BA:481":"N/A","S:372":"N/A","AX:227":"N/A","AT:213":"N/A","AX:670":"N/A","O:180":"N/A","AF:91":"No","AG:591":"N/A","AX:10":"2025-07-19 19:54:12","AC:488":"N/A","BC:99":"Yes","BI:609":"N/A","Y:631":"N/A","Z:84":"No","AX:561":"N/A","AM:179":"N/A","AN:596":"N/A","AU:684":"N/A","G:800":"r276q0[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","R:551":"No","AI:657":"N/A","BD:92":"No","BF:649":"N/A","BE:437":"N/A","W:89":"Recycling Beyond the Classroom","D:51":"Learning Outcome(s)","D:52":"Learning Outcome(s)","AZ:490":"N/A","P:201":"N/A","AP:449":"N/A","AF:70":"No","BE:358":"Yes","BA:238":"N/A","W:253":"N/A","R:200":"N/A","AI:177":"Group work","AS:105":"No","AU:14":"2025","AZ:495":"Yes","AR:580":"N/A","AT:604":"N/A","Y:499":"No","BG:631":"N/A","G:753":"r631q0[SQ005]. Media [Interactive media]","AF:677":"N/A","AP:411":"N/A","Q:600":"N/A","AF:99":"Yes","AR:163":"N/A","D:520":"Material Sources","AA:620":"N/A","AG:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","BC:439":"N/A","BE:660":"N/A","AX:96":"Yes","AD:161":"N/A","AI:794":"N/A","BF:632":"N/A","AE:358":"N/A","BA:628":"N/A","AC:266":"N/A","AJ:352":"N/A","V:630":"N/A","Y:278":"N/A","X:310":"N/A","Z:103":"No","Q:83":"No","BE:263":"N/A","AL:463":"N/A","BE:543":"N/A","AV:172":"No","AO:7":"en","AI:172":"No","BA:677":"N/A","AE:164":"10","AK:668":"N/A","R:159":"No","BD:428":"N/A","S:445":"N/A","Z:735":"Yes","BH:645":"N/A","BD:737":"N/A","Z:283":"N/A","AI:743":"N/A","G:495":"r421q0[SQ002]. Student output form [Oral presentation]","AQ:687":"N/A","AF:743":"No","BC:770":"N/A","S:392":"N/A","AX:442":"N/A","R:245":"N/A","AI:265":"N/A","AF:298":"N/A","BG:473":"N/A","BC:650":"N/A","S:73":"No","AF:752":"No","AG:263":"N/A","BG:209":"N/A","Y:357":"N/A","AK:567":"Mulhern, O. (2022, July 24). The 10 Essential Fast Fashion Statistics. Earth.org. https://earth.org/fast-fashion-statistics/","AZ:88":"Антибиотики","R:367":"Pair work","AG:769":"N/A","AS:609":"N/A","P:677":"N/A","Y:296":"N/A","BB:730":"N/A","AE:255":"N/A","AV:15":"Borgo, Karoline","AZ:346":"No","BD:652":"N/A","AT:284":"N/A","AX:609":"N/A","AV:82":"No","Q:689":"No","AW:545":"No","X:658":"N/A","P:606":"N/A","BA:97":"N/A","BF:731":"N/A","AV:389":"N/A","BB:119":"No","AJ:427":"N/A","BF:507":"N/A","Z:264":"N/A","AM:291":"N/A","AM:316":"N/A","P:735":"N/A","AP:167":"N/A","O:258":"N/A","AW:655":"N/A","X:320":"N/A","BB:457":"N/A","AX:371":"N/A","AM:161":"N/A","AX:430":"N/A","AE:253":"N/A","BH:154":"Yes","BF:463":"N/A","AI:415":"N/A","AZ:216":"N/A","AB:680":"N/A","AT:781":"N/A","AJ:549":"N/A","O:672":"N/A","Z:234":"N/A","Z:618":"N/A","BA:579":"N/A","BG:552":"N/A","AS:308":"N/A","AH:587":"N/A","AB:587":"N/A","AC:27":"English","BF:785":"N/A","AR:727":"N/A","AV:534":"N/A","AG:361":"No","AQ:635":"N/A","V:450":"Yes","BC:112":"No","AA:424":"N/A","BF:363":"N/A","BB:247":"N/A","Y:624":"N/A","AT:597":"N/A","AK:229":"N/A","AR:422":"N/A","AB:484":"N/A","Y:75":"No","S:461":"N/A","U:687":"N/A","AQ:657":"N/A","BE:684":"N/A","AK:650":"N/A","AB:272":"N/A","BI:738":"N/A","AB:458":"N/A","BE:425":"N/A","AH:234":"N/A","Q:8":"2.92E+08","AY:159":"N/A","V:651":"N/A","W:679":"N/A","BD:588":"N/A","Z:567":"Jing Guo, Saleem Ali, Ming Xu, Recycling is not enough to make the world a greener place: Prospects for the circular economy, Green Carbon, Volume 1, Issue 2, 2023, Pages 150-153, ISSN 2950-1555, https://doi.org/10.1016/j.greenca.2023.10.006. (https://www.sciencedirect.com/science/article/pii/S2950155523000253)","BD:225":"N/A","AA:14":"2025","AU:739":"N/A","O:252":"N/A","AO:97":"No","R:282":"N/A","BF:432":"N/A","Q:650":"N/A","AF:594":"N/A","R:187":"Adobe Photoshop software / programme","AK:453":"N/A","BI:407":"N/A","AT:776":"N/A","AF:756":"prepare group materials before the lesson: having the circle segments pre-cut and labelled (one for reduce, reuse, recycle)prepare scaffolding material also for small presentations (sentence starters, vocabulary, ...)time each phase (Think, Pair, Share) clearly - depending on group&nbsp;give the audience a \"listening task\": e.g., write down two stars and one wish (as far as small presentation of their peers is concerned)","BI:615":"N/A","BI:308":"N/A","Q:266":"N/A","BC:401":"N/A","BE:685":"N/A","V:247":"N/A","AC:582":"N/A","BH:431":"N/A","Z:608":"N/A","S:437":"N/A","BG:377":"biorender.com","AG:553":"N/A","U:657":"N/A","X:82":"No","BD:464":"N/A","AV:771":"N/A","AO:583":"N/A","AQ:231":"N/A","BD:454":"N/A","O:168":"N/A","AL:1":"51","X:84":"No","AF:31":"Yes","P:474":"N/A","AC:495":"No","BD:788":"N/A","BH:226":"N/A","AP:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","BA:320":"N/A","AJ:84":"N/A","BB:592":"N/A","Q:76":"No","U:76":"Yes","AZ:615":"N/A","AR:621":"N/A","Z:153":"5","AR:625":"N/A","X:162":"N/A","BE:29":"Antibiotika-Verfügbarkeit","BE:157":"N/A","T:357":"N/A","BC:537":"N/A","AY:493":"Utiliza el siguiente texto como contexto para la siguiente actividad:&nbsp;\n \n \n En noviembre de 2018, el mundo se encontró con un sorprendente anuncio del científico chino He Jiankui: dos niñas gemelas, apodadas Lulu y Nana, habían nacido de embriones que él había modificado genéticamente. Este fue un momento decisivo, ya que fueron los primeros seres humanos nacidos con genes intencionalmente alterados que podrían transmitir a sus hijos, un proceso conocido como edición de la línea germinal. La revelación no se hizo a través de los canales científicos estándar, sino mediante entrevistas en los medios de comunicación, eludiendo el riguroso escrutinio de la revisión por pares.\n \n \n \n El objetivo de He Jiankui para este experimento sin precedentes era otorgar a las niñas inmunidad al VIH, ya que los padres eran VIH positivos. Como estáis familiarizados con el funcionamiento de CRISPR, sabéis que puede usarse para atacar genes específicos.&nbsp;\n \n El equipo de He lo dirigió al gen CCR5, que construye una proteína que actúa como una puerta de entrada para que la mayoría de las cepas del VIH entren e infecten las células inmunes. Al desactivar este gen, esperaba replicar artificialmente la resistencia natural al VIH que se encuentra en un pequeño porcentaje de la población humana.\n \n \n \n Sin embargo, a pesar de este objetivo aparentemente noble, el anuncio provocó una indignación inmediata y generalizada por parte de las comunidades internacionales tanto a nivel científico como ético por varias razones críticas.&nbsp;\n \n En primer lugar, el experimento no era médicamente necesario. Ya existen métodos probados, seguros y mucho más simples para prevenir la transmisión del VIH de un padre a su hijo durante la concepción, lo que significa que las niñas nunca estuvieron en riesgo significativo. Esto hizo que la decisión de utilizar un procedimiento experimental de alto riesgo fuera una apuesta injustificable. Además, el experimento rompió reglas fundamentales de la ciencia ética; se llevó a cabo en secreto, violó las directrices internacionales y se basó en documentos de aprobación falsificados.\n \n \n \n Agravando estas infracciones éticas, el proceso científico en sí mismo resulto ser defectuoso e incompleto.&nbsp;\n \n El análisis de los propios datos de He reveló que la edición genética no tuvo éxito según lo planeado. Las ediciones fueron inconsistentes en al menos una gemela, dejándola con una mezcla de células editadas y sin editar —un estado llamado mosaicismo—, lo que probablemente significa que ni siquiera es inmune al VIH. El procedimiento también conllevaba el riesgo significativo de ediciones \"fuera de objetivo\", que son cambios no deseados en otras partes de su ADN que podrían conducir a problemas de salud graves, como cáncer, más adelante en la vida.\n \n \n \n Las consecuencias de estos fallos son profundas. Para Lulu y Nana, las niñas en el centro de esto, se enfrentan a cambios permanentes y heredables en su ADN, con efecto a largo plazo en la salud que son completamente desconocidos.&nbsp;\n \n De hecho, al deshabilitar su gen CCR5, el experimento puede haberlas hecho más vulnerables a otros virus comunes como la gripe y el virus del Nilo Occidental. Para el científico, He Jiankui, la condena global fue seguida por acciones oficiales del gobierno chino, que lo sentenció a tres años de prisión por práctica médica ilegal.\n \n \n \n Quizás la consecuencia más duradera es cómo el caso forzó una difícil conversación global. Puso en el punto de mira preguntas urgentes con las que la sociedad todavía está lidiando: ¿Dónde trazamos la línea entre tratar una enfermedad y la \"mejora\" humana? ¿Deberíamos hacer cambios permanentes en el acervo genético humano? ¿Y cómo podemos crear regulaciones globales efectivas para evitar que esta ciencia deshonesta vuelva a ocurrir?\n \n \n Diseña una infografía con la ayuda de BioRender en grupo de cuatro o cinco.&nbsp;\n Desarrolla la infografía adaptada a un grupo de edad:&nbsp;\n - Niños (8-12)\n - Jóvenes adultos (18-25)\n - Adultos (más de 30)&nbsp;","BE:696":"N/A","BG:308":"N/A","AW:347":"N/A","BD:636":"N/A","AP:402":"N/A","AK:224":"N/A","BD:269":"N/A","AY:425":"N/A","AX:279":"N/A","BA:689":"N/A","Z:610":"N/A","BI:750":"N/A","AU:740":"N/A","AT:267":"N/A","T:490":"N/A","AM:254":"N/A","Z:591":"N/A","AZ:93":"No","AK:256":"N/A","AD:631":"N/A","AM:9":"translation1","AX:752":"N/A","AF:586":"N/A","P:163":"N/A","S:630":"N/A","AO:431":"N/A","AV:623":"N/A","BG:609":"Yes","AF:4":"Yes","AY:110":"Yes","AM:787":"N/A","BE:349":"N/A","BH:82":"No","BA:785":"N/A","AS:160":"No","AI:7":"en","O:100":"No","AU:284":"N/A","AJ:231":"N/A","AX:265":"N/A","AH:738":"No","AG:432":"N/A","S:118":"Yes","AS:678":"N/A","S:227":"N/A","V:539":"N/A","BH:27":"Italian","BC:274":"N/A","AB:2":"Yes","S:15":"Sánchez Abad, Lucía","AL:509":"N/A","BG:154":"Yes","Z:394":"N/A","AA:240":"N/A","AN:142":"Sachsprache","AO:728":"N/A","AJ:259":"N/A","AC:635":"N/A","V:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Z:541":"N/A","AF:9":"aSGyNGIhM2rQjSj","BC:107":"No","AR:295":"N/A","D:166":"Activity Instruction","BE:432":"N/A","AW:593":"N/A","Q:272":"N/A","AV:583":"N/A","X:751":"N/A","S:641":"N/A","AO:264":"N/A","AL:155":"N/A","AM:280":"N/A","BH:479":"N/A","Q:444":"N/A","AL:430":"N/A","AC:354":"10","X:799":"N/A","X:456":"N/A","O:162":"N/A","AB:27":"English","Q:232":"N/A","U:115":"No","AP:82":"No","BG:235":"N/A","AZ:458":"N/A","BC:750":"N/A","T:614":"N/A","AA:408":"N/A","AL:429":"N/A","AY:161":"N/A","AZ:1":"66","G:467":"r570q0[D4G1O4b]. HOWs [Simulate the engagement.]","AA:473":"N/A","D:61":"Learning Outcome(s)","BD:476":"N/A","BH:648":"N/A","AU:298":"N/A","AV:310":"N/A","R:210":"N/A","AN:601":"N/A","AJ:635":"N/A","AK:208":"N/A","AI:320":"N/A","AH:506":"N/A","AM:700":"N/A","BD:293":"N/A","BG:390":"N/A","AD:227":"N/A","X:170":"N/A","V:664":"N/A","AQ:690":"N/A","AN:584":"N/A","AE:273":"N/A","BD:784":"N/A","AG:463":"N/A","AJ:560":"N/A","AS:544":"20","BF:172":"N/A","AM:784":"N/A","AH:397":"N/A","AF:666":"N/A","AT:279":"N/A","BG:595":"N/A","U:317":"N/A","AY:616":"N/A","AU:263":"N/A","BF:464":"N/A","P:110":"Yes","AX:793":"N/A","G:14":"PublicationYear. Publication year","BA:211":"N/A","W:356":"Observe the area you’re assigned to and identify any litter you see.&nbsp;\n \n Collect the trash using gloves and your bags.&nbsp;\n \n Sort the litter if you can—put recyclables in one bag, and other trash in another.&nbsp;\n \n Discuss with your group what kind of things you’re finding.&nbsp;\n \n Describe what you noticed.&nbsp;\n \n Suggest ways we can keep the area clean in the future.&nbsp;","AY:479":"N/A","AT:289":"N/A","AM:791":"N/A","AL:633":"N/A","AN:423":"N/A","W:124":"Map of the clean-up area","AN:91":"No","AL:792":"N/A","S:230":"N/A","AX:231":"N/A","AE:561":"N/A","AS:411":"N/A","AV:213":"N/A","AE:594":"N/A","AM:361":"N/A","W:349":"N/A","AI:486":"N/A","AE:796":"N/A","AI:660":"N/A","AY:360":"N/A","Z:730":"N/A","BG:395":"N/A","T:462":"N/A","AR:280":"N/A","R:474":"N/A","AS:205":"N/A","AG:749":"N/A","W:435":"N/A","BE:463":"N/A","AY:90":"Al final de la lección, los alumnos deberán ser capaces de comprender los términos ingeniería genética y bebés modificados genéticamente y cómo se aplican estos conceptos en la vida real.","T:238":"N/A","AR:610":"N/A","AU:259":"N/A","P:56":"Ensure that the logically follows and does not contradict itself.","G:377":"r460q0[S001]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 1]","BI:296":"N/A","AE:6":"25","BG:500":"N/A","Q:404":"N/A","X:159":"N/A","G:79":"Subjects[AO14]. Subject(s) [Economics]","AU:583":"N/A","AV:730":"N/A","Z:482":"N/A","W:582":"N/A","AZ:163":"N/A","AA:360":"N/A","AJ:614":"N/A","AD:262":"N/A","AC:452":"N/A","Z:614":"N/A","BB:552":"N/A","X:269":"N/A","AI:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AH:427":"N/A","AO:592":"N/A","Z:450":"N/A","AA:598":"N/A","AF:478":"N/A","U:425":"N/A","AN:421":"N/A","AE:286":"N/A","X:420":"N/A","V:179":"N/A","BF:182":"N/A","BG:112":"No","AX:593":"N/A","AS:360":"Yes","AF:104":"Yes","R:622":"N/A","AY:317":"N/A","AR:540":"N/A","G:554":"r953q0[other]. Student output form [Other]","AO:348":"N/A","AI:750":"N/A","BI:625":"N/A","AP:580":"N/A","AG:617":"N/A","AP:445":"N/A","AD:436":"N/A","BI:237":"N/A","BE:209":"N/A","AB:354":"30","AU:201":"N/A","W:125":"Phones (optional - for recording)","AG:6":"6","BG:693":"La Lección 1 (Antibióticos: aliados contra las infecciones bacterianas) es introductoria. Tomaremos notas en clase durante esta actividad (y las demás actividades) para identificar cualquier idea alternativa que puedan tener los alumnos. Además, utilizamos la actividad 4 (Kahoot) para verificar que las actividades se han seguido correctamente.","AG:506":"N/A","AX:296":"N/A","AV:659":"N/A","AL:256":"N/A","S:122":"Biorender example of the second activity","D:188":"Material Sources","AA:582":"N/A","BA:549":"N/A","AT:541":"N/A","V:391":"N/A","AJ:99":"N/A","AF:402":"N/A","AZ:604":"N/A","AT:632":"N/A","P:619":"N/A","AA:663":"N/A","U:433":"N/A","AL:263":"N/A","BG:786":"N/A","BE:644":"N/A","G:405":"r570q0[D1G4O2a]. HOWs [Evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]","BB:230":"N/A","R:602":"N/A","AS:217":"N/A","AQ:740":"N/A","BE:81":"No","Z:7":"en","W:489":"No","AL:162":"N/A","AU:645":"N/A","BC:115":"No","R:408":"N/A","S:462":"N/A","D:124":"Required infrastructure & Teaching Materials","AF:774":"N/A","BF:627":"N/A","AI:114":"No","Y:154":"Yes","AP:799":"N/A","AZ:594":"N/A","AT:536":"N/A","AI:300":"N/A","V:666":"N/A","BE:461":"N/A","AG:794":"N/A","AU:119":"No","AB:408":"N/A","AW:244":"N/A","AZ:460":"N/A","BB:266":"N/A","O:535":"N/A","AO:307":"N/A","BG:98":"Yes","R:103":"No","O:699":"N/A","X:606":"N/A","BF:82":"No","AE:539":"N/A","BG:437":"N/A","BF:357":"N/A","G:247":"A1Hows[D2G3O1b]. HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","BB:550":"N/A","Y:168":"N/A","AQ:673":"N/A","R:75":"No","AK:541":"N/A","Q:693":"Learners reflect on the\n video with on point comments.&nbsp;\n \n Learners can describe\n feelings.\n \n Learners can describe\n features of the video.\n \n Learners listen to each\n other during the discussion and respect each other's opinion.\n \n Learners identify\n manipulation strategies used in the video.","R:203":"N/A","AI:545":"N/A","AA:471":"N/A","AQ:419":"N/A","BE:553":"N/A","AV:443":"N/A","AX:277":"N/A","AL:630":"N/A","AV:406":"N/A","AE:738":"N/A","AS:351":"N/A","AQ:496":"N/A","AP:255":"N/A","AD:260":"N/A","O:780":"N/A","AX:77":"No","BG:686":"No","Y:7":"en","AR:508":"N/A","S:686":"N/A","AH:258":"N/A","AM:260":"N/A","A:15":"Authors","BE:637":"N/A","AY:462":"N/A","AI:160":"N/A","AQ:749":"N/A","BA:205":"N/A","AH:590":"N/A","AG:207":"N/A","AU:169":"N/A","AF:203":"N/A","P:405":"N/A","AT:200":"N/A","BB:614":"N/A","V:515":"Millstein, S. (2024, January 12). Fish feel pain, science shows — but humans are reluctant to believe it. Sentient. https://sentientmedia.org/do-fish-feel-pain/","V:622":"N/A","AA:280":"N/A","BI:684":"N/A","BC:661":"N/A","AG:800":"N/A","P:443":"N/A","T:409":"N/A","BD:255":"N/A","AB:543":"N/A","W:37":"due to domestic overconsumption / throw-away habits","O:203":"N/A","AA:221":"N/A","AM:672":"N/A","T:676":"N/A","U:476":"N/A","AQ:626":"N/A","AF:648":"N/A","AW:604":"N/A","AN:771":"N/A","G:124":"Materials[SQ004]. Required teaching materials []","AH:300":"N/A","AC:492":"10","Z:349":"N/A","AU:355":"No","AX:256":"N/A","BD:474":"N/A","BH:36":"Environmental pollution: waste","AW:158":"N/A","AP:92":"No","AO:785":"N/A","AY:138":"Biología","AC:631":"N/A","O:92":"No","AU:550":"N/A","AL:468":"N/A","BG:636":"N/A","BG:582":"N/A","AP:736":"Beschreibung der Aktivität:\n \n \n \n \n \n Die SchülerInnen können selbst entscheiden, mit welchem der\n 3Rs (Ridurre, Riutilizzare, Riciclare) sie sich in der nächsten\n Aktivität beschäftigen möchten. Danach gehen SchülerInnen, die sich für\n dasselbe Prinzip entschieden haben, in Gruppen zusammen. Die Lehrperson achtet\n jedoch darauf, dass jede Gruppe aus ungefähr gleich vielen SchülerInnen besteht.\n \n \n \n \n \n \n In der ersten Phase (THINK) reflektiert jede/r Schüler/in\n individuell über ihre/seine eigenen täglichen Gewohnheiten. Dabei identifizieren die SchülerInnen, wie ihre Handlungen mit dem\n zugewiesenen Konzept zusammenhängen.\n \n \n \n \n \n In der zweiten Phase (PAIR, oder in diesem Fall eher kleine\n Gruppen) bewerten die Gruppenmitglieder gemeinsam ihre Ideen. Sie werden\n ermutigt, sich nicht nur auf persönliche Handlungen zu konzentrieren, sondern\n auch umfassendere Ideen vorzuschlagen, die in ihrer Schule, ihrer lokalen\n Gemeinschaft, der Gesellschaft usw. umgesetzt werden könnten, um nachhaltige\n Praktiken zu unterstützen.\n \n \n \n \n \n Als Gruppe fassen sie dann ihre wichtigsten Punkte zusammen\n und schreiben sie auf ein farbiges Segment eines Kreises. Jedes der Segmente\n steht dann für eines der 3Rs und diese werden dann an der Tafel zu einem Kreis zusammengefügt. \n \n \n \n \n \n Im letzten Schritt (SHARE) präsentieren die Gruppen ihre\n Ergebnisse der Klasse. Sie bringen ihr Segment an der Tafel an, sodass am Ende\n die drei Segmente einen vollständigen Kreis bilden, der das gemeinsame\n Verständnis und Engagement der Klasse für die besprochenen Prinzipien\n symbolisiert.\n \n \n \n \n \n\n \n \n \n \n \n Anweisungen:\n \n \n&nbsp;Entscheide dich für eines der 3Rs, mit dem du\n dich in der nächsten Aktivität näher beschäftigen möchtest.&nbsp;&nbsp;Gehe danach mit jenen Klassenmitgliedern\n zusammen, die sich für dasselbe Prinzip entschieden haben.&nbsp;&nbsp;Reflektiere in der ersten Phase (THINK) deine\n täglichen Gewohnheiten in Bezug auf das von dir ausgewählte Prinzip. Liste\n konkrete Maßnahmen auf.&nbsp;&nbsp;Bespreche in der zweiten Phase (GROUP) deine\n Ideen mit deinen KlassenkameradInnen. Bewertet zusammen, welche Strategien\n realistisch umsetzbar und wirkungsvoll sind. Besprecht gemeinsam Maßnahmen, die\n auf persönlicher, schulischer und gesellschaftlicher Ebene umsetzbar sind. Schreibt\n diese ausgewählten Maßnahmen auf euer Kreissegment des Posters.&nbsp;Präsentiere in der dritten Phase (SHARE)\n gemeinsam mit deiner Gruppe eure Ideen dem Rest der Klasse. Klebt das farbige\n Kreissegment an die Tafel.&nbsp;Wenn deine Gruppe gerade nicht präsentiert, höre\n den Präsentationen deiner MitschülerInnen aufmerksam zu. Notiere dir zwei\n Stärken („Stars“) und einen Vorschlag („Wish“) für jede Gruppe. Gib nach der\n Präsentation Feedback, beginnend mit einer Stärke, gefolgt von einem Wunsch und\n schließe dein Feedback mit einer weiteren Stärke ab. \n \n \n \n \n \n \n \n \n Zusätzliche Informationen:\n \n \n \n \n \n Diese Aktivität kann an die individuellen Bedürfnisse der SchülerInnen\n angepasst werden, indem verschiedene Möglichkeiten zum Nachweis ihres\n Lernfortschritts angeboten werden. Anstelle eines traditionellen Posters können\n die SchülerInnen beispielsweise einen kurzen Videoclip erstellen, einen Podcast\n aufnehmen oder ihre Ideen zeichnerisch darstellen. Das Endergebnis kann auf die\n Fähigkeiten, Vorlieben und Stärken der Lerngruppe zugeschnitten werden. Wenn\n die SchülerInnen mehr Zeit benötigen, können sie ihr Endergebnis auch in einer\n anderen Unterrichtsstunde präsentieren.","BE:420":"N/A","BC:180":"N/A","AF:442":"N/A","AC:502":"Model solution to text 3 (scientific text):\n 1. Main Message of the Text:\n to inform readers about the dangers of unnecessary or incorrect use of antibioticsemphasises that antibiotics should not be used for viral infections, misusing antibiotics contributes to antimicrobial resistance, and patients should consult doctors for proper treatment and avoid pressuring them for antibiotics or saving them for future use.&nbsp;\n \n 2. Linguistic Features (Factual vs. Opinion-Based):\n Uses neutral, informative tone.&nbsp;Presents specific examples: “colds,” “flu,” “many sinus infections,” “certain ear infections.”&nbsp;Avoids emotive or subjective language.&nbsp;\n \n 3. Analysis of Reliability Source Credibility:\n information is sourced from the Centers for Disease Control and Prevention (CDC), a highly credible and authoritative public health institution.Tone: Professional, educational, and neutral.Evidence: While no statistical data is provided in the excerpt, it refers to a reliable government source (CDC) and uses standard medical knowledge about antibiotic use.Bias: no evident bias. The text provides balanced, well-grounded advice for the general public.","Q:391":"N/A","AJ:489":"N/A","AG:200":"N/A","G:779":"r276q0[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","AJ:279":"N/A","AT:232":"N/A","U:788":"N/A","Z:640":"N/A","AQ:562":"N/A","G:222":"A1Hows[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","T:548":"N/A","BE:92":"No","AX:586":"N/A","AD:787":"N/A","W:697":"N/A","AW:727":"N/A","G:677":"r246q0[D4G3O4a]. HOWs [Checklist: Actions and initiatives to convey a message.]","AI:351":"N/A","T:456":"N/A","AH:121":"picture of advertisement from a company associated with fast fashion e.g., Shein","AB:309":"No","AT:436":"N/A","BA:483":"N/A","AM:7":"en","AO:160":"N/A","AN:737":"N/A","AI:413":"N/A","X:256":"N/A","BE:1":"71","AX:794":"N/A","BA:498":"N/A","S:209":"N/A","U:504":"Group work","P:272":"N/A","AI:784":"N/A","AO:306":"N/A","S:258":"N/A","AA:455":"N/A","AZ:797":"N/A","U:294":"N/A","AI:154":"Yes","BH:391":"N/A","AS:448":"N/A","Q:483":"N/A","AT:304":"N/A","S:542":"N/A","AY:271":"N/A","AA:100":"Yes","V:508":"Yes","BG:299":"N/A","BB:543":"N/A","AK:495":"N/A","V:477":"N/A","D:77":"Subjects","AA:687":"N/A","AB:401":"N/A","Q:412":"N/A","AC:355":"Yes","AN:794":"N/A","AQ:401":"N/A","AL:108":"Yes","AU:291":"N/A","AI:308":"N/A","Q:592":"N/A","BH:290":"N/A","AZ:787":"N/A","Q:218":"N/A","AJ:261":"N/A","AW:96":"Yes","AN:727":"Yes","AB:731":"N/A","Y:305":"N/A","R:179":"Yes","BF:262":"N/A","AJ:161":"N/A","AT:774":"N/A","AQ:201":"N/A","R:798":"N/A","AC:725":"No","BF:442":"N/A","AK:700":"N/A","AF:596":"N/A","BB:480":"N/A","AA:10":"2025-06-11 14:22:31","AJ:563":"N/A","W:249":"N/A","AJ:179":"N/A","Z:298":"N/A","AT:621":"N/A","AA:6":"24","AX:36":"Food scarcity and starvation","D:757":"Material Sources","AT:173":"N/A","AF:389":"N/A","R:359":"No","U:482":"N/A","R:454":"N/A","D:341":"Material Sources","T:657":"N/A","AQ:674":"N/A","G:436":"r570q0[D2G3O2a]. HOWs [Identify key concepts.]","G:71":"Subjects[AO06]. Subject(s) [Chemistry]","BH:623":"N/A","AX:680":"N/A","AL:264":"N/A","Z:354":"15","AG:480":"N/A","AT:779":"N/A","AI:646":"N/A","BB:612":"N/A","X:480":"N/A","AF:658":"N/A","W:549":"N/A","S:670":"N/A","AS:291":"N/A","BF:67":"No","AR:480":"N/A","AT:725":"N/A","AX:655":"N/A","AZ:159":"N/A","S:391":"N/A","BH:690":"N/A","P:613":"N/A","BE:791":"N/A","G:546":"r263q0. Activity instruction","G:586":"r246q0[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","Z:537":"No","Q:624":"N/A","AK:414":"N/A","BI:218":"N/A","AV:319":"N/A","BG:650":"N/A","AQ:506":"N/A","AV:207":"N/A","AQ:455":"N/A","BC:636":"N/A","AY:458":"N/A","P:160":"N/A","V:248":"N/A","Q:348":"No","D:102":"Year of Subject Learning","AS:403":"N/A","AQ:769":"N/A","T:594":"N/A","S:651":"N/A","S:76":"No","G:67":"Subjects[AO02]. Subject(s) [Modern Foreign Languages]","AJ:278":"N/A","AC:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","T:678":"N/A","AW:774":"N/A","BA:411":"N/A","BA:346":"N/A","BD:90":"Studenti identifikují prvky videa, kvůli kterým působí žraloci nebezpečně pro lidi.","Y:199":"N/A","BI:210":"N/A","AJ:773":"N/A","Z:728":"No","W:468":"N/A","AU:360":"N/A","BA:245":"N/A","AX:372":"N/A","V:488":"N/A","Q:360":"N/A","AG:285":"N/A","AZ:625":"N/A","AQ:410":"N/A","G:534":"r1024q0[SQ001]. Activity number in lesson [1]","D:385":"Material Sources","AD:158":"N/A","T:162":"N/A","AD:623":"N/A","BA:95":"N/A","AN:206":"N/A","AT:456":"N/A","AK:443":"N/A","AT:171":"N/A","X:495":"N/A","BG:594":"N/A","AY:480":"N/A","AV:454":"N/A","AF:656":"N/A","O:423":"N/A","Z:787":"N/A","BE:688":"N/A","AV:450":"N/A","AG:654":"N/A","P:212":"N/A","AL:224":"N/A","BA:664":"N/A","BH:142":"tendenze moda","AI:452":"N/A","AD:104":"No","R:429":"N/A","G:24":"Authors[SQ010]. Author(s) [Family name, given name]","AZ:601":"N/A","AI:271":"N/A","AH:282":"N/A","AZ:757":"https://youtu.be/ZvhFeGEDFC8?si=61-OpyNCPTunHfaA","AG:290":"N/A","O:15":"Steger, Maria","BC:353":"N/A","AP:442":"N/A","AW:222":"N/A","Q:738":"N/A","W:667":"N/A","BA:740":"N/A","BE:293":"N/A","BD:224":"N/A","AH:77":"No","BI:647":"N/A","BF:548":"N/A","S:219":"N/A","AN:282":"N/A","Y:619":"N/A","Q:698":"No","BI:653":"N/A","AN:597":"N/A","U:534":"No","AJ:318":"N/A","Z:664":"N/A","AM:420":"N/A","AN:227":"N/A","Y:227":"N/A","AW:106":"No","BC:535":"No","BB:474":"N/A","S:753":"N/A","AQ:247":"N/A","AT:76":"N/A","AR:306":"Yes","R:15":"Justová, Anežka","AT:99":"N/A","AP:599":"N/A","O:400":"N/A","AB:247":"N/A","W:9":"wXumZuwY92ZmPgg","BH:144":"pubblicità online","AR:449":"N/A","G:282":"A1Hows[D4G2O2a]. HOWs [Organise the arguments and supporting evidence.]","AS:796":"N/A","O:639":"N/A","AC:473":"N/A","AF:29":"The 3Rs Journey: From Concepts to Change","T:484":"N/A","AS:96":"No","AX:102":"No","AU:354":"30","BH:236":"N/A","AB:658":"N/A","Y:245":"N/A","BD:257":"N/A","AZ:699":"N/A","BC:351":"N/A","BC:243":"N/A","P:172":"No","AI:71":"No","R:466":"N/A","AX:361":"N/A","AV:253":"N/A","Q:703":"Before watching a video, the teacher will\n  hand out a worksheet with a question which they will have to answer after\n  watching the video (so that they know what to look for in the video). The\n  question for them is: \"What features of the video influence your\n  feelings and opinions on sharks? You can talk about music, words, actors'\n  feelings, scenes, colors, etc.\"\n  Learners will watch a video trailer for the\n  movie&nbsp;Great White and&nbsp;write down their answers.\n  Answering can be also done by using their\n  mobile phones and the digital tool&nbsp;Poll Everywhere. Studens\n  will type in their answers. Their answers will appear on the interactive\n  board. Thanks to&nbsp;Poll Everywhere, the most used words will be\n  bigger than others.\n  Learners will discuss their answer to the\n  question in pairs. Then they will share it with the rest of the class. The\n  teacher will write their answers on the interactive board/whiteboard (not\n  in full sentences, just short phrases)\n  Later in the lesson, we will take a look at\n  learners' answers from this activity.","AD:666":"N/A","AQ:659":"N/A","AF:661":"N/A","G:395":"r570q0[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","AO:292":"N/A","BF:33":"N/A","BD:73":"No","BB:121":"poster, psací potřeby, tištěné materiály viz zdroje","AU:162":"N/A","BE:619":"N/A","AD:617":"N/A","Z:497":"N/A","BI:484":"N/A","Q:6":"16","AT:404":"N/A","BF:741":"N/A","S:602":"N/A","AR:204":"N/A","AR:70":"No","AD:789":"N/A","BD:469":"N/A","Q:245":"N/A","BC:413":"N/A","Z:365":"1️⃣ Mixed-fabric clothing (e.g., polyester-cotton hoodie)\n \ud83d\udd01 Can’t be easily separated = not recyclable.\n \ud83d\udcac Materials:\n \n \n Polyester (plastic-based fiber)\n \n \n Cotton (natural fiber)\n \n \n Sometimes additional elastane or dyes.\n \n \n \ud83d\udcac Could you donate or repurpose it?\n \n \n Yes! Donating to secondhand shops or charities gives it a second life.\n \n \n Repurpose ideas: cut into cleaning rags, make a tote bag, or use parts for crafts.\n \n \n \n 2️⃣ Plastic take-away container\n \ud83d\udd01 Maybe recyclable, but not always accepted due to food residue.\n \ud83d\udcac Could we design this differently?\n \n \n Use compostable materials (e.g., containers made from bagasse or paperboard).\n \n \n Switch to reusable take-away boxes customers return.\n \n \n \ud83d\udcac What alternatives exist?\n \n \n Bring your own reusable container.\n \n \n Restaurants adopting reusable container deposit systems.\n \n \n \n 3️⃣ Old mobile phone\n \ud83d\udd01 Contains valuable metals but difficult to disassemble.\n \ud83d\udcac What are the environmental costs of not recycling electronics?\n \n \n Toxic chemicals (e.g., lead, mercury) can leak into soil and water.\n \n \n Wasted rare metals like gold, palladium, and cobalt, which require energy-intensive mining.\n \n \n Missed opportunity to reduce demand for new raw materials.","AE:75":"No","AM:165":"N/A","G:57":"LearningOutcome8. Learning Outcome","O:307":"N/A","AF:783":"N/A","U:220":"N/A","AV:285":"N/A","AC:608":"N/A","W:700":"N/A","AW:404":"N/A","Q:794":"N/A","P:779":"N/A","BD:199":"N/A","AL:785":"N/A","BD:206":"N/A","AR:345":"N/A","AT:199":"N/A","AC:637":"N/A","AD:586":"N/A","W:63":"Make a plan to execute.","AH:309":"N/A","AH:106":"Yes","U:6":"24","AF:100":"No","AE:734":"5","W:310":"N/A","S:615":"N/A","AS:506":"N/A","G:68":"Subjects[AO03]. Subject(s) [Ancient Languages]","AL:206":"N/A","AL:413":"N/A","O:593":"N/A","AY:31":"Yes","Z:409":"N/A","BA:580":"N/A","Q:479":"N/A","BB:257":"N/A","D:325":"Material Sources","R:290":"N/A","V:288":"N/A","AX:291":"N/A","AZ:790":"N/A","AD:103":"No","BA:216":"N/A","AM:476":"N/A","AR:438":"N/A","Q:478":"N/A","Z:552":"No","AD:392":"N/A","AR:300":"N/A","P:320":"No","AX:166":"Einführung, theoretischer Input&nbsp;\n • Kurze Zusammenfassung des Angelspiels&nbsp;\n&nbsp;&nbsp;&nbsp;o Die Schüler können sich an die Regeln und Ergebnisse des Angelspiels erinnern -&gt; Der Kabeljau-Crash: Eine Lektion zur Überfischung (1/2)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;o Die Schüler können identifizieren, was passiert, wenn Ressourcen übernutzt werden.\n o Die Schüler beschreiben, was passiert, wenn wir überfischen.&nbsp;\n • Theoretischer Input mit Arbeitsblatt&nbsp;\n o Die Schüler können definieren, was Kabeljau ist (Biologie, Lebensraum, Rolle im Ökosystem).&nbsp;o Die Schüler können die Ursachen des Zusammenbruchs zusammenfassen (z. B. Überfischung, ineffektive Regulierung, wirtschaftlicher Druck).\n Die Schüler können die ökologischen und wirtschaftlichen Folgen des Zusammenbruchs skizzieren.&nbsp;\n • Die Schüler vergleichen die Diagramme des Zusammenbruchs mit ihren eigenen Diagrammen aus dem Süßigkeitenspiel.&nbsp;\n o Die Schüler können das Diagramm des Kabeljau-Crashs mit ihren eigenen Ergebnissen aus dem Süßigkeitenspiel vergleichen und Muster und Parallelen erkennen.","AO:597":"N/A","AC:689":"N/A","W:118":"No","AE:352":"N/A","AJ:700":"N/A","AV:104":"No","O:156":"N/A","AY:139":"Genética","AZ:407":"N/A","AL:260":"N/A","AH:392":"N/A","BC:6":"1","AH:356":"/* 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:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\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 1.&nbsp;List the places where you\n can buy fast fashion (e.g., Shein, H&amp;M) on a mind map on the\n blackboard.&nbsp;Discuss your findings with the class.","BD:535":"No","AX:307":"N/A","AG:799":"N/A","AB:480":"N/A","Q:285":"N/A","BG:539":"N/A","AU:479":"N/A","AI:389":"N/A","AN:165":"No","AY:784":"N/A","BH:773":"N/A","AB:611":"N/A","AO:422":"N/A","G:746":"r45q0. Evaluation / assessment criteria","AY:596":"N/A","D:573":"Material Sources","AN:441":"N/A","AB:649":"N/A","D:65":"Learning Outcome(s)","AI:579":"N/A","W:180":"N/A","T:170":"N/A","AV:652":"N/A","AX:797":"N/A","AW:540":"N/A","AG:139":"Antibiotics misuse","BB:170":"N/A","Q:643":"N/A","AR:429":"N/A","S:406":"N/A","BC:9":"5WFDKKRvvdtTPIn","AF:582":"N/A","Y:209":"N/A","Y:267":"N/A","BB:227":"N/A","AT:165":"N/A","AC:257":"N/A","AN:485":"N/A","Z:92":"No","AR:281":"N/A","AN:430":"N/A","Y:611":"N/A","U:350":"N/A","BB:603":"N/A","AU:121":"Palillos","AE:592":"N/A","U:679":"N/A","AM:617":"N/A","AN:107":"No","Y:96":"Yes","BC:674":"N/A","AJ:207":"N/A","AK:297":"N/A","G:341":"A1SReference[S018]. Provide all sources you used in this activity [Reference / Source 18]","BE:202":"N/A","Q:599":"N/A","AV:211":"N/A","BI:797":"N/A","AL:549":"N/A","AG:116":"No","AS:645":"N/A","AO:91":"No","U:477":"N/A","T:258":"N/A","AZ:506":"Yes","W:114":"No","V:286":"N/A","T:642":"N/A","AJ:68":"N/A","O:362":"N/A","Q:640":"N/A","AE:295":"N/A","AG:740":"N/A","AU:15":"Mete Vázquez, Silvia","BB:90":"Student vyjmenuje příklady porušování lidských práv a špatných pracovních podmínek v oděvním průmyslu. Student navrhne alternativy k rychlé módě, které může jako spotřebitel využít.","P:252":"N/A","BF:670":"N/A","Z:494":"N/A","P:67":"No","BH:665":"N/A","AD:584":"N/A","P:411":"N/A","BB:35":"N/A","O:211":"N/A","AC:232":"N/A","S:288":"N/A","AA:552":"N/A","U:775":"N/A","W:460":"N/A","AN:409":"N/A","AT:494":"N/A","AB:15":"Mete Vázquez, Silvia","Q:165":"No","Y:349":"N/A","AX:628":"N/A","AU:389":"N/A","AJ:674":"N/A","T:293":"N/A","AE:105":"Yes","AP:298":"N/A","AQ:163":"N/A","AZ:240":"N/A","BH:616":"N/A","G:472":"r570q0[D4G2O2a]. HOWs [Organise the arguments and supporting evidence.]","AP:308":"N/A","S:91":"No","AG:664":"N/A","AG:605":"N/A","AM:282":"N/A","AG:589":"N/A","BC:220":"N/A","AB:433":"N/A","AD:207":"N/A","AJ:264":"N/A","AT:392":"N/A","Z:364":"oral participation","AT:94":"N/A","BB:633":"N/A","AB:730":"N/A","V:281":"N/A","BG:199":"N/A","G:512":"r939q0[other]. App [Other]","AH:424":"N/A","R:162":"N/A","W:226":"N/A","AA:446":"N/A","AM:255":"N/A","P:261":"N/A","AZ:32":"N/A","AH:142":"online advertisement","BE:256":"N/A","AR:547":"N/A","W:437":"N/A","AD:734":"10","AI:289":"N/A","W:794":"N/A","S:70":"No","AD:69":"No","AA:743":"N/A","R:278":"N/A","AM:600":"N/A","R:538":"No","Q:281":"N/A","AE:420":"N/A","Q:377":"https://www.youtube.com/watch?v=MZ_X-Okrz7E","BC:272":"N/A","AH:72":"No","AH:732":"N/A","S:308":"N/A","AY:350":"N/A","S:473":"N/A","X:476":"N/A","BE:186":"/","G:361":"r42q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AZ:210":"N/A","AM:790":"N/A","AO:396":"N/A","BF:783":"N/A","AN:457":"N/A","Y:778":"N/A","AO:616":"N/A","O:199":"N/A","AI:101":"No","BB:637":"N/A","BF:471":"N/A","X:98":"No","AH:489":"N/A","AE:552":"N/A","G:78":"Subjects[AO13]. Subject(s) [Civics & Global Citizenship Education]","AR:676":"N/A","AN:736":"Main Task Phase\n 3. Schritt: Gruppenpuzzle\n Die Gruppen werden neu geordnet. Jeweils ein/e Schüler*in je Text pro Gruppe.\n Alle Lernenden präsentieren ihrer Gruppe den jeweiligen Text inklusive eigener Analyse. Die Gruppen vergleichen Unterschiede in Sprache und Inhalt.","AB:352":"N/A","T:213":"N/A","G:171":"A1OutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AB:259":"N/A","BG:110":"Yes","X:563":"N/A","BG:654":"N/A","AL:483":"N/A","BH:105":"No","AS:551":"No","AZ:281":"N/A","T:731":"N/A","T:202":"N/A","S:88":"Engineered babies","AM:749":"N/A","BE:171":"No","X:687":"N/A","T:604":"N/A","AG:630":"N/A","AM:452":"N/A","AH:548":"No","BH:217":"N/A","AK:733":"N/A","BD:559":"N/A","S:430":"N/A","BB:619":"N/A","AN:411":"N/A","T:402":"N/A","AQ:699":"N/A","BD:608":"N/A","AP:428":"N/A","BB:218":"N/A","AB:470":"N/A","BH:484":"N/A","AT:600":"N/A","BG:592":"N/A","Y:396":"N/A","W:787":"N/A","AB:359":"N/A","BD:93":"No","BI:395":"N/A","BE:351":"N/A","AV:102":"No","AT:205":"N/A","AG:164":"10","BI:214":"N/A","R:784":"N/A","AU:485":"N/A","AI:443":"N/A","BG:663":"N/A","G:22":"Authors[SQ008]. Author(s) [Family name, given name]","AB:426":"N/A","AI:730":"N/A","BG:304":"N/A","AP:463":"N/A","BA:296":"N/A","BI:221":"N/A","AY:43":"Engineered babies (Bebés a la carta)","AV:624":"N/A","AZ:788":"N/A","X:416":"N/A","AM:172":"N/A","AN:789":"N/A","AI:350":"N/A","AX:687":"N/A","AP:486":"N/A","BH:625":"N/A","G:541":"r1024q0[SQ008]. Activity number in lesson [8]","AX:228":"N/A","AS:350":"No","V:265":"N/A","AM:404":"N/A","AS:428":"N/A","P:772":"N/A","X:361":"N/A","AQ:633":"N/A","BG:96":"No","AA:539":"N/A","AZ:619":"N/A","P:616":"N/A","Y:793":"N/A","Q:585":"N/A","AG:238":"N/A","O:551":"N/A","G:268":"A1Hows[D4G1O1a]. HOWs [Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]","AA:258":"N/A","AW:661":"N/A","BB:356":"POSTEROVÉ SKUPINY 1+2 PŘÍBĚHY PRACOVNÍKŮ V TOVÁRNÁCH: Přečtěte si příběh zaměstnance v továrně. Ujistěte se, že mu všichni rozumí.\n Určete, která lidská práva byla porušena.\n Vypište je na papír / zvýrazněte konkrétní části v článku.\n Navrhněte plakát, který shrnuje vaše zjištění (jméno pracovníka, klíčová slova atd.).\n Zhodnoťte, co v příběhu&nbsp; považujete za nejzávažnější problém.\n Vysvětlete/prezentujte své závěry v 2–5minutové prezentaci.&nbsp;\n MYŠLENKOVÁ MAPA SKUPINY 3+4 ALTERNATIVY K RYCHLÉ MÓDĚ: Přečtěte si článek o alternativách k rychlé módě.\n Určete, jaké jiné možnosti kromě rychlé módy existují.\n Navrhněte myšlenkovou mapu, která kombinuje alternativy z článku a vaše vlastní návrhy.\n Zhodnoťte, které nápady jsou pro vás jako studenty nejužitečnější.\n Vysvětlete/prezentujte své závěry v 2–5minutové prezentaci.&nbsp;\n Příští hodina se zaměří na prezentace plakátů a bude pokračovat výměnou oblečení.","BA:10":"2025-07-22 17:21:45","AJ:247":"N/A","P:585":"N/A","BC:84":"No","AM:350":"N/A","AG:547":"N/A","AE:113":"Yes","X:676":"N/A","AB:82":"No","W:245":"N/A","Z:675":"N/A","AL:581":"N/A","W:652":"N/A","AE:111":"No","D:359":"Student Output Form","AP:71":"No","AN:777":"N/A","AS:34":"No","G:233":"A1Hows[D2G1O2c]. HOWs [Check if the information was peer-reviewed.]","AY:615":"N/A","AF:776":"N/A","BG:750":"N/A","P:655":"N/A","AN:365":"Modelllösung zu Text 3 (wissenschaftlicher Text):&nbsp;\n 1. Hauptbotschaft des Textes:&nbsp;\n Die Leser über die Gefahren einer unnötigen oder falschen Verwendung von Antibiotika zu informieren.&nbsp;Es wird betont, dass Antibiotika nicht bei Virusinfektionen eingesetzt werden sollten, dass der Missbrauch von Antibiotika zur Antibiotikaresistenz beiträgt und dass Patienten einen Arzt konsultieren sollten, um eine angemessene Behandlung zu erhalten, und dass kein Druck auf den Arzt ausgeübt werden sollte, Antibiotika verschrieben zu bekommen, oder diese für eine spätere Verwendung aufbewahren.\n 2. Sprachliche Merkmale (Sachlich vs. Meinungsbasiert):&nbsp;\n Verwendet einen neutralen, informativen Ton.&nbsp;Präsentiert konkrete Beispiele: „Erkältungen“, „Grippe“, „viele Nasennebenhöhlenentzündungen“, „bestimmte Ohrenentzündungen“.&nbsp;Vermeidet emotionale oder subjektive Sprache.&nbsp;\n 3. Analyse der Zuverlässigkeit Glaubwürdigkeit der Quelle:&nbsp;\n Die Informationen stammen von den Centers for Disease Control and Prevention (CDC), einer glaubwürdigen Einrichtung im Bereich der öffentlichen Gesundheit.Tonfall: professionell, informativ und neutral.&nbsp;Belege: Obwohl in dem Auszug keine statistischen Daten angegeben sind, wird auf eine zuverlässige staatliche Quelle (CDC) verwiesen und es wird auf allgemeines medizinisches Wissen über den Einsatz von Antibiotika zurückgegriffen.&nbsp;Voreingenommenheit: Keine offensichtliche Voreingenommenheit. Der Text enthält ausgewogene, fundierte Ratschläge für die Öffentlichkeit.","AU:220":"N/A","BE:176":"Engagement und aktive Teilnahme","AE:35":"N/A","AH:123":"digital survey e.g., LimeSurvey","BA:430":"N/A","BI:160":"N/A","Z:83":"No","Q:81":"No","BB:661":"N/A","Y:73":"No","V:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","U:496":"No","AF:591":"N/A","AP:668":"N/A","U:549":"No","BG:496":"N/A","V:91":"No","AM:33":"N/A","T:244":"N/A","G:289":"A1Hows[D4G3O2a]. HOWs [Select arguments that support your message.]","O:773":"N/A","T:252":"N/A","Q:428":"N/A","BB:679":"N/A","AU:792":"N/A","U:71":"No","Y:171":"N/A","Y:512":"Canva","AK:298":"N/A","AC:364":"notes","O:371":"N/A","AX:773":"N/A","AI:470":"N/A","S:40":"due to individual preferences","S:463":"N/A","AI:182":"No","W:396":"N/A","AW:289":"N/A","AA:92":"No","AH:453":"N/A","V:11":"2026-05-18 14:58:23","AY:534":"N/A","AK:608":"N/A","AN:470":"N/A","AR:283":"N/A","AG:539":"N/A","BI:510":"No","AQ:560":"N/A","AF:623":"N/A","AF:667":"N/A","AK:55":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","Y:534":"No","G:683":"r237q0. Activity instruction","AD:214":"N/A","AC:243":"N/A","AR:414":"N/A","BC:562":"N/A","BE:239":"N/A","V:735":"N/A","X:293":"N/A","AF:204":"N/A","AR:143":"Γενετική μηχανική","AB:32":"Yes","AX:728":"N/A","AL:415":"N/A","R:286":"N/A","AN:542":"N/A","AS:165":"Yes","BA:155":"N/A","AL:671":"N/A","BF:477":"N/A","AW:220":"N/A","V:205":"N/A","AF:617":"N/A","AO:90":"Die Prinzipien effektiver digitaler Kommunikation in Bezug auf die Zielgruppe verstehen und anwenden (Sprache, visuelle Elemente, Hashtags, Handlungsaufrufe).","AP:489":"N/A","AH:455":"N/A","AZ:785":"N/A","AS:90":"Na konci sekvence hodin by studenti měli být schopní: a) identifikovat a popsat (skryté) standardy krásy, b) zformovat a vyjádřit vlastní názor na standardy krásy a obhájit je (argumentace), c) porovnat jejich názory ohledně vzhledu a standardů krásy s názory společnosti na tuto problematiku","AE:200":"N/A","AE:439":"N/A","AW:77":"No","AE:430":"N/A","BF:271":"N/A","AS:566":"- nachystejte si strukturu debaty- snažte se držet se tématu během celé diskuze- nastavte si časový limit (pokud ale debata plyne hezky, nepřerušujte ji příliš náhle)- otázky do diskuze zobrazte na jednoduše přístupném (viditelném) místě","AQ:559":"N/A","AP:553":"N/A","O:77":"No","AK:94":"No","AH:657":"N/A","AI:580":"N/A","AX:458":"N/A","AW:510":"No","AE:155":"No","AG:680":"N/A","O:498":"N/A","BE:91":"No","AX:109":"Verstehen, dass Regierungen und Industrien oft wirtschaftliche, soziale und ökologische Prioritäten abwägen müssen. Wissen, was internationale Gewässer und ausschließliche Wirtschaftszonen sind. Das Konzept der Biodiversität und ihre Bedeutung. Was Überfischung ist und wie sie sich auf Fischbestände auswirkt.","G:144":"KeyWords[SQ007]. Key words (for online filter and search function) []","AT:83":"N/A","Z:289":"N/A","V:665":"N/A","AT:114":"N/A","D:518":"Material Sources","AB:398":"N/A","AU:587":"N/A","AX:679":"N/A","Y:43":"Recycling","AW:607":"N/A","AC:425":"N/A","G:81":"Subjects[AO16]. Subject(s) [Music]","AM:250":"N/A","AL:490":"N/A","Z:657":"N/A","AC:623":"N/A","AE:244":"N/A","U:579":"N/A","AV:479":"N/A","O:358":"N/A","S:217":"N/A","AP:32":"No","AS:239":"N/A","BF:781":"N/A","X:686":"N/A","AU:102":"No","S:443":"N/A","S:348":"N/A","BB:615":"N/A","AP:72":"No","AS:250":"N/A","AO:394":"N/A","AO:250":"N/A","Y:250":"N/A","Y:560":"N/A","P:447":"N/A","AB:422":"N/A","AW:599":"N/A","S:254":"N/A","AO:622":"N/A","AV:447":"N/A","AQ:389":"N/A","BH:181":"N/A","BE:700":"N/A","Y:697":"N/A","BE:356":"/* 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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Think-Pair-Share-Aktivität – Faktoren, die die Verfügbarkeit\n von Antibiotika beeinflussen (Pre-Task 2)\n \n \n \n Situation:\n Die Schüler:innen untersuchen die Frage: „Welche Faktoren beeinflussen die\n Verfügbarkeit von Antibiotika?“ Zur Unterstützung ihres Denkens werden\n Leitfragen bzw. mögliche Faktoren wie Geld, Standort und Regierung\n bereitgestellt.\n \n \n \n Lernziel:\n Reflexion, kollaboratives Denken und kritische Analyse der sozioökonomischen\n und politischen Faktoren, die den Zugang zu Antibiotika beeinflussen.\n \n \n \n Task (unter Verwendung von Bloom-Verben):\n \n \n \n \n  Reflektiere\n  individuell über die Leitfrage und formuliere erste Hypothesen oder Ideen.\n  Diskutiere\n  deine Gedanken mit einer Partner:in und vergleiche Perspektiven.\n  Teile\n  deine Ideen mit der gesamten Klasse und fasse die wichtigsten Ergebnisse\n  gemeinsam zusammen.\n  Analysiert\n  als Klasse, ob sich Muster erkennen lassen (z. B. ob der Zugang klar mit wirtschaftlicher\n  Entwicklung zusammenhängt oder ob andere, weniger\n  offensichtliche Faktoren eine Rolle spielen).\n  Bewertet\n  Annahmen und hinterfragt, ob „offensichtliche“ Muster in allen Fällen\n  wirklich zutreffen.\n \n \n \n \n Inklusionsvorschläge:\n \n \n \n \n  Satzanfänge\n  oder Leitfragen für Schüler:innen bereitstellen, die Schwierigkeiten haben, sich mündlich auszudrücken.\n  Alternative\n  Möglichkeiten zur Ideenäußerung anbieten, z. B.\n  Konzeptkarten zeichnen, Notizzettel verwenden oder kurze Audio-Reflexionen\n  aufnehmen.\n  Mixed-Ability-Paare\n  fördern, damit Schüler:innen sich gegenseitig beim Verständnis\n  unterstützen können.\n  \n \n Wichtige Vokabeln im Voraus bereitstellen, um Schüler:innen, die Italienisch als Fremdsprache lernen, gezielt zu fördern und Lernunterschiede auszugleichen.","U:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AQ:415":"N/A","G:724":"r800q0[SQ001]. Activity number in lesson [1]","BE:220":"N/A","BB:732":"N/A","AP:74":"No","AR:108":"No","U:648":"N/A","U:799":"N/A","AX:625":"N/A","AL:752":"N/A","BC:590":"N/A","O:93":"No","AE:256":"N/A","P:359":"N/A","AL:553":"N/A","AG:742":"N/A","BD:786":"N/A","AO:113":"Yes","AE:395":"N/A","BF:537":"N/A","Q:553":"N/A","AP:547":"N/A","AY:404":"N/A","BB:427":"N/A","AK:624":"N/A","BD:348":"No","BE:294":"N/A","AU:608":"N/A","R:101":"No","BD:41":"due to overfishing","BA:443":"N/A","AO:6":"26","BB:700":"N/A","AI:445":"N/A","O:236":"N/A","X:778":"N/A","AZ:559":"N/A","AF:221":"N/A","P:454":"N/A","AV:106":"No","AN:257":"N/A","AE:798":"N/A","S:170":"N/A","BA:75":"N/A","R:450":"N/A","BG:458":"N/A","AC:79":"No","Z:80":"No","AH:86":"Yes","AH:667":"N/A","AZ:732":"N/A","AG:77":"No","BF:458":"N/A","G:278":"A1Hows[D4G1O4c]. HOWs [Apply skills of dialogue.]","Y:610":"N/A","W:782":"N/A","V:442":"N/A","AT:431":"N/A","AK:483":"N/A","T:294":"N/A","AF:647":"N/A","AX:319":"N/A","Y:636":"N/A","AV:395":"N/A","BF:163":"N/A","AR:664":"N/A","AQ:724":"N/A","AO:434":"N/A","AA:312":"Since this is an open activity based on student generated arguments and information/ideas, there is no 1 solution. My evaluating criteria is listed below.","AO:750":"N/A","Y:542":"N/A","X:478":"N/A","AL:796":"N/A","AI:348":"N/A","AJ:277":"N/A","X:308":"N/A","P:318":"No","AQ:316":"N/A","AC:686":"N/A","AI:215":"N/A","AJ:398":"N/A","P:29":"SciLMi not Kill Me","Z:418":"N/A","AT:668":"N/A","Y:427":"N/A","AC:464":"N/A","P:31":"No","AC:733":"N/A","W:610":"N/A","AU:460":"N/A","BG:137":"50","BD:578":"This activity is replaced by the following SciLMi activity.","U:310":"N/A","AN:212":"N/A","S:549":"N/A","BD:727":"No","W:474":"N/A","U:615":"N/A","BD:686":"No","AO:551":"No","AH:89":"What is fast fashion and where can we buy it","AD:649":"N/A","R:796":"N/A","AA:198":"This activity is replaced by the following SciLMi activity.","BC:317":"N/A","Z:631":"N/A","AN:180":"N/A","AL:308":"N/A","AO:281":"N/A","BG:240":"N/A","U:595":"N/A","AH:633":"N/A","AC:435":"N/A","AZ:445":"N/A","BI:74":"No","AK:206":"N/A","AD:656":"N/A","Q:263":"N/A","V:516":"What is the MSC - Marine Stewardship Council. (n.d.). UK & Ireland. https://www.msc.org/uk/about-the-msc/what-is-the-msc","Z:678":"N/A","AS:657":"N/A","AF:243":"N/A","X:112":"No","V:69":"No","AN:376":"Für leistungsschwächere Lernende könnte eine Checkliste mit sprachlichen Mitteln, welche auf fakt- oder meinungsbasierte Sprache hindeuten, erstellt werden.","AQ:675":"N/A","AO:552":"No","T:390":"N/A","Y:732":"N/A","BA:171":"N/A","AQ:108":"No","AD:82":"No","T:583":"N/A","AE:440":"N/A","AF:413":"N/A","AO:438":"N/A","AF:109":"Italian language level should be B1","AP:656":"N/A","BD:642":"N/A","AG:459":"N/A","AE:631":"N/A","BB:213":"N/A","O:105":"No","AI:200":"N/A","Z:659":"N/A","AP:154":"Yes","D:723":"Material Sources","Q:418":"N/A","AC:792":"N/A","BG:587":"N/A","Y:400":"N/A","AE:234":"N/A","AC:465":"N/A","AN:352":"N/A","AY:280":"N/A","Q:655":"N/A","G:101":"YearsLearning[SQ001]. Year of subject learning [1st year]","D:378":"Material Sources","G:383":"r460q0[S007]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 7]","AJ:240":"N/A","AQ:306":"N/A","BH:257":"N/A","P:220":"N/A","AP:737":"No","AU:785":"N/A","AU:246":"N/A","W:642":"N/A","AX:415":"N/A","AY:660":"N/A","AA:111":"Yes","AQ:33":"No","BH:750":"No","BH:235":"N/A","BD:670":"N/A","AZ:203":"N/A","AF:271":"N/A","AC:651":"N/A","BB:414":"N/A","AN:770":"N/A","BH:795":"N/A","D:179":"Resource Type","V:81":"No","AE:356":"Activity 2. Interpret the mechanisms of action of antibiotics\n .\n \n \n \n \n \n \n \n \n \n \n For learners to understand the mechanism of action of antibiotics, we will carry out the following activity.&nbsp;\n \n \n \n \n \n \n \n \n \n \n \n \n For learners:&nbsp;\n \n \n \n \n \n \n \n \n (see the complete activity sheet in the material folder: Antibiotics &gt; Lesson 1 - Biology 1_Activity 2.pdf)\n \n \n \n \n \n \n \n \n \n \n Locate each type of antibiotic in the part of the bacteria that corresponds to its site of action.\n \n \n \n \n \n \n \n \n \n \n Inhibit cell wall synthesis: these antibiotics prevent the bacteria from forming its cell wall, making it vulnerable and potentially leading to its death.&nbsp;Inhibit protein synthesis: they act on bacterial ribosomes, stopping the bacteria from producing its own proteins.&nbsp;Inhibit DNA or RNA synthesis: they interfere with the replication or transcription of the bacteria’s genetic material.Inhibit essential metabolic pathways (e.g., folic acid): they block the production of compounds that the bacterium needs to survive.Disrupt the cell membrane: they directly damage the bacterial membrane, leading to cell death.\n \n \n \n \n \n \n \n \n \n \n \n For teachers:&nbsp;\n \n \n \n \n \n \n \n \n \n \n Divide the learners into groups. Each group have a bacteria model represented in a cardboard, 5 cards with the 5 big groups of antibiotics, and a sheet with its description and the instructions of the activity. They have to place each type of antibiotic in the part of the bacteria where they act, reading carefully the descriptions, making sure they understand them. We also have a bigger bacteria model and 5 bigger cards that will be used for the class discussion to make all together the common model, that we can later hang up around the classroom.&nbsp;\n \n \n \n \n \n \n \n \n \n \n When they finish their group models, one person of the group (one group at each time) will go to the front of the class to put one type of antibiotic in the part of the bacteria where it acts (in the bigger common model), making sure everybody understands it.&nbsp;\n \n \n \n \n \n \n \n \n \n \n Then, we engage in a short reflection to highlight the wide diversity of antibiotics that exist and the different mechanisms by which they act. We also briefly introduce the concept of antibiotic resistance through guiding questions, such as: What happens if we administer an antibiotic that targets a specific protein, but the bacteria have a slight modification in that protein?&nbsp;\n \n \n \n \n \n \n \n \n \n \n Finally, it is important to mention the role of plasmids (small circular DNA molecules that replicate independently from the bacterial chromosome), since they can carry antibiotic resistance genes and be transferred between bacteria through conjugation. This brief foundation is essential for the next biology lesson, which will focus specifically on antibiotic resistance.&nbsp;","AP:33":"No","AV:29":"Design av babyer","AK:104":"No","V:460":"N/A","P:208":"N/A","AQ:212":"N/A","R:552":"No","AV:500":"N/A","AS:8":"6.40E+08","AC:409":"N/A","BI:317":"N/A","AZ:106":"No","AH:263":"N/A","AC:749":"N/A","BA:725":"N/A","BC:739":"N/A","AQ:581":"N/A","G:25":"Authors[SQ011]. Author(s) [Family name, given name]","AL:402":"N/A","D:143":"Keywords","W:628":"N/A","AB:548":"N/A","BF:231":"N/A","BF:8":"2.14E+09","AM:419":"N/A","AO:535":"No","V:399":"N/A","Y:288":"N/A","Z:205":"N/A","AK:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","R:542":"N/A","BG:119":"No","Q:798":"N/A","BA:743":"N/A","AO:291":"N/A","BA:684":"N/A","AH:103":"No","AK:215":"N/A","AB:258":"N/A","BC:111":"No","AL:247":"N/A","AK:258":"N/A","AD:266":"N/A","U:98":"No","W:388":"This activity is replaced by the following SciLMi activity.","X:319":"N/A","AS:219":"N/A","AF:352":"N/A","AE:692":"(see the model answer in the material folder&nbsp;: Antibiotics &gt; Lesson 1-Biology 1_Activity 3.pdf)","Z:588":"N/A","BG:212":"N/A","AD:507":"No","U:594":"N/A","AC:276":"N/A","AL:444":"N/A","AC:700":"N/A","R:544":"20","AS:739":"No","AE:469":"N/A","BB:426":"N/A","AW:162":"N/A","AI:667":"N/A","AS:479":"N/A","BF:405":"N/A","BH:99":"No","AC:776":"N/A","AI:224":"N/A","R:309":"N/A","AT:355":"N/A","AB:256":"N/A","BF:411":"N/A","V:789":"N/A","AY:509":"No","BE:173":"No","AY:281":"N/A","BD:396":"N/A","AB:428":"N/A","BC:225":"N/A","AK:228":"N/A","BH:403":"N/A","AZ:753":"N/A","AF:399":"N/A","AT:310":"N/A","AT:353":"N/A","W:265":"N/A","AD:549":"N/A","S:410":"N/A","BE:101":"No","AA:8":"1.83E+09","AY:61":"Tailor the content to the target audience and communication channel.","AW:221":"N/A","BI:537":"N/A","Y:684":"N/A","BD:507":"N/A","AZ:373":"N/A","G:187":"A1Reference[S001]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 1]","BH:440":"N/A","U:639":"N/A","AG:225":"N/A","AZ:168":"N/A","BB:288":"N/A","W:289":"N/A","BI:473":"N/A","AN:626":"N/A","G:94":"AgeRange[SQ004]. Age range [13]","S:371":"N/A","AG:224":"N/A","T:44":"Sustainability means just recycling clothes or donating them\n Only big brands contribute to fast fashion problems\n Online shopping reduces the carbon footprint","AA:12":"178.164.177.239","AN:452":"N/A","AS:317":"N/A","BG:30":"4","BE:614":"N/A","AO:665":"N/A","AD:796":"N/A","AM:422":"N/A","S:306":"N/A","AY:158":"N/A","P:641":"N/A","AE:588":"N/A","AX:650":"N/A","AV:298":"N/A","AG:228":"N/A","S:429":"N/A","AT:409":"N/A","AM:658":"N/A","AO:618":"N/A","AU:294":"N/A","AA:625":"N/A","BF:508":"N/A","S:300":"N/A","AL:218":"N/A","AU:245":"N/A","BD:237":"N/A","Z:118":"Yes","BD:753":"N/A","AC:8":"1.42E+09","BC:221":"N/A","BC:536":"Yes","G:272":"A1Hows[D4G1O2b]. HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","U:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","BB:446":"N/A","BH:356":"Elenca ciò che associ al fast fashion su una mappa mentale alla lavagna. Discuti le tue conclusioni con il resto della classe.&nbsp;","AI:225":"N/A","BB:305":"N/A","T:408":"N/A","BF:655":"N/A","X:290":"N/A","BF:466":"N/A","AQ:584":"N/A","AE:497":"N/A","AZ:494":"Yes","BD:606":"N/A","BH:260":"N/A","BB:68":"No","AB:276":"N/A","BA:609":"N/A","BI:272":"N/A","AN:432":"N/A","AM:411":"N/A","AP:412":"N/A","AY:588":"N/A","BE:346":"No","BC:405":"N/A","AO:102":"No","AQ:107":"No","AU:671":"N/A","AX:12":"91.114.238.164","AA:480":"N/A","AR:619":"N/A","AD:66":"No","AC:180":"N/A","Z:465":"N/A","AN:245":"N/A","S:173":"N/A","BE:667":"N/A","X:395":"N/A","Q:279":"N/A","AB:99":"No","X:105":"No","AY:472":"N/A","AQ:460":"N/A","AQ:220":"N/A","AP:276":"N/A","U:261":"N/A","AS:162":"N/A","Y:83":"No","AO:775":"N/A","AM:284":"N/A","O:687":"N/A","R:73":"No","AD:484":"N/A","AY:467":"N/A","Q:461":"N/A","AL:171":"No","AQ:261":"N/A","AL:137":"45","AO:176":"keine Evaluation","AH:454":"N/A","AO:419":"N/A","AO:490":"N/A","AR:225":"N/A","AW:371":"N/A","Q:250":"N/A","Z:292":"N/A","Y:425":"N/A","U:664":"N/A","AN:753":"N/A","BH:298":"N/A","BC:355":"No","BF:740":"N/A","AB:248":"N/A","X:74":"No","AS:353":"N/A","BC:213":"N/A","BD:77":"No","BB:585":"N/A","AW:547":"N/A","AG:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","BA:642":"N/A","AR:537":"N/A","AW:536":"Yes","AJ:626":"N/A","AJ:592":"N/A","AS:649":"N/A","AW:105":"No","AQ:548":"N/A","R:431":"N/A","O:600":"N/A","Z:566":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\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:0cm;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\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 \n \n \ud83d\udca1 Inclusion Strategies\n \n \n  \n  \n  \n  Need\n  \n  \n  Support\n  \n  \n  \n  \n  \n  Dyslexia\n  \n  \n  Speech-to-text, text-to-speech, audio\n  summaries, color-coded text\n  \n  \n  \n  \n  Multilingual learners\n  \n  \n  Bilingual word banks, translation apps,\n  visuals\n  \n  \n  \n  \n  Hearing difficulties\n  \n  \n  Written instructions and slides, transcripts\n  of videos\n  \n  \n  \n  \n  General\n  \n  \n  Tiered texts, choice of writing format (voice\n  notes, bullet points, full text)","R:753":"No","AI:509":"N/A","AY:460":"N/A","AG:655":"N/A","Y:15":"Kuběnová, Kateřina","T:513":"While developing a debate, if the teacher assigns the roles, the learners might have to defend something even if they disagree with it, so I think it´s important to include a space at the end where they will be able to explain their own point of view.&nbsp;\n If necessary, during the debate, the teacher could use some of the following guidance questions:\n - Why do you think this group would prioritize this goal? (for example, the economic aspect of the topic)\n - What values are behind your group´s position?\n The debate activity helps learners to develop empathy as a transversal skill, as they have to step into the shoes of others and understand conflicting values and needs.","AA:371":"N/A","W:687":"N/A","AW:699":"N/A","AX:483":"N/A","AU:599":"N/A","AS:389":"N/A","S:678":"N/A","BE:418":"N/A","AT:624":"N/A","BC:71":"No","P:445":"N/A","AZ:642":"N/A","AJ:266":"N/A","BH:138":"fast fashion","BE:451":"N/A","AQ:113":"No","BD:157":"No","Z:486":"N/A","T:239":"N/A","AY:209":"N/A","Y:235":"N/A","AX:423":"N/A","BD:435":"N/A","BG:68":"No","BB:31":"No","AM:210":"N/A","AU:160":"N/A","AU:180":"N/A","D:495":"Student Output Form","D:506":"Resource Type","AW:606":"N/A","AI:92":"No","AH:285":"N/A","AT:679":"N/A","AO:34":"Yes","P:273":"N/A","U:485":"N/A","AK:749":"N/A","AP:451":"N/A","R:557":"Teacher-led instruction and Q&A sessions","AH:350":"N/A","AI:216":"N/A","AS:425":"N/A","AR:406":"N/A","AD:605":"N/A","BA:724":"N/A","AV:499":"N/A","AN:663":"N/A","BI:434":"N/A","AB:699":"N/A","AO:242":"N/A","AN:163":"N/A","AZ:299":"N/A","AN:71":"No","AW:473":"N/A","X:213":"N/A","AQ:727":"N/A","AT:261":"N/A","BG:351":"N/A","AV:591":"N/A","AJ:461":"N/A","AQ:103":"No","W:36":"Environmental pollution: waste","AU:471":"N/A","X:619":"N/A","AK:645":"N/A","BD:470":"N/A","AW:429":"N/A","AN:368":"Einzelarbeit:\n Lernende arbeiten allein, um Informationen und Wissen zu erlangen, welches in den späteren Aufgaben angewandt werden kann.","BE:27":"German","AL:689":"N/A","BG:731":"N/A","BF:661":"N/A","AF:509":"N/A","P:351":"N/A","Q:789":"N/A","AS:306":"N/A","AF:448":"N/A","BH:310":"N/A","AZ:591":"N/A","AU:534":"No","AT:615":"N/A","Z:372":"No","AS:247":"N/A","BG:271":"N/A","AE:782":"N/A","AL:497":"N/A","AM:646":"N/A","BH:772":"N/A","AS:298":"N/A","AN:139":"meinungsbasierte Sprache","BB:437":"N/A","AV:552":"N/A","AA:641":"N/A","AS:406":"N/A","AC:270":"N/A","BB:373":"N/A","BB:211":"N/A","AU:642":"N/A","AG:27":"English","BE:459":"N/A","W:636":"N/A","BG:454":"N/A","AM:436":"N/A","AL:15":"Borgo, Karoline","AD:512":"Web browser","AR:278":"N/A","AH:164":"10","O:27":"English","AW:398":"N/A","Q:182":"N/A","BH:672":"N/A","AK:32":"Yes","W:633":"N/A","AX:648":"N/A","G:560":"r563q0[SQ002]. Media [Audio media]","AY:482":"N/A","AE:293":"N/A","AM:543":"N/A","V:221":"N/A","AY:391":"N/A","AY:688":"N/A","BC:157":"N/A","AL:14":"2025","R:739":"No","BC:68":"No","AY:800":"N/A","D:98":"Learner Age Range","BD:772":"N/A","BD:183":"N/A","AL:207":"N/A","G:486":"r570q0[D4G3O3d]. HOWs [Develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]","U:288":"N/A","G:432":"r570q0[D2G2O3a]. HOWs [Identify the purpose behind the information. -&gt; Checklist]","AS:480":"N/A","G:693":"r723q1. Evaluation / assessment criteria","T:372":"N/A","O:213":"N/A","AM:455":"N/A","Q:253":"N/A","AM:542":"N/A","AB:562":"N/A","W:246":"N/A","T:459":"N/A","BH:617":"N/A","AH:481":"N/A","W:307":"N/A","X:561":"N/A","AR:313":"Δεδομένου ότι εστιάζω στη βιολογική κατανόηση και την ηθική πολυπλοκότητα του θέματος και όχι στις δεξιότητες συζήτησης ή στην επίσημη ρητορική, τα κριτήρια αξιολόγησής μου είναι τα εξής:&nbsp;\n Βιολογική ακρίβεια&nbsp;Επιδεικνύει ακριβή/μέτρια/περιορισμένη κατανόηση της γενετικής και των εργαλείων επεξεργασίας γονιδίων&nbsp;Βάθος ηθικής συλλογιστικής και επίγνωση της πολυπλοκότητας Λαμβάνει υπόψη πολλαπλά επίπεδα (π.χ., σοβαρότητα της πάθησης, κοινωνικός αντίκτυπος)/ περιορισμένες προοπτικές/ βλέπει το ζήτημα ως άσπρο-μαύρο&nbsp;Χρήση ρεαλιστικών παραδειγμάτων&nbsp;Συμμετοχή δίνοντας στους άλλους χώρο να εκφράσουν απόψεις","AN:283":"N/A","AV:547":"N/A","O:214":"N/A","AJ:397":"N/A","BE:416":"N/A","AP:347":"No","AS:652":"N/A","AU:269":"N/A","BH:780":"N/A","X:494":"N/A","AI:543":"N/A","BD:628":"N/A","O:266":"N/A","AZ:776":"N/A","Y:157":"N/A","BH:469":"N/A","AU:319":"No","S:666":"N/A","Y:107":"No","AB:347":"No","AY:595":"N/A","BA:490":"N/A","S:215":"N/A","AV:780":"N/A","AP:355":"No","AV:347":"N/A","AN:608":"N/A","AS:466":"N/A","AL:543":"N/A","W:777":"N/A","AS:481":"N/A","AM:675":"N/A","AP:696":"N/A","AC:113":"No","AO:84":"No","X:437":"N/A","BI:344":"No","AM:508":"N/A","W:788":"N/A","AQ:725":"N/A","AJ:606":"N/A","AX:447":"N/A","AU:751":"N/A","AW:270":"N/A","Z:748":"I applied a backward design approach:\n \n \n Start from the learning outcome (focus on argumentation, reasoning, and understanding of recycling vs. circular economy).\n \n \n Break it into observable skills – content knowledge, language use, argumentation, and collaboration.\n \n \n Define performance levels on a 4-point scale (from Beginning → Excellent) so progress can be measured clearly.\n \n \n Align criteria with tasks (Venn diagram, sentence starters, debates) so assessment directly reflects what learners practiced.","AM:541":"N/A","AB:92":"No","AA:621":"N/A","AB:559":"N/A","AL:276":"N/A","AX:397":"N/A","AQ:743":"N/A","AP:796":"N/A","G:797":"r276q0[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","BB:657":"N/A","AT:206":"N/A","X:352":"N/A","W:740":"N/A","AF:510":"N/A","AV:690":"N/A","BI:293":"N/A","BI:361":"N/A","AA:485":"N/A","O:224":"N/A","X:103":"No","AU:33":"No","AV:651":"N/A","AG:797":"N/A","AN:651":"N/A","AZ:482":"N/A","AO:236":"N/A","AX:603":"N/A","AY:443":"N/A","BG:300":"N/A","BE:477":"N/A","AS:237":"N/A","AC:277":"N/A","BF:469":"N/A","S:590":"N/A","AG:652":"N/A","AT:689":"N/A","S:69":"No","AE:634":"N/A","AR:96":"No","V:35":"N/A","R:593":"N/A","BG:553":"N/A","AY:459":"N/A","AK:430":"N/A","X:651":"N/A","W:535":"No","AF:430":"N/A","AG:580":"N/A","D:561":"Resource Type","G:138":"KeyWords[SQ001]. Key words (for online filter and search function) []","AI:741":"N/A","AE:675":"N/A","AF:724":"No","AD:633":"N/A","AJ:418":"N/A","AM:230":"N/A","AK:627":"N/A","O:645":"N/A","Q:68":"No","BB:392":"N/A","BE:240":"N/A","BG:590":"N/A","BE:430":"N/A","Y:587":"N/A","O:486":"N/A","BF:369":"N/A","AA:650":"N/A","AF:585":"N/A","D:751":"Resource Type","P:82":"No","AM:775":"N/A","AE:270":"N/A","BH:427":"N/A","T:210":"N/A","BA:452":"N/A","AL:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AL:390":"N/A","AA:182":"N/A","AV:34":"No","BD:168":"N/A","AH:671":"N/A","AH:783":"N/A","AZ:581":"N/A","V:244":"N/A","BB:453":"N/A","AT:753":"N/A","Z:8":"3.91E+08","AQ:750":"N/A","S:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AW:370":"N/A","AQ:553":"N/A","AR:496":"N/A","BC:300":"N/A","AN:269":"N/A","BC:233":"N/A","AV:800":"N/A","AX:494":"Yes","BA:494":"N/A","AR:675":"N/A","R:120":"license for Adobe software","AY:657":"N/A","AV:77":"No","S:421":"N/A","AV:394":"N/A","Y:392":"N/A","AK:281":"N/A","AI:372":"N/A","AR:673":"N/A","O:434":"N/A","R:476":"N/A","AY:212":"N/A","Q:34":"No","G:362":"r42q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","X:244":"N/A","AY:258":"N/A","O:483":"N/A","Z:119":"No","Q:98":"No","T:608":"N/A","R:462":"N/A","Q:316":"N/A","AF:607":"N/A","AR:740":"N/A","T:737":"N/A","AI:625":"N/A","AM:594":"N/A","V:644":"N/A","AW:680":"N/A","AX:637":"N/A","BA:672":"N/A","BD:279":"N/A","AP:636":"N/A","X:247":"N/A","BI:771":"N/A","BF:279":"N/A","V:219":"N/A","BI:421":"N/A","Y:637":"N/A","Q:113":"Yes","R:154":"Yes","G:783":"r276q0[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","AZ:253":"N/A","AD:75":"No","AE:320":"N/A","AR:288":"N/A","AP:153":"5","AT:225":"N/A","BA:92":"N/A","AQ:421":"N/A","D:101":"Year of Subject Learning","AX:359":"N/A","BG:586":"N/A","AJ:114":"N/A","AN:251":"N/A","AU:316":"No","AP:617":"N/A","R:486":"N/A","AI:731":"N/A","U:15":"Gruschi, Carina","U:669":"N/A","AX:157":"N/A","AC:656":"N/A","AY:447":"N/A","BA:199":"N/A","AR:398":"N/A","X:439":"N/A","AC:597":"N/A","U:293":"N/A","V:14":"2025","AI:605":"N/A","AO:218":"N/A","Q:138":"shark, ocean, marine, marine life, danger, dangerous, human impact, overfishing, fishing, environment, sustainable, sustainibility","AP:93":"No","V:428":"N/A","AW:253":"N/A","AD:469":"N/A","T:543":"N/A","P:419":"N/A","AN:93":"No","AD:43":"Antibiotic misuse and antibiotic resistance","AQ:668":"N/A","G:127":"Materials[SQ007]. Required teaching materials []","R:10":"2025-06-11 13:38:22","AN:726":"No","AV:287":"N/A","AI:436":"N/A","O:414":"N/A","AR:171":"N/A","AE:499":"N/A","G:576":"r174q0[S010]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 10]","BC:260":"N/A","AZ:245":"N/A","AF:258":"N/A","AS:433":"N/A","D:108":"Year of Subject Learning","V:263":"N/A","AL:590":"N/A","BI:595":"N/A","AN:619":"N/A","P:68":"No","G:456":"r570q0[D3G4O1a]. HOWs [Checklist: Personal relation to SSI]","AP:286":"N/A","X:600":"N/A","AW:685":"N/A","AL:663":"N/A","AT:243":"N/A","BI:397":"N/A","U:749":"N/A","BE:283":"N/A","BG:727":"Yes","BG:588":"N/A","BA:272":"N/A","AD:602":"N/A","R:406":"N/A","AU:791":"N/A","AI:739":"N/A","AD:534":"No","AM:469":"N/A","AD:470":"N/A","AB:798":"N/A","R:206":"N/A","BI:549":"N/A","AF:159":"N/A","Y:70":"No","O:421":"N/A","P:73":"No","D:118":"Required infrastructure & Teaching Materials","S:466":"N/A","T:648":"N/A","P:590":"N/A","AK:305":"N/A","AE:94":"No","AY:539":"N/A","BD:477":"N/A","BB:164":"10","BF:424":"N/A","BE:319":"N/A","BB:159":"N/A","AS:94":"No","V:446":"N/A","AN:468":"N/A","AV:316":"N/A","G:177":"A1SocialForm. Suggested social form","D:330":"Material Sources","U:431":"N/A","AC:260":"N/A","AY:227":"N/A","BG:217":"N/A","AD:99":"Yes","AK:361":"N/A","AV:247":"N/A","BE:798":"N/A","R:690":"N/A","AO:544":"10","P:88":"Polraised socities","AU:247":"N/A","G:132":"Materials[SQ012]. Required teaching materials []","Q:170":"N/A","AX:159":"N/A","AI:592":"N/A","BA:202":"N/A","Z:279":"N/A","Q:371":"N/A","AS:279":"N/A","BC:778":"N/A","AK:440":"N/A","BA:663":"N/A","BI:737":"N/A","AI:655":"N/A","AL:563":"N/A","G:476":"r570q0[D4G3O1b]. HOWs [Identify a hook to grab the recipients’ attention.]","AN:66":"Yes","BA:601":"N/A","AO:235":"N/A","P:660":"N/A","AB:35":"N/A","BH:75":"No","AW:630":"N/A","AQ:70":"No","BB:33":"No","O:507":"N/A","BI:409":"N/A","BD:300":"N/A","BG:346":"No","Z:288":"N/A","AT:617":"N/A","AL:81":"No","AT:460":"N/A","AF:285":"N/A","AE:447":"N/A","P:500":"N/A","AP:672":"N/A","BH:113":"Yes","Q:211":"N/A","AG:454":"N/A","AF:540":"N/A","S:206":"N/A","AA:264":"No","AP:548":"N/A","AS:346":"No","AV:226":"N/A","S:354":"30","BI:619":"N/A","G:265":"A1Hows[D3G3O1d]. HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","AX:206":"N/A","BF:542":"N/A","O:650":"N/A","BI:270":"N/A","AA:223":"N/A","AF:157":"No","O:304":"N/A","BB:741":"N/A","AP:735":"Yes","AX:217":"N/A","V:137":"100","AG:39":"due to increased antibiotic resistance","D:529":"Material Sources","AF:453":"N/A","V:780":"N/A","AZ:603":"N/A","P:111":"Yes","G:155":"A1Number[SQ002]. Activity number in lesson [2]","AX:589":"N/A","AZ:351":"N/A","AR:371":"N/A","R:168":"No","BC:552":"N/A","AZ:356":"Изучите следующие аспекты, связанные с устойчивостью к антибиотикам,\n прослушав 30-минутную лекцию:\n- Что такое устойчивость к антибиотикам?\n- Как она возникает? (мутация, селекция, перенос генов)\n- Основные причины: чрезмерное использование у людей, неправильное применение (неправильные дозы, использование для лечения вирусных инфекций)\n- Примеры резистентных бактерий (например, MRSA)","AO:752":"N/A","AX:75":"No","Z:367":"Pair work","AM:68":"N/A","BA:478":"N/A","AW:461":"N/A","AI:157":"N/A","AI:472":"N/A","BD:450":"N/A","AA:232":"N/A","BD:704":"https://www.youtube.com/watch?v=MZ_X-Okrz7E","G:707":"r875q0[S004]. Provide all sources you used in this activity [Reference / Source 4]","BG:669":"N/A","G:109":"PreviousKnowledge. Required previous knowledge","BA:348":"N/A","AJ:249":"N/A","AS:355":"Yes","AG:103":"No","AN:396":"N/A","BB:624":"N/A","AS:278":"N/A","Y:618":"N/A","AN:449":"N/A","W:431":"N/A","AI:168":"Yes","BG:12":"138.232.92.31","AA:623":"N/A","AR:207":"N/A","AB:278":"N/A","W:27":"English","BD:434":"N/A","AL:436":"N/A","BE:168":"Yes","BH:159":"No","BF:201":"N/A","AA:219":"N/A","AW:443":"N/A","AB:310":"No","AF:451":"N/A","BD:203":"N/A","BH:182":"N/A","AR:267":"N/A","BB:154":"Yes","BA:435":"N/A","BD:777":"N/A","Z:771":"N/A","BE:799":"N/A","AQ:208":"N/A","AO:66":"No","AK:163":"N/A","Q:787":"N/A","AE:655":"N/A","BB:310":"N/A","AO:95":"Yes","S:752":"N/A","AN:543":"N/A","AX:453":"N/A","AO:669":"N/A","AP:231":"N/A","Z:423":"N/A","BE:371":"No","X:680":"N/A","G:317":"A1SMedia[SQ002]. Media [Audio media]","P:551":"N/A","BD:154":"Yes","AK:498":"N/A","AQ:677":"N/A","Z:561":"Yes","AE:168":"N/A","G:605":"r246q0[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AX:737":"N/A","AB:423":"N/A","AO:542":"N/A","AV:187":"https://www.wired.com/story/your-next-job-designer-baby-therapist/","AH:780":"N/A","V:500":"No","BE:605":"N/A","BC:471":"N/A","AZ:317":"N/A","AB:167":"N/A","X:371":"N/A","AP:545":"No","X:467":"N/A","T:388":"This activity is replaced by the following SciLMi activity.","AI:639":"N/A","AH:211":"N/A","AK:409":"N/A","AF:245":"N/A","R:269":"N/A","AE:587":"N/A","BH:782":"N/A","AM:117":"N/A","AE:463":"N/A","AW:582":"N/A","AC:222":"N/A","O:202":"N/A","AU:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AO:646":"N/A","V:444":"N/A","BF:277":"N/A","S:77":"No","AS:416":"N/A","AY:786":"N/A","U:752":"N/A","BE:376":"/","O:656":"N/A","AF:391":"N/A","BB:471":"N/A","AG:356":"Think-Pair-Share\n Activity – Factors Influencing the Availability of Antibiotics (Pre-task 2)\n \n \n \n \n \n \n \n Situation:\n Learners explore the question: “What factors influence the availability of\n antibiotics?” To support their thinking, guiding questions / possible factorssuch as money,\n location, and government are provided.\n \n \n \n \n \n \n \n Instructional\n Goal:\n To encourage reflection, collaborative thinking, and critical analysis of\n socioeconomic and political factors affecting access to antibiotics.\n \n \n \n \n \n \n \n Task (using Bloom’s verbs):\n \n \n \n \n \n \n \n \n  Reflect individually on the guiding\n  question and formulate initial hypotheses or ideas.\n  Discuss your thoughts with a partner\n  and compare perspectives.\n  Share your ideas with the whole\n  class and summarize the main findings collectively.\n  As a class, analyze whether\n  a pattern emerges (e.g., whether access is clearly linked to economic\n  development or if other, less obvious factors are at play).\n  Evaluate assumptions and question\n  whether “obvious” patterns truly hold in all cases.\n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Inclusion suggestions:\n \n \n Provide sentence starters or guiding prompts for\n learners who may struggle with verbal expression.Allow\n alternative ways to share ideas, such as drawing a concept map, using sticky\n notes, or recording a short audio reflection.Encourage mixed-ability pairing so learners can\n support each other’s understanding.Offer key vocabulary in advance to support Italian\n language learners or learners with learning differences.","AB:418":"N/A","Q:257":"N/A","AJ:551":"N/A","U:510":"Yes","BB:304":"N/A","AK:44":"Misinformation: graphs or statistics that are misleading.","BC:800":"N/A","AU:487":"N/A","X:428":"N/A","Y:223":"N/A","U:470":"Yes","Y:431":"N/A","AB:219":"N/A","Q:654":"N/A","AZ:215":"N/A","O:425":"N/A","AO:645":"N/A","X:211":"N/A","Y:458":"Yes","P:776":"N/A","AS:179":"Yes","AN:793":"N/A","BI:230":"N/A","AG:423":"N/A","W:112":"No","BE:255":"N/A","P:781":"N/A","AZ:618":"N/A","AR:599":"N/A","AY:780":"N/A","AX:5":"2025-08-22 09:46:28","V:774":"N/A","AK:619":"N/A","AF:553":"N/A","BC:102":"No","BI:307":"N/A","AG:419":"N/A","AX:250":"N/A","BA:442":"N/A","AR:649":"N/A","AL:347":"N/A","BI:489":"N/A","Y:138":"recycling, sustainability, active citizen, civics, waste pollution, waste reduction","AF:423":"N/A","AX:290":"N/A","AX:742":"N/A","O:619":"N/A","AQ:417":"N/A","AS:773":"N/A","AV:641":"N/A","BC:727":"N/A","Q:7":"en","AA:800":"N/A","BA:370":"N/A","U:241":"N/A","AD:738":"N/A","AG:73":"No","G:700":"r641q0[SQ005]. Media [Interactive media]","AJ:394":"N/A","BH:214":"N/A","AJ:81":"N/A","BH:560":"N/A","P:741":"N/A","AQ:786":"N/A","BA:353":"N/A","T:771":"N/A","BC:585":"N/A","AP:479":"N/A","AB:400":"N/A","AY:772":"N/A","V:479":"N/A","AJ:169":"N/A","AF:32":"No","AA:9":"szcJhw9zeFxIejj","AF:649":"N/A","AN:72":"No","AS:173":"No","AP:699":"N/A","AW:388":"This activity is replaced by the following SciLMi activity.","AN:508":"N/A","AO:474":"N/A","Z:616":"N/A","AI:202":"N/A","AU:700":"N/A","AP:102":"No","Y:238":"N/A","AQ:726":"N/A","T:274":"N/A","P:361":"N/A","Q:647":"N/A","AM:293":"N/A","AC:724":"No","AG:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","BF:304":"N/A","X:79":"No","AU:685":"N/A","AW:353":"N/A","V:162":"N/A","AA:171":"N/A","T:793":"N/A","W:470":"N/A","AF:123":"coloured segments of a circle (e.g., circle from a poster paper cut into thirds)","AK:112":"No","BG:581":"N/A","AM:353":"N/A","AK:458":"N/A","AH:586":"N/A","AK:266":"N/A","AC:739":"N/A","AZ:508":"No","AG:607":"N/A","AB:546":"After the group discussion, learners work in groups of five to create graphs based on the data they collected during the game.\n\nGraph 1: Fish exploitation over time\nLearners create a graph showing the number of fish caught in each round. This graph illustrates the level of exploitation of the fish population over time.\nGraph 2: Fish population remaining over time\nLearners create a second graph showing the number of fish remaining in the ocean after each round. This graph illustrates how the available fish resources change over time.","AN:356":"Main Task Phase\n \n \n \n \n 1.Schritt: Individuelle Textanalyse (10 Min.)&nbsp;\n \n \n \n \n Jede/r Schüler*in erhält einen von vier Texten (2 wissenschaftliche Texte, 2 Social-Media-Beiträge) zum Thema Antibiotikaresistenz. (Um diese Texte für alle Lernenden zugänglich zu machen, können sie auch mittels AI-Tool in eine Audiodatei umgewandelt werden)\n \n \n \n \n Angaben für Schüler*innen\n \n \n \n \n Lesen Sie den Text sorgfältig durch. Machen Sie sich dann Notizen zu folgenden Aspekten:&nbsp;\n \n \n \n \n Identifizieren Sie die Hauptaussage des Textes.&nbsp;Markieren Sie sprachliche Merkmale, die zeigen, ob es sich um einen sachlichen oder einen meinungsbasierten Text handelt.&nbsp;Analysieren Sie die Zuverlässigkeit des Textes (z. B. Glaubwürdigkeit der Quelle, Tonfall, Belege, Voreingenommenheit).","AH:367":"Class activity","X:590":"N/A","AT:550":"N/A","V:204":"N/A","BA:653":"N/A","AX:486":"N/A","W:672":"N/A","AB:655":"N/A","AW:673":"N/A","AG:612":"N/A","AL:121":"Hand-out","AO:636":"N/A","O:157":"N/A","X:275":"N/A","AV:687":"N/A","V:409":"N/A","AT:495":"N/A","AI:116":"No","Q:82":"No","AQ:650":"N/A","AB:266":"N/A","AN:225":"N/A","AH:66":"No","AV:352":"N/A","AZ:104":"No","A:354":"Activity 2","AI:408":"N/A","O:582":"N/A","BE:261":"N/A","AX:504":"Group work","AD:417":"N/A","AQ:480":"N/A","AR:646":"N/A","AU:699":"N/A","AR:251":"N/A","AS:497":"N/A","AL:117":"No","AD:495":"Yes","Q:347":"No","AS:606":"N/A","AQ:437":"N/A","BA:562":"N/A","AL:348":"N/A","AU:582":"N/A","AJ:408":"N/A","AJ:272":"N/A","AY:792":"N/A","AF:372":"N/A","AX:93":"No","U:633":"N/A","S:362":"N/A","AP:752":"No","AY:453":"N/A","AR:601":"N/A","AL:729":"N/A","AB:283":"N/A","U:628":"N/A","AU:584":"N/A","AV:238":"N/A","AT:240":"N/A","AT:252":"N/A","BB:120":"psací potřeby","AH:223":"N/A","Y:586":"N/A","BA:231":"N/A","G:174":"A1OutputForm[other]. Student output form [Other]","AS:661":"N/A","AX:743":"N/A","AJ:106":"N/A","O:33":"N/A","D:89":"Lesson Title","BH:622":"N/A","AW:232":"N/A","AJ:593":"N/A","BI:8":"9.57E+08","AZ:600":"N/A","AQ:219":"N/A","AD:279":"N/A","AJ:462":"N/A","G:188":"A1Reference[S002]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 2]","W:72":"Yes","AM:285":"N/A","BD:95":"Yes","AW:615":"N/A","AL:534":"N/A","AR:772":"N/A","AA:495":"N/A","AJ:205":"N/A","AD:268":"N/A","Z:635":"N/A","W:627":"N/A","AE:109":"Basic knowledge of cellular structures, microorganisms and infectious diseases","U:204":"N/A","BF:779":"N/A","BB:678":"N/A","AN:70":"No","G:258":"A1Hows[D3G2O1a]. HOWs [Divide impacts into categories.]","AB:594":"N/A","AY:604":"N/A","T:399":"N/A","W:446":"N/A","AR:397":"N/A","AW:68":"No","AL:346":"N/A","AH:445":"N/A","AK:625":"N/A","BD:653":"N/A","BA:599":"N/A","Z:747":"Group work","AP:423":"N/A","O:464":"N/A","AL:696":"N/A","R:224":"N/A","AX:585":"N/A","AS:735":"Yes","S:108":"No","AB:281":"N/A","AA:279":"N/A","AW:587":"N/A","AH:399":"N/A","Z:594":"N/A","AE:476":"N/A","AV:269":"N/A","AN:96":"No","BH:654":"N/A","AF:253":"N/A","BH:10":"2025-08-22 14:19:35","BG:310":"N/A","AL:456":"N/A","BA:726":"N/A","P:442":"N/A","AF:117":"Yes","D:129":"Required infrastructure & Teaching Materials","AZ:784":"N/A","AN:31":"No","AQ:605":"N/A","AY:254":"N/A","AD:616":"N/A","AC:474":"N/A","AM:167":"N/A","AF:668":"N/A","Y:256":"N/A","AR:506":"N/A","X:638":"N/A","AD:299":"N/A","BF:447":"N/A","R:243":"N/A","Y:454":"N/A","AF:657":"N/A","AQ:359":"N/A","AU:782":"N/A","T:670":"N/A","Y:60":"Identify opportunities to engage (potential WHEREs).","U:2":"Yes","Y:561":"N/A","G:76":"Subjects[AO11]. Subject(s) [Computer Science & ICT]","BC:369":"N/A","BD:780":"N/A","Q:362":"N/A","AG:499":"N/A","AY:276":"N/A","AF:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AD:159":"N/A","V:412":"N/A","BI:245":"N/A","AA:498":"N/A","AU:620":"N/A","AP:109":"Italienisch Sprachniveau B1","U:154":"Yes","BB:788":"N/A","BH:121":"immagine pubblicitaria di un'azienda associata al fast fashion, ad esempio Shein","S:657":"N/A","AK:622":"N/A","BA:453":"N/A","AU:83":"No","AN:774":"N/A","AE:799":"N/A","O:242":"N/A","AV:306":"N/A","AM:796":"N/A","G:325":"A1SReference[S002]. Provide all sources you used in this activity [Reference / Source 2]","Y:675":"N/A","AG:469":"N/A","AI:686":"N/A","AQ:426":"N/A","AU:171":"N/A","AA:355":"N/A","S:508":"No","BH:599":"N/A","AA:179":"N/A","AD:118":"Yes","AI:252":"N/A","AX:272":"N/A","W:401":"N/A","AS:784":"N/A","S:538":"N/A","D:744":"Student Output Form","P:159":"N/A","BB:240":"N/A","AM:608":"N/A","AJ:636":"N/A","BB:92":"No","Q:44":"The misinformation about sharks are that they hunt and kill humans on a daily basis. The cases of humans killed by a shark are really rare and they are not a sign of evilness nor do they mean we should be hateful towards sharks and kill them.","BD:217":"N/A","U:216":"N/A","AP:433":"N/A","U:100":"No","AQ:731":"N/A","AQ:318":"N/A","AE:613":"N/A","BG:477":"N/A","BE:462":"N/A","U:614":"N/A","AG:627":"N/A","AN:242":"N/A","BA:160":"N/A","AA:654":"N/A","BE:229":"N/A","AA:449":"N/A","AR:426":"N/A","AF:675":"N/A","AN:483":"N/A","AH:82":"No","O:373":"N/A","AO:245":"N/A","Y:579":"N/A","T:671":"N/A","AY:8":"1.07E+09","AD:560":"N/A","AQ:363":"N/A","AD:667":"N/A","BC:544":"20","Y:552":"N/A","BB:580":"N/A","BG:444":"N/A","AU:370":"N/A","AQ:583":"N/A","BE:797":"N/A","AK:606":"N/A","AP:615":"N/A","AV:98":"No","AP:794":"N/A","AF:240":"N/A","AR:344":"N/A","P:690":"N/A","AN:223":"N/A","AN:420":"N/A","V:642":"N/A","AS:187":"Adobe Photoshop software","P:471":"N/A","BH:111":"Yes","BG:660":"N/A","AC:433":"N/A","AW:793":"N/A","AB:506":"N/A","BG:534":"No","X:490":"N/A","O:66":"No","G:419":"r570q0[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","BA:589":"N/A","AG:217":"N/A","BE:100":"No","AX:506":"Yes","AC:476":"N/A","BE:473":"N/A","AA:362":"N/A","Z:242":"N/A","U:103":"No","AJ:785":"N/A","AG:269":"N/A","AM:244":"N/A","AL:404":"N/A","BG:172":"N/A","AU:104":"No","BC:199":"N/A","AK:27":"English","AC:496":"No","Q:114":"Yes","BG:345":"Yes","D:55":"Learning Outcome(s)","AT:346":"N/A","AY:246":"N/A","BC:687":"N/A","AF:180":"N/A","V:668":"N/A","AK:244":"N/A","BE:421":"N/A","AR:160":"N/A","BE:542":"N/A","BE:215":"N/A","AX:261":"N/A","AK:396":"N/A","BC:584":"N/A","X:229":"N/A","AF:403":"N/A","AE:608":"N/A","AS:104":"No","Y:505":"The learners engage\n in&nbsp;inquiry-based and&nbsp;project-based learning. They need to research\n their chosen topic, identify credible sources and then demonstrate their\n understanding by creating&nbsp;an informative and persuasive poster. They\n exercise critical thinking, collaboration, creativity, school and real-world\n connection, and communication skills.","BE:739":"N/A","AH:361":"No","W:300":"N/A","U:646":"N/A","X:277":"N/A","G:165":"A1Elaborate[SQ001]. Elaborate activity [Yes, please show additional fields]","AE:360":"N/A","AS:632":"N/A","X:208":"N/A","AZ:415":"N/A","AQ:453":"N/A","AQ:653":"N/A","AC:97":"No","W:391":"N/A","BF:230":"N/A","AX:452":"N/A","AK:605":"N/A","AD:455":"N/A","AP:670":"N/A","AN:213":"N/A","BH:396":"N/A","AY:68":"No","BE:596":"N/A","Q:687":"No","AM:592":"N/A","AS:285":"N/A","BG:410":"N/A","AQ:641":"N/A","BF:798":"N/A","AU:218":"N/A","BF:234":"N/A","BE:155":"No","BA:602":"N/A","AZ:287":"N/A","AY:586":"N/A","O:455":"N/A","AC:35":"N/A","Y:776":"N/A","AR:660":"N/A","AU:597":"N/A","AU:110":"No","BD:290":"N/A","V:234":"N/A","BH:496":"N/A","Y:615":"N/A","P:294":"N/A","AE:643":"N/A","AZ:261":"N/A","Y:355":"No","AS:477":"N/A","AK:410":"N/A","AQ:408":"N/A","Z:557":"Group work","G:794":"r276q0[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","AZ:676":"N/A","AI:44":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\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 Learners may think that fast\n fashion only affects workers in other countries, not realizing the global\n supply chain.\n \n Learners\n may believe buying cheaper clothes has no social or environmental impact.","AW:352":"N/A","S:245":"N/A","BF:119":"No","AK:30":"4","D:92":"Learner Age Range","AX:537":"N/A","Q:160":"No","AO:506":"Yes","AD:291":"N/A","AK:106":"No","AA:304":"No","AS:647":"N/A","BG:90":"Learners explain the benefits and the mechanism of action of antibiotics. Learners differentiate between opinions and arguments about misunderstandings of antibiotics.","S:599":"N/A","AH:655":"N/A","AZ:605":"N/A","S:238":"N/A","BD:417":"N/A","X:71":"No","AJ:552":"N/A","G:443":"r570q0[D2G4O2b]. HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","Y:299":"N/A","R:375":"Adobe Photoshop","BI:657":"N/A","AW:94":"No","Q:697":"No","BH:371":"No","AY:785":"N/A","AQ:774":"N/A","AF:696":"N/A","X:412":"N/A","X:66":"No","BI:305":"N/A","AV:83":"No","AU:780":"N/A","AT:464":"N/A","AG:167":"No","AF:726":"No","AO:432":"N/A","Y:451":"N/A","AZ:232":"N/A","AH:167":"No","BH:397":"N/A","BD:433":"N/A","AF:279":"N/A","V:362":"No","AV:617":"N/A","AR:588":"N/A","Z:257":"N/A","O:629":"N/A","BC:310":"N/A","W:70":"No","AK:618":"N/A","AU:115":"No","AD:592":"N/A","W:779":"N/A","AU:678":"N/A","X:650":"N/A","AY:448":"N/A","AV:429":"N/A","AS:663":"N/A","AJ:163":"N/A","P:463":"N/A","BG:753":"N/A","AD:777":"N/A","AJ:229":"N/A","S:267":"N/A","BD:165":"No","AL:252":"N/A","AN:800":"N/A","AM:774":"N/A","T:35":"N/A","X:775":"N/A","P:309":"No","AI:287":"N/A","AA:243":"N/A","O:591":"N/A","AV:33":"Yes","Y:749":"N/A","BD:779":"N/A","AE:158":"N/A","O:284":"N/A","V:497":"Yes","AR:219":"N/A","BB:203":"N/A","AR:317":"No","Y:495":"Yes","U:778":"N/A","BH:252":"N/A","AX:249":"N/A","AK:482":"N/A","BE:218":"N/A","AH:93":"No","BB:726":"N/A","X:656":"N/A","AZ:674":"N/A","R:306":"N/A","AG:218":"N/A","D:706":"Material Sources","AM:446":"N/A","AV:73":"No","AO:549":"No","BH:506":"N/A","S:276":"N/A","BD:267":"N/A","AC:671":"N/A","AG:235":"N/A","AK:295":"N/A","AH:71":"No","P:688":"N/A","AP:400":"N/A","V:776":"N/A","AJ:362":"N/A","AD:437":"N/A","AP:453":"N/A","BD:534":"No","AU:680":"N/A","BE:43":"Antibiotics misuse and antibiotics resistance","Q:628":"N/A","D:523":"Material Sources","AY:357":"N/A","BD:229":"N/A","AF:179":"N/A","V:743":"N/A","S:422":"N/A","AP:655":"N/A","AZ:118":"Yes","AC:688":"N/A","AM:351":"N/A","AE:402":"N/A","AI:29":"Fast Fashion","Q:618":"No","Z:260":"N/A","P:47":"Analyse the logical consistency of the information.","R:35":"N/A","AC:203":"N/A","AM:108":"N/A","AT:66":"N/A","Z:696":"N/A","BI:357":"N/A","AU:412":"N/A","AV:680":"N/A","BB:475":"N/A","AY:10":"2025-07-20 11:23:31","BE:39":"due to increased antibiotic resistance","AC:456":"N/A","AI:264":"N/A","AQ:155":"N/A","BD:249":"N/A","X:673":"N/A","BI:650":"N/A","AU:161":"N/A","AU:111":"No","V:173":"N/A","S:388":"This activity is replaced by the following SciLMi activity.","AG:410":"N/A","D:559":"Resource Type","AY:157":"N/A","BE:10":"2025-08-15 09:36:22","P:223":"N/A","AS:228":"N/A","T:34":"N/A","Y:81":"No","AK:218":"N/A","AL:593":"N/A","AB:390":"N/A","X:623":"N/A","AJ:349":"N/A","BI:608":"N/A","AH:398":"N/A","AM:506":"N/A","AA:183":"N/A","AZ:92":"No","BD:94":"Yes","AR:260":"N/A","AB:260":"Yes","AR:775":"N/A","AC:413":"N/A","R:317":"N/A","AP:552":"N/A","O:778":"N/A","AN:102":"No","BE:537":"N/A","AI:161":"N/A","BD:370":"N/A","T:169":"N/A","BF:770":"N/A","AY:269":"N/A","BA:168":"N/A","AY:119":"No","AE:119":"No","R:113":"Yes","AI:477":"N/A","BF:484":"N/A","AD:619":"N/A","AS:35":"N/A","BH:116":"No","V:730":"N/A","P:316":"No","Y:231":"N/A","AV:199":"N/A","S:486":"N/A","BI:36":"Environmental pollution: waste","AK:510":"N/A","BF:396":"N/A","V:629":"N/A","AN:654":"N/A","AE:547":"N/A","AT:96":"N/A","AM:539":"N/A","BE:446":"N/A","AP:251":"N/A","AN:74":"No","AE:540":"N/A","R:345":"Yes","BH:544":"6","BF:626":"N/A","S:685":"N/A","AZ:449":"N/A","Y:724":"N/A","AS:264":"N/A","BB:416":"N/A","V:602":"N/A","AC:423":"N/A","U:436":"N/A","P:562":"N/A","AY:474":"N/A","AH:73":"No","G:437":"r570q0[D2G3O1b]. HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AV:539":"N/A","AQ:500":"N/A","W:103":"No","AN:111":"Yes","AB:357":"N/A","O:604":"N/A","AZ:459":"N/A","U:417":"N/A","AW:471":"N/A","BA:172":"N/A","BE:428":"N/A","AQ:361":"N/A","AS:629":"N/A","Z:427":"N/A","AQ:468":"N/A","R:455":"N/A","T:404":"N/A","R:791":"N/A","AW:183":"N/A","AN:480":"N/A","R:276":"N/A","BB:393":"N/A","AC:434":"N/A","AJ:291":"N/A","AY:597":"N/A","AR:8":"8.69E+08","AM:180":"N/A","AS:347":"No","BA:730":"N/A","R:675":"N/A","BC:640":"N/A","V:474":"N/A","Y:442":"N/A","AF:361":"N/A","U:300":"N/A","AC:73":"No","AG:443":"N/A","AQ:563":"N/A","AY:506":"No","BH:15":"Mair, Nadine","AF:75":"No","Q:283":"N/A","S:157":"N/A","AR:431":"N/A","G:327":"A1SReference[S004]. Provide all sources you used in this activity [Reference / Source 4]","R:251":"N/A","Z:110":"Yes","AH:542":"N/A","AZ:547":"N/A","G:466":"r570q0[D4G1O4a]. HOWs [Review similar initiatives to understand common feedback and reactions.]","AR:790":"N/A","AB:124":"Little paper balls that represent fish (or similar)","AA:29":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","R:485":"N/A","AW:559":"N/A","X:95":"No","AM:405":"N/A","BH:677":"N/A","W:317":"N/A","AQ:348":"N/A","O:394":"N/A","BB:417":"N/A","AH:673":"N/A","AN:625":"N/A","AF:624":"N/A","O:592":"N/A","AR:316":"No","AE:462":"N/A","AR:10":"2025-07-10 12:44:32","U:602":"N/A","AR:234":"N/A","BF:114":"No","Z:615":"N/A","AF:421":"N/A","BD:778":"N/A","BI:102":"No","AR:261":"N/A","AB:81":"No","AU:478":"N/A","Q:117":"Yes","AA:778":"N/A","BC:580":"N/A","AE:369":"N/A","AC:615":"N/A","G:73":"Subjects[AO08]. Subject(s) [Physics]","AZ:670":"N/A","AE:316":"N/A","AJ:482":"N/A","BH:179":"N/A","AB:10":"2025-06-11 14:22:36","AS:591":"N/A","BB:248":"N/A","AR:782":"N/A","BE:497":"N/A","AN:221":"N/A","AL:742":"N/A","AD:270":"N/A","BH:638":"N/A","BH:776":"N/A","AO:249":"N/A","AR:584":"N/A","AI:165":"Yes","AT:317":"N/A","BE:242":"N/A","S:278":"N/A","AE:537":"No","Y:220":"N/A","AJ:476":"N/A","W:10":"2025-06-11 14:21:51","AK:239":"N/A","O:652":"N/A","AA:457":"N/A","AO:778":"N/A","AE:494":"N/A","AC:246":"N/A","V:637":"N/A","AV:170":"No","AV:69":"No","BC:560":"N/A","D:317":"Resource Type","BC:434":"N/A","AF:643":"N/A","V:437":"N/A","BE:592":"N/A","T:266":"N/A","X:596":"N/A","AV:459":"N/A","AS:141":"sebepojetí a sebehodnota","AT:743":"N/A","Z:211":"N/A","AQ:751":"N/A","AP:663":"N/A","P:278":"N/A","Q:498":"N/A","Z:112":"No","V:76":"No","AZ:274":"N/A","D:133":"Required infrastructure & Teaching Materials","AT:298":"N/A","AN:559":"N/A","AK:648":"N/A","AZ:237":"N/A","BB:1":"68","AD:156":"No","O:635":"N/A","BB:221":"N/A","BB:674":"N/A","AZ:596":"N/A","AE:160":"N/A","AN:117":"No","Q:684":"No","AX:735":"N/A","BB:112":"No","AZ:553":"N/A","BD:169":"N/A","AI:791":"N/A","AS:658":"N/A","AI:164":"5.7","BF:229":"N/A","W:544":"20","V:158":"N/A","BE:465":"N/A","BE:657":"N/A","BH:796":"N/A","AV:735":"N/A","V:97":"No","U:797":"N/A","S:480":"N/A","AA:214":"N/A","R:71":"No","AS:459":"N/A","AN:153":"5","G:381":"r460q0[S005]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 5]","AQ:797":"N/A","BB:753":"N/A","AK:778":"N/A","BD:597":"N/A","BF:249":"N/A","AK:780":"N/A","T:237":"N/A","AP:172":"N/A","AB:436":"N/A","BE:167":"No","AL:589":"N/A","W:668":"N/A","AP:204":"N/A","Y:211":"N/A","O:32":"N/A","P:662":"N/A","AY:779":"N/A","AB:369":"N/A","P:280":"N/A","BI:644":"N/A","AA:781":"N/A","AL:408":"N/A","AG:113":"Yes","AB:593":"N/A","AQ:551":"N/A","AZ:499":"No","AK:773":"N/A","AH:726":"No","X:487":"N/A","BF:478":"N/A","AO:8":"1.39E+09","AN:156":"No","O:257":"N/A","AY:476":"N/A","AA:776":"N/A","AB:102":"No","T:482":"N/A","BF:509":"N/A","Z:563":"No","BG:182":"N/A","AS:423":"N/A","Z:111":"Yes","W:618":"N/A","AH:74":"No","AT:239":"N/A","X:75":"No","Q:770":"N/A","AK:309":"N/A","AP:475":"N/A","Q:204":"N/A","AO:427":"N/A","P:266":"N/A","AH:648":"N/A","AB:416":"N/A","S:318":"N/A","AT:669":"N/A","AG:345":"Yes","U:171":"No","AC:110":"No","AJ:621":"N/A","AD:757":"https://youtu.be/ZvhFeGEDFC8?si=61-OpyNCPTunHfaA","Z:369":"No","BD:418":"N/A","BE:74":"No","AD:604":"N/A","AE:784":"N/A","AW:34":"No","Q:230":"N/A","AB:208":"N/A","AN:669":"N/A","R:751":"No","Q:454":"N/A","Z:256":"N/A","AI:633":"N/A","BD:664":"N/A","BB:463":"N/A","V:88":"Overfishing","Y:474":"N/A","AO:625":"N/A","G:58":"LearningOutcome9. Learning Outcome","AS:422":"N/A","G:378":"r460q0[S002]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 2]","AK:159":"N/A","AN:181":"N/A","AQ:509":"N/A","AG:783":"N/A","AV:242":"N/A","AQ:402":"N/A","AW:738":"N/A","S:154":"Yes","AV:788":"N/A","BC:96":"Yes","AC:447":"N/A","G:279":"A1Hows[D4G2O1a]. HOWs [Age group]","P:751":"N/A","V:487":"N/A","AD:607":"N/A","Q:595":"N/A","AN:782":"N/A","O:249":"N/A","BD:347":"No","AF:395":"N/A","U:226":"N/A","O:407":"N/A","AC:791":"N/A","O:286":"N/A","BI:535":"No","AB:460":"N/A","R:793":"N/A","G:212":"A1Hows[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","V:392":"N/A","AG:371":"No","U:356":"Learners work in groups and are assigned one generation (Baby Boomers, Generation X, Millennials, Generation Z, or Generation Alpha). Drawing on their own experiences and a provided text, they explore how different age groups use Instagram and what characterizes their online behaviour.:\n1. Discuss your experiences with Instagram and how your assigned age group uses the platform.\n2. Read the provided text about your generation.\n3. Identify key characteristics of the age group, such as:\npreferred Instagram formats\ntime spent on Instagram\ncommunication style and language use\nlifestyle and interests\ncontent preferences\n4. Create a profile card for your assigned generation, including:\nfavourite Instagram formats\npreferred language and communication style\npreferred content presentation\nimportant characteristics and interests of the age group\n5. Compare the information from the text with your own experiences and discuss similarities and differences.\n6. Upload your completed profile card to the Padlet and share your findings with the class.","AP:228":"N/A","AA:203":"N/A","AK:687":"N/A","W:264":"N/A","AA:310":"No","U:403":"N/A","AM:481":"N/A","AH:598":"N/A","AX:676":"N/A","G:370":"r781q0[SQ002]. Media [Audio media]","BD:241":"N/A","BC:653":"N/A","AT:579":"N/A","V:77":"No","AB:411":"N/A","AB:631":"N/A","AX:534":"No","BG:234":"N/A","AC:105":"No","BH:406":"N/A","AC:29":"AAA: Antibiotic Awareness Action","D:373":"Resource Type","BG:699":"No","BH:621":"N/A","Z:599":"N/A","BB:785":"N/A","AH:650":"N/A","AK:88":"Statistics","AN:373":"No","AD:686":"N/A","X:225":"N/A","BC:622":"N/A","AR:791":"N/A","AL:293":"N/A","AG:365":"As this is\n an open-ended activity aimed at promoting reflection and discussion, there is\n no single correct answer. However, a well-rounded classroom discussion may lead\n to identifying and evaluating several relevant factors, such as:\n \n \n \n \n \n \n \n \n  Economic factors\n  e.g., cost of production, affordability for individuals or health systems,\n  pharmaceutical market incentives\n  Geographic and infrastructural\n  factors\n  e.g., remote or rural areas with limited distribution networks or\n  healthcare facilities\n  Government policies and\n  regulations\n  e.g., import/export restrictions, approval processes, subsidies, public\n  health priorities\n  Global inequalities and\n  development status\n  e.g., disparities between high-income and low-income countries in\n  healthcare infrastructure and access\n  Crisis or conflict situations\n  e.g., regions affected by war, displacement, or natural disasters may have\n  disrupted supply chains\n \n \n \n \n \n \n \n \n --&gt; Learners\n may also critically reflect on apparent patterns (e.g., “developed countries\n have better access”) and question whether this always holds true.\n Unexpected insights, such as overuse in wealthier countries versus limited\n access in poorer regions, or exceptions due to effective public health systems\n regardless of wealth, could emerge through discussion.\n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Sample\n answers are derived from the sources listed below:","AO:606":"N/A","AU:623":"N/A","AI:599":"N/A","BH:33":"No","BI:180":"N/A","AC:165":"No","AD:31":"No","AN:392":"N/A","BD:369":"N/A","AL:582":"N/A","AC:200":"N/A","AB:490":"N/A","AI:288":"N/A","D:192":"Material Sources","T:467":"N/A","AW:15":"Kuběnová, Kateřina","BG:734":"5","AH:147":"social media","AG:344":"No","AI:255":"N/A","BC:733":"N/A","Q:440":"N/A","T:352":"N/A","R:461":"N/A","BH:281":"N/A","Z:617":"N/A","AD:179":"N/A","BE:601":"N/A","AF:318":"N/A","AK:408":"N/A","D:704":"Material Sources","AV:618":"N/A","AA:433":"N/A","AN:265":"N/A","AV:426":"N/A","AB:476":"N/A","AV:138":"Genetikk","AU:639":"N/A","AH:654":"N/A","AG:372":"No","AF:284":"N/A","AP:546":"/* 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 Beschreibung der Aktivität:\n \n \n \n Die SchülerInnen sehen sich das Video „Economia circolare –\n L'economia circolare spiegata bene” an und bearbeiten verschiedene Aufgaben,\n die ihnen helfen, die Schlüsselkonzepte zu verstehen. In der ersten Übung\n sollen sie feststellen, ob bestimmte Aussagen richtig oder falsch sind. In der\n zweiten Aufgabe beantworten sie offene Fragen, in denen sie wichtige\n Begriffe/Ideen aus dem Video erklären müssen.\n \n \n \n Das Video wird zweimal gezeigt und nach dem zweiten\n Durchlauf werden die Antworten im Plenum besprochen. Das Video kann auch mit\n Untertiteln gezeigt werden, oder es kann ein Transkript für SchülerInnen mit\n Hörbeeinträchtigungen bereitgestellt werden.\n \n \n \n Nach der Besprechung der Antworten leitet die Lehrperson\n gelenktes Unterrichtsgespräch an, um das Verständnis der zentralen Ideen zu\n vertiefen und fragt die SchülerInnen beispielsweise, ob sie bereits zuvor vom\n Konzept der Kreislaufwirtschaft gehört haben. Die Lehrperson stellt außerdem\n sicher, dass die SchülerInnen die Prinzipien „Reduzieren, Wiederverwenden und\n Recyceln” verstanden haben, da diese für die nächste Aktivität benötigt werden.\n In diesem gelenkten Unterrichtsgespräch werden die SchülerInnen dazu angeregt,\n über ihre eigenen Erfahrungen nachzudenken, Beispiele zu nennen und ihr\n Verständnis der Konzepte in eigenen Worten zu erklären.\n \n \n \n Um diese Aktivität abzuschließen, vervollständigen die\n SchülerInnen individuell die auf der Rückseite des Arbeitsblatts gedruckten\n „Exit-Sentences“ (z. B. „Ein Aspekt, den ich über die\n Kreislaufwirtschaft gelernt habe, ist …“; „Eine überraschende Tatsache aus dem Video\n war …“), die ihnen helfen, das Gelernte aus dem\n Video und der Klassendiskussion zu reflektieren.\n \n \n \n \n Anweisungen:\nSchau dir das Video „Economia circolare –\n L’economia circolare spiegata bene“ an.Identifiziere in der ersten Aufgabe, ob die\n Aussagen wahr oder falsch sind.Beantworte in der zweiten Aufgabe die offenen\n Fragen.Nimm nach dem Ansehen des Videos an der Klassendiskussion teil.In der Klassendiskussion …\n \n \n \n \n \n \n \n \n \n \n \n o&nbsp;&nbsp;\n … erläutere die Bedeutung der verschiedenen\n Konzepte (z. B. Kreislaufwirtschaft, 3Rs, …).\n \n \n \n o&nbsp;&nbsp;\n … stelle einen Bezug zwischen diesen Konzepten\n und eigenen Erfahrungen her. \n \n \n \n o&nbsp;&nbsp;\n … nenne Beispiele dafür, wie du bereits eines\n der 3Rs umsetzt (oder umsetzten könntest).\n \n \n \n o&nbsp;&nbsp;\n … beschreibe ethische Überlegungen, die dein\n Verhalten (möglicherweise) beeinflussen. \n \n \n \n o&nbsp;&nbsp;\n … bewerte, welche Umstände die Umsetzbarkeit der\n 3Rs (möglicherweise) beschränken können.\n&nbsp;Reflektiere nach der Klassendiskussion das\n Gelernte indem du die Sätze auf dem Arbeitsblatt vervollständigst.","T:305":"N/A","O:724":"N/A","AT:249":"N/A","AO:138":"Instagram, Soziale Medien, Aktivismus, Nachhaltige Ozeane, Überfischung, Ozeane, Haie, Nachhaltigkeit, Meer","T:105":"No","T:650":"N/A","AA:15":"Dimitropoulou, Aliki","R:7":"en","BI:544":"20","AF:287":"N/A","P:436":"N/A","AR:222":"N/A","AT:72":"N/A","P:71":"No","BC:160":"N/A","BH:737":"No","AV:537":"N/A","AK:153":"4","BD:281":"N/A","AN:348":"No","BH:740":"No","BI:306":"N/A","AL:178":"The learners work in pairs to analyse the article using the questions selected from the CRAAP test. They read through the article to find the answers to these questions to learn more about the context of the article.&nbsp;","AE:650":"N/A","X:611":"N/A","S:34":"No","AQ:499":"N/A","BD:104":"No","AX:221":"N/A","U:582":"N/A","Q:601":"N/A","BA:32":"N/A","G:488":"r570q0[D4G4O1a]. HOWs [Identify what you will be able to do.]","AR:563":"N/A","AB:662":"N/A","AR:75":"No","AA:614":"N/A","R:242":"N/A","AE:630":"N/A","AD:73":"No","AS:499":"N/A","AG:30":"4","BH:37":"due to domestic overconsumption / throw-away habits","AU:667":"N/A","AC:161":"N/A","BI:287":"N/A","AY:308":"N/A","BB:229":"N/A","AG:593":"N/A","W:458":"N/A","AQ:678":"N/A","AA:254":"N/A","AF:567":"https://www.youtube.com/watch?v=ni8-BuHUzUg","AG:751":"N/A","AG:282":"N/A","AA:452":"N/A","W:68":"No","AO:644":"N/A","AR:156":"N/A","P:618":"N/A","AU:610":"N/A","D:57":"Learning Outcome(s)","BB:279":"N/A","S:12":"178.164.177.239","V:796":"N/A","BA:469":"N/A","AJ:448":"N/A","V:624":"N/A","AS:407":"N/A","X:250":"N/A","AF:85":"Yes","BH:637":"N/A","BC:798":"N/A","AY:141":"Bebés modificados genéticamente","BI:749":"N/A","S:119":"No","S:110":"Yes","AG:743":"N/A","AX:401":"N/A","AB:215":"N/A","AG:354":"20","V:498":"No","AY:234":"N/A","AZ:165":"No","AP:633":"N/A","AO:675":"N/A","AN:79":"No","Q:71":"No","BG:11":"2026-06-18 12:28:55","X:794":"N/A","BC:121":"rukavice, odpadkové pytle, lékárnička, mapa, telefon","AU:563":"N/A","G:83":"Subjects[AO18]. Subject(s) [Physical Education]","AL:601":"N/A","S:409":"N/A","BI:279":"N/A","Z:180":"N/A","AJ:793":"N/A","S:427":"N/A","AG:295":"N/A","O:349":"N/A","S:49":"Communicate established viewpoints on a socio-scientific issue: Inform.","Y:659":"N/A","T:435":"N/A","AE:47":"Differentiate between fact and opinion.","W:727":"N/A","AR:654":"N/A","AI:295":"N/A","AL:281":"N/A","BH:153":"6","AL:471":"N/A","AL:724":"N/A","BA:485":"N/A","BE:391":"N/A","S:389":"N/A","X:415":"N/A","W:611":"N/A","T:800":"N/A","V:790":"N/A","Z:406":"N/A","V:159":"N/A","AK:791":"N/A","AD:636":"N/A","AM:559":"N/A","G:424":"r570q0[D2G1O2d]. HOWs [Use fact-checking websites, such as Snopes, FactCheck.org, or PolitiFact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.]","Z:294":"N/A","AJ:168":"N/A","R:229":"N/A","AB:495":"N/A","X:595":"N/A","R:449":"N/A","AJ:239":"N/A","W:206":"N/A","Q:219":"N/A","O:612":"N/A","R:632":"N/A","AL:628":"N/A","O:775":"N/A","AT:274":"N/A","AT:469":"N/A","AE:648":"N/A","G:213":"A1Hows[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","AZ:173":"N/A","Y:644":"N/A","BI:459":"N/A","P:409":"N/A","AO:656":"N/A","AB:158":"N/A","AK:407":"N/A","AT:357":"N/A","AB:432":"N/A","W:400":"N/A","AG:415":"N/A","O:294":"N/A","AZ:474":"N/A","X:475":"N/A","BD:547":"N/A","R:597":"N/A","W:291":"N/A","BH:673":"N/A","D:708":"Material Sources","AC:401":"N/A","BI:278":"N/A","U:408":"N/A","AL:145":"Designed babies","AQ:798":"N/A","BG:486":"N/A","AX:473":"N/A","AA:545":"N/A","V:213":"N/A","Q:298":"N/A","R:730":"No","AB:255":"N/A","Y:591":"N/A","G:579":"r246q0[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","BG:551":"N/A","AG:440":"N/A","AD:221":"N/A","AS:236":"N/A","AV:84":"No","U:181":"No","AY:417":"N/A","BH:117":"No","AY:226":"N/A","AR:561":"N/A","BH:156":"No","AY:163":"N/A","BC:644":"N/A","Z:344":"No","AA:274":"N/A","BG:626":"N/A","BC:207":"N/A","AG:414":"N/A","X:452":"N/A","AR:9":"YgFYWjfAey1b94r","V:1":"35","R:93":"No","AP:728":"No","BC:88":"Uplatnění znalostí o recyklaci prostřednictvím komunitní akce (úklid okolí)","BA:448":"N/A","AU:559":"N/A","BG:628":"N/A","AD:432":"N/A","O:671":"N/A","AU:268":"N/A","U:232":"N/A","AG:11":"2026-05-18 15:59:07","AH:237":"N/A","AQ:223":"N/A","W:224":"N/A","BE:244":"N/A","AY:513":"Consejos Generales&nbsp;- Controla rigurosamente el tiempo:&nbsp; Este es el elemento más crítico. Utiliza un&nbsp;temporizador grande y visible&nbsp;para cada segmento de los 30 minutos (5 minutos para planificar, 8 minutos para el&nbsp;bootcamp, 17 minutos para la sesión de diseño). Cuando se acabe el tiempo de un segmento, debes hacer la&nbsp;transición inmediatamente&nbsp;a la siguiente fase para asegurar que la actividad se complete.- Enfatiza \"Proceso sobre Producto\":&nbsp; Comienza la actividad declarando claramente el objetivo: \"El objetivo para los próximos 30 minutos no es crear una obra maestra terminada, sino&nbsp;practicar el proceso de pensar como un diseñador. Céntrense en plasmar su idea principal en un borrador básico\". Esto reduce la ansiedad de los estudiantes y los enfoca en la tarea de aprendizaje.-&nbsp;Modela el \"Boceto\" en 30 segundos:&nbsp; Al comienzo del sprint de planificación de 5 minutos, tómate 30 segundos para dibujar un ejemplo muy rudimentario de un \"boceto\" en la pizarra. Esto&nbsp;demuestra visualmente&nbsp;cómo es un \"plan rápido\" y ayuda a los estudiantes a empezar inmediatamente sin pensarlo demasiado.-&nbsp;Ofrece un \"Bootcamp\" eficiente:&nbsp; Durante el tutorial de BioRender de 8 minutos,&nbsp;cíñete estrictamente a las cinco habilidades esenciales. Resiste la tentación de explicar funciones más avanzadas. El objetivo es dar a los estudiantes el conocimiento suficiente para comenzar su tarea, no convertirlos en expertos.-&nbsp;Transita con una mentalidad de \"resolución de problemas\":&nbsp; Durante la sesión de trabajo de 17 minutos del \"Estudio de Diseño\", tu función principal es&nbsp;mantener el impulso. Muévete activamente entre los grupos para identificar y resolver cualquier pequeño problema técnico que esté deteniendo su progreso. Haz preguntas rápidas y orientadoras como: \"¿Cuál es el icono más importante para tu audiencia?\" para mantenerlos enfocados.-&nbsp;Ten una \"Micro-Extensión\" lista:&nbsp; Para los grupos que trabajan excepcionalmente rápido y crean un borrador básico con tiempo de sobra, ten un&nbsp;desafío rápido listo. Por ejemplo: \"Genial. Ahora, ¿pueden añadir un icono de la biblioteca de BioRender que simbolice el 'debate ético' y escribir un pie de foto de una frase para él?\". Esto los mantiene productivamente involucrados durante toda la duración.Consejos para el Texto (si quieres crear uno propio)Características del texto- Brevedad:&nbsp;&nbsp;El texto debe ser conciso, idealmente de una sola página. Utiliza encabezados claros, párrafos cortos y viñetas para desglosar la información. Los estudiantes deben poder encontrar rápidamente los hechos clave durante su sprint de planificación de 5 minutos.-&nbsp;Tono neutro:&nbsp;&nbsp;El texto debe presentar los hechos del caso de Lulu y Nana de forma neutral. Describe las acciones científicas y la controversia ética resultante sin decir a los estudiantes qué deben pensar. El objetivo es proporcionar la evidencia, a partir de la cual los estudiantes construirán su propia narrativa y mensaje.-&nbsp;Incluir solo información esencial:&nbsp;Para evitar abrumar a los estudiantes, asegúrate de que el texto se centre exclusivamente en la información central necesaria para la infografía:Un simple \"qué es\" para CRISPR.Los hechos clave del caso (científico, objetivo, procedimiento).Los principales problemas (innecesario, ciencia defectuosa, incumplimiento ético).Las consecuencias clave (riesgos de salud desconocidos, protesta global).-&nbsp;Lenguaje accesible:&nbsp;&nbsp;Escribe el texto usando un lenguaje claro y accesible. Si bien se pueden incluir términos científicos como \"mosaicismo\", deben ir acompañados de una explicación muy breve y sencilla.Sugerencias para presentar el texto&nbsp;- Utiliza una estrategia de lectura activa:&nbsp;En lugar de que los estudiantes lean el texto de forma pasiva, guíalos a través de él. Una gran técnica es el \"resaltado de triage\". Dales a los estudiantes tres marcadores y pídeles que lean el texto una vez, resaltando:Amarillo:&nbsp;Hechos científicos clave (por ejemplo, qué hace CRISPR).Rosa:&nbsp;Eventos o personas importantes (por ejemplo, el anuncio de He Jiankui).Azul:&nbsp;Los problemas o consecuencias (por ejemplo, \"mutaciones imprevistas\"). Esta técnica preprocesa la información, lo que les facilita mucho la clasificación y priorización de los hechos cuando comienzan a planificar su infografía.-&nbsp;Vincula explícitamente el texto con la tarea:&nbsp;&nbsp;Después de que hayan leído y resaltado, di claramente: \"Todo lo que necesitáis para crear la infografía está en esta página. Vuestra misión no es encontrar nueva información, sino decidir cuáles de estos hechos resaltados son más importantes para la audiencia que elijan.\" Esto establece un límite claro y enfoca su energía creativa.","S:269":"N/A","BI:669":"N/A","T:346":"No","AF:106":"No","Q:692":"Identify&nbsp;3 aspects of the video which affected your image of sharks.\n \n \n \n \n \n They should talk about: music,&nbsp; choice of words in the video, e.g. “fear” “you become the prey”, shots – part of a dead\n body, scar on the thigh, scared people,...\n \n \n \n Dicuss your answer\n with a partner and then with the class.\n \n \n \n Learners listen to each\n other during the discussion and respect each other's opinion.","AJ:545":"N/A","AP:500":"N/A","X:444":"N/A","BE:732":"N/A","AO:641":"N/A","BA:587":"N/A","AG:373":"No","AW:76":"No","AT:661":"N/A","BB:138":"rychlá móda, lidská práva, pracovní podmínky, alternativy k rychlé módě","AV:469":"N/A","AI:262":"N/A","AX:425":"N/A","BF:100":"No","Y:751":"N/A","AH:449":"N/A","AI:788":"N/A","BI:636":"N/A","AI:498":"N/A","BD:489":"N/A","AB:679":"N/A","AE:728":"N/A","AP:477":"N/A","AN:89":"Sachliche oder meinungsbasierte Sprache","AP:639":"N/A","AV:257":"N/A","U:392":"N/A","AX:252":"N/A","Q:255":"N/A","BE:232":"N/A","W:167":"N/A","BB:67":"No","P:121":"I don't know yet","AD:652":"N/A","BI:724":"N/A","AI:615":"N/A","AM:286":"N/A","BA:117":"N/A","AP:220":"N/A","V:397":"N/A","AF:219":"N/A","AO:595":"N/A","AN:537":"No","AH:753":"No","AS:259":"N/A","T:414":"N/A","O:793":"N/A","T:260":"N/A","AO:222":"N/A","AW:250":"N/A","X:639":"N/A","AX:664":"N/A","AU:264":"N/A","AX:167":"N/A","AA:629":"N/A","AE:138":"Antibiotic, benefit, mechanism, opinion, argument.","AP:625":"N/A","AU:543":"N/A","AR:223":"N/A","BB:540":"N/A","BH:473":"N/A","AY:753":"N/A","AW:658":"N/A","AS:200":"N/A","G:99":"AgeRange[SQ009]. Age range [18 ]","AT:676":"N/A","BA:669":"N/A","AQ:788":"N/A","AY:423":"N/A","AB:344":"No","BA:658":"N/A","Y:345":"Yes","AT:92":"N/A","AT:257":"N/A","AE:689":"No","BG:238":"N/A","BA:496":"N/A","S:601":"N/A","AI:416":"N/A","AD:263":"N/A","AU:400":"N/A","AR:728":"N/A","D:322":"App","BH:389":"N/A","G:478":"r570q0[D4G3O1d]. HOWs [ Explain how the evidence supports the arguments and how the arguments support your message.]","AO:165":"Yes","AB:787":"N/A","AT:510":"N/A","BA:460":"N/A","Z:549":"No","W:7":"en","AZ:610":"N/A","AH:182":"No","AX:306":"N/A","BE:604":"N/A","AZ:207":"N/A","X:252":"N/A","AY:69":"No","AJ:284":"N/A","BF:644":"N/A","AU:89":"El colapso del bacalao: Una lección sobre la sobrepesca (1/2)","Q:35":"N/A","BB:534":"N/A","AP:584":"N/A","AB:771":"N/A","Z:267":"N/A","BB:442":"N/A","BI:212":"N/A","AF:163":"N/A","BF:415":"N/A","AI:89":"Human rights violations in the fast fashion industry and consumer alternatives to fast fashion","BE:354":"20","BH:508":"N/A","AT:728":"N/A","BH:167":"N/A","AJ:300":"N/A","R:794":"N/A","T:423":"N/A","BH:238":"N/A","AV:35":"N/A","AD:665":"N/A","AN:229":"N/A","AK:389":"N/A","AY:505":"Descripción del Método PedagógicoEl método pedagógico para esta actividad es un&nbsp;Taller de Estudio de Caso Andamiado (Scaffolded Case Study Workshop), diseñado para desarrollar habilidades de comunicación crítica a través del análisis de un problema sociocientífico del mundo real. Este enfoque va más allá de la simple comprensión, enseñando a los estudiantes cómo transmitir estratégicamente información compleja.1.&nbsp;Uso de un Texto Común como Base&nbsp;La actividad se ancla en una única fuente de verdad: un&nbsp;texto modificado proporcionado por el profesor&nbsp;que detalla el caso de Lulu y Nana. Esto asegura que todos los estudiantes comiencen con la misma información consistente, desviando el enfoque de la lección de la investigación abierta hacia las habilidades específicas de&nbsp;análisis, resumen y comunicación dirigida.2.&nbsp;Comunicación Consciente de la AudienciaEste es el&nbsp;desafío central&nbsp;del método. Los estudiantes trabajan en colaboración para desglosar el texto proporcionado y luego elaboran una estrategia sobre cómo volver a contar eficazmente la historia del caso para una&nbsp;audiencia específica&nbsp;(Niños, Jóvenes Adultos o Adultos). Este proceso los obliga a tomar decisiones conscientes y críticas sobre&nbsp;qué hechos enfatizar, qué tono adoptar y qué metáforas visuales son las más apropiadas&nbsp;para el grupo elegido.3.&nbsp;Flujo de Trabajo Dirigido por el Profesor&nbsp;El trabajo práctico sigue un flujo de trabajo estructurado de tres pasos. Primero, los estudiantes crean un \"Boceto\" en papel para solidificar su estrategia de comunicación. Segundo, el profesor dirige un breve y práctico \"Campamento de Entrenamiento de BioRender\", demostrando solo las habilidades esenciales del software necesarias para la tarea. Este tutorial pasa inmediatamente a la fase final: un \"Sprint de Diseño Digital\", donde los estudiantes usan BioRender para traducir rápidamente su plan en un borrador tangible, reforzando el aprendizaje a través de la aplicación inmediata.","AA:725":"N/A","AP:390":"N/A","G:329":"A1SReference[S006]. Provide all sources you used in this activity [Reference / Source 6]","AP:749":"No","AU:627":"N/A","AS:498":"N/A","AT:264":"N/A","BE:70":"No","AI:672":"N/A","BG:442":"N/A","Q:424":"N/A","AY:275":"N/A","AP:285":"N/A","BD:244":"N/A","AZ:94":"No","BI:494":"No","AN:640":"N/A","AY:617":"N/A","V:587":"N/A","X:735":"N/A","O:399":"N/A","AV:465":"N/A","U:586":"N/A","AM:262":"N/A","AT:319":"N/A","AF:360":"N/A","T:700":"N/A","AE:162":"N/A","T:92":"No","AA:770":"N/A","AV:6":"1","AW:796":"N/A","AZ:11":"2025-08-17 12:18:12","X:214":"N/A","AW:728":"N/A","AY:213":"N/A","BC:414":"N/A","S:286":"N/A","G:343":"A1SReference[S020]. Provide all sources you used in this activity [Reference / Source 20]","AC:215":"N/A","AP:783":"N/A","BD:687":"No","AB:612":"N/A","AU:594":"N/A","AO:447":"N/A","R:416":"N/A","Q:86":"Yes","AP:510":"N/A","AY:267":"N/A","Y:226":"N/A","P:298":"N/A","AS:602":"N/A","BG:666":"N/A","S:607":"N/A","AZ:350":"N/A","V:296":"N/A","W:397":"N/A","AS:483":"N/A","AF:15":"Eberhart, Rebecca","D:570":"Material Sources","AZ:690":"N/A","AF:268":"N/A","T:119":"No","AU:430":"N/A","G:704":"r875q0[S001]. Provide all sources you used in this activity [Reference / Source 1]","BH:686":"N/A","AG:620":"N/A","AI:418":"N/A","AQ:319":"N/A","AM:562":"N/A","BA:31":"N/A","BF:545":"N/A","AX:448":"N/A","AL:242":"N/A","AT:157":"N/A","AB:591":"N/A","Y:790":"N/A","AZ:10":"2025-07-21 20:12:20","Y:210":"N/A","BF:596":"N/A","AR:40":"due to individual preferences","BI:248":"N/A","AS:75":"No","BG:771":"N/A","BD:276":"N/A","BC:779":"N/A","AJ:729":"N/A","AI:277":"N/A","W:353":"N/A","AW:603":"N/A","D:336":"Material Sources","BF:92":"No","G:638":"r246q0[D3G2O1a]. HOWs [Divide impacts into categories.]","AQ:251":"N/A","AF:450":"N/A","AH:67":"Yes","V:536":"Yes","AY:418":"N/A","BE:563":"N/A","AN:799":"N/A","AO:262":"N/A","AJ:684":"N/A","AM:586":"N/A","AR:119":"No","U:114":"Yes","AT:112":"N/A","V:674":"N/A","X:157":"N/A","AN:628":"N/A","AP:607":"N/A","AX:48":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","AW:254":"N/A","BB:206":"N/A","G:62":"LearningOutcome13. Learning Outcome","AB:544":"25","BA:359":"N/A","S:346":"N/A","BB:488":"N/A","BH:249":"N/A","AU:70":"No","AA:414":"N/A","Z:629":"N/A","BB:30":"4","Q:457":"N/A","AS:15":"Justová, Anežka","O:785":"N/A","S:674":"N/A","G:391":"r570q0[D1G1O2a]. HOWs [Use information from different source types and different source.]","AL:73":"No","AQ:207":"N/A","BE:279":"N/A","AV:478":"N/A","BD:170":"N/A","Y:108":"No","BB:587":"N/A","Q:743":"N/A","P:259":"N/A","Z:496":"N/A","BF:648":"N/A","BF:589":"N/A","BE:414":"N/A","AU:606":"N/A","AL:470":"N/A","BC:505":"Studenti pracují v malých skupinách, přičemž každá skupina má přidělenou konkrétní část místního venkovního prostoru. Pomocí rukavic a oddělených pytlů sbírají odpad, přičemž využívají své předchozí znalosti o recyklaci k rozpoznání a třídění odpadních materiálů (např. plast, kov, papír). Aktivita klade důraz na učení se zkušeností, týmovou spolupráci a odpovědnost vůči životnímu prostředí, přičemž učitelé dohlížejí na bezpečnost a během i po úkolu vedou reflexi pomocí otázek.","AP:165":"No","BE:221":"N/A","W:791":"N/A","Q:665":"N/A","AK:15":"Skarbø, Stine","AP:98":"Yes","D:123":"Required infrastructure & Teaching Materials","AE:201":"N/A","S:774":"N/A","S:502":"This is an open activity, so there are many valid answers. However, here are some references for general possible answers that explicitly incorporate the main points from the provided text and address the ethical dimension.Group 1: Children (Ages 8-12) - The Creative ChallengeMain Goal: To visually explain that CRISPR is a powerful \"body-editing tool\" and use the Lulu and Nana story to show why safety rules are important. This requires simplifying the scientific concepts and focusing on the clear ethical consequences of a \"secret\" experiment.Key Infographic Points to Cover:The Science: Explain what CRISPR is using a simple metaphor, like \"genetic scissors.\"The Case: Introduce the scientist (He Jiankui) and the twins (Lulu and Nana) and what the scientist tried to do.The Ethical Problem: Clearly show that the experiment was done in secret and was not necessary because safer methods already existed.The Consequences: Show that there are unknown health risks for the children and that the scientist was punished.BioRender-Specific Strategy:Use Icons as Characters: Learners should use BioRender's library of icons for Human (scientist) and Infant (Lulu and Nana) to tell a simple visual story.Simplify the Science Visually: Represent DNA with the DNA Helix icon and CRISPR with the Scissors icon.Explicitly Address Ethical Lapses Visually: Use a large, red \"X\" over a panel labeled \"The Secret Experiment\" or \"No Permission.\" Place a Question Mark icon next to the Infant icons to represent the unknown health future.Create a Visual Narrative: Design a 3-panel infographic that follows the story arc:Panel 1: The Tool. Show the DNA Helix icon with a \"broken\" section and the Scissors icon fixing it.Panel 2: The Wrong Use. Show the scientist icon using the Scissors on the Infant icons' DNA, with a clear symbol showing it was a secret or a mistake.Panel 3: The Consequences. Show the Infant icons with Warning Sign icons next to their DNA to represent the unknown health risks, and a symbol for the scientist's punishment (like an icon of a person behind bars).Group 2: Young Adults (Ages 18-25) - The Tech-Savvy ExplanationMain Goal: To visually break down the CRISPR mechanism and use the Lulu and Nana case to analyze the technology's immediate risks and its ethical and scientific flaws.Key Infographic Points to Cover:The Science: Create a detailed diagram explaining how CRISPR-Cas9 targets and edits the CCR5 gene.The Scientific Flaws: Visually illustrate the specific scientific failures, such as \"mosaicism\" and \"off-target edits.\"The Ethical Violations: Highlight how the experiment violated established ethical guidelines (e.g., lack of medical necessity, falsified documents, bypassing peer review).The Consequences: Address the dual consequences: the unknown health risks for the children and the negative impact on the reputation of the scientific community.BioRender-Specific Strategy:Create a Detailed Mechanism Diagram: This is mandatory. Learners must use BioRender's library of Proteins and Molecules to build an accurate diagram of CRISPR-Cas9 targeting the CCR5 gene.Visually Illustrate the Failures: Create powerful diagrams to show what went wrong:Mosaicism: A panel showing a cluster of cells, some with a correctly edited DNA Helix (e.g., green) and others with unedited DNA (e.g., blue).Off-Target Effects: Show the CRISPR complex at its target and also show smaller, ghosted versions cutting the wrong parts of the DNA, with accompanying Warning Sign icons.Integrate Ethical Analysis: Use call-out boxes or text annotations to connect the scientific failures to the ethical lapses (e.g., \"The flawed science made this an unjustifiable gamble on the children's health,\" or \"Bypassed peer review, meaning these flaws were not caught in time.\").Professional Layout: Use a multi-section template with a clear flow from the \"How It Works\" panel to the \"What Went Wrong\" and \"Lessons Learned\" panels.Group 3: Adults (Ages 30+) - The Credible Public BriefingMain Goal: To explain the power of CRISPR and use the Lulu and Nana case to explore the serious societal, legal, and long-term ethical consequences of human germline editing.Key Infographic Points to Cover:The Scientific Context: Briefly explain the CRISPR process and the stated goal (HIV immunity).The Full Experimental Process: Diagram the entire sequence of the experiment from IVF to the birth of the twins.The Multidimensional Flaws: For each step in the process, annotate the scientific, ethical, and legal failures that occurred.The Far-Reaching Consequences: Address the profound questions the case raised, such as the line between therapy and enhancement, and the need for global regulation.BioRender-Specific Strategy:Diagram the Entire Experimental Process: Learners should create a central workflow diagram showing IVF -&gt; Embryo -&gt; CRISPR/Cas9 Injection -&gt; Implantation -&gt; Birth.Annotate the Ethical and Legal Lapses: This is key. At each step of the workflow diagram, use BioRender's labeling tools to add text boxes that pinpoint the specific failure. For instance: \"Failure of Oversight: The experiment proceeded without proper ethical review\" next to the Embryo icon, or \"Legal Consequences: Scientist sentenced to prison\" next to the final panel.Use Icons Symbolically to Show Societal Consequences: Create a final \"Consequences\" section that uses symbolic icons. For instance:An icon of a Gavel to represent the legal fallout.An icon of a Globe with a Warning Sign to represent the international condemnation and need for global rules.An icon of a Family next to a large Question Mark to represent the unknown future for the children and the profound questions for society about genetic modification.","T:631":"N/A","AU:591":"N/A","AF:161":"N/A","R:389":"N/A","BF:359":"N/A","Q:729":"No","AK:592":"N/A","AL:751":"N/A","D:147":"Keywords","V:75":"No","S:360":"N/A","AU:674":"N/A","AW:484":"N/A","AB:690":"N/A","AV:296":"N/A","AJ:299":"N/A","AK:205":"N/A","BF:605":"N/A","AT:476":"N/A","BH:778":"N/A","Y:88":"My school, my town, my region","W:447":"N/A","W:433":"N/A","BG:497":"N/A","BH:317":"N/A","AS:615":"N/A","AZ:800":"N/A","AC:220":"N/A","AM:588":"N/A","P:685":"N/A","AD:595":"N/A","AC:613":"N/A","U:94":"Yes","AL:770":"N/A","AX:402":"N/A","BA:638":"N/A","X:791":"N/A","AD:541":"N/A","AC:536":"Yes","AA:143":"Student debate","AO:493":"Instagram-Labs (basierend auf Altersgruppen)\n \n \n \n \n \n \n \n \n \n Baby Boomers (1946-1964)\n Generation X (1965-1980)\n Millennials (1981-1996)\n Gen Z (1997-2010)\n Gen Alpha (2010-2025)\n \n \n \n \n \n \n \n \n Schüler*innen …\n \n \n \n \n \n \n \n \n Diskutieren ihre Erfahrungen mit Instagram und den verschiedenen Altersgruppen.\n \n \n \n \n \n \n \n \n Lernen unterschiedliche Merkmale und Besonderheiten in Bezug auf verschiedene Alters-/Zielgruppen kennen, wie&nbsp;\n \n \n \n \n \n \n \n \n \n bevorzugtes Format\n auf Instagram verbrachte Zeit\n Erfahrungen mit Instagram\n Lebensstile\n sprachliche Kenntnisse\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Anleitung für jede Station:\n \n \n \n \n \n \n \n \n \n Diskutiert eure eigenen Erfahrungen: Wie nutzen *Altersgruppe* Instagram?\n Lest den Text: *text n von 5*\n Erstellt eine Profilkarte für die *Altersgruppe*, inklusive:\n \n \n das Instagram-Format, das sie am meisten mögen\n die Sprache, die sie gerne verwenden\n die Art der Präsentation der Inhalte, die sie mögen\n was für diese Altersgruppe außerdem wichtig ist\n Bezieht eure eigenen Erfahrungen mit ein - stimmt ihr allem zu, oder habt ihr andere Erfahrungen mit Leuten in der Altersgruppe?\n Postet eure Profilkarte ins Padlet.\n \n Anleitung für die kurze Vorstellung der Profilkarte in der Klasse:Stellt kurz eure Altersgruppe vor.&nbsp;Geht auf die wichtigsten Merkmale und Besonderheiten ein.Erzählt kurz, ob eure Erfahrungen mit den Informationen übereinstimmen.","BB:651":"N/A","BH:602":"N/A","AC:698":"N/A","AB:545":"No","Q:652":"N/A","P:92":"No","AT:742":"N/A","BF:462":"N/A","AG:141":"Antibiotics misconceptions","AI:494":"N/A","AZ:90":"1. Объяснить, как развивается и распространяется устойчивость к антибиотикам. 2. Объяснить, как антибиотики загрязняют окружающую среду (например, океаны, реки, почву).","T:440":"N/A","AB:735":"No","AG:232":"N/A","D:128":"Required infrastructure & Teaching Materials","Y:153":"3","AA:230":"N/A","AY:103":"No","AM:468":"N/A","AP:360":"N/A","O:10":"2025-06-11 13:11:36","AX:731":"N/A","AI:590":"N/A","U:461":"N/A","AT:444":"N/A","AY:537":"N/A","AJ:618":"N/A","AY:771":"N/A","X:249":"N/A","BE:32":"No","BA:541":"N/A","BA:118":"N/A","Y:668":"N/A","AS:79":"No","AX:258":"N/A","V:606":"N/A","T:591":"N/A","AG:101":"No","BF:309":"N/A","X:749":"N/A","T:270":"N/A","AI:424":"N/A","G:136":"Materials[SQ016]. Required teaching materials []","AX:674":"N/A","AL:644":"N/A","AL:9":"E8PqS0wpTSyucCC","AJ:79":"N/A","AQ:790":"N/A","AY:421":"N/A","S:416":"N/A","AB:789":"N/A","AZ:116":"No","BH:405":"N/A","R:356":"discussion in pairs / threes:\n \n \n - discuss your findings and observations with your classmate/s\n - take notes","S:440":"N/A","Q:369":"N/A","AP:750":"No","AP:11":"2025-08-21 22:40:35","AQ:271":"N/A","AR:792":"N/A","AB:620":"N/A","AD:798":"N/A","AA:616":"N/A","W:69":"No","AU:476":"N/A","BI:310":"N/A","BA:76":"N/A","U:590":"N/A","S:797":"N/A","P:287":"N/A","AV:405":"N/A","AW:279":"N/A","AP:257":"N/A","BD:402":"N/A","W:372":"N/A","AM:67":"N/A","AI:432":"N/A","Y:639":"N/A","AN:92":"No","Z:398":"N/A","AF:172":"N/A","AY:727":"N/A","AP:96":"No","X:786":"N/A","AJ:624":"N/A","AE:489":"N/A","BE:5":"2025-08-21 17:21:40","AB:317":"No","G:147":"KeyWords[SQ010]. Key words (for online filter and search function) []","AU:426":"N/A","AT:71":"N/A","AH:596":"N/A","BD:666":"N/A","AT:639":"N/A","AZ:551":"N/A","U:320":"N/A","S:642":"N/A","AX:516":"https://www.msc.org/uk/about-the-msc/what-is-the-msc","AV:317":"N/A","AX:276":"N/A","V:548":"N/A","BH:534":"No","BB:794":"N/A","G:667":"r246q0[D4G3O1c]. HOWs [Provide background information on the socio-scientific issue.]","AZ:621":"N/A","AX:80":"No","AE:318":"N/A","U:164":"15","AK:203":"N/A","Z:210":"N/A","AW:406":"N/A","AZ:252":"N/A","Z:219":"N/A","BE:415":"N/A","AW:789":"N/A","AF:13":"https://web-mail.uibk.ac.at/","AP:163":"N/A","BE:784":"N/A","AJ:67":"N/A","AN:412":"N/A","G:498":"r421q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AQ:289":"N/A","AL:241":"N/A","BB:673":"N/A","BF:622":"N/A","R:215":"N/A","AA:110":"No","AC:281":"N/A","AQ:157":"N/A","AF:43":"Recycling","W:792":"N/A","AI:294":"N/A","AN:106":"No","T:667":"N/A","AG:29":"AAA: Antibiotic Awareness Action","AC:167":"N/A","AZ:624":"N/A","AV:11":"2025-07-22 21:24:21","Q:164":"5","BC:66":"No","AH:102":"No","AC:585":"N/A","AQ:284":"N/A","AU:614":"N/A","V:417":"N/A","R:669":"N/A","AT:263":"N/A","AZ:632":"N/A","AP:602":"N/A","BA:355":"N/A","D:714":"Material Sources","BE:380":"Rahman, M., Gargate, N., & Laws, M. (2025). Current economic and regulatory challenges in developing antibiotics for Gram‑negative bacteria. npj Antimicrobials and Resistance, 3, Article 50. https://doi.org/10.1038/s44259-025-00123-1","BH:696":"N/A","AF:427":"N/A","AF:630":"N/A","P:535":"No","BH:251":"N/A","Y:103":"No","Y:90":"Describe selected national and international organizations, programs, and events that address waste pollution. Explain the function and the goals of the organisations. Demonstrate the ways of student participation in or support of these efforts.","X:349":"N/A","AT:481":"N/A","BE:627":"N/A","AN:90":"Die Schüler können sprachliche Merkmale von Sachtexten und Meinungstexten identifizieren (z. B. objektiver/subjektiver Ton, Fachsprache usw.). Die Schüler können Sachtexte und Meinungstexte hinsichtlich Struktur, Ton und Sprachwahl vergleichen und gegenüberstellen. Die Schüler können die Zuverlässigkeit und Voreingenommenheit eines bestimmten Textes anhand seiner Sprache und seines Zwecks bewerten.","BD:587":"N/A","G:221":"A1Hows[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","T:1":"33","AQ:442":"N/A","Q:759":"Shark trust. What is overfishing? https://www.sharktrust.org/shark-threats","AW:470":"N/A","G:42":"Cause5. due to ...","AB:93":"Yes","AC:674":"N/A","BH:463":"N/A","AT:619":"N/A","Y:503":"inclusion of all the assigned information on the posterinclusion of motivational/inspirational aspect on the poster","AU:273":"N/A","Q:259":"N/A","AA:32":"No","AT:236":"N/A","AW:794":"N/A","AI:507":"N/A","AK:636":"N/A","V:560":"N/A","T:478":"Yes","AK:282":"N/A","AC:254":"N/A","AI:213":"N/A","AQ:540":"N/A","AS:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","BE:581":"N/A","AE:250":"N/A","AB:600":"N/A","BG:272":"N/A","O:283":"N/A","D:517":"Material Sources","AW:154":"Yes","AE:180":"N/A","O:442":"N/A","AN:402":"N/A","BF:269":"N/A","AP:123":"farbige Kreissegmente (z. B. Kreis von einem Poster Papier, der in Drittel geschnitten wurde)","Q:274":"N/A","AV:179":"Yes","AQ:292":"N/A","AW:169":"N/A","G:481":"r570q0[D4G3O2c]. HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","AH:113":"Yes","AI:392":"N/A","BE:82":"No","AF:137":"100","AT:439":"N/A","R:185":"Adobe Photoshop","X:67":"No","AC:92":"No","T:776":"N/A","V:652":"N/A","Z:221":"N/A","AG:737":"N/A","T:643":"N/A","AD:348":"N/A","BB:224":"N/A","AX:799":"N/A","AO:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AX:211":"N/A","AH:265":"N/A","AF:218":"N/A","AF:477":"N/A","Q:363":"N/A","AO:356":"will be replaced by SciLMi Activity","T:15":"Lema, Claudia","U:739":"N/A","AG:244":"N/A","BA:407":"N/A","BC:238":"N/A","AT:82":"N/A","AI:469":"N/A","Z:731":"N/A","BI:601":"N/A","AL:625":"N/A","BD:270":"N/A","T:84":"No","AF:105":"Yes","AU:499":"N/A","AG:688":"N/A","BF:795":"N/A","U:230":"N/A","AO:797":"N/A","BH:162":"N/A","AV:792":"N/A","AI:727":"N/A","G:528":"r829q0[S015]. Provide all sources you used in this activity [Reference / Source 15]","BB:309":"N/A","AC:350":"N/A","AY:112":"No","BA:458":"N/A","BD:103":"No","AW:589":"N/A","Q:657":"N/A","AH:354":"6","U:472":"N/A","AH:495":"N/A","R:680":"N/A","AQ:654":"N/A","BC:446":"N/A","BF:223":"N/A","AO:81":"No","R:40":"due to individual preferences","AU:303":"La lección planificada comenzará con la siguiente actividad, un juego diseñado para involucrar a los estudiantes en el tema de la sobrepesca y brindarles una experiencia práctica experimental. El juego está adaptado de la actividad educativa “Overfishing – a Tragedy of the Commons” propuesta por Dimbleby (2021). El término “sobrepesca” no se introducirá hasta que el juego termine, asegurando que los estudiantes participen sin ideas preconcebidas sobre el resultado.\n \n \n La clase se dividirá en grupos de cinco. Cada grupo recibirá una hoja grande de papel azul que representará el océano, con pequeñas bolitas de papel colocadas encima para simbolizar los peces. Dado que la siguiente sesión se centrará en el bacalao, estas bolitas representarán bacalao. Al comienzo de la actividad, habrá 100 peces en cada “océano”.\n \n \n Los estudiantes asumirán el papel de pescadores y su objetivo será atrapar la mayor cantidad de peces posible durante cada ronda. Habrá cinco rondas, y cada una durará 15 segundos.\n \n \n Como queremos introducir diferentes métodos de pesca en la discusión, esto también se representará en el juego, por lo que las herramientas de pesca serán las siguientes:\n \n \n \n \n Herramienta simple: palillos chinos con una línea de cinta adhesiva\n \n \n Herramienta doble: palillos chinos con doble cinta adhesiva\n \n \n Herramienta extra: cuchara grande\n \n \n \n \n Las rondas serán las siguientes:\n \n \n \n \n 1ª ronda: dos estudiantes pescan con la herramienta simple.\n \n \n 2ª ronda: cinco estudiantes pescan con la herramienta simple.\n \n \n 3ª ronda: cuatro estudiantes pescan con la herramienta simple, y uno de ellos con la herramienta doble.\n \n \n 4ª ronda: un estudiante pesca con la herramienta simple, tres con la herramienta doble y uno con la herramienta extra.\n \n \n 5ª ronda: dos estudiantes pescan con la herramienta doble y tres con la herramienta extra.\n \n \n \n \n Después de cada ronda, se añadirán algunos peces para representar la reproducción en el océano. Como se espera que el número de peces restantes después de la primera ronda sea menor que antes, la tasa de reproducción variará en consecuencia. Por lo tanto, se introducirán diferentes cantidades de peces después de cada ronda (20 peces después de la 1ª ronda, 15 después de la 2ª, 7 después de la 3ª y 3 después de la 4ª).\n \n \n Tras cada ronda, los estudiantes registrarán sus datos en una hoja de trabajo. Los datos que deben recopilar son el número de peces capturados por todos y el número de peces que quedan en el océano","BF:729":"N/A","Z:432":"N/A","AJ:591":"N/A","AD:499":"No","BC:217":"N/A","AG:656":"N/A","Y:488":"N/A","BD:215":"N/A","Z:446":"N/A","G:169":"A1OutputForm[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","AQ:545":"N/A","BB:428":"N/A","AU:551":"N/A","BG:67":"No","AH:161":"N/A","AE:260":"N/A","BF:584":"N/A","AV:235":"N/A","BH:225":"N/A","BH:213":"N/A","AC:787":"N/A","AC:636":"N/A","G:768":"A4SciLMi. SciLMi lesson plan","AJ:170":"N/A","AU:44":"- El océano es muy grande como para sufrir daños o que se acaben los peces\n - Toda la pesca es mala\n - La sobrepesca solo afecta a los peces","AD:300":"N/A","AL:33":"Yes","Q:105":"No","G:774":"r276q0[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","P:286":"N/A","O:116":"No","BF:346":"N/A","W:449":"N/A","AT:408":"N/A","AZ:73":"No","AA:67":"No","U:678":"N/A","Q:468":"N/A","AU:609":"N/A","AK:393":"N/A","G:354":"r156q0. Expected activity duration in minutes","AP:485":"N/A","R:696":"N/A","AJ:281":"N/A","AP:213":"N/A","O:222":"N/A","AY:497":"Yes","U:548":"No","AT:539":"N/A","AI:462":"N/A","AF:263":"N/A","AM:661":"N/A","T:159":"N/A","R:291":"N/A","Z:636":"N/A","AQ:265":"N/A","AL:451":"N/A","BB:153":"2","AY:142":"Speak out and take action","AW:596":"N/A","AA:617":"N/A","BC:502":"Každá learnerská skupina vytvoří sadu jasně označených pytlů obsahujících odpad, který nasbírali. Odpad bude roztříděn podle druhu materiálu (například plast, papír, kov, směsný odpad), což ukáže schopnost studentů správně klasifikovat různé typy odpadu a aplikovat své znalosti o recyklačních postupech. Tento výstup slouží jako důkaz jejich občanského zapojení, týmové spolupráce a odpovědnosti vůči životnímu prostředí.","BF:35":"N/A","AX:117":"No","BF:183":"N/A","BF:470":"N/A","BG:247":"N/A","AM:509":"N/A","AB:440":"N/A","AW:159":"N/A","X:200":"N/A","P:483":"N/A","AB:389":"N/A","AN:791":"N/A","R:445":"N/A","AT:422":"N/A","AG:653":"N/A","AK:118":"Yes","AS:83":"No","AP:478":"N/A","S:789":"N/A","BG:645":"N/A","AV:358":"N/A","AJ:214":"N/A","AG:562":"N/A","AB:122":"Tape","AZ:209":"N/A","AZ:426":"N/A","V:300":"N/A","S:202":"N/A","AF:353":"N/A","AD:640":"N/A","AJ:782":"N/A","AJ:498":"N/A","R:234":"N/A","AR:457":"N/A","BG:478":"N/A","AE:1":"44","AP:240":"N/A","G:636":"r246q0[D3G1O1c]. HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","AJ:627":"N/A","AN:627":"N/A","BB:777":"N/A","AC:499":"No","W:405":"N/A","AY:659":"N/A","D:111":"Required infrastructure & Teaching Materials","AO:392":"N/A","V:232":"N/A","AQ:285":"N/A","BF:476":"N/A","AK:670":"N/A","AV:787":"N/A","AU:154":"Yes","BH:211":"N/A","S:352":"N/A","U:90":"Learners will be able to understand and apply principles of effective digital communication with regard to target group (language, visuals, hashtags, calls to action).","AN:668":"N/A","AI:212":"N/A","O:547":"N/A","D:384":"Material Sources","AY:77":"No","AC:214":"N/A","V:373":"No","AZ:217":"N/A","AI:595":"N/A","AR:180":"N/A","G:747":"r999q0. Suggested social form","AO:359":"No","O:700":"N/A","AB:118":"No","AI:506":"N/A","O:500":"N/A","S:613":"N/A","AH:450":"N/A","AR:402":"N/A","AC:540":"N/A","AH:183":"No","AH:630":"N/A","AW:467":"N/A","AX:661":"N/A","BE:666":"N/A","X:279":"N/A","AF:495":"N/A","AL:265":"N/A","AP:230":"N/A","BD:775":"N/A","BC:478":"N/A","AY:296":"N/A","BC:36":"Environmental pollution: waste","BC:595":"N/A","AZ:234":"N/A","BI:396":"N/A","BB:450":"N/A","T:439":"N/A","G:348":"r373q0[SQ005]. Activity number in lesson [5]","AS:631":"N/A","AR:407":"N/A","AK:538":"N/A","AH:276":"N/A","AN:739":"N/A","V:434":"N/A","BG:614":"N/A","D:507":"Resource Type","P:431":"N/A","AO:584":"N/A","AR:774":"N/A","U:11":"2026-05-18 14:41:39","AF:274":"N/A","U:479":"N/A","P:401":"N/A","AO:114":"Yes","AN:69":"No","AL:282":"N/A","X:779":"N/A","Y:563":"N/A","BH:790":"N/A","AJ:72":"N/A","AL:159":"N/A","BD:240":"N/A","X:199":"N/A","AU:229":"N/A","Z:611":"N/A","AP:444":"N/A","G:597":"r246q0[D1G4O3a]. HOWs [Evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","BI:733":"N/A","BD:694":"Teacher-led instruction and Q&A sessions","X:317":"N/A","AY:15":"Sánchez Abad, Lucía","BD:233":"N/A","AL:249":"N/A","BG:417":"N/A","BB:485":"N/A","AC:731":"N/A","Q:226":"N/A","AQ:404":"N/A","AB:630":"N/A","BB:686":"N/A","AZ:724":"No","AX:499":"No","O:772":"N/A","Q:159":"No","BG:439":"N/A","AW:690":"N/A","P:155":"No","AH:348":"No","AK:1":"50","Q:673":"N/A","AA:285":"N/A","AP:88":"Umweltbildung und aktive Bürgerschaft","AJ:794":"N/A","AS:679":"N/A","AZ:155":"No","BE:793":"N/A","AT:789":"N/A","U:7":"en","AX:210":"N/A","AJ:250":"N/A","AH:488":"N/A","AE:551":"N/A","AU:438":"N/A","T:256":"N/A","AY:508":"No","U:295":"N/A","AE:560":"N/A","AU:208":"N/A","AR:657":"N/A","Q:506":"N/A","X:473":"N/A","BD:455":"N/A","BE:411":"N/A","AI:292":"N/A","AJ:115":"N/A","AK:115":"No","AK:787":"N/A","AH:589":"N/A","AH:425":"N/A","BH:112":"Yes","G:690":"r612q0[SQ007]. Student output form [Service-learning project]","AF:615":"N/A","S:609":"N/A","W:563":"N/A","BD:294":"N/A","AM:362":"N/A","AU:357":"N/A","AA:220":"N/A","W:248":"N/A","BA:610":"N/A","T:452":"N/A","Y:689":"N/A","Z:408":"N/A","AK:433":"N/A","AC:233":"N/A","Z:534":"No","AF:465":"N/A","U:435":"N/A","T:434":"N/A","T:262":"N/A","D:375":"App","AE:434":"N/A","AQ:471":"N/A","BF:482":"N/A","AS:676":"N/A","S:31":"Yes","AV:619":"N/A","BB:262":"N/A","AY:75":"No","AI:479":"N/A","AZ:121":"2 презентации, рабочий лист для работы в классе, видео на YouTube","BF:273":"N/A","BI:295":"N/A","AG:729":"N/A","AR:349":"N/A","AA:551":"N/A","D:683":"Activity Instruction","Z:212":"N/A","AL:615":"N/A","AP:498":"N/A","W:84":"No","BB:69":"No","AA:466":"N/A","V:284":"N/A","AQ:661":"N/A","BF:235":"N/A","AJ:310":"N/A","BE:534":"No","AM:99":"N/A","G:453":"r570q0[D3G3O1b]. HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","W:542":"N/A","Z:171":"N/A","AE:252":"N/A","BI:621":"N/A","Z:587":"N/A","AG:239":"N/A","AX:440":"N/A","T:370":"N/A","BE:362":"No","O:9":"testtesttest","AJ:308":"N/A","AL:30":"4","V:111":"No","AT:242":"N/A","W:482":"N/A","AY:392":"N/A","X:307":"N/A","AU:323":"- Escribe&nbsp;instrucciones simples, paso a paso, y explícalas antes de comenzar. Considera tenerlas impresas o proyectadas para facilitar su consulta.\n - El/la&nbsp;docente debe manejar el temporizador y asegurarse de que tenga una alarma audible y visible para señalar claramente el fin de cada ronda de pesca.\n - Tener&nbsp;todos los materiales listos en cada estación para evitar retrasos.\n - Dentro de cada grupo, asigna roles para garantizar la participación y organización. Los roles sugeridos pueden ser: Pescador/a 1, Pescador/a 2, Pescador/a 3, Registrador/a de datos, Reponedor/a de peces, etc.","AW:657":"N/A","AL:795":"N/A","T:514":"https://es.greenpeace.org/es/que-puedes-hacer-tu/peticiones/altri/#:~:text=46%20millones%20de%20litros%20de,de%20vuelta%20al%20r%C3%ADo%20Ulla.","Z:621":"N/A","AY:669":"N/A","T:261":"N/A","AU:437":"N/A","G:549":"r953q0[SQ003]. 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HOWs [Explain the influence of algorithms on search results and on social media feeds.]","BG:578":"This activity is replaced by the following SciLMi activity.","BC:179":"N/A","W:394":"N/A","AP:745":"/* 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 Keine Musterlösung, da die Strategien von den Ideen,\n Gewohnheiten, usw. der SchülerInnen abhängen.\n \n \n \n Verschiedene Strategien, die sich auf die Prinzipien der\n Reduzierung, Wiederverwendung und Wiederverwertung konzentrieren, werden\n akzeptiert.","R:786":"N/A","AG:33":"No","AG:230":"N/A","G:785":"r276q0[D1G4O2a]. HOWs [Evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]","X:218":"N/A","AC:466":"N/A","G:90":"SubjectLO. Subject-specific learning objective of the lesson","AK:401":"N/A","BD:427":"N/A","AD:233":"N/A","AG:173":"No","AN:451":"N/A","AK:552":"N/A","R:790":"N/A","BG:250":"N/A","BG:226":"N/A","AC:602":"N/A","AE:277":"N/A","Y:679":"N/A","AI:83":"No","AQ:619":"N/A","W:441":"N/A","AU:549":"N/A","AJ:497":"N/A","BI:286":"N/A","D:113":"Required infrastructure & Teaching Materials","AW:785":"N/A","BA:428":"N/A","R:500":"N/A","AR:72":"Yes","AI:548":"N/A","AO:652":"N/A","AO:496":"No","AU:243":"N/A","AH:233":"N/A","BH:148":"consapevolezza del consumatore","W:453":"N/A","AQ:352":"N/A","AQ:489":"N/A","AB:78":"No","AH:177":"Class activity","T:584":"N/A","Y:361":"N/A","W:182":"N/A","AI:406":"N/A","AR:394":"N/A","W:402":"N/A","BB:244":"N/A","T:586":"N/A","BH:161":"N/A","G:475":"r570q0[D4G3O1a]. HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","Y:344":"No","AN:448":"N/A","BG:655":"N/A","AC:443":"N/A","BF:457":"N/A","BG:797":"N/A","U:780":"N/A","AB:589":"N/A","D:141":"Keywords","AN:391":"N/A","AB:792":"N/A","Z:784":"N/A","AH:463":"N/A","P:173":"No","AC:274":"N/A","W:472":"N/A","Q:431":"N/A","BD:679":"N/A","AO:78":"No","AE:484":"N/A","AD:461":"N/A","AK:415":"N/A","AP:142":"nachhaltiger Lebensstil","AJ:750":"N/A","BC:673":"N/A","AW:286":"N/A","G:230":"A1Hows[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","BI:213":"N/A","AV:357":"N/A","D:127":"Required infrastructure & Teaching Materials","AH:360":"Yes","AC:436":"N/A","AN:372":"No","S:397":"N/A","AJ:620":"N/A","Q:800":"N/A","AV:740":"N/A","AP:596":"N/A","BG:601":"N/A","W:800":"N/A","AF:412":"N/A","AS:535":"No","AN:405":"N/A","AB:597":"N/A","U:489":"N/A","AC:112":"No","BI:92":"No","AH:623":"N/A","AF:455":"N/A","BI:643":"N/A","D:569":"Material Sources","G:563":"r563q0[SQ005]. Media [Interactive media]","AB:794":"N/A","AY:243":"N/A","S:482":"N/A","BF:774":"N/A","AV:419":"N/A","AN:731":"N/A","AN:506":"N/A","U:238":"N/A","S:299":"N/A","AI:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","U:105":"No","AK:345":"Yes","P:394":"N/A","AF:2":"Yes","Q:670":"N/A","AD:237":"N/A","AO:271":"N/A","Q:472":"N/A","AS:272":"N/A","P:421":"N/A","AJ:359":"N/A","G:338":"A1SReference[S015]. Provide all sources you used in this activity [Reference / Source 15]","AJ:562":"N/A","BG:248":"N/A","Q:163":"N/A","W:685":"N/A","AN:439":"N/A","AY:304":"N/A","AC:679":"N/A","V:618":"N/A","BH:783":"N/A","Y:652":"N/A","BD:619":"N/A","BH:476":"N/A","AK:651":"N/A","AN:434":"N/A","AK:562":"N/A","S:44":"Scientific and Technical Misconceptions:&nbsp;\n - Creating \"designer babies\" with specific, complex traits like high intelligence or athletic ability is possible right now or in the near future.&nbsp;\n - The Lulu and Nana experiment was a scientific success; the babies are now immune to HIV.&nbsp;\n - CRISPR technology is a perfect and easy-to-use \"genetic scissors\".&nbsp;\n - The gene-editing procedure was medically necessary to protect Lula and Nana form HIV.&nbsp;\n \n Ethical and Societal Misconceptions:\n - There are no laws or rules against this, so scientists are free to do what they want.&nbsp;\n - Gene editing for babies is the same as the genetic testing (PGT) already used in IVF clinics.&nbsp;\n - Any form of gene editing in humans is heritable and will be passed down through generations.&nbsp;\n - The main ethical problem is that scientists are \"playing God\".&nbsp;","AH:241":"N/A","BH:585":"N/A","Z:281":"N/A","R:399":"N/A","S:166":"Understandthe following concepts:\n \n \n What is genetic engineering?&nbsp; (Needs to be supported by images and videos)What are engineered babies? (Needs to be supported by images)What are the differences between somatic cell lines and germline ones?&nbsp; (Needs to be supported by the image in the following&nbsp; website: https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/ )What is the CRISPR technique? (Needs to be supported by videos)","AE:641":"N/A","BE:401":"N/A","X:316":"N/A","R:679":"N/A","AA:167":"N/A","Z:792":"N/A","D:574":"Material Sources","O:240":"N/A","AY:253":"N/A","Z:462":"N/A","AP:223":"N/A","AI:685":"N/A","BC:361":"N/A","T:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AB:221":"N/A","G:781":"r276q0[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","V:290":"N/A","Z:637":"N/A","AV:225":"N/A","BG:138":"antibiotic, benefit, mechanism, opinion, argument.","G:555":"r109q0. Model solution","AB:437":"N/A","V:198":"This activity does not form part of the SciLMi lesson plan.","AO:92":"No","AK:267":"N/A","AO:511":"Other","AY:626":"N/A","AI:651":"N/A","AS:207":"N/A","BA:9":"JsPPRih5aBCK6kZ","AI:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AE:170":"N/A","BA:79":"N/A","Z:655":"N/A","AL:318":"N/A","AR:635":"N/A","BH:268":"N/A","AC:421":"N/A","AR:266":"N/A","AP:738":"Yes","AV:280":"N/A","AX:41":"due to overfishing","BF:173":"N/A","BG:689":"No","AL:646":"N/A","U:620":"N/A","AL:657":"N/A","BE:274":"N/A","AT:684":"N/A","S:35":"N/A","BE:638":"N/A","S:550":"N/A","AD:163":"N/A","AV:632":"N/A","AL:622":"N/A","S:310":"N/A","G:776":"r276q0[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","Y:359":"N/A","V:635":"N/A","W:205":"N/A","AL:538":"N/A","BA:161":"N/A","AD:107":"No","R:11":"2026-05-18 13:45:36","BH:244":"N/A","AI:236":"N/A","AS:68":"No","BD:173":"N/A","AG:772":"N/A","AD:255":"N/A","AB:211":"N/A","BB:616":"N/A","V:725":"N/A","AF:652":"N/A","AA:447":"N/A","Z:67":"Yes","BG:296":"N/A","G:681":"r246q0[other]. HOWs [Other]","AK:182":"N/A","D:716":"Material Sources","BD:465":"N/A","BI:513":"Mientras se desarrolla un debate, si el profesor/a asigna los roles, los estudiantes podrían tener que defender una posición aún cuando no están de acuerdo con ella, por lo que es importante incluir un espacio donde puedan expresar su propio punto de vista.\n Si es necesario, durante el debate, el profesor/a podría usar alguna pregunta guía como las que siguen:\n - ¿Por qué crees que este grupo prioriza este objetivo? (por ejemplo, el aspecto económico del tema)\n - ¿Qué valores están detrás de la posición de tu grupo?\n La actividad de debate ayuda a los estudiantes a desarrollar empatía como una habilidad transversal, ya que tienen que ponerse en los zapatos de otros y entender valores y necesidades contradictorias.&nbsp;","X:583":"N/A","AT:470":"N/A","AF:613":"N/A","AM:798":"N/A","AM:118":"N/A","BF:724":"N/A","BE:552":"N/A","AR:73":"No","AR:785":"N/A","AP:426":"N/A","AI:94":"No","AG:177":"Class activity","BF:752":"N/A","AP:401":"N/A","AH:150":"Shein","AR:769":"N/A","BD:738":"N/A","BC:422":"N/A","AJ:413":"N/A","AZ:70":"No","BI:543":"N/A","G:328":"A1SReference[S005]. Provide all sources you used in this activity [Reference / Source 5]","AL:214":"N/A","BG:70":"No","AG:168":"Yes","AL:547":"N/A","Z:509":"N/A","Y:794":"N/A","BC:480":"N/A","V:243":"N/A","V:599":"N/A","AZ:512":"Веб-браузер","AQ:742":"N/A","AM:204":"N/A","Q:680":"N/A","AT:285":"N/A","AZ:667":"N/A","AG:408":"N/A","AX:592":"N/A","BF:735":"N/A","BA:221":"N/A","R:580":"N/A","Y:599":"N/A","AY:403":"N/A","AE:495":"N/A","U:740":"N/A","AW:271":"N/A","BC:114":"No","P:661":"N/A","AD:657":"N/A","AA:670":"N/A","AW:299":"N/A","AV:679":"N/A","AP:675":"N/A","AS:215":"N/A","P:202":"N/A","AI:637":"N/A","G:689":"r612q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","W:181":"N/A","AY:739":"N/A","G:470":"r570q0[D4G2O1b]. HOWs [Previous knowledge]","P:631":"N/A","AG:507":"N/A","P:752":"N/A","AT:648":"N/A","AJ:772":"N/A","AG:412":"N/A","AL:403":"N/A","U:264":"N/A","AT:349":"N/A","U:200":"N/A","AG:579":"N/A","D:24":"Author(s)","AC:253":"N/A","AK:211":"N/A","BC:268":"N/A","BH:779":"N/A","AN:741":"N/A","BD:202":"N/A","BC:753":"N/A","G:726":"r800q0[SQ003]. Activity number in lesson [3]","BA:593":"N/A","AE:559":"N/A","BF:489":"N/A","AN:300":"N/A","W:593":"N/A","T:218":"N/A","AD:309":"N/A","BE:361":"No","Y:424":"N/A","T:666":"N/A","AO:417":"N/A","Z:700":"N/A","BD:404":"N/A","BD:510":"N/A","AO:684":"N/A","AH:663":"N/A","AC:412":"N/A","AW:391":"N/A","Z:481":"N/A","BB:79":"No","AD:503":"The answer will be assessed on the following criteria:\n 1. Misconception clearly identified\n 2. Scientific explanation is accurate and uses correct terminology\n 3. Use of peer - reviewed source/fact checked source to back up the answer\n 4. Student demonstrates ability to critically asses media or public statements.","BF:291":"N/A","AH:274":"N/A","AR:361":"N/A","BA:291":"N/A","AS:290":"N/A","V:215":"N/A","BD:400":"N/A","R:378":"Adobe Stock Photos","BC:774":"N/A","Q:238":"N/A","BD:431":"N/A","Q:779":"N/A","BB:699":"N/A","O:584":"N/A","AV:613":"N/A","BC:397":"N/A","AY:14":"2025","AV:650":"N/A","O:479":"N/A","AM:619":"N/A","S:539":"N/A","AC:155":"No","AN:641":"N/A","BA:267":"N/A","AW:786":"N/A","AW:740":"N/A","R:699":"N/A","AG:697":"N/A","P:593":"N/A","AC:275":"N/A","W:109":"Basic understanding of waste and pollution, introduction to recycling concepts, types of waste materials","AH:543":"N/A","G:721":"r875q0[S018]. Provide all sources you used in this activity [Reference / Source 18]","AK:199":"N/A","AB:590":"N/A","BI:179":"N/A","AK:612":"N/A","BA:742":"N/A","AU:413":"N/A","G:686":"r612q0[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","O:602":"N/A","R:616":"N/A","U:35":"N/A","V:654":"N/A","AW:688":"N/A","AL:285":"N/A","AH:209":"N/A","AU:602":"N/A","AT:770":"N/A","AA:302":"45","Z:159":"N/A","BH:612":"N/A","AZ:608":"N/A","AD:249":"N/A","BE:344":"No","AK:626":"N/A","AZ:645":"N/A","AT:399":"N/A","R:564":"Other","AX:72":"Yes","AH:474":"N/A","BG:630":"N/A","AX:398":"N/A","AU:542":"N/A","BE:67":"Yes","AX:536":"Yes","X:549":"N/A","BI:412":"N/A","AS:623":"N/A","BD:438":"N/A","X:108":"No","AQ:244":"N/A","AK:596":"N/A","AW:75":"No","R:611":"N/A","V:473":"N/A","AH:770":"N/A","T:629":"N/A","X:107":"No","G:72":"Subjects[AO07]. Subject(s) [Biology]","AW:465":"N/A","G:207":"A1Hows[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","BF:496":"N/A","BE:589":"N/A","R:463":"N/A","BE:79":"No","G:37":"Cause1. due to ...","AS:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","BD:495":"N/A","O:657":"N/A","G:299":"A1Hows[D4G4O2a]. HOWs [Outline steps and a timeline.]","S:390":"N/A","AA:162":"N/A","V:199":"N/A","BA:543":"N/A","P:617":"N/A","AF:626":"N/A","Q:423":"N/A","BA:467":"N/A","P:36":"Atmospheric pollution: gas emissions","AD:792":"N/A","AF:103":"No","AS:356":"diskuze ve dvojicích / trojicích:- prodiskutujte svá zjištění se svými spolužáky- dělejte si poznámky","AP:105":"Yes","Y:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AW:317":"N/A","AD:276":"N/A","U:219":"N/A","AM:415":"N/A","Y:287":"N/A","Q:215":"N/A","AD:600":"N/A","AC:626":"N/A","V:435":"N/A","BA:406":"N/A","AW:269":"N/A","BA:603":"N/A","AJ:561":"N/A","AM:296":"N/A","AB:285":"N/A","AA:678":"N/A","R:737":"No","D:365":"Expected Outcome","X:171":"N/A","AN:216":"N/A","AY:232":"N/A","X:344":"N/A","O:605":"N/A","AP:300":"N/A","AC:71":"No","Z:490":"N/A","AZ:304":"N/A","BA:400":"N/A","Z:415":"N/A","R:252":"N/A","AL:8":"1.17E+09","W:281":"N/A","AY:309":"N/A","AD:739":"N/A","V:610":"N/A","BD:613":"N/A","AS:454":"N/A","AK:164":"5","AR:479":"N/A","AV:114":"Yes","AQ:448":"N/A","AB:304":"No","AM:795":"N/A","AV:462":"N/A","AN:553":"N/A","AU:547":"N/A","T:229":"N/A","AA:637":"N/A","AD:346":"No","AH:219":"N/A","S:625":"N/A","AM:95":"N/A","S:738":"N/A","BA:585":"N/A","R:235":"N/A","AH:1":"47","AO:300":"N/A","AT:651":"N/A","AL:602":"N/A","BC:241":"N/A","AX:320":"N/A","AG:308":"N/A","U:156":"No","AE:350":"N/A","AH:111":"Yes","X:300":"N/A","AA:487":"N/A","D:134":"Required infrastructure & Teaching Materials","AG:618":"N/A","AK:589":"N/A","BA:349":"N/A","AC:513":"For weaker learners create a checklist of linguistic features (scaffolding).","BC:230":"N/A","AN:496":"N/A","G:761":"r942q0[S005]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 5]","AF:354":"10","AM:249":"N/A","AL:662":"N/A","AI:783":"N/A","BB:72":"No","AY:724":"N/A","G:176":"A1EvaluationCriteria. Evaluation / assessment criteria","BH:455":"N/A","BE:687":"N/A","AW:114":"Yes","BI:265":"N/A","AL:10":"2025-06-12 14:17:20","AW:233":"N/A","R:156":"No","BI:107":"No","X:626":"N/A","AM:601":"N/A","BG:362":"N/A","AT:462":"N/A","T:395":"N/A","AC:369":"Yes","AO:465":"N/A","W:731":"N/A","W:417":"N/A","AM:507":"N/A","BI:358":"N/A","BI:291":"N/A","Z:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AH:625":"N/A","AE:456":"N/A","X:753":"N/A","BG:790":"N/A","AS:637":"N/A","AY:93":"No","AL:487":"N/A","BA:350":"N/A","W:278":"N/A","AQ:688":"N/A","AD:696":"N/A","AK:613":"N/A","O:534":"N/A","AH:790":"N/A","W:404":"N/A","AH:108":"No","BH:489":"N/A","AR:100":"Yes","BH:442":"N/A","G:658":"r246q0[D4G1O4c]. HOWs [Apply skills of dialogue.]","BI:101":"No","G:758":"r942q0[S002]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 2]","BC:154":"Yes","BE:406":"N/A","AO:464":"N/A","W:371":"N/A","AF:789":"N/A","AE:455":"N/A","Q:690":"No","AN:166":"Vorbereitungsphase (5–10 Min.)&nbsp;\n Aktivität: Brainstorming (Kleingruppen)&nbsp;\n Teilen Sie die Klasse in zwei Gruppen auf:&nbsp;\n Gruppe A: Brainstorming zu Merkmalen einer meinungsbasierten Sprache.&nbsp;Gruppe B: Brainstorming zu Merkmalen einer faktenbasierten Sprache.&nbsp;\n Jede Gruppe erstellt eine Mindmap mit den Merkmalen (z. B. Modalverben, bewertende Adjektive, Passivkonstruktionen, evidenzbasierte Behauptungen).&nbsp;\n Mindmaps können in Padlet erstellt werden, um die Zusammenarbeit und Zugänglichkeit für alle Schüler zu erleichtern.","G:191":"A1Reference[S005]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 5]","X:173":"N/A","AI:32":"Yes","AI:261":"N/A","BG:265":"N/A","AB:420":"N/A","V:781":"N/A","AJ:111":"N/A","O:510":"N/A","AR:732":"N/A","V:688":"N/A","X:233":"N/A","AU:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","S:446":"N/A","AT:307":"N/A","AW:295":"N/A","AL:426":"N/A","AA:247":"N/A","AT:688":"N/A","AP:560":"N/A","AZ:263":"N/A","BD:486":"N/A","AE:769":"N/A","AB:356":"Once the game is over and all the data has been collected, a group discussion takes place to explore how the game reflects the fishing industry and to introduce the concept of overfishing.\n\nThe discussion is guided by the following questions:\n\nWhat did you observe happening over time during the game?\nWhat did you think about the different fishing tools that were introduced?\nHow do the fishing tools used in the game relate to real world fishing practices?\nHow are these increasingly effective fishing tools connected to the growing number of people that need to be fed?\nHow do you feel about the use of these fishing tools?\nHow do you think these fishing tools affect fish populations and the marine ecosystem?\nHow do you think overfishing affects communities and populations that depend on the ocean for their livelihoods?","AQ:729":"N/A","AZ:272":"N/A","AC:287":"N/A","AV:140":"Kontroversielle tema","BC:291":"N/A","Y:100":"No","AJ:676":"N/A","AT:12":"104.47.51.190","AH:281":"N/A","Q:344":"No","AU:448":"N/A","AZ:438":"N/A","AL:86":"Yes","Y:650":"N/A","AG:739":"N/A","AK:579":"N/A","AP:587":"N/A","T:247":"N/A","W:11":"2026-05-18 16:12:32","Z:799":"N/A","AG:120":"Either a printer, Student notebooks OR Student tablets","AI:137":"50","BG:44":"Oversimplification\n or mistrust of medical treatment: natural remedies vs antibiotics.Common\n confusion between bacteria and virus infections and their different treatments.Misunderstanding\n of treatment adherence and its role in resistance.Misconception\n about who is resistant to antibiotics: resistance develops in bacteria, not in\n the human body.Misunderstanding\n of the population-level impact and transmission of resistant bacteria.Overlook\n environmental and bacterial resistance pathways: livestock, water (river, ocean)\n and soil pollution.Unequal\n distribution of antibiotics between developed and undeveloped countries; resistance\n as a global public health threat.","BF:593":"N/A","AO:275":"N/A","AZ:103":"No","BH:688":"N/A","AC:612":"N/A","T:654":"N/A","X:774":"N/A","AD:538":"N/A","AM:471":"N/A","Y:276":"N/A","AX:515":"https://www.heritage.nf.ca/articles/economy/moratorium.php","AZ:479":"N/A","AP:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","V:216":"N/A","AF:730":"N/A","O:690":"N/A","Q:179":"N/A","BA:270":"N/A","V:690":"N/A","P:210":"N/A","S:644":"N/A","AM:94":"N/A","AI:613":"N/A","T:538":"N/A","D:509":"Resource Type","BC:104":"No","AN:364":"Notizen","R:743":"No","BA:401":"N/A","Z:396":"N/A","BD:91":"No","AC:581":"N/A","BC:786":"N/A","AW:213":"N/A","D:557":"Suggested Social Form","AE:228":"N/A","AK:353":"N/A","S:664":"N/A","BD:88":"mylné představy o žralocích a nadměrný lov žraloků","AD:635":"N/A","BG:641":"N/A","BD:234":"N/A","AV:223":"N/A","AP:206":"N/A","AP:235":"N/A","BA:739":"N/A","Q:752":"N/A","AT:484":"N/A","W:159":"N/A","AJ:117":"N/A","AV:458":"N/A","AE:222":"N/A","G:162":"A1Number[SQ009]. Activity number in lesson [9]","U:70":"No","AL:392":"N/A","AS:749":"No","D:767":"Material Sources","Z:593":"N/A","AI:208":"N/A","AS:490":"N/A","AD:627":"N/A","BA:486":"N/A","AT:351":"N/A","Q:612":"N/A","AJ:646":"N/A","G:526":"r829q0[S013]. Provide all sources you used in this activity [Reference / Source 13]","P:357":"N/A","D:685":"Student Output Form","AH:462":"N/A","Y:699":"N/A","AB:498":"N/A","BG:245":"N/A","R:417":"N/A","BC:295":"N/A","AT:660":"N/A","AG:158":"N/A","AR:287":"N/A","AV:284":"N/A","AL:91":"No","AX:668":"N/A","AU:640":"N/A","AD:481":"N/A","AS:14":"2025","BB:406":"N/A","BH:140":"algoritmi","AH:88":"Fast fashion and advertisement","AU:72":"Yes","AH:749":"No","AQ:550":"N/A","G:324":"A1SReference[S001]. Provide all sources you used in this activity [Reference / Source 1]","W:561":"N/A","AK:685":"N/A","W:75":"No","BA:667":"N/A","O:482":"N/A","AG:726":"N/A","AV:658":"N/A","BG:440":"N/A","O:357":"N/A","AI:239":"N/A","AE:288":"N/A","G:477":"r570q0[D4G3O1c]. HOWs [Provide background information on the socio-scientific issue.]","V:502":"(should be in form of posters, does not have to include\n all points, these are only some possible ideas)\n \n The\n Fisherman\n \n What Matters\n Most to Me\n \n I need to\n keep my job — fishing is how I feed my family.\n \n I want to\n protect a way of life that’s been part of my community for generations. (Fishing\n was a way of life for five centuries in Newfoundland and Labrador (Cod\n Moratorium in Newfoundland and Labrador, n.d.))\n \n I care about\n rebuilding cod stocks so I can keep fishing in the future.\n \n I want fair\n rules that help small, local fishers like me survive.\n \n Actions I\n Oppose\n \n I don’t\n support a total ban on fishing — it hurts local workers more than foreign\n fleets.\n \n I’m against\n making decisions without listening to fishing communities. (Cod fishing shut\n down in 1992, leaving 30,000 people out of work (Cod Moratorium in\n Newfoundland and Labrador, n.d.))\n \n I don’t\n think it’s right when big offshore or foreign companies take all the cod while\n locals are left struggling.\n \n Actions I\n Support\n \n I support\n seasonal or limited fishing so cod have time to recover.\n \n I believe in\n small-scale local fisheries with fair rules on gear and quotas.\n \n I think job\n support programs for fishers during recovery times are important.\n \n I want\n better science and monitoring so we don’t repeat the mistakes of the past. (Cod\n stocks were overestimated, and regulations were too weak (Cod Moratorium in\n Newfoundland and Labrador, n.d.))\n \n I’m for\n policies that protect the ocean and our jobs.\n \n Desired\n Outcomes\n \n A healthy\n cod fishery that my kids can be part of one day.\n \n Strong\n coastal communities with good jobs and pride in what we do.\n \n A balanced\n plan that protects fish and families.\n \n\n \n The\n Politician\n \n What Matters\n Most to Me\n \n I care about\n keeping the economy strong while also rebuilding cod stocks.\n \n I want to\n avoid the bad choices of the past — weak rules and ignoring science.\n \n I believe\n international cooperation is key to fixing this problem.\n \n Actions I\n Oppose\n \n I don’t\n think we should keep unsustainable quotas just to save jobs for a little while.\n \n I’m against\n letting foreign fleets ignore the rules out in international waters. (Illegal\n fishing tactics and lack of enforcement worsened the crisis(Cod Moratorium\n in Newfoundland and Labrador, n.d.))\n \n Actions I\n Support\n \n I support\n stronger fishing laws in Canada with science-based quotas. (Canada ignored\n warnings from scientists and inshore fishers(Cod Moratorium in Newfoundland\n and Labrador, n.d.))\n \n I want to\n work with other countries and NAFO to enforce rules beyond our 200-mile zone.\n \n I believe in\n helping workers by supporting job retraining programs.\n \n I think\n investing in better monitoring tech will help stop illegal fishing. (Illegal\n fishing tactics and lack of enforcement worsened the crisis(Cod Moratorium\n in Newfoundland and Labrador, n.d.))\n \n Desired\n Outcomes\n \n A cod\n fishery that works long-term for people and the planet.\n \n Better\n teamwork with other countries to protect fish stocks.\n \n A smart plan\n that avoids mass job loss while still rebuilding the ocean.\n \n\n \n The Chef\n \n What Matters\n Most to Me\n \n I want to\n serve great food that’s healthy and makes customers happy.\n \n I want to\n keep cod on the menu.\n \n I need to\n trust where my fish comes from.\n \n I care about\n protecting cod so I can keep cooking with it in the future.\n \n Actions I\n Oppose\n \n I won’t use\n overfished or uncertified cod just because it’s cheaper.\n \n I don’t like\n it when labels aren’t clear — I need to know how the fish was caught.\n \n I’m against\n short-term thinking that ruins fish stocks for the future.\n \n Actions I\n Support\n \n I support\n clear labeling and traceability, so I know the cod is sustainably caught. (MSC\n ecolabel identifies seafood that comes from sustainable fisheries (What Is\n the MSC - Marine Stewardship Council, n.d.))\n \n I think it’s\n worth teaching customers why paying a bit more for ocean-friendly fish matters.\n (MSC wants to ensure that future generations enjoy seafood, too(What Is the\n MSC - Marine Stewardship Council, n.d.))\n \n I support\n helping local fishers move to more sustainable ways of fishing.\n \n Desired\n Outcomes\n \n A healthy\n cod fishery that chefs and customers can trust.\n \n Cod that’s\n good for your body, the planet, and my kitchen.\n \n Customers\n who understand why sustainable seafood is so important.\n \n\n \n The Animal\n Rights Activist\n \n What Matters\n Most to Me\n \n I want to\n end cruelty in the fishing industry, especially with industrial fishing.\n \n I believe\n fish can feel pain and deserve to be treated with respect. (Fish have pain\n receptors and brain areas that respond to pain, not just reflexes. (Millstein,\n 2024))\n \n I think we\n should treat marine animals with the same care we give to mammals and birds.\n \n Actions I\n Oppose\n \n I’m totally\n against industrial fishing that causes mass suffering and kills other animals\n like dolphins and turtles. (Industrial methods often cause ruptured organs and\n slow suffocation — some fish take over an hour to die. (Millstein, 2024))\n \n I don’t\n accept the idea that fish don’t matter just because they’re different from us.\n \n I don’t\n support fishing for fun or luxury when there are better options.\n \n Actions I\n Support\n \n I support\n bans or strict rules on fishing methods that cause pain or harm.\n \n I promote\n plant-based or cruelty-free seafood alternatives.\n \n I want to\n educate people about how smart and sentient fish really are.\n \n Desired\n Outcomes\n \n A world\n where fish are seen as living beings that need protection.\n \n Strong\n international laws to stop cruel fishing practices.\n \n A culture\n that chooses ethical, kind food options.\n \n A big drop\n in fish consumption, especially from bad sources.\n \n\n \n The\n Environmental Scientist\n \n What Matters\n Most to Me\n \n I believe we\n need science-based rules to stop overfishing and protect fish for the future.\n (Source: Shark and ray populations show that if we don’t act fast, the damage\n could be permanent.)\n \n I care about\n keeping the whole ocean food web safe and balanced. (Over one-third of all\n sharks, rays, and chimaeras are now at risk of extinction. (WWF, 2021))\n \n Actions I\n Oppose\n \n I’m against\n making fishing policies without listening to scientists. (Many countries don’t\n follow science-based limits, and threatened species have doubled since 2014. (WWF, 2021))\n \n I don’t\n support fishing without proper monitoring or accountability.\n \n Actions I\n Support\n \n I support\n strong, science-based catch limits to keep fish populations healthy. (Well-enforced\n limits can lead to fish stock recovery. (WWF, 2021))\n \n I want to\n protect important habitats and reduce bycatch — especially for endangered\n species. (WWF says bycatch should be as close to zero as possible. (WWF, 2021))\n \n I believe\n countries need to work together on fishing laws and sustainable trade.\n \n Desired\n Outcomes\n \n An ocean\n where the food web is strong and stable.\n \n Global plans\n to help endangered marine animals recover.\n \n More\n awareness from governments and the public about how serious things are.\n \n A switch\n from fixing damage to preventing it with smart, science-based action.","Y:506":"Yes","AD:438":"N/A","AX:95":"Yes","AY:362":"N/A","BC:641":"N/A","AU:399":"N/A","AO:277":"N/A","AS:674":"N/A","AD:74":"No","AX:498":"No","P:796":"N/A","V:660":"N/A","BD:153":"7","BI:103":"No","AO:362":"No","AQ:27":"Norwegian","BH:462":"N/A","BD:456":"N/A","AM:271":"N/A","Y:234":"N/A","AA:168":"N/A","AX:15":"Stangassinger, Johanna","AM:289":"N/A","G:532":"r829q0[S019]. Provide all sources you used in this activity [Reference / Source 19]","R:70":"No","T:318":"N/A","AJ:345":"N/A","AE:753":"N/A","BB:116":"No","AQ:658":"N/A","P:664":"N/A","AR:665":"N/A","AM:216":"N/A","Z:104":"No","BE:110":"Yes","AK:621":"N/A","AF:474":"N/A","AI:284":"N/A","AJ:210":"N/A","AP:200":"N/A","AE:436":"N/A","BG:255":"N/A","AW:482":"N/A","AL:357":"N/A","AB:271":"N/A","T:106":"No","Q:659":"N/A","AJ:276":"N/A","AP:787":"N/A","AQ:495":"N/A","AB:41":"due to overfishing","AX:251":"N/A","BA:237":"N/A","AY:685":"N/A","AR:430":"N/A","AV:259":"N/A","T:541":"N/A","AP:739":"No","AN:272":"N/A","R:320":"N/A","Q:265":"N/A","AK:666":"N/A","AL:579":"N/A","AS:88":"Standardy krásy a etická otázka","P:732":"N/A","AI:631":"N/A","BB:137":"50","AE:478":"N/A","AY:599":"N/A","AS:283":"N/A","AW:486":"N/A","V:294":"N/A","AM:239":"N/A","G:574":"r174q0[S008]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 8]","AI:468":"N/A","BB:793":"N/A","BH:308":"N/A","AH:731":"N/A","AL:295":"N/A","BI:628":"N/A","Z:106":"No","BI:241":"N/A","AH:477":"N/A","AU:30":"4","G:535":"r1024q0[SQ002]. Activity number in lesson [2]","AO:243":"N/A","AE:771":"N/A","BD:415":"N/A","Z:507":"N/A","S:775":"N/A","BD:291":"N/A","AB:351":"N/A","D:85":"Subjects","AH:78":"No","AU:535":"No","BE:286":"N/A","AY:686":"N/A","G:465":"r570q0[SQ093]. HOWs [checklist]","AV:256":"N/A","BH:102":"No","AK:316":"N/A","BA:256":"N/A","AV:412":"N/A","AK:74":"No","AK:750":"N/A","AP:474":"N/A","AC:547":"N/A","T:289":"N/A","AC:106":"No","G:306":"A1SOutputForm[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","S:74":"No","AJ:786":"N/A","AI:616":"N/A","AD:644":"N/A","Z:550":"No","Q:497":"N/A","G:619":"r246q0[D2G2O2a]. HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","G:790":"r276q0[D1G4O4a]. HOWs [Checklist: intended audience investigation]","O:220":"N/A","AE:652":"N/A","BG:603":"N/A","AQ:660":"N/A","AW:743":"N/A","AU:784":"N/A","AF:138":"3Rs (reduce, reuse, recycle)","AK:728":"N/A","BE:624":"N/A","AW:256":"N/A","AX:613":"N/A","AT:487":"N/A","AH:419":"N/A","D:342":"Material Sources","AE:470":"N/A","AQ:639":"N/A","AV:607":"N/A","AK:397":"N/A","D:136":"Required infrastructure & Teaching Materials","Z:778":"N/A","Y:35":"N/A","D:171":"Student Output Form","AE:616":"N/A","AS:776":"N/A","BB:771":"N/A","AR:205":"N/A","AL:539":"N/A","AA:65":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","BI:630":"N/A","AB:421":"N/A","S:536":"N/A","AR:690":"N/A","AN:582":"N/A","AR:65":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","AY:500":"No","AL:433":"N/A","AD:737":"N/A","AT:74":"N/A","AW:79":"No","V:414":"N/A","AE:429":"N/A","AZ:160":"N/A","AL:417":"N/A","AH:411":"N/A","T:601":"N/A","AW:492":"70","BA:432":"N/A","AH:776":"N/A","AH:408":"N/A","AW:613":"N/A","R:436":"N/A","P:622":"N/A","AX:665":"N/A","BD:552":"N/A","AJ:101":"N/A","AB:371":"N/A","AB:112":"No","BD:426":"N/A","AY:432":"N/A","AZ:500":"No","AY:619":"N/A","BF:454":"N/A","AO:739":"N/A","O:447":"N/A","AO:660":"N/A","AV:254":"N/A","AS:677":"N/A","BI:318":"N/A","AV:177":"Pair work","BF:597":"N/A","AC:561":"N/A","Z:237":"N/A","AQ:510":"N/A","BD:498":"N/A","S:172":"N/A","O:94":"No","W:776":"N/A","D:173":"Student Output Form","AW:300":"N/A","AG:662":"N/A","AF:745":"No model solution, as the strategies depend on the learners' ideas, habits, ...\n Different strategies focusing on the principles of reducing, reusing, and recycling are accepted.","BB:591":"N/A","S:435":"N/A","BA:261":"N/A","AI:403":"N/A","Y:410":"N/A","Z:393":"N/A","O:426":"N/A","AD:283":"N/A","AN:635":"N/A","AM:398":"N/A","X:81":"No","BB:6":"26","BG:214":"N/A","R:797":"N/A","BF:233":"N/A","AP:119":"No","AS:98":"No","X:274":"N/A","AV:186":"Et forslag for å gjøre det tydelig hvorfor denne aktiviteten er valgt, som er for å trene elevene i å vurdere hvor god en kilde er ved å undersøke konteksten og hvordan denne påvirker innholdet til kilden. En annen artikkel er også lagt ved som de som blir ferdige kan bruke CRAAP testen på for å øve seg på en annen artikkel.&nbsp;","BE:593":"N/A","AM:348":"N/A","AT:788":"N/A","T:308":"N/A","AM:424":"N/A","AQ:160":"N/A","AO:171":"No","AA:250":"N/A","AA:170":"N/A","T:797":"N/A","AX:461":"N/A","AF:673":"N/A","AP:797":"N/A","AW:676":"N/A","AJ:480":"N/A","AK:403":"N/A","BA:372":"N/A","W:137":"90","AP:243":"N/A","W:419":"N/A","AC:216":"N/A","AA:403":"N/A","T:592":"N/A","W:141":"recycling","AF:408":"N/A","AS:594":"N/A","AA:172":"N/A","G:539":"r1024q0[SQ006]. Activity number in lesson [6]","AA:465":"N/A","AT:441":"N/A","X:271":"N/A","AZ:635":"N/A","AT:686":"N/A","AH:308":"N/A","BI:201":"N/A","Z:630":"N/A","AL:656":"N/A","AE:480":"N/A","AF:486":"N/A","AD:229":"N/A","AK:92":"No","T:226":"N/A","Y:202":"N/A","AV:105":"No","BI:389":"N/A","X:598":"N/A","AN:222":"N/A","V:398":"N/A","BE:108":"No","R:584":"N/A","AI:777":"N/A","P:348":"N/A","AE:266":"N/A","BG:550":"N/A","AP:287":"N/A","AH:98":"Yes","P:290":"N/A","X:655":"N/A","AD:32":"Yes","AQ:360":"N/A","AZ:254":"N/A","AS:78":"No","U:213":"N/A","Y:477":"N/A","G:635":"r246q0[D3G1O1b]. HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","R:31":"No","BB:207":"N/A","BB:483":"N/A","X:118":"No","AL:500":"N/A","Z:137":"60","AP:91":"No","AS:27":"Czech","AY:162":"N/A","AS:401":"N/A","AB:392":"N/A","R:541":"N/A","AM:437":"N/A","BD:216":"N/A","AU:629":"N/A","BI:689":"N/A","BH:583":"N/A","AI:650":"N/A","AB:536":"Yes","V:677":"N/A","G:562":"r563q0[SQ004]. Media [Multimedia]","AN:658":"N/A","Z:455":"N/A","T:222":"N/A","AV:630":"N/A","AH:373":"No","X:661":"N/A","AW:167":"N/A","BG:402":"N/A","AX:597":"N/A","O:738":"N/A","AI:588":"N/A","BI:108":"No","AZ:777":"N/A","AD:204":"N/A","U:729":"N/A","AM:678":"N/A","Z:632":"N/A","Q:248":"N/A","V:416":"N/A","AD:462":"N/A","W:488":"N/A","AQ:587":"N/A","AE:446":"N/A","Z:270":"N/A","AI:698":"N/A","AB:238":"N/A","AJ:792":"N/A","AV:168":"No","S:779":"N/A","G:368":"r920q0. Briefly describe the method you use.","AS:426":"N/A","G:277":"A1Hows[D4G1O4b]. HOWs [Simulate the engagement.]","U:787":"N/A","T:309":"N/A","X:73":"No","BH:698":"N/A","AR:590":"N/A","AU:396":"N/A","AX:316":"N/A","BC:318":"N/A","AZ:316":"N/A","AD:220":"N/A","AB:500":"N/A","W:231":"N/A","T:114":"Yes","AK:43":"Fast Fashion","O:539":"N/A","BB:465":"N/A","AZ:545":"No","AD:235":"N/A","AU:586":"N/A","W:268":"N/A","AS:92":"No","AE:80":"No","AD:211":"N/A","AX:507":"No","AG:390":"N/A","AB:125":"Blue piece of paper to represent the ocean","AY:307":"N/A","AU:648":"N/A","AT:667":"N/A","AX:749":"N/A","AM:432":"N/A","Q:426":"N/A","AU:548":"N/A","BC:449":"N/A","AQ:586":"N/A","X:743":"N/A","V:94":"Yes","X:662":"N/A","BI:655":"N/A","X:585":"N/A","Z:795":"N/A","AC:419":"Yes","AE:610":"Yes","R:685":"N/A","AR:784":"N/A","AY:257":"N/A","R:410":"N/A","AH:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","U:453":"N/A","W:81":"No","AB:668":"N/A","AB:269":"N/A","Y:405":"N/A","AO:404":"N/A","AH:461":"N/A","R:100":"No","AB:639":"N/A","BB:418":"N/A","BH:777":"N/A","AG:211":"N/A","U:280":"N/A","W:430":"N/A","AO:407":"N/A","BA:799":"N/A","AX:659":"N/A","W:644":"N/A","AA:44":"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.","AF:229":"N/A","BG:159":"N/A","BH:678":"N/A","G:126":"Materials[SQ006]. Required teaching materials []","P:97":"No","BD:702":"Poll Everywhere","AN:215":"N/A","G:799":"r276q0[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AG:407":"N/A","AL:258":"N/A","AV:638":"N/A","AM:735":"N/A","BG:484":"N/A","AT:489":"N/A","BD:212":"N/A","D:177":"Suggested Social Form","AP:638":"N/A","Z:258":"N/A","Y:602":"N/A","AZ:461":"N/A","AM:349":"N/A","AW:30":"4","Q:539":"No","AU:240":"N/A","AJ:360":"N/A","BF:455":"N/A","AY:778":"N/A","AI:291":"N/A","AZ:606":"N/A","AP:666":"N/A","BI:648":"N/A","BD:156":"No","Z:551":"No","U:412":"N/A","BG:109":"Basic knowledge of cellular structures, microorganisms and infectious diseases.","AE:209":"N/A","BA:548":"N/A","AA:742":"N/A","AE:108":"No","AJ:553":"N/A","G:409":"r570q0[D1G4O3c]. HOWs [Verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]","AT:587":"N/A","BG:97":"No","AU:489":"N/A","AY:66":"No","AK:423":"N/A","AO:468":"N/A","BI:373":"N/A","AF:598":"N/A","BI:455":"N/A","R:479":"N/A","AD:399":"N/A","BE:271":"N/A","AX:729":"N/A","W:407":"N/A","W:428":"N/A","AW:117":"No","W:589":"N/A","AV:783":"N/A","AK:350":"N/A","BC:485":"N/A","G:108":"YearsLearning[SQ008]. Year of subject learning [&gt;7th year]","BD:596":"N/A","AW:138":"recyklování, udržitelnost, aktivní občan, znečišténí odpady, občanská výchova, redukce odpadu, odpad","AD:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","BI:167":"N/A","R:563":"No","AW:81":"No","BA:622":"N/A","BB:287":"N/A","O:676":"N/A","AI:668":"N/A","AH:611":"N/A","BD:265":"N/A","AM:540":"N/A","AI:636":"N/A","BC:472":"N/A","D:734":"Duration","G:220":"A1Hows[D1G4O4a]. HOWs [Checklist: intended audience investigation]","AO:796":"N/A","BE:35":"N/A","D:18":"Author(s)","AX:295":"N/A","AO:791":"N/A","AW:752":"N/A","Y:200":"N/A","AW:460":"N/A","AI:267":"N/A","D:15":"Author(s)","BF:563":"N/A","X:370":"N/A","AY:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AT:203":"N/A","BB:249":"N/A","G:234":"A1Hows[D2G1O2d]. HOWs [Use fact-checking websites, such as Snopes, FactCheck.org, or PolitiFact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.]","BI:264":"N/A","Q:310":"N/A","BF:284":"N/A","AF:294":"N/A","AW:284":"N/A","AD:688":"N/A","T:209":"N/A","AW:215":"N/A","AY:700":"N/A","BE:278":"N/A","BG:607":"N/A","AN:462":"N/A","AN:293":"N/A","AR:298":"N/A","BG:677":"N/A","W:160":"N/A","AQ:449":"N/A","S:140":"Engineered babies","U:252":"N/A","V:350":"N/A","BE:165":"Yes","AB:7":"en","AQ:739":"N/A","BG:795":"N/A","AO:698":"N/A","AH:437":"N/A","AD:209":"N/A","U:473":"N/A","AH:205":"N/A","AK:262":"N/A","AN:112":"No","BI:778":"N/A","AK:438":"N/A","O:163":"N/A","BF:672":"N/A","AN:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","BF:216":"N/A","AV:435":"N/A","AN:561":"N/A","AJ:260":"N/A","BD:74":"No","AM:310":"N/A","AI:538":"N/A","AE:496":"N/A","V:597":"N/A","BC:159":"N/A","G:709":"r875q0[S006]. Provide all sources you used in this activity [Reference / Source 6]","AJ:686":"N/A","S:645":"N/A","AP:350":"N/A","S:800":"N/A","AH:591":"N/A","AN:671":"N/A","AL:782":"N/A","BG:423":"N/A","BG:107":"No","AE:290":"N/A","O:698":"N/A","AI:626":"N/A","P:727":"N/A","AX:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","V:738":"N/A","D:196":"Material Sources","AS:378":"Adobe Stock Photos","AM:466":"N/A","G:149":"KeyWords[SQ012]. Key words (for online filter and search function) []","AO:229":"N/A","AK:545":"No","BC:427":"N/A","AA:590":"N/A","R:458":"N/A","BA:597":"N/A","Y:588":"N/A","AD:486":"N/A","AA:510":"N/A","AA:316":"No","AI:725":"N/A","BD:668":"N/A","S:507":"No","AT:156":"N/A","W:29":"The 3Rs Journey: From Concepts to Change","BC:468":"N/A","AP:665":"N/A","AU:311":"Registro de datos","AX:141":"Nachhaltigkeit","AI:359":"N/A","BB:286":"N/A","O:614":"N/A","BB:215":"N/A","Z:434":"N/A","BI:633":"N/A","BC:474":"N/A","BA:671":"N/A","BD:79":"No","AI:222":"N/A","BF:467":"N/A","AP:600":"N/A","AI:105":"No","AU:112":"No","Y:511":"Other","BH:347":"No","AI:80":"No","Q:450":"N/A","V:254":"N/A","P:76":"No","S:32":"No","BI:476":"No","AV:433":"N/A","AY:752":"N/A","BC:463":"N/A","Q:203":"N/A","S:639":"N/A","AP:263":"N/A","BA:636":"N/A","AH:160":"N/A","BH:538":"No","AC:588":"N/A","AT:281":"N/A","AV:351":"N/A","AD:271":"N/A","AF:697":"N/A","AV:143":"Kronikk","P:289":"N/A","U:725":"No","AH:441":"N/A","X:278":"N/A","AU:794":"N/A","Z:752":"No","AG:157":"N/A","BD:252":"N/A","AG:100":"No","AA:277":"N/A","T:769":"N/A","AS:137":"50","W:235":"N/A","D:194":"Material Sources","T:428":"N/A","BH:107":"Yes","AE:461":"N/A","Y:731":"N/A","O:733":"N/A","W:735":"N/A","BD:66":"No","S:559":"N/A","BB:412":"N/A","AL:432":"N/A","AX:686":"N/A","AR:545":"N/A","T:348":"N/A","AB:230":"N/A","R:468":"N/A","G:290":"A1Hows[D4G3O2b]. HOWs [Select supporting evidence for each argument.]","AB:736":"Finally, we will discuss the data presented in each group’s tables and examine whether the groups show similar trends. Then, we will project a real scientific table and analyze whether the trends from the most recent years align with the patterns observed in our groups’ data, connecting the game to real world fisheries.","Y:496":"No","T:485":"No","AE:699":"No","AA:399":"N/A","AF:563":"N/A","AV:277":"N/A","AI:644":"N/A","AG:156":"No","AJ:442":"N/A","AM:741":"N/A","U:249":"N/A","AJ:466":"N/A","T:492":"50","AS:399":"N/A","AO:789":"N/A","AW:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AZ:112":"No","Q:432":"N/A","AG:543":"N/A","D:164":"Duration","AP:601":"N/A","BE:34":"Yes","AG:474":"N/A","AH:112":"Yes","AP:268":"N/A","O:270":"N/A","BH:316":"N/A","AH:475":"N/A","BD:620":"N/A","AG:170":"No","T:696":"N/A","AY:245":"N/A","Z:600":"N/A","W:733":"N/A","S:307":"N/A","AG:603":"N/A","P:506":"N/A","O:280":"N/A","BC:44":"Běžně rozšířený názor je, že cokoli s recyklačním symbolem lze recyklovat. Ve skutečnosti však možnost recyklace závisí na místních systémech a mnoho předmětů (zejména některé plasty) není přijímáno. Studenti si také mohou myslet, že samotná recyklace vyřeší problém s odpady, přičemž přehlížejí důležitější kroky, jako jsou omezení spotřeby a opětovné použití. Dalším častým nedorozuměním je, že všechny plasty jsou stejné, nebo že znečištěné materiály (např. nádoby od jídla) se stejně zpracují. Ve skutečnosti může kontaminace vést k vyhození celé várky recyklovaného materiálu.\n Porozumění ovlivňují i širší společenské mýty. Někteří lidé věří, že recyklace je zbytečná, protože „všechno stejně skončí na skládce“, často na základě zpráv o špatně spravovaném nebo vyváženém odpadu. Jiní si pletou pojmy „biologicky rozložitelný“ a „recyklovatelný“ nebo se domnívají, že recyklace sama o sobě stačí k boji proti klimatické změně. Mnozí si také myslí, že darování oblečení automaticky zabrání textilnímu odpadu, což u většiny „fast fashion“ neplatí.\n Vzdělavatelé by se těmto mylným představám měli věnovat přímo, s využitím konkrétních příkladů a místních pravidel recyklace. Podpora kritického myšlení pomáhá žákům pochopit, že recyklace je důležitá – ale je to jen jeden dílek mnohem širší skládačky udržitelnosti.","AW:585":"N/A","AY:548":"N/A","T:36":"Environmental pollution: waste","AJ:102":"N/A","AD:274":"N/A","Z:483":"N/A","AG:119":"No","AP:499":"N/A","AL:229":"N/A","BA:408":"N/A","AV:265":"N/A","BD:78":"No","BC:507":"No","AO:299":"N/A","AE:107":"No","AA:36":"Genetic engineering","G:114":"Infrastructure[SQ003]. Required infrastructure [Internet access]","AE:426":"N/A","AS:556":"body, které by se v debatě měly objevit:- společenský pohled na standardy krásy- osobní názor studentů na standardy krásy- sociální sítě a jejich vliv na (nejen) sebehodnotu- změny v průběhu času ve standardech krásy (historie)- kdo stanovuje standardy krásy","AS:139":"sociální sítě","AM:400":"N/A","AO:639":"N/A","AK:158":"N/A","G:795":"r276q0[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","O:259":"N/A","AY:199":"N/A","X:431":"N/A","AE:780":"N/A","G:676":"r246q0[D4G3O3d]. HOWs [Develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]","AC:82":"No","AP:358":"N/A","S:231":"N/A","G:292":"A1Hows[SQ109]. HOWs [checklist]","BE:741":"N/A","AI:793":"N/A","BH:277":"N/A","BC:319":"N/A","BI:168":"N/A","BB:611":"N/A","AW:451":"N/A","BG:72":"Yes","AV:291":"N/A","AF:89":"Living Sustainably: Reduce, Reuse, Recycle","S:459":"N/A","S:582":"N/A","AK:444":"N/A","AT:270":"N/A","AQ:667":"N/A","V:614":"N/A","AS:736":"evaluace a zpětná vazba + úvod do aktivity na další hodinu:- jak jste se cítili během práce na zadaném úkolu- myslíte si, že bychom se měli (pod)řídit standardům krásy- myslíte si, že vy sami jste schopní se od standardů krásy&nbsp;- pokud vzhled není to, co nás dělá tím kým jsme, co to tedy je","BF:407":"N/A","BE:75":"No","X:106":"No","AJ:256":"N/A","P:277":"N/A","AQ:644":"N/A","AL:261":"N/A","AW:255":"N/A","R:600":"N/A","R:80":"Yes","AM:157":"N/A","BF:203":"N/A","AF:662":"N/A","G:310":"A1SOutputForm[SQ007]. Student output form [Service-learning project]","O:68":"No","BI:662":"N/A","G:181":"A1Media[SQ003]. Media [Visual media]","AQ:609":"N/A","AM:458":"N/A","BD:299":"N/A","AT:238":"N/A","AS:121":"licence pro Adobe software","P:549":"N/A","AT:69":"N/A","BG:665":"N/A","AB:660":"N/A","AR:452":"N/A","AQ:629":"N/A","BC:203":"N/A","Q:13":"https://email.seznam.cz/","P:780":"N/A","AD:363":"N/A","AS:624":"N/A","P:96":"No","T:286":"N/A","AW:104":"Yes","V:430":"N/A","AC:32":"No","O:260":"N/A","AX:208":"N/A","Z:352":"N/A","AP:643":"N/A","P:38":"due to private travel choices","O:598":"N/A","Y:460":"No","AS:71":"No","R:659":"N/A","AZ:673":"N/A","V:778":"N/A","AT:733":"N/A","BF:361":"N/A","AF:233":"N/A","BE:233":"N/A","O:727":"N/A","T:419":"N/A","Z:251":"N/A","AM:225":"N/A","AG:34":"Yes","AQ:350":"N/A","V:429":"N/A","AF:640":"N/A","AB:345":"Yes","BD:655":"N/A","R:79":"No","AH:207":"N/A","AW:205":"N/A","AL:618":"N/A","V:166":"1. Introduction, theoretical input\n \n2. Briefly recap the fishing game\n  \n3. Learners can recall the rules and outcomes of the fishing game\n \n4. Learners can identify what happened when resources were overused\n5. Learners describe what happens when we overfish\n  \n\n  Theoretical Input with worksheet\n  \n  a) Learners can define what cod are (biology, habitat, role in the ecosystem).\n  b) Learners can summarize the causes of the collapse (e.g., overfishing, ineffective  regulation, economic pressure).\n  c) Learners can outline the ecological and economic consequences of the collapse.\n d) Learners compare the collapse graph to their own graphs from the candy game.\n e) Learners can compare the cod stock collapse graph to their own candy game results, identifying patterns and parallels.","G:86":"Subjects[other]. Subject(s) [English]","BB:222":"N/A","G:82":"Subjects[AO17]. Subject(s) [Religion and/or Ethics and/or Philosophy]","Q:270":"N/A","D:306":"Student Output Form","D:183":"Resource Type","T:125":"Whiteborad or projector (optional)","AS:548":"Yes","BB:299":"N/A","AK:273":"N/A","AN:363":"No","BG:264":"N/A","AU:418":"N/A","Y:604":"N/A","U:552":"No","AP:138":"3R (Ridurre – Reduzieren, Riutilizzare – Wiederverwenden, Riciclare – Recycle)","V:403":"N/A","Z:157":"No","O:800":"N/A","O:424":"N/A","BE:73":"No","S:500":"No","BE:583":"N/A","AH:286":"N/A","BG:672":"N/A","AA:242":"N/A","AW:792":"N/A","BA:674":"N/A","D:67":"Subjects","D:527":"Material Sources","AE:435":"N/A","BF:79":"No","AT:434":"N/A","BC:667":"N/A","AJ:647":"N/A","AM:561":"N/A","G:417":"r570q0[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","T:585":"N/A","S:632":"N/A","BD:537":"No","BG:774":"N/A","BA:536":"N/A","AH:70":"No","V:257":"N/A","AE:419":"N/A","AU:324":"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/","BA:226":"N/A","AX:216":"N/A","BI:33":"N/A","T:475":"No","Y:593":"N/A","BE:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AT:598":"N/A","AE:468":"N/A","AZ:181":"N/A","AS:95":"No","Z:644":"N/A","AR:607":"N/A","X:33":"N/A","AD:355":"No","BA:614":"N/A","AP:397":"N/A","AK:655":"N/A","R:297":"N/A","BD:541":"N/A","X:488":"N/A","U:547":"No","AJ:316":"N/A","AN:475":"N/A","P:559":"N/A","BI:670":"N/A","BD:453":"N/A","AO:293":"N/A","T:361":"N/A","AH:792":"N/A","X:212":"N/A","Y:664":"N/A","D:522":"Material Sources","BG:268":"N/A","D:144":"Keywords","AB:214":"N/A","AA:415":"N/A","AN:775":"N/A","X:559":"N/A","AC:696":"N/A","BB:239":"N/A","AN:280":"N/A","AV:560":"N/A","AK:248":"N/A","AE:169":"N/A","BF:77":"No","BI:492":"50","G:347":"r373q0[SQ004]. Activity number in lesson [4]","AP:205":"N/A","BD:750":"N/A","AS:419":"N/A","AF:416":"N/A","G:511":"r939q0. App","AG:448":"N/A","AY:769":"N/A","R:220":"N/A","G:209":"A1Hows[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","AV:726":"N/A","BH:537":"No","V:617":"N/A","S:183":"N/A","S:408":"N/A","T:727":"N/A","BG:507":"N/A","U:599":"N/A","AO:727":"Yes","AI:362":"N/A","BD:71":"No","BH:101":"No","AK:370":"N/A","AF:611":"N/A","AZ:300":"N/A","G:20":"Authors[SQ006]. Author(s) [Family name, given name]","AQ:434":"N/A","BI:559":"N/A","AD:310":"N/A","AP:538":"No","D:498":"Student Output Form","Q:351":"N/A","S:81":"No","AC:54":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","AA:288":"N/A","AS:370":"No","AS:221":"N/A","BE:630":"N/A","AC:263":"N/A","AK:472":"N/A","R:27":"English","AU:231":"N/A","AE:213":"N/A","BC:297":"N/A","AL:163":"N/A","AC:539":"N/A","S:370":"N/A","AS:456":"N/A","BC:406":"N/A","Y:241":"N/A","AG:255":"N/A","Y:170":"N/A","Z:487":"N/A","S:106":"Yes","BB:12":"176.102.148.68","T:778":"N/A","BI:442":"N/A","Q:89":"Misconceptions about sharks and shark overfishing","R:68":"No","AZ:562":"N/A","AJ:434":"N/A","R:434":"N/A","BC:1":"69","AI:280":"N/A","BB:98":"No","AJ:752":"N/A","AC:448":"N/A","AO:604":"N/A","O:35":"N/A","V:68":"No","BB:789":"N/A","AJ:449":"N/A","BB:220":"N/A","AV:769":"N/A","BC:448":"N/A","AN:539":"N/A","AZ:275":"N/A","U:155":"No","AS:740":"No","AT:599":"N/A","AV:415":"N/A","BI:299":"N/A","BA:352":"N/A","AL:637":"N/A","U:96":"Yes","P:262":"N/A","AQ:117":"No","AL:278":"N/A","AI:171":"No","G:616":"r246q0[D2G2O1b]. HOWs [Examine the use of rhetorical devices.]","BG:446":"N/A","AX:542":"N/A","Q:734":"5","BF:213":"N/A","P:118":"Yes","BD:440":"N/A","AL:697":"N/A","BG:211":"N/A","BH:412":"N/A","AZ:543":"N/A","V:260":"N/A","BD:442":"N/A","U:410":"N/A","X:440":"N/A","U:305":"N/A","BC:679":"N/A","AF:432":"N/A","AS:225":"N/A","AW:99":"No","BA:81":"N/A","AD:218":"N/A","AY:427":"N/A","AP:208":"N/A","BB:561":"N/A","AZ:550":"N/A","BI:205":"N/A","BE:398":"N/A","X:636":"N/A","AB:499":"N/A","AX:456":"N/A","AB:698":"N/A","U:654":"N/A","BB:606":"N/A","V:259":"N/A","AG:276":"N/A","AU:733":"N/A","BB:179":"N/A","AM:408":"N/A","O:79":"No","BC:78":"No","AA:77":"No","AR:90":"Οι μαθητές αξιολογούν τις ηθικές και βιολογικές παραμέτρους της επεξεργασίας ανθρώπινων εμβρύων εξετάζοντας πολλαπλές προοπτικές και επιδεικνύοντας κατανόηση των εμπλεκόμενων επιστημονικών αρχών.","AI:93":"No","BI:798":"N/A","AZ:448":"N/A","U:210":"N/A","AY:201":"N/A","AQ:630":"N/A","AN:464":"N/A","Z:726":"No","Z:373":"No","BH:626":"N/A","AX:611":"N/A","BA:417":"N/A","Z:699":"N/A","P:429":"N/A","AH:442":"N/A","AN:784":"N/A","AF:476":"N/A","AI:675":"N/A","BI:32":"N/A","W:584":"N/A","AS:699":"N/A","AI:800":"N/A","AM:743":"N/A","AH:146":"consumer awareness","G:730":"r800q0[SQ007]. Activity number in lesson [7]","AN:459":"N/A","BA:425":"N/A","AC:235":"N/A","D:563":"Resource Type","BB:429":"N/A","AQ:371":"N/A","AF:597":"N/A","AH:613":"N/A","BI:246":"N/A","AV:604":"N/A","Z:91":"No","AB:464":"N/A","AM:66":"N/A","D:38":"SSI Topic","S:399":"N/A","X:450":"N/A","V:631":"N/A","D:575":"Material Sources","D:71":"Subjects","BH:168":"N/A","AB:696":"N/A","D:528":"Material Sources","AA:612":"N/A","Z:273":"N/A","AP:215":"N/A","BH:627":"N/A","AF:183":"N/A","BF:540":"N/A","AI:78":"Yes","BC:224":"N/A","V:612":"N/A","R:608":"N/A","AM:278":"N/A","AZ:739":"N/A","AH:661":"N/A","AD:799":"N/A","BB:639":"N/A","AH:601":"N/A","AI:305":"N/A","R:536":"Yes","AR:510":"N/A","AD:308":"N/A","BI:369":"N/A","Q:785":"N/A","Z:668":"N/A","AW:485":"N/A","BA:108":"N/A","AQ:793":"N/A","BD:673":"N/A","U:642":"N/A","AM:426":"N/A","AQ:300":"N/A","AU:351":"N/A","AX:212":"N/A","AO:202":"N/A","AL:238":"N/A","BF:206":"N/A","G:553":"r953q0[SQ007]. Student output form [Service-learning project]","BI:68":"No","AZ:503":"Ответ будет оцениваться по следующим критериям:\n 1. Заблуждение четко обозначено.\n 2. Научное объяснение точное и использует корректную терминологию.\n 3. Использование рецензируемых источников/проверенных фактов для подтверждения ответа.\n 4. Студент демонстрирует способность критически оценивать заявления СМИ или публичные заявления.","V:181":"N/A","AP:535":"No","AZ:791":"N/A","AU:409":"N/A","P:434":"N/A","P:12":"83.135.15.146","AL:234":"N/A","AB:294":"N/A","AQ:347":"N/A","BI:478":"Yes","BB:470":"N/A","Z:309":"N/A","U:566":"Groups can be formed intentionally - by putting people with different strengths together - or randomly, whatever fits the class best.","AN:287":"N/A","R:582":"N/A","AA:2":"Yes","AW:539":"N/A","AA:468":"N/A","AP:455":"N/A","BB:390":"N/A","AI:120":"Poster, Printed materials, Stationery","AY:183":"N/A","AC:295":"N/A","S:697":"N/A","BB:415":"N/A","O:684":"N/A","AE:783":"N/A","S:535":"N/A","BD:97":"No","AX:418":"N/A","S:433":"N/A","Z:362":"No","BG:361":"N/A","AX:514":"https://www.heritage.nf.ca/articles/economy/moratorium.php","BH:447":"N/A","P:414":"N/A","AI:106":"No","D:755":"App","AE:427":"N/A","W:625":"N/A","BD:372":"N/A","AW:44":"Mylné představy o limitech recyklace, ne vše lze recyklovat. Domnění, že stačí recyklovat a nemusíme měnit své návyky, abychom žili udržitelněji a dělali něco se znečištěním odpadem.","G:407":"r570q0[D1G4O3a]. HOWs [Evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","D:562":"Resource Type","BI:347":"N/A","AV:420":"N/A","AX:269":"N/A","AH:775":"N/A","BI:263":"N/A","W:1":"36","AP:254":"N/A","AX:502":"Der Fischer\n \n \n \n Was mir am wichtigsten ist\n \n \n \n \n \n \n Ich muss meinen Job behalten – mit der Fischerei ernähre ich meine Familie.\n \n \n Ich möchte eine Lebensweise schützen, die seit Generationen Teil meiner Gemeinde ist. (Die Fischerei war über fünf Jahrhunderte lang eine Lebensart in Neufundland und Labrador – Kabeljau-Moratorium, o. D.)\n \n \n Mir ist die Wiederherstellung der Kabeljaubestände wichtig, damit ich auch in Zukunft weiter fischen kann.\n \n \n Ich möchte faire Regeln, die kleinen, lokalen Fischern wie mir das Überleben sichern.\n \n \n \n \n \n \n Maßnahmen, die ich ablehne\n \n \n \n \n \n \n Ich bin gegen ein totales Fischereiverbot – es schadet den lokalen Arbeitern mehr als den ausländischen Flotten.\n \n \n Ich bin dagegen, Entscheidungen zu treffen, ohne die Fischergemeinden anzuhören. (1992 wurde der Kabeljaufang eingestellt, 30.000 Menschen verloren ihre Arbeit – Kabeljau-Moratorium, o. D.)\n \n \n Ich finde es nicht richtig, wenn große Offshore- oder ausländische Unternehmen den gesamten Kabeljau fangen, während die Einheimischen zu kämpfen haben.\n \n \n \n \n \n \n Maßnahmen, die ich unterstütze\n \n \n \n \n \n \n Ich unterstütze saisonalen oder eingeschränkten Fischfang, damit der Kabeljau Zeit hat, sich zu erholen.\n \n \n Ich glaube an kleine lokale Fischereien mit fairen Regeln für Fanggeräte und Quoten.\n \n \n Ich halte Programme zur Arbeitsplatzförderung für Fischer in Erholungsphasen für wichtig.\n \n \n Ich wünsche mir bessere wissenschaftliche Erkenntnisse und eine bessere Überwachung, damit wir die Fehler der Vergangenheit nicht wiederholen. (Die Kabeljaubestände wurden überschätzt und die Vorschriften waren zu schwach – Kabeljau-Moratorium, o. D.)\n \n \n Ich bin für eine Politik, die das Meer und unsere Arbeitsplätze schützt.\n \n \n \n \n \n \n Gewünschte Ergebnisse\n \n \n \n \n \n \n Eine gesunde Kabeljaufischerei, an der meine Kinder eines Tages teilhaben können.\n \n \n Starke Küstengemeinden mit guten Arbeitsplätzen und Stolz auf das, was wir tun.\n \n \n Ein ausgewogener Plan zum Schutz von Fischen und Familien.\n \n \n \n \n Die Politikerin\n \n \n \n \n Was mir am wichtigsten ist\n \n \n \n \n \n \n Mir ist es wichtig, die Wirtschaft stark zu halten und gleichzeitig die Kabeljaubestände wieder aufzubauen.\n \n \n Ich möchte die Fehlentscheidungen der Vergangenheit vermeiden – schwache Regeln und die Missachtung wissenschaftlicher Erkenntnisse.\n \n \n Ich glaube, internationale Zusammenarbeit ist der Schlüssel zur Lösung dieses Problems.\n \n \n \n \n \n \n Maßnahmen, die ich ablehne\n \n \n \n \n \n \n Ich bin nicht der Meinung, dass wir nicht nachhaltige Quoten beibehalten sollten, nur um kurzfristig Arbeitsplätze zu retten.\n \n \n Ich bin dagegen, dass ausländische Flotten die Regeln in internationalen Gewässern ignorieren. (Illegale Fischerei und mangelnde Durchsetzung haben die Krise verschärft – Kabeljau-Moratorium, o. D.)\n \n \n \n \n \n \n Maßnahmen, die ich unterstütze\n \n \n \n \n \n \n Ich unterstütze strengere Fischereigesetze in Kanada mit wissenschaftlich fundierten Quoten. (Kanada ignorierte Warnungen von Wissenschaftlern und Küstenfischern – Kabeljau-Moratorium, o. D.)\n \n \n Ich möchte mit anderen Ländern und der NAFO zusammenarbeiten, um die Regeln auch außerhalb unserer 200-Meilen-Zone durchzusetzen.\n \n \n Ich bin davon überzeugt, dass Arbeitnehmer durch Umschulungsprogramme unterstützt werden sollten.\n \n \n Ich denke, Investitionen in bessere Überwachungstechnologien werden helfen, illegale Fischerei zu stoppen. (Illegale Praktiken und schwache Kontrolle haben die Krise verschärft – Kabeljau-Moratorium, o. D.)\n \n \n \n \n \n \n Gewünschte Ergebnisse\n \n \n \n \n \n \n Eine Kabeljaufischerei, die langfristig für Menschen und Umwelt funktioniert.\n \n \n Verbesserte Zusammenarbeit mit anderen Ländern zum Schutz der Fischbestände.\n \n \n Ein intelligenter Plan, der massive Arbeitsplatzverluste vermeidet und gleichzeitig den Wiederaufbau der Meere unterstützt.\n \n \n \n \n \n \n \n \n \n Der Koch\n \n \n \n \n Was mir am wichtigsten ist\n \n \n \n \n \n \n Ich möchte gutes Essen servieren, das gesund ist und die Gäste zufriedenstellt.\n \n \n Ich möchte Kabeljau weiterhin auf der Speisekarte haben.\n \n \n Ich muss darauf vertrauen können, woher mein Fisch kommt.\n \n \n Mir ist der Schutz des Kabeljaus wichtig, damit ich auch in Zukunft damit kochen kann.\n \n \n \n \n \n \n Maßnahmen, die ich ablehne\n \n \n \n \n \n \n Ich werde keinen überfischten oder nicht zertifizierten Kabeljau verwenden, nur weil er billiger ist.\n \n \n Ich mag es nicht, wenn Etiketten unklar sind – ich muss wissen, wie der Fisch gefangen wurde.\n \n \n Ich bin gegen kurzfristiges Denken, das die Fischbestände für die Zukunft ruiniert.\n \n \n \n \n \n \n Maßnahmen, die ich unterstütze\n \n \n \n \n \n \n Ich unterstütze klare Kennzeichnung und Rückverfolgbarkeit, damit ich weiß, dass der Kabeljau nachhaltig gefangen wurde. (MSC-Siegel = nachhaltige Fischerei – MSC, o. D.)\n \n \n Ich finde es sinnvoll, Gästen zu erklären, warum es wichtig ist, etwas mehr für nachhaltig gefangenen Fisch zu bezahlen. (MSC: Ziel ist, dass auch zukünftige Generationen Meeresfrüchte genießen können – MSC, o. D.)\n \n \n Ich unterstütze die Umstellung lokaler Fischer auf nachhaltigere Fangmethoden.\n \n \n \n \n \n \n Gewünschte Ergebnisse\n \n \n \n \n \n \n Eine gesunde Kabeljaufischerei, der Köche und Kunden vertrauen können.\n \n \n Kabeljau, der gut für Körper, Planeten und Küche ist.\n \n \n Gäste, die verstehen, warum nachhaltiger Fischfang so wichtig ist.\n \n \n \n \n \n Die Tierrechtsaktivistin\n \n \n Was mir am wichtigsten ist\n \n \n Ich möchte die Grausamkeit in der Fischereiindustrie beenden, besonders in der industriellen Fischerei.\n \n \n Ich glaube, dass Fische Schmerzen empfinden können und mit Respekt behandelt werden sollten. (Fische haben Schmerzrezeptoren und Gehirnareale, die auf Schmerzen reagieren, nicht nur Reflexe – Millstein, 2024)\n \n \n Ich finde, wir sollten Meerestiere mit derselben Sorgfalt behandeln wie Säugetiere und Vögel.\n \n \n Maßnahmen, die ich ablehne\n \n \n Ich bin absolut gegen industrielle Fischerei, die massives Leiden verursacht und andere Tiere wie Delfine oder Schildkröten tötet. (Industrielle Fangmethoden führen oft zu Organrissen und langsamem Ersticken – manche Fische sterben erst nach über einer Stunde – Millstein, 2024)\n \n \n Ich lehne die Vorstellung ab, dass Fische unwichtig sind, nur weil sie anders sind als wir.\n \n \n Ich unterstütze kein Angeln zum Spaß oder als Luxus, wenn es bessere Alternativen gibt.\n \n \n Maßnahmen, die ich unterstütze\n \n \n Ich unterstütze Verbote oder strenge Regeln für Fangmethoden, die Schmerzen oder Schaden verursachen.\n \n \n Ich fördere pflanzliche oder tierleidfreie Alternativen zu Fisch und Meeresfrüchten.\n \n \n Ich möchte Menschen darüber aufklären, wie intelligent und empfindungsfähig Fische wirklich sind.\n \n \n Gewünschte Ergebnisse\n \n \n Eine Welt, in der Fische als Lebewesen gesehen werden, die Schutz brauchen.\n \n \n Starke internationale Gesetze, die grausame Fangmethoden beenden.\n \n \n Eine Kultur, die sich für ethische, tierfreundliche Ernährung entscheidet.\n \n \n Ein deutlicher Rückgang des Fischkonsums, besonders aus problematischen Quellen.\n Die Umweltwissenschaftlerin\n Was mir am wichtigsten ist\n \n \n Ich glaube, wir brauchen wissenschaftlich fundierte Regeln, um Überfischung zu stoppen und Fischbestände für die Zukunft zu sichern. (Beispiel: Haie und Rochen zeigen, dass die Schäden dauerhaft sein könnten, wenn wir nicht schnell handeln.)\n \n \n Mir ist wichtig, das gesamte Nahrungsnetz im Ozean sicher und im Gleichgewicht zu halten. (Über ein Drittel aller Haie, Rochen und Chimären sind inzwischen vom Aussterben bedroht – WWF, 2021)\n \n \n Maßnahmen, die ich ablehne\n \n \n Ich bin gegen Fischereipolitik, die ohne Rücksprache mit Wissenschaftler:innen beschlossen wird. (Viele Länder halten sich nicht an wissenschaftlich fundierte Fanglimits, die Zahl der bedrohten Arten hat sich seit 2014 verdoppelt – WWF, 2021)\n \n \n Ich unterstütze keine Fischerei ohne ausreichende Kontrolle oder Verantwortung.\n \n \n Maßnahmen, die ich unterstütze\n \n \n Ich befürworte strenge, wissenschaftlich basierte Fanglimits, um die Fischbestände gesund zu halten. (Gut durchgesetzte Limits können zur Erholung von Beständen führen – WWF, 2021)\n \n \n Ich möchte wichtige Lebensräume schützen und Beifang verringern – besonders bei gefährdeten Arten. (Der WWF fordert, Beifang so weit wie möglich auf null zu reduzieren – WWF, 2021)\n \n \n Ich glaube, Länder müssen bei Fanggesetzen und nachhaltigem Handel enger zusammenarbeiten.\n \n \n Gewünschte Ergebnisse\n \n \n Ein Ozean, in dem das Nahrungsnetz stark und stabil ist.\n \n \n Globale Pläne, um bedrohten Meerestieren bei der Erholung zu helfen.\n \n \n Mehr Bewusstsein bei Regierungen und in der Öffentlichkeit darüber, wie ernst die Lage ist.\n \n \n Ein Wechsel von „Schäden reparieren“ hin zu „Schäden vorbeugen“ durch kluge, wissenschaftlich fundierte Maßnahmen.","R:562":"No","S:481":"N/A","BE:83":"No","P:215":"N/A","Y:97":"Yes","BA:613":"N/A","AQ:648":"N/A","Y:281":"N/A","Z:166":"Teacher writes on the board:\n ❓ “Is recycling enough to save the planet?”\n ➕ “What’s a better approach?”\n \n \n Teacher explains:\n “You’ll explore two different views today. By the end, you will begin to form your own argument, which we’ll develop further in the coming lessons.”\n \n \n \n \n \n Step 1: Recall &amp; Connect (Remember / Understand)\n \n \n \n \n Learners recall what they already know about recycling and share prior experiences (e.g., school recycling bins, family habits).\n \n \n Teacher prompts:\n \n \n “What happens when you recycle at home or school?”\n \n \n “What problems might still exist even if we recycle a lot?”\n \n \n \n \n \n \n \n \n \n Step 2: Predict &amp; Hypothesize (Apply / Analyze)\n \n \n \n \n Learners predict answers to the board question: “Is recycling enough to save the planet?”\n \n \n In pairs, they discuss and note down at least one reason for and one reason against.\n \n \n They then hypothesize a possible “better approach” (without yet knowing about circular economy).\n \n \n \n \n \n \n \n Step 3: Clarify the Learning Goal (Understand / Analyze)\n \n \n \n \n Teacher states the learning goal explicitly:\n \n “Today you will compare recycling with another approach called the circular economy. You will analyze their strengths and weaknesses, and begin to develop your own argument.”\n \n \n \n Learners restate the learning goal in their own words with sentence frames:\n \n \n “I will learn how to ___ and then I will use this to ___.”","AT:254":"N/A","AV:487":"N/A","T:464":"N/A","AC:478":"N/A","U:616":"N/A","BD:377":"https://www.youtube.com/watch?v=MZ_X-Okrz7E","AH:447":"N/A","BG:99":"Yes","BE:266":"N/A","S:687":"N/A","BH:634":"N/A","AH:262":"N/A","BF:10":"2025-08-22 11:27:50","D:169":"Student Output Form","AS:142":"bioinženýrství","AR:270":"N/A","U:537":"No","AR:650":"N/A","R:265":"N/A","AK:470":"N/A","AA:118":"No","AL:448":"N/A","AI:109":"Human Rights / Declaration of Human Rights","D:193":"Material Sources","BH:208":"N/A","W:233":"N/A","BG:788":"N/A","Y:739":"N/A","BD:696":"No","AK:221":"N/A","BD:113":"Yes","O:596":"N/A","AD:675":"N/A","P:183":"No","BG:348":"N/A","R:617":"N/A","AJ:403":"N/A","T:611":"N/A","U:43":"Sustainable Oceans","Y:784":"N/A","AN:201":"N/A","S:349":"N/A","R:498":"N/A","BE:608":"N/A","AQ:700":"N/A","AO:10":"2025-07-04 08:59:52","AF:370":"N/A","D:86":"Subjects","Z:602":"N/A","T:168":"N/A","BE:633":"N/A","BI:610":"N/A","BH:540":"N/A","Y:309":"N/A","AG:319":"N/A","AU:741":"N/A","AH:697":"N/A","AK:793":"N/A","AA:794":"N/A","AH:624":"N/A","W:595":"N/A","Q:488":"N/A","Z:286":"N/A","AG:399":"N/A","S:235":"N/A","AF:447":"N/A","AI:752":"N/A","AB:550":"N/A","AL:472":"N/A","G:223":"A1Hows[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","BF:641":"N/A","AL:650":"N/A","AD:413":"N/A","BG:782":"N/A","BB:11":"2025-07-22 17:46:18","O:200":"N/A","BB:460":"N/A","Y:536":"Yes","AV:283":"N/A","BB:111":"No","AY:630":"N/A","S:638":"N/A","AF:116":"No","P:296":"N/A","AJ:601":"N/A","AL:77":"No","AW:513":"Studenti mohou místo analogové tvorby plakátu použít digitální aplikace, jako je Canva.&nbsp;Výstupem nemusí být plakát, aktivitu lze upravit tak, že student vytvoří příspěvky na Instagramu, kotouče apod.&nbsp;Studenti si mohou předem jako domácí úkol vyhledat informace o své organizaci, vzít si je a materiály do třídy a mít více času na tvorbu plakátu.","AY:399":"N/A","G:21":"Authors[SQ007]. Author(s) [Family name, given name]","AX:283":"N/A","AM:785":"N/A","T:279":"N/A","P:476":"N/A","AZ:464":"N/A","AK:257":"N/A","AX:551":"N/A","A:492":"Activity 2 (SciLMified)","O:446":"N/A","BD:395":"N/A","AU:212":"N/A","AD:547":"N/A","R:188":"Adobe Stock Photos","Q:217":"N/A","AC:729":"N/A","AD:395":"N/A","BG:29":"AAA: Antibiotic Awareness Action","Q:223":"N/A","BA:113":"N/A","S:417":"N/A","AA:737":"N/A","Z:456":"N/A","AN:494":"N/A","AY:730":"N/A","AH:168":"No","AY:673":"N/A","AG:88":"Antibiotics availability","BE:548":"N/A","P:698":"N/A","AD:752":"N/A","AT:391":"N/A","Y:225":"N/A","X:34":"N/A","BB:473":"N/A","Q:392":"N/A","AJ:506":"N/A","BE:648":"N/A","AL:400":"N/A","AI:773":"N/A","AF:154":"Yes","AX:784":"N/A","BE:141":"Fehlvorstellungen über Antibiotika","AT:769":"N/A","U:362":"No","AB:353":"N/A","AY:109":"Genética básica (ADN, genes, cromosomas, rasgos dominantes o recesivos, mutaciones y enfermedades genéticas), biología molecular básica ( diferencias entre línea celular somática y germinal).","AY:266":"N/A","G:1":"Response ID","AW:95":"Yes","BC:539":"N/A","Z:595":"N/A","AJ:108":"N/A","AH:736":"Describe what you can see in the picture. Identify the potential topic this relates to.&nbsp;","O:2":"No","T:427":"N/A","AK:544":"20","W:418":"N/A","AV:116":"No","AR:157":"N/A","O:119":"No","AD:776":"N/A","BH:664":"N/A","AL:32":"No","AD:8":"6.26E+08","AL:355":"N/A","AB:171":"N/A","BD:250":"N/A","Q:295":"N/A","V:751":"N/A","AY:583":"N/A","AB:300":"N/A","BG:204":"N/A","AP:162":"N/A","AN:672":"N/A","D:711":"Material Sources","BD:459":"N/A","AG:12":"178.164.177.239","BA:179":"N/A","AG:80":"No","BA:792":"N/A","AX:437":"N/A","AP:488":"N/A","BF:595":"N/A","AP:284":"N/A","Z:433":"N/A","AQ:537":"N/A","BI:388":"This activity is replaced by the following SciLMi activity.","V:208":"N/A","AC:296":"N/A","G:413":"r570q0[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","P:222":"N/A","AC:160":"N/A","AV:67":"No","AW:445":"N/A","V:141":"Overfishing","AA:613":"N/A","T:37":"due to overconsumption in society related to excessive industrial production","D:331":"Material Sources","BA:542":"N/A","AP:344":"No","AL:359":"N/A","BB:662":"N/A","T:154":"Yes","AE:508":"N/A","G:426":"r570q0[D2G2O1b]. HOWs [Examine the use of rhetorical devices.]","W:617":"N/A","AY:428":"N/A","AJ:474":"N/A","AS:549":"No","P:256":"N/A","P:427":"N/A","V:563":"N/A","AQ:796":"N/A","AC:430":"N/A","AT:547":"N/A","AF:10":"2025-06-11 14:24:39","AE:600":"N/A","O:451":"N/A","AG:542":"N/A","R:118":"Yes","BG:279":"N/A","AD:47":"Differentiate between fact and opinion.","AT:217":"N/A","V:699":"N/A","AZ:243":"N/A","AA:169":"N/A","AL:201":"N/A","AS:650":"N/A","BC:752":"N/A","BI:593":"N/A","S:252":"N/A","U:553":"No","AP:408":"N/A","X:603":"N/A","BH:200":"N/A","V:74":"No","BE:772":"N/A","Q:724":"No","AJ:594":"N/A","AV:246":"N/A","AH:186":"The teacher then provides the learners witha definition of the term.&nbsp;","BF:603":"N/A","BI:209":"N/A","AG:14":"2025","BD:618":"No","G:447":"r570q0[D3G1O1d]. HOWs [Evaluate the different arguments based on scientific evidence.]","AU:443":"N/A","AW:624":"N/A","AQ:216":"N/A","G:263":"A1Hows[D3G3O1b]. HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","BA:244":"N/A","S:222":"N/A","W:44":"1. Anything with a recycling symbol can be recycled.\n2. All plastics are the same and equally recyclable.\n3. Dirty or contaminated recyclables can still be processed.\n4. Recycling alone solves the waste problem.\n5. Recycling is pointless because everything ends up in landfill anyway.\n6. Biodegradable means recyclable.\n7. Recycling alone is sufficient to combat climate change.\n8. Donating clothes automatically prevents textile waste.","AO:155":"No","AA:592":"N/A","BH:449":"N/A","P:749":"N/A","Y:114":"No","AI:737":"N/A","AF:37":"due to domestic overconsumption / throw-away habits","V:167":"N/A","AR:226":"N/A","V:354":"40","AW:588":"N/A","BB:420":"N/A","AD:685":"N/A","BD:181":"N/A","BA:258":"N/A","AX:468":"N/A","R:111":"Yes","R:795":"N/A","U:619":"N/A","AL:678":"N/A","AG:401":"N/A","BG:66":"No","AF:115":"Yes","AR:587":"N/A","AC:641":"N/A","AY:319":"N/A","V:633":"N/A","BG:399":"N/A","BB:666":"N/A","P:238":"N/A","AH:687":"N/A","W:596":"N/A","BG:616":"N/A","Y:6":"26","AU:797":"N/A","BF:541":"N/A","Q:534":"No","T:468":"N/A","AM:412":"N/A","AV:112":"No","BH:618":"N/A","R:363":"No","BE:486":"N/A","AY:631":"N/A","AY:355":"No","BD:591":"N/A","AG:434":"N/A","BF:630":"N/A","R:222":"N/A","BD:604":"N/A","W:456":"N/A","AG:735":"N/A","X:201":"N/A","T:211":"N/A","AW:459":"N/A","S:102":"No","AH:544":"7","BF:352":"N/A","AU:41":"due to overfishing","AS:76":"No","AI:790":"N/A","BH:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","X:254":"N/A","O:67":"No","AV:733":"N/A","AT:792":"N/A","AR:84":"No","AH:430":"N/A","G:283":"A1Hows[D4G2O2b]. HOWs [Be objective and concise.]","AP:356":"/* 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 Beschreibung der Aktivität:\n \n \n \n \n \n Um die SchülerInnen auf das bevorstehende Video\n vorzubereiten und ihr Verständnis zu fördern, wird die Unterrichtsstunde mit\n einer Aktivität zur Vokabeleinführung fortgesetzt. Diese bezieht sich auf\n Schlüsselbegriffe im Zusammenhang mit Recycling und Nachhaltigkeit. In\n Kleingruppen erarbeiten die SchülerInnen die neuen Vokabeln im Rahmen eines\n visuellen Zuordnungsspiels. Jede Gruppe erhält einen Kartensatz mit Bildern,\n die Szenen wie Mülltrennung, Kompostierung, Umweltverschmutzung oder\n nachhaltiges Verhalten zeigen. Auf dem zweiten Kartensatz befinden sich die\n Wörter, die die dargestellten Konzepte repräsentieren. \n \n \n \n \n \n Die SchülerInnen arbeiten in den Gruppen zusammen, um jedes\n Bild dem richtigen Wort zuzuordnen. Nach Abschluss der Aufgabe werden die\n Lösungen gemeinsam im Plenum besprochen.\n \n \n \n \n \n Um das Verständnis zu vertiefen und den SchülerInnen die\n Möglichkeit zu geben, den Wortschatz später zu wiederholen, wird ein\n Vokabelblatt mit Definitionen und kontextbasierten Verwendungsbeispielen des\n neuen Vokabulars ausgeteilt. \n \n \n \n \n \n Die Vokabelkarten und das Vokabelblatt können auch in\n größerer Schrift angeboten werden oder die Lehrperson kann eine Audioaufnahme für\n SchülerInnen mit visuellen Beeinträchtigungen vorbereiten.\n \n \n \n \n \n\n \n \n \n \n \n Anweisungen:\n \n \n&nbsp;Gehe in kleinen Gruppen zusammen (Anmerkung\n für Lehrpersonen: Idealerweise sollte die Gruppengröße schon angegeben werden)&nbsp;&nbsp;Deine Gruppe wird zwei Kartensätze bekommen:\n einen mit Bildern und einen mit Wörtern, die die abgebildeten Konzepte\n darstellen.&nbsp;&nbsp;Ordne zusammen mit deinen Gruppenmitgliedern die\n Vokabeln den passenden Bildern zu.&nbsp;Erläutere deinen Teammitgliedern \n \n deine Wahl\n .&nbsp;&nbsp;Überprüfe die Zuordnungen im Plenum.&nbsp;&nbsp;Merke dir die Bedeutung der neuen Vokabeln.&nbsp;&nbsp;Greife nach dieser Aktivität jederzeit auf das\n ausgeteilte Vokabelblatt zurück, wenn du ein bestimmtes Wort nachschlagen\n möchtest.","BC:643":"N/A","AZ:401":"N/A","AW:350":"N/A","AD:465":"N/A","BI:238":"N/A","G:507":"r611q0[SQ002]. Media [Audio media]","AD:114":"Yes","BG:749":"N/A","AM:264":"N/A","AI:390":"N/A","Q:261":"N/A","BE:452":"N/A","O:480":"N/A","AW:393":"N/A","AP:441":"N/A","R:507":"N/A","AG:489":"N/A","AM:392":"N/A","BH:283":"N/A","AV:402":"N/A","AV:586":"N/A","AY:439":"N/A","AU:308":"Yes","AR:794":"N/A","BC:461":"N/A","BE:609":"N/A","AF:602":"N/A","AQ:428":"N/A","AB:539":"N/A","AP:299":"N/A","P:34":"N/A","AM:233":"N/A","AD:202":"N/A","BE:208":"N/A","AP:225":"N/A","AB:6":"2","U:542":"N/A","P:397":"N/A","AM:494":"N/A","AN:743":"N/A","BC:488":"N/A","AH:652":"N/A","AU:227":"N/A","AY:214":"N/A","AR:140":"Ηθική","T:699":"N/A","R:460":"N/A","Y:297":"N/A","BE:282":"N/A","BF:623":"N/A","S:646":"N/A","R:775":"N/A","AC:461":"N/A","AZ:546":"30-минутная лекция со слайдами о загрязнении окружающей среды, охватывающая следующие темы:\n - Влияние антибиотиков на окружающую среду\n - Связь между устойчивостью к антибиотикам и их распространением в окружающей среде\n - Основные источники загрязнения окружающей среды антибиотиками (животноводство, неправильная утилизация отходов отдельными лицами, фармацевтические заводы, больницы и медицинские учреждения)&nbsp;\n - Цели загрязнения (водоемы, почва)&nbsp;\n - Воздействие на окружающую среду и здоровье человека&nbsp;\n - Стратегии профилактики и смягчения последствий","AS:67":"No","S:71":"No","AY:283":"N/A","Y:539":"N/A","AP:612":"N/A","BC:290":"N/A","AX:226":"N/A","AR:627":"N/A","X:219":"N/A","AQ:209":"N/A","X:425":"N/A","T:245":"N/A","AQ:317":"N/A","O:369":"N/A","AK:680":"N/A","AR:30":"4","AH:139":"algorithms","AY:776":"N/A","AV:656":"N/A","AR:597":"N/A","BG:392":"N/A","AO:680":"N/A","X:550":"N/A","Y:363":"N/A","BE:103":"No","AD:728":"N/A","BI:211":"N/A","AJ:82":"N/A","BH:360":"No","AQ:257":"N/A","AU:235":"N/A","BB:13":"https://email.seznam.cz/","T:269":"N/A","AY:200":"N/A","AA:587":"N/A","U:254":"N/A","X:93":"No","BC:579":"N/A","O:70":"No","AA:4":"Yes","G:26":"Authors[SQ012]. Author(s) [Family name, given name]","Y:620":"N/A","BE:212":"N/A","AJ:105":"N/A","AP:450":"N/A","AA:317":"No","AK:119":"No","BG:156":"No","BB:32":"No","AV:496":"N/A","AX:73":"No","G:142":"KeyWords[SQ005]. Key words (for online filter and search function) []","AS:249":"N/A","AY:284":"N/A","T:124":"Printed or digital role cards","AC:98":"Yes","AS:202":"N/A","BB:646":"N/A","AH:479":"N/A","AM:457":"N/A","BA:414":"N/A","AQ:239":"N/A","AO:664":"N/A","AI:209":"N/A","Z:654":"N/A","AU:373":"N/A","BD:236":"N/A","G:273":"A1Hows[D4G1O2c]. HOWs [Weigh the effect of potential forms of engagement.]","AG:111":"No","Y:781":"N/A","D:740":"Student Output Form","AD:498":"No","AW:594":"N/A","G:334":"A1SReference[S011]. Provide all sources you used in this activity [Reference / Source 11]","A:31":"Sequence Position","Y:77":"No","AT:607":"N/A","AL:510":"N/A","U:511":"Other","BE:433":"N/A","AH:420":"N/A","AO:398":"N/A","BI:435":"N/A","AY:697":"N/A","AH:665":"N/A","AM:240":"N/A","BA:316":"N/A","Y:423":"N/A","AG:186":"/","D:511":"App","BG:447":"N/A","BE:164":"10","BG:306":"N/A","AI:586":"N/A","W:616":"N/A","AV:219":"N/A","BH:359":"No","AD:284":"N/A","T:506":"Yes","AY:318":"N/A","BF:362":"N/A","O:288":"N/A","AR:293":"N/A","AJ:12":"104.47.51.254","Q:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AS:592":"N/A","AU:392":"N/A","AC:501":"notes","AD:415":"N/A","AL:175":"Model solution for the first article (Link:&nbsp;https://www.wired.com/story/your-next-job-designer-baby-therapist/)\n \n \n Examine the article by answering the following questions.&nbsp;\n \n \n \n \n \n Currency\n \n \n - When was the information published or posted? Dec 11, 2024\n \n \n Relevance\n \n \n - Who is the intended audience? People with an interest in the topic.&nbsp;\n \n \n Authority\n \n \n - Who is the author/publisher/source/sponsor? Emi Nietfeld.&nbsp;\n \n \n - What are the author's credentials or organizational affiliations? Author, journalist, and speaker.&nbsp;\n \n \n - Is the author qualified to write on the topic? She could be considered qualified as she is a journalist who interviewed a therapist who directly work with families where the teenagers have troubles due to them being designed. On the webpage, ti says she is a journalist who covers fertility technology.&nbsp;\n \n \n - Is there contact information, such as a publisher or email address? Yes, Wired/Emi Nietfeld.&nbsp;\n \n \n Accuracy\n \n \n - Where does the information come from? The webpage Wired.&nbsp;\n \n \n - Does the language or tone seem unbiased and free of emotion? No.&nbsp;\n \n \n Purpose\n \n \n - What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade? Inform from an insider.&nbsp;\n \n \n - Is the information fact, opinion or propaganda? Opinion.&nbsp;\n \n \n - Does the point of view appear objective and impartial? No, as it is told by someone with experience who tells about the experiences.&nbsp;\n \n \n \n \n \n Source for the CRAAP test used for the questions:&nbsp;https://library.etbi.ie/sources2/craap&nbsp;\n \n 2. Discuss why it is useful to learn about the context of the article.&nbsp;- It is useful to find out whether the information is reliable and something we can trust by learning more about when it was published, where and who published it.&nbsp;","BC:257":"N/A","T:290":"N/A","AY:655":"N/A","BA:119":"N/A","BH:305":"N/A","BG:14":"2025","AT:110":"N/A","AD:1":"43","Z:271":"N/A","Z:295":"N/A","P:80":"No","BG:258":"N/A","AT:97":"N/A","AW:251":"N/A","BD:297":"N/A","AE:254":"N/A","AJ:547":"N/A","R:419":"N/A","AM:224":"N/A","AD:502":"1. “Antibiotic resistance means my body has become resistant to antibiotics.”\n \n \nMisconception: Confuses the human body with bacteria.\n \n \nScientific Explanation: Antibiotic resistance occurs in bacteria, not in the human body. Bacteria develop mechanisms (e.g., efflux pumps, enzyme production) to survive antibiotic treatment.\n \n 2. “If I feel better, I can stop taking my antibiotics - I don’t need to finish the course.”\nMisconception: Assumes symptoms equals complete cure.\nScientific Explanation: Stopping antibiotics early can leave surviving bacteria that are more resistant, increasing the risk of spreading resistance.\n 3. “Antibiotic resistance only happens if you take too many antibiotics.”\nMisconception: Oversimplifies the causes of resistance.\nScientific Explanation: Resistance can occur even with appropriate use, and is also driven by agricultural misuse, poor sanitation, and international travel.\n 4. “Antibiotics work against all infections, including viruses like the flu.”\nMisconception: Assumes antibiotics are universal cures.\nScientific Explanation: Antibiotics only target bacteria, not viruses. Using them for viral infections offers no benefit and increases resistance risk.\n \n 5. “We can always develop new antibiotics, so resistance isn’t really a big problem.”\nMisconception: Underestimates the urgency of resistance.\nScientific Explanation: Developing new antibiotics is slow, costly, and resistance to new drugs can arise quickly.","BI:371":"N/A","P:91":"No","AU:463":"N/A","AH:476":"N/A","BA:604":"N/A","AH:771":"N/A","S:275":"N/A","AL:789":"N/A","BE:431":"N/A","G:733":"r800q0[SQ010]. Activity number in lesson [10]","AE:785":"N/A","AQ:637":"N/A","BE:291":"N/A","AE:281":"N/A","P:538":"N/A","AG:597":"N/A","BH:660":"N/A","AK:614":"N/A","BC:481":"N/A","BF:443":"N/A","AI:591":"N/A","AN:670":"N/A","AX:612":"N/A","AO:353":"N/A","P:114":"No","AZ:405":"N/A","Y:467":"N/A","O:316":"N/A","G:575":"r174q0[S009]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 9]","AW:166":"1. Prozkoumejte rozdané předměty.\n Předměty: opakovaně použitelné kelímky a tašky, oblečení z druhé ruky a další předměty na více použití podporující udržitelnost.&nbsp;\n 2. Určete, jak se mohou tyto předměty lišit od předmětů na jedno použití.\n 3. Diskutujte o těchto otázkách ve třídě:V čem se tyto předměty liší od předmětů na jedno použití?Proč by se někdo mohl rozhodnout je používat?\n 4. Po výzvě učitele si vzpomeňte a jmenujte organizace, akce nebo programy, které již znáte a které se zabývají ochranou životního prostředí, snižováním množství odpadu nebo udržitelností.\n 5. Podělte se o své příklady se třídou a vysvětlete, co o nich víte.","AI:229":"N/A","AA:90":"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.","AX:580":"N/A","BA:250":"N/A","AT:497":"N/A","D:705":"Material Sources","AT:433":"N/A","AC:219":"N/A","AV:372":"N/A","Y:14":"2025","AD:12":"178.164.177.239","BI:599":"N/A","AY:252":"N/A","AU:486":"N/A","U:583":"N/A","AB:227":"N/A","O:613":"N/A","AJ:598":"N/A","AU:779":"N/A","AB:584":"N/A","AP:452":"N/A","AU:666":"N/A","AB:236":"N/A","Y:29":"The 3Rs Journey: From Concepts to Change","AZ:677":"N/A","G:53":"LearningOutcome4. Learning Outcome","AJ:401":"N/A","X:486":"N/A","P:658":"N/A","AZ:218":"N/A","V:200":"N/A","AX:517":"https://sentientmedia.org/do-fish-feel-pain/","T:686":"N/A","AQ:101":"No","AK:587":"N/A","AU:163":"N/A","V:230":"N/A","BG:359":"N/A","AO:589":"N/A","AJ:465":"N/A","AY:91":"No","AN:796":"N/A","AL:679":"N/A","AX:235":"N/A","BH:729":"No","AF:625":"N/A","G:684":"r612q0[SQ001]. Student output form [Text]","P:422":"N/A","U:771":"N/A","BE:442":"N/A","D:168":"Student Output Form","AY:498":"No","BF:299":"N/A","AP:372":"N/A","BF:647":"N/A","U:450":"N/A","AD:581":"N/A","T:97":"Yes","BB:594":"N/A","BI:445":"N/A","R:725":"No","O:458":"N/A","AG:15":"Lukasser, Sebastian","AD:228":"N/A","AS:653":"N/A","AS:636":"N/A","BB:481":"N/A","G:517":"r829q0[S004]. Provide all sources you used in this activity [Reference / Source 4]","AQ:794":"N/A","AI:296":"N/A","AI:483":"N/A","AA:635":"N/A","W:696":"N/A","BE:287":"N/A","S:11":"2026-05-18 13:59:15","AD:778":"N/A","BD:487":"N/A","AC:250":"N/A","AV:592":"N/A","AK:35":"N/A","D:499":"Student Output Form","AM:464":"N/A","AG:666":"N/A","G:655":"r246q0[SQ093]. HOWs [checklist]","BE:64":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","BB:775":"N/A","AR:609":"N/A","AC:402":"N/A","D:48":"Learning Goal(s)","G:255":"A1Hows[D3G1O1b]. HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","AE:74":"No","AB:791":"N/A","AX:244":"N/A","AC:117":"No","BF:444":"N/A","U:478":"N/A","AC:391":"N/A","Q:11":"2026-05-18 15:17:24","BA:71":"N/A","AV:47":"Identify biased information.","P:165":"Yes","U:561":"No","AT:278":"N/A","D:741":"Student Output Form","BI:773":"N/A","AR:788":"N/A","G:92":"AgeRange[SQ002]. Age range [11 ]","AE:44":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 \n \n \n Oversimplification\n or mistrust of medical treatment: natural remedies vs antibiotics.Common\n confusion between bacteria and virus infections and their different treatments.Misunderstanding\n of treatment adherence and its role in resistance.Misconception\n about who is resistant to antibiotics: resistance develops in bacteria, not in\n the human body.Misunderstanding\n of the population-level impact and transmission of resistant bacteria.Overlook\n environmental and bacterial resistance pathways: livestock, water (river, ocean)\n and soil pollution.Unequal\n distribution of antibiotics between developed and undeveloped countries; resistance\n as a global public health threat.","AM:74":"N/A","D:25":"Author(s)","BB:284":"N/A","AS:589":"N/A","AJ:350":"N/A","AZ:235":"N/A","Y:463":"N/A","AE:306":"N/A","AE:670":"N/A","AV:472":"N/A","Q:370":"N/A","AE:371":"N/A","T:407":"N/A","BC:166":"Brainstorming: Vysvětli, proč je recyklace důležitá. Vyjmenuj druhy materiálů, které lze recyklovat. Urči příklady recyklovatelných materiálů. Diskutuj, jak recyklace prospívá životnímu prostředí.","AB:743":"N/A","BI:281":"N/A","W:492":"40","AQ:458":"N/A","T:562":"N/A","AC:553":"N/A","AD:472":"N/A","BC:457":"N/A","BB:778":"N/A","AE:585":"N/A","AY:698":"N/A","AP:620":"N/A","AL:447":"N/A","BB:434":"N/A","S:181":"N/A","AQ:218":"N/A","AE:437":"N/A","AV:99":"No","AO:214":"N/A","AJ:165":"N/A","BG:580":"N/A","AF:490":"N/A","AA:394":"N/A","BH:9":"QwMon0ctNXzgfWf","BB:625":"N/A","AC:209":"N/A","U:82":"No","V:5":"2025-06-20 09:26:55","AZ:399":"N/A","AB:582":"N/A","BB:560":"N/A","BH:439":"N/A","AZ:264":"N/A","AK:741":"N/A","AL:787":"N/A","AT:628":"N/A","BI:602":"N/A","V:598":"N/A","BB:798":"N/A","AY:286":"N/A","AM:219":"N/A","BD:289":"N/A","BG:692":"(véase la solución modelo en la ficha de la actividad completa en la carpeta de materiales: Antibiotics &gt; ESP_Leccion 1-Biologia 1_Actividad 3.pdf)","AC:579":"N/A","X:179":"N/A","R:253":"N/A","AG:623":"N/A","BB:113":"No","AT:614":"N/A","AR:685":"N/A","AJ:602":"N/A","AJ:453":"N/A","BH:651":"N/A","G:661":"r246q0[D4G2O1c]. HOWs [Linguistic competence]","AH:35":"N/A","R:724":"No","AO:561":"No","AP:680":"N/A","BB:458":"N/A","BG:7":"en","AB:282":"N/A","AZ:462":"N/A","BG:5":"2025-08-22 17:43:55","AT:448":"N/A","BH:587":"N/A","AT:590":"N/A","AT:101":"N/A","AO:282":"N/A","AE:118":"Yes","AA:584":"N/A","BA:687":"N/A","BF:775":"N/A","U:95":"Yes","AQ:281":"N/A","U:440":"N/A","BI:138":"ALTRI, río Ulla, sostenibilidad, impacto medioambiental, uso de agua, industria téxtil","Z:652":"N/A","AN:616":"N/A","AH:597":"N/A","AR:228":"N/A","AK:727":"Yes","T:449":"N/A","AZ:349":"N/A","AY:219":"N/A","AB:34":"No","R:598":"N/A","AJ:652":"N/A","BI:162":"N/A","BH:173":"N/A","X:294":"N/A","W:67":"No","AE:654":"N/A","G:55":"LearningOutcome6. Learning Outcome","AR:299":"N/A","W:630":"N/A","BA:441":"N/A","AR:350":"N/A","BC:200":"N/A","AN:545":"No","AC:394":"N/A","P:498":"N/A","D:386":"Material Sources","R:548":"Yes","AK:699":"N/A","BA:208":"N/A","Z:14":"2025","P:608":"N/A","AV:643":"N/A","BE:422":"N/A","AJ:183":"N/A","AZ:622":"N/A","AR:751":"N/A","D:500":"Student Output Form","G:402":"r570q0[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","AA:284":"N/A","D:739":"Student Output Form","AX:222":"N/A","Y:594":"N/A","G:515":"r829q0[S002]. Provide all sources you used in this activity [Reference / Source 2]","AJ:96":"N/A","AJ:731":"N/A","AA:237":"N/A","AZ:669":"N/A","AJ:795":"N/A","AY:99":"Yes","AU:81":"No","X:12":"193.144.81.175","AZ:223":"N/A","AB:302":"20","AF:121":"vocabulary cards (two sets: one with words, one with definitions/images), vocabulary reference sheet","AB:619":"N/A","AR:372":"N/A","P:156":"No","AX:781":"N/A","AL:90":"Learners recognise the impact of the context of the written source.","AI:559":"N/A","AF:584":"N/A","AD:307":"N/A","BC:228":"N/A","AY:396":"N/A","G:199":"A1Hows[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","AJ:698":"N/A","BG:467":"N/A","BI:741":"N/A","AH:438":"N/A","BB:100":"No","AK:6":"24","AW:402":"N/A","BB:581":"N/A","S:221":"N/A","AN:738":"N/A","AN:243":"N/A","AS:80":"Yes","AF:699":"N/A","AN:675":"N/A","AJ:486":"N/A","AB:77":"No","BF:252":"N/A","R:104":"No","AU:241":"N/A","BG:488":"N/A","AH:674":"N/A","AT:580":"N/A","Z:250":"N/A","AS:684":"N/A","AT:445":"N/A","BA:412":"N/A","AA:484":"N/A","V:309":"N/A","T:597":"N/A","AH:401":"N/A","AM:485":"N/A","BH:498":"N/A","V:534":"No","BH:609":"N/A","R:487":"N/A","BF:616":"N/A","AR:29":"Σχεδιάζοντας το μέλλον: Γονίδια, ομορφιά και η ηθική της τελειότητας","AP:468":"N/A","AN:473":"N/A","G:630":"r246q0[D2G4O1b]. HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","AW:415":"N/A","AN:497":"N/A","V:29":"Fishing for Facts and Making Waves","AN:500":"N/A","BC:775":"N/A","AB:404":"N/A","S:187":"https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/","AK:406":"N/A","AU:644":"N/A","R:227":"N/A","W:104":"No","AT:783":"N/A","AA:370":"N/A","AF:141":"individual and collective responsibility","AG:256":"N/A","Z:108":"Yes","AT:601":"N/A","BH:285":"N/A","AP:733":"N/A","BH:553":"N/A","G:494":"r421q0[SQ001]. Student output form [Text]","U:309":"N/A","AY:358":"N/A","S:658":"N/A","AN:110":"No","AY:654":"N/A","Z:163":"N/A","T:349":"N/A","BF:549":"N/A","BI:464":"N/A","AC:308":"N/A","R:780":"N/A","G:727":"r800q0[SQ004]. Activity number in lesson [4]","AU:686":"N/A","G:366":"r395q0. Evaluation / assessment criteria","AK:299":"N/A","BG:464":"N/A","AX:451":"Yes","AU:124":"Bolas de papel pequeñas que representen los peces (o similar)","AX:421":"N/A","X:222":"N/A","D:119":"Required infrastructure & Teaching Materials","AQ:477":"N/A","AL:613":"N/A","V:513":"Increase the size of the perspective cards for learners with visual impairments and use a text to speech reader for the websites.&nbsp;Some sensitive learners might be overwhelmed by the \"Animal Right's Activist\" role - ask them if they are comfortable dealing with that topic and exlude that perspective otherwise.&nbsp;","AF:445":"N/A","AL:43":"Engineered babies","AU:397":"N/A","BH:76":"No","BF:156":"N/A","V:672":"N/A","X:485":"N/A","AU:29":"Pescando hechos y creando olas","AD:215":"N/A","S:786":"N/A","AD:589":"N/A","AX:410":"N/A","AO:460":"N/A","AE:233":"N/A","V:607":"N/A","BD:550":"N/A","AG:460":"N/A","AM:726":"N/A","AV:670":"N/A","AW:372":"N/A","AJ:104":"N/A","Q:221":"N/A","AJ:478":"N/A","AO:543":"N/A","Q:437":"N/A","Q:242":"N/A","Y:608":"N/A","AB:627":"N/A","G:262":"A1Hows[D3G3O1a]. HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","Q:725":"No","BG:703":"(Ver sección \"Briefly describe the method you use\").","AI:285":"N/A","AW:204":"N/A","AE:485":"N/A","BB:255":"N/A","BB:621":"N/A","BF:453":"N/A","AS:429":"N/A","R:619":"N/A","BB:370":"N/A","BG:680":"N/A","U:291":"N/A","U:163":"N/A","BE:539":"N/A","U:777":"N/A","BB:739":"N/A","AB:33":"No","AS:170":"Yes","BB:210":"N/A","BH:97":"Yes","BG:700":"No","AX:553":"N/A","P:666":"N/A","AH:371":"No","BA:480":"N/A","X:399":"N/A","AJ:290":"N/A","AC:751":"N/A","U:352":"N/A","BE:284":"N/A","AG:353":"N/A","AT:276":"N/A","AW:403":"N/A","AT:271":"N/A","X:624":"N/A","S:494":"No","P:269":"N/A","W:409":"N/A","G:571":"r174q0[S005]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 5]","AA:421":"N/A","AL:160":"N/A","S:369":"N/A","R:183":"No","G:358":"r42q0[SQ002]. Student output form [Oral presentation]","AB:243":"N/A","AS:782":"N/A","AY:494":"No","BI:607":"N/A","BI:399":"N/A","D:370":"Resource Type","AK:595":"N/A","BB:270":"N/A","BG:541":"N/A","AC:228":"N/A","U:456":"N/A","BE:403":"N/A","BH:275":"N/A","U:596":"N/A","AR:286":"N/A","AZ:657":"N/A","S:419":"N/A","BA:625":"N/A","T:446":"N/A","AP:278":"N/A","AD:316":"N/A","BI:244":"N/A","AZ:650":"N/A","D:44":"Potential Misinformation in Society / Potential Learner Misconceptions to be Exploited by Manipulations Strategies","AZ:34":"N/A","AL:250":"N/A","U:172":"No","AW:678":"N/A","BB:685":"N/A","BG:241":"N/A","AC:84":"No","P:552":"N/A","BD:445":"N/A","AE:645":"N/A","AL:629":"N/A","AT:227":"N/A","AG:467":"N/A","V:687":"N/A","BH:495":"N/A","BG:738":"N/A","W:411":"N/A","BE:458":"N/A","AG:541":"N/A","AY:248":"N/A","T:752":"N/A","BF:473":"N/A","G:120":"Infrastructure[other]. Required infrastructure [Other]","Y:471":"N/A","BF:642":"N/A","Q:15":"Otrubova, Anna","AH:696":"N/A","BE:594":"N/A","P:496":"N/A","R:284":"N/A","Z:280":"N/A","AX:798":"N/A","AJ:162":"N/A","AO:677":"N/A","X:464":"N/A","P:629":"N/A","D:305":"Student Output Form","AU:420":"N/A","D:316":"Resource Type","AA:451":"N/A","AI:37":"due to overconsumption in society related to excessive industrial production","AF:589":"N/A","AI:170":"Yes","U:623":"N/A","AZ:370":"N/A","AH:679":"N/A","AQ:615":"N/A","BC:690":"N/A","AS:800":"N/A","AP:652":"N/A","AT:168":"N/A","AA:467":"N/A","AN:456":"N/A","O:791":"N/A","BD:220":"N/A","AQ:162":"N/A","AE:668":"N/A","Y:319":"N/A","BD:419":"N/A","AL:55":"Consider the context in which the information was created.","W:674":"N/A","V:729":"N/A","AW:514":"https://www.uklidmecesko.cz/","Q:651":"N/A","G:459":"r570q0[D4G1O1b]. HOWs [Identify gaps in existing efforts addressing these needs.]","AO:472":"N/A","X:633":"N/A","W:480":"N/A","AZ:201":"N/A","Z:672":"N/A","S:257":"N/A","Z:32":"Yes","AB:641":"N/A","AQ:684":"N/A","BF:428":"N/A","BI:90":"Los estudiantes debaten diferentes enfoques de tipo científico, político y ético para abordar problemas climáticos y medioambientales, evaluando sus implicaciones y efectos","AQ:444":"N/A","Z:399":"N/A","AH:213":"N/A","AI:467":"N/A","AH:777":"N/A","AI:260":"N/A","BB:655":"N/A","AD:492":"20","AF:732":"N/A","AK:800":"N/A","AI:370":"N/A","AP:470":"N/A","BA:538":"N/A","BC:256":"N/A","AD:95":"No","AV:790":"N/A","AV:614":"N/A","AY:82":"No","BB:648":"N/A","AJ:171":"N/A","AP:482":"N/A","AB:96":"Yes","AU:480":"N/A","BF:227":"N/A","AP:351":"N/A","AF:688":"N/A","AU:286":"N/A","AI:234":"N/A","R:686":"N/A","BD:211":"N/A","AE:179":"N/A","AJ:679":"N/A","AH:105":"No","AN:357":"No","Q:547":"N/A","AV:229":"N/A","AB:507":"N/A","BH:71":"No","AF:580":"N/A","BE:183":"No","BE:752":"N/A","Q:629":"N/A","Q:69":"No","AC:534":"No","AR:421":"N/A","BC:737":"N/A","AJ:288":"N/A","O:317":"N/A","Q:93":"No","G:673":"r246q0[D4G3O3a]. HOWs [Identify likely counter-arguments.]","W:106":"No","W:560":"N/A","S:225":"N/A","AR:320":"No","AQ:412":"N/A","AU:411":"N/A","R:609":"N/A","X:457":"N/A","AF:118":"Yes","BE:617":"N/A","BA:790":"N/A","BG:27":"English","AZ:582":"N/A","BG:698":"Yes","BH:604":"N/A","R:393":"N/A","D:361":"Student Output Form","BE:393":"N/A","AW:742":"N/A","AI:510":"N/A","AG:108":"No","S:396":"N/A","AH:778":"N/A","V:546":"Part 1: Stakeholder Presentations (approx. 15 minutes)\n\nObjective: Each group clearly communicates and justifies their position to a mock government panel.\n\nLearners will:\n\n1. Explain what matters most to them as a stakeholder.\n2. Summarize and justify the actions they support or oppose.\n3. Present their policy proposals in a persuasive way using evidence.\n\nPart 2: Stakeholder Discussion / Government Hearing (approx. 15 minutes)\n\nObjective: Learners engage in a structured role play discussion where they debate, analyze, and propose common solutions.\n\nLearners will:\n\n1. Compare different stakeholder positions.\n2. Critique conflicting proposals respectfully.\n3. Evaluate the strengths and weaknesses of different policies.\n4. Negotiate compromises and propose a balanced, shared solution.","AS:635":"N/A","S:418":"N/A","BA:107":"N/A","U:104":"Yes","AP:34":"No","BD:462":"N/A","AV:30":"4","AH:676":"N/A","BC:254":"N/A","AJ:83":"N/A","BE:182":"No","AR:80":"No","AD:646":"N/A","AP:10":"2025-07-04 11:24:06","BH:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","BA:484":"N/A","AF:542":"N/A","P:105":"No","AQ:645":"N/A","AH:561":"No","Q:317":"N/A","AW:507":"No","G:346":"r373q0[SQ003]. Activity number in lesson [3]","BH:643":"N/A","U:677":"N/A","AA:628":"N/A","AB:187":"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/","BH:633":"N/A","BF:678":"N/A","AX:35":"N/A","AA:393":"N/A","Z:770":"N/A","Z:232":"N/A","AX:373":"N/A","AZ:353":"N/A","AE:589":"N/A","AH:229":"N/A","R:605":"N/A","BH:373":"No","G:315":"A1SMethod. Briefly describe the method you use.","BG:685":"No","AP:346":"No","P:654":"N/A","BG:358":"N/A","AR:137":"50","G:172":"A1OutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","AH:734":"4","AC:666":"N/A","AY:634":"N/A","AO:596":"N/A","AG:449":"N/A","AA:256":"N/A","AT:650":"N/A","R:167":"Yes","Y:585":"N/A","V:348":"N/A","P:182":"No","BE:735":"N/A","P:6":"25","G:41":"Cause4. due to ...","AN:299":"N/A","P:423":"N/A","AY:473":"N/A","Z:558":"I used a criteria-based assessment design aligned with the lesson’s learning outcome.The method had three steps:\n \n \n Identify key skills/outcomes – Content understanding, argumentation/reflection, communication, and collaboration were drawn directly from the activities and feedback.\n \n \n Translate into observable behaviors – Each criterion was described in terms of what learners would do (e.g., “identify key ideas,” “justify opinions with evidence,” “use sentence frames,” “exchange information in discussion”).\n \n \n Differentiate performance levels – A 4-point scale (Excellent → Beginning) was created to capture varying degrees of success, ensuring it works for both emerging and advanced learners.","AS:640":"N/A","BD:353":"N/A","AC:428":"N/A","AA:596":"N/A","AB:535":"No","AF:768":"This activity is replaced by the following SciLMi activity.","BH:31":"Yes","AR:465":"N/A","AJ:487":"N/A","V:176":"short recap in textform","X:560":"N/A","AD:431":"N/A","O:245":"N/A","AO:534":"No","AG:776":"N/A","AO:44":"Darstellung von Haien:\n als furchterregende, bedrohliche Tiere; der Glaube, dass ein Haiangriff sehr wahrscheinlich ist\n \n Überfischung:\n Irreführende Zahlen, die von der Fischereiindustrie verwendet werden:\n https://www.desmog.com/2024/11/21/fish-farming-industry-is-using-misleading-figures-to-downplay-its-role-in-overfishing-new-research-finds/","AQ:698":"N/A","AY:585":"N/A","BC:617":"N/A","BC:262":"N/A","AF:629":"N/A","AQ:467":"N/A","X:351":"N/A","S:272":"N/A","AV:215":"N/A","D:707":"Material Sources","T:510":"No","P:799":"N/A","AP:751":"Yes","Y:260":"N/A","AG:438":"N/A","AZ:643":"N/A","AS:153":"7","X:663":"N/A","AH:639":"N/A","G:249":"A1Hows[D2G4O1a]. HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","BB:74":"No","AF:689":"N/A","BH:482":"N/A","AS:116":"No","AY:279":"N/A","AS:634":"N/A","P:433":"N/A","AN:665":"N/A","AA:139":"Genetics","AE:453":"N/A","AH:83":"No","AX:308":"N/A","R:89":"Beauty Standards & the Engineered Self","D:531":"Material Sources","AR:214":"N/A","AF:73":"No","T:103":"No","AH:97":"Yes","AY:49":"Communicate established viewpoints on a socio-scientific issue: Inform.","BC:608":"N/A","T:780":"N/A","AS:77":"No","Y:629":"N/A","BA:209":"N/A","Z:642":"N/A","V:346":"No","Z:582":"N/A","V:273":"N/A","AE:777":"N/A","BG:562":"N/A","W:275":"N/A","BF:74":"No","BA:686":"N/A","G:457":"r570q0[D3G4O2a]. HOWs [Checklist: (Re)assessing personal viewpoint on SSI]","AD:548":"N/A","AR:684":"N/A","AY:393":"N/A","AM:786":"N/A","AQ:752":"N/A","AS:690":"N/A","AC:769":"N/A","AQ:294":"N/A","AT:155":"N/A","AZ:612":"N/A","AS:605":"N/A","AL:753":"N/A","BD:200":"N/A","BF:594":"N/A","AX:666":"N/A","AR:470":"N/A","AF:317":"N/A","T:616":"N/A","AP:614":"N/A","AU:447":"N/A","BD:12":"109.81.16.137","AY:255":"N/A","AA:423":"N/A","AN:295":"N/A","AA:741":"N/A","AI:729":"N/A","G:332":"A1SReference[S009]. Provide all sources you used in this activity [Reference / Source 9]","BE:347":"N/A","BB:252":"N/A","O:287":"N/A","AF:72":"No","U:9":"wY7PNKxXmyWZJq8","BE:408":"N/A","X:700":"N/A","AE:663":"N/A","AP:395":"N/A","AL:363":"N/A","AI:587":"N/A","AN:507":"N/A","T:641":"N/A","AG:268":"N/A","AQ:80":"No","Q:581":"N/A","D:374":"App","AS:741":"No","BE:585":"N/A","T:496":"Yes","D:354":"Duration","AZ:651":"N/A","AZ:540":"N/A","AC:538":"No","AC:750":"N/A","S:552":"N/A","AP:80":"No","AW:226":"N/A","BH:306":"N/A","AP:242":"N/A","AQ:457":"N/A","AE:262":"N/A","AF:700":"N/A","AD:226":"N/A","P:548":"N/A","O:251":"N/A","AA:224":"N/A","AU:536":"Yes","S:452":"N/A","AZ:493":"1. Внимательно изучите каждое утверждение.\n 2. Выявите ошибочное представление в каждом утверждении.\n 3. Объясните верную биологическую концепцию, используя свои знания и достоверные научные источники.\n 4. Найдите подтверждающие доказательства, используя рецензируемые статьи или достоверные источники (PubMed, ВОЗ).\n 5. Предложите способ, которым участники могут улучшить своё понимание.","AT:231":"N/A","AF:30":"4","R:464":"N/A","V:439":"N/A","AG:83":"No","BH:786":"N/A","AM:607":"N/A","AV:668":"N/A","W:467":"N/A","BG:180":"N/A","AG:663":"N/A","AZ:470":"N/A","AW:392":"N/A","AV:510":"N/A","AY:640":"N/A","AR:427":"N/A","BC:581":"N/A","BC:360":"N/A","BF:104":"No","AL:642":"N/A","AT:586":"N/A","AT:482":"N/A","AQ:623":"N/A","AY:449":"N/A","AZ:97":"No","BI:552":"N/A","S:585":"N/A","AY:545":"N/A","AV:276":"N/A","AD:540":"N/A","R:119":"No","AN:47":"Differentiate between fact and opinion.","O:550":"N/A","BF:585":"N/A","Q:644":"N/A","AL:231":"N/A","AI:618":"N/A","AS:374":"Other","AI:158":"N/A","BG:317":"N/A","BD:413":"N/A","AB:485":"N/A","AU:320":"Yes","Z:100":"No","D:555":"Expected Outcome","AS:729":"No","X:296":"N/A","AB:669":"N/A","W:204":"N/A","AG:445":"N/A","AU:464":"N/A","AT:228":"N/A","AQ:535":"N/A","AJ:447":"N/A","R:316":"N/A","BD:72":"No","AO:269":"N/A","BE:370":"No","T:358":"N/A","BC:108":"Yes","AF:672":"N/A","AM:373":"N/A","X:163":"N/A","Y:549":"N/A","U:245":"N/A","AT:363":"N/A","AU:655":"N/A","BF:552":"N/A","V:171":"N/A","AC:14":"2025","AU:8":"1.84E+08","BA:679":"N/A","AT:389":"N/A","AB:561":"N/A","BA:471":"N/A","AH:11":"2025-08-22 12:56:52","AE:693":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Lesson 1&nbsp;(Antibiotics: allies against bacterial\n infections)&nbsp;is introductory. We will take\n classroom notes during this activity (and the other activities) to identify any\n alternative ideas that learners may have. In addition, we use activity 4 (Kahoot) to\n verify that the activities have been followed correctly.\n \n  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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;}","AV:165":"Yes","BH:468":"N/A","W:499":"Yes","AP:398":"N/A","AZ:280":"N/A","Q:642":"N/A","AV:582":"N/A","AO:170":"Yes","BF:725":"N/A","AT:553":"N/A","AI:12":"178.164.177.239","AB:475":"N/A","AE:83":"No","AK:7":"en","AA:508":"N/A","AX:503":"• Die Schülerinnen zeigen Verständnis für die Rolle der jeweiligen Stakeholder.&nbsp;\n • \n \n Die Schülerinnen\n n bringen die Werte, Anliegen und Ziele dieser Person präzise zum Ausdruck.\n• \n \n Die Schülerinnen\n nutzen Fakten, Statistiken oder Zitate aus bereitgestelltem Material, um wichtige Punkte zu untermauern.&nbsp;\n • Die Ideen sind strukturiert und leicht verständlich.&nbsp;\n • Die Argumente sind überzeugend und durchdacht.&nbsp;\n • Das Layout hilft dem Leser, sich durch die Informationen zu navigieren.","Z:31":"No","AY:231":"N/A","AM:727":"N/A","AA:792":"N/A","AJ:483":"N/A","AN:319":"N/A","BF:639":"N/A","AL:398":"N/A","AM:298":"N/A","AK:649":"N/A","BH:448":"N/A","AR:737":"N/A","Q:510":"N/A","AA:608":"N/A","P:402":"N/A","AV:628":"N/A","Y:452":"N/A","BA:101":"N/A","V:118":"No","AZ:54":"Verify the reliability of the arguments and evidence using (domain-specific) knowledge.","AL:727":"N/A","V:48":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","W:632":"N/A","BE:628":"N/A","AK:66":"No","AU:450":"N/A","AD:100":"No","AJ:667":"N/A","O:670":"N/A","BD:158":"No","AV:97":"No","W:699":"N/A","AA:241":"N/A","BC:610":"N/A","U:30":"4","AL:688":"N/A","AZ:418":"N/A","T:738":"N/A","AI:463":"N/A","BH:357":"No","BC:251":"N/A","AK:465":"N/A","AQ:92":"No","AG:7":"en","BB:106":"No","AR:618":"N/A","AO:273":"N/A","G:304":"A1SOutputForm[SQ001]. Student output form [Text]","AN:12":"185.58.55.229","Q:578":"This activity is replaced by the following SciLMi activity.","BB:579":"N/A","O:688":"N/A","AF:254":"N/A","AH:215":"N/A","AD:588":"N/A","BE:424":"N/A","AO:76":"Yes","BE:551":"N/A","P:669":"N/A","AN:534":"No","AK:359":"N/A","AZ:244":"N/A","AG:472":"N/A","BG:406":"N/A","AE:391":"N/A","Z:774":"N/A","X:613":"N/A","AZ:537":"No","V:562":"N/A","W:295":"N/A","AY:405":"N/A","AC:179":"N/A","O:445":"N/A","AA:647":"N/A","AM:12":"138.232.155.241","BE:591":"N/A","AW:201":"N/A","AD:113":"Yes","Z:412":"N/A","O:182":"N/A","X:785":"N/A","P:15":"test","AU:495":"N/A","BC:370":"N/A","P:425":"N/A","AB:446":"N/A","AK:547":"N/A","AC:305":"N/A","AO:591":"N/A","AF:612":"N/A","O:595":"N/A","Y:678":"N/A","U:361":"No","AS:664":"N/A","AV:625":"N/A","AQ:536":"N/A","U:225":"N/A","AG:305":"N/A","G:622":"r246q0[D2G2O3a]. HOWs [Identify the purpose behind the information. -&gt; Checklist]","G:388":"A2SciLMi. SciLMi lesson plan","T:559":"N/A","BH:422":"N/A","U:399":"N/A","BD:740":"N/A","G:51":"LearningOutcome2. Learning Outcome","AC:789":"N/A","BG:10":"2025-08-22 11:42:05","T:73":"No","AG:5":"2025-08-21 17:18:46","AJ:417":"N/A","AR:628":"N/A","W:90":"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.","AB:626":"N/A","AD:506":"Yes","AR:432":"N/A","AW:91":"No","BG:15":"Couce Freijomil, María de los Ángeles","Z:619":"N/A","O:436":"N/A","AH:600":"N/A","AO:287":"N/A","AH:122":"blackboard + chalks / whiteboard+pens","AH:626":"N/A","AU:344":"No","Y:466":"N/A","T:285":"N/A","V:27":"English","AC:453":"N/A","AB:602":"N/A","AB:67":"No","AN:273":"N/A","G:63":"LearningOutcome14. Learning Outcome","BG:605":"N/A","BC:638":"N/A","AT:348":"N/A","AV:309":"N/A","D:576":"Material Sources","AU:390":"N/A","AX:257":"N/A","BD:346":"No","AK:230":"N/A","AD:677":"N/A","AF:212":"N/A","AB:348":"N/A","V:489":"N/A","AB:213":"N/A","T:537":"N/A","P:697":"N/A","AS:253":"N/A","AG:779":"N/A","BG:623":"N/A","T:223":"N/A","D:29":"Lesson Sequence Title","AU:6":"26","AE:795":"N/A","BC:632":"N/A","Y:155":"No","AO:538":"N/A","AU:96":"Yes","V:390":"N/A","R:238":"N/A","AP:262":"N/A","AJ:775":"N/A","AI:76":"No","AI:98":"No","AJ:649":"N/A","G:214":"A1Hows[D1G4O1b]. HOWs [Identify author and messenger.]","AU:34":"No","Q:304":"N/A","AY:239":"N/A","BG:80":"No","AU:91":"No","P:612":"N/A","P:424":"N/A","Q:604":"N/A","V:164":"30","T:679":"N/A","AF:246":"N/A","T:249":"N/A","BC:783":"N/A","AG:586":"N/A","AE:90":"Learners explain the benefits and the mechanism of action of antibiotics. Learners differentiate between opinions and arguments about misunderstandings of antibiotics.","X:111":"No","W:292":"N/A","AY:742":"N/A","O:319":"N/A","U:8":"1.59E+09","Q:790":"N/A","S:551":"N/A","AX:351":"N/A","BI:613":"N/A","BC:306":"N/A","AC:347":"No","BG:118":"Yes","AU:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AG:316":"N/A","BD:163":"N/A","Z:797":"N/A","BC:742":"N/A","Q:244":"N/A","S:93":"No","AC:505":"Individual work: learners work on their own to gain knowledge and information which can be used later on in the activities following.","AC:438":"N/A","Y:417":"N/A","BE:250":"N/A","AY:229":"N/A","AR:441":"N/A","G:319":"A1SMedia[SQ004]. Media [Multimedia]","AO:294":"N/A","AS:441":"N/A","X:251":"N/A","BE:13":"https://web-mail.uibk.ac.at/","AL:286":"N/A","BC:305":"N/A","G:95":"AgeRange[SQ005]. Age range [14]","AF:281":"N/A","BE:222":"N/A","U:227":"N/A","BD:304":"N/A","Y:254":"N/A","AU:251":"N/A","AR:13":"https://mail.google.com/","AN:404":"N/A","BB:652":"N/A","AQ:791":"N/A","AT:649":"N/A","AD:216":"N/A","AG:447":"N/A","S:142":"Simulation","BA:278":"N/A","AD:388":"This activity is complemented by the following SciLMi activity.","AO:492":"25","T:652":"N/A","U:102":"No","G:524":"r829q0[S011]. Provide all sources you used in this activity [Reference / Source 11]","AM:459":"N/A","S:438":"N/A","G:701":"r567q0. App","AO:168":"No","AB:165":"No","AE:609":"Yes","AH:412":"N/A","V:680":"N/A","AI:241":"N/A","Z:275":"N/A","BC:500":"No","BG:728":"N/A","R:684":"N/A","AB:444":"N/A","AY:348":"N/A","AP:183":"N/A","AW:671":"N/A","BF:400":"N/A","AV:784":"N/A","AI:201":"N/A","AE:241":"N/A","BG:411":"N/A","AP:770":"N/A","AE:584":"N/A","AR:31":"No","AT:272":"N/A","BH:164":"4","AK:172":"N/A","AM:102":"N/A","O:208":"N/A","AO:736":"Follow-up Lerneinheit:&nbsp;\n \n \n \n \n Erstellt den geplanten Beitrag in Canva und berücksichtigt die Zielgruppe und Besonderheiten des jeweiligen Mediums. Beachtet dabei die folgenden Kriterien:&nbsp;\n \n \n \n \nEin Instagram-Beitrag muss Folgendes enthalten:&nbsp;\n \n \n mindestens ein Bild oder Video (real oder computergeneriert) mit&nbsp;gesprochenem/visuellem Texteiner BildunterschriftHashtagsoptional: Erwähnungen (bei Kooperationen), Musik, Informationen zum KI-Einsatz, Informationen zu Werbung (bei Kooperationen mit Unternehmen)&nbsp;\n \n \n Ein Instagram-Reel muss Folgendes enthalten:&nbsp;\n \n \n Video (real oder computergeneriert)&nbsp;gesprochener und/oder visueller Text&nbsp;Musik&nbsp;optional: Erwähnungen (bei Kooperationen), Informationen zum KI-Einsatz, Informationen zu Werbung (bei Kooperationen mit Unternehmen)&nbsp;\n \n \n Eine Reihe von Instagram-Storys muss Folgendes enthalten:&nbsp;\n \n \n Bild oder Video (real oder computergeneriert)gesprochener und/oder visueller Text&nbsp;optional: Erwähnungen (bei Kooperationen), Informationen zum KI-Einsatz, Informationen zu Werbung (bei Kooperationen mit Unternehmen)&nbsp;\n \n In einer weiteren Folgestunde könnten die Schüler*innen Instagram-Konten erstellen und ihre Beiträge veröffentlichen.","AN:674":"N/A","AM:71":"N/A","AW:102":"No","V:440":"N/A","BB:495":"N/A","AK:357":"N/A","BD:319":"N/A","AC:687":"N/A","BG:166":"Actividad 1. Identificar los beneficios de los antibióticos: antes y después de los antibióticos.\n \n \n Esta es una actividad introductoria en la que el profesor dará una explicación acompañada de preguntas para que los alumnos comiencen a reflexionar sobre el uso de los antibióticos.&nbsp;\n \n \n Para los profesores:&nbsp;\n \n \n Comience la lección desde una perspectiva histórica, señalando el descubrimiento de la penicilina y el caso del primer paciente tratado, como ejemplo de cómo funcionan los antibióticos, la importancia de garantizar el acceso a los antibióticos y la necesidad de tomar el tratamiento completo.&nbsp;\n \n \n Consulte este artículo, concretamente la sección « Life (and death) before antibiotics»: https://theconversation.com/the-rise-and-fall-of-antibiotics-what-would-a-post-antibiotic-world-look-like-213450&nbsp;\n \n \n A continuación, como complemento, muestre un gráfico donde se representen las principales causas de muerte antes y después de la introducción de los antibióticos.&nbsp;\n Puede encontrar un ejemplo en este enlace: https://antranik.org/the-rise-of-modern-medicine-causes-of-death-in-the-20th-century/&nbsp;\n \n \n Reflexionen sobre ello mediante un debate con toda la clase, respondiendo juntos a las siguientes preguntas:&nbsp;\n \n \n (Para los alumnos:)&nbsp;\n Identificar al menos dos tendencias que se pueden observar entre 1900 y 2000 en relación con las causas de muerte en los Estados Unidos.&nbsp;Reconocer el cambio en la esperanza de vida a lo largo del siglo. Explicar al menos una posible causa.Este gráfico muestra datos de 1900 a 2000. Debatir sobre un posible cambio desde entonces hasta hoy en día en relación con las enfermedades infecciosas.","U:609":"N/A","P:113":"No","AV:121":"Hand-out","AB:688":"N/A","AK:643":"N/A","W:260":"N/A","BC:550":"N/A","W:169":"N/A","AC:279":"N/A","AP:295":"N/A","AB:48":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","P:795":"N/A","AB:727":"Yes","Q:297":"N/A","X:584":"N/A","D:514":"Material Sources","AW:389":"N/A","AY:187":"https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/","T:201":"N/A","AK:772":"N/A","AQ:290":"N/A","AA:630":"N/A","Y:777":"N/A","BE:742":"N/A","AK:161":"N/A","AR:771":"N/A","BC:540":"N/A","AM:649":"N/A","AU:254":"N/A","R:404":"N/A","AP:14":"2025","AT:169":"N/A","AO:671":"N/A","AL:213":"N/A","BG:320":"N/A","Y:390":"N/A","BA:621":"N/A","AH:144":"habits","Z:247":"N/A","AM:72":"N/A","Q:542":"N/A","AZ:119":"No","AO:423":"N/A","AX:68":"No","S:731":"N/A","BC:672":"N/A","AT:423":"N/A","W:242":"N/A","G:216":"A1Hows[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","AA:429":"N/A","O:359":"N/A","AP:316":"N/A","AJ:156":"N/A","T:297":"N/A","AS:415":"N/A","Q:97":"No","AP:606":"N/A","AV:799":"N/A","AZ:78":"No","BG:276":"N/A","AU:226":"N/A","AI:73":"No","Q:84":"No","BE:751":"N/A","AI:735":"N/A","Q:587":"N/A","AK:462":"N/A","S:61":"Tailor the content to the target audience and communication channel.","AM:552":"N/A","AS:163":"N/A","G:623":"r246q0[D2G2O3b]. HOWs [Consider the geographical and cultural context of the information.]","AJ:180":"N/A","AV:685":"N/A","AY:781":"N/A","BI:686":"N/A","AU:433":"N/A","AN:137":"60","Y:660":"N/A","BC:206":"N/A","AW:170":"N/A","AW:84":"No","V:270":"N/A","BD:545":"No","Y:737":"N/A","AF:231":"N/A","T:789":"N/A","AX:519":"https://www.oceans-research.com/how-climate-change-affects-marine-life/","S:94":"No","R:545":"Yes","AV:216":"N/A","AV:210":"N/A","AZ:697":"N/A","AY:388":"This activity is replaced by the following SciLMi activity.","AE:272":"N/A","AZ:638":"N/A","AQ:15":"Strømsnes, Astrid","AE:401":"N/A","BD:161":"N/A","AS:598":"N/A","R:280":"N/A","AY:676":"N/A","BE:664":"N/A","AN:154":"Yes","AI:454":"N/A","AL:94":"No","AV:416":"N/A","Q:289":"N/A","AL:778":"N/A","D:516":"Material Sources","AG:243":"N/A","AS:209":"N/A","Q:162":"N/A","BB:202":"N/A","AR:158":"N/A","AS:410":"N/A","D:765":"Material Sources","AH:222":"N/A","R:274":"N/A","S:547":"N/A","U:176":"no evaluation","AD:183":"N/A","P:221":"N/A","AH:307":"N/A","AB:290":"N/A","AT:785":"N/A","AO:424":"N/A","Y:248":"N/A","P:787":"N/A","AP:247":"N/A","BG:88":"Benefits of antibiotics and their mechanism of action","AF:420":"N/A","P:32":"No","AY:536":"N/A","AG:409":"N/A","AZ:110":"Yes","P:236":"N/A","AN:145":"Antibiotika","S:320":"N/A","Z:547":"Yes","BI:12":"178.164.177.239","AL:635":"N/A","G:513":"r124q0. Tips, tricks, and suggestions for practice","AT:211":"N/A","AF:207":"N/A","AB:246":"N/A","AS:158":"No","AH:581":"N/A","BC:462":"N/A","BA:618":"N/A","AX:547":"N/A","BD:391":"N/A","AG:781":"N/A","AG:357":"No","AS:668":"N/A","AW:8":"1.84E+09","BF:6":"4","BI:594":"N/A","U:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AR:11":"2025-07-25 14:20:00","AS:171":"No","AQ:772":"N/A","V:623":"N/A","AE:500":"N/A","AS:156":"No","G:728":"r800q0[SQ005]. Activity number in lesson [5]","BF:297":"N/A","Q:749":"N/A","O:537":"N/A","AG:9":"LuaEqG3WzV7QT3P","G:312":"A1SModelSolution. Model solution","AI:169":"No","T:649":"N/A","O:643":"N/A","AF:424":"N/A","BC:420":"N/A","BA:508":"N/A","O:638":"N/A","AP:180":"N/A","AH:33":"No","AA:460":"N/A","Q:436":"N/A","BG:84":"No","BB:697":"N/A","AA:796":"N/A","AZ:437":"N/A","BC:494":"No","AH:466":"N/A","Q:225":"N/A","P:306":"No","AW:109":"recyklování, udržitelnost","AW:442":"N/A","AW:468":"N/A","AI:293":"N/A","BF:270":"N/A","D:131":"Required infrastructure & Teaching Materials","AG:637":"N/A","AV:164":"45","AM:439":"N/A","BD:699":"Yes","Z:358":"No","AF:265":"N/A","BG:253":"N/A","AQ:735":"N/A","AA:296":"N/A","AY:11":"2025-08-19 12:01:56","AU:167":"N/A","AF:230":"N/A","Q:476":"N/A","AP:256":"N/A","G:688":"r612q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AO:598":"N/A","T:740":"N/A","S:171":"N/A","BC:676":"N/A","B:1":"E2 Display","AP:664":"N/A","AX:246":"N/A","AP:730":"N/A","AY:512":"BioRender","BH:649":"N/A","AV:640":"N/A","AN:78":"No","G:111":"Infrastructure[SQ002]. Required infrastructure [Student computers / notebooks]","BA:623":"N/A","AL:423":"N/A","G:269":"A1Hows[D4G1O1b]. HOWs [Identify gaps in existing efforts addressing these needs.]","BC:98":"Yes","AQ:592":"N/A","AD:794":"N/A","R:423":"N/A","AG:296":"N/A","G:275":"A1Hows[SQ093]. HOWs [checklist]","AY:247":"N/A","AZ:75":"No","AI:422":"N/A","AH:30":"4","AT:395":"N/A","R:299":"N/A","BE:536":"Yes","BI:500":"No","T:454":"N/A","G:750":"r631q0[SQ002]. Media [Audio media]","AS:648":"N/A","BB:613":"N/A","BF:112":"No","T:588":"N/A","AO:666":"N/A","T:9":"scjxeswXPOSETqg","T:89":"Should the ALTRI factory be built?","AJ:93":"N/A","BD:409":"N/A","X:629":"N/A","AK:310":"N/A","AO:779":"N/A","AF:296":"N/A","P:794":"N/A","AS:601":"N/A","AB:306":"No","AI:480":"N/A","AD:210":"N/A","BC:235":"N/A","W:562":"N/A","BI:5":"2025-08-22 16:26:22","Z:261":"N/A","BF:73":"No","BH:264":"N/A","AE:181":"N/A","AD:10":"2025-06-11 14:24:16","BB:461":"N/A","X:588":"N/A","AA:261":"N/A","AR:103":"No","BC:395":"N/A","U:536":"Yes","AU:458":"N/A","AD:690":"N/A","O:642":"N/A","AJ:658":"N/A","AC:658":"N/A","AG:642":"N/A","BD:81":"No","Q:361":"N/A","AI:244":"N/A","BA:605":"N/A","AV:231":"N/A","G:394":"r570q0[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","G:743":"r20q0[SQ007]. Student output form [Service-learning project]","AB:800":"N/A","X:427":"N/A","AI:393":"N/A","AF:471":"N/A","G:740":"r20q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","R:568":"Adobe Stock Photos","AK:442":"N/A","AN:398":"N/A","BG:39":"due to increased antibiotic resistance","T:95":"No","AC:83":"No","BD:621":"N/A","AV:87":"Yes","R:778":"N/A","AS:724":"No","AX:636":"N/A","BE:175":"/","O:563":"N/A","R:451":"N/A","Z:410":"N/A","O:417":"N/A","AB:209":"N/A","AL:562":"N/A","AN:778":"N/A","U:610":"N/A","BI:43":"Fast - fashion","R:287":"N/A","Y:601":"N/A","AD:35":"N/A","AV:476":"N/A","V:241":"N/A","AP:239":"N/A","BH:80":"No","P:783":"N/A","BA:581":"N/A","G:504":"r797q0. Suggested social form","AY:667":"N/A","AM:632":"N/A","AR:408":"N/A","BI:418":"N/A","D:310":"Student Output Form","AC:291":"N/A","U:662":"N/A","AC:99":"Yes","AH:203":"N/A","U:600":"N/A","AB:585":"N/A","AY:507":"No","AR:14":"2025","BD:623":"N/A","AV:664":"N/A","BE:655":"N/A","BD:580":"N/A","Y:255":"N/A","AU:726":"No","AW:598":"N/A","BD:421":"N/A","AT:438":"N/A","AL:316":"N/A","AV:234":"N/A","AB:638":"N/A","AB:73":"No","Y:116":"No","AZ:592":"N/A","W:600":"N/A","BE:689":"N/A","AW:649":"N/A","AH:297":"N/A","T:354":"50","BG:231":"N/A","O:583":"N/A","BH:294":"N/A","AT:230":"N/A","AU:372":"N/A","AL:176":"The handout with the selected questions from the CRAAP test is chosen to assess whether the learners have understood the main idea about how this test works.&nbsp;","BE:582":"N/A","BH:732":"N/A","AL:115":"Yes","AY:137":"50","R:409":"N/A","BC:239":"N/A","U:162":"N/A","AN:97":"No","AG:750":"N/A","BF:636":"N/A","AC:584":"N/A","AU:204":"N/A","AP:793":"N/A","AF:587":"N/A","U:217":"N/A","X:114":"No","Q:481":"N/A","AY:88":"Bebés a la carta o modificados genéticamente","Y:559":"N/A","AL:788":"N/A","Z:447":"N/A","G:49":"LearningObjective4. Learning Objective","AQ:732":"N/A","AC:773":"N/A","AE:417":"N/A","AY:777":"N/A","AT:637":"N/A","AU:297":"N/A","W:82":"No","P:308":"No","BI:753":"N/A","AV:463":"N/A","AW:418":"N/A","AV:240":"N/A","Q:435":"N/A","D:760":"Material Sources","AS:188":"Adobe Stock Photos","AI:411":"N/A","AG:253":"N/A","AU:117":"No","AI:461":"N/A","AC:664":"N/A","BG:593":"N/A","BD:425":"N/A","V:78":"No","AD:443":"N/A","T:560":"N/A","AH:163":"N/A","AP:631":"N/A","AM:81":"N/A","Z:476":"N/A","R:774":"N/A","P:729":"N/A","AO:210":"N/A","X:620":"N/A","Q:596":"N/A","BE:217":"N/A","AH:415":"N/A","AI:249":"N/A","AI:620":"N/A","R:348":"No","AN:296":"N/A","AG:178":"This is the fourth lesson in which the learners deal with the topic of antibiotic misuse. Since the previous lessons have taken place in science subjects, the learners already have a certain understanding of the scope and basic concepts in this area. Therefore, the topic can now also be addressed in a foreign language, allowing the learners to both improve their foreign language skills and deepen their understanding of antibiotic (mis)use.\n \n \n \n \n The given pictures are intended to activate the learners’ prior knowledge and encourage them to share what they have learned with the class. At the same time, the pictures are meant to highlight the critical and controversial aspects of antibiotic use (misuse, mechanisms, resistance, and availability)&nbsp;and thus initiate a discussion.\n \n \n (In collaboration with one of the instructors in Santiago, I decided not to create the picture collage, as this lesson plan focuses primarily on the theoretical aspects. Had I done so, the images themselves would need to be cited.)","AF:260":"N/A","W:462":"N/A","BF:780":"N/A","Z:560":"Yes","AP:440":"N/A","AW:288":"N/A","T:418":"N/A","AL:317":"N/A","AY:344":"No","X:642":"N/A","AJ:459":"N/A","BH:273":"N/A","BC:428":"N/A","AW:488":"Yes","AG:398":"N/A","AM:616":"N/A","AB:311":"Data recording","AJ:317":"N/A","Z:274":"N/A","U:121":"see large file","BC:794":"N/A","BF:559":"N/A","BH:417":"N/A","T:590":"N/A","AM:319":"N/A","AV:535":"N/A","AF:90":"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.","AC:799":"N/A","AJ:172":"N/A","W:95":"Yes","Q:398":"N/A","AY:349":"N/A","AM:679":"N/A","BC:299":"N/A","V:41":"due to overfishing","BA:420":"N/A","AH:468":"N/A","BF:69":"No","BG:697":"No","Y:394":"N/A","AT:402":"N/A","P:595":"N/A","AB:467":"N/A","AI:67":"No","AH:560":"No","G:601":"r246q0[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","AG:778":"N/A","AF:773":"N/A","BH:640":"N/A","AJ:407":"N/A","BH:219":"N/A","BC:354":"40","AF:242":"N/A","W:790":"N/A","AF:507":"N/A","AN:359":"No","AQ:235":"N/A","Y:112":"Yes","AF:605":"N/A","U:634":"N/A","BI:450":"N/A","BB:499":"N/A","AB:237":"N/A","AB:494":"N/A","AD:6":"24","S:218":"N/A","BH:459":"N/A","G:281":"A1Hows[D4G2O1c]. HOWs [Linguistic competence]","G:625":"r246q0[D2G3O1a]. HOWs [Identify common logical fallacies. -&gt; Checklist: logical fallacies]","AC:95":"No","AV:103":"No","AP:216":"N/A","AY:72":"Yes","AJ:740":"N/A","BH:188":"Instagram. (n.d.) https://www.instagram.com/sheinofficial/ Ultimo accesso: 12.06.2025","AK:33":"No","BA:535":"N/A","BE:397":"N/A","AK:536":"Yes","X:372":"N/A","AW:118":"No","AK:209":"N/A","BD:793":"N/A","AO:393":"N/A","D:99":"Learner Age Range","AL:170":"No","BD:320":"N/A","AZ:288":"N/A","Y:82":"No","BA:274":"N/A","AM:797":"N/A","BB:454":"N/A","AA:610":"N/A","AS:587":"N/A","T:138":"ALTRI, Ulla River, sustainability, environmental impact, water use, textile industry","W:592":"N/A","AI:349":"N/A","AD:583":"N/A","BD:539":"No","BA:105":"N/A","D:519":"Material Sources","AB:117":"No","AP:697":"N/A","AK:276":"N/A","AD:769":"N/A","AA:95":"No","AL:186":"A suggestion is to make it clear why this activity is included, which is to practice assessing online sources by researching the context and how it affects the content. Also, an additional article is added for the learners that finish where they can practice doing the CRAAP method again on a new article.&nbsp;","BI:622":"N/A","AH:741":"No","AL:600":"N/A","AI:600":"N/A","Z:162":"N/A","U:659":"N/A","AU:260":"Yes","AM:252":"N/A","AD:29":"AAA: Antibiotic Awareness Action","AB:625":"N/A","Y:348":"N/A","AQ:670":"N/A","AE:400":"N/A","Z:741":"No","AV:739":"N/A","AW:283":"N/A","O:201":"N/A","AU:250":"N/A","AO:71":"No","AP:405":"N/A","AE:355":"No","AI:178":"The lesson uses a combination of pair work, group work, whole-class discussion, and short group presentations. Learners collaborate to define the concept of fast fashion, critically discuss its impacts, and propose alternatives in a creative form (poster, mind map).","AA:216":"N/A","AS:455":"N/A","AI:782":"N/A","AC:93":"No","AX:163":"N/A","BC:266":"N/A","AW:351":"N/A","AG:71":"No","AK:424":"N/A","AX:513":"Die Webseiten können vom Browser automatisch auf Deutsch übersetzt werden. Schülerinnen mit einem niederen Sprachniveau können auch zwischen Deutsch und anderen Sprachen (ihrer Muttersprache) wechseln und so mehr verstehen.\n Vergrößere die Perspektivkarten für Schüler mit Sehbehinderungen und verwende einen Text-to-Speech-Reader für die Websites.\nEinige sensible Schülerinnen könnten von der Rolle der Tierrechtsaktivistin überfordert sein. Frag sie, ob sie sich mit diesem Thema wohlfühlen, und schließediese Perspektive andernfalls aus.","BG:105":"Yes","AA:146":"Genetic editing","AK:752":"N/A","AT:108":"N/A","Z:115":"Yes","AB:724":"No","T:33":"N/A","AE:725":"No","AA:290":"N/A","BH:93":"No","BH:629":"N/A","T:316":"N/A","AJ:202":"N/A","AW:260":"N/A","Z:544":"15","AI:786":"N/A","AC:630":"N/A","AY:749":"N/A","U:284":"N/A","X:43":"Recycling","AH:320":"N/A","V:202":"N/A","W:729":"N/A","Q:740":"N/A","S:450":"N/A","BH:652":"N/A","AE:680":"N/A","V:2":"Yes","AU:651":"N/A","Q:786":"N/A","AA:662":"N/A","W:689":"N/A","P:659":"N/A","Z:589":"N/A","T:14":"2025","BF:646":"N/A","AE:431":"N/A","S:243":"N/A","R:666":"N/A","BA:7":"en","BG:288":"N/A","BB:407":"N/A","AH:779":"N/A","AR:500":"N/A","AQ:482":"N/A","R:482":"N/A","G:789":"r276q0[D1G4O3c]. HOWs [Verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]","AR:15":"Dimitropoulou, Aliki","R:435":"N/A","AV:781":"N/A","AX:675":"N/A","AB:113":"No","X:659":"N/A","AJ:110":"N/A","X:615":"N/A","AF:616":"N/A","AZ:595":"N/A","BD:703":"1. Před zhlédnutím videa rozdá učitel pracovní list s otázkou, na kterou budou muset po zhlédnutí videa odpovědět (aby věděli, na co se ve videu zaměřit). Otázka pro ně zní: „Jaké prvky videa ovlivňují vaše pocity a názory na žraloky? Můžete hovořit o hudbě, slovech, pocitech herců, scénách, barvách atd.“2. Žáci si pustí upoutávku k filmu Great White a zapíší si své odpovědi.3. Odpovědi mohou žáci zadávat také pomocí svých mobilních telefonů a digitální aplikace Poll Everywhere. Žáci zadají své odpovědi. Jejich odpovědi se zobrazí na interaktivní tabuli. Díky Poll Everywhere budou nejčastěji používaná slova větší než ostatní.4. Studenti budou diskutovat o svých odpovědích na otázku ve dvojicích. Poté je sdílejí s ostatními ve třídě. Učitel zapíše jejich odpovědi na interaktivní tabuli/ tabuli (ne v celých větách, pouze krátkými frázemi).5. Později v hodině se podíváme na odpovědi studentů z této aktivity.","AC:797":"N/A","BA:413":"N/A","BD:354":"5","U:698":"N/A","AR:1":"58","AO:500":"No","Z:200":"N/A","AU:287":"N/A","AO:75":"Yes","AH:750":"No","G:45":"Domain. Competence Domain","BH:411":"N/A","AX:262":"N/A","AA:160":"N/A","AC:12":"178.164.177.239","AK:676":"N/A","AV:175":"Løsningsforslag til den første artikkelen (lenke: https://www.wired.com/story/your-next-job-designer-baby-therapist/)&nbsp;\n 1. Undersøk artikkelen ved å svare på følgende spørsmål.&nbsp;\n Tid for publisering\n - Når ble informasjonen publisert eller lagt ut? 11. desember 2024&nbsp;\n Relevans&nbsp;\n - Hvem er den tiltenkte målgruppen? Personer med interesse for temaet.&nbsp;\nMyndighet&nbsp;\n - Hvem er forfatteren/utgiveren/kilden/sponsoren? Emi Nietfeld.&nbsp;\n - Hva er forfatterens referanser eller organisasjonstilknytning? Forfatter, journalist og foredragsholder.&nbsp;\n - Er forfatteren kvalifisert til å skrive om emnet? Hun kan anses som kvalifisert ettersom hun er en journalist som har intervjuet en terapeut som jobber direkte med familier der tenåringene har problemer på grunn av at de er designet. På nettsiden står det at hun er journalist som dekker fertilitetsteknologi.&nbsp;\n- Finnes det kontaktinformasjon, for eksempel utgiver eller e-postadresse? Ja, Wired/Emi Nietfeld.&nbsp;\n Nøyaktighet&nbsp;\n - Hvor kommer informasjonen fra? Nettsiden Wired.&nbsp;\n- Virker språket eller tonen saklig og fri for følelser? Nei.&nbsp;\n Formål\n - Hva er formålet med informasjonen? Er det å informere, undervise, selge, underholde eller overtale? Informer fra en innsider.&nbsp;\n- Er informasjonen fakta, meninger eller propaganda? Mening.&nbsp;\n- Fremstår synspunktet som objektivt og upartisk? Nei, ettersom det er en person med erfaring som forteller om sine opplevelser. \n \n Kilde for CRAAP-testen som er brukt til spørsmålene: https://library.etbi.ie/sources2/craap\n \n \n 2. Diskuter hvorfor det er nyttig å lære om artikkelens kontekst.&nbsp;\n- Det er nyttig å finne ut om informasjonen er pålitelig og noe vi kan stole på, ved å finne ut mer om når den ble publisert, hvor og hvem som publiserte den.","BI:183":"N/A","Y:369":"N/A","BA:629":"N/A","AA:461":"N/A","AE:477":"N/A","AW:469":"N/A","AC:218":"N/A","AN:684":"N/A","AV:158":"N/A","BC:109":"Základní porozumění odpadu a znečištění, úvod do konceptu recyklace, druhy odpadních materiálů.","BE:595":"N/A","BG:169":"N/A","BH:620":"N/A","AC:669":"N/A","AB:479":"N/A","AM:268":"N/A","W:102":"No","AL:479":"N/A","O:432":"N/A","BG:69":"No","BH:392":"N/A","X:220":"N/A","AV:266":"N/A","G:271":"A1Hows[D4G1O2a]. HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","BA:247":"N/A","AZ:427":"N/A","S:426":"N/A","P:656":"N/A","X:547":"N/A","BA:733":"N/A","G:133":"Materials[SQ013]. Required teaching materials []","AW:696":"N/A","AD:172":"N/A","Z:479":"N/A","AD:786":"N/A","AJ:265":"N/A","P:224":"N/A","BD:758":"Florida Museum. Sharks vs. Lightning Fatalities. https://www.floridamuseum.ufl.edu/shark-attacks/odds/compare-risk/lightning-strikes/","Z:680":"N/A","AF:101":"No","AP:353":"N/A","AV:370":"N/A","S:358":"N/A","BH:791":"N/A","AP:349":"N/A","AG:76":"No","AU:80":"No","BH:345":"Yes","BC:663":"N/A","AD:352":"N/A","W:543":"N/A","AR:264":"No","T:292":"N/A","AY:397":"N/A","BA:390":"N/A","AJ:788":"N/A","AE:399":"N/A","AE:373":"N/A","AP:579":"N/A","BI:91":"No","G:651":"r246q0[D4G1O2a]. HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","AP:249":"N/A","AQ:94":"No","AJ:631":"N/A","AA:644":"N/A","AP:454":"N/A","X:508":"N/A","AL:179":"Yes","BF:634":"N/A","AM:583":"N/A","Y:596":"N/A","AJ:643":"N/A","BF:265":"N/A","S:153":"2","AU:453":"N/A","AG:626":"N/A","AE:88":"Benefits of antibiotics and their mechanism of action","BE:796":"N/A","Q:296":"N/A","AO:79":"No","AZ:586":"N/A","AH:254":"N/A","AO:49":"Communicate established viewpoints on a socio-scientific issue: Inform.","BB:506":"N/A","AQ:779":"N/A","AN:461":"N/A","AV:688":"N/A","AP:586":"N/A","Y:449":"N/A","Z:448":"N/A","G:717":"r875q0[S014]. Provide all sources you used in this activity [Reference / Source 14]","AV:596":"N/A","AJ:737":"N/A","BH:793":"N/A","AJ:644":"N/A","D:312":"Expected Outcome","AC:268":"N/A","BI:483":"N/A","BI:443":"N/A","W:6":"7","AQ:507":"N/A","BC:589":"N/A","AP:307":"N/A","AC:498":"No","AD:403":"N/A","U:282":"N/A","R:264":"N/A","O:273":"N/A","AF:59":"Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.","AV:481":"N/A","AZ:393":"N/A","AK:743":"N/A","BI:298":"N/A","AQ:651":"N/A","Z:401":"N/A","AZ:734":"10","AO:305":"N/A","O:509":"N/A","BC:173":"N/A","AL:645":"N/A","AK:137":"45","AR:591":"N/A","AG:247":"N/A","BH:394":"N/A","AA:730":"N/A","AF:94":"No","AQ:66":"No","AK:83":"No","AD:252":"N/A","Z:478":"N/A","BC:344":"No","AB:614":"N/A","BB:641":"N/A","BI:603":"N/A","AP:563":"N/A","AN:446":"N/A","AC:450":"N/A","AN:250":"N/A","AZ:688":"N/A","U:464":"N/A","AA:475":"N/A","BI:423":"N/A","AU:73":"No","Z:794":"N/A","Y:203":"N/A","AO:661":"N/A","AJ:629":"N/A","AH:469":"N/A","Z:173":"N/A","AN:160":"N/A","S:597":"N/A","AI:536":"N/A","AH:170":"Yes","T:282":"N/A","BA:223":"N/A","U:541":"N/A","AN:751":"N/A","AA:482":"N/A","BB:484":"N/A","AF:645":"N/A","S:540":"N/A","BC:229":"N/A","AF:790":"N/A","P:418":"N/A","AB:678":"N/A","AU:607":"N/A","AD:509":"No","AC:290":"N/A","AX:474":"N/A","X:599":"N/A","AJ:32":"N/A","V:456":"N/A","AJ:286":"N/A","Z:733":"N/A","W:5":"2025-08-21 13:23:25","R:256":"N/A","P:225":"N/A","AJ:431":"N/A","BI:404":"N/A","BB:421":"N/A","X:562":"N/A","S:543":"N/A","AF:167":"N/A","O:769":"N/A","AO:799":"N/A","T:457":"N/A","AW:457":"N/A","X:506":"N/A","O:391":"N/A","G:793":"r276q0[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","AA:664":"N/A","AZ:549":"N/A","AS:450":"N/A","BE:412":"N/A","T:220":"N/A","AH:76":"No","AZ:698":"N/A","BA:415":"N/A","Y:76":"No","AR:777":"N/A","AQ:397":"N/A","AP:363":"N/A","AT:245":"N/A","AJ:306":"N/A","BG:637":"N/A","V:670":"N/A","AC:265":"N/A","AU:228":"N/A","AK:268":"N/A","AO:498":"No","AI:597":"N/A","Y:179":"N/A","AU:613":"N/A","AA:292":"N/A","V:741":"N/A","AC:39":"due to increased antibiotic resistance","AH:291":"N/A","AS:791":"N/A","X:284":"N/A","AE:543":"N/A","AO:554":"Geschriebenes Konzept für das Posting","AZ:736":"В качестве заключительного задания учащиеся посмотрят видеоролик продолжительностью 6:22 секунды об устойчивости к антибиотикам.\n После этого будет предложен вопрос для размышления: \"Оцените, как наш ежедневный выбор (питание, использование лекарств) влияет на глобальную устойчивость к антибиотикам?\"\n Краткие комментарии добровольцев (примерно 4 минуты).","AG:790":"N/A","AY:774":"N/A","AX:137":"100","G:629":"r246q0[D2G4O1a]. HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","AH:730":"N/A","Z:226":"N/A","AP:202":"N/A","AV:297":"N/A","R:107":"No","AR:106":"Yes","BI:114":"Yes","AM:725":"N/A","AR:639":"N/A","T:495":"No","G:60":"LearningOutcome11. Learning Outcome","AF:216":"N/A","AL:345":"N/A","BB:161":"N/A","AR:296":"N/A","BB:498":"N/A","AC:439":"N/A","AR:423":"N/A","AR:442":"N/A","AJ:246":"N/A","W:612":"N/A","BD:414":"N/A","AF:559":"N/A","AO:350":"N/A","AE:506":"N/A","Z:472":"N/A","BC:27":"Czech","U:538":"N/A","T:774":"N/A","AJ:479":"N/A","Q:538":"No","AU:358":"N/A","AA:660":"N/A","AY:470":"No","V:255":"N/A","AY:668":"N/A","X:482":"N/A","AW:726":"N/A","AI:15":"Šimková, Natálie","T:347":"N/A","AO:159":"N/A","BC:416":"N/A","AN:797":"N/A","T:632":"N/A","Z:473":"N/A","Y:548":"N/A","AC:153":"5","AF:456":"N/A","G:322":"A1SApp[other]. App [Other]","AI:63":"Select an action or initiative.","S:545":"N/A","BC:437":"N/A","AT:749":"N/A","BB:440":"N/A","AG:649":"N/A","V:358":"No","AX:459":"N/A","S:405":"N/A","W:362":"N/A","BB:83":"No","AS:788":"N/A","R:480":"N/A","AP:218":"N/A","AM:202":"N/A","AU:425":"N/A","V:283":"N/A","U:416":"N/A","AE:606":"N/A","AS:157":"No","AR:436":"N/A","AT:424":"N/A","AV:782":"N/A","AU:118":"No","AV:118":"No","AZ:100":"No","G:300":"A1Hows[D4G4O2b]. HOWs [Determine success criteria.]","AP:217":"N/A","BE:396":"N/A","AU:11":"2025-07-15 09:57:29","AU:670":"N/A","V:117":"No","AE:137":"50","AS:138":"standardy krásy","AE:372":"N/A","BE:235":"N/A","BE:352":"N/A","Z:169":"N/A","AF:66":"No","AV:727":"N/A","Q:484":"N/A","V:34":"No","BC:105":"No","AL:305":"N/A","BA:94":"N/A","S:395":"N/A","U:735":"No","AD:490":"N/A","AV:636":"N/A","BB:267":"N/A","Z:645":"N/A","R:647":"N/A","AM:656":"N/A","AU:76":"No","AC:141":"antibiotic resistance","BB:200":"N/A","AP:740":"Yes","AO:580":"N/A","AT:540":"N/A","AO:751":"N/A","BA:454":"N/A","AN:263":"N/A","AC:237":"N/A","AC:74":"No","AP:786":"N/A","V:603":"N/A","BA:82":"N/A","G:303":"A1SInstruction. Activity instruction","W:490":"No","AS:725":"No","Y:508":"Yes","G:403":"r570q0[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","G:131":"Materials[SQ011]. Required teaching materials []","BI:591":"N/A","AY:677":"N/A","AN:264":"N/A","AD:655":"N/A","R:307":"N/A","AU:580":"N/A","AI:173":"No","AQ:424":"N/A","Z:404":"N/A","AQ:286":"N/A","AS:799":"N/A","S:66":"No","AO:466":"N/A","AF:226":"N/A","AA:173":"N/A","AW:346":"No","BG:249":"N/A","AM:553":"N/A","AK:675":"N/A","AG:616":"N/A","AF:34":"No","Z:297":"N/A","T:163":"N/A","BH:430":"N/A","V:277":"N/A","AS:120":"licence pro Adobe software","AI:697":"N/A","G:84":"Subjects[AO19]. Subject(s) [Practical and Vocational Skills]","AY:40":"due to individual preferences","BI:690":"N/A","AR:553":"N/A","AF:737":"No","AB:245":"N/A","AO:453":"N/A","AK:213":"N/A","AO:579":"N/A","AZ:390":"N/A","Y:230":"N/A","AN:467":"N/A","R:81":"No","AS:680":"N/A","AQ:640":"N/A","Q:434":"N/A","AA:245":"N/A","AW:779":"N/A","BA:637":"N/A","U:598":"N/A","T:589":"N/A","G:228":"A1Hows[D1G3O3c]. HOWs [Check the publication date.]","AK:497":"N/A","BH:775":"N/A","BH:399":"N/A","AH:370":"No","BC:689":"N/A","AR:613":"N/A","X:180":"N/A","V:795":"N/A","AC:207":"N/A","G:449":"r570q0[D3G2O1b]. HOWs [Divide potential science-based solutions to the socio-scientific issue into categories.]","U:415":"N/A","AA:161":"N/A","BE:238":"N/A","AO:253":"N/A","AW:663":"N/A","AF:249":"N/A","AU:315":"Se utiliza la metodología de Aprendizaje Cooperativo porque los estudiantes trabajan colaborativamente en pequeños grupos para explorar, recopilar y analizar datos sobre la dinámica de las poblaciones de peces. La Investigación en Grupo fomenta que los estudiantes participen en el aprendizaje cooperativo, tomen decisiones en equipo y reflexionen juntos sobre los resultados. Para comprender un tema complejo y socio-científico, como la sobrepesca, la interacción social es importante.","U:487":"N/A","X:773":"N/A","Q:118":"Yes","S:583":"N/A","O:219":"N/A","AD:639":"N/A","BG:474":"N/A","AM:699":"N/A","D:709":"Material Sources","O:246":"N/A","BC:252":"N/A","AS:210":"N/A","AB:477":"N/A","AN:14":"2025","X:489":"N/A","AZ:485":"N/A","AS:753":"No","Q:499":"N/A","BI:639":"N/A","AZ:357":"N/A","AL:596":"N/A","AR:490":"N/A","Y:169":"N/A","AJ:796":"N/A","S:484":"N/A","BF:645":"N/A","BA:616":"N/A","AZ:266":"N/A","AS:297":"N/A","AD:7":"en","AG:68":"No","V:609":"N/A","AU:183":"N/A","G:642":"r246q0[D3G3O1a]. HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","AD:561":"N/A","AZ:473":"N/A","AN:237":"N/A","AC:545":"No","AM:633":"N/A","BF:99":"No","AG:155":"No","AT:451":"N/A","AZ:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AW:553":"N/A","AL:104":"No","AQ:602":"N/A","AA:789":"N/A","AR:285":"N/A","AK:429":"N/A","V:689":"N/A","BA:438":"N/A","AF:599":"N/A","G:64":"LearningOutcome15. Learning Outcome","BE:641":"N/A","AO:734":"50","AZ:792":"N/A","AB:212":"N/A","AM:728":"N/A","AJ:607":"N/A","AP:271":"N/A","AG:181":"Yes","BD:110":"Yes","AG:495":"N/A","BF:179":"N/A","BA:552":"N/A","V:229":"N/A","AV:437":"N/A","AV:579":"N/A","AK:275":"N/A","AO:231":"N/A","AO:220":"N/A","BF:483":"N/A","AV:255":"N/A","G:493":"r148q0. Activity instruction","BH:83":"No","R:34":"No","P:738":"N/A","AP:778":"N/A","BG:656":"N/A","AB:674":"N/A","AR:786":"N/A","AG:219":"N/A","P:603":"N/A","BG:662":"N/A","R:579":"N/A","AH:298":"N/A","Q:199":"N/A","AW:771":"N/A","P:285":"N/A","AV:741":"N/A","Q:395":"N/A","P:597":"N/A","W:412":"N/A","AO:258":"N/A","BC:106":"No","BC:730":"N/A","AQ:355":"N/A","P:599":"N/A","BF:685":"N/A","Z:424":"N/A","BF:160":"N/A","AM:275":"N/A","Y:422":"N/A","AX:119":"No","BB:155":"No","S:412":"N/A","AG:629":"N/A","AP:650":"N/A","Z:796":"N/A","X:777":"N/A","BC:626":"N/A","S:458":"N/A","AD:318":"N/A","Z:347":"No","R:400":"N/A","G:5":"submitdate. Date submitted","BD:624":"N/A","BH:437":"N/A","AN:226":"N/A","BE:369":"No","BD:11":"2025-08-08 13:25:11","BG:355":"No","BC:269":"N/A","AG:426":"N/A","AK:734":"10","AF:464":"N/A","AZ:360":"N/A","G:420":"r570q0[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","Z:231":"N/A","AI:649":"N/A","S:506":"No","AN:734":"15","BD:398":"N/A","AQ:631":"N/A","AS:583":"N/A","AK:488":"N/A","AZ:614":"N/A","BF:435":"N/A","BE:84":"No","AV:96":"Yes","Z:461":"N/A","BD:117":"Yes","AS:289":"N/A","R:700":"N/A","BC:646":"N/A","AP:171":"N/A","AH:643":"N/A","AU:631":"N/A","A:682":"Activity 3 (SciLMified)","AR:458":"N/A","AU:356":"Una vez que el juego termine y se hayan recogido todos los datos, se llevará a cabo una discusión grupal para explorar cómo el juego refleja la industria pesquera y para introducir el concepto de sobrepesca.\n Estas son las preguntas que guiarán la discusión:\n - Los&nbsp;estudiantes compartirán sus observaciones sobre lo que sucedió con el tiempo durante el juego.\n - Qué&nbsp;opinan sobre las herramientas de pesca introducidas.\n - Qué relación hacen entre las herramientas de pesca del juego y las del mundo real.\n - Cómo se pueden relacionar estas nuevas herramientas de pesca con el aumento de la cantidad de personas que alimentar.\n - Cómo se sienten respecto a estas herramientas de pesca.\n - Cómo creen que afectan a los peces y al ecosistema.\n - Cómo creen que afecta a las poblaciones que dependen del océano.","BA:351":"N/A","AC:251":"N/A","W:421":"N/A","BG:83":"No","AJ:450":"N/A","AM:97":"N/A","AP:438":"N/A","BH:282":"N/A","AP:507":"N/A","AW:390":"N/A","AJ:233":"N/A","AP:430":"N/A","BB:348":"N/A","AC:392":"N/A","AK:635":"N/A","AQ:669":"N/A","AX:782":"N/A","Z:727":"Yes","AM:626":"N/A","BF:286":"N/A","G:192":"A1Reference[S006]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 6]","BF:107":"No","BC:605":"N/A","P:494":"N/A","AP:435":"N/A","AF:560":"N/A","AY:775":"N/A","D:371":"Resource Type","AP:78":"No","AK:634":"N/A","S:750":"N/A","AE:310":"N/A","AA:593":"N/A","Y:401":"N/A","S:72":"Yes","D:736":"Activity Instruction","AA:671":"N/A","Q:78":"No","W:203":"N/A","AG:182":"No","AZ:395":"N/A","AA:267":"N/A","BC:771":"N/A","BD:730":"No","AY:729":"N/A","S:30":"4","AU:317":"No","AT:585":"N/A","BF:698":"N/A","AT:500":"N/A","U:214":"N/A","BC:216":"N/A","AY:100":"Yes","AF:472":"N/A","AG:484":"N/A","BC:435":"N/A","BG:103":"No","AR:539":"N/A","P:307":"No","AC:457":"N/A","BE:781":"N/A","G:708":"r875q0[S005]. Provide all sources you used in this activity [Reference / Source 5]","BC:594":"N/A","BB:642":"N/A","AH:699":"N/A","W:728":"N/A","AS:660":"N/A","AW:234":"N/A","AS:396":"N/A","AG:624":"N/A","O:561":"N/A","BB:102":"No","AC:7":"en","AD:468":"N/A","BG:634":"N/A","AW:309":"N/A","O:244":"N/A","AF:358":"N/A","U:267":"N/A","R:207":"N/A","BG:401":"N/A","AE:602":"N/A","BF:417":"N/A","AU:156":"No","AT:371":"N/A","AP:90":"Am Ende der Unterrichtsstunde können die SchülerInnen das „3R“-Konzept erklären: ridurre (reduzieren), riutilizzare (wiederverwenden) und riciclare (recyceln), die Bedeutung dieser Konzepte bewerten und über ihr eigenes Recyclingverhalten reflektieren.","AM:281":"N/A","AL:188":"https://www.newhopefertility.com/designer-babies/","AT:537":"N/A","BD:307":"N/A","BG:430":"N/A","T:7":"en","AD:613":"N/A","AT:620":"N/A","AZ:664":"N/A","AW:82":"No","AJ:799":"N/A","AG:174":"Discussion","AE:309":"N/A","AY:240":"N/A","AF:779":"N/A","BC:240":"N/A","Y:787":"N/A","BH:590":"N/A","AN:442":"N/A","BG:92":"No","BD:749":"N/A","BA:659":"N/A","BI:392":"N/A","R:221":"N/A","AI:394":"N/A","AZ:432":"N/A","AV:155":"N/A","AV:264":"N/A","BI:9":"scjxeswXPOSETqg","AQ:490":"N/A","AX:114":"No","AI:421":"N/A","AE:289":"N/A","W:649":"N/A","X:541":"N/A","AT:116":"N/A","T:690":"N/A","AG:548":"N/A","AR:640":"N/A","AC:420":"Yes","BD:280":"N/A","AW:508":"Yes","Q:208":"N/A","AH:355":"Yes","AP:48":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","BI:276":"N/A","AS:352":"N/A","S:733":"N/A","BH:187":"Instagram. (11.06.2025) https://www.instagram.com/p/DKwrdabslAi/?img_index=1 Ultimo accesso: 12.06.2025","BF:296":"N/A","AI:346":"N/A","AD:630":"N/A","V:279":"N/A","D:84":"Subjects","AG:210":"N/A","BH:13":"https://web-mail.uibk.ac.at/","R:456":"N/A","AS:319":"N/A","S:223":"N/A","AZ:799":"N/A","AV:263":"N/A","R:5":"2025-07-14 18:42:16","AR:392":"N/A","AT:475":"N/A","AZ:71":"No","P:687":"N/A","Y:290":"N/A","Z:160":"N/A","BB:537":"N/A","AC:108":"Yes","AV:449":"N/A","AI:9":"cSPfgrY4sFGLSsn","AK:226":"N/A","AT:737":"N/A","AN:552":"N/A","AH:273":"N/A","S:10":"2025-06-11 13:38:53","BA:786":"N/A","Y:510":"No","X:429":"N/A","T:207":"N/A","S:255":"N/A","AO:442":"N/A","BG:622":"N/A","AQ:413":"N/A","O:347":"N/A","AV:593":"N/A","AF:48":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","D:107":"Year of Subject Learning","AZ:680":"N/A","AA:750":"N/A","Z:278":"N/A","BB:320":"N/A","AD:700":"N/A","Q:561":"N/A","BG:742":"N/A","Q:240":"N/A","AN:621":"N/A","AK:72":"No","AA:655":"N/A","AL:725":"N/A","AX:788":"N/A","AC:697":"N/A","AS:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AA:585":"N/A","AU:393":"N/A","AP:59":"Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.","AC:345":"Yes","AO:276":"N/A","AA:313":"Since I'm focusing on biological understanding and ethical complexity and&nbsp;not debate skills or formal rhetoric, my&nbsp;evaluation criteria should reflect:\n \n \n \n Biological accuracyDemonstrates accurate/moderate/limited understanding of genetics and gene editing toolsDepth of ethical reasoning &amp;&nbsp;Awareness of complexity\n \n \n Considers multiple layers (e.g., severity of condition, societal impact)/ limited perspectives/ sees the issue as black and whiteUse of realistic examplesRespectful Engagement/ Giving others space to express opinions","AE:398":"N/A","BI:637":"N/A","AT:798":"N/A","AC:267":"N/A","AG:292":"N/A","AJ:728":"N/A","AK:677":"N/A","AA:211":"N/A","BA:791":"N/A","R:677":"N/A","AH:698":"N/A","G:8":"seed. Seed","AH:539":"No","Y:12":"78.45.224.143","G:80":"Subjects[AO15]. Subject(s) [Arts and/or Design]","W:116":"No","BG:649":"N/A","Z:470":"N/A","V:66":"No","X:265":"N/A","AY:511":"Other","Z:252":"N/A","AV:470":"N/A","AZ:95":"No","O:80":"No","AM:435":"N/A","BD:667":"N/A","AQ:479":"N/A","X:169":"N/A","AY:181":"N/A","AH:145":"habits linked to fast fashion","AF:659":"N/A","BG:206":"N/A","AW:316":"N/A","W:214":"N/A","AA:405":"N/A","AX:605":"N/A","P:724":"N/A","AQ:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","BD:500":"N/A","AB:405":"N/A","AM:792":"N/A","AO:563":"No","BB:167":"N/A","BC:724":"N/A","BF:429":"N/A","BH:246":"N/A","AK:8":"1.06E+09","X:262":"N/A","R:633":"N/A","AE:428":"N/A","AG:67":"Yes","BD:742":"N/A","AM:399":"N/A","AX:31":"No","AW:228":"N/A","AE:283":"N/A","BA:70":"N/A","AQ:200":"N/A","R:275":"N/A","AY:608":"N/A","S:771":"N/A","AB:107":"No","BA:738":"N/A","AZ:408":"N/A","V:299":"N/A","BA:540":"N/A","BH:400":"N/A","O:770":"N/A","V:31":"No","D:302":"Duration","Z:463":"N/A","BE:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AL:495":"N/A","U:166":"1. To activate prior knowledge and connect the current lesson to previous activities, learners individually note down key concepts, ideas, or topics they remember from earlier lessons in the sequence.\n\n2. Learners then discuss their notes with a partner or in small groups and identify common themes. Together, they submit keywords to a Mentimeter word cloud. Keywords may be entered in any language.\n\n3. Once all responses have been collected, the class discusses the emerging word cloud. Learners are encouraged to explain the meaning of selected keywords, share what they remember about them, and explore connections between different concepts. The teacher facilitates the discussion, clarifies misunderstandings, and highlights links to the topic of the current lesson.","AR:548":"N/A","AZ:585":"N/A","AV:221":"N/A","AI:455":"N/A","AR:235":"N/A","R:172":"No","AC:43":"Antibiotic misuse and resistance","AT:256":"N/A","X:610":"N/A","AX:460":"N/A","AH:138":"fast fashion","S:309":"N/A","AX:774":"N/A","AA:79":"No","BD:626":"N/A","AI:456":"N/A","AR:233":"N/A","AO:456":"N/A","Z:744":"Oral communication","V:250":"N/A","O:673":"N/A","AK:673":"N/A","X:436":"N/A","D:16":"Author(s)","U:645":"N/A","BD:209":"N/A","T:479":"N/A","D:379":"Material Sources","Y:662":"N/A","W:547":"N/A","AZ:265":"N/A","G:112":"Infrastructure[SQ009]. Required infrastructure [Student tablets]","AX:66":"No","AT:784":"N/A","AH:435":"N/A","Q:694":"Teacher-led instruction and Q&A sessions","AF:633":"N/A","AG:300":"N/A","X:643":"N/A","S:400":"N/A","AL:83":"No","BH:797":"N/A","AC:280":"N/A","Z:468":"N/A","AO:421":"N/A","X:264":"N/A","AK:477":"N/A","AS:398":"N/A","BI:482":"N/A","AY:297":"N/A","AO:476":"N/A","AE:205":"N/A","AV:495":"N/A","AY:663":"N/A","AA:605":"N/A","AG:632":"N/A","G:410":"r570q0[D1G4O4a]. HOWs [Checklist: intended audience investigation]","AF:670":"N/A","AD:33":"No","BC:495":"No","O:72":"No","BC:391":"N/A","BA:318":"N/A","AI:427":"N/A","AJ:669":"N/A","AX:242":"N/A","AZ:309":"N/A","AO:600":"N/A","S:749":"N/A","BC:286":"N/A","AH:404":"N/A","AH:622":"N/A","V:739":"N/A","AM:428":"N/A","BH:143":"pubblicità","AE:408":"N/A","S:672":"N/A","AD:643":"N/A","AY:680":"N/A","AS:611":"N/A","T:503":"The evaluation will take into account the criteria described above","BF:205":"N/A","AU:306":"No","AM:647":"N/A","G:91":"AgeRange[SQ001]. Age range [10]","W:415":"N/A","T:621":"N/A","AP:626":"N/A","AK:300":"N/A","AD:537":"No","AE:183":"N/A","O:225":"N/A","AL:769":"N/A","G:736":"r663q0. Activity instruction","AC:753":"N/A","BC:91":"No","BI:504":"Class activity","AU:225":"N/A","AM:273":"N/A","AW:780":"N/A","V:724":"N/A","AH:444":"N/A","Q:751":"N/A","AC:68":"No","Y:160":"N/A","AW:504":"Group work","BD:260":"N/A","U:502":"Generation&nbsp;X\n \n \n Instagram format: Preferred Instagram Format: pictures (posts) or videos&nbsp;\n \n \n Language: clear, factual\n \n \n Content: short, informative text blocks\n \n \n Important for this age group: clarity,&nbsp;","W:559":"N/A","R:489":"N/A","AO:467":"N/A","AZ:220":"N/A","O:675":"N/A","AC:481":"N/A","BG:289":"N/A","AA:646":"N/A","BD:688":"No","T:593":"N/A","BF:456":"N/A","AN:644":"N/A","AA:215":"N/A","V:461":"N/A","AS:550":"Yes","T:355":"No","BF:797":"N/A","T:451":"N/A","AY:495":"No","AI:243":"N/A","BG:597":"N/A","AK:724":"No","BD:646":"N/A","AQ:441":"N/A","U:611":"N/A","S:616":"N/A","AE:697":"No","AY:454":"N/A","S:141":"Speak out & take action","AR:469":"N/A","AL:616":"N/A","AZ:242":"N/A","AA:697":"N/A","BB:110":"No","BA:497":"N/A","AW:172":"N/A","AU:617":"N/A","BI:548":"N/A","BF:202":"N/A","AC:451":"N/A","BD:700":"No","AB:489":"N/A","AU:798":"N/A","BA:282":"N/A","AA:226":"N/A","BE:659":"N/A","U:170":"Yes","AZ:345":"Yes","AX:433":"N/A","O:636":"N/A","BF:592":"N/A","R:255":"N/A","AK:97":"Yes","AU:786":"N/A","AJ:467":"N/A","AC:543":"N/A","AT:560":"N/A","U:113":"Yes","AT:663":"N/A","U:74":"No","AH:487":"N/A","AZ:101":"No","P:245":"N/A","AX:725":"N/A","AG:320":"N/A","AW:437":"N/A","AB:358":"N/A","BB:731":"N/A","BD:736":"Přelož nová slovíčka, která jsou napsána na tabuli. (Studenti se tímto připravují na čtení textu.)","AK:494":"N/A","AB:726":"No","AJ:678":"N/A","BD:548":"N/A","AS:181":"Yes","AV:288":"N/A","AX:230":"N/A","G:604":"r246q0[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","P:226":"N/A","AU:742":"N/A","AU:601":"N/A","AE:625":"N/A","AL:474":"N/A","AS:487":"N/A","Y:733":"N/A","AH:582":"N/A","AR:440":"N/A","BC:790":"N/A","BE:252":"N/A","BF:618":"N/A","AI:199":"N/A","AE:590":"N/A","BH:600":"N/A","AK:319":"N/A","AW:548":"N/A","AU:237":"N/A","BI:225":"N/A","AB:656":"N/A","AC:397":"N/A","Z:746":"1) Content &amp; Understanding\n \n \n \n \n Excellent (4): Accurately identifies at least two points in each Venn diagram section. Explains similarities and differences clearly with relevant examples for both recycling and circular economy. Shows depth by linking ideas to real-world impact.\n \n \n Good (3): Identifies at least two points in most sections. Explains differences and similarities with some clarity. Includes at least one relevant example for each side.\n \n \n Developing (2): Identifies only one point per section or mixes up similarities/differences. Examples may be missing or unclear.\n \n \n Beginning (1): Struggles to identify correct points or provide examples.\n \n \n \n \n \n \n \n 2) Language &amp; Structure\n \n \n \n \n Excellent (4): Uses complete sentences with appropriate vocabulary. Applies sentence starters/frames effectively to compare and contrast. Uses comparative language consistently (e.g., in contrast, while, both).\n \n \n Good (3): Uses complete sentences with mostly correct vocabulary. Attempts to use sentence starters and comparative language, though not always consistently.\n \n \n Developing (2): Uses short or incomplete sentences; vocabulary may be limited. Minimal or inaccurate use of sentence starters or comparative language.\n \n \n Beginning (1): Responses unclear or not in full sentences; little attempt to use provided language support.\n \n \n \n \n \n \n \n 3) Argumentation &amp; Reflection \n \n \n \n \n Excellent (4): States a clear position (e.g., which approach is more effective) and justifies it with evidence/examples. Considers at least one counterpoint.\n \n \n Good (3): States a clear position with some justification using examples, but counterpoints are missing or underdeveloped.\n \n \n Developing (2): Gives an opinion but with little/no justification.\n \n \n Beginning (1): Opinion missing, unclear, or unrelated.\n \n \n \n \n \n \n \n 4) Collaboration\n \n \n \n \n Excellent (4): Contributes actively during discussion. Listens carefully and integrates information from partner/group (e.g., combines Group A and B insights). Shares tasks fairly and helps peers stay on task.\n \n \n Good (3): Contributes ideas and listens to partner. Some integration of partner’s points. Tasks mostly shared fairly.\n \n \n Developing (2): Limited contribution; listens but rarely integrates ideas. Unequal task sharing.\n \n \n Beginning (1): Minimal participation or little evidence of collaboration.","AW:93":"No","BI:561":"N/A","AO:537":"No","AE:640":"N/A","AJ:499":"N/A","O:495":"N/A","P:310":"No","AN:346":"No","BD:318":"N/A","AK:96":"Yes","AG:109":"CEFR Level B1 in Italian","AF:227":"N/A","AY:612":"N/A","AN:673":"N/A","BD:509":"N/A","S:773":"N/A","AY:687":"N/A","AB:664":"N/A","AC:238":"N/A","AA:229":"N/A","U:88":"Sustainable Oceans - creating an Instagram post/reel/set of stories to inform or call for action","O:470":"N/A","BG:165":"No","AZ:205":"N/A","AG:377":"World Health Organization & Global Antibiotic Research & Development Partnership (GARDP). (2024). Policy and regulatory interventions to address antibiotic shortages in low- and middle-income countries. Geneva: World Health Organization. https://www.who.int/publications/i/item/9789240100695","AG:478":"N/A","AQ:30":"5","Y:581":"N/A","Q:227":"N/A","BA:67":"N/A","BE:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AG:257":"N/A","G:170":"A1OutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AZ:161":"N/A","AH:772":"N/A","AI:223":"N/A","W:423":"N/A","BF:753":"N/A","AU:424":"N/A","S:621":"N/A","Z:782":"N/A","Q:200":"N/A","P:792":"N/A","AQ:423":"N/A","G:401":"r570q0[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","AW:640":"N/A","AM:234":"N/A","O:611":"N/A","AB:413":"N/A","AR:749":"N/A","AS:10":"2025-07-14 14:25:51","P:633":"N/A","G:254":"A1Hows[D3G1O1a]. HOWs [List the different viewpoints supported by evidence-based arguments.]","AN:254":"N/A","O:352":"N/A","G:219":"A1Hows[D1G4O3c]. HOWs [Verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]","Z:77":"No","AA:685":"N/A","BI:316":"N/A","AL:78":"No","BI:154":"Yes","AB:314":"Group work","V:541":"N/A","Z:213":"N/A","AS:362":"No","BA:697":"N/A","AO:413":"N/A","Q:663":"N/A","G:357":"r42q0[SQ001]. Student output form [Text]","BG:273":"N/A","P:415":"N/A","P:430":"N/A","G:390":"r570q0[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","Y:782":"N/A","W:113":"No","BC:283":"N/A","AQ:593":"N/A","R:606":"N/A","AN:1":"53","AT:32":"N/A","AJ:280":"N/A","BC:79":"No","AI:429":"N/A","U:44":"1. Representation of sharks: as horrifying, threatening animals; the belief that a shark attack is very likely to happen\n \n2. Overfishing: Misleading figures used by fishing industry: https://www.desmog.com/2024/11/21/fish-farming-industry-is-using-misleading-figures-to-downplay-its-role-in-overfishing-new-research-finds/","G:152":"KeyWords[SQ015]. Key words (for online filter and search function) []","R:588":"N/A","AS:687":"N/A","AG:81":"No","AZ:69":"No","AF:443":"N/A","U:253":"N/A","BA:646":"N/A","AW:511":"Other","AT:33":"N/A","AV:457":"N/A","AA:673":"N/A","BC:275":"N/A","AR:560":"N/A","BI:416":"N/A","W:591":"N/A","BC:402":"N/A","BF:413":"N/A","D:91":"Learner Age Range","Y:269":"N/A","AE:357":"N/A","AP:279":"N/A","AB:677":"N/A","BE:105":"No","BC:253":"N/A","AA:349":"N/A","V:402":"N/A","AC:730":"N/A","O:624":"N/A","P:584":"N/A","AR:600":"N/A","V:400":"N/A","R:649":"N/A","X:360":"N/A","AA:643":"N/A","AW:121":"psací potřeby, velkoformátová lepenky (papír)","AM:417":"N/A","AE:487":"N/A","AO:186":"/","AQ:596":"N/A","T:725":"N/A","W:279":"N/A","BA:165":"N/A","AU:138":"sobrepesca","AY:298":"N/A","AG:588":"N/A","O:234":"N/A","R:442":"N/A","BA:608":"N/A","AO:426":"N/A","Z:215":"N/A","BI:468":"N/A","BF:687":"N/A","AH:283":"N/A","AP:288":"N/A","AC:614":"N/A","BC:700":"N/A","AA:543":"N/A","BA:457":"N/A","AE:507":"N/A","AA:791":"N/A","Q:256":"N/A","T:240":"N/A","S:7":"en","Y:36":"Environmental pollution: waste","AC:282":"N/A","D:31":"Position of Lesson Plan in Sequence","AR:418":"N/A","AR:472":"N/A","AG:221":"N/A","AY:97":"Yes","AI:72":"No","AI:475":"N/A","W:537":"N/A","AV:752":"N/A","AZ:307":"N/A","BG:435":"N/A","AY:725":"N/A","X:657":"N/A","AP:592":"N/A","Z:471":"N/A","BC:430":"N/A","AP:37":"due to domestic overconsumption / throw-away habits","O:159":"N/A","G:369":"r781q0[SQ001]. Media [Text media]","AS:220":"N/A","BA:769":"N/A","BA:537":"N/A","AT:477":"N/A","X:447":"N/A","P:626":"N/A","AZ:659":"N/A","V:549":"N/A","BE:472":"N/A","BG:202":"N/A","G:729":"r800q0[SQ006]. Activity number in lesson [6]","AE:166":"Activity 1.&nbsp;Identify the benefits of antibiotics: \n before and after antibiotics.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n This is an introductory activity in which the teacher will give an explanation accompanied by questions for learners to begin reflecting on the use of antibiotics.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n For teachers:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Start the lesson from a historical perspective, pointing out the discovery of penicillin and the case of the first patient treated, as an example of how antibiotics work, the importance ensuring access to antibiotics and the need to complete the full course of treatment.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Refer to this article, specifically section “Life (and death) before antibiotics”: https://theconversation.com/the-rise-and-fall-of-antibiotics-what-would-a-post-antibiotic-world-look-like-213450\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Then, as a complement, show a graph displaying the main causes of death before and after the introduction of antibiotics.&nbsp;\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n One example can be found in this link: https://antranik.org/the-rise-of-modern-medicine-causes-of-death-in-the-20th-century/&nbsp;\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Reflect on it through a whole-class discussion, answering the following questions all together:&nbsp;\n (For learners:)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Identify at least two trends that can be observed between 1900 and 2000 regarding causes of death in the US.Recognize the life expectancy change throughout the century. Explain at least one possible cause.This graph shows data from 1900 to 2000. Discuss about a possible change since then to nowadaysregarding infectious diseases.","AD:400":"N/A","BH:632":"N/A","P:452":"N/A","O:170":"N/A","O:439":"N/A","AJ:226":"N/A","BA:468":"N/A","AS:618":"N/A","AZ:740":"N/A","AI:606":"N/A","AM:595":"N/A","AJ:699":"N/A","Z:357":"No","AX:113":"No","AT:8":"1.18E+09","AP:788":"N/A","AY:451":"N/A","T:507":"No","AY:27":"Spanish","AW:552":"N/A","BE:90":"1) Die Hauptpunkte und spezifischen Informationen in einfachen sachlichen Texten zu vertrauten Gesundheitsthemen identifizieren und zusammenfassen. 2) An längeren Gesprächen zu vertrauten Themen teilnehmen, Meinungen äußern und angemessene Antworten formulieren.","AH:615":"N/A","AW:35":"N/A","Q:397":"N/A","AW:345":"Yes","AJ:655":"N/A","AO:319":"N/A","O:610":"N/A","BI:82":"No","Q:487":"N/A","AP:168":"N/A","AG:477":"N/A","BF:460":"N/A","BE:248":"N/A","BD:609":"N/A","U:685":"N/A","X:253":"N/A","AZ:66":"No","V:469":"N/A","D:146":"Keywords","T:98":"Yes","X:258":"N/A","AK:288":"N/A","AG:551":"N/A","W:661":"N/A","X:396":"N/A","Q:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","BG:646":"N/A","AY:543":"N/A","AF:3":"Lucas","O:603":"N/A","AY:643":"N/A","BF:275":"N/A","AH:90":"1) the learners can define the term fast fashion; 2) the learners can list different places where you can buy fast fashion; 3) the learners can recognize the logic of algorithms regarding the display of advertisement on social media platforms and websites","BE:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","G:156":"A1Number[SQ003]. Activity number in lesson [3]","AS:260":"N/A","AV:600":"N/A","BE:779":"N/A","AS:568":"Adobe Stock Photos","BC:292":"N/A","AU:483":"N/A","AL:164":"45","AY:461":"N/A","U:270":"N/A","AS:627":"N/A","W:583":"N/A","P:209":"N/A","AM:612":"N/A","AP:414":"N/A","AU:369":"N/A","AN:410":"N/A","AR:97":"Yes","AA:346":"N/A","BC:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","BH:30":"4","P:510":"N/A","S:661":"N/A","AG:1":"46","BD:611":"N/A","BI:113":"No","V:67":"No","AH:662":"N/A","AW:477":"N/A","BB:462":"N/A","BH:435":"N/A","AA:395":"N/A","V:36":"Food scarcity and starvation","D:763":"Material Sources","AC:416":"N/A","T:115":"No","AO:107":"No","S:249":"N/A","R:631":"N/A","D:184":"App","AE:206":"N/A","BD:36":"Food scarcity and starvation","AN:345":"Yes","R:140":"real / fake","AO:104":"Yes","BI:200":"N/A","AW:70":"No","O:360":"N/A","AX:732":"N/A","AV:422":"N/A","AG:297":"N/A","BF:212":"N/A","AC:361":"No","AG:465":"N/A","Q:168":"N/A","AD:624":"N/A","AF:775":"N/A","AK:293":"N/A","AB:296":"N/A","W:678":"N/A","S:667":"N/A","AE:267":"N/A","AD:225":"N/A","AE:280":"N/A","AI:478":"N/A","O:403":"N/A","BG:579":"N/A","W:170":"N/A","P:44":"We have people blaming other people and societies getting more right wing","AF:142":"sustainable lifestyle","G:168":"A1OutputForm[SQ002]. Student output form [Oral presentation]","AV:390":"N/A","T:306":"N/A","BE:643":"N/A","AD:782":"N/A","T:153":"3","O:254":"N/A","G:538":"r1024q0[SQ005]. Activity number in lesson [5]","AS:494":"N/A","R:459":"N/A","AA:210":"N/A","Y:633":"N/A","AW:724":"N/A","AM:269":"N/A","AQ:616":"N/A","P:254":"N/A","AW:408":"N/A","AD:351":"N/A","BG:470":"N/A","AC:360":"No","AO:121":"siehe large files Ordner","T:784":"N/A","AZ:226":"N/A","P:362":"N/A","Y:295":"N/A","X:168":"N/A","W:14":"2025","U:497":"No","BB:688":"N/A","G:752":"r631q0[SQ004]. Media [Multimedia]","G:93":"AgeRange[SQ003]. Age range [12 ]","AN:309":"N/A","AO:687":"N/A","AT:111":"N/A","BC:440":"N/A","BH:420":"N/A","O:607":"N/A","AH:349":"No","BF:281":"N/A","AA:724":"N/A","AL:243":"N/A","G:32":"PositionLP[SQ002]. This plan's position in the sequence: [2]","T:497":"No","BF:399":"N/A","AS:310":"N/A","T:612":"N/A","AP:29":"Die Reise der 3Rs: Von Konzepten zu Veränderungen","BF:662":"N/A","AE:97":"No","P:665":"N/A","AS:82":"No","AR:473":"N/A","AT:181":"N/A","BI:563":"N/A","BC:320":"N/A","BH:1":"74","AZ:679":"N/A","R:594":"N/A","Y:726":"N/A","AR:203":"N/A","Z:475":"N/A","AN:320":"N/A","BB:751":"N/A","AP:461":"N/A","V:581":"N/A","AL:5":"2026-04-21 13:29:18","AS:400":"N/A","BE:367":"Class activity","BI:677":"N/A","U:203":"N/A","BH:297":"N/A","U:603":"N/A","AR:348":"N/A","AJ:653":"N/A","AV:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","BG:499":"N/A","AI:630":"N/A","AX:465":"N/A","AY:208":"N/A","BD:677":"N/A","BH:70":"No","AN:773":"N/A","AY:445":"N/A","AZ:249":"N/A","AZ:623":"N/A","AS:226":"N/A","AM:79":"N/A","BA:389":"N/A","AK:561":"N/A","G:659":"r246q0[D4G2O1a]. HOWs [Age group]","AP:106":"No","BH:231":"N/A","AF:316":"N/A","AX:434":"N/A","AI:635":"N/A","AB:596":"N/A","BD:112":"No","R:204":"N/A","AZ:796":"N/A","AW:534":"No","AR:735":"N/A","AN:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","AI:549":"N/A","Y:605":"N/A","AK:291":"N/A","BH:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AC:621":"N/A","AL:320":"N/A","BA:641":"N/A","BB:277":"N/A","AV:660":"N/A","AH:457":"N/A","P:632":"N/A","Y:399":"N/A","AM:637":"N/A","Q:467":"N/A","AW:209":"N/A","AW:410":"N/A","BI:481":"N/A","G:671":"r246q0[D4G3O2c]. HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","BB:449":"N/A","BH:274":"N/A","AH:497":"N/A","AC:5":"2025-08-14 21:13:56","AY:172":"N/A","BI:502":"Como la actividad es un debate en un problema socio-científico, no existe una respuesta modelo. El objetivo principal es que los estudiantes demuestren sus habilidades para argumentar de manera crítica, usar razonamiento basado en pruebas y escuchar las perspectivas de otros. El criterio que se tendrá en cuenta para evaluar el debate será:\n - Calidad de la argumentación\n - Uso de fuentes fiables\n - Consideración de diferentes perspectivas\n - Habilidades de comunicación\n - Pensamiento crítico","AI:632":"N/A","BF:590":"N/A","V:586":"N/A","BC:659":"N/A","BC:452":"N/A","AH:653":"N/A","BI:454":"N/A","AT:397":"N/A","BH:170":"N/A","AS:777":"N/A","AE:78":"No","AE:432":"N/A","AR:658":"N/A","AS:154":"Yes","AV:206":"N/A","AU:630":"N/A","AV:601":"N/A","AE:66":"No","Y:595":"N/A","U:236":"N/A","AP:773":"N/A","AJ:69":"N/A","AH:272":"N/A","AN:310":"N/A","R:239":"N/A","AC:426":"N/A","T:181":"N/A","AQ:71":"No","AK:252":"N/A","AQ:224":"N/A","AT:159":"N/A","AV:8":"1.21E+09","AV:612":"N/A","Q:409":"N/A","AN:170":"N/A","G:296":"A1Hows[D4G3O3d]. HOWs [Develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]","AJ:446":"N/A","P:72":"No","AN:648":"N/A","AX:92":"No","AQ:277":"N/A","AL:731":"N/A","P:282":"N/A","AS:675":"N/A","AV:773":"N/A","P:582":"N/A","P:490":"N/A","AZ:318":"N/A","O:540":"N/A","BC:182":"N/A","AH:464":"N/A","BE:269":"N/A","AO:304":"N/A","AW:730":"N/A","U:651":"N/A","BB:599":"N/A","BD:34":"No","AO:637":"N/A","Q:776":"N/A","AV:606":"N/A","BA:83":"N/A","Q:667":"N/A","AV:621":"N/A","BD:292":"N/A","U:83":"No","AN:546":"Main Task Phase\n 2. Schritt: Experten Gruppen\n Lernende mit den selben Texten gehen in Gruppen zusammen. Sie teilen ihre Ergebnisse mit, diskutieren Interpretationen und erweitern ihre Analysen anhand der Informationen anderer aus der Gruppe.","AN:488":"N/A","AZ:598":"N/A","AS:270":"N/A","AN:236":"N/A","P:437":"N/A","AY:433":"N/A","AD:180":"N/A","AR:117":"No","AU:632":"N/A","AB:739":"N/A","AL:267":"N/A","BC:237":"N/A","AN:633":"N/A","AP:623":"N/A","AH:436":"N/A","AA:690":"N/A","AE:217":"N/A","BA:104":"N/A","G:479":"r570q0[D4G3O2a]. HOWs [Select arguments that support your message.]","BA:363":"N/A","AB:254":"N/A","AM:297":"N/A","D:530":"Material Sources","AQ:280":"N/A","AX:406":"N/A","T:235":"N/A","T:461":"N/A","AU:271":"N/A","AT:77":"N/A","G:644":"r246q0[D3G3O1c]. HOWs [Identify solutions that create new negative impacts.]","AO:279":"N/A","R:349":"No","BF:306":"N/A","AL:412":"N/A","BI:206":"N/A","AU:279":"N/A","BF:236":"N/A","F:1":"E1 Type","X:36":"Environmental pollution: waste","AG:381":"Baraldi, E., Årdal, C., Aho, E., Popescu, G.-A., & Melaku, T. (2025). The multifaceted nature of lack of access to antibiotics: Types of shortage and specific causes, consequences, and solutions. Clinical Microbiology and Infection, 31(3), 333–338. Advance online publication. https://doi.org/10.1016/j.cmi.2024.11.012","Z:451":"N/A","AH:638":"N/A","AG:595":"N/A","AC:226":"N/A","AJ:227":"N/A","AC:427":"N/A","BD:296":"N/A","AV:553":"N/A","BG:463":"N/A","BG:639":"N/A","BG:396":"N/A","Q:399":"N/A","AW:625":"N/A","AI:81":"No","U:351":"N/A","AY:79":"No","AA:594":"N/A","AL:96":"Yes","AF:400":"N/A","BF:170":"N/A","AL:442":"N/A","AG:283":"N/A","AY:639":"N/A","U:656":"N/A","S:676":"N/A","U:792":"N/A","G:393":"r570q0[D1G1O2c]. HOWs [Explain the role AI, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]","AF:293":"N/A","BF:158":"N/A","Z:107":"No","BB:782":"N/A","AM:697":"N/A","X:787":"N/A","D:753":"Resource Type","BA:234":"N/A","BD:83":"No","AE:549":"N/A","G:775":"r276q0[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","BA:292":"N/A","AK:451":"N/A","AK:116":"No","BB:466":"N/A","AZ:409":"N/A","AF:481":"N/A","AD:448":"N/A","AX:354":"40","X:77":"No","AG:251":"N/A","AL:405":"N/A","G:757":"r942q0[S001]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 1]","AX:238":"N/A","AE:774":"N/A","Q:278":"N/A","BA:200":"N/A","BH:650":"N/A","O:618":"N/A","BH:276":"N/A","AB:438":"N/A","T:310":"N/A","AJ:248":"N/A","AP:775":"N/A","AT:618":"N/A","V:211":"N/A","AP:6":"26","BI:800":"N/A","AO:546":"Du erhältst ein Bildausschnitt.Finde die anderen Personen in der Klasse, die dein Bild vervollständigen.In der Gruppe:Erstellt einen Plan für ein(en) Instagram-Post/Reel/Story und entscheidet euch für:- Thema- Zielgruppe/Altersgruppe- Beitrag, Rolle oder Geschichte?- Sprache/Text- Inhalt- Wenn ihr noch Zeit übrig habt: Plant den Inhalt bereits detaillierter (siehe Folgeaktivität)","S:139":"Genetics","AP:688":"N/A","Y:738":"N/A","Z:543":"N/A","AY:434":"N/A","AA:208":"N/A","V:490":"N/A","V:585":"N/A","AN:769":"N/A","AL:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","BG:158":"N/A","D:33":"Position of Lesson Plan in Sequence","BH:141":"trend","AK:546":"Take out computers,\n one for each pair. In Geogebra, recreate the graph. (If learners are\n struggeling, tell them to make linear graphs made with the command\n \"Line\"). Explore the changes of the look of the graph when you adjust\n the x and y axes'. Describe these changes to each other.\n \n As a fast fashion\n brand, create a graph that shows the data more in your interest. You want the\n impact of fast fashion to seem lower. \n \n \n \n <img style=\"max-width: 80%;\" 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","Z:37":"due to domestic overconsumption / throw-away habits","AS:108":"Yes","AE:686":"No","BG:540":"N/A","V:183":"N/A","AW:280":"N/A","AF:225":"N/A","Z:403":"N/A","Q:696":"No","AF:439":"N/A","AG:635":"N/A","S:605":"N/A","P:291":"N/A","AA:236":"N/A","S:428":"N/A","Q:79":"No","AC:598":"N/A","AV:451":"N/A","AU:787":"N/A","S:439":"N/A","Q:421":"N/A","BC:103":"No","T:651":"N/A","AO:594":"N/A","AM:406":"N/A","AZ:284":"N/A","G:52":"LearningOutcome3. Learning Outcome","BI:66":"No","AB:744":"Scientific Table","AG:107":"No","AW:304":"N/A","Q:91":"No","AR:586":"N/A","BG:155":"No","AM:461":"N/A","R:300":"N/A","U:621":"N/A","BE:372":"No","U:420":"N/A","AD:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AP:121":"Vokabelkarten (zwei Kartensätze: einer mit Wörtern/Definitionen, einer mit Bildern), Vokabel-Übersichtsblatt","AA:622":"N/A","AE:598":"N/A","AE:466":"N/A","AP:258":"N/A","O:274":"N/A","W:283":"N/A","AW:659":"N/A","BG:347":"No","AC:611":"N/A","AH:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","D:314":"Suggested Social Form","AH:245":"N/A","AN:220":"N/A","AH:785":"N/A","AP:772":"N/A","AC:288":"N/A","AC:72":"No","AX:409":"N/A","V:258":"N/A","AE:475":"N/A","X:648":"N/A","G:397":"r570q0[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AF:637":"N/A","AE:279":"N/A","BF:628":"N/A","BE:690":"N/A","AL:605":"N/A","BA:392":"N/A","R:298":"N/A","AX:446":"N/A","BF:800":"N/A","AX:450":"Yes","BD:358":"N/A","U:112":"Yes","AK:644":"N/A","AK:550":"N/A","AK:426":"N/A","AS:616":"N/A","AE:263":"N/A","D:764":"Material Sources","AF:269":"N/A","AP:407":"N/A","BE:506":"N/A","AQ:538":"N/A","AW:396":"N/A","BA:619":"N/A","S:114":"Yes","BA:159":"N/A","BE:535":"No","U:483":"N/A","AA:262":"Yes","BD:549":"N/A","BB:243":"N/A","AX:179":"N/A","R:490":"N/A","AA:390":"N/A","AH:156":"No","AD:9":"iTODz2lmcYxvW0N","BG:602":"N/A","R:566":"- make a structure of the debate\n \n \n - try to stay on topic throughout the debate\n \n \n \n \n \n \n - set a timer (but if the debate is flowing nicely, do not cut it too abruptly)\n \n \n \n \n \n \n - display the discussed question somewhere easily accessible","V:201":"N/A","U:318":"N/A","BF:310":"N/A","BD:603":"N/A","BG:796":"N/A","Y:607":"N/A","AQ:11":"2025-08-21 22:57:34","AX:642":"N/A","V:793":"N/A","AX:475":"N/A","R:787":"N/A","AH:410":"N/A","AI:10":"2025-06-12 07:30:38","AY:741":"N/A","AK:600":"N/A","AX:349":"N/A","AS:218":"N/A","AC:736":"Main Task Phase\n Step 3: Jigsaw Groups\n Rearrange into mixed groups (one student per text).&nbsp;\n Each student presents their text and analysis.\nGroups compare differences in language and content.","AE:274":"N/A","AZ:262":"N/A","G:4":"Upload-Ready -> Yes / No","U:689":"N/A","AG:185":"Canva","BD:105":"No","AM:389":"N/A","AV:646":"N/A","V:579":"N/A","AR:305":"No","AL:68":"No","AF:238":"N/A","AN:347":"No","AP:628":"N/A","BH:229":"N/A","AB:286":"N/A","AG:659":"N/A","U:304":"N/A","AN:230":"N/A","T:171":"N/A","AO:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","X:348":"N/A","AC:210":"N/A","AP:182":"N/A","BG:460":"N/A","AM:10":"2025-07-04 08:22:53","V:655":"N/A","BH:240":"N/A","AM:696":"N/A","S:483":"N/A","BC:647":"N/A","AJ:622":"N/A","BB:409":"N/A","AA:675":"N/A","AK:98":"No","AW:182":"N/A","BB:776":"N/A","BA:550":"N/A","V:285":"N/A","AO:209":"N/A","BB:7":"en","BF:416":"N/A","AG:425":"N/A","AH:319":"N/A","R:403":"N/A","AN:284":"N/A","AB:64":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","BE:580":"N/A","BD:637":"N/A","V:480":"N/A","AH:545":"Yes","AK:776":"N/A","AE:623":"N/A","AW:777":"N/A","AL:307":"N/A","G:766":"r942q0[S010]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 10]","AE:269":"N/A","AM:659":"N/A","AJ:269":"N/A","AT:735":"N/A","AN:395":"N/A","AU:468":"N/A","T:156":"No","Y:772":"N/A","BG:589":"N/A","W:250":"N/A","AN:540":"N/A","AF:784":"N/A","AP:320":"N/A","AS:667":"N/A","G:376":"r529q0. Tips, tricks, and suggestions for practice","AD:160":"N/A","AP:741":"No","AY:649":"N/A","AE:743":"N/A","AA:727":"N/A","AO:781":"N/A","AS:199":"N/A","AK:774":"N/A","BI:460":"N/A","AK:392":"N/A","Q:90":"Learners identify aspects of a video which suggest sharks are very dangerous for humans.","AF:777":"N/A","AK:390":"N/A","AJ:112":"N/A","AT:425":"N/A","AC:75":"No","AM:363":"N/A","AQ:588":"N/A","AP:118":"Yes","AT:646":"N/A","AQ:14":"2025","AY:696":"N/A","AA:299":"N/A","AU:361":"N/A","R:670":"N/A","AJ:289":"N/A","AS:619":"N/A","AF:168":"N/A","AN:211":"N/A","AW:797":"N/A","AW:595":"N/A","AH:688":"N/A","W:352":"N/A","AB:391":"N/A","BI:242":"N/A","Y:91":"No","R:249":"N/A","AG:583":"N/A","G:602":"r246q0[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","T:275":"N/A","AK:362":"N/A","BB:609":"N/A","BF:105":"No","AO:502":"Generation X\n \n \n \n Instagram-Format: Bevorzugtes Instagram-Format: Bilder (Posts) oder Videos\n Sprache: klar, sachlich\n Inhalt: kurze, informative Textblöcke\n Wichtig für diese Altersgruppe: Klarheit","AF:306":"N/A","AN:140":"Meinung","R:698":"N/A","BC:635":"N/A","R:59":"Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.","AN:607":"N/A","BC:587":"N/A","W:360":"N/A","X:400":"N/A","U:218":"N/A","AW:544":"10","AN:677":"N/A","BG:612":"N/A","O:536":"N/A","W:657":"N/A","AB:689":"N/A","AA:287":"N/A","G:182":"A1Media[SQ004]. Media [Multimedia]","U:798":"N/A","BE:598":"N/A","G:485":"r570q0[D4G3O3c]. HOWs [Evaluate their relevance and validity.]","AD:96":"No","AD:423":"Yes","AG:550":"N/A","AR:534":"N/A","W:730":"N/A","BE:224":"N/A","V:96":"No","AV:786":"N/A","BC:619":"N/A","BA:269":"N/A","AC:390":"N/A","AK:317":"N/A","AE:438":"N/A","BH:358":"No","BH:350":"N/A","BI:153":"3","BG:429":"N/A","AI:181":"No","G:742":"r20q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","AX:363":"N/A","V:632":"N/A","P:109":"Nothing","Q:509":"N/A","AE:627":"N/A","AF:308":"N/A","G:274":"A1Hows[D4G1O3a]. HOWs [Checklist: Communication Channels]","BI:289":"N/A","AP:396":"N/A","AL:791":"N/A","AY:652":"N/A","P:509":"N/A","X:207":"N/A","BC:156":"No","P:651":"N/A","AN:274":"N/A","AK:212":"N/A","AK:241":"N/A","BE:33":"No","AC:142":"text analysis","AE:553":"N/A","R:181":"Yes","AY:798":"N/A","U:660":"N/A","AG:444":"N/A","AA:300":"N/A","AL:776":"N/A","AK:771":"N/A","S:652":"N/A","AR:360":"N/A","BH:221":"N/A","S:169":"N/A","AU:675":"N/A","AH:757":"Instagram. (11.06.2025) https://www.instagram.com/p/DKwrdabslAi/?img_index=1 Last access: 12.06.2025","AR:229":"N/A","AP:416":"N/A","AG:728":"N/A","AU:12":"81.39.53.22","V:425":"N/A","AH:471":"N/A","AJ:251":"N/A","AB:796":"N/A","AI:684":"N/A","AH:12":"88.163.181.26","AD:628":"N/A","AB:270":"N/A","AG:677":"N/A","U:279":"N/A","AF:345":"Yes","AF:76":"No","U:558":"The groups will be formed using picture snippets representing the topic of sustainable oceans (e.g., ocean, plastic in the ocean, fishing, turtles, pollution, etc. - not too graphic). Each pupil gets one snippet that forms the picture with the help of the other learners belonging to the same group. How many snippets there are depends on how many learners there are in one group.&nbsp;","AS:245":"N/A","AT:680":"N/A","BC:684":"N/A","AP:273":"N/A","AL:617":"N/A","BF:117":"No","G:59":"LearningOutcome10. Learning Outcome","AR:787":"N/A","G:791":"r276q0[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","BB:275":"N/A","Y:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AR:645":"N/A","W:261":"N/A","AI:696":"N/A","AR:32":"No","BE:489":"N/A","V:454":"N/A","T:296":"N/A","AS:344":"No","AS:536":"Yes","BE:102":"No","AA:48":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","AD:785":"N/A","X:647":"N/A","Z:121":"Key excerpts from Recycling is Not Enough article (simplified)","AD:242":"N/A","AT:551":"N/A","AH:255":"N/A","AS:604":"N/A","Y:727":"N/A","AB:753":"N/A","AR:113":"No","AL:35":"N/A","AQ:295":"N/A","S:224":"N/A","AN:698":"N/A","BG:793":"N/A","AL:631":"N/A","AB:752":"N/A","Q:249":"N/A","S:5":"2025-08-19 11:23:30","AX:444":"N/A","AV:461":"N/A","AK:207":"N/A","AV:728":"N/A","AR:66":"No","BF:414":"N/A","Z:43":"Recycling","AQ:472":"N/A","D:338":"Material Sources","AC:660":"N/A","AY:627":"N/A","R:595":"N/A","BI:262":"N/A","S:203":"N/A","Z:586":"N/A","Q:791":"N/A","X:789":"N/A","BG:167":"N/A","AL:360":"N/A","AA:442":"N/A","AH:362":"No","S:441":"N/A","AB:406":"N/A","AS:772":"N/A","P:104":"No","AN:740":"N/A","AP:634":"N/A","AD:256":"N/A","BC:431":"N/A","P:449":"N/A","AH:249":"N/A","Z:351":"N/A","BI:674":"N/A","AQ:105":"No","Z:238":"N/A","Q:486":"N/A","AT:467":"N/A","AS:751":"No","AN:443":"N/A","X:640":"N/A","AV:239":"N/A","BG:737":"N/A","AE:236":"N/A","BG:293":"N/A","AU:292":"N/A","AI:627":"N/A","AK:351":"N/A","Q:294":"N/A","AN:440":"N/A","AC:737":"N/A","AJ:651":"N/A","BI:243":"N/A","BH:12":"178.164.177.239","S:424":"N/A","AZ:79":"No","Z:319":"N/A","AK:638":"N/A","AW:597":"N/A","AT:666":"N/A","AD:660":"N/A","AK:499":"N/A","V:499":"No","P:594":"N/A","AG:424":"N/A","AF:7":"en","AI:460":"N/A","BC:49":"Take action to become a responsible democratic citizen.","V:772":"N/A","X:471":"N/A","BI:453":"N/A","AP:658":"N/A","W:270":"N/A","X:242":"N/A","AZ:47":"Differentiate between fact and opinion.","AI:66":"No","BE:316":"N/A","AT:429":"N/A","BG:777":"N/A","Q:645":"N/A","BB:727":"N/A","AH:646":"N/A","AH:225":"N/A","D:59":"Learning Outcome(s)","AF:234":"N/A","W:473":"N/A","AD:679":"N/A","AQ:400":"N/A","AP:743":"No","AD:478":"N/A","AC:172":"N/A","AL:771":"N/A","BC:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","P:444":"N/A","BH:474":"N/A","D:321":"App","AJ:738":"N/A","AB:162":"N/A","AY:76":"No","O:608":"N/A","AN:617":"N/A","Z:480":"N/A","AW:800":"N/A","AR:604":"N/A","BI:640":"N/A","AD:154":"Yes","G:137":"Duration. Duration in minutes","BD:581":"N/A","AD:224":"N/A","BE:449":"N/A","Q:797":"N/A","AZ:668":"N/A","AN:581":"N/A","AU:346":"No","AA:69":"No","AR:257":"N/A","V:218":"N/A","R:84":"No","T:605":"N/A","AA:652":"N/A","AA:307":"No","AK:678":"N/A","P:250":"N/A","T:609":"N/A","AO:161":"N/A","AG:403":"N/A","T:117":"No","T:633":"N/A","AR:369":"N/A","AQ:783":"N/A","AD:552":"N/A","R:612":"N/A","BD:612":"N/A","AL:464":"N/A","V:510":"No","BE:200":"N/A","X:481":"N/A","AP:605":"N/A","AQ:446":"N/A","G:698":"r641q0[SQ003]. Media [Visual media]","AL:237":"N/A","AJ:223":"N/A","AA:228":"N/A","T:453":"N/A","AE:611":"N/A","Y:412":"N/A","AC:76":"No","AT:751":"N/A","AZ:430":"N/A","BE:413":"N/A","AU:772":"N/A","Q:736":"Translate new vocabulary that is presented on the whiteboard.\n (The learners prepare themselves for reading a text.)","BG:450":"N/A","BA:360":"N/A","AY:81":"No","BG:779":"N/A","BB:769":"N/A","AS:262":"N/A","AK:610":"N/A","O:474":"N/A","X:593":"N/A","Z:350":"N/A","AV:95":"No","AT:454":"N/A","BC:788":"N/A","BG:724":"No","P:229":"N/A","BA:158":"N/A","AK:89":"Exploring misleading graphs and critical thinking about Fast Fashion","AG:494":"N/A","S:207":"N/A","G:748":"r918q0. Briefly describe the method you use.","AF:791":"N/A","AR:173":"N/A","AR:796":"N/A","BE:726":"N/A","Q:480":"N/A","AN:316":"N/A","AD:44":"Here are a few common misconceptions regarding this topic:\n \n \n \n 1. \"Humans become resistant to bacteria\". (It is actually the bacteria that gets resistant, not humans)&nbsp;\n \n 2. \"Antibiotics are effective against viruses\". (Actually, antibiotics are specifically against bacteria, they are ineffective in viral infections like the cold/flu)&nbsp;\n 3. \"Antibiotics can be stopped once you feel better\". (Stopping the course early can actually induce the bacterial resistance, leaving behind stronger/more resistant bacteria that will be able to proliferate)&nbsp;\n 4. \"New antibiotics will solve the issue\". (Development of antibiotics is slow and expensive and overuse still leads to resistance. While more developed countries have access to several types of antibiotics - including newer and more expensive ones, underdeveloped countries do not have the resources or accessibility)&nbsp;\n 5. \"All bacteria are harmful\". (Many bacteria are actually beneficial and are necessary for human survival. The misunderstanding of this&nbsp; concept can lead to fear based overuse of antibiotics)&nbsp;","AA:463":"N/A","T:416":"N/A","AL:401":"N/A","BE:584":"N/A","W:753":"N/A","AQ:598":"N/A","AW:416":"N/A","Q:781":"N/A","AG:355":"Yes","AR:212":"N/A","AM:621":"N/A","AT:78":"N/A","AM:781":"N/A","AL:95":"No","AQ:604":"N/A","S:105":"No","AQ:454":"N/A","BB:403":"N/A","AX:34":"No","AS:468":"N/A","BA:673":"N/A","AP:214":"N/A","W:305":"N/A","S:420":"N/A","AS:641":"N/A","AF:356":"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.","AN:428":"N/A","Z:391":"N/A","AP:283":"N/A","Y:509":"No","X:405":"N/A","X:538":"N/A","AX:90":"Die Lernenden untersuchen, wie unterschiedliche Interessen und Werte die Entscheidungsfindung in der Fischereiindustrie beeinflussen.","AS:119":"No","Y:785":"N/A","U:675":"N/A","BE:625":"N/A","AO:310":"N/A","BD:204":"N/A","AK:421":"N/A","AT:636":"N/A","X:397":"N/A","X:443":"N/A","G:471":"r570q0[D4G2O1c]. HOWs [Linguistic competence]","BF:450":"N/A","AS:413":"N/A","S:606":"N/A","AK:101":"No","AS:560":"No","Q:456":"N/A","U:471":"Yes","BD:208":"N/A","AX:631":"N/A","D:110":"Required infrastructure & Teaching Materials","AV:699":"N/A","AG:420":"N/A","U:794":"N/A","AJ:777":"N/A","BG:81":"No","BH:676":"N/A","Q:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:649":"N/A","AH:214":"N/A","P:478":"N/A","Z:420":"N/A","D:702":"App","AI:254":"N/A","AO:248":"N/A","V:478":"N/A","AR:292":"N/A","AS:534":"No","BI:411":"N/A","AH:240":"N/A","G:399":"r570q0[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","AL:586":"N/A","S:213":"N/A","BE:645":"N/A","AG:645":"N/A","R:344":"No","P:457":"N/A","Y:482":"N/A","AQ:679":"N/A","G:669":"r246q0[D4G3O2a]. HOWs [Select arguments that support your message.]","AQ:267":"N/A","AA:427":"N/A","AT:616":"N/A","BD:359":"N/A","AV:669":"N/A","AV:774":"N/A","AC:80":"No","AA:157":"N/A","AJ:287":"N/A","AZ:663":"N/A","Z:428":"N/A","BC:443":"N/A","Q:489":"N/A","AQ:226":"N/A","BA:450":"N/A","AP:782":"N/A","G:210":"A1Hows[D1G2O3b]. HOWs [For social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","AJ:639":"N/A","AA:102":"No","AX:13":"https://web-mail.uibk.ac.at/","AX:485":"N/A","AJ:485":"N/A","U:499":"No","T:291":"N/A","BB:623":"N/A","AH:494":"N/A","AB:267":"N/A","G:782":"r276q0[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","BI:791":"N/A","BE:119":"No","Q:685":"Yes","AR:263":"No","AM:237":"N/A","AT:787":"N/A","AW:32":"No","AA:793":"N/A","AB:629":"N/A","U:161":"N/A","P:778":"N/A","X:101":"No","G:35":"PositionLP[SQ005]. This plan's position in the sequence: [5]","Y:690":"N/A","BH:646":"N/A","AV:359":"N/A","Q:284":"N/A","Y:642":"N/A","AT:642":"N/A","AD:797":"N/A","BD:432":"N/A","R:494":"N/A","U:727":"Yes","AC:640":"N/A","Q:394":"N/A","Y:415":"N/A","Y:251":"N/A","Q:474":"N/A","V:262":"N/A","W:139":"environmental responsibility","BH:123":"sondaggio digitale, ad esempio LimeSurvey","P:98":"No","AC:114":"No","R:411":"N/A","AS:166":"porovnávání originální (reálné) fotky s upravenou fotkou:- vložte obě fotky do šablony instagramového příspěvku (použijte šablonu z Adobe Stock Photos)- umístěte fotky vedle sebe- zamyslete se nad věcmi, které jste se rozhodli změnit a důvody, které vás k tomu vedly- pokuste se identifikovat standardy krásy, kterým jste se při práci podřídili; bylo to záměrně nebo ne- svá zjištění si zaznamenejte","AX:431":"N/A","AQ:753":"N/A","AS:432":"N/A","AQ:369":"N/A","AD:402":"N/A","AU:270":"N/A","AO:233":"N/A","BI:165":"No","AP:409":"N/A","AU:363":"N/A","AP:624":"N/A","AL:199":"N/A","Y:475":"N/A","R:394":"N/A","AK:413":"N/A","R:585":"N/A","T:397":"N/A","AR:105":"No","V:8":"3.41E+08","AL:559":"N/A","AN:425":"N/A","AX:484":"N/A","AU:257":"N/A","AR:425":"N/A","Z:230":"N/A","AT:362":"N/A","AR:799":"N/A","O:268":"N/A","AK:418":"N/A","AB:403":"N/A","P:466":"N/A","AM:799":"N/A","BD:410":"N/A","AL:772":"N/A","AZ:80":"No","Y:270":"N/A","BD:284":"N/A","AZ:477":"N/A","BH:307":"N/A","V:106":"No","BF:282":"N/A","BI:586":"N/A","X:534":"N/A","AZ:396":"N/A","AO:162":"N/A","S:653":"N/A","AM:475":"N/A","BE:201":"N/A","AV:677":"N/A","AA:78":"No","O:107":"No","AU:796":"N/A","BC:308":"N/A","W:732":"N/A","P:349":"N/A","AL:439":"N/A","BB:183":"N/A","X:172":"N/A","D:715":"Material Sources","Q:669":"N/A","AJ:687":"N/A","AW:243":"N/A","AL:588":"N/A","R:161":"N/A","Y:752":"N/A","AQ:484":"N/A","U:545":"Yes","AR:643":"N/A","AE:319":"N/A","BD:590":"N/A","BC:183":"N/A","AD:247":"N/A","BH:32":"No","AE:677":"N/A","AN:661":"N/A","AT:183":"N/A","W:153":"3","X:117":"No","AQ:79":"No","P:239":"N/A","Q:403":"N/A","BI:166":"Esta actividad consiste en buscar información sobre el proyecto de la fábrica textil y de celulosa llamada ALTRI en Palas de Rei. Se pedirá a los estudiantes que usen tantas fuentes diferentes de información como puedan (periódicos, webs oficiales, herramientas de IA...). Deberían intentar entender todas las perspectivas y opiniones implicadas en el debate: la posición de la compañía, las preocupaciones de los residentes locales, argumentos medioambientales...\n Los estudiantes, a continuación, se enfocarán en el rol que les fue asignado, recogiendo información que apoye la perspectiva de su parte interesada, para que puedan utilizar dicha información en la siguiente actividad, para preparar los argumentos para el debate.\n Objetivos de aprendizaje:\n - Identificar fuentes de información relevantes y fiables sobre el proyecto de la fábrica ALTRI\n - Distinguir entre diferentes perspectivas de diferentes grupos implicados\n - Seleccionar información que sea relevante para construir los argumentos","AI:602":"N/A","AU:416":"N/A","AI:317":"N/A","G:287":"A1Hows[D4G3O1c]. HOWs [Provide background information on the socio-scientific issue.]","AG:650":"N/A","T:603":"N/A","Z:439":"N/A","AH:428":"N/A","AS:427":"N/A","AV:597":"N/A","T:578":"This activity does not form part of the SciLMi lesson plan.","AE:545":"No","AN:103":"No","BG:613":"N/A","AK:235":"N/A","G:715":"r875q0[S012]. Provide all sources you used in this activity [Reference / Source 12]","Y:665":"N/A","S:274":"N/A","G:151":"KeyWords[SQ014]. Key words (for online filter and search function) []","AH:169":"No","U:297":"N/A","AZ:354":"30","X:257":"N/A","G:731":"r800q0[SQ008]. Activity number in lesson [8]","BC:171":"N/A","AA:454":"N/A","AS:639":"N/A","AZ:72":"Yes","AJ:456":"N/A","AP:294":"N/A","R:499":"N/A","Z:68":"No","G:632":"r246q0[D2G4O2a]. HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AH:292":"N/A","AI:251":"N/A","AO:470":"Yes","AJ:218":"N/A","AM:232":"N/A","AJ:769":"N/A","Z:370":"No","AE:688":"No","U:593":"N/A","AF:346":"No","AH:400":"N/A","AT:548":"N/A","AM:769":"N/A","X:776":"N/A","BA:456":"N/A","BH:109":"utile ma non necessario: cos'è un algoritmo","AE:658":"N/A","W:257":"N/A","AU:68":"No","BB:779":"N/A","O:538":"N/A","AD:648":"N/A","BA:421":"N/A","AB:637":"N/A","BD:733":"N/A","BG:43":"Antibiotic misuse and antibiotic resistance","AZ:200":"N/A","AS:414":"N/A","AX:654":"N/A","AS:461":"N/A","Z:407":"N/A","P:347":"N/A","G:523":"r829q0[S010]. Provide all sources you used in this activity [Reference / Source 10]","AY:250":"N/A","D:79":"Subjects","BF:228":"N/A","AJ:160":"N/A","AZ:233":"N/A","BF:168":"N/A","AN:349":"N/A","X:291":"N/A","AQ:179":"N/A","BC:94":"Yes","AC:119":"No","AX:497":"Yes","AW:441":"N/A","AE:347":"No","O:95":"No","BC:164":"10","AV:176":"Spørsmålsarket med de valgte spørsmålene fra CRAAP testen er valgt for å vurdere om elevene har forstått for å få en innblikk i hva testen handler om og hva den brukes til.&nbsp;","BD:205":"N/A","AY:602":"N/A","AL:599":"N/A","P:589":"N/A","AP:116":"No","Z:777":"N/A","AN:167":"N/A","BH:261":"N/A","D:320":"Resource Type","AM:589":"N/A","AQ:69":"No","X:697":"N/A","Y:228":"N/A","AK:404":"N/A","O:212":"N/A","BC:615":"N/A","V:481":"N/A","AM:585":"N/A","BE:443":"N/A","AB:277":"N/A","AS:300":"N/A","AF:751":"Yes","AK:785":"N/A","AG:153":"3","D:23":"Author(s)","AD:91":"No","AQ:787":"N/A","BF:461":"N/A","AS:276":"N/A","AK:356":"Imagine that you are\n a fast fashion brand.\n \n In pairs discuss how\n this graph makes you feel when you want people to buy your clothes. Write down\n key-words, such as emotions and worries, on post-its and place them on the\n board in the front of the classroom. The post-its show the producers' attitudes.&nbsp;Expected answers: stressed, guilty, frustrated, annoyed, we need this data to\n dissapear, we need to make changes to our production, how will this affect our\n sales?\n \n \n \n <img style=\"max-width: 80%; height: 281px;\" 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","W:398":"N/A","BC:279":"N/A","AX:489":"N/A","AW:725":"N/A","V:359":"No","AY:789":"N/A","AV:698":"N/A","AC:395":"N/A","BE:345":"Yes","AK:253":"N/A","Z:556":"Assessment Criteria\n \n \n 1. Content Understanding (Both Groups)\n \n \n \n \n Excellent (4): Accurately identifies and explains key ideas (definition of circular economy, strategies, recycling issues, global consequences). Uses evidence from texts.\n \n \n Good (3): Identifies most key ideas with some explanation. Minor inaccuracies.\n \n \n Developing (2): Identifies a few ideas but lacks detail or mixes up concepts.\n \n \n Beginning (1): Struggles to identify or explain key ideas.\n \n \n \n \n \n \n \n 2. Reflection &amp; Argumentation\n \n \n \n \n Excellent (4): Gives a clear personal judgment (e.g., ranking strategies, choosing between recycling/circular economy) and justifies it with evidence or examples. Considers counter-arguments or alternative views.\n \n \n Good (3): Gives a clear opinion with some justification, but reasoning may be simple or incomplete.\n \n \n Developing (2): Gives an opinion but with little/no justification.\n \n \n Beginning (1): Opinion is missing, unclear, or unrelated to the activity.\n \n \n \n \n \n \n \n 3. Communication &amp; Use of Sentence Frames\n \n \n \n \n Excellent (4): Uses sentence starters/frames effectively to structure explanations and arguments; language is clear and appropriate for audience.\n \n \n Good (3): Uses sentence frames with some effectiveness; language mostly clear.\n \n \n Developing (2): Attempts to use sentence frames but with errors or limited clarity.\n \n \n Beginning (1): Rarely uses provided language support; responses hard to follow.\n \n \n \n \n \n \n \n 4. Collaboration (Pair/Group Work)\n \n \n \n \n Excellent (4): Actively exchanges information, listens to partner, and builds on ideas during discussion or mini-debate.\n \n \n Good (3): Exchanges information but may not fully engage with partner’s ideas.\n \n \n Developing (2): Limited interaction or contribution during discussion.\n \n \n Beginning (1): Minimal participation in exchange activities.","BD:35":"N/A","O:279":"N/A","AG:237":"N/A","P:770":"N/A","U:109":"Previous lessons (see English & Biology 1-2), own experience of Instagram","AG:115":"No","BH:354":"10","AZ:256":"N/A","AN:298":"N/A","BE:603":"N/A","AD:625":"N/A","AI:487":"N/A","G:759":"r942q0[S003]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 3]","Q:466":"N/A","BB:608":"N/A","R:639":"N/A","AE:15":"Couce Freijomil, María de los Ángeles","T:473":"N/A","AH:593":"N/A","AR:667":"N/A","AA:739":"N/A","AQ:217":"N/A","AQ:305":"N/A","BF:154":"N/A","Q:433":"N/A","U:165":"Yes","AM:93":"N/A","AL:257":"N/A","O:632":"N/A","U:290":"N/A","AJ:590":"N/A","U:10":"2025-06-11 14:21:13","O:237":"N/A","BH:88":"Fast fashion e pubblicità","AA:603":"N/A","T:200":"N/A","AK:280":"N/A","AA:308":"No","AY:510":"Yes","AA:797":"N/A","BB:405":"N/A","AQ:398":"N/A","AT:394":"N/A","BB:75":"No","W:457":"N/A","AR:680":"N/A","AC:507":"No","AL:799":"N/A","AF:475":"N/A","BG:538":"N/A","BH:115":"No","U:394":"N/A","AZ:170":"N/A","AO:68":"No","AF:309":"N/A","AO:647":"N/A","AN:247":"N/A","S:99":"Yes","BH:547":"N/A","AO:738":"N/A","AI:496":"N/A","AI:489":"N/A","AN:39":"due to increased antibiotic resistance","AX:6":"26","BG:414":"N/A","AR:314":"Group work","AG:429":"N/A","AJ:103":"N/A","BA:214":"N/A","O:69":"No","AR:454":"N/A","AL:106":"No","AP:209":"N/A","AT:641":"N/A","AT:360":"N/A","AI:412":"N/A","AR:107":"Yes","T:173":"N/A","AB:772":"N/A","P:446":"N/A","AB:252":"N/A","BH:658":"N/A","AL:669":"N/A","BD:682":"10","Z:581":"N/A","Q:636":"N/A","AJ:263":"N/A","W:212":"N/A","AA:297":"N/A","AJ:640":"N/A","AV:609":"N/A","AD:81":"No","AI:159":"N/A","BA:473":"N/A","AQ:118":"No","AX:641":"N/A","W:620":"N/A","AQ:497":"N/A","AB:452":"N/A","AA:740":"N/A","AZ:183":"N/A","AO:487":"N/A","AG:546":"Reading\n Comprehension &amp; Discussion Activity – Antibiotic Use and Availability in\n Italy (Main task)\n \n \n \n \n \n \n \n Situation:\n Learners read a newspaper article about the availability and use of antibiotics\n in Italy, focusing on regional differences between the north and south of the\n country.\n \n \n \n \n \n \n \n Instructional\n Goal:\n To strengthen reading comprehension, extract key information, and encourage\n critical discussion on regional healthcare disparities and responsible\n antibiotic use. Learners should also learn to question surface-level\n assumptions and recognize complex relationships between socioeconomic factors\n and antibiotic behavior.\n \n \n \n \n \n \n \n Task (using Bloom’s verbs):\n \n \n \n \n \n \n \n \n  Read the article carefully and identify\n  key points about antibiotic use and access in different regions of Italy.\n  Discuss\n  in class:\n  \n  What are the main takeaways\n  from the text?\n  What dangers or problems are\n  highlighted?\n  What potential improvements or\n  solutions can you suggest?\n  Does more wealth always lead\n  to better outcomes? Or can it also result in more informed, restrained\n  use of antibiotics?Analyze\n \n the relationships between wealth, access, and responsible use of antibiotics as described in the article, and identify any expected or unexpected patterns.Reflect on and summarize your main takeaways, noting what surprised you or matched your expectations.\n \n \n \n \n \n \n \n \n \n \n \n \n Inclusion Suggestions:\n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 \nProvide key vocabulary or sentence\n starters to support foreign language Italian learners.&nbsp;Offer the article in digital format with\n adjustable text size or text-to-speech options.&nbsp;Encourage pair or small-group discussions to\n support learners who are less confident speaking in front of the class.&nbsp;Use guiding questions or visual organizers for\n learners who benefit from structured support.&nbsp;Allow alternative ways to demonstrate\n understanding (oral summary, visual representation, or written notes).","AE:278":"N/A","Q:121":"worksheet, whiteboard","AL:610":"N/A","AY:658":"N/A","AF:433":"N/A","AT:204":"N/A","BH:106":"Yes","AF:304":"N/A","P:534":"No","T:781":"N/A","AF:639":"N/A","AP:265":"N/A","AW:541":"N/A","Z:426":"N/A","AL:585":"N/A","AK:363":"N/A","S:488":"N/A","U:308":"N/A","BB:672":"N/A","AB:685":"N/A","BE:285":"N/A","AY:295":"N/A","AE:604":"N/A","BC:287":"N/A","BD:463":"N/A","AO:32":"No","AT:67":"N/A","S:211":"N/A","AA:550":"N/A","BH:416":"N/A","Y:493":"Form\n  a group of 3 to 4 learners.\n  Select one local or international organisation, event, or initiative that\n  works to reduce waste pollution, promote recycling, or support a\n  sustainable lifestyle.\n  Research\n  your chosen topic using trusted websites or printed materials, if you have\n  any.\n  Identify and summarise the following information for your poster:\n  \n  Provide\n  basic information: The name of the organisation/event. Description\n  of what the organisation does. Place/places where it operates\n  (local, national, global). \n  Explain\n  its mission: Why do they do what they do?\n  Possible\n  ways of engagement: List specific ways young people or\n  learners can get involved or take action in the\n  organisation/event.\n  Provide\n  a source for further information (e.g. website, contact info).\n  \n  Create\n  an informative and engaging poster to raise awareness among your\n  classmates.\n  \n  Use\n  visual elements (drawings, symbols, colour, layout, catchy slogans)\n  to catch attention and inspire your classmates to take action.\n  After 60 minutes,&nbsp;present your poster to the class. Explain\n  the key message and encourage your classmates to get involved.\n \n \n \n \n \n \n \n \n \n  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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;}","AH:675":"N/A","U:688":"N/A","AB:154":"Yes","AT:259":"N/A","BE:498":"N/A","AC:262":"N/A","AM:498":"N/A","AP:725":"No","U:159":"N/A","AJ:451":"N/A","R:553":"No","BE:11":"2025-08-21 17:21:40","Y:700":"N/A","AW:623":"N/A","AG:788":"N/A","AJ:159":"N/A","Q:627":"N/A","AY:117":"No","AI:8":"1.16E+09","BC:372":"N/A","AT:563":"N/A","BA:309":"N/A","BI:121":"Ordenador","Z:554":"oral communication","AB:773":"N/A","BH:488":"N/A","BG:295":"N/A","BH:150":"comprensione degli algoritmi","AW:561":"N/A","Z:786":"N/A","AA:500":"N/A","T:212":"N/A","G:211":"A1Hows[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","X:423":"N/A","Z:743":"No","S:561":"N/A","O:478":"N/A","Q:477":"N/A","AQ:461":"N/A","W:348":"N/A","AU:310":"No","BI:232":"N/A","AQ:173":"N/A","AA:450":"N/A","O:790":"N/A","BE:699":"N/A","AN:275":"N/A","P:630":"N/A","AY:457":"N/A","A:1":"E2 Name","AV:305":"N/A","S:623":"N/A","Q:459":"N/A","AC:357":"No","AD:79":"No","AR:168":"N/A","AU:221":"N/A","AT:700":"N/A","AE:660":"N/A","AA:698":"N/A","AF:770":"N/A","T:118":"No","Q:593":"N/A","AD:597":"N/A","X:769":"N/A","AL:172":"No","AT:241":"N/A","W:623":"N/A","AK:31":"No","AE:101":"No","AE:615":"N/A","AA:459":"N/A","AI:550":"N/A","G:656":"r246q0[D4G1O4a]. HOWs [Review similar initiatives to understand common feedback and reactions.]","AJ:500":"N/A","AX:541":"N/A","AF:371":"N/A","AE:665":"N/A","Q:216":"N/A","AX:417":"N/A","AJ:625":"N/A","BI:414":"N/A","BB:680":"N/A","BE:178":"Dies ist die vierte Unterrichtsstunde, in der sich die Schüler:innen mit dem Thema Antibiotikamissbrauch beschäftigen. Da die vorherigen Stunden in naturwissenschaftlichen Fächern stattgefunden haben, verfügen die Schüler:innen bereits über ein gewisses Verständnis der Tragweite und grundlegenden Konzepte in diesem Bereich. Daher kann das Thema nun auch in einer Fremdsprache behandelt werden, wodurch die Schüler:innen sowohl ihre Fremdsprachenkenntnisse verbessern als auch ihr Verständnis von Antibiotika(miss)brauch vertiefen können.\n Die vorgegebenen Bilder sollen das Vorwissen der Schüler:innen aktivieren und sie dazu anregen, ihr bisher erworbenes Wissen mit der Klasse zu teilen. Gleichzeitig sollen die Bilder die kritischen und kontroversen Aspekte der Antibiotikanwendung (Missbrauch, Wirkmechanismen, Resistenz und Verfügbarkeit) aufzeigen und so eine Diskussion anstoßen.\n (In Zusammenarbeit mit einer der Lehrkräfte in Santiago habe ich entschieden, die Fotocollage nicht zu erstellen, da dieser Unterrichtsplan hauptsächlich die theoretischen Aspekte behandelt. Hätte ich dies getan, müssten die Bilder selbst zitiert werden.)","Y:613":"N/A","BI:592":"N/A","G:763":"r942q0[S007]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 7]","AX:204":"N/A","O:272":"N/A","Z:626":"N/A","AL:112":"No","AI:775":"N/A","AQ:310":"N/A","AV:252":"N/A","BD:579":"N/A","U:454":"N/A","AR:262":"Yes","AZ:444":"N/A","BE:320":"N/A","AU:510":"N/A","AE:397":"N/A","BH:66":"No","T:243":"N/A","BD:10":"2025-08-05 19:15:43","Z:653":"N/A","BB:630":"N/A","Y:783":"N/A","AX:698":"N/A","AO:228":"N/A","BF:264":"N/A","AM:258":"N/A","AZ:369":"N/A","AZ:268":"N/A","V:775":"N/A","Z:724":"No","AD:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","AR:498":"N/A","O:418":"N/A","BH:407":"N/A","BA:358":"N/A","AN:624":"N/A","Z:35":"N/A","AT:372":"N/A","AP:297":"N/A","BI:506":"Yes","AO:601":"N/A","AS:669":"N/A","AZ:410":"N/A","AK:160":"N/A","G:266":"A1Hows[D3G4O1a]. HOWs [Checklist: Personal relation to SSI]","BF:422":"N/A","AA:443":"N/A","AY:481":"N/A","Y:32":"No","U:349":"N/A","Y:420":"N/A","X:414":"N/A","G:69":"Subjects[AO04]. Subject(s) [Science]","AV:648":"N/A","BA:665":"N/A","AC:645":"N/A","AJ:725":"N/A","AA:631":"N/A","AE:225":"N/A","AE:788":"N/A","AC:70":"No","R:508":"N/A","BH:408":"N/A","AE:203":"N/A","BE:778":"N/A","R:510":"N/A","AB:240":"N/A","P:784":"N/A","Q:241":"N/A","AW:549":"N/A","R:660":"N/A","AE:231":"N/A","AG:165":"Yes","O:285":"N/A","O:677":"N/A","AM:438":"N/A","S:442":"N/A","AI:256":"N/A","AV:248":"N/A","BB:455":"N/A","AX:107":"No","AM:662":"N/A","AM:409":"N/A","AU:650":"N/A","AD:344":"No","AU:663":"N/A","AZ:231":"N/A","Y:426":"N/A","AC:485":"N/A","AU:661":"N/A","AL:272":"N/A","BG:200":"N/A","AL:496":"N/A","AD:295":"N/A","BF:308":"N/A","T:772":"N/A","AX:392":"N/A","Q:393":"N/A","AM:355":"N/A","AI:259":"N/A","BD:155":"No","Y:1":"38","R:559":"Yes","BE:435":"N/A","AG:271":"N/A","AC:109":"Basic understanding of factual vs. opinion statements (e.g., fact = verifiable, opinion = based on belief/attitude). Reading skills (skim for general understanding, scan for specific linguistic features). Basic understanding of scientific or health-related terms related to antibiotic resistance (e.g. bacteria, infection, resistance, treatment).","G:237":"A1Hows[D2G2O1c]. HOWs [Identify sensational and emotional language used to influence the audience.]","BI:354":"50","W:455":"N/A","BI:547":"N/A","AB:465":"N/A","AE:683":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Activity 3. Think before you swallow: what is\n fact and what is not?\n \n \n \n (see the complete activity sheet in the\n material folder&nbsp;: Antibiotics &gt; Lesson 1-Biology 1_Activity 3.pdf)\n \n 1.&nbsp;Classify&nbsp;the statements you\n are given into the following three categories: Opinions, Isolated facts,\n Arguments. Identify the&nbsp;verbal cues&nbsp;that helped you classified\n the statements.&nbsp;\n \n 2.&nbsp;Contrast&nbsp;the content of\n those statements with the knowledge you already have.\n \n Statements:\n \n \n  Some\n  antibiotics work by stopping bacteria from reproducing, while others kill\n  them directly.&nbsp;\n  Educating\n  patients about when antibiotics are needed reduces misuse, according to\n  public health campaigns in the UK.&nbsp;\n  I\n  think I have the flu, and taking leftover antibiotics will help me get\n  better faster.&nbsp;\n  In\n  some countries, antibiotics can still be purchased without a prescription.\n  Overusing\n  antibiotics contributes to antimicrobial resistance, according to the\n  World Health Organization.\n  In\n  my opinion, antibiotics should be available without a prescription.","AE:297":"N/A","G:428":"r570q0[D2G2O1d]. HOWs [Check whether the messages of textual and visual elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","AU:428":"N/A","AB:427":"N/A","AY:666":"N/A","U:441":"N/A","AZ:633":"N/A","BH:309":"N/A","AQ:475":"N/A","AD:246":"N/A","AQ:202":"N/A","R:781":"N/A","BA:675":"N/A","T:371":"N/A","AW:753":"N/A","BH:485":"N/A","AC:735":"No","AN:664":"N/A","W:737":"N/A","AV:603":"N/A","AT:657":"N/A","AV:31":"No","BF:679":"N/A","G:613":"r246q0[D2G1O2c]. HOWs [Check if the information was peer-reviewed.]","AV:482":"N/A","BC:429":"N/A","P:265":"N/A","BB:225":"N/A","BC:293":"N/A","D:356":"Activity Instruction","AO:212":"N/A","S:262":"N/A","P:638":"N/A","AH:796":"N/A","AU:267":"N/A","BH:401":"N/A","D:139":"Keywords","S:448":"N/A","BI:158":"N/A","G:128":"Materials[SQ008]. Required teaching materials []","AY:788":"N/A","U:307":"N/A","AL:111":"Yes","BH:608":"N/A","R:36":"Genetic engineering","W:778":"N/A","AG:176":"Engagement and active participation","AG:274":"N/A","AB:298":"N/A","R:603":"N/A","AL:431":"N/A","AA:602":"N/A","BD:277":"N/A","AC:752":"N/A","BB:413":"N/A","Z:689":"N/A","AI:680":"N/A","AK:68":"No","AF:654":"N/A","AW:264":"N/A","AN:116":"No","AV:548":"N/A","U:111":"Yes","BI:642":"N/A","BC:628":"N/A","AF:620":"N/A","AI:220":"N/A","AN:108":"Yes","D:17":"Author(s)","AR:249":"N/A","AE:791":"N/A","V:436":"N/A","AV:369":"N/A","BI:635":"N/A","AE:81":"No","R:268":"N/A","AK:37":"due to domestic overconsumption / throw-away habits","AJ:668":"N/A","AR:395":"N/A","AQ:228":"N/A","AX:81":"No","AJ:119":"N/A","BB:602":"N/A","Y:201":"N/A","BB:740":"N/A","AK:238":"N/A","BA:612":"N/A","AF:155":"No","P:453":"N/A","AL:621":"N/A","W:304":"N/A","AI:772":"N/A","BG:213":"N/A","Y:347":"N/A","AO:259":"N/A","T:688":"N/A","D:758":"Material Sources","AN:95":"No","AX:778":"N/A","BI:118":"No","AY:733":"N/A","AL:165":"Yes","AQ:671":"N/A","AR:629":"N/A","U:388":"This activity is replaced by the following SciLMi activity.","AS:254":"N/A","W:266":"N/A","BA:772":"N/A","AP:647":"N/A","AA:407":"N/A","Z:371":"Yes","AT:672":"N/A","BI:112":"No","AZ:137":"90","AP:551":"N/A","BC:543":"N/A","R:475":"N/A","AY:346":"N/A","V:84":"No","BB:665":"N/A","AF:290":"N/A","BE:166":"/* 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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Einführende Diskussion / Brainstorming-Aktivität (Pre-Task\n 1)\n \n Situation:\n Den Schüler:innen werden verschiedene Bilder gezeigt, die die Verwendung, den\n Missbrauch, die Wirkmechanismen, die Resistenz und die Verfügbarkeit von\n Antibiotika veranschaulichen.\n \n Aufgabenformat:\n Die Aktivität ist als mündliche Aufgabe konzipiert und soll im Klassenplenum\n durchgeführt werden. Die Schüler:innen können zunächst individuell über ihre\n Antworten nachdenken und/oder kurz Ideen mit ihrer Sitznachbar:in austauschen,\n bevor sie ihre Gedanken im Plenum teilen.\n \n Lernziel:\n Vorwissen aktivieren, kritisches Denken fördern und eine offene\n Klassendiskussion zum Thema Antibiotika anstoßen.\n \n Task (unter Verwendung von Bloom-Verben):\n \n \n  Beobachte\n  die Bilder genau.\n  Beschreibe,\n  was du siehst und was dir auffällt.\n  Interpretiere,\n  was die Bilder darstellen könnten.\n  Diskutiere\n  offen im Plenum: Was fällt dir ein, wenn du diese Bilder siehst?\n \n \n Inklusionsvorschläge:\n \n \n  Schriftliche\n  Beschreibungen der Bilder für Schüler:innen bereitstellen, die visuelle\n  Informationen schwer verarbeiten.\n  Zusätzliche\n  Zeit zum Nachdenken, Notizen machen oder Formulieren von Antworten\n  gewähren.\n  Schüler:innen\n  gezielt paaren, um Peer-Scaffolding und Zusammenarbeit mit\n  unterschiedlichen Fähigkeiten zu unterstützen.\n  Satzanfänge\n  oder Leitfragen anbieten, um Schüler:innen mit Sprach- oder\n  Kommunikationsschwierigkeiten die Teilnahme zu erleichtern.\n  Alternative\n  Möglichkeiten zur Ideenäußerung fördern, z. B.\n  Zeichnungen, Mind-Maps oder kurze schriftliche Notizen.","AP:113":"No","G:567":"r174q0[S001]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 1]","AS:786":"N/A","BE:510":"N/A","BB:253":"N/A","AE:510":"N/A","AL:484":"N/A","BI:467":"N/A","AX:84":"No","AE:662":"N/A","BF:402":"N/A","AG:154":"Yes","AY:740":"N/A","AV:345":"N/A","AA:82":"No","Z:421":"N/A","X:167":"N/A","AM:407":"N/A","Z:253":"N/A","AO:651":"N/A","AV:214":"N/A","AS:445":"N/A","AB:115":"No","T:68":"No","AR:778":"N/A","AZ:627":"N/A","BB:783":"N/A","AY:354":"30","S:781":"N/A","AT:496":"N/A","R:289":"N/A","AY:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AS:642":"N/A","Y:672":"N/A","U:795":"N/A","AN:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","W:3":"Lucas","AO:219":"N/A","P:728":"N/A","G:460":"r570q0[D4G1O1c]. HOWs [In your group, take our favourite measure and plan how to implement it in your school. Prepare a presentation for your classmates on how you would go about it.]","AA:33":"No","AW:667":"N/A","BD:273":"N/A","AK:277":"N/A","AW:71":"No","BG:448":"N/A","AP:35":"N/A","AJ:344":"N/A","AH:200":"N/A","AT:260":"N/A","R:621":"N/A","V:224":"N/A","AV:434":"N/A","AV:665":"N/A","Y:432":"N/A","AE:460":"N/A","O:459":"N/A","AP:457":"N/A","Y:453":"N/A","AL:784":"N/A","Y:775":"N/A","AL:217":"N/A","BH:509":"N/A","BG:173":"N/A","AK:686":"N/A","O:797":"N/A","AJ:455":"N/A","AX:214":"N/A","AJ:426":"N/A","AK:553":"N/A","BE:402":"N/A","T:786":"N/A","U:448":"N/A","O:789":"N/A","AR:642":"N/A","BG:34":"No","AJ:213":"N/A","W:107":"No","Z:508":"N/A","AW:626":"N/A","AH:632":"N/A","AD:372":"N/A","AS:787":"N/A","AE:210":"N/A","AO:436":"N/A","BA:773":"N/A","AK:784":"N/A","D:90":"Subject-Specific Lesson Goals","R:412":"N/A","AC:779":"N/A","AD:345":"Yes","AD:645":"N/A","G:634":"r246q0[D3G1O1a]. HOWs [List the different viewpoints supported by evidence-based arguments.]","AY:492":"30","S:647":"N/A","U:272":"N/A","S:112":"No","AW:687":"N/A","AJ:452":"N/A","BH:77":"No","Q:543":"N/A","BE:273":"N/A","R:667":"N/A","AM:750":"N/A","AR:78":"No","BA:559":"N/A","O:472":"N/A","BI:620":"N/A","AY:402":"N/A","BG:547":"N/A","T:70":"No","W:361":"N/A","AO:227":"N/A","AW:230":"N/A","X:13":"https://email.seznam.cz/","P:750":"N/A","O:390":"N/A","V:209":"N/A","AJ:422":"N/A","AU:114":"No","Q:608":"N/A","AB:242":"N/A","AD:90":"1.Explain how antibiotic resistance develops and spreads. 2. Explain how antibiotics contaminate the environment (e.g., oceans, rivers, soil).","T:198":"This activity does not form part of the SciLMi lesson plan.","AY:347":"N/A","AV:750":"N/A","AW:550":"N/A","U:637":"N/A","AO:471":"Yes","AW:645":"N/A","V:640":"N/A","BB:360":"N/A","AL:732":"N/A","AC:583":"N/A","BC:280":"N/A","AW:420":"N/A","AF:111":"No","P:284":"N/A","BC:645":"N/A","AN:610":"N/A","AX:445":"N/A","BD:361":"N/A","AB:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AP:640":"N/A","AC:81":"No","T:540":"N/A","G:56":"LearningOutcome7. 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Share Findings – In your group, discuss the kinds of litter you collected and describe what you noticed about it (e.g., where it was found, what types were most common).\n2. Measure the Impact – Weigh your bags to see how much litter your group removed.\n3. Record the total weight as evidence of your effort.\n4. Plan for the Future – Based on what you found, suggest specific ways we can prevent litter and keep this area cleaner going forward.\n5. Create an Action Plan – As a group, agree on one or two practical steps the class or community could take to reduce litter.","AI:297":"N/A","R:116":"No","BG:319":"N/A","AF:441":"N/A","AS:446":"N/A","AM:288":"N/A","AW:538":"N/A","BC:8":"7.36E+08","V:784":"N/A","BD:468":"N/A","BE:773":"N/A","G:454":"r570q0[D3G3O1c]. HOWs [Identify solutions that create new negative impacts.]","AB:466":"N/A","D:553":"Student Output Form","AJ:400":"N/A","AD:731":"N/A","BI:124":"Cartas de rol impresas o digitales","BF:280":"N/A","AJ:727":"N/A","AA:588":"N/A","BF:247":"N/A","T:634":"N/A","T:735":"N/A","T:216":"N/A","AN:662":"N/A","AE:786":"N/A","AR:656":"N/A","AA:113":"No","AA:542":"N/A","BI:578":"This activity does not form part of the SciLMi lesson plan.","W:218":"N/A","Y:485":"N/A","AQ:263":"N/A","BB:770":"N/A","R:418":"N/A","AI:617":"N/A","AS:795":"N/A","S:158":"N/A","BC:450":"N/A","G:248":"A1Hows[D2G3O1c]. HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","AR:69":"No","AF:236":"N/A","AU:446":"N/A","BB:588":"N/A","V:484":"N/A","Y:294":"N/A","AY:35":"N/A","AU:589":"N/A","BB:108":"No","BB:319":"N/A","Q:792":"N/A","BH:685":"N/A","G:434":"r570q0[D2G2O3c]. HOWs [Examine the political climate. Consider the political context at the time the information was created.]","U:398":"N/A","AV:115":"Yes","BB:290":"N/A","BD:393":"N/A","AE:220":"N/A","AA:782":"N/A","AJ:633":"N/A","AD:735":"No","G:760":"r942q0[S004]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 4]","AM:535":"N/A","AU:92":"No","G:389":"r570q0[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","X:318":"N/A","BC:409":"N/A","AO:105":"No","P:440":"N/A","T:431":"N/A","P:675":"N/A","X:223":"N/A","BC:158":"N/A","AD:453":"N/A","BI:401":"N/A","T:264":"N/A","G:691":"r612q0[other]. Student output form [Other]","AB:320":"Yes","AY:412":"N/A","BA:69":"N/A","AO:283":"N/A","S:159":"N/A","AQ:78":"No","AJ:252":"N/A","AT:685":"N/A","AD:418":"N/A","BG:791":"N/A","BB:439":"N/A","AT:373":"N/A","BE:114":"Yes","BH:166":"Descrivi ciò che vedi nell'immagine. Identifica il potenziale argomento a cui si riferisce.","R:310":"N/A","AU:67":"No","AB:181":"N/A","AB:253":"N/A","V:316":"N/A","Q:661":"N/A","AA:648":"N/A","P:404":"N/A","AX:651":"N/A","BG:457":"N/A","T:661":"N/A","AX:346":"No","AY:70":"No","BH:320":"N/A","Z:442":"N/A","BF:465":"N/A","AA:106":"Yes","Y:507":"No","AH:686":"N/A","BD:138":"oceán, žralok, udržitelnost, lidský dopad, životní prostředí, rybolov","V:468":"N/A","Z:650":"N/A","AO:794":"N/A","BH:563":"N/A","AA:560":"N/A","AW:475":"N/A","AA:656":"N/A","Z:222":"N/A","AX:395":"N/A","D:493":"Activity Instruction","AW:440":"N/A","BC:358":"N/A","U:480":"N/A","BB:157":"N/A","AA:249":"N/A","BI:231":"N/A","AE:593":"N/A","AE:736":"Activity 4. Kahoot: take home messages \n For teachers&nbsp;\n \n \n \n \n As a summary of the lesson, make a short kahoot that includes the 3 key aspects covered. This will make it possible to check that the activities have been followed correctly and to detect possible alternative ideas still present in the learners.&nbsp;\n \n \n \n \n 1. How have antibiotics changed the way we treat infections?&nbsp;\n \n \n They prevent any kind of infection, even before it starts.They help the body fight viruses, especially the flu and colds.They allow us to cure many bacterial infections that used to be deadly.They strengthen the immune system so that vaccines are no longer needed.&nbsp;\n \n \n \n \n 2. How do antibiotics fight bacterial infections?&nbsp;\n \n \n They boost the immune system to attack bacteria directly.They change the DNA of bacteria to turn them into helpful microbes.They create antibodies that destroy bacteria.They block essential processes in bacteria, such as cell wall or protein synthesis.&nbsp;\n \n \n \n \n 3. What is the main difference between an opinion and an argument?&nbsp;\n \n \n An opinion always uses scientific language, while an argument uses personal beliefs.An argument is supported by reasons and evidence, while an opinion is based on beliefs or preferences.Arguments are emotional, but opinions are always objective.There is no real difference, both are just personal points of view.&nbsp;\n \n \n \n \n \n \n \n Correct answers: 1c, 2d, 3b.","BG:443":"N/A","Z:568":"https://www.ellenmacarthurfoundation.org/topics/circular-economy-introduction/overview","O:289":"N/A","S:247":"N/A","BB:690":"N/A","G:435":"r570q0[D2G3O1a]. HOWs [Identify common logical fallacies. -&gt; Checklist: logical fallacies]","T:639":"N/A","AS:69":"No","T:116":"No","BI:652":"N/A","R:407":"N/A","AY:114":"Yes","AO:284":"N/A","BE:649":"N/A","U:726":"No","BD:787":"N/A","O:597":"N/A","AV:101":"No","AN:476":"N/A","AO:599":"N/A","AD:441":"N/A","AX:67":"No","AE:11":"2025-08-22 17:45:00","AN:606":"N/A","AA:540":"N/A","P:263":"N/A","AL:244":"N/A","BB:404":"N/A","D:148":"Keywords","BI:181":"N/A","G:2":"Publish? -> Yes / No","BI:430":"N/A","AU:203":"N/A","AF:655":"N/A","AC:665":"N/A","P:180":"No","AU:689":"N/A","G:139":"KeyWords[SQ002]. Key words (for online filter and search function) []","D:115":"Required infrastructure & Teaching Materials","AY:101":"No","BC:15":"Pěchová, Veronika","BA:470":"N/A","AK:584":"N/A","AY:6":"26","AJ:293":"N/A","AA:419":"N/A","Y:654":"N/A","AW:601":"N/A","AH:269":"N/A","AX:281":"N/A","AV:408":"N/A","BG:285":"N/A","AR:536":"N/A","AN:414":"N/A","V:92":"No","BB:586":"N/A","T:751":"N/A","AC:546":"Main Task Phase\n Step 2: Expert Groups\n Learners with the same text form expert groups.\n They share findings, discuss interpretations, and expand on the analysis.","U:243":"N/A","S:248":"N/A","AX:607":"N/A","AF:210":"N/A","AT:626":"N/A","W:316":"N/A","V:507":"No","AZ:735":"No","AT:726":"N/A","AA:402":"N/A","BF:401":"N/A","G:657":"r246q0[D4G1O4b]. HOWs [Simulate the engagement.]","Q:92":"No","AA:119":"No","R:218":"N/A","Y:216":"N/A","U:107":"No","AI:316":"N/A","W:96":"Yes","AA:319":"Yes","AR:169":"N/A","BD:214":"N/A","V:32":"No","AZ:729":"N/A","AM:549":"N/A","T:798":"N/A","Y:643":"N/A","Z:400":"N/A","W:749":"N/A","W:771":"N/A","BI:596":"N/A","AS:244":"N/A","AE:8":"1.42E+09","V:103":"No","BD:232":"N/A","AV:770":"N/A","AM:581":"N/A","U:557":"Group work","W:641":"N/A","BF:217":"N/A","W:168":"N/A","D:548":"Student Output Form","U:206":"N/A","AE:620":"N/A","BC:467":"N/A","AA:344":"N/A","BA:236":"N/A","AN:88":"Sachliche oder meinungsbasierte Sprache","BH:724":"No","T:109":"What is fast fashion, basic knowledge about the process of creating clothes, environmental impact linked to the use of tints and the source of fabrics, ecological foot print linked to fast fashion...","AT:73":"N/A","AZ:620":"N/A","T:307":"N/A","AI:214":"N/A","AV:222":"N/A","AB:397":"N/A","R:216":"N/A","AP:158":"No","AX:582":"N/A","S:355":"No","AK:794":"N/A","AL:294":"N/A","S:182":"N/A","AX:112":"Yes","BB:105":"No","BA:396":"N/A","AU:179":"N/A","Z:102":"No","R:591":"N/A","BC:454":"N/A","BE:668":"N/A","AJ:733":"N/A","V:645":"N/A","AW:238":"N/A","AG:261":"N/A","W:157":"N/A","BG:671":"N/A","AC:77":"No","AX:236":"N/A","AS:771":"N/A","AO:206":"N/A","W:267":"N/A","AZ:89":"Устойчивость к антибиотикам и загрязнение окружающей среды","P:369":"N/A","BA:588":"N/A","AT:790":"N/A","AN:611":"N/A","BD:689":"No","AK:660":"N/A","V:418":"N/A","AZ:286":"N/A","AW:634":"N/A","AM:369":"N/A","AS:567":"Adobe Photoshop software","U:666":"N/A","AH:243":"N/A","BI:503":"La evaluación tendrá en cuenta el criterio descrito arriba","AV:602":"N/A","U:221":"N/A","AR:679":"N/A","AN:438":"N/A","BB:232":"N/A","BI:417":"N/A","AE:776":"N/A","AA:373":"N/A","AH:391":"N/A","AN:82":"No","Q:662":"N/A","AM:730":"N/A","AG:500":"N/A","BB:799":"N/A","AE:542":"N/A","G:545":"r996q0[SQ001]. Elaborate activity [Yes, please show additional fields]","AD:77":"No","AH:165":"Yes","V:431":"N/A","P:637":"N/A","AK:283":"N/A","AH:540":"N/A","V:90":"Learners will be able to examine how diverse interests and values influence decision-making around the fishing industry.","W:15":"Pěchová, Veronika","U:167":"No","U:734":"50","AB:604":"N/A","D:150":"Keywords","AA:289":"N/A","W:635":"N/A","AQ:606":"N/A","BG:647":"N/A","AY:173":"N/A","BE:454":"N/A","AX:787":"N/A","AI:497":"N/A","BC:675":"N/A","AK:219":"N/A","AO:72":"No","BD:781":"N/A","BI:320":"N/A","AK:445":"N/A","Z:495":"N/A","AR:674":"N/A","V:733":"N/A","BG:653":"N/A","AF:407":"N/A","AC:460":"N/A","Z:97":"No","V:109":"Understanding that governments and industries often must balance economic, social, and environmental priorities,Knowing what international waters and exclusive economic zones are, Concept of biodiversity and why it's important, What overfishing is and how it affects fish populations","AD:357":"N/A","BG:215":"N/A","W:73":"No","AI:547":"N/A","AI:661":"N/A","Q:579":"N/A","O:411":"N/A","AH:737":"No","W:609":"N/A","AU:752":"N/A","AD:289":"N/A","AW:355":"No","AB:615":"N/A","AS:464":"N/A","BI:617":"N/A","T:12":"91.117.208.4","BE:651":"N/A","AL:690":"N/A","AP:509":"N/A","BF:750":"N/A","AO:585":"N/A","S:165":"No","AQ:37":"due to domestic overconsumption / throw-away habits","AB:447":"N/A","AN:437":"N/A","G:450":"r570q0[D3G2O2a]. HOWs [Determine which parties are more susceptible to negative impacts.]","AK:740":"N/A","AB:579":"N/A","V:363":"No","X:165":"No","AF:686":"N/A","AG:485":"N/A","G:284":"A1Hows[D4G2O2c]. HOWs [Refer to sources.]","AG:475":"N/A","U:773":"N/A","AL:411":"N/A","AS:393":"N/A","AE:300":"N/A","AC:310":"N/A","V:769":"N/A","Q:293":"N/A","AI:428":"N/A","AK:250":"N/A","AF:98":"Yes","AX:82":"No","BE:474":"N/A","D:116":"Required infrastructure & Teaching Materials","AW:101":"No","BH:206":"N/A","AW:113":"No","AB:684":"N/A","BE:599":"N/A","AM:676":"N/A","AO:668":"N/A","P:680":"N/A","BB:117":"No","W:309":"N/A","BF:657":"N/A","AU:653":"N/A","AQ:430":"N/A","AD:397":"N/A","BG:799":"N/A","AI:278":"N/A","P:472":"N/A","BA:782":"N/A","AY:590":"N/A","BA:361":"N/A","AR:592":"N/A","R:788":"N/A","V:634":"N/A","G:288":"A1Hows[D4G3O1d]. HOWs [ Explain how the evidence supports the arguments and how the arguments support your message.]","G:798":"r276q0[D1G3O3c]. HOWs [Check the publication date.]","AO:216":"N/A","AH:621":"N/A","G:311":"A1SOutputForm[other]. Student output form [Other]","D:372":"Resource Type","AB:673":"N/A","AW:297":"N/A","BF:225":"N/A","AI:789":"N/A","BG:624":"N/A","AD:261":"N/A","BI:448":"N/A","BF:389":"N/A","AV:344":"N/A","AS:665":"N/A","AC:655":"N/A","BD:285":"N/A","AK:117":"No","P:413":"N/A","AN:168":"N/A","AB:441":"N/A","AU:107":"No","D:333":"Material Sources","P:791":"N/A","AQ:799":"N/A","AO:316":"N/A","BG:535":"No","AG:123":"Newspaper article about the availability and use of antibiotics, differences between Northern and Southern Italy","AW:639":"N/A","Y:257":"N/A","BB:95":"No","BD:672":"N/A","BE:318":"N/A","O:161":"N/A","S:591":"N/A","AJ:395":"N/A","AQ:614":"N/A","AU:638":"N/A","AP:373":"N/A","U:360":"No","AO:555":"Modelllösung 1:\n Thema: Nachhaltige Meeresfrüchte\n Altersgruppe: Gen Z\n Format: Reel\n Sprache/Text: Deutsch, klar und kurz, Audio und Untertitel\n Inhalt: Verschiedene Arten von Meeresfrüchte und Optionen\n \n Modelllösung 2:\n Thema: Spendenaufruf\n Altersgruppe: Generation X\n Format: Post, mehrere Slides\n Sprache/Text: Deutsch, klar und etwas mehr Text, gut in Absätze geteilt\n Inhalt: Information über eine NGO, Spendenaufruf","AO:172":"No","Q:774":"N/A","AE:451":"N/A","BI:170":"N/A","AX:154":"Yes","Z:74":"No","BD:585":"N/A","AE:317":"N/A","R:663":"N/A","AU:155":"No","BE:640":"N/A","AQ:591":"N/A","AK:109":"Knowledge about different types of graphs and what the two axes' mean. Also basic understanding of what fast fashion is.","AG:496":"N/A","BC:651":"N/A","AY:787":"N/A","BC:261":"N/A","AK:669":"N/A","AB:199":"N/A","G:351":"r373q0[SQ008]. Activity number in lesson [8]","AW:246":"N/A","X:104":"No","AF:232":"N/A","AN:203":"N/A","AT:645":"N/A","AS:269":"N/A","BB:582":"N/A","BH:670":"N/A","P:635":"N/A","AK:611":"N/A","AX:800":"N/A","BA:399":"N/A","U:373":"No","BG:489":"N/A","Y:27":"English","BF:68":"No","BI:606":"N/A","AT:405":"N/A","BA:203":"N/A","Y:773":"N/A","S:684":"N/A","BC:359":"N/A","BF:418":"N/A","Z:123":"Differentiated graphic organizers (compare/contrast + argument planner)","AR:481":"N/A","AR:741":"N/A","P:769":"N/A","W:639":"N/A","AY:7":"en","AK:486":"N/A","BG:690":"No","AH:409":"N/A","W:724":"N/A","AP:290":"N/A","AR:497":"N/A","BI:403":"N/A","AE:10":"2025-06-11 14:24:00","AE:779":"N/A","X:780":"N/A","AG:203":"N/A","AV:281":"N/A","G:692":"r71q0. Model solution","AE:68":"No","BC:596":"N/A","AU:166":"Consigue una tarrina de bombones envueltos o una bolsa de caramelos envueltos, que se utilizarán como los ‘peces’ en esta actividad. Selecciona cuatro tipos de dulces para representar cuatro especies de peces comúnmente capturadas con distinto valor comercial – por ejemplo: atún (valor más alto), caballa (alto valor), arenque (valor medio) y anchoa (bajo valor) (estos pueden adaptarse según tu región). Coloca los cuatro tipos de dulces en una mesa grande, pero coloca deliberadamente menos dulces de alto valor que de bajo valor, para reflejar las diferencias naturales en la abundancia de estas especies en el entorno.\n Divide la clase en cuatro equipos diferentes, representando distintos barcos pesqueros. Proporciona a cada persona una ‘red de pesca’, que puede ser un palo o una regla unida a una caja de papel. Pide a los estudiantes que formen un círculo alrededor de la mesa con los dulces, lo que representa una ‘pesquería de acceso abierto’ donde todos pueden pescar tantos peces como deseen, pero que mostrará las consecuencias negativas sobre las poblaciones si los pescadores no cooperan.\n Durante el juego, debes volver a añadir dulces al montón para permitir que los peces se ‘regeneren’ después de cierto tiempo, y escalona esto para cada especie – anchoa (cada 2 segundos), arenque (cada 4 segundos), caballa (cada 8 segundos) y atún (cada 12 segundos). Esto reflejará el crecimiento natural de las poblaciones de peces.\n Hay tres rondas en este juego, y la primera ronda no debe tener reglas, donde cada equipo pesquero puede pescar tantos dulces como quiera – esto debería mostrar rápidamente a los estudiantes que se necesita algún tipo de gestión cuando los dulces desaparecen rápidamente. Después de cada ronda, permite que los estudiantes tengan una discusión abierta sobre sus tácticas y qué reglas podrían establecer para permitirles pescar especies de mayor valor.\n Con cada ronda, el objetivo de la actividad es que los estudiantes se den cuenta de cómo puede ocurrir el colapso de una pesquería y piensen en qué medidas les permitirían seguir pescando de manera sostenible.","U:696":"N/A","Q:427":"N/A","AL:169":"No","U:672":"N/A","T:542":"N/A","O:392":"N/A","AZ:15":"Morhachov, Alexander","AK:653":"N/A","R:625":"N/A","AW:432":"N/A","V:432":"N/A","U:655":"N/A","AW:412":"N/A","AJ:410":"N/A","AS:287":"N/A","G:193":"A1Reference[S007]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 7]","W:506":"No","AC:138":"English","Q:545":"No","X:477":"N/A","G:725":"r800q0[SQ002]. Activity number in lesson [2]","P:234":"N/A","T:273":"N/A","AM:274":"N/A","AG:473":"N/A","P:271":"N/A","AD:217":"N/A","AT:294":"N/A","AR:789":"N/A","AO:252":"N/A","Z:268":"N/A","AK:171":"N/A","BH:81":"No","AT:420":"N/A","BF:258":"N/A","R:782":"N/A","AY:671":"N/A","BD:309":"N/A","AL:275":"N/A","AY:30":"4","AY:236":"N/A","AZ:483":"N/A","AV:662":"N/A","Y:550":"N/A","AH:433":"N/A","AQ:436":"N/A","AB:434":"N/A","AK:732":"N/A","AZ:599":"N/A","BB:263":"N/A","BC:623":"N/A","AD:420":"N/A","AE:251":"N/A","AZ:700":"N/A","P:480":"N/A","AB:323":"- Write simple, step-by-step\n instructions and explain them before starting. Consider having them printed or\n projected for easy reference.- The teacher should manage the\n timer and ensure it has an audible and visible alarm to clearly signal the end\n of each fishing round.- Have all materials ready at each\n station to avoid delays-Within each group, assign roles to\n ensure participation and organization. Suggested roles could be:\n Fisherman/woman 1, Fisherman/woman 2, Fisherman/woman 3, Data recorder, Fish\n restocker, etc.","AI:166":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\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 \n \n \n \n \n Think about what you already know about the term fast fashion.&nbsp;\n \n \n Write down a few keywords.\n \n Share your thoughts with your partner. Together, agree on a short definition of fast fashion in your own words.&nbsp;\n \n \n Discuss: How often do you buy clothes? What or who influences your clothing choices (friends, social media, price, brands…)?&nbsp;\n \n \n Volunteers share their definitions.\n (5-7 minutes)","G:48":"LearningObjective3. Learning Objective","X:678":"N/A","AV:441":"N/A","AQ:34":"No","AY:359":"N/A","AW:199":"N/A","AQ:652":"N/A","AS:540":"No","BH:318":"N/A","BD:496":"N/A","AD:699":"N/A","T:259":"N/A","BH:478":"N/A","P:346":"No","T:172":"N/A","AC:156":"No","R:319":"N/A","BA:167":"N/A","D:30":"Total Number of Lessons in the Sequence","BB:729":"N/A","BI:292":"N/A","AX:750":"N/A","AX:180":"N/A","BE:620":"N/A","AL:273":"N/A","Y:657":"N/A","O:247":"N/A","BH:483":"N/A","AO:688":"N/A","BH:674":"N/A","G:735":"r234q0[SQ001]. Elaborate activity [Yes, please show additional fields]","AD:651":"N/A","S:563":"N/A","BC:74":"No","AZ:648":"N/A","G:46":"LearningObjective1. Learning Objective","AF:119":"No","S:107":"No","AW:80":"No","AU:217":"N/A","AW:160":"N/A","Z:751":"Yes","Z:559":"Yes","AW:236":"N/A","AR:393":"N/A","AH:280":"N/A","W:498":"No","BE:378":"Baraldi, E., Årdal, C., Aho, E., Popescu, G.-A., & Melaku, T. (2025). The multifaceted nature of lack of access to antibiotics: Types of shortage and specific causes, consequences, and solutions. Clinical Microbiology and Infection, 31(3), 333–338. Advance online publication. https://doi.org/10.1016/j.cmi.2024.11.012","R:448":"N/A","BE:15":"Lukasser, Sebastian","V:82":"No","U:731":"N/A","AY:632":"N/A","BA:419":"N/A","BI:587":"N/A","X:266":"N/A","BI:438":"N/A","X:797":"N/A","AR:543":"N/A","AB:623":"N/A","AT:35":"N/A","Y:750":"N/A","AA:478":"N/A","AP:726":"No","AC:414":"N/A","U:498":"No","BB:228":"N/A","T:389":"N/A","AM:680":"N/A","AC:646":"N/A","O:415":"N/A","AN:471":"N/A","AH:13":"https://web-mail.uibk.ac.at/","AD:71":"No","BG:476":"N/A","AA:735":"N/A","BC:113":"No","AS:213":"N/A","BI:69":"No","Q:677":"N/A","P:319":"No","BF:293":"N/A","AD:169":"N/A","U:724":"No","BE:357":"No","P:213":"N/A","AS:552":"No","AQ:264":"N/A","Z:235":"N/A","AW:10":"2025-07-17 13:35:35","AO:226":"N/A","AP:173":"N/A","BC:285":"N/A","AN:630":"N/A","BE:508":"N/A","AM:221":"N/A","AS:5":"2025-07-14 19:56:33","W:534":"No","U:390":"N/A","AS:345":"Yes","BC:433":"N/A","O:397":"N/A","AU:210":"N/A","AG:413":"N/A","Y:553":"N/A","AN:687":"N/A","AL:76":"No","V:93":"No","Z:536":"Yes","AY:699":"N/A","W:2":"Yes","AD:440":"N/A","D:688":"Student Output Form","AP:246":"N/A","AM:486":"N/A","AO:355":"Yes","AF:787":"N/A","AO:230":"N/A","AJ:443":"N/A","G:455":"r570q0[D3G3O1d]. HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","AP:370":"N/A","AR:652":"N/A","Q:110":"Yes","AM:276":"N/A","AQ:99":"No","R:497":"N/A","BB:436":"N/A","D:510":"Resource Type","AN:689":"N/A","U:421":"N/A","AV:795":"N/A","AO:790":"N/A","AZ:640":"N/A","AG:92":"No","AT:34":"N/A","Y:674":"N/A","BG:354":"20","AI:11":"2026-05-18 15:47:21","AT:103":"N/A","BC:741":"N/A","AF:77":"No","AT:308":"N/A","BG:781":"N/A","AW:436":"N/A","AG:205":"N/A","AR:585":"N/A","AQ:780":"N/A","AC:261":"N/A","AS:747":"Teacher-led instruction and Q&A sessions","V:470":"N/A","AT:234":"N/A","AF:208":"N/A","AF:622":"N/A","AB:671":"N/A","Q:275":"N/A","AE:359":"N/A","BI:727":"N/A","AV:672":"N/A","BD:448":"N/A","AH:443":"N/A","BC:546":"Diskutujte ve skupině o tom, jaké druhy věcí jste našli. Popište, čeho jste si všimli. Navrhněte způsoby, jak můžeme v budoucnu udržet oblast čistou. Převažte pytle s odpadem, abyste zjistili, kolik odpadu jste nasbírali.","BI:224":"N/A","AV:392":"N/A","AX:408":"N/A","Z:207":"N/A","AP:424":"N/A","AG:657":"N/A","AS:115":"No","AG:606":"N/A","AI:585":"N/A","X:625":"N/A","BA:436":"N/A","BD:735":"No","AH:470":"N/A","AI:785":"N/A","Q:258":"N/A","T:123":"Timer","AR:77":"No","P:253":"N/A","AF:1":"45","D:303":"Activity Instruction","T:732":"N/A","AX:121":"Arbeitsblätter","U:772":"N/A","Q:469":"N/A","X:410":"N/A","AI:272":"N/A","AP:734":"40","AX:64":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","Z:790":"N/A","AM:450":"N/A","AX:700":"N/A","AB:676":"N/A","AJ:425":"N/A","AH:179":"No","P:605":"N/A","G:596":"r246q0[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","U:397":"N/A","AY:664":"N/A","AJ:215":"N/A","AO:617":"N/A","BE:549":"N/A","G:143":"KeyWords[SQ006]. Key words (for online filter and search function) []","BE:544":"20","Z:172":"N/A","AG:214":"N/A","AR:202":"N/A","AE:633":"N/A","R:415":"N/A","AL:351":"N/A","AX:390":"N/A","BH:250":"N/A","S:467":"N/A","AN:638":"N/A","AW:272":"N/A","BC:202":"N/A","O:255":"N/A","AY:225":"N/A","AI:298":"N/A","D:323":"Suggested Social Form","AG:122":"Collection of helpful vocabulary (nouns, verbs, adjectives, etc.) to talk and discuss about the topic of antibiotics (provided via QR code)","AK:439":"N/A","AM:627":"N/A","BG:471":"N/A","AN:604":"N/A","AO:361":"No","BI:794":"N/A","BC:236":"N/A","BI:398":"N/A","AC:467":"N/A","BE:280":"N/A","AD:732":"N/A","BD:662":"N/A","AP:597":"N/A","Q:605":"N/A","R:668":"N/A","AX:203":"N/A","AW:298":"N/A","V:656":"N/A","BB:295":"N/A","AF:747":"Group work","R:615":"N/A","AW:308":"N/A","AM:113":"N/A","BI:697":"N/A","O:560":"N/A","BF:157":"N/A","AG:362":"No","W:416":"N/A","AQ:159":"N/A","AY:796":"N/A","AW:411":"N/A","AJ:78":"N/A","AY:289":"N/A","AE:91":"No","AD:585":"N/A","AL:208":"N/A","BG:160":"N/A","AD:729":"N/A","BF:267":"N/A","X:215":"N/A","AC:596":"N/A","AM:414":"N/A","AS:277":"N/A","BI:673":"N/A","AF:609":"N/A","T:426":"N/A","AF:277":"N/A","V:627":"N/A","AT:417":"N/A","AX:617":"N/A","AH:406":"N/A","AP:122":"Arbeitsblatt mit Arbeitsaufgaben zum Video","Q:354":"5","AH:434":"N/A","BC:271":"N/A","V:228":"N/A","X:260":"N/A","AF:275":"N/A","AT:84":"N/A","R:673":"N/A","AD:749":"N/A","AI:286":"N/A","G:159":"A1Number[SQ006]. Activity number in lesson [6]","BH:34":"No","AF:305":"N/A","AY:791":"N/A","BG:549":"N/A","S:499":"No","R:33":"No","BB:605":"N/A","AZ:414":"N/A","AA:626":"N/A","BC:445":"N/A","AJ:270":"N/A","V:153":"3","BB:422":"N/A","AI:465":"N/A","AG:254":"N/A","AD:687":"N/A","AP:654":"N/A","AC:493":"Main Task Phase&nbsp;Step 1: Individual Text Analysis (10 min)&nbsp;Each student receives one of four texts (2 scientific, 2 social media posts) related to antibiotic resistance.&nbsp;Read the text carefully. Then take notes on the following aspects:&nbsp;Identify the main message of the text.Highlight linguistic features that show whether the text is factual or opinion-based.&nbsp;Analyse the reliability of the text (e.g., source credibility, tone, evidence, bias).","AF:549":"N/A","AK:245":"N/A","AG:204":"N/A","G:353":"r373q0[SQ010]. Activity number in lesson [10]","AT:727":"N/A","AI:247":"N/A","AH:181":"Yes","G:184":"A1App. App","AH:117":"No","AX:78":"No","AB:617":"N/A","AQ:6":"1","U:790":"N/A","AT:562":"N/A","AG:306":"N/A","AG:287":"N/A","V:408":"N/A","AS:255":"N/A","AV:467":"N/A","AK:788":"N/A","AV:139":"Kritisk tenkning","AK:551":"N/A","S:580":"N/A","AY:222":"N/A","AS:266":"N/A","AB:779":"N/A","AI:787":"N/A","BA:181":"N/A","BB:647":"N/A","S:425":"N/A","AS:438":"N/A","BG:621":"N/A","BC:270":"N/A","U:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AY:535":"N/A","AC:300":"N/A","R:413":"N/A","BE:652":"N/A","AP:746":"/* 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 Inhalt:\n&nbsp;Relevanz der Ideen: Stehen die Ideen klar im\n Zusammenhang mit dem zugeordneten „R“?&nbsp;&nbsp;Verwendung von Beispielen: Verwendet die Gruppe\n konkrete Beispiele, um das übergeordnete Konzept zu veranschaulichen?&nbsp;&nbsp;Vielfalt: Umfassen die Ideen sowohl persönliche\n Gewohnheiten als auch weiter gefasste Maßnahmen (Schulebene, Gesellschaftsebene\n usw.)?&nbsp;&nbsp;Reflexion: Reflektiert die Gruppe kritisch über\n die Bedeutung des Prinzips?\n \n \n \n \n Präsentation der Ideen:\n \n \n \n \n&nbsp;Klarheit: Erklären die SchülerInnen ihre Ideen\n in übersichtlicher Art und Weise? Sind die Ideen logisch miteinander verbunden?&nbsp;&nbsp;Wortschatz: Erklären die SchülerInnen ihre Ideen\n unter Verwendung der Schlüsselbegriffe, die zu Beginn der Unterrichtsstunde\n vorgestellt wurden?","T:610":"N/A","W:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","BG:369":"N/A","S:737":"N/A","BF:66":"No","S:296":"N/A","BA:201":"N/A","AS:470":"N/A","BE:675":"N/A","AL:373":"N/A","AI:778":"N/A","X:156":"N/A","G:639":"r246q0[D3G2O1b]. HOWs [Divide potential science-based solutions to the socio-scientific issue into categories.]","AB:198":"This activity is replaced by the following SciLMi activity.","AJ:429":"N/A","AK:459":"N/A","BG:305":"N/A","BF:305":"N/A","Y:242":"N/A","AO:486":"N/A","AE:284":"N/A","R:318":"N/A","BB:597":"N/A","AP:561":"N/A","Q:1":"30","AE:637":"N/A","AE:403":"N/A","Y:535":"No","AA:638":"N/A","AN:495":"N/A","AK:593":"N/A","AM:474":"N/A","Q:429":"N/A","AO:278":"N/A","AI:156":"N/A","BD:648":"N/A","AV:598":"N/A","AU:724":"No","P:545":"No","AZ:320":"N/A","AW:307":"N/A","O:726":"N/A","AY:263":"N/A","AV:423":"N/A","AV:289":"N/A","AC:477":"N/A","AZ:579":"N/A","BD:89":"mylné představy o žralocích a nadměrný lov žraloků","AY:168":"N/A","AW:495":"Yes","AL:292":"N/A","BA:68":"N/A","G:433":"r570q0[D2G2O3b]. HOWs [Consider the geographical and cultural context of the information.]","BD:675":"N/A","AX:673":"N/A","AG:234":"N/A","AP:437":"N/A","R:288":"N/A","AE:351":"N/A","AQ:237":"N/A","AW:5":"2025-07-17 14:11:37","AB:100":"No","AT:419":"N/A","AU:116":"No","AS:430":"N/A","G:633":"r246q0[D2G4O2b]. HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","AP:221":"N/A","AC:86":"Yes","AH:226":"N/A","BB:663":"N/A","AV:220":"N/A","BG:658":"N/A","Z:585":"N/A","AZ:297":"N/A","AD:84":"No","Z:114":"Yes","AV:490":"N/A","BI:277":"N/A","Y:279":"N/A","AS:595":"N/A","AL:738":"N/A","BD:650":"N/A","R:48":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","AS:299":"N/A","AR:562":"N/A","AI:355":"No","R:776":"N/A","V:366":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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;}","R:281":"N/A","U:449":"N/A","AI:435":"N/A","AY:624":"N/A","AM:416":"N/A","U:391":"N/A","BD:82":"No","BH:592":"N/A","U:269":"N/A","BF:602":"N/A","BF:579":"N/A","V:653":"N/A","BA:626":"N/A","AY:230":"N/A","AH:202":"N/A","BH:368":"L'insegnante fornisce agli studenti una definizione del termine.","BC:621":"N/A","BG:548":"N/A","V:142":"Ecosystem","R:212":"N/A","T:83":"No","P:753":"N/A","X:782":"N/A","AQ:164":"5","AM:292":"N/A","W:239":"N/A","G:706":"r875q0[S003]. Provide all sources you used in this activity [Reference / Source 3]","BH:146":"abitudini","BG:350":"N/A","BA:116":"N/A","AY:456":"N/A","G:521":"r829q0[S008]. Provide all sources you used in this activity [Reference / Source 8]","AQ:262":"N/A","AE:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","T:787":"N/A","AB:159":"N/A","AA:248":"N/A","AA:618":"N/A","AI:733":"N/A","AH:153":"6","BG:254":"N/A","AF:110":"Yes","BI:731":"N/A","AT:678":"N/A","AO:317":"N/A","BI:35":"N/A","AN:98":"Yes","G:595":"r246q0[D1G4O2a]. HOWs [Evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]","O:402":"N/A","Z:269":"N/A","G:530":"r829q0[S017]. Provide all sources you used in this activity [Reference / Source 17]","Y:310":"N/A","AQ:473":"N/A","O:685":"N/A","BG:785":"N/A","BF:561":"N/A","BG:487":"N/A","T:392":"N/A","AX:280":"N/A","AD:409":"N/A","X:442":"N/A","AA:200":"N/A","AE:238":"N/A","X:552":"N/A","BD:275":"N/A","AP:458":"N/A","S:253":"N/A","O:696":"N/A","BC:791":"N/A","AJ:271":"N/A","BI:799":"N/A","BG:89":"Antibiotics: allies against bacterial infections","R:428":"N/A","Y:391":"N/A","O:103":"No","AX:173":"N/A","AW:67":"No","AV:89":"Kritisk lesning om designede babyer","AL:40":"due to individual preferences","BI:447":"N/A","AL:394":"N/A","AW:413":"N/A","AP:15":"Eberhart, Rebecca","AL:640":"N/A","D:56":"Learning Outcome(s)","BC:465":"N/A","V:347":"N/A","BH:598":"N/A","T:677":"N/A","Z:431":"N/A","AH:507":"N/A","AK:204":"N/A","AO:406":"N/A","BE:697":"N/A","AU:222":"N/A","AM:229":"N/A","S:411":"N/A","AW:207":"N/A","D:387":"Material Sources","Z:402":"N/A","AQ:182":"N/A","AH:5":"2025-08-22 12:56:54","U:629":"N/A","BI:410":"N/A","AW:218":"N/A","AZ:630":"N/A","AC:169":"N/A","AQ:771":"N/A","AC:359":"No","AL:119":"No","AZ:406":"N/A","T:217":"N/A","AX:658":"N/A","AX:509":"No","AA:595":"N/A","P:157":"N/A","R:1":"31","BE:251":"N/A","AU:731":"N/A","T:49":"Communicate your viewpoint on a socio-scientific issue: Argue.","Z:310":"N/A","AA:27":"English","AP:645":"N/A","AM:640":"N/A","AE:563":"N/A","Y:354":"70","AI:378":"ActionAid Australia. (n.d.). Women workers stand up against exploitation. https://actionaid.org.au/women-workers-stand-up-against-exploitation/","BG:426":"N/A","AU:157":"No","V:410":"N/A","AX:688":"N/A","AS:164":"10","BF:272":"N/A","BG:222":"N/A","V:467":"N/A","BE:509":"N/A","AD:591":"N/A","AP:100":"No","BB:600":"N/A","AV:250":"N/A","V:10":"2025-06-11 14:21:46","AP:780":"N/A","AR:485":"N/A","BA:793":"N/A","AL:438":"N/A","T:100":"No","BB:408":"N/A","AJ:232":"N/A","G:330":"A1SReference[S007]. Provide all sources you used in this activity [Reference / Source 7]","AR:237":"N/A","BB:432":"N/A","AB:365":"Mind map and notes leading the discussion","AI:27":"English","AO:320":"N/A","AQ:29":"Å argumentere for sirkulærøkonomien – er resirkulering nok?","W:390":"N/A","AM:218":"N/A","P:167":"No","AK:629":"N/A","AS:798":"N/A","T:488":"N/A","AO:458":"N/A","G:723":"r875q0[S020]. Provide all sources you used in this activity [Reference / Source 20]","S:610":"N/A","AP:550":"N/A","AR:672":"N/A","AV:272":"N/A","AF:264":"N/A","Q:346":"No","BD:563":"N/A","U:457":"N/A","AQ:391":"N/A","D:717":"Material Sources","R:391":"N/A","U:796":"N/A","P:640":"N/A","AP:496":"N/A","AV:110":"Yes","BB:800":"N/A","T:785":"N/A","BA:771":"N/A","Q:641":"N/A","AD:371":"N/A","BE:467":"N/A","U:401":"N/A","O:308":"N/A","G:732":"r800q0[SQ009]. Activity number in lesson [9]","R:654":"N/A","BG:409":"N/A","AX:432":"N/A","AM:441":"N/A","Q:448":"N/A","Q:10":"2025-06-11 13:31:56","P:800":"N/A","U:428":"N/A","Z:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AY:395":"N/A","AM:217":"N/A","Z:277":"N/A","AA:434":"N/A","AE:115":"No","BI:426":"N/A","BC:412":"N/A","X:581":"N/A","AN:729":"N/A","Z:606":"N/A","AX:643":"N/A","AV:474":"N/A","O:450":"N/A","W:32":"N/A","AW:310":"N/A","W:496":"No","S:784":"N/A","AN:419":"N/A","AF:614":"N/A","AH:275":"N/A","G:431":"r570q0[D2G2O2c]. HOWs [Consider who benefits from the information being believed or spread.]","P:642":"N/A","AL:798":"N/A","AD:109":"What antibiotics are, why they are useful and their mechanism of action.","AK:260":"N/A","U:488":"N/A","BC:776":"N/A","AW:357":"N/A","AO:401":"N/A","S:138":"Biology","AU:643":"N/A","W:621":"N/A","AP:541":"N/A","AL:216":"N/A","AF:162":"N/A","AD:653":"N/A","G:551":"r953q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","BF:673":"N/A","BC:426":"N/A","BF:259":"N/A","AH:277":"N/A","G:770":"r276q0[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","W:698":"N/A","W:110":"No","Q:473":"N/A","X:430":"N/A","T:775":"N/A","AF:411":"N/A","AV:346":"N/A","AC:727":"Yes","AF:33":"No","AD:304":"N/A","V:798":"N/A","AE:700":"No","AP:267":"N/A","AF:165":"No","AK:753":"N/A","Y:274":"N/A","BB:250":"N/A","BC:265":"N/A","AB:725":"No","AD:362":"N/A","G:231":"A1Hows[D2G1O2a]. HOWs [Identify empirical evidence.]","AW:206":"N/A","AV:202":"N/A","BE:460":"N/A","AB:205":"N/A","AI:354":"30","AE:264":"N/A","AQ:534":"N/A","BF:254":"N/A","Q:633":"N/A","AN:535":"No","BG:256":"N/A","D:138":"Keywords","AB:666":"N/A","BD:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","G:294":"A1Hows[D4G3O3b]. HOWs [Research evidence and logic behind the counter-arguments.]","AC:605":"N/A","P:737":"N/A","AA:661":"N/A","BG:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","Z:662":"N/A","AJ:75":"N/A","AF:280":"N/A","BD:271":"N/A","AN:541":"N/A","AH:787":"N/A","P:488":"N/A","AB:370":"N/A","AY:224":"N/A","R:92":"No","X:15":"Kuběnová, Kateřina","AV:647":"N/A","AP:427":"N/A","BB:664":"N/A","AZ:67":"No","AB:776":"N/A","BE:112":"No","AA:145":"Genetic engineering","BH:486":"N/A","AJ:411":"N/A","AY:485":"N/A","Q:224":"N/A","BA:257":"N/A","AW:281":"N/A","AE:348":"N/A","AE:100":"Yes","AZ:795":"N/A","AW:584":"N/A","BI:451":"N/A","AA:159":"N/A","AY:783":"N/A","AG:347":"N/A","AT:473":"N/A","AF:223":"N/A","G:490":"r570q0[D4G4O2b]. HOWs [Determine success criteria.]","S:743":"N/A","AA:397":"N/A","AQ:214":"N/A","W:442":"N/A","U:257":"N/A","AG:651":"N/A","Z:620":"N/A","AV:633":"N/A","AJ:439":"N/A","AD:464":"N/A","BC:93":"Yes","AQ:116":"No","U:419":"N/A","R:440":"N/A","BE:404":"N/A","AB:324":"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/","AZ:439":"N/A","BH:656":"N/A","G:615":"r246q0[D2G2O1a]. HOWs [Examine how the information is framed.]","AP:618":"N/A","G:36":"SSI. Socio-scientific issue","AO:798":"N/A","Y:164":"10","AN:210":"N/A","BC:69":"No","AG:731":"N/A","AJ:789":"N/A","T:165":"No","S:777":"N/A","O:674":"N/A","BC:592":"N/A","AO:545":"Yes","AN:422":"N/A","X:499":"N/A","AB:628":"N/A","AF:621":"N/A","AW:463":"N/A","AI:238":"N/A","AK:542":"N/A","AN:697":"N/A","AC:550":"N/A","AI:594":"N/A","AT:105":"N/A","AQ:664":"N/A","AZ:153":"4","AO:158":"N/A","G:668":"r246q0[D4G3O1d]. HOWs [ Explain how the evidence supports the arguments and how the arguments support your message.]","AZ:654":"N/A","AG:787":"N/A","V:495":"Yes","X:742":"N/A","AO:399":"N/A","G:243":"A1Hows[D2G2O3b]. HOWs [Consider the geographical and cultural context of the information.]","AU:362":"N/A","O:419":"N/A","AZ:552":"N/A","Y:372":"N/A","AZ:609":"N/A","BH:436":"N/A","X:725":"N/A","W:665":"N/A","Z:414":"N/A","BD:605":"N/A","AC:318":"N/A","W:504":"Group work","BE:205":"N/A","U:199":"N/A","AH:480":"N/A","Q:288":"N/A","AB:31":"No","O:84":"No","AK:372":"N/A","AW:78":"Yes","AL:279":"N/A","BD:536":"Yes","AG:508":"N/A","P:740":"N/A","AU:401":"N/A","AL:465":"N/A","AE:413":"N/A","BC:490":"No","AQ:9":"gqvkrbjwwJgi9oF","Z:94":"No","AO:373":"No","AW:481":"N/A","AC:212":"N/A","T:626":"N/A","Y:237":"N/A","AL:486":"N/A","O:428":"N/A","AI:677":"N/A","AD:593":"N/A","AV:94":"No","AG:439":"N/A","BE:586":"N/A","AY:496":"No","W:179":"N/A","AQ:349":"N/A","X:537":"N/A","AT:202":"N/A","AS:696":"N/A","T:369":"N/A","W:156":"No","P:459":"N/A","AH:227":"N/A","Q:401":"N/A","AG:792":"N/A","AT:415":"N/A","AR:111":"Yes","BE:434":"N/A","AE:54":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","AR:738":"N/A","O:401":"N/A","U:359":"No","AY:371":"N/A","AB:443":"N/A","AU:466":"N/A","BI:220":"N/A","BC:551":"N/A","AV:673":"N/A","X:483":"N/A","AB:540":"N/A","AQ:49":"Communicate your viewpoint on a socio-scientific issue: Argue.","BF:538":"N/A","AN:109":"Grundlegendes Verständnis von Tatsachenaussagen und Meinungsäußerungen (z. B. Tatsache = überprüfbar, Meinung = basierend auf Überzeugung/Einstellung). Lesefähigkeiten. Grundlegendes Verständnis wissenschaftlicher oder gesundheitsbezogener Begriffe im Zusammenhang mit Antibiotikaresistenz (z. B. Bakterien, Infektion, Resistenz, Behandlung).","AD:599":"N/A","AZ:465":"N/A","AO:238":"N/A","BH:372":"No","AY:584":"N/A","AR:284":"N/A","AG:231":"N/A","Q:161":"N/A","Y:461":"N/A","AX:110":"No","G:474":"r570q0[D4G2O2c]. HOWs [Refer to sources.]","BF:372":"N/A","D:103":"Year of Subject Learning","BE:478":"N/A","R:592":"N/A","AG:544":"20","X:586":"N/A","AB:636":"N/A","Z:392":"N/A","AB:305":"No","AP:210":"N/A","AU:32":"Yes","AG:85":"Yes","BE:116":"No","R:257":"N/A","AG:678":"N/A","BF:348":"N/A","X:770":"N/A","S:785":"N/A","G:714":"r875q0[S011]. Provide all sources you used in this activity [Reference / Source 11]","V:773":"N/A","BG:678":"N/A","AU:9":"BLK71NHtYwMRsb0","AP:593":"N/A","AU:371":"N/A","T:509":"Yes","BH:230":"N/A","AH:782":"N/A","V:639":"N/A","AH:553":"No","O:599":"N/A","BI:203":"N/A","AQ:589":"N/A","BG:252":"N/A","AL:422":"N/A","AV:645":"N/A","AW:434":"N/A","AF:182":"N/A","S:614":"N/A","AB:166":"Get a tub of wrapped chocolates or an everyday bag of wrapped sweets, which will be used as the ‘fish’ in this activity. Select four types of sweets to represent four commonly caught fish species of differing commercial value – eg tuna (highest value), mackerel (high value), herring (medium value), and anchovy (low value) (these can be adapted depending on your region). Place the four types of sweets on a large table, but deliberately place fewer high-value sweets than the lower value ones, to reflect the natural differences in the abundance of these species in the environment.Divide the class into four different teams, representing different fishing boats. Provide everyone with a ‘fishing net’ each, which could be a stick/ruler attached to a paper box. Get learners to make a circle around the table with sweets, which represents the ‘open access fishery’ where everyone can catch as much fish as they want, but will consequently show the negative effects on fish stocks if fishers do not cooperate.During the game, you should add sweets back into the pile to allow fish to ‘regenerate’ after a certain amount of time and stagger this for each species – anchovy (every 2 seconds), herring (every 4 seconds), mackerel (every 8 seconds) and tuna (every 12 seconds). This will reflect the natural growth of the fish stock.There are three rounds to this game, and the first round should have no rules where each fishing team can fish for as many sweets as they want – this should quickly show the learners that some kind of management is needed when the sweets quickly disappear. After each round, allow learners to have an open discussion about their tactics and what rules they should make to allow them to fish for the higher value fish.With each round, the aim of the activity is for the learners to realize how a collapse of a fishery can occur, and think about what measures will allow them to continue to fish in a sustainable way.","G:744":"r20q0[other]. Student output form [Other]","BC:215":"N/A","AE:636":"N/A","X:589":"N/A","BI:672":"N/A","AV:749":"N/A","BE:475":"N/A","Q:773":"N/A","R:733":"N/A","AS:275":"N/A","Y:163":"N/A","AB:30":"4","P:499":"N/A","AH:68":"No","BG:54":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","V:463":"N/A","BA:297":"N/A","AL:445":"N/A","Z:679":"N/A","BF:250":"N/A","AB:295":"N/A","AS:214":"N/A","AN:159":"N/A","AO:418":"N/A","BB:103":"No","R:421":"N/A","AA:116":"No","AG:675":"N/A","AJ:548":"N/A","S:663":"N/A","AX:344":"No","AL:156":"N/A","AT:220":"N/A","AU:274":"N/A","P:108":"No","W:284":"N/A","G:695":"r431q0. Briefly describe the method you use.","AY:794":"N/A","BD:230":"N/A","AE:612":"N/A","AP:250":"N/A","AF:88":"Environmental education and active citizenship","BI:97":"Yes","AT:592":"N/A","P:580":"N/A","AH:101":"No","Q:29":"Fishing for Facts and Making Waves","G:784":"r276q0[D1G4O1b]. HOWs [Identify author and messenger.]","AF:778":"N/A","BG:225":"N/A","AL:205":"N/A","D:335":"Material Sources","AL:79":"No","W:227":"N/A","U:184":"Mentimeter","AX:355":"No","AZ:466":"N/A","AD:674":"N/A","AN:285":"N/A","AC:699":"N/A","BF:637":"N/A","V:786":"N/A","BE:44":"„Antibiotika können alle Infektionen behandeln, einschließlich viraler wie Grippe oder Erkältung.“„Wenn ich mich besser fühle, kann ich die Antibiotika absetzen – ich muss die gesamte Behandlung nicht beenden.“„Übrig gebliebene Antibiotika für eine ähnliche Erkrankung zu verwenden, ist sicher und wirksam.“„Antibiotikaresistenz betrifft nur Menschen, die häufig Antibiotika einnehmen.“","BI:611":"N/A","BE:740":"N/A","BB:401":"N/A","AI:395":"N/A","T:536":"Yes","S:298":"N/A","AP:305":"N/A","Q:780":"N/A","Q:757":"Debbie Graham. Discover Wildlife. How deadly are sharks to humans? May 6, 2025. https://www.discoverwildlife.com/animal-facts/fish/how-deadly-are-sharks-to-humans","AC:552":"N/A","T:300":"N/A","AR:201":"N/A","AI:434":"N/A","AA:777":"N/A","AU:278":"N/A","AZ:35":"N/A","BE:292":"N/A","W:770":"N/A","X:509":"N/A","X:357":"N/A","U:670":"N/A","R:506":"N/A","AA:752":"N/A","BD:656":"N/A","AA:31":"No","BE:169":"No","BF:535":"N/A","AU:249":"N/A","AE:249":"N/A","AW:29":"Cesta 3R: od konceptů ke změně","BC:799":"N/A","BB:620":"N/A","AW:427":"N/A","AM:534":"N/A","AQ:541":"N/A","AP:292":"N/A","AH:743":"No","AH:218":"N/A","AL:551":"N/A","AS:230":"N/A","U:250":"N/A","Z:669":"N/A","AN:68":"No","AH:644":"N/A","AG:599":"N/A","AB:349":"N/A","AL:181":"No","BB:214":"N/A","P:283":"N/A","BF:80":"No","W:507":"No","AL:452":"N/A","AY:265":"N/A","BC:255":"N/A","U:239":"N/A","BH:280":"N/A","AU:248":"N/A","Y:630":"N/A","Q:41":"due to overfishing","AM:111":"N/A","BA:651":"N/A","R:254":"N/A","AK:289":"N/A","D:719":"Material Sources","Q:109":"present simple, basic vocabulary about ocean, feelings vocabulary","AW:119":"No","Y:798":"N/A","AS:486":"N/A","Q:234":"N/A","BC:7":"en","BH:94":"No","AI:490":"N/A","BA:644":"N/A","AP:537":"No","AG:798":"N/A","AO:477":"N/A","AR:179":"N/A","AV:260":"N/A","BH:546":"Elenca i luoghi in cui è possibile acquistare capi di fast fashion (ad esempio Shein, H&amp;M) su una mappa mentale alla lavagna. Discuti i risultati con la classe.","AV:686":"N/A","Y:421":"N/A","BE:180":"No","AX:225":"N/A","AW:277":"N/A","BB:601":"N/A","T:494":"No","AM:238":"N/A","AZ:655":"N/A","U:262":"N/A","G:200":"A1Hows[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","AS:36":"Genetic engineering","AB:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","T:664":"N/A","AB:183":"N/A","AO:363":"No","AF:792":"N/A","AR:227":"N/A","U:233":"N/A","U:631":"N/A","R:248":"N/A","BF:199":"N/A","AR:167":"N/A","AZ:731":"N/A","AJ:581":"N/A","BD:416":"N/A","BC:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AD:94":"No","AQ:91":"No","Z:542":"N/A","AI:700":"N/A","S:593":"N/A","AG:402":"N/A","Q:156":"No","AH:346":"Yes","AO:82":"No","AY:111":"Yes","AE:772":"N/A","AJ:659":"N/A","AO:653":"N/A","G:611":"r246q0[D2G1O2a]. HOWs [Identify empirical evidence.]","AE:601":"N/A","AV:595":"N/A","AW:319":"N/A","BG:393":"N/A","BD:171":"N/A","T:546":"This activity will be the \"final decision\" of the whole class regarding the opening of the Altri factory. In this final activity, learners will reflect on the arguments presented during the role - play debate and take a step back from their assigned roles. They will now adopt a critical, informed and collaborative perspective to decide whether or not the ALTRI factory should be built in Palas de Rei.&nbsp;\n As a class, learners will first review the main points shared by each stakeholder during the debate (for example, the Altri representatives may have given a lot of value to the wealth perspective). Then, they will weigh the pros and cons, negotiate, and reach a collective decision.&nbsp;\n To conclude, learners will vote or write a short group statement, explaining the decision, including at least two reasons that justifiy their conclusion.","AO:61":"Tailor the content to the target audience and communication channel.","AO:673":"N/A","BA:446":"N/A","AA:70":"No","AZ:434":"N/A","AS:581":"N/A","AP:540":"N/A","AE:287":"N/A","AC:607":"N/A","BA:499":"N/A","BH:253":"N/A","T:794":"N/A","S:394":"N/A","Y:9":"G8idBIIlZ5sufqU","AG:394":"N/A","AK:620":"N/A","R:184":"Other","U:306":"N/A","W:548":"N/A","BF:392":"N/A","G:569":"r174q0[S003]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 3]","AS:390":"N/A","BG:536":"Yes","O:351":"N/A","AH:318":"N/A","AZ:117":"No","AN:615":"N/A","T:278":"N/A","BD:166":"Vyjmenuj slova, která tě napadnou, když se mluví o žralocích.","W:105":"No","Q:535":"No","BF:239":"N/A","AF:674":"N/A","AU:672":"N/A","S:353":"N/A","AZ:475":"N/A","V:116":"No","AM:199":"N/A","BE:159":"N/A","BF:94":"No","AK:394":"N/A","S:579":"N/A","BG:468":"N/A","U:663":"N/A","AB:469":"N/A","BC:138":"znečištění, environmentální zodpovědnost, komunitní uklízení, recyklace","BI:469":"N/A","V:144":"Fishing","BE:249":"N/A","AT:370":"N/A","U:355":"Yes","Y:388":"This activity is replaced by the following SciLMi activity.","Z:240":"N/A","AE:751":"N/A","BB:351":"N/A","AO:180":"No","AC:771":"N/A","AV:620":"N/A","AR:213":"N/A","D:63":"Learning Outcome(s)","AE:749":"N/A","AG:199":"N/A","AT:31":"N/A","U:180":"No","BF:696":"N/A","BG:236":"N/A","AZ:77":"No","AA:536":"N/A","W:798":"N/A","AR:581":"N/A","AG:161":"N/A","BA:661":"N/A","BI:463":"N/A","AE:33":"No","AC:780":"N/A","AP:669":"N/A","P:438":"N/A","AM:76":"N/A","BA:308":"N/A","AQ:549":"N/A","AF:409":"N/A","BA:777":"N/A","T:102":"No","C:1":"E2 Type","AN:389":"N/A","AL:542":"N/A","AT:305":"N/A","Q:107":"Yes","W:288":"N/A","AZ:504":"Pair work","AP:417":"N/A","BB:610":"N/A","W:208":"N/A","AC:732":"N/A","Y:456":"N/A","AF:239":"N/A","AM:666":"N/A","G:483":"r570q0[D4G3O3a]. HOWs [Identify likely counter-arguments.]","W:634":"N/A","O:496":"N/A","AR:359":"N/A","AC:362":"No","BF:475":"N/A","AB:450":"N/A","BF:624":"N/A","X:76":"No","P:371":"N/A","AL:595":"N/A","BC:476":"N/A","BH:593":"N/A","BB:431":"N/A","X:409":"N/A","U:785":"N/A","R:549":"No","AG:490":"N/A","X:113":"No","AE:458":"N/A","BF:539":"N/A","AC:489":"N/A","G:31":"PositionLP[SQ001]. This plan's position in the sequence: [1]","AF:671":"N/A","AE:464":"N/A","BI:319":"N/A","D:1":"E1 Name","AQ:84":"No","X:688":"N/A","BC:625":"N/A","AR:689":"N/A","BE:109":"GERS Level B1 in Italienisch","AH:287":"N/A","AB:287":"N/A","BA:240":"N/A","AQ:443":"N/A","S:581":"N/A","O:114":"No","AB:279":"N/A","R:604":"N/A","BE:642":"N/A","W:222":"N/A","AZ:476":"N/A","BH:490":"N/A","AU:5":"2025-07-15 09:57:29","D:21":"Author(s)","BI:408":"N/A","AM:605":"N/A","W:658":"N/A","BG:694":"Group work","AO:454":"N/A","BB:549":"N/A","W:536":"Yes","AB:687":"N/A","S:509":"No","AG:352":"N/A","X:602":"N/A","Q:31":"Yes","AG:684":"N/A","Y:208":"N/A","V:225":"N/A","AX:79":"No","AK:456":"N/A","AA:114":"Yes","AK:10":"2025-06-12 09:34:49","R:166":"comparing the original (real) photo with the altered one:\n \n \n \n \n \n \n \n \n \n \n - insert the two photos to instagram post template&nbsp;(use template from Adobe Stock Photos)\n \n \n \n \n \n \n \n \n \n \n \n \n - place the photos next to each other\n \n \n \n \n \n \n \n \n \n \n - think about what did you chose to alter / change + why\n \n \n \n \n \n \n \n \n \n \n - identify the beauty standards you conformed to; did you do it intentionally or not\n \n \n - take notes of your findings and observations","BE:214":"N/A","AB:164":"50","BF:599":"N/A","Y:540":"N/A","AN:594":"N/A","AF:498":"N/A","AA:639":"N/A","AG:661":"N/A","AS:182":"No","BC:604":"N/A","T:777":"N/A","AT:296":"N/A","AP:598":"N/A","AT:401":"N/A","AO:261":"N/A","T:288":"N/A","AG:696":"N/A","G:501":"r421q0[other]. Student output form [Other]","U:770":"N/A","AL:665":"N/A","AZ:649":"N/A","U:222":"N/A","X:369":"N/A","BG:735":"No","AR:95":"No","AF:735":"Yes","X:674":"N/A","P:788":"N/A","AQ:76":"No","G:473":"r570q0[D4G2O2b]. HOWs [Be objective and concise.]","AQ:110":"No","U:91":"No","U:347":"No","BH:562":"N/A","O:545":"N/A","AT:652":"N/A","AP:75":"No","G:335":"A1SReference[S012]. Provide all sources you used in this activity [Reference / Source 12]","AL:84":"No","BI:104":"Yes","AW:498":"No","AE:216":"N/A","AX:789":"N/A","AG:730":"N/A","AO:581":"N/A","Z:660":"N/A","AT:606":"N/A","Z:535":"No","R:296":"N/A","AN:121":"Texte","AJ:424":"N/A","Q:155":"No","BG:371":"N/A","AY:293":"N/A","U:285":"N/A","D:132":"Required infrastructure & Teaching Materials","AJ:219":"N/A","U:501":"Profile card for the generation","AG:658":"N/A","P:373":"N/A","X:579":"N/A","AI:474":"N/A","O:155":"N/A","Z:416":"N/A","AU:777":"N/A","BC:400":"N/A","AP:610":"N/A","BB:541":"N/A","T:581":"N/A","BD:254":"N/A","AD:743":"N/A","AI:482":"N/A","Y:224":"N/A","AJ:200":"N/A","AZ:450":"N/A","Z:457":"N/A","AI:740":"N/A","Q:358":"N/A","U:605":"N/A","AJ:282":"N/A","AA:109":"Basic genetics (DNA, genes, chromosomes, dominant/recessive traits, mutations and genetic disorders), basic molecular techniques (What CRISPR is and how it works (simplified), difference between somatic and germline editing), knowledge of ethical dilemmas","AF:417":"N/A","AL:774":"N/A","BH:404":"N/A","AW:33":"Yes","AD:245":"N/A","U:618":"N/A","AZ:402":"N/A","G:745":"r690q0. Model solution","O:651":"N/A","P:647":"N/A","AG:245":"N/A","D:501":"Student Output Form","AA:303":"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","AD:725":"No","AI:283":"N/A","Z:95":"No","AX:684":"N/A","AT:795":"N/A","AT:655":"N/A","Y:89":"Reduce waste - inform and make posters","AH:8":"1.45E+09","AH:637":"N/A","AV:169":"No","Q:622":"N/A","AN:474":"N/A","AL:168":"No","O:648":"N/A","BI:688":"N/A","AF:410":"N/A","AP:69":"No","AB:644":"N/A","AV:353":"N/A","AV:12":"50.0.2.197","AL:226":"N/A","BB:199":"N/A","AL:659":"N/A","AG:376":"/","AF:201":"N/A","D:145":"Keywords","AH:499":"N/A","T:551":"N/A","AX:183":"N/A","AG:8":"14182743","BB:280":"N/A","W:408":"N/A","AL:800":"N/A","S:659":"N/A","AS:417":"N/A","D:47":"Learning Goal(s)","S:618":"N/A","AL:44":"Some misconceptions might be what it means to engineer babies and whether it is legal or not. Since it is a quite controversial and advanced topic, the learners may have some misconceptions about the topic and lack an overview of how the current debate stands.&nbsp;","Z:697":"N/A","AK:233":"N/A","AZ:282":"N/A","AM:277":"N/A","AA:259":"N/A","AN:417":"N/A","W:466":"N/A","AN:218":"N/A","O:606":"N/A","AB:289":"N/A","T:635":"N/A","AO:450":"N/A","U:626":"N/A","AW:103":"No","X:612":"N/A","BF:96":"No","AX:76":"No","AO:157":"No","AZ:206":"N/A","O:118":"No","AQ:35":"No","AO:439":"N/A","BA:488":"N/A","X:273":"N/A","AQ:250":"N/A","U:437":"N/A","AH:140":"ads","AD:497":"No","AC:601":"N/A","AL:654":"N/A","AU:634":"N/A","AT:698":"N/A","W:155":"No","U:404":"N/A","G:295":"A1Hows[D4G3O3c]. HOWs [Evaluate their relevance and validity.]","AG:379":"Chokshi, A., Sifri, Z., Cennimo, D., & Horng, H. (2019). Global contributors to antibiotic resistance. Journal of Global Infectious Diseases, 11(1), 36–42. https://doi.org/10.4103/jgid.jgid_110_18","BF:562":"N/A","AQ:253":"N/A","AK:412":"N/A","AD:353":"N/A","AJ:203":"N/A","BF:393":"N/A","BC:234":"N/A","AM:84":"N/A","W:351":"N/A","U:84":"No","AJ:648":"N/A","Z:296":"N/A","BB:205":"N/A","AI:653":"N/A","AE:731":"N/A","AH:585":"N/A","AQ:427":"N/A","BB:677":"N/A","AU:469":"N/A","Z:745":"Venn Diagram (completed example)\n \n \n RecyclingBothCircular EconomyGood forReducing waste going to landfill.Saving resources, protecting nature.ProblemsUses energy and water; not everything can be recycled; creates pollution; global waste trade can cause injustice.Helps reduce waste but both need public participation.Alternatives––ExamplesRecycling plastic bottles, cans.Community awareness campaigns, school projects.\n \n \n \n \n \n Model Argument Sentences (using sentence starters)\n \n \n \n \n “While recycling is important, it has limits such as using lots of energy and creating unfair waste trade. In contrast, a circular economy reduces waste before it even happens.”\n \n \n “A circular economy is more effective because it keeps products in use longer, which protects nature and saves money.”\n \n \n “However, circular systems are harder to start because they need new business models and people must change habits.”\n \n \n \n \n \n \n \n Model Reflection / Position Statement\n \n \n \n \n “I believe a circular economy is more effective than recycling because it prevents waste instead of only managing it afterwards. Recycling still matters, but it should not be the main solution.”\n \n \n Counterpoint example: “Some people say recycling is easier because it already exists everywhere. I disagree, because even if it is easier, it does not solve the deeper problem of waste creation.”","AQ:432":"N/A","BD:352":"N/A","BH:227":"N/A","AA:579":"N/A","Z:79":"No","O:238":"N/A","AP:790":"N/A","Q:606":"N/A","AT:611":"N/A","P:609":"N/A","G:646":"r246q0[D3G4O1a]. HOWs [Checklist: Personal relation to SSI]","BH:584":"N/A","AJ:254":"N/A","U:467":"N/A","AM:593":"N/A","G:680":"r246q0[D4G4O2b]. HOWs [Determine success criteria.]","AZ:665":"N/A","AO:602":"N/A","BH:481":"N/A","AR:215":"N/A","T:417":"N/A","S:67":"No","W:651":"N/A","AX:678":"N/A","AG:614":"N/A","R:112":"No","AK:264":"N/A","BB:93":"No","AE:733":"N/A","AQ:600":"N/A","BE:174":"Discussion","AO:753":"N/A","AK:597":"N/A","BD:76":"No","AI:792":"N/A","BA:595":"N/A","AM:467":"N/A","BH:171":"N/A","AH:416":"N/A","AK:662":"N/A","AH:535":"No","BG:584":"N/A","Z:199":"N/A","S:453":"N/A","AO:630":"N/A","S:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","BG:71":"No","AN:76":"No","BD:406":"N/A","AC:157":"No","Z:430":"N/A","AT:430":"N/A","X:287":"N/A","Q:357":"N/A","AK:590":"N/A","AP:784":"N/A","AN:27":"German","AR:475":"N/A","AO:685":"N/A","Z:460":"N/A","BE:309":"N/A","AG:437":"N/A","AJ:650":"N/A","Z:241":"N/A","AA:293":"N/A","AN:141":"Fakten","BI:81":"No","BD:641":"N/A","AO:119":"No","V:317":"N/A","AV:245":"N/A","S:612":"N/A","W:601":"N/A","Y:229":"N/A","BI:661":"N/A","S:624":"N/A","V:506":"Yes","W:111":"No","AA:7":"en","AQ:249":"N/A","AP:727":"Yes","AR:750":"N/A","AV:488":"N/A","D:326":"Material Sources","AW:590":"N/A","BA:293":"N/A","G:685":"r612q0[SQ002]. Student output form [Oral presentation]","P:181":"No","AZ:269":"N/A","AP:291":"N/A","BI:252":"N/A","BG:635":"N/A","BE:731":"N/A","BD:371":"N/A","AH:735":"Yes","AY:638":"N/A","AC:389":"N/A","X:230":"N/A","AO:633":"N/A","AK:121":"Computers with access to internet and Geogebra classic (online version). Computer and projector for the teacher to present the graph the learners are working with, or printed out versions of the graph.","Y:49":"Design a plan for your civic engagement to address the socio-scientific issue.","AP:248":"N/A","Y:622":"N/A","W:262":"N/A","T:219":"N/A","AL:266":"N/A","AU:579":"N/A","AO:369":"No","W:420":"N/A","AE:409":"N/A","Z:217":"N/A","AW:664":"N/A","Q:631":"N/A","AH:478":"N/A","AL:173":"No","AQ:697":"N/A","Z:75":"No","BE:246":"N/A","BB:272":"N/A","AO:137":"50","Z:785":"N/A","AG:294":"N/A","O:7":"en","AV:228":"N/A","AI:781":"N/A","O:506":"N/A","AA:1":"40","D:54":"Learning Outcome(s)","AL:11":"2026-05-19 09:42:59","BF:93":"No","AX:266":"N/A","T:733":"N/A","AH:429":"N/A","AA:453":"N/A","P:391":"N/A","BC:498":"No","AF:488":"N/A","BA:507":"N/A","AK:549":"N/A","W:355":"No","AA:411":"N/A","AV:545":"N/A","P:601":"N/A","AV:452":"N/A","S:164":"20","AS:140":"reálné / falešné","BF:298":"N/A","W:43":"Recycling","T:410":"N/A","AZ:250":"N/A","AF:69":"No","V:210":"N/A","W:33":"N/A","R:117":"No","T:662":"N/A","AI:119":"No","AT:344":"N/A","AM:674":"N/A","BA:217":"N/A","P:392":"N/A","BB:181":"N/A","P:200":"N/A","AP:237":"N/A","G:594":"r246q0[D1G4O1b]. HOWs [Identify author and messenger.]","Y:118":"Yes","T:508":"No","AA:488":"N/A","BD:101":"No","AB:88":"Overfishing","AA:263":"No","BI:641":"N/A","AU:238":"N/A","AW:153":"3","AD:475":"N/A","BB:562":"N/A","AR:308":"No","BB:237":"N/A","AM:344":"N/A","AI:689":"N/A","AO:285":"N/A","X:771":"N/A","W:497":"No","T:489":"N/A","BH:199":"N/A","G:167":"A1OutputForm[SQ001]. Student output form [Text]","V:547":"N/A","BI:663":"N/A","AS:434":"N/A","Q:559":"N/A","W:410":"N/A","AF:454":"N/A","BH:300":"N/A","AD:539":"N/A","W:123":"First aid kit (in case someone has accidentaly cuts themselves for example)","AI:444":"N/A","W:76":"No","AW:750":"N/A","BA:598":"N/A","BB:274":"N/A","AP:117":"Yes","AF:592":"N/A","D:700":"Resource Type","BD:665":"N/A","AZ:616":"N/A","AM:497":"N/A","BB:173":"N/A","Z:73":"No","AA:75":"No","BE:225":"N/A","Q:668":"N/A","AC:549":"N/A","BF:534":"N/A","AG:545":"No","AS:542":"N/A","AJ:507":"N/A","AJ:689":"N/A","AM:31":"N/A","AK:349":"N/A","BI:793":"N/A","AT:170":"N/A","AH:389":"N/A","AL:674":"N/A","AR:312":"Δεδομένου ότι πρόκειται για μια ανοιχτή δραστηριότητα που βασίζεται σε επιχειρήματα και πληροφορίες/ιδέες που παράγονται από τους μαθητές, δεν υπάρχει μία μοναδικήλύση. Τα κριτήρια αξιολόγησής μου παρατίθενται παρακάτω.","AZ:661":"N/A","G:773":"r276q0[D1G1O2c]. HOWs [Explain the role AI, bots and bot farms, fake accounts, and automated campaigns play in distributing (mis)information.]","BA:299":"N/A","AB:740":"N/A","AS:185":"Adobe Photoshop","Y:626":"N/A","BH:409":"N/A","X:292":"N/A","BE:783":"N/A","AG:427":"N/A","AU:553":"N/A","AE:800":"N/A","X:402":"N/A","U:439":"N/A","AJ:433":"N/A","AU:219":"N/A","BC:509":"No","BH:410":"N/A","D:377":"Material Sources","AJ:76":"N/A","AR:626":"N/A","BB:162":"N/A","BC:482":"N/A","T:663":"N/A","AI:611":"N/A","AC:396":"N/A","AM:447":"N/A","AQ:431":"N/A","Q:407":"N/A","AL:607":"N/A","O:435":"N/A","Q:96":"Yes","T:498":"No","AF:631":"N/A","BD:791":"N/A","AX:138":"Fischerei","AZ:348":"N/A","AR:733":"N/A","AJ:488":"N/A","AW:89":"Méně odpadu - informační plakáty","AN:169":"N/A","AE:215":"N/A","AV:404":"N/A","G:33":"PositionLP[SQ003]. This plan's position in the sequence: [3]","AP:280":"N/A","X:232":"N/A","AT:352":"N/A","X:100":"No","T:88":"Sustainability, environmental impacts","AK:449":"N/A","AN:634":"N/A","Q:452":"N/A","AS:222":"N/A","AR:617":"N/A","U:658":"N/A","R:661":"N/A","AP:169":"N/A","AR:71":"No","U:409":"N/A","AN:679":"N/A","P:539":"N/A","AX:403":"N/A","AW:242":"N/A","AM:201":"N/A","AP:170":"N/A","G:544":"r638q0. Expected activity duration in minutes","AI:539":"N/A","O:169":"N/A","AD:244":"N/A","BH:232":"N/A","BE:395":"N/A","AY:389":"N/A","AN:119":"No","BI:370":"N/A","AB:547":"N/A","O:787":"N/A","P:281":"N/A","AB:355":"No","BC:245":"N/A","AS:467":"N/A","BI:540":"N/A","AE:580":"N/A","AR:290":"N/A","O:292":"N/A","BD:692":"Identifikuj 3 prvky videa, které ovlivnily tvůj názor na žraloky (který jsi napsal/a v předchozím úkolu).\n \n \n \n Studenti by měli mluvit například o: hudbě, výběru slov, filmových záběrech,...\n \n \n \n Diskutuj o své odpovědi se spolužákem/spolužačkou.\n \n Studenti si navzájem naslouchají a respektují názory ostatních\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:\"Normální tabulka\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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;}","AC:590":"N/A","BH:738":"No","AW:261":"N/A","AP:429":"N/A","AO:391":"N/A","R:97":"Yes","AZ:658":"N/A","BB:644":"N/A","AH:422":"N/A","AQ:789":"N/A","T:104":"Yes","W:486":"N/A","T:602":"N/A","AO:455":"N/A","BE:729":"N/A","BE:794":"N/A","BD:685":"Yes","AR:357":"N/A","AT:634":"N/A","V:217":"N/A","AL:268":"N/A","AJ:666":"N/A","AH:217":"N/A","G:154":"A1Number[SQ001]. Activity number in lesson [1]","T:627":"N/A","BE:561":"N/A","Z:729":"N/A","AI:552":"N/A","AU:27":"Spanish","AV:27":"Norwegian","AW:241":"N/A","AN:676":"N/A","AX:304":"N/A","R:590":"N/A","O:410":"N/A","AS:495":"N/A","Q:172":"N/A","AG:470":"N/A","BH:428":"N/A","AC:255":"N/A","AF:606":"N/A","AP:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AU:391":"N/A","AF:357":"N/A","BC:613":"N/A","AB:595":"N/A","AU:590":"N/A","AA:205":"N/A","BA:34":"N/A","AN:288":"N/A","Z:216":"N/A","AO:607":"N/A","AG:582":"N/A","AQ:10":"2025-07-06 14:31:55","O:559":"N/A","AI:476":"N/A","AD:306":"N/A","AK:246":"N/A","AR:269":"N/A","AA:286":"N/A","AC:33":"Yes","BD:741":"N/A","P:668":"N/A","AX:471":"N/A","BE:456":"N/A","Z:224":"N/A","R:66":"No","AR:323":"Αν οι μαθητές φαίνεται να δυσκολεύονται να διεξάγουν έρευνα, δώστε τις παρακάτω καθοδηγητικές ερωτήσεις για να τους βοηθήσετε να ξεκινήσουν την καταιγίδα ιδεών.&nbsp;\n \n \n \n \n Θέμα 1: Κατευθυντήριες Υποερωτήσεις προς Εξερεύνηση:&nbsp;\n \n \n \n \n Πρέπει η γενετική τροποποίηση να περιορίζεται σε καταστάσεις που προκαλούν θάνατο ή είναι επίσης ηθικό να αντιμετωπίζουμε καταστάσεις που κάνουν τη ζωή πιο επώδυνη ή δύσκολη;&nbsp;Πώς χαράσσουμε τη γραμμή μεταξύ της σωτηρίας μιας ζωής και της βελτίωσης μιας ζωής;&nbsp;Αν μια γενετική πάθηση προκαλεί καθημερινό πόνο ή σωματικούς περιορισμούς, δικαιολογείται η \n \nγενετική τροποποίηση;&nbsp;Τι γίνεται με τα χαρακτηριστικά που επηρεάζουν τη μάθηση, τα συναισθήματα ή την κοινωνική συμπεριφορά; Πρέπει αυτά να είναι επεξεργάσιμα;&nbsp;Θα μπορούσε η εκτεταμένη \n \nγενετική τροποποίηση\n να δημιουργήσει διακρίσεις εις βάρος ανθρώπων που παραμένουν μοναδικοί/μη τροποποιημένοι;&nbsp;Ποιος θα πρέπει να έχει την εξουσία να αποφασίζει ποια χαρακτηριστικά είναι ηθικά αποδεκτά για \n \nγενετική τροποποίηση\n ; Οι γονείς, οι κυβερνήσεις, οι επιστήμονες;&nbsp;Μήπως η \n \nγενετική τροποποίηση,\n  πέρα ​​από το επίπεδο επιβίωσης, παρέχει έναν ακόμα τρόπο για τους εύπορους να βρεθούν και πάλι \"ένα βήμα μπροστά\";","S:790":"N/A","BE:447":"N/A","AF:665":"N/A","AD:157":"No","AW:373":"N/A","BA:650":"N/A","AQ:154":"Yes","AT:403":"N/A","AK:402":"N/A","AV:212":"N/A","AV:275":"N/A","U:61":"Tailor the content to the target audience and communication channel.","AC:376":"For weaker learners create a checklist of linguistic features (scaffolding).","AV:610":"N/A","AI:628":"N/A","AA:180":"N/A","AP:179":"N/A","P:102":"Yes","BD:643":"N/A","G:178":"A1Method. Briefly describe the method you use.","S:292":"N/A","P:670":"N/A","AT:318":"N/A","AV:181":"No","R:142":"bioengineering","AF:74":"No","AU:457":"N/A","AG:671":"N/A","BH:180":"N/A","AE:393":"N/A","AR:447":"N/A","BA:102":"N/A","V:700":"N/A","U:622":"N/A","Z:239":"N/A","Y:236":"N/A","AC:734":"15","AM:579":"N/A","AD:267":"N/A","BG:353":"N/A","BC:751":"N/A","AZ:107":"No","V:619":"N/A","AW:249":"N/A","X:726":"N/A","AV:81":"No","W:579":"N/A","AQ:279":"N/A","T:741":"N/A","AW:698":"N/A","AT:412":"N/A","AX:741":"N/A","Y:543":"N/A","Y:307":"N/A","AT:347":"N/A","Y:789":"N/A","AB:261":"Yes","BF:287":"N/A","AM:634":"N/A","AH:250":"N/A","U:247":"N/A","BD:678":"N/A","BF:451":"N/A","W:626":"N/A","BD:625":"N/A","V:731":"N/A","BG:736":"Actividad 4. Mensajes para llevar a casa (Kahoot).\n \n \n Para los profesores:&nbsp;\n \n \n Como resumen de la lección, crea un breve Kahoot que incluya los tres aspectos clave tratados. Esto permitirá comprobar que las actividades se han seguido correctamente y detectar posibles ideas alternativas que aún puedan estar presentes en los alumnos.&nbsp;\n \n \n 1. ¿Cómo han cambiado los antibióticos la forma en que tratamos las infecciones?&nbsp;\n \n \n Previenen cualquier tipo de infección, incluso antes de que se produzca.Ayudan al cuerpo a combatir los virus, especialmente la gripe y los resfriados.Nos permiten curar muchas infecciones bacterianas que antes eran mortales.&nbsp;Fortalecen el sistema inmunológico, por lo que ya no se necesitan vacunas.&nbsp;\n \n \n2. ¿Cómo combaten los antibióticos las infecciones bacterianas?&nbsp;\n Estimulan el sistema inmunológico para que ataque directamente a las bacterias.Cambian el ADN de las bacterias para convertirlas en microorganismos beneficiosos.Crean anticuerpos que destruyen las bacterias.Bloquean procesos esenciales en las bacterias, como la síntesis de la pared celular o de proteínas.&nbsp;\n \n \n3. ¿Cuál es la principal diferencia entre una opinión y un argumento?&nbsp;\n Una opinión siempre utiliza lenguaje científico, mientras que un argumento utiliza creencias personales.Un argumento se apoya en razones y pruebas, mientras que una opinión se basa en creencias o preferencias.Los argumentos son emocionales, pero las opiniones siempre son objetivas.No hay ninguna diferencia real, ambos son solo puntos de vista personales.&nbsp;\n \n \n \nRespuestas correctas: 1c, 2d, 3b.","S:90":"By the end of the lesson, learners will be able to understand what is genetic engineering and engineered babies and how is applied in the real World.","BA:77":"N/A","BG:787":"N/A","BF:680":"N/A","P:777":"N/A","AE:423":"N/A","AX:630":"N/A","BH:299":"N/A","AQ:114":"No","AU:272":"N/A","T:442":"N/A","AT:182":"N/A","AZ:33":"N/A","AI:95":"No","R:792":"N/A","AW:267":"N/A","AN:262":"N/A","AK:81":"No","AI:33":"No","BH:451":"N/A","AE:182":"N/A","G:796":"r276q0[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","Y:735":"N/A","U:69":"No","AM:610":"N/A","BH:799":"N/A","S:795":"N/A","AO:99":"No","P:227":"N/A","BI:627":"N/A","BG:784":"N/A","P:228":"N/A","Y:219":"N/A","U:175":"Mind map with keywords, e.g.\n\n sea food, overfishing, fishing, fishing techniques, sea, oceans, fish, sharks, regeneration rate, representation, sustainable, feelings, graphs, climate change, cod, population, donation, community, government\n see large files - document","V:550":"N/A","AP:608":"N/A","AS:402":"N/A","AE:259":"N/A","X:796":"N/A","BI:169":"N/A","AD:166":"Learners are prompted with a question:\n \n \n \n \"Discuss in pairs for 2-3 minutes why bacteria are becoming harder to kill with antibiotics\"\n \n \n After their discussion, each group can be asked to briefly share, while the teacher is taking notes of what they are saying on the white board in the form of bullet points.\n This allows the teacher to see what the learners already know about the topic.","W:35":"N/A","AR:282":"N/A","AS:155":"No","U:774":"N/A","AJ:204":"N/A","Q:167":"N/A","AI:420":"N/A","V:349":"N/A","AP:289":"N/A","AC:625":"N/A","AT:292":"N/A","AF:781":"N/A","Y:589":"N/A","BA:373":"N/A","O:460":"N/A","AI:430":"N/A","AB:741":"N/A","AA:11":"2026-05-18 14:10:59","AA:798":"N/A","AP:30":"4","T:351":"N/A","AK:679":"N/A","BC:541":"N/A","AW:163":"N/A","Z:740":"No","AB:229":"N/A","AU:628":"N/A","AB:640":"N/A","AK:507":"N/A","AF:740":"Yes","G:675":"r246q0[D4G3O3c]. HOWs [Evaluate their relevance and validity.]","R:734":"10","AM:636":"N/A","Q:686":"Yes","AD:272":"N/A","AI:659":"N/A","AS:110":"Yes","U:344":"No","AD:473":"N/A","AL:670":"N/A","AQ:165":"No","BG:349":"N/A","Z:161":"N/A","AS:562":"No","BD:729":"No","AG:670":"N/A","BG:389":"N/A","AW:363":"N/A","O:743":"N/A","BE:260":"N/A","G:164":"A1Duration. Expected activity duration in minutes","BD:84":"No","Z:214":"N/A","BH:85":"Yes","AL:550":"N/A","D:577":"Material Sources","AP:79":"No","AV:753":"N/A","AM:731":"N/A","G:687":"r612q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AX:97":"No","W:92":"No","AT:463":"N/A","AN:650":"N/A","O:111":"No","AW:362":"N/A","S:200":"N/A","AG:114":"Yes","BE:257":"N/A","BG:469":"N/A","AW:731":"N/A","AB:733":"N/A","BB:226":"N/A","AI:431":"N/A","AV:141":"Designerbabyer","D:722":"Material Sources","S:317":"N/A","AY:36":"Genetic engineering","AF:748":"Think-Pair-Share:\n \n \n In the first phase, learners reflect on their habits individually.In the second phase, they exchange their ideas in small groups (rather than pairs) and write down some of the actions on the poster (in the form of a segment of a circle)In the third phase, learners present their ideas to the rest of the class.","AQ:351":"N/A","BB:590":"N/A","BA:262":"N/A","T:241":"N/A","W:553":"N/A","P:410":"N/A","AC:317":"N/A","BA:397":"N/A","AW:772":"N/A","Q:5":"2025-08-05 22:24:56","U:649":"N/A","R:433":"N/A","O:490":"N/A","BG:772":"N/A","AA:440":"N/A","AP:659":"N/A","AR:165":"No","AG:634":"N/A","BD:676":"N/A","BF:412":"N/A","W:287":"N/A","AZ:611":"N/A","AH:91":"No","AF:769":"N/A","Q:99":"No","R:728":"No","G:140":"KeyWords[SQ003]. Key words (for online filter and search function) []","AW:397":"N/A","AL:99":"No","BI:486":"No","T:458":"N/A","AW:474":"N/A","X:35":"N/A","AM:272":"N/A","Y:215":"N/A","P:699":"N/A","AZ:258":"N/A","P:153":"3","AV:188":"https://www.newhopefertility.com/designer-babies/","BF:480":"N/A","V:449":"N/A","AB:675":"N/A","AV:666":"N/A","P:389":"N/A","AF:373":"N/A","R:277":"N/A","AO:217":"N/A","AR:776":"N/A","Q:463":"N/A","BI:439":"N/A","AG:687":"N/A","AJ:228":"N/A","D:526":"Material Sources","BG:251":"N/A","AI:603":"N/A","P:689":"N/A","BD:690":"No","W:663":"N/A","P:470":"N/A","AT:485":"N/A","AU:737":"N/A","AE:116":"No","BI:256":"N/A","G:531":"r829q0[S018]. Provide all sources you used in this activity [Reference / Source 18]","AI:481":"N/A","AS:252":"N/A","AW:787":"N/A","U:445":"N/A","V:453":"N/A","AG:291":"N/A","AD:535":"No","AK:585":"N/A","AN:353":"N/A","BH:607":"N/A","AS:537":"No","U:493":"Instagram-Labs (based on age group)\n \n \n \n \n Baby Boomers (1946-1964)Generation X (1965-1980)Millennials (1981-1996)Gen Z (1997-2010)Gen Alpha (2010-2025)\n \n \n \n \n Learners …\n \n \n \n \n Discuss their experiences with Instagram and different age groups.\n \n \n \n \n Identify different characteristics and specifics regarding different age/target groups, such as\n \n \n \n \n preferred formattime spent on Instagram&nbsp;experiences with Instagramlifestyleslinguistic knowledge\n \n \n \n \n \n \n \n \n \n Instructions for each station:\n \n \n \n \n Discuss your own experiences: How do *age group* use Instagram?Read the text: *text n of 5*Create a profile card for the *age group* generation, including:- the Instagram format they like most:- the language that they like to use:- the presentation of the content that they like:&nbsp;- what is also important for this age group:Include your own experiences: Discuss how your own experiences relate to the information in the text or differ from it.Post your profile card onto the Padlet.","AU:429":"N/A","BA:280":"N/A","BE:390":"N/A","BE:118":"Yes","AJ:309":"N/A","W:459":"N/A","AH:677":"N/A","BD:305":"N/A","AL:560":"N/A","AD:354":"30","Q:350":"No","AJ:358":"N/A","Z:489":"N/A","BE:243":"N/A","AU:69":"No","BH:610":"N/A","Z:436":"N/A","R:509":"N/A","BI:123":"Temporizador","G:106":"YearsLearning[SQ006]. Year of subject learning [6th year]","W:215":"N/A","AK:663":"N/A","BB:589":"N/A","W:252":"N/A","AP:619":"N/A","AV:456":"N/A","AM:182":"N/A","BF:253":"N/A","O:548":"N/A","AW:258":"N/A","O:231":"N/A","BH:687":"N/A","AO:110":"Yes","AN:792":"N/A","Q:292":"N/A","AB:463":"N/A","AB:137":"50","P:600":"N/A","AK:603":"N/A","AL:462":"N/A","Q:637":"N/A","AR:91":"No","T:31":"N/A","S:476":"N/A","Z:299":"N/A","U:580":"N/A","Y:358":"N/A","AT:457":"N/A","AY:592":"N/A","P:417":"N/A","P:241":"N/A","W:784":"N/A","AU:318":"No","AV:622":"N/A","AF:485":"N/A","BA:298":"N/A","BH:425":"N/A","AO:397":"N/A","Q:306":"N/A","P:84":"No","BI:456":"N/A","D:747":"Suggested Social Form","AE:258":"N/A","BF:452":"N/A","AH:10":"2025-06-11 14:25:00","AS:305":"N/A","AW:737":"N/A","V:9":"Wsw6Su2PZrevMP5","AM:245":"N/A","BI:111":"Yes","AK:90":"Learners will be able to describe graphs and examine them critically. Learners will be able to create manipulated graphs and explain how and why people with conflicting interests might do this. Learners will be able to recreate graphs in Geogebra using the line function.","AV:751":"N/A","AH:141":"advertisement","AF:283":"N/A","Y:101":"No","AD:489":"N/A","AD:405":"N/A","AD:545":"No","AZ:81":"No","X:731":"N/A","BF:256":"N/A","AE:629":"N/A","AW:417":"N/A","AV:203":"N/A","BB:654":"N/A","Q:550":"N/A","AO:611":"N/A","AC:30":"4","BD:752":"N/A","X:280":"N/A","BH:559":"N/A","X:237":"N/A","AG:163":"N/A","AA:458":"N/A","BB:357":"N/A","R:141":"self-view and self-esteem","AJ:739":"N/A","AD:790":"N/A","AM:777":"N/A","AF:200":"N/A","AY:369":"N/A","AC:248":"N/A","AS:288":"N/A","AZ:182":"N/A","S:168":"N/A","AL:180":"No","R:628":"N/A","AE:353":"N/A","V:448":"N/A","O:108":"No","AO:117":"No","V:291":"N/A","AC:593":"N/A","AC:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AH:6":"26","V:648":"N/A","AH:306":"N/A","W:346":"No","AZ:647":"N/A","O:731":"N/A","G:40":"Cause6. due to ...","AR:240":"N/A","AV:642":"N/A","AU:781":"N/A","U:422":"N/A","AB:474":"N/A","AY:430":"N/A","P:216":"N/A","W:241":"N/A","Z:317":"N/A","T:166":"This activity will consist on searching for information about the ALTRI textile and cellulose factory project in Palas de Rei. They will be instructed to use as many different sources as they can (newspapers, official websites, AI tools...). They should try to understand all perspectives and opinions involved in the debate: the company´s position, the concerns of local residents, environmental arguments...\n Learners will then focus on the role assigned to them, collecting data that support their stakeholder´s viewpoint, so they can use this information in the next activity to prepare their arguments for the debate.&nbsp;\n Learning objectives:&nbsp;\n - Identify relevant and reliable information sources about the ALTRI factory project\n -Distinguish between different stakeholder perspectives\n - Select data that will be relevant to construct the arguments","AT:81":"N/A","T:71":"No","BB:545":"N/A","AK:11":"2026-05-18 15:50:23","AT:258":"N/A","AX:583":"N/A","AR:467":"N/A","AU:789":"N/A","BA:731":"N/A","Q:420":"N/A","AO:558":"Die Gruppen werden mit Bildausschnitten gebildet, die das Thema nachhaltige Ozeane darstellen (z. B. Ozean, Plastik im Ozean, Angeln, Schildkröten, Umweltverschmutzung usw. - nicht zu anschaulich). Jeder Schüler erhält einen Ausschnitt, der das Bild mit Hilfe der anderen Schüler derselben Gruppe bildet. Wie viele Snippets es gibt, hängt davon ab, wie viele Studenten es in einer Gruppe gibt.","AB:534":"No","Q:560":"N/A","AK:464":"N/A","AU:293":"N/A","U:509":"No","W:101":"No","O:112":"No","V:782":"N/A","AL:632":"N/A","AL:158":"N/A","S:239":"N/A","AE:443":"N/A","AV:233":"N/A","AG:777":"N/A","AX:604":"N/A","AN:600":"N/A","AO:504":"Group work","T:276":"N/A","AX:153":"3","BE:481":"N/A","T:360":"N/A","AA:729":"N/A","AU:442":"N/A","BA:264":"N/A","AS:159":"No","AB:634":"N/A","BA:11":"2025-07-22 17:21:45","R:738":"Yes","AA:780":"N/A","V:207":"N/A","AT:772":"N/A","BI:304":"N/A","AN:351":"N/A","G:589":"r246q0[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","AD:618":"N/A","AJ:638":"N/A","BB:292":"N/A","AJ:749":"N/A","BD:218":"N/A","BA:427":"N/A","AO:541":"N/A","AO:416":"N/A","AY:96":"No","BG:740":"N/A","AC:609":"N/A","AH:210":"N/A","AI:180":"No","W:255":"N/A","BC:296":"N/A","AF:355":"No","T:477":"No","R:747":"Teacher-led instruction and Q&A sessions","T:729":"N/A","BD:798":"N/A","BH:659":"N/A","W:483":"N/A","AB:225":"N/A","BE:298":"N/A","BF:167":"N/A","AB:461":"N/A","O:267":"N/A","AG:455":"N/A","AC:483":"N/A","R:425":"N/A","AC:271":"N/A","AI:400":"N/A","BG:537":"No","BF:445":"N/A","BA:295":"N/A","AZ:213":"N/A","Z:165":"No","AK:114":"Yes","AL:684":"N/A","D:78":"Subjects","T:595":"N/A","BA:232":"N/A","AC:800":"N/A","AH:460":"N/A","P:169":"No","O:297":"N/A","Y:403":"N/A","AI:471":"N/A","S:244":"N/A","AK:180":"N/A","AW:642":"N/A","AH:94":"No","AW:672":"N/A","AD:454":"N/A","AP:253":"N/A","S:250":"N/A","BI:79":"No","S:80":"No","T:91":"No","AK:237":"N/A","X:616":"N/A","AN:595":"N/A","AS:797":"N/A","BA:210":"N/A","BH:466":"N/A","AY:732":"N/A","BC:211":"N/A","AZ:629":"N/A","AM:624":"N/A","U:484":"N/A","AX:771":"N/A","G:398":"r570q0[D1G2O2a]. HOWs [-&gt; Checklist: information sources]","V:588":"N/A","AI:795":"N/A","AE:730":"N/A","AD:201":"N/A","AW:749":"N/A","BF:656":"N/A","BI:604":"N/A","AW:216":"N/A","Z:780":"N/A","AN:637":"N/A","Q:597":"N/A","G:617":"r246q0[D2G2O1c]. HOWs [Identify sensational and emotional language used to influence the audience.]","AO:288":"N/A","AV:725":"N/A","R:652":"N/A","S:280":"N/A","AF:434":"N/A","AS:698":"N/A","BA:634":"N/A","AY:477":"N/A","V:421":"N/A","V:15":"Stangassinger, Johanna","BG:93":"No","Y:292":"N/A","AG:436":"N/A","AJ:468":"N/A","BC:118":"No","AL:177":"Pair work","AL:675":"N/A","AJ:673":"N/A","AE:657":"N/A","BF:219":"N/A","G:537":"r1024q0[SQ004]. Activity number in lesson [4]","AK:796":"N/A","AM:73":"N/A","AD:496":"No","AX:268":"N/A","T:474":"N/A","X:435":"N/A","T:79":"No","Y:562":"N/A","BG:220":"N/A","Y:670":"N/A","AL:289":"N/A","AW:641":"N/A","BI:444":"N/A","AU:732":"N/A","AI:619":"N/A","AC:227":"N/A","BF:751":"N/A","P:591":"N/A","AT:552":"N/A","AQ:100":"No","BI:161":"N/A","AI:417":"N/A","AZ:613":"N/A","AR:651":"N/A","D:34":"Position of Lesson Plan in Sequence","AQ:485":"N/A","AG:367":"Group work","BD:278":"N/A","BH:73":"No","BG:260":"N/A","AK:672":"N/A","BB:268":"N/A","W:4":"Yes","BE:14":"2025","BH:594":"N/A","AC:795":"N/A","AY:118":"Yes","AA:320":"No","O:309":"N/A","AL:246":"N/A","D:181":"Resource Type","V:750":"N/A","Q:356":"Watch the video.&nbsp;\n \n \n List five adjectives to describe how the video makes you feel (e.g., scared, worried, happy, relaxed, etc.).&nbsp;\n \n \n Describe the image of sharks based only\n on the video.\n \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:\"Normální tabulka\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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;}","AE:775":"N/A","AI:535":"N/A","R:586":"N/A","V:678":"N/A","P:249":"N/A","AK:187":"Mulhern, O. (2022, July 24). The 10 Essential Fast Fashion Statistics. Earth.org. https://earth.org/fast-fashion-statistics/","AS:444":"N/A","BB:472":"N/A","AO:389":"N/A","AE:307":"N/A","S:735":"N/A","W:228":"N/A","BA:271":"N/A","AL:36":"Genetic engineering","Y:308":"N/A","AK:344":"No","AP:789":"N/A","BC:350":"N/A","AH:224":"N/A","Q:683":"Read your previous answer where you described the image of sharks.&nbsp;\n \n \n Identify 3 aspects of the video which affected the image of sharks which you got from the video.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dicuss your answer with a\n partner and then with the class.","AU:698":"N/A","AB:624":"N/A","AD:106":"No","AK:496":"N/A","O:431":"N/A","AQ:291":"N/A","X:32":"N/A","AW:227":"N/A","AS:543":"N/A","S:220":"N/A","Z:749":"Yes","T:795":"N/A","BI:440":"N/A","AV:732":"N/A","AE:405":"N/A","R:370":"No","V:345":"Yes","AY:605":"N/A","AJ:440":"N/A","AQ:403":"N/A","U:14":"2025","AW:235":"N/A","S:537":"N/A","AH:484":"N/A","AV:418":"N/A","AR:661":"N/A","BG:644":"N/A","AZ:285":"N/A","AW:614":"N/A","BG:452":"N/A","W:444":"N/A","BH:774":"N/A","AV:9":"oGKraSOKgaaUWx6","AF:627":"N/A","AM:287":"N/A","AM:642":"N/A","AW:438":"N/A","BC:411":"N/A","AL:485":"N/A","AI:248":"N/A","Q:445":"N/A","AC:684":"N/A","AS:294":"N/A","AI:582":"N/A","BA:98":"N/A","G:463":"r570q0[D4G1O2c]. HOWs [Weigh the effect of potential forms of engagement.]","AJ:421":"N/A","P:627":"N/A","AF:431":"N/A","AM:462":"N/A","BC:603":"N/A","AA:633":"N/A","AN:657":"N/A","AD:452":"N/A","AT:167":"N/A","T:429":"N/A","BB:459":"N/A","AW:770":"N/A","Y:273":"N/A","AL:235":"N/A","BB:378":"Reid, L. (2018, April 26). Fast-fashion: Unethical and unsustainable. UAB Institute for Human Rights Blog. https://sites.uab.edu/humanrights/2018/04/26/fast-fashion-unethical-and-unsustainable/","AE:617":"N/A","AU:432":"N/A","O:230":"N/A","D:720":"Material Sources","P:643":"N/A","BC:403":"N/A","AA:239":"N/A","G:183":"A1Media[SQ005]. Media [Interactive media]","AR:559":"N/A","BF:289":"N/A","BG:752":"N/A","AA:212":"N/A","AP:201":"N/A","BG:687":"Yes","X:474":"N/A","BD:32":"No","AA:233":"N/A","AY:606":"N/A","Y:439":"N/A","BH:272":"N/A","AG:601":"N/A","AX:457":"N/A","AV:286":"N/A","AR:250":"N/A","AR:112":"No","BI:784":"N/A","G:787":"r276q0[D1G4O3a]. HOWs [Evaluate the credibility and reputation of the the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","AF:213":"N/A","AS:211":"N/A","AJ:586":"N/A","BF:485":"N/A","Z:318":"N/A","W:606":"N/A","AQ:68":"No","G:65":"LearningOutcome16. Learning Outcome","AL:110":"Yes","AU:125":"Papel azul para representar el océano","AH:359":"No","G:674":"r246q0[D4G3O3b]. HOWs [Research evidence and logic behind the counter-arguments.]","Q:742":"N/A","BG:239":"N/A","AY:636":"N/A","AS:208":"N/A","AV:320":"N/A","AP:103":"No","AK:183":"N/A","AP:622":"N/A","Q:345":"Yes","AM:547":"N/A","BI:125":"Pizarra o proyector (opcional)","AQ:245":"N/A","AJ:428":"N/A","BA:534":"N/A","AY:773":"N/A","AY:400":"N/A","AQ:210":"N/A","BF:441":"N/A","BF:209":"N/A","AO:239":"N/A","BD:422":"N/A","AG:272":"N/A","AB:203":"N/A","AL:349":"N/A","AU:182":"N/A","AQ:269":"N/A","Z:120":"• Headphones, translation tools, or speech-to-text software as needed","Y:627":"N/A","AL:200":"N/A","AX:263":"N/A","BC:161":"N/A","AR:210":"N/A","AT:656":"N/A","AH:278":"N/A","O:589":"N/A","AC:346":"No","AD:110":"Yes","AR:400":"N/A","BA:276":"N/A","BC:455":"N/A","BG:632":"N/A","R:305":"N/A","AG:615":"N/A","AH:228":"N/A","BG:283":"N/A","AD:483":"N/A","AU:239":"N/A","O:452":"N/A","AG:561":"N/A","AN:171":"N/A","AR:116":"No","AG:625":"N/A","AE:653":"N/A","AR:671":"N/A","AC:393":"N/A","AL:291":"N/A","AT:432":"N/A","AW:551":"N/A","W:429":"N/A","Z:305":"N/A","AB:1":"41","AI:69":"No","BG:465":"N/A","U:183":"Yes","Z:649":"N/A","Y:351":"N/A","AC:211":"N/A","BG:297":"N/A","Y:688":"N/A","AE:651":"N/A","AR:641":"N/A","AT:591":"N/A","BE:162":"N/A","AP:613":"N/A","AG:581":"N/A","AK:220":"N/A","W:688":"N/A","BC:231":"N/A","V:616":"N/A","S:636":"N/A","AZ:541":"N/A","AK:736":"Think, pair, share:\n Reflect on the ethics of manipulating a graph in this way. \n \n Reflection\n questions: \n \n \n  Why is it necessary to\n  consider the creator of a graph?\n  Justify your opinion on fast\n  fashion: How does the graph make you feel personally?\n \n \n \n First individually for 2 minutes think about the reflection questions, then share your thoughts and discuss with a partner for 5 minutes. Lastly, those groups that want to can share what they discussed with the rest of the class.&nbsp;","AX:550":"N/A","BE:184":"Other","P:700":"N/A","P:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","AZ:536":"Yes","BD:350":"No","AZ:636":"N/A","BH:596":"N/A","AY:415":"N/A","BH:258":"N/A","Y:634":"N/A","AC:741":"N/A","Z:101":"No","O:659":"N/A","AE:73":"No","AS:496":"N/A","AW:400":"N/A","BF:749":"N/A","AX:429":"N/A","AS:783":"N/A","O:473":"N/A","AC:424":"N/A","AD:358":"N/A","AS:633":"N/A","BF:676":"N/A","AX:770":"N/A","AC:490":"N/A","AF:541":"N/A","AX:596":"N/A","Q:671":"N/A","AS:728":"No","AH:791":"N/A","AI:361":"N/A","AQ:248":"N/A","AE:694":"Group work","AT:215":"N/A","G:702":"r567q0[other]. App [Other]","AN:636":"N/A","AD:446":"N/A","AR:437":"N/A","BA:423":"N/A","Q:209":"N/A","BE:602":"N/A","AG:358":"No","AK:210":"N/A","G:29":"LessonPlanSequence. Lesson sequence title","S:671":"N/A","AA:231":"N/A","AW:612":"N/A","AD:582":"N/A","P:790":"N/A","AL:604":"N/A","AE:735":"No","AH:614":"N/A","AD:265":"N/A","Z:218":"N/A","AG:487":"N/A","AB:241":"N/A","AP:391":"N/A","P:464":"N/A","V:233":"N/A","AE:422":"N/A","AE:793":"N/A","AK:729":"N/A","AD:781":"N/A","AT:581":"N/A","BA:403":"N/A","AG:451":"N/A","Z:646":"N/A","AF:619":"N/A","AO:298":"N/A","AE:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","W:211":"N/A","U:263":"N/A","Y:473":"N/A","U:492":"25","Y:69":"No","AM:267":"N/A","BB:617":"N/A","AO:371":"No","R:96":"No","Y:34":"No","D:22":"Author(s)","AA:672":"N/A","AP:394":"N/A","R:653":"N/A","AF:547":"N/A","BH:271":"N/A","AH:149":"awareness of algorithms","AL:220":"N/A","AG:418":"N/A","O:633":"N/A","Q:589":"N/A","AH:7":"en","BH:552":"N/A","AD:421":"Yes","AU:305":"No","P:179":"No","AC:647":"N/A","V:543":"N/A","AI:601":"N/A","AU:507":"N/A","W:158":"N/A","D:334":"Material Sources","BF:674":"N/A","AL:612":"N/A","BH:680":"N/A","U:208":"N/A","S:680":"N/A","X:240":"N/A","R:624":"N/A","AC:285":"N/A","AA:667":"N/A","W:508":"No","U:451":"N/A","AV:676":"N/A","W:785":"N/A","AV:498":"N/A","AP:700":"N/A","AB:786":"N/A","AR:648":"N/A","G:672":"r246q0[SQ109]. HOWs [checklist]","AB:293":"N/A","G:34":"PositionLP[SQ004]. This plan's position in the sequence: [4]","AJ:587":"N/A","AF:295":"N/A","AO:30":"4","O:725":"N/A","AW:654":"N/A","AS:33":"No","AF:11":"2026-05-18 15:03:48","AK:476":"N/A","AH:547":"No","AQ:638":"N/A","AX:646":"N/A","BE:550":"N/A","BG:432":"N/A","AI:404":"N/A","AU:348":"N/A","AS:286":"N/A","AT:543":"N/A","G:204":"A1Hows[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","AE:27":"English","AW:500":"No","W:438":"N/A","BC:417":"N/A","AX:563":"N/A","AS:731":"N/A","AJ:642":"N/A","AZ:154":"Yes","AR:139":"Βιολογία","AT:791":"N/A","AK:617":"N/A","BG:91":"No","R:98":"No","AI:484":"N/A","AK:279":"N/A","AK:799":"N/A","BA:344":"N/A","AV:611":"N/A","AQ:595":"N/A","AG:213":"N/A","BB:114":"No","AI:678":"N/A","AI:1":"48","AS:622":"N/A","AJ:100":"N/A","S:304":"N/A","AR:155":"N/A","AZ:443":"N/A","AZ:652":"N/A","Z:395":"N/A","AG:220":"N/A","O:686":"N/A","Y:282":"N/A","Z:411":"N/A","AE:299":"N/A","AZ:391":"N/A","Y:646":"N/A","AL:606":"N/A","AH:609":"N/A","AK:738":"N/A","BF:34":"N/A","AX:264":"N/A","AY:735":"N/A","AP:99":"Yes","AY:285":"N/A","U:653":"N/A","AE:742":"N/A","AP:729":"N/A","AK:358":"N/A","BC:685":"N/A","AX:579":"N/A","P:90":"Create a reel to sensitise public","AK:671":"N/A","AB:635":"N/A","AC:316":"N/A","AK:265":"N/A","D:560":"Resource Type","AE:727":"Yes","AT:664":"N/A","AF:235":"N/A","BH:700":"N/A","BB:369":"N/A","AG:359":"Yes","AL:427":"N/A","AX:621":"N/A","BH:419":"N/A","BB:508":"N/A","AB:160":"N/A","BE:606":"N/A","BD:483":"N/A","S:478":"N/A","BG:153":"4","AX:393":"N/A","BE:499":"N/A","W:354":"40","BF:408":"N/A","AG:280":"N/A","AB:249":"N/A","AA:795":"N/A","AO:266":"N/A","BF:425":"N/A","AK:272":"N/A","BI:400":"N/A","AT:421":"N/A","AV:318":"N/A","BH:361":"No","T:618":"N/A","AD:165":"No","AA:222":"N/A","BC:769":"N/A","AX:645":"N/A","V:269":"N/A","AJ:540":"N/A","W:91":"No","AO:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AS:447":"N/A","AO:181":"No","X:155":"N/A","AR:731":"N/A","AL:677":"N/A","BE:480":"N/A","X:421":"N/A","AY:465":"N/A","BA:235":"N/A","AD:427":"N/A","Y:447":"N/A","Y:286":"N/A","AO:74":"No","BA:233":"N/A","AK:781":"N/A","BC:624":"N/A","Q:349":"No","BI:475":"No","BA:611":"N/A","AZ:617":"N/A","AT:630":"N/A","AU:410":"N/A","S:698":"N/A","AU:544":"25","AA:464":"N/A","BH:96":"Yes","G:264":"A1Hows[D3G3O1c]. HOWs [Identify solutions that create new negative impacts.]","AL:437":"N/A","V:289":"N/A","AK:70":"Yes","AI:724":"N/A","AB:399":"N/A","AI:203":"N/A","AT:248":"N/A","AI:396":"N/A","P:395":"N/A","X:353":"N/A","BA:779":"N/A","W:738":"N/A","AD:596":"N/A","AA:246":"N/A","G:382":"r460q0[S006]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 6]","BE:227":"N/A","AJ:351":"N/A","AQ:465":"N/A","AI:776":"N/A","R:618":"N/A","BE:139":"Antibiotika-Missbrauch","BG:482":"N/A","S:167":"N/A","BD:394":"N/A","R:347":"No","AN:362":"No","G:260":"A1Hows[D3G2O2a]. HOWs [Determine which parties are more susceptible to negative impacts.]","AS:261":"N/A","AO:106":"No","T:76":"No","BB:482":"N/A","X:652":"N/A","AR:161":"N/A","AC:365":"Model solution to text 3 (scientific text):\n \n \n 1. Main Message of the Text:to inform readers about the dangers of unnecessary or incorrect use of antibioticsemphasises that antibiotics should not be used for viral infections, misusing antibiotics contributes to antimicrobial resistance, and patients should consult doctors for proper treatment and avoid pressuring them for antibiotics or saving them for future use.&nbsp;\n \n \n 2. Linguistic Features (Factual vs. Opinion-Based):Uses neutral, informative tone.&nbsp;Presents specific examples: “colds,” “flu,” “many sinus infections,” “certain ear infections.”&nbsp;Avoids emotive or subjective language.&nbsp;\n \n \n 3. Analysis of Reliability\n Source Credibility: information is sourced from the Centers for Disease Control and Prevention (CDC), a highly credible and authoritative public health institution.Tone: Professional, educational, and neutral.Evidence: While no statistical data is provided in the excerpt, it refers to a reliable government source (CDC) and uses standard medical knowledge about antibiotic use.Bias: no evident bias. The text provides balanced, well-grounded advice for the general public.","G:590":"r246q0[D1G2O3b]. HOWs [For social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","P:465":"N/A","BB:618":"N/A","AG:537":"N/A","G:372":"r781q0[SQ004]. Media [Multimedia]","AM:345":"N/A","AF:153":"5","R:214":"N/A","AC:591":"N/A","AA:553":"N/A","BD:201":"N/A","BE:210":"N/A","AW:164":"10","Q:94":"Yes","BG:101":"No","U:743":"N/A","BG:433":"N/A","AM:729":"N/A","W:225":"N/A","AH:251":"N/A","AP:667":"N/A","AU:588":"N/A","AU:665":"N/A","BE:85":"Yes","P:497":"N/A","AP:418":"N/A","AY:416":"N/A","BE:678":"N/A","V:360":"No","AV:43":"Designede babyer","AC:535":"No","W:588":"N/A","AB:508":"N/A","V:64":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","AT:413":"N/A","BB:391":"N/A","AG:784":"N/A","G:711":"r875q0[S008]. Provide all sources you used in this activity [Reference / Source 8]","T:267":"N/A","D:35":"Position of Lesson Plan in Sequence","AU:168":"N/A","AD:349":"N/A","BE:211":"N/A","AC:31":"No","G:85":"Subjects[other]. Subject(s) [Italian]","AV:637":"N/A","AA:201":"N/A","AN:271":"N/A","BE:107":"No","AH:664":"N/A","AL:7":"en","Z:208":"N/A","X:438":"N/A","U:240":"N/A","AL:74":"No","BE:366":"Engagement:\n  Aktive Teilnahme in allen Phasen — individuelle Reflexion,\n  Partnerdiskussion und Plenum (sofern gewünscht).\n  Reflexion:\n  Durchdachte und relevante Beiträge während der individuellen Arbeit und\n  der Partner-/Share-Phase, nicht nur im Klassengespräch.\n  Zusammenarbeit:\n  Konstruktiver Austausch von Ideen mit Peers in Partner- oder\n  Kleingruppendiskussionen.\n  Argumentation:\n  Fähigkeit, Ideen mit Beispielen oder logischen Argumenten zu erklären und\n  zu begründen, sowohl in Paaren als auch im Plenum.\n  Kritisches\n  Denken: Bereitschaft, Annahmen zu hinterfragen, mehrere Perspektiven\n  zu berücksichtigen und auf Ideen von Peers aufzubauen, sichtbar in jeder\n  Phase der Aktivität.","AY:292":"N/A","AH:634":"N/A","P:355":"No","AV:109":"Designerbabyer og etiske betraktninger rundt det.","BB:307":"N/A","Y:494":"Yes","AK:168":"N/A","BG:121":"PowerPoint presentation, printed worksheets, scissors, glue, paper sheets, and pens/pencils.","BF:638":"N/A","R:233":"N/A","BI:725":"N/A","AK:598":"N/A","R:240":"N/A","AO:246":"N/A","AG:208":"N/A","AY:489":"N/A","AC:104":"No","Z:76":"No","Q:273":"N/A","BA:635":"N/A","P:798":"N/A","BC:407":"N/A","V:788":"N/A","U:215":"N/A","Q:496":"N/A","AN:9":"Vx4CkSteA5Mur4D","AH:316":"N/A","AV:427":"N/A","BF:218":"N/A","Y:669":"N/A","U:490":"N/A","AV:671":"N/A","AE:536":"Yes","BG:218":"N/A","AW:618":"N/A","D:117":"Required infrastructure & Teaching Materials","AQ:672":"N/A","AB:610":"N/A","W:440":"N/A","AG:510":"N/A","AL:187":"https://www.wired.com/story/your-next-job-designer-baby-therapist/","Z:9":"7WXomPpICYLfpG5","G:10":"startdate. Date started","AW:741":"N/A","S:596":"N/A","AA:688":"N/A","R:432":"N/A","AE:664":"N/A","AJ:611":"N/A","AV:430":"N/A","BF:500":"N/A","AW:629":"N/A","BH:452":"N/A","AQ:181":"N/A","AN:631":"N/A","AK:107":"No","D:187":"Material Sources","AC:580":"N/A","BF:431":"N/A","BF:403":"N/A","AH:92":"No","AZ:544":"30","AF:247":"N/A","BA:582":"N/A","AX:98":"No","BH:79":"No","BI:80":"No","BC:459":"N/A","BG:726":"No","AL:139":"Critical thinking","Q:471":"N/A","Z:307":"N/A","AL:641":"N/A","U:212":"N/A","AX:796":"N/A","U:668":"N/A","Q:646":"N/A","G:18":"Authors[SQ004]. Author(s) [Family name, given name]","AO:318":"N/A","AO:88":"Nachhaltige Ozeane – erstelle einen Instagram-Post, Reel oder eine Story-Reihe, um zu informieren oder zum Handeln aufzurufen","AJ:677":"N/A","W:424":"N/A","BG:424":"N/A","AS:596":"N/A","O:484":"N/A","AV:36":"Genetic engineering","P:733":"N/A","AQ:171":"N/A","AS:106":"No","Y:628":"N/A","BE:445":"N/A","BC:277":"N/A","Q:205":"N/A","AG:281":"N/A","AW:110":"Yes","AL:455":"N/A","Z:243":"N/A","BH:239":"N/A","AD:770":"N/A","AQ:628":"N/A","O:318":"N/A","AZ:74":"No","Q:229":"N/A","Y:728":"N/A","AB:697":"N/A","AI:162":"N/A","BF:292":"N/A","U:224":"N/A","G:102":"YearsLearning[SQ002]. Year of subject learning [2nd year]","AB:218":"N/A","BI:116":"No","AT:697":"N/A","AJ:430":"N/A","AB:299":"N/A","AC:15":"Wackernell, Anna","Z:579":"N/A","AG:585":"N/A","AZ:433":"N/A","BC:548":"N/A","W:670":"N/A","G:588":"r246q0[D1G2O2a]. HOWs [-&gt; Checklist: information sources]","AC:163":"N/A","AC:796":"N/A","BF:733":"N/A","AB:291":"N/A","AF:102":"No","AL:101":"No","G:769":"r276q0[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","AK:398":"N/A","AN:590":"N/A","X:363":"N/A","G:270":"A1Hows[D4G1O1c]. HOWs [In your group, take our favourite measure and plan how to implement it in your school. Prepare a presentation for your classmates on how you would go about it.]","R:169":"No","U:563":"Yes","AU:771":"N/A","AZ:752":"N/A","Z:688":"N/A","AQ:634":"N/A","AV:78":"No","AN:43":"Antibiotic misuse and resistance","AB:12":"138.232.92.31","Y:680":"N/A","Q:439":"N/A","AL:138":"Genetics","BI:585":"N/A","S:263":"N/A","AU:687":"N/A","AI:242":"N/A","V:319":"N/A","Z:648":"N/A","AP:317":"N/A","U:365":"Generation X\n \n \n Preferred Instagram Format: static posts or video clips&nbsp;\n \n \n Preferred language: clear, factual, concise\n \n \n Preferred format of content: short, informative text blocks\n \n \n Engagement through: clarity, credibility, relevance to everyday life","AI:409":"N/A","AA:272":"N/A","AJ:372":"N/A","AH:599":"N/A","Z:71":"No","BG:232":"N/A","Z:773":"N/A","Y:434":"N/A","BC:545":"No","Q:632":"N/A","AO:780":"N/A","BB:180":"N/A","BG:629":"N/A","AE:465":"N/A","AA:749":"N/A","BC:782":"N/A","G:340":"A1SReference[S017]. Provide all sources you used in this activity [Reference / Source 17]","W:345":"Yes","AO:446":"N/A","AP:309":"N/A","AG:791":"N/A","U:452":"N/A","AT:435":"N/A","BF:659":"N/A","P:33":"No","O:771":"N/A","BD:484":"N/A","V:785":"N/A","AC:472":"N/A","BC:740":"N/A","S:562":"N/A","AQ:785":"N/A","AX:170":"N/A","D:749":"Resource Type","AH:727":"No","AY:620":"N/A","AY:629":"N/A","AJ:391":"N/A","BB:671":"N/A","AM:545":"N/A","AC:475":"N/A","AB:652":"N/A","BA:560":"N/A","BD:306":"N/A","T:317":"N/A","AK:201":"N/A","BA:699":"N/A","AQ:320":"N/A","AZ:404":"N/A","AL:66":"No","AZ:726":"No","AI:206":"N/A","AR:200":"N/A","BB:238":"N/A","AU:309":"No","AG:770":"N/A","G:316":"A1SMedia[SQ001]. Media [Text media]","AP:264":"N/A","AF:800":"N/A","AM:788":"N/A","V:240":"N/A","AU:473":"N/A","AR:725":"N/A","AY:442":"N/A","X:772":"N/A","AI:699":"N/A","R:102":"No","BB:347":"N/A","BE:453":"N/A","T:447":"N/A","BB:371":"N/A","AD:287":"N/A","AG:252":"N/A","AL:478":"N/A","AA:541":"N/A","AQ:483":"N/A","D:551":"Student Output Form","V:679":"N/A","AS:638":"N/A","Q:419":"N/A","G:624":"r246q0[D2G2O3c]. HOWs [Examine the political climate. Consider the political context at the time the information was created.]","W:238":"N/A","BH:603":"N/A","AL:482":"N/A","AN:259":"N/A","BA:690":"N/A","Y:663":"N/A","AZ:675":"N/A","AW:608":"N/A","BC:460":"N/A","AW:650":"N/A","BC:153":"3","AN:418":"N/A","BI:394":"N/A","AT:633":"N/A","AC:309":"N/A","BH:110":"Yes","AV:428":"N/A","S:622":"N/A","AF:71":"No","T:215":"N/A","BC:614":"N/A","V:6":"24","U:738":"N/A","AS:372":"No","S:199":"N/A","BB:73":"No","G:244":"A1Hows[D2G2O3c]. HOWs [Examine the political climate. Consider the political context at the time the information was created.]","AT:268":"N/A","AC:164":"5","Y:800":"N/A","BA:797":"N/A","P:408":"N/A","AZ:259":"N/A","U:407":"N/A","AM:208":"N/A","W:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","O:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","AP:12":"5.180.14.11","BG:352":"N/A","AV:400":"N/A","AE:472":"N/A","AT:729":"N/A","BE:9":"mqXzerfEDPzx9Jr","AD:173":"N/A","AQ:229":"N/A","AB:456":"N/A","AE:7":"en","BB:363":"N/A","AQ:44":"Misoppfatninger:\n \n \n \n \n  «Resirkulering er nok til å løse miljøproblemene»\n  «Resirkulering er alltid miljøvennlig»\n  «Resirkulering gagner alle land likt»\n  «Resirkulering gjør at folk blir mer miljøbevisste»\n  «Alle produkter kan enkelt resirkuleres»","T:673":"N/A","AO:488":"N/A","AU:788":"N/A","AB:74":"No","AI:662":"N/A","AV:657":"N/A","AT:406":"N/A","BD:592":"N/A","AD:121":"2 presentations, activity worksheet, YouTube video","X:231":"N/A","AR:446":"N/A","AQ:643":"N/A","AT:775":"N/A","AN:749":"N/A","AV:594":"N/A","BE:623":"N/A","AR:417":"N/A","BH:591":"N/A","AP:674":"N/A","BG:495":"N/A","AN:355":"Yes","AP:31":"Yes","AG:266":"N/A","BF:404":"N/A","V:593":"N/A","BC:373":"N/A","AO:164":"15","D:75":"Subjects","AP:534":"No","BI:1":"75","BI:7":"en","BC:408":"N/A","Z:605":"N/A","W:359":"N/A","AA:347":"N/A","AQ:243":"N/A","AH:268":"N/A","AK:435":"N/A","AX:288":"N/A","AM:479":"N/A","BA:737":"N/A","AL:700":"N/A","BF:106":"No","V:662":"N/A","BF:221":"N/A","Q:353":"N/A","AA:357":"N/A","AL:113":"No","P:43":"Travel choices","BA:429":"N/A","AS:780":"N/A","AI:246":"N/A","X:299":"N/A","AR:644":"N/A","AL:597":"N/A","Q:611":"N/A","AB:410":"N/A","T:277":"N/A","AZ:451":"N/A","AF:593":"N/A","AK:580":"N/A","AR:89":"Η Βιοηθική της Επεξεργασίας Γονιδίων: Ποιος Αποφασίζει για το Μέλλον;","Y:300":"N/A","AJ:585":"N/A","AY:455":"N/A","BH:499":"N/A","U:506":"Yes","AN:724":"No","AI:604":"N/A","X:221":"N/A","P:789":"N/A","Y:98":"No","Y:459":"No","AN:620":"N/A","AW:273":"N/A","BA:115":"N/A","AC:348":"No","BD:246":"N/A","AO:31":"No","R:634":"N/A","AK:535":"No","BH:402":"N/A","U:12":"178.164.177.239","BD:629":"N/A","BA:728":"N/A","AQ:211":"N/A","AF:506":"N/A","BG:451":"N/A","AZ:447":"N/A","AD:658":"N/A","R:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AW:212":"N/A","V:70":"No","AI:91":"No","AX:783":"N/A","AR:44":"Μερικοί μαθητές μπορεί να θεωρούν οτι η γενετική τροποποιήση είναι μια ακριβής και ελέγξιμη διαδικασία όπως ο προγραμματισμός σε έναν υπολογιστή, μη κατανοώντας τους κινδύνους όπως οι επιδράσεις σε άλλα σημεία του γονιδιώματος ή οι μη προβλέψιμεςσυνέπειες.\n Μπορεί να πιστεύουν ότι η αφαίρεση ενός γονιδίου που προκαλεί μια ασθένεια είναι καθαρά ωφέλιμη, αγνοώντας το πώς τα γονίδια συχνά έχουν πολλαπλές λειτουργίες ή άγνωστες αλληλεπιδράσεις.&nbsp;\n Η σύγχυση μεταξύ σωματικής (μη κληρονομικής) και βλαστικής (κληρονομικής) επεξεργασίας είναι συχνή, ειδικά στο λύκειο.\n Οι μαθητές μπορεί να υπερεκτιμούν τη γενετική και να υποτιμούν τις περιβαλλοντικές, κοινωνικές και ψυχολογικές επιρροές στην ανάπτυξη.","BE:170":"No","AS:371":"Yes","AU:728":"N/A","Q:396":"N/A","AW:9":"G8idBIIlZ5sufqU","AM:771":"N/A","AB:462":"N/A","AF:788":"N/A","BF:84":"No","AW:675":"N/A","AU:790":"N/A","AY:587":"N/A","AC:462":"N/A","BB:738":"N/A","AC:116":"No","BA:265":"N/A","AT:290":"N/A","AA:276":"N/A","AW:211":"N/A","AE:605":"N/A","BB:542":"N/A","Q:660":"N/A","BF:91":"No","AS:474":"N/A","G:627":"r246q0[D2G3O1b]. HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AY:580":"N/A","AZ:413":"N/A","AY:770":"N/A","AW:428":"N/A","BC:244":"N/A","X:498":"N/A","W:432":"N/A","AS:508":"N/A","R:369":"Yes","AZ:212":"N/A","BI:346":"No","AE:682":"15","AT:226":"N/A","V:405":"N/A","AC:351":"N/A","G:321":"A1SApp. App","AN:162":"N/A","P:461":"N/A","BD:272":"N/A","Q:675":"N/A","Z:30":"4","AW:6":"24","AZ:631":"N/A","X:740":"N/A","AJ:154":"N/A","AH:486":"N/A","V:485":"N/A","AA:260":"N/A","Y:111":"Yes","AA:389":"N/A","AO:640":"N/A","AU:423":"N/A","X:510":"N/A","AJ:724":"N/A","AS:689":"N/A","AQ:233":"N/A","AF:795":"N/A","R:651":"N/A","BH:541":"N/A","AY:609":"N/A","BC:559":"N/A","D:512":"App","AC:742":"N/A","O:173":"N/A","Q:267":"N/A","AW:677":"N/A","AV:541":"N/A","G:75":"Subjects[AO10]. Subject(s) [Technology]","AT:113":"N/A","BC:119":"Yes","T:401":"N/A","X:161":"N/A","AZ:239":"N/A","AS:443":"N/A","AJ:373":"N/A","AU:224":"N/A","AM:639":"N/A","AD:393":"N/A","O:370":"N/A","V:297":"N/A","AW:798":"N/A","BF:675":"N/A","BF:633":"N/A","AO:357":"No","BE:231":"N/A","V:625":"N/A","AY:306":"N/A","O:167":"N/A","AE:32":"No","AC:548":"N/A","R:354":"10","AW:632":"N/A","AZ:397":"N/A","AD:115":"Yes","AB:538":"N/A","BH:8":"2.55E+08","BB:593":"N/A","AB:665":"N/A","Y:430":"N/A","BF:255":"N/A","AG:430":"N/A","AT:250":"N/A","AC:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","U:613":"N/A","AN:100":"No","U:753":"N/A","T:155":"No","AV:157":"N/A","BH:669":"N/A","AO:463":"N/A","X:738":"N/A","AZ:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","AS:656":"N/A","G:100":"AgeRange[SQ010]. Age range [19 ]","AD:428":"N/A","AN:115":"No","X:497":"N/A","BC:281":"N/A","AX:638":"N/A","BE:223":"N/A","AS:785":"N/A","G:678":"r246q0[D4G4O1a]. HOWs [Identify what you will be able to do.]","BG:598":"N/A","AR:389":"N/A","AL:460":"N/A","AR:433":"N/A","AP:139":"Kreislaufwirtschaft","AA:91":"No","BE:587":"N/A","AF:444":"N/A","BA:114":"N/A","X:724":"N/A","AL:507":"N/A","AK:485":"N/A","AY:751":"N/A","T:344":"No","AP:779":"N/A","AR:456":"N/A","AX:240":"N/A","AH:483":"N/A","Q:638":"N/A","AG:676":"N/A","AN:551":"N/A","BI:273":"N/A","AH:157":"No","AK:431":"N/A","BA:1":"67","R:687":"N/A","AN:445":"N/A","AK:777":"N/A","BF:665":"N/A","S:650":"N/A","AE:781":"N/A","AF:608":"N/A","P:101":"No","BA:783":"N/A","AB:468":"N/A","G:323":"A1STeacherTips. Tips, tricks, and suggestions for practice","V:138":"Fishery","AU:431":"N/A","BF:591":"N/A","X:261":"N/A","AM:77":"N/A","AM:655":"N/A","AD:612":"N/A","AW:653":"N/A","AJ:8":"1.65E+09","W:773":"N/A","BH:458":"N/A","AX:162":"N/A","AX:669":"N/A","O:740":"N/A","BI:616":"N/A","AG:549":"N/A","AX:345":"Yes","AG:202":"N/A","U:34":"Yes","AM:253":"N/A","BI:493":"Esta actividad se llevará a cabo de la siguiente manera:\n 1. Introducción (10 minutos): el/la profesor/a presentará el caso real de la fábrica textil Altri en Galicia, para poner en contexto a los estudiantes de nuevo. Los estudiantes se dividirán en grupos de entre 4/5 personas, dependiendo del rol que hayan investigado en la actividad anterior. En estos 10 minutos, los estudiantes deberían:\n - Identificar la información más relevante de la actividad anterior\n - Construir sus argumentos basándose en lo que defiende su grupo de interés\n 2. Debate (30 minutos): los estudiantes llevarán a cabo un debate estructurado a través de una discusión moderada, con cada grupo formulando preguntas a los otros grupos y defendiendo sus propias posiciones, con el/la profesor/a como guía.\n 3. Argumentos de cierre de cada parte (10 minutos): todos los grupos resumirán su perspectiva.&nbsp;\n En la actividad anterior, los estudiantes fueron asignados a una parte involucrada específica. Estas pueden incluír:\n 1. Representantes de la compañía\n Objetivo: defender la construcción de la compañía\n Datos disponibles: la creación, de manera directa o indirecta, de trabajos, desarrollo industrial posible en la Galicia rural...\n 2. Grupos activistas del medioambiente\n Objetivo: denunciar riesgos ecológicos\n Datos disponibles: la fábrica consumiría hasta 46 millones de litros de agua por día\n 3. Residentes locales\n Objetivo: expresar preocupaciones locales\n Datos disponibles: contaminación de agua en el río Ulla, posible incremento del tráfico, posibles daños al turismo local y pequeños negocios...\n 4. Funcionarios del gobierno\n Objetivo: justificar el apoyo al proyecto\n Datos disponibles: el proyecto es una inversión industrial en Galicia, se genera empleo juvenil cualificado...","AA:137":"50","BH:467":"N/A","V:462":"N/A","AD:205":"N/A","AX:294":"N/A","P:257":"N/A","BG:783":"N/A","S:648":"N/A","AX:627":"N/A","AM:751":"N/A","AM:611":"N/A","BG:421":"N/A","BB:63":"Select an action or initiative.","D:142":"Keywords","BB:595":"N/A","T:161":"N/A","AW:781":"N/A","BA:243":"N/A","AC:259":"N/A","AL:166":"1. Examine the article by answering the following questions.&nbsp;\n \n \n \n \n \n \n \n \n \n Currency\n \n \n \n \n - When was the information published or posted?&nbsp;\n \n \n \n \n Relevance\n \n \n \n \n - Who is the intended audience?\n \n \n \n \n Authority\n \n \n \n \n - Who is the author/publisher/source/sponsor?\n \n \n \n \n - What are the author's credentials or organizational affiliations?\n \n \n \n \n - Is the author qualified to write on the topic?&nbsp;\n \n \n \n \n - Is there contact information, such as a publisher or email address?&nbsp;\n \n \n \n \n Accuracy\n \n \n \n \n - Where does the information come from?&nbsp;\n \n \n \n \n - Does the language or tone seem unbiased and free of emotion?\n \n \n \n \n Purpose\n \n \n \n \n - What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?\n \n \n \n \n - Is the information fact, opinion or propaganda?&nbsp;\n \n \n \n \n - Does the point of view appear objective and impartial?&nbsp;\n \n \n \n \n \n \n \n \n \n Source for the CRAAP test used here:&nbsp;https://library.etbi.ie/sources2/craap&nbsp;\n \n 2. Discuss why it is useful to learn about the context of the article.&nbsp;","AO:12":"213.225.13.99","AZ:9":"OPvoHuyZK8zmsiv","AV:111":"Yes","U:168":"No","AX:488":"N/A","AC:159":"N/A","BE:725":"N/A","BG:431":"N/A","T:511":"Mentimeter","W:99":"Yes","AQ:649":"N/A","BI:740":"N/A","AE:773":"N/A","P:653":"N/A","AV:361":"N/A","Q:639":"N/A","O:81":"No","U:118":"Yes","BA:649":"N/A","AQ:508":"N/A","BG:483":"N/A","AR:450":"N/A","AH:799":"N/A","AZ:728":"N/A","AI:583":"N/A","P:267":"N/A","Y:244":"N/A","G:648":"r246q0[D4G1O1a]. HOWs [Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]","G:267":"A1Hows[D3G4O2a]. HOWs [Checklist: (Re)assessing personal viewpoint on SSI]","AC:644":"N/A","BE:560":"N/A","AS:204":"N/A","BE:639":"N/A","O:181":"N/A","U:667":"N/A","X:281":"N/A","P:636":"N/A","T:502":"Since this is a debate on a socio-scientific issue, there is no single model answer. The main goal is for learners do demonstrate their ability to argue critically, use evidence-based reasoning and listen to others´ viewpoints. The criteria that will be taken into account for assessing the debate will be:&nbsp;\n - Quality of argumentation\n - Use of reliable sources\n - Consideration of different perspectives\n - Communication skills&nbsp;\n - Critical thinking","AG:643":"N/A","AK:154":"Yes","AB:222":"N/A","P:293":"N/A","U:354":"25","Z:435":"N/A","Z:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AN:304":"N/A","X:97":"No","AZ:781":"N/A","AC:410":"N/A","P:782":"N/A","AH:684":"N/A","S:455":"N/A","P:560":"N/A","BC:35":"N/A","AH:231":"N/A","V:455":"N/A","X:283":"N/A","V:155":"No","R:401":"N/A","AV:113":"No","AJ:688":"N/A","AX:218":"N/A","V:726":"N/A","U:400":"N/A","AZ:436":"N/A","AP:141":"individuelle und kollektive Verantwortung","AE:173":"N/A","AZ:298":"N/A","AN:281":"N/A","AE:188":"https://antranik.org/the-rise-of-modern-medicine-causes-of-death-in-the-20th-century/","S:98":"Yes","AX:652":"N/A","AY:256":"N/A","Q:77":"No","AD:505":"Learners adopt the role of Biologists to analyze statements from 5 individuals about antibiotic resistance. They can do this individually or in small groups and identify scientific inaccuracies, explain the correct biological concept using their knowledge and peer reviewed or trusted sources online, and suggest ways how these individuals can improve their understanding.","AF:414":"N/A","BA:510":"N/A","G:662":"r246q0[D4G2O2a]. HOWs [Organise the arguments and supporting evidence.]","G:163":"A1Number[SQ010]. Activity number in lesson [10]","AM:394":"N/A","AC:10":"2025-06-11 14:23:58","AQ:268":"N/A","AL:428":"N/A","AV:453":"N/A","G:74":"Subjects[AO09]. Subject(s) [Geography]","R:373":"No","T:770":"N/A","R:483":"N/A","BF:666":"N/A","AZ:786":"N/A","G:408":"r570q0[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","AU:605":"N/A","AK:400":"N/A","BA:154":"N/A","AS:391":"N/A","R:534":"No","AY:202":"N/A","AE:349":"N/A","AN:235":"N/A","AC:293":"N/A","BE:158":"N/A","W:638":"N/A","Z:779":"N/A","BI:579":"N/A","AH:204":"N/A","AE:12":"104.47.51.254","AL:639":"N/A","G:3":"Who?","V:274":"N/A","AJ:320":"N/A","Q:658":"N/A","BF:263":"N/A","AK:735":"No","BG:257":"N/A","P:541":"N/A","BE:355":"Yes","BI:239":"N/A","V:545":"No","AM:587":"N/A","AY:299":"N/A","AQ:620":"N/A","AT:490":"N/A","AB:110":"No","AZ:468":"N/A","AU:98":"No","AA:40":"due to individual preferences","R:173":"No","T:655":"N/A","G:229":"A1Hows[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AK:489":"N/A","AK:75":"No","R:279":"N/A","AY:407":"N/A","AE:649":"N/A","BC:415":"N/A","Y:479":"N/A","BF:155":"N/A","AH:728":"No","V:268":"N/A","R:443":"N/A","AD:11":"2026-05-18 13:02:25","AQ:297":"N/A","BE:490":"N/A","AC:415":"N/A","AS:201":"N/A","AW:775":"N/A","AV:299":"N/A","AC:286":"N/A","R:29":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","U:424":"N/A","G:205":"A1Hows[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","P:588":"N/A","AB:373":"N/A","AZ:271":"N/A","Q:30":"4","AV:243":"N/A","AK:251":"N/A","AV:398":"N/A","P:304":"No","AE:667":"N/A","G:536":"r1024q0[SQ003]. Activity number in lesson [3]","G:371":"r781q0[SQ003]. Media [Visual media]","BF:790":"N/A","AB:607":"N/A","BD:256":"N/A","AO:11":"2025-08-21 15:19:23","AN:155":"No","BF:611":"N/A","BG:307":"N/A","Q:102":"No","X:422":"N/A","P:260":"N/A","AP:68":"No","AV:798":"N/A","Q:475":"N/A","AZ:31":"N/A","AC:738":"N/A","O:662":"N/A","AL:118":"No","BD:30":"4","BD:615":"No","AC:788":"N/A","O:781":"N/A","BB:607":"N/A","BC:441":"N/A","AT:407":"N/A","G:242":"A1Hows[D2G2O3a]. HOWs [Identify the purpose behind the information. -&gt; Checklist]","AQ:603":"N/A","AV:268":"N/A","AV:743":"N/A","BB:399":"N/A","Y:780":"N/A","V:156":"No","W:481":"N/A","BD:617":"Yes","Y:92":"No","AP:140":"Umweltverschmutzung (Abfall)","AC:245":"N/A","AU:77":"No","AH:221":"N/A","Y:413":"N/A","AF:644":"N/A","AA:591":"N/A","G:146":"KeyWords[SQ009]. Key words (for online filter and search function) []","AZ:227":"N/A","Z:419":"N/A","T:27":"Spanish","AF:93":"No","AB:481":"N/A","AM:169":"N/A","AX:74":"No","AR:466":"N/A","AS:227":"N/A","AT:275":"N/A","O:494":"N/A","AN:33":"Yes","Q:590":"N/A","U:732":"N/A","BF:498":"N/A","AF:217":"N/A","AQ:232":"N/A","T:43":"Fast-fashion","AB:251":"N/A","AA:372":"N/A","U:207":"N/A","AM:265":"N/A","AP:244":"N/A","AV:295":"N/A","BA:459":"N/A","G:422":"r570q0[D2G1O2b]. HOWs [Verify if the information is supported by reliable sources and references.]","AD:239":"N/A","AN:81":"No","AZ:684":"N/A","AY:452":"N/A","BI:268":"N/A","AU:736":"Finalmente, discutiremos los datos presentados en las tablas de cada grupo y veremos si los grupos muestran tendencias similares. Luego, proyectaremos una tabla científica real y analizaremos si las tendencias de los años más recientes coinciden con los patrones observados en los datos de nuestros grupos, conectando el juego con las pesquerías del mundo real.","AX:182":"N/A","O:594":"N/A","AQ:353":"N/A","AA:728":"N/A","S:487":"N/A","Q:173":"N/A","AX:662":"N/A","AE:498":"N/A","BI:72":"Yes","O:115":"No","AC:418":"N/A","BD:6":"26","AU:497":"N/A","AI:107":"No","AE:82":"No","BC:658":"N/A","BB:795":"N/A","AH:550":"No","AO:367":"Group work","Z:742":"No","BD:739":"N/A","AO:782":"N/A","Q:594":"N/A","AY:441":"N/A","T:236":"N/A","R:583":"N/A","AF:252":"N/A","AT:731":"N/A","AU:230":"N/A","AO:179":"No","BG:627":"N/A","BC:601":"N/A","Y:395":"N/A","AB:11":"2026-06-17 12:32:27","BI:562":"N/A","AF:548":"N/A","AG:441":"N/A","BC:686":"N/A","BF:700":"N/A","R:567":"Adobe Photoshop software / programme","AU:440":"N/A","Y:389":"N/A","G:487":"r570q0[D4G3O4a]. HOWs [Checklist: Actions and initiatives to convey a message.]","AB:3":"Lucas","V:161":"N/A","BF:97":"No","AO:234":"N/A","G:173":"A1OutputForm[SQ007]. Student output form [Service-learning project]","G:585":"r246q0[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","AF:595":"N/A","R:561":"Yes","AV:75":"No","U:588":"N/A","AR:34":"Yes","AK:688":"N/A","AN:77":"No","AA:94":"No","AB:168":"N/A","O:779":"N/A","AR:538":"N/A","BD:222":"N/A","AK:416":"N/A","G:599":"r246q0[D1G4O3c]. HOWs [Verify the authenticity of displayed images and videos by using verification tools. → checklist: verification tools to detect cheap or deep fakes.]","BB:725":"N/A","AO:400":"N/A","AL:100":"No","BH:671":"N/A","AK:632":"N/A","AZ:452":"N/A","AV:797":"N/A","S:594":"N/A","BH:542":"N/A","O:278":"N/A","BE:154":"Yes","Q:282":"N/A","AS:488":"N/A","BD:363":"N/A","AL:251":"N/A","AD:733":"N/A","Z:671":"N/A","BG:229":"N/A","AW:773":"N/A","BI:612":"N/A","AZ:105":"No","AC:642":"N/A","AE:227":"N/A","AC:743":"N/A","Q:73":"No","X:276":"N/A","AO:205":"N/A","W:604":"N/A","AF:300":"N/A","V:626":"N/A","Y:156":"No","BI:199":"N/A","Q:442":"N/A","AY:410":"N/A","BH:487":"N/A","P:203":"N/A","AH:680":"N/A","W:664":"N/A","AT:561":"N/A","BA:241":"N/A","AR:209":"N/A","AP:732":"N/A","AA:72":"Yes","AU:636":"N/A","AL:92":"No","AD:293":"N/A","AY:107":"Yes","AR:474":"N/A","BG:648":"N/A","O:581":"N/A","BA:273":"N/A","O:647":"N/A","AN:318":"N/A","V:613":"N/A","BG:246":"N/A","BC:398":"N/A","AQ:254":"N/A","AN:294":"N/A","BG:32":"No","AR:614":"N/A","X:390":"N/A","AD:170":"N/A","W:164":"10","BH:270":"N/A","AD:347":"No","O:206":"N/A","AY:633":"N/A","AI:299":"N/A","BF:108":"No","AS:643":"N/A","AH:583":"N/A","AQ:407":"N/A","AJ:405":"N/A","AK:352":"N/A","U:684":"N/A","AV:393":"N/A","AV:90":"Eleven skal lære å gjenkjenne betydningen av konteksten til kilden.","W:290":"N/A","R:108":"Yes","BF:1":"72","AC:562":"N/A","BD:553":"N/A","AX:297":"N/A","BD:373":"N/A","AR:668":"N/A","U:427":"N/A","AM:257":"N/A","AQ:170":"N/A","AK:665":"N/A","BF:660":"N/A","AT:545":"N/A","AX:538":"N/A","BC:294":"N/A","AF:479":"N/A","AV:776":"N/A","AJ:664":"N/A","AW:431":"N/A","U:66":"No","Y:350":"N/A","AC:793":"N/A","Q:563":"N/A","AC:111":"Yes","Z:345":"Yes","AM:401":"N/A","D:69":"Subjects","AL:306":"N/A","AC:239":"N/A","AH:293":"N/A","BB:467":"N/A","BH:29":"Il vero costo del fast fashion","P:678":"N/A","AP:354":"10","Q:462":"N/A","AV:629":"N/A","U:158":"N/A","G:598":"r246q0[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","AI:344":"No","AJ:1":"49","AG:391":"N/A","AD:199":"N/A","S:600":"N/A","Q:494":"N/A","O:585":"N/A","AI:211":"N/A","AM:317":"N/A","BD:635":"N/A","AB:487":"N/A","T:545":"No","BG:6":"9","O:261":"N/A","BE:373":"Yes","AF:107":"No","AK:563":"N/A","AD:111":"No","W:500":"No","AX:229":"N/A","AO:184":"Mentimeter","S:479":"N/A","BG:794":"N/A","AY:593":"N/A","AO:550":"No","AV:536":"N/A","AO:674":"N/A","BI:67":"No","AP:348":"No","AF:206":"N/A","X:752":"N/A","W:540":"N/A","Y:638":"N/A","AZ:738":"N/A","AB:119":"No","V:267":"N/A","AG:179":"No","BC:250":"N/A","AG:639":"N/A","AG:665":"N/A","AK:654":"N/A","P:161":"N/A","AJ:94":"N/A","BG:208":"N/A","AL:80":"No","AC:620":"N/A","V:779":"N/A","BD:583":"N/A","AR:612":"N/A","BE:348":"N/A","AA:642":"N/A","BA:279":"N/A","BD:243":"N/A","AD:676":"N/A","AS:553":"No","Z:413":"N/A","BA:463":"N/A","AD:698":"N/A","P:628":"N/A","AY:33":"No","BB:535":"N/A","O:405":"N/A","AC:624":"N/A","Z:122":"Ellen MacArthur Foundation Circular Economy Overview","BF:789":"N/A","BF:102":"No","AA:74":"No","AU:506":"N/A","BE:95":"No","BC:670":"N/A","AG:93":"No","S:287":"N/A","AP:155":"No","AU:459":"N/A","V:165":"No","G:792":"r276q0[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","BC:697":"N/A","G:548":"r953q0[SQ002]. Student output form [Oral presentation]","AO:96":"Yes","BB:201":"N/A","AX:199":"N/A","AL:441":"N/A","AV:282":"N/A","AJ:31":"N/A","AF:36":"Environmental pollution: waste","BG:604":"N/A","S:316":"N/A","AP:67":"Yes","Y:104":"Yes","BG:413":"N/A","T:359":"N/A","AM:582":"N/A","G:349":"r373q0[SQ006]. Activity number in lesson [6]","BF:437":"N/A","G:438":"r570q0[D2G3O1c]. HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","AW:447":"N/A","AD:361":"N/A","AZ:646":"N/A","AA:115":"No","AC:1":"42","AI:688":"N/A","AB:749":"N/A","BC:442":"N/A","Y:598":"N/A","BB:291":"N/A","Y:481":"N/A","AA:401":"N/A","AU:482":"N/A","AC:417":"N/A","BC:634":"N/A","AC:398":"N/A","AD:471":"N/A","AZ:455":"N/A","BG:770":"N/A","X:605":"N/A","BB:510":"N/A","O:615":"N/A","AA:679":"N/A","AW:262":"N/A","Z:673":"N/A","AA:269":"N/A","BG:278":"N/A","AK:306":"N/A","Z:684":"N/A","BC:542":"N/A","P:89":"Open up your borders","AT:219":"N/A","O:457":"N/A","BE:786":"N/A","AT:671":"N/A","AY:690":"N/A","BF:260":"N/A","BD:630":"N/A","V:496":"No","X:286":"N/A","R:237":"N/A","BB:362":"N/A","Z:66":"No","BH:43":"fast fashion","P:486":"N/A","AI:673":"N/A","AF:799":"N/A","S:109":"Basic genetics (DNA, genes, chromosomes, dominant/recessive traits, mutations and genetic disorders), basic molecular (difference between somatic and germline).","AG:267":"N/A","AK:647":"N/A","S:608":"N/A","AQ:594":"N/A","AM:69":"N/A","AK:318":"N/A","AN:54":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","S:226":"N/A","AS:538":"No","BE:611":"N/A","Y:213":"N/A","Y:547":"N/A","O:264":"N/A","BB:76":"No","AX:795":"N/A","AO:213":"N/A","AH:584":"N/A","BD:397":"N/A","AZ:319":"N/A","BD:726":"No","BE:647":"N/A","AD:485":"N/A","BG:370":"N/A","AI:797":"N/A","AK:99":"No","O:165":"No","O:586":"N/A","BB:464":"N/A","P:684":"N/A","AY:549":"N/A","BA:162":"N/A","AI:464":"N/A","AF:80":"No","AD:626":"N/A","AZ:489":"N/A","P:696":"N/A","G:425":"r570q0[D2G2O1a]. HOWs [Examine how the information is framed.]","V:641":"N/A","AG:633":"N/A","D:532":"Material Sources","AU:402":"N/A","G:679":"r246q0[D4G4O2a]. HOWs [Outline steps and a timeline.]","V:252":"N/A","Y:121":"writting supplies, big format papers","AD:430":"N/A","G:722":"r875q0[S019]. Provide all sources you used in this activity [Reference / Source 19]","Y:249":"N/A","W:673":"N/A","AU:415":"N/A","BD:481":"N/A","AX:420":"N/A","AQ:405":"N/A","AS:203":"N/A","BA:431":"N/A","AH:180":"No","D:81":"Subjects","AU:500":"N/A","AW:156":"No","AJ:445":"N/A","BF:650":"N/A","D:197":"Material Sources","BG:490":"N/A","BE:99":"Yes","P:484":"N/A","BD:560":"N/A","AH:37":"due to domestic overconsumption / throw-away habits","BB:653":"N/A","BE:172":"No","AE:789":"N/A","AC:422":"N/A","T:304":"N/A","D:496":"Student Output Form","AJ:432":"N/A","AM:413":"N/A","BF:76":"No","R:629":"N/A","O:11":"2025-06-11 14:26:35","AO:290":"N/A","G:786":"r276q0[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","AA:494":"N/A","AD:459":"N/A","BA:290":"N/A","Y:445":"N/A","AE:43":"Antibiotic misuse and antibiotic resistance","AY:345":"Yes","W:637":"N/A","BG:408":"N/A","AU:350":"N/A","AP:104":"Yes","BI:362":"N/A","BC:163":"N/A","AJ:685":"N/A","AW:646":"N/A","Y:609":"N/A","V:443":"N/A","BA:668":"N/A","AK:79":"No","AS:409":"N/A","AU:137":"50","BF:604":"N/A","BE:310":"N/A","AT:91":"N/A","BC:95":"Yes","AE:261":"N/A","AA:771":"N/A","AN:208":"N/A","AA:207":"N/A","BH:266":"N/A","AH:9":"QwMon0ctNXzgfWf","Q:552":"N/A","AB:153":"4","AG:349":"N/A","AK:475":"N/A","AO:497":"No","BB:276":"N/A","AM:433":"N/A","BA:539":"N/A","Z:82":"No","BI:538":"N/A","D:311":"Student Output Form","BG:270":"N/A","AH:115":"No","P:403":"N/A","AF:536":"Yes","BA:449":"N/A","AG:79":"No","AJ:158":"N/A","BH:289":"N/A","AR:217":"N/A","AJ:670":"N/A","AH:795":"N/A","Z:316":"N/A","AO:612":"N/A","BI:588":"N/A","AR:294":"N/A","AI:118":"No","AG:227":"N/A","G:158":"A1Number[SQ005]. Activity number in lesson [5]","AP:632":"N/A","AN:101":"No","BD:242":"N/A","AQ:255":"N/A","AL:499":"N/A","BI:429":"N/A","AD:563":"N/A","AI:640":"N/A","BG:115":"No","AW:161":"N/A","U:395":"N/A","AZ:236":"N/A","AC:249":"N/A","AW:122":"produkty s opakováným použitím (nekonečné pytlíky na pečivo, plátěné tašky, kelímky na více použití - ne plastové,...)","AY:665":"N/A","AY:106":"Yes","BC:357":"N/A","X:665":"N/A","G:61":"LearningOutcome12. Learning Outcome","P:731":"N/A","P:540":"N/A","AQ:288":"N/A","Z:685":"N/A","AE:741":"N/A","AF:646":"N/A","R:261":"N/A","AG:453":"N/A","AU:435":"N/A","BE:650":"N/A","BC:666":"N/A","AR:302":"50","G:134":"Materials[SQ014]. Required teaching materials []","AL:31":"No","AM:550":"N/A","R:642":"N/A","AR:276":"N/A","Y:730":"N/A","AS:117":"No","AH:238":"N/A","AM:483":"N/A","AK:463":"N/A","V:119":"No","AV:580":"N/A","AG:44":"“Antibiotics can treat all infections, including viral ones like the flu or cold.”“If I feel better, I can stop taking the antibiotics — I don’t need to finish the full course.”“Using leftover antibiotics for a similar illness is safe and effective.”“Antibiotic resistance only affects people who take antibiotics often.\"","AT:291":"N/A","AU:289":"N/A","P:1":"29","BF:614":"N/A","AC:429":"N/A","AD:487":"N/A","O:248":"N/A","BG:661":"N/A","AD:254":"N/A","AV:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","V:72":"Yes","AR:620":"N/A","G:406":"r570q0[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","U:676":"N/A","AW:462":"N/A","AJ:460":"N/A","Z:499":"N/A","Z:182":"N/A","AF:543":"N/A","AE:415":"N/A","X:183":"N/A","R:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AQ:666":"N/A","BH:653":"N/A","AZ:294":"N/A","BE:626":"N/A","T:504":"Class activity","BF:278":"N/A","BC:82":"No","BH:770":"N/A","AJ:654":"N/A","BC:492":"40","AI:654":"N/A","BF:351":"N/A","U:268":"N/A","P:100":"No","BE:300":"N/A","U:800":"N/A","Y:110":"Yes","AA:363":"N/A","BA:545":"N/A","BH:220":"N/A","AU:562":"N/A","Z:266":"N/A","AJ:662":"N/A","S:294":"N/A","AD:105":"No","AY:435":"N/A","AH:467":"N/A","AJ:295":"N/A","AQ:466":"N/A","BA:591":"N/A","V:514":"Cod moratorium in Newfoundland and Labrador. (n.d.). https://www.heritage.nf.ca/articles/economy/moratorium.php","X:608":"N/A","AB:439":"N/A","AK:601":"N/A","AS:235":"N/A","G:607":"r246q0[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","AX:552":"N/A","AZ:510":"Yes","AU:101":"No","AP:657":"N/A","BC:210":"N/A","AG:538":"N/A","AD:426":"N/A","AC:770":"N/A","AF:772":"N/A","BG:391":"N/A","R:69":"No","D:37":"SSI Topic","BI:449":"N/A","BC:475":"N/A","AU:408":"N/A","D:521":"Material Sources","AU:454":"N/A","AJ:778":"N/A","BH:137":"50","AK:468":"N/A","G:175":"A1ModelSolution. Model solution","AL:668":"N/A","AS:91":"No","AB:223":"N/A","AG:278":"N/A","AJ:780":"N/A","AO:459":"N/A","AW:210":"N/A","AZ:355":"No","AX:672":"N/A","G:6":"lastpage. Last page","BC:259":"N/A","X:236":"N/A","BI:249":"N/A","AN:788":"N/A","BC:76":"No","AC:399":"N/A","AS:449":"N/A","AY:206":"N/A","BC:90":"Žáci budou: Uplatňovat své znalosti o recyklaci v reálném prostředí, Rozpoznávat různé typy odpadu a správně je třídit, Zapojovat se do občanské aktivity prostřednictvím úklidu okolí, Zamýšlet se nad svou rolí v ochraně životního prostředí.","BD:411":"N/A","AG:160":"N/A","AL:239":"N/A","AD:668":"N/A","AS:240":"N/A","BG:230":"N/A","Y:180":"N/A","BD:114":"Yes","R:308":"N/A","AW:275":"N/A","Y:414":"N/A","BA:776":"N/A","AV:417":"N/A","W:320":"N/A","AA:772":"N/A","AW:503":"uvedení všech přidělených informací na plakátuzahrnutí motivačního/inspirativního aspektu do plakátu","BE:80":"No","AT:447":"N/A","BH:265":"N/A","AU:456":"N/A","BB:629":"N/A","AV:93":"No","BI:172":"N/A","BB:423":"N/A","AJ:208":"N/A","U:413":"N/A","BF:406":"N/A","AA:753":"N/A","W:254":"N/A","W:80":"No","AX:779":"N/A","BH:550":"N/A","Z:466":"N/A","AL:211":"N/A","G:741":"r20q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AX:105":"No","AI:622":"N/A","BA:418":"N/A","AH:405":"N/A","BF:794":"N/A","AK:263":"N/A","AP:748":"/* 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 Think-Pair-Share:\n \n&nbsp;In der ersten Phase reflektieren die\n SchülerInnen individuell über ihre Gewohnheiten.&nbsp;&nbsp;In der zweiten Phase tauschen sie ihre Ideen in\n kleinen Gruppen (anstatt zu zweit) aus und schreiben einige der Maßnahmen auf\n das Poster (in Form eines Kreissegments).&nbsp;&nbsp;In der dritten Phase präsentieren die\n SchülerInnen ihre Ideen dem Rest der Klasse.","AD:650":"N/A","Z:254":"N/A","AF:139":"circular economy","AK:639":"N/A","BI:159":"N/A","AD:253":"N/A","AU:546":"Después de la discusión grupal, los estudiantes trabajarán en sus grupos de cinco para crear gráficos basados en los datos que recopilaron:\n \n \n 1.&nbsp;El primero representará el nivel de explotación al que están sometidos los peces. Para crearlo, se representará cuántos peces se capturan a lo largo del tiempo (en cada ronda).\n \n \n 2.&nbsp;El segundo gráfico mostrará los recursos que quedan en el océano. Para crearlo, se representará cuántos peces quedan en el océano a lo largo del tiempo (en cada ronda).","AR:424":"N/A","AW:430":"N/A","AF:435":"N/A","AZ:113":"Yes","AL:666":"N/A","AI:258":"N/A","AB:121":"Chopsticks","BC:642":"N/A","BF:730":"N/A","AQ:738":"N/A","V:361":"No","X:182":"N/A","AB:280":"N/A","BA:482":"N/A","AK:432":"N/A","AN:252":"N/A","AE:534":"No","G:439":"r570q0[D2G4O1a]. HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","P:231":"N/A","Q:704":"https://www.youtube.com/watch?v=MZ_X-Okrz7E","BE:496":"N/A","AZ:742":"N/A","AI:77":"No","BI:433":"N/A","BI:676":"N/A","AG:262":"N/A","U:562":"Yes","AF:489":"N/A","BC:227":"N/A","AG:461":"N/A","AD:238":"N/A","BD:308":"N/A","AA:295":"N/A","D:195":"Material Sources","AJ:402":"N/A","AY:560":"N/A","Z:11":"2026-05-18 15:42:25","AB:103":"No","D:104":"Year of Subject Learning","BF:398":"N/A","AG:233":"N/A","AM:395":"N/A","AF:461":"N/A","AA:266":"N/A","T:221":"N/A","AQ:67":"No","X:543":"N/A","BA:218":"N/A","G:119":"Infrastructure[SQ008]. Required infrastructure [Document camera or visualiser]","AO:415":"N/A","AD:394":"N/A","X:635":"N/A","V:676":"N/A","BE:276":"N/A","AP:112":"No","BF:245":"N/A","D:73":"Subjects","AY:547":"N/A","AA:666":"N/A","D:568":"Material Sources","AF:750":"No","BI:164":"20","AM:295":"N/A","G:215":"A1Hows[D1G4O2a]. HOWs [Evaluate the relevance of the author’s and/or messenger’s expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).]","R:374":"Other","AQ:582":"N/A","Y:411":"N/A","AL:319":"N/A","AQ:240":"N/A","S:111":"Yes","AY:628":"N/A","AQ:585":"N/A","X:234":"N/A","AC:181":"N/A","BD:751":"N/A","AV:793":"N/A","BA:78":"N/A","R:484":"N/A","V:538":"N/A","AL:406":"N/A","T:281":"N/A","AN:397":"N/A","AE:268":"N/A","AM:104":"N/A","BE:656":"N/A","BE:439":"N/A","AM:431":"N/A","D:88":"Subject Topics","AT:612":"N/A","S:29":"Designing the Future: Genes, Beauty and the Ethics of Perfection","O:239":"N/A","BG:472":"N/A","AI:609":"N/A","AL:290":"N/A","U:78":"No","BA:74":"N/A","AN:618":"N/A","AK:500":"N/A","BI:198":"This activity does not form part of the SciLMi lesson plan.","BH:644":"N/A","AL:350":"N/A","W:389":"N/A","AL:6":"3","AY:351":"N/A","BC:591":"N/A","AI:245":"N/A","BI:240":"N/A","AB:303":"The lesson begins with a game designed to engage learners in the topic of overfishing and provide them with a hands on learning experience. The activity is adapted from \"Overfishing – a Tragedy of the Commons\" (Dimbleby, 2021). The term overfishing is not introduced until after the game so that learners participate without preconceived ideas about the outcome.\n\nThe class is divided into groups of five. Each group receives a large blue sheet of paper representing the ocean, with 100 small balls placed on it to represent codfish. Learners take on the role of fishers, and their objective is to catch as many fish as possible during each of the five rounds, which each last 15 seconds.\n\nTo illustrate different fishing methods, learners use different fishing tools:\n\nSimple tool: Chopsticks with one line of tape.\nDouble tool: Chopsticks with double the tape.\nExtra tool: A large spoon.\n\nThe rounds are organized as follows:\n\nRound 1: Two learners fish with the simple tool.\nRound 2: Five learners fish with the simple tool.\nRound 3: Four learners use the simple tool and one student uses the double tool.\nRound 4: One student uses the simple tool, three learners use the double tool, and one student uses the extra tool.\nRound 5: Two learners use the double tool and three learners use the extra tool.\n\nAfter each round, fish are added back to the ocean to simulate reproduction. Because the fish population decreases over time, the number of fish that regenerate also decreases: 20 fish are added after Round 1, 15 after Round 2, 7 after Round 3, and 3 after Round 4.\n\nFollowing each round, learners record their results on a worksheet, noting both the total number of fish caught by the group and the number of fish remaining in the ocean.","AW:426":"N/A","AY:623":"N/A","O:753":"N/A","BH:784":"N/A","AG:724":"N/A","BB:669":"N/A","AA:561":"N/A","X:469":"N/A","AY:282":"N/A","AO:697":"N/A","AI:658":"N/A","AB:233":"N/A","AP:211":"N/A","U:357":"No","P:232":"N/A","Y:666":"N/A","AA:562":"N/A","S:237":"N/A","BE:669":"N/A","AJ:412":"N/A","BD:490":"N/A","AN:599":"N/A","AO:725":"No","AQ:393":"N/A","V:107":"No","AF:459":"N/A","AV:464":"N/A","S:434":"N/A","AG:733":"N/A","AG:392":"N/A","BE:632":"N/A","BG:563":"N/A","U:393":"N/A","AB:396":"N/A","AS:103":"No","O:277":"N/A","AB:72":"Yes","AJ:235":"N/A","BD:538":"No","Z:488":"N/A","AH:603":"N/A","AX:101":"No","AY:653":"N/A","AI:74":"No","AZ:358":"N/A","AD:457":"N/A","AM:460":"N/A","BF:316":"N/A","O:664":"N/A","BH:561":"N/A","Z:348":"No","U:652":"N/A","AF:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AB:645":"N/A","X:259":"N/A","AP:591":"N/A","R:139":"social media","AM:236":"N/A","AF:551":"N/A","U:389":"N/A","AX:660":"N/A","BC:749":"N/A","AM:372":"N/A","AL:223":"N/A","AT:584":"N/A","AL:619":"N/A","AK:12":"178.164.177.239","Q:12":"178.164.177.239","AT:603":"N/A","X:630":"N/A","Y:183":"N/A","BE:270":"N/A","S:660":"N/A","AK:405":"N/A","AW:512":"Canva","AY:738":"N/A","AW:168":"N/A","AZ:388":"This activity is complemented by the following SciLMi activity.","BC:657":"N/A","Y:625":"N/A","AR:655":"N/A","T:742":"N/A","AO:430":"N/A","AI:117":"No","AG:673":"N/A","S:95":"No","AU:261":"Yes","G:421":"r570q0[D2G1O2a]. HOWs [Identify empirical evidence.]","BB:160":"N/A","AG:774":"N/A","W:108":"Yes","G:54":"LearningOutcome5. Learning Outcome","AP:476":"N/A","S:739":"N/A","V:98":"No","AM:226":"N/A","AB:454":"N/A","D:762":"Material Sources","AI:647":"N/A","AE:626":"N/A","AS:354":"10","AW:656":"N/A","BB:49":"Take action to become a responsible democratic citizen.","G:442":"r570q0[D2G4O2a]. HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AF:320":"N/A","BE:113":"Yes","AT:782":"N/A","AC:632":"N/A","AR:622":"N/A","X:298":"N/A","BE:317":"N/A","AL:204":"N/A","Q:410":"N/A","T:81":"No","AH:640":"N/A","Z:545":"Yes","BE:281":"N/A","U:271":"N/A","AH:246":"N/A","BE:115":"No","Q:613":"N/A","T:563":"N/A","BB:283":"N/A","U:475":"N/A","BD:589":"N/A","AS:206":"N/A","BF:116":"No","BH:781":"N/A","BB:217":"N/A","AW:776":"N/A","BI:458":"N/A","Y:182":"N/A","T:400":"N/A","BI:507":"No","BG:732":"N/A","BH:668":"N/A","AZ:204":"N/A","BF:434":"N/A","R:353":"N/A","AR:245":"N/A","AX:44":"Viele Menschen gehen aufgrund der Größe des Ozeans davon aus, dass die Ressourcen des Ozeans unbegrenzt sind.&nbsp;\n Viele glauben, dass sich die Fischbestände nach einem Moratorium sofort erholen.&nbsp;\n Viele glauben, dass Plastik die einzige große Bedrohung für den Ozean ist.","AF:440":"N/A","P:300":"N/A","AN:646":"N/A","AR:411":"N/A","AR:277":"N/A","AD:410":"N/A","AS:789":"N/A","BC:602":"N/A","AI:450":"N/A","AV:371":"N/A","R:153":"7","AQ:433":"N/A","AW:115":"No","AG:99":"Yes","Y:259":"N/A","BA:586":"N/A","AJ:770":"N/A","AI:642":"N/A","W:484":"N/A","AI:799":"N/A","AP:233":"N/A","AN:408":"N/A","Y:786":"N/A","AV:232":"N/A","AT:730":"N/A","S:265":"N/A","AH:352":"N/A","V:266":"N/A","V:596":"N/A","Q:490":"N/A","AZ:246":"N/A","AQ:183":"N/A","AF:422":"N/A","AR:138":"Γενετική","BD:543":"N/A","BC:363":"N/A","AA:400":"N/A","X:607":"N/A","G:12":"ipaddr. IP address","D:546":"Activity Instruction","AN:598":"N/A","BG:168":"N/A","V:646":"N/A","X:730":"N/A","Z:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AW:112":"Yes","AQ:470":"N/A","S:782":"N/A","Q:169":"N/A","AG:117":"No","AV:480":"N/A","U:632":"N/A","X:235":"N/A","AR:477":"N/A","BE:160":"N/A","AY:155":"No","AH:353":"N/A","AP:460":"N/A","X:216":"N/A","V:4":"Yes","BB:223":"N/A","BH:74":"No","AK:480":"N/A","AG:110":"Yes","AP:270":"N/A","BD:757":"Debbie Graham. Discover Wildlife. How deadly are sharks to humans? May 6, 2025. https://www.discoverwildlife.com/animal-facts/fish/how-deadly-are-sharks-to-humans","AR:218":"N/A","T:319":"N/A","AN:667":"N/A","AU:359":"N/A","AN:787":"N/A","AG:75":"No","AD:458":"N/A","AS:603":"N/A","AJ:10":"2025-06-12 09:34:46","AS:316":"N/A","BA:678":"N/A","AV:653":"N/A","AP:484":"N/A","AI:219":"N/A","AC:241":"N/A","AY:610":"N/A","AO:440":"N/A","AP:261":"N/A","Z:596":"N/A","AM:740":"N/A","AL:552":"N/A","P:561":"N/A","AD:536":"Yes","Q:799":"N/A","AO:562":"No","AB:220":"N/A","AR:405":"N/A","Y:437":"N/A","AV:294":"N/A","AG:471":"N/A","G:719":"r875q0[S016]. Provide all sources you used in this activity [Reference / Source 16]","AP:753":"No","D:554":"Student Output Form","AU:696":"N/A","AK:425":"N/A","AH:670":"N/A","AJ:390":"N/A","AE:473":"N/A","AW:407":"N/A","AC:90":"Learners will be able to identify linguistic features of factual and opinion-based texts (e.g. objective/subjective tone, technical language, etc). Learners will be able to compare and contrast factual and opinion-based texts in terms of structure, tone, and language choices. Learners will be able to evaluate the reliability and bias in a given text based on its language and purpose.","AH:252":"N/A","AW:98":"No","W:223":"N/A","AK:222":"N/A","X:784":"N/A","AF:628":"N/A","R:601":"N/A","AG:598":"N/A","AZ:412":"N/A","AY:105":"No","AM:789":"N/A","G:522":"r829q0[S009]. Provide all sources you used in this activity [Reference / Source 9]","T:251":"N/A","AM:495":"N/A","AI:641":"N/A","AK:487":"N/A","AD:282":"N/A","BB:636":"N/A","BF:621":"N/A","AA:547":"N/A","AH:534":"No","P:77":"No","O:412":"N/A","AB:257":"N/A","AJ:732":"N/A","Q:500":"N/A","AU:94":"Yes","AP:544":"25","V:163":"N/A","AS:161":"N/A","AM:209":"N/A","BE:466":"N/A","U:789":"N/A","P:739":"N/A","BH:464":"N/A","BH:78":"No","AB:402":"N/A","G:17":"Authors[SQ003]. Author(s) [Family name, given name]","AI:235":"N/A","BB:643":"N/A","AA:425":"N/A","V:287":"N/A","AM:487":"N/A","Y:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","Z:360":"No","AD:620":"N/A","AH:256":"N/A","AC:654":"N/A","AD:213":"N/A","AE:98":"Yes","U:508":"No","W:439":"N/A","AS:114":"Yes","T:471":"N/A","AR:686":"N/A","D:76":"Subjects","AF:583":"N/A","U:442":"N/A","BE:216":"N/A","BD:794":"N/A","AB:182":"N/A","AY:440":"N/A","Q:202":"N/A","AO:429":"N/A","AD:88":"Antibiotics","AI:5":"2025-08-21 14:04:59","AZ:6":"26","AN:199":"N/A","BE:464":"N/A","AH:800":"N/A","AV:581":"N/A","P:288":"N/A","AU:596":"N/A","AX:270":"N/A","AH:440":"N/A","BF:663":"N/A","X:644":"N/A","R:630":"N/A","AF:499":"N/A","BE:540":"N/A","AR:309":"No","AX:634":"N/A","AR:170":"N/A","AK:271":"N/A","AQ:12":"51.175.90.95","AR:697":"N/A","AC:115":"No","AP:466":"N/A","T:72":"Yes","BA:640":"N/A","AD:359":"N/A","S:83":"No","S:266":"N/A","AO:70":"No","AA:291":"N/A","AZ:276":"N/A","BH:147":"abitudini legate al fast fashion","AN:472":"N/A","AC:100":"No","BC:470":"N/A","Z:170":"N/A","R:372":"No","AZ:120":"Доска","BI:280":"N/A","G:557":"r257q0. Suggested social form","AO:112":"Yes","G:508":"r611q0[SQ003]. Media [Visual media]","AY:370":"N/A","AS:651":"N/A","AM:213":"N/A","AF:228":"N/A","AB:451":"N/A","AP:234":"N/A","AN:399":"N/A","BD:159":"No","AL:185":"Google","AU:93":"Yes","AN:656":"N/A","BF:12":"217.246.247.8","AB:80":"No","AT:582":"N/A","AP:83":"No","BB:171":"N/A","AI:282":"N/A","AQ:222":"N/A","BE:673":"N/A","G:609":"r246q0[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AG:559":"N/A","AU:509":"N/A","AF:347":"No","BG:102":"No","Q:103":"No","AD:510":"Yes","AT:107":"N/A","P:295":"N/A","BG:219":"N/A","Y:419":"N/A","AK:247":"N/A","AX:689":"N/A","BA:395":"N/A","U:513":"Try to make it very clear on the Padlet where learners (groups) should insert their information. For example, already define sections (ideally using the generation titles) so that it is clear where they can post their groups‘ answers.\n \n \n \n \n \n \n \n \n While the group is working, you can also already open the Padlet on your PC to watch the progress or - if this makes sense in your class - already visualize it on the projector so that the groups have a feeling of how far the other groups are in case it helps them plan their time.\n \n \n \n \n \n \n To respond to learner‘s needs with reading or visual impairments, you can easily transform the texts into audio files using AI, for example using this website:&nbsp;https://www.naturalreaders.com/online/ or&nbsp;https://notegpt.io/text-to-speech.\n \n \n Moreover, as a means of scaffolding, you can highlight important words and phrases in bold within the text, increase the space between letters, and use a larger font size. Please also be aware, that sans-serif fonts are easier to read for learners with reading difficulties.","BI:105":"No","AX:161":"N/A","T:203":"N/A","Y:729":"N/A","Y:480":"N/A","R:219":"N/A","AD:391":"N/A","T:790":"N/A","AJ:253":"N/A","Z:732":"N/A","S:727":"N/A","AO:635":"N/A","AO:241":"N/A","AA:273":"N/A","Q:400":"N/A","G:339":"A1SReference[S016]. Provide all sources you used in this activity [Reference / Source 16]","AW:487":"N/A","D:567":"Material Sources","AP:539":"N/A","W:173":"N/A","AO:344":"No","AU:743":"N/A","AR:33":"No","V:771":"N/A","Y:490":"N/A","AN:653":"N/A","AQ:97":"No","BG:73":"No","G:313":"A1SEvaluationCrit. Evaluation / assessment criteria","AT:209":"N/A","BA:263":"N/A","AA:227":"N/A","T:724":"N/A","AC:662":"N/A","AE:488":"N/A","AU:603":"N/A","Z:6":"24","AP:422":"N/A","BC:586":"N/A","BD:248":"N/A","AO:628":"N/A","AO:286":"N/A","BH:613":"N/A","BG:266":"N/A","U:237":"N/A","AK:102":"No","AG:509":"N/A","G:77":"Subjects[AO12]. Subject(s) [History]","AS:307":"N/A","V:206":"N/A","Y:293":"N/A","AK:448":"N/A","AU:394":"N/A","R:777":"N/A","AG:406":"N/A","AO:510":"Yes","BI:645":"N/A","BF:547":"N/A","O:74":"No","AR:391":"N/A","BG:475":"N/A","AU:677":"N/A","BF:553":"N/A","BI:786":"N/A","AX:623":"N/A","AF:452":"N/A","AJ:245":"N/A","Q:679":"N/A","R:293":"N/A","AX:495":"Yes","AS:510":"N/A","AG:610":"N/A","AR:636":"N/A","AV:162":"N/A","AN:549":"N/A","BG:441":"N/A","W:140":"community clean-up","AA:213":"N/A","AG:309":"N/A","AZ:456":"N/A","AS:614":"N/A","BF:232":"N/A","AB:621":"N/A","AD:606":"N/A","AW:450":"N/A","AD:511":"Other","AW:546":"Názor třídy:\n Studenti si postupně prohlédnou každý prezentovaný plakát a zvednutím ruky odpoví na následující otázky:\n 1. Věděli jste o této organizaci/akci před dnešním dnem?\n 2. Rozhodli byste se zúčastnit této organizace/akce, když o ní nyní víte více?\n Nepovinné:\n Třída může diskutovat o tom, která organizace získala nejvíce hlasů, a jako skupina navrhnout další kroky pro případné skutečné zapojení.","AP:371":"N/A","Y:788":"N/A","AV:589":"N/A","AO:240":"N/A","V:242":"N/A","AI:263":"N/A","BF:550":"N/A","Q:74":"No","AQ:547":"N/A","AD:784":"N/A","G:577":"r174q0[S011]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []","AT:1":"60","AE:71":"No","BD:288":"N/A","BF:787":"N/A","BE:78":"No","X:246":"N/A","AZ:453":"N/A","R:397":"N/A","AV:775":"N/A","BD:405":"N/A","O:461":"N/A","Q:549":"N/A","AT:625":"N/A","BB:584":"N/A","BH:68":"No","BB:246":"N/A","AU:625":"N/A","AM:782":"N/A","X:119":"No","AO:649":"N/A","AD:83":"No","AD:614":"N/A","BD:640":"N/A","AI:369":"N/A","AJ:98":"N/A","AB:686":"N/A","D:46":"Learning Goal(s)","AT:80":"N/A","S:6":"7","G:441":"r570q0[D2G4O1c]. HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","AC:458":"N/A","D:318":"Resource Type","Z:500":"N/A","AC:667":"N/A","BC:656":"N/A","T:669":"N/A","AC:782":"N/A","Z:440":"N/A","BB:396":"N/A","T:363":"N/A","AG:796":"N/A","AV:439":"N/A","AQ:632":"N/A","AL:489":"N/A","G:653":"r246q0[D4G1O2c]. HOWs [Weigh the effect of potential forms of engagement.]","AO:729":"N/A","AN:725":"No","AN:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AF:160":"N/A","AB:226":"N/A","AC:102":"No","AN:6":"26","AQ:486":"N/A","G:256":"A1Hows[D3G1O1c]. HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","AC:510":"No","BG:418":"N/A","V:732":"N/A","BD:499":"N/A","AK:478":"N/A","Z:355":"Yes","V:393":"N/A","AI:397":"N/A","AI:798":"N/A","Q:271":"N/A","BB:353":"N/A","BE:483":"N/A","V:272":"N/A","W:357":"N/A","BF:560":"N/A","AN:344":"No","AZ:778":"N/A","G:621":"r246q0[D2G2O2c]. HOWs [Consider who benefits from the information being believed or spread.]","Q:482":"N/A","AT:740":"N/A","AY:273":"N/A","W:795":"N/A","AH:75":"No","AD:590":"N/A","BB:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","BI:173":"N/A","AG:667":"N/A","W:552":"N/A","V:170":"N/A","AA:422":"N/A","W:726":"N/A","AO:280":"N/A","AN:270":"N/A","AA:669":"N/A","AW:116":"No","U:643":"N/A","T:499":"No","AH:393":"N/A","G:253":"A1Hows[D2G4O2b]. HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","BD:743":"N/A","AO:648":"N/A","BF:479":"N/A","U:644":"N/A","AJ:294":"N/A","AT:643":"N/A","AH:358":"No","U:617":"N/A","AQ:161":"N/A","P:106":"No","BC:77":"No","AF:494":"N/A","BB:389":"N/A","AA:359":"N/A","AS:775":"N/A","AM:1":"52","AM:478":"N/A","AL:475":"N/A","R:76":"No","AX:470":"N/A","W:751":"N/A","BF:317":"N/A","V:95":"Yes","AO:255":"N/A","AL:82":"No","AQ:74":"No","P:679":"N/A","BE:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AY:237":"N/A","V:231":"N/A","G:550":"r953q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","V:80":"No","AS:671":"N/A","AE:79":"No","BH:792":"N/A","AL:203":"N/A","BI:420":"N/A","W:256":"N/A","X:728":"N/A","AP:487":"N/A","W:296":"N/A","AB:217":"N/A","AS:101":"No","P:297":"N/A","AH:15":"Mair, Nadine","BB:259":"N/A","BF:210":"N/A","S:677":"N/A","P:412":"N/A","AO:109":"Vorherige Unterrichtsstunden (siehe Englisch & Biologie 1–2), eigene Erfahrungen mit Instagram & Grundfunktionen von Instagram","BC:792":"N/A","AW:788":"N/A","D:691":"Student Output Form","Z:438":"N/A","BG:415":"N/A","Z:750":"No","AM:551":"N/A","X:69":"No","AE:187":"https://theconversation.com/the-rise-and-fall-of-antibiotics-what-would-a-post-antibiotic-world-look-like-213450","D:328":"Material Sources","X:614":"N/A","R:638":"N/A","W:742":"N/A","AO:638":"N/A","BB:638":"N/A","AS:216":"N/A","BE:615":"N/A","BI:351":"N/A","AI:231":"N/A","G:123":"Materials[SQ003]. Required teaching materials []","AA:413":"N/A","AE:778":"N/A","AY:562":"N/A","AV:486":"N/A","AD:350":"N/A","AT:608":"N/A","D:572":"Material Sources","BC:72":"Yes","AS:607":"N/A","AM:670":"N/A","S:696":"N/A","BE:117":"No","P:672":"N/A","BE:440":"N/A","Y:448":"N/A","AR:663":"N/A","BD:316":"N/A","Z:88":"Global impact of Recycling","AO:200":"N/A","AM:283":"N/A","BB:443":"N/A","AV:414":"N/A","S:673":"N/A","AT:559":"N/A","AA:489":"N/A","BC:345":"Yes","AZ:589":"N/A","AK:658":"N/A","AH:173":"No","Z:117":"No","AL:98":"No","BG:459":"N/A","AP:431":"N/A","AE:305":"N/A","X:548":"N/A","AE:445":"N/A","AZ:158":"N/A","BI:88":"Sostenibilidad, impacto medioambiental","AJ:34":"N/A","BH:100":"No","BI:590":"N/A","BF:215":"N/A","AE:112":"No","D:93":"Learner Age Range","AJ:583":"N/A","BA:207":"N/A","T:420":"N/A","AE:29":"AAA: Antibiotic Awareness Action","BA:424":"N/A","AL:481":"N/A","X:793":"N/A","AD:320":"N/A","AR:114":"Yes","AY:750":"N/A","BE:407":"N/A","G:568":"r174q0[S002]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 2]","AU:690":"N/A","AT:609":"N/A","BD:389":"N/A","BC:83":"No","BA:285":"N/A","V:492":"40","Q:111":"No","AB:105":"No","V:370":"No","BE:559":"N/A","BE:295":"N/A","BB:784":"N/A","G:28":"Language[other]. 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Year of subject learning [3rd year]","AG:446":"N/A","R:217":"N/A","AQ:778":"N/A","AO:540":"N/A","BB:626":"N/A","Q:616":"No","AI:347":"N/A","AX:289":"N/A","AU:753":"N/A","AG:738":"N/A","U:438":"N/A","AR:318":"No","AW:778":"N/A","Q:166":"&nbsp;List words which come to\n mind when you think about sharks.","AG:421":"N/A","AN:67":"Yes","W:427":"N/A","AS:792":"N/A","BG:290":"N/A","V:168":"N/A","AZ:255":"N/A","AZ:653":"N/A","BD:412":"N/A","AQ:270":"N/A","BF:784":"N/A","AL:480":"N/A","AR:484":"N/A","D:360":"Student Output Form","BG:1":"73","AK:95":"No","AL:34":"No","G:185":"A1App[other]. App [Other]","G:772":"r276q0[D1G1O2b]. HOWs [Explain the influence of algorithms on search results and on social media feeds.]","AA:204":"N/A","AG:162":"N/A","BC:699":"N/A","BG:75":"No","AD:297":"N/A","P:5":"2025-06-15 10:44:15","AS:662":"N/A","BD:437":"N/A","AD:248":"N/A","BH:477":"N/A","BB:486":"N/A","U:372":"No","AU:79":"No","X:239":"N/A","BH:548":"N/A","V:222":"N/A","S:787":"N/A","AY:154":"Yes","AZ:392":"N/A","AB:781":"N/A","AK:795":"N/A","BG:643":"N/A","BA:796":"N/A","BB:774":"N/A","AI:669":"N/A","AM:115":"N/A","AH:417":"N/A","AZ:542":"N/A","AU:646":"N/A","P:602":"N/A","AP:199":"N/A","AL:182":"No","BI:255":"N/A","AY:268":"N/A","BE:728":"N/A","O:13":"https://s.scilmi.eu/index.php?r=survey/index&sid=678852","BG:434":"N/A","AX:33":"Yes","BD:356":"Podívej se na video,\n Vyjmenuj pět přídavných jmen, abys popsal, jak se kvůli videu cítíš (např. vyděšený, ustaraný, šťastný, klidný, atd.)\n Popiš představu o žralocích, kdyby měla být založená pouze na videu.","AT:361":"N/A","BH:119":"No","BF:688":"N/A","AD:559":"N/A","Z:734":"20","BI:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","D:743":"Student Output Form","V:584":"N/A","BI:487":"N/A","BA:255":"N/A","AK:725":"No","AM:105":"N/A","AZ:779":"N/A","G:561":"r563q0[SQ003]. Media [Visual media]","AW:31":"No","O:295":"N/A","W:258":"N/A","AV:442":"N/A","BB:551":"N/A","AR:74":"No","AJ:66":"N/A","AQ:390":"N/A","V:261":"N/A","S:699":"N/A","AO:437":"N/A","BD:472":"N/A","AG:104":"Yes","T:549":"N/A","AG:236":"N/A","AZ:644":"N/A","W:244":"N/A","BA:319":"N/A","Z:603":"N/A","G:626":"r246q0[D2G3O2a]. HOWs [Identify key concepts.]","BF:608":"N/A","T:78":"No","V:344":"No","BF:81":"No","BH:441":"N/A","AD:243":"N/A","AN:239":"N/A","AV:208":"N/A","Y:285":"N/A","Q:772":"N/A","AY:551":"N/A","BD:33":"No","AV:738":"N/A","AN:509":"N/A","BB:670":"N/A","AC:480":"N/A","AX:427":"N/A","AP:795":"N/A","BI:437":"N/A","AY:352":"N/A","AE:674":"N/A","AL:288":"N/A","BG:543":"N/A","BC:731":"N/A","AV:237":"N/A","AC:170":"N/A","AJ:355":"N/A","AG:689":"N/A","AF:785":"N/A","AB:424":"N/A","AJ:243":"N/A","AX:91":"No","P:652":"N/A","P:547":"N/A","AO:208":"N/A","AU:669":"N/A","AG:611":"N/A","AJ:790":"N/A","AE:232":"N/A","BI:685":"N/A","AU:619":"N/A","AG:672":"N/A","Y:253":"N/A","X:792":"N/A","AG:368":"Correction&nbsp;(\"Suggested social form\"): Mix between Individual work, Pair work and Group work/Class activity\n Think-Pair-Share\n is a cooperative learning strategy that promotes individual reflection, peer\n discussion, and whole-class sharing. Learners first think about a question\n individually, then pair up to exchange ideas, and finally share their insights\n with the larger group. This method encourages active participation, deeper\n understanding, and the development of communication and critical thinking\n skills.","AR:800":"N/A","S:456":"N/A","BC:549":"N/A","AP:420":"N/A","BI:216":"N/A","AN:772":"N/A","U:587":"N/A","BB:645":"N/A","AT:773":"N/A","BB:548":"N/A","AA:165":"No","X:580":"N/A","AA:686":"N/A","AW:266":"N/A","T:82":"No","AJ:370":"N/A","Y:137":"90","G:749":"r631q0[SQ001]. Media [Text media]","AS:794":"N/A","W:318":"N/A","G:145":"KeyWords[SQ008]. Key words (for online filter and search function) []","AG:112":"No","AW:100":"No","AU:276":"N/A","BB:208":"N/A","AV:559":"N/A","BA:206":"N/A","BI:390":"N/A","W:395":"N/A","BH:369":"No","D:718":"Material Sources","AO:629":"N/A","BI:355":"No","AP:293":"N/A","Q:309":"N/A","AS:593":"N/A","AX:259":"N/A","BA:780":"N/A","AH:546":"Follow the link. 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Making sure all learners groups are following the game rules (stop fishing after the 30 seconds and that the number of fish that is put back in the ocean after each round is correct)","BB:271":"N/A","AO:699":"N/A","AS:102":"No","T:534":"No","R:640":"N/A","AS:224":"N/A","BE:364":"Discussion","BG:157":"No","Y:504":"Group work","U:209":"N/A","BA:696":"N/A","BH:551":"N/A","BA:416":"N/A","AG:660":"N/A","U:319":"N/A","O:290":"N/A","BA:294":"N/A","AK:110":"Yes","V:182":"N/A","Y:404":"N/A","AQ:272":"N/A","T:596":"N/A","Q:460":"N/A","AH:729":"No","BA:96":"N/A","S:261":"N/A","BH:727":"Yes","AU:662":"N/A","X:406":"N/A","G:189":"A1Reference[S003]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 3]","AQ:98":"No","P:469":"N/A","AR:482":"N/A","Y:438":"N/A","AB:268":"N/A","AP:768":"This activity is replaced by the following SciLMi activity.","BI:226":"N/A","AB:473":"N/A","AQ:308":"N/A","W:97":"Yes","AF:467":"N/A","U:364":"Profile card for each generation","T:250":"N/A","AU:209":"N/A","AG:540":"N/A","BB:27":"Czech","BE:547":"N/A","W:399":"N/A","U:73":"No","P:508":"N/A","BE:156":"No","W:220":"N/A","Q:308":"N/A","AZ:76":"No","V:600":"N/A","BC:389":"N/A","O:437":"N/A","AV:777":"N/A","S:432":"N/A","Q:415":"N/A","AF:297":"N/A","AX:487":"N/A","AB:263":"N/A","AU:253":"N/A","BI:391":"N/A","AV:407":"N/A","Z:658":"N/A","AJ:508":"N/A","BF:436":"N/A","V:590":"N/A","AO:547":"No","AZ:583":"N/A","AH:669":"N/A","G:198":"A1SciLMi. SciLMi lesson plan","AA:651":"N/A","AT:777":"N/A","BD:669":"N/A","AY:71":"No","Y:435":"N/A","AV:675":"N/A","AT:224":"N/A","AS:6":"26","AW:586":"N/A","Y:393":"N/A","AK:779":"N/A","AV:661":"N/A","AQ:611":"N/A","P:553":"N/A","BH:234":"N/A","AI:217":"N/A","AV:543":"N/A","AS:482":"N/A","BD:447":"N/A","BH:500":"N/A","BF:652":"N/A","Q:300":"N/A","U:546":"Each student receives a picture snippet. Move around the classroom and find the classmates whose snippets complete your picture. Once the complete picture has been assembled, form a group.\n\nIn your group, develop the initial concept for an Instagram communication product. Together, decide on:\n\n- the topic of your post\n- the target audience or age group\n- the format (post, reel, or story)\n- the language and communication style\n- the key content and message\n\n- If time allows, begin planning the content in more detail and prepare ideas for the follow up activity.","AJ:396":"N/A","Z:72":"No","Y:544":"10","AG:31":"No","AQ:260":"N/A","D:759":"Material Sources","BE:258":"N/A","AE:212":"N/A","AD:544":"30","AJ:348":"N/A","BA:627":"N/A","R:481":"N/A","W:645":"N/A","AQ:112":"No","O:83":"No","AE:14":"2025","AD:54":"Verify the reliability of the arguments and evidence using (domain-specific) knowledge.","AE:638":"N/A","AR:603":"N/A","AW:783":"N/A","AS:367":"Pair work","AL:591":"N/A","AQ:227":"N/A","AK:278":"N/A","AL:537":"N/A","P:673":"N/A","AG:393":"N/A","AJ:212":"N/A","G:66":"Subjects[AO01]. Subject(s) [First Language]","S:431":"N/A","AG:318":"N/A","AB:362":"N/A","AO:672":"N/A","BD:488":"N/A","BE:670":"N/A","AX:155":"No","AR:271":"N/A","S:268":"N/A","AI:638":"N/A","AM:630":"N/A","AP:229":"N/A","V:214":"N/A","X:355":"N/A","AE:425":"N/A","AV:391":"N/A","AY:737":"N/A","D:494":"Student Output Form","R:360":"Yes","AR:7":"en","AD:120":"Whiteboard","AJ:296":"N/A","AB:782":"N/A","AF:588":"N/A","U:458":"N/A","W:350":"N/A","AQ:225":"N/A","AT:442":"N/A","BH:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","O:649":"N/A","V:472":"N/A","AC:225":"N/A","BD:231":"N/A","BF:111":"No","AJ:536":"N/A","BE:253":"N/A","AN:481":"N/A","AR:637":"N/A","BC:31":"N/A","AU:618":"N/A","BC:393":"N/A","U:277":"N/A","S:791":"N/A","BD:540":"No","O:468":"N/A","Y:469":"N/A","BE:448":"N/A","W:454":"N/A","AM:456":"N/A","AJ:444":"N/A","R:390":"N/A","AN:360":"No","AI:732":"N/A","AR:589":"N/A","AM:206":"N/A","BF:276":"N/A","AO:588":"N/A","AH:473":"N/A","AP:594":"N/A","BB:70":"No","BH:202":"N/A","BB:452":"N/A","AI:205":"N/A","W:655":"N/A","S:496":"No","BC:11":"2025-08-21 12:46:23","AF:793":"N/A","AC:726":"No","R:742":"No","AR:256":"N/A","AU:123":"Cucharas","AW:263":"N/A","AU:637":"N/A","D:82":"Subjects","AM:423":"N/A","AR:363":"N/A","BE:8":"9.32E+08","AQ:686":"N/A","AK:474":"N/A","BF:165":"N/A","AM:598":"N/A","AE:199":"N/A","O:160":"N/A","AH:239":"N/A","AB:106":"No","BF:294":"N/A","AP:756":"/* 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&nbsp;Das Material für die Gruppenarbeit sollte vor\n der Unterrichtsstunde vorbereitet werden: Dazu sollten die Kreissegmente\n ausgeschnitten und beschriftet werden (eines für „Ridurre“, eines für „Riutilizzare ”,\n eines für „Riciclare”).&nbsp;&nbsp;Hilfsmittel für die Präsentationen (Satzanfänge,\n Vokabeln, …) sollten vorbereitet werden.&nbsp;Die Dauer jeder Phase in der Think-Pair-Share\n Methode sollte bereits im Voraus festgelegt werden.&nbsp;Das Publikum sollte bei den Präsentationen eine\n Aufgabe erhalten: z. B. zwei Stärkenund einen Wunsch für das nachherige\n Peer-Feedback aufschreiben.","O:471":"N/A","AD:435":"N/A","G:367":"r465q0. Suggested social form","AH:31":"Yes","BH:95":"No","AJ:217":"N/A","Y:8":"2.01E+09","S:471":"No","S:233":"N/A","Z:245":"N/A","AR:79":"No","BF:600":"N/A","Y:214":"N/A","AK:169":"N/A","O:580":"N/A","G:50":"LearningOutcome1. Learning Outcome","R:789":"N/A","X:243":"N/A","BF:497":"N/A","V:113":"No","BH:739":"No","BI:553":"N/A","AX:255":"N/A","X:10":"2025-06-11 14:22:20","AN:240":"N/A","BG:216":"N/A","V:73":"No","AN:696":"N/A","BE:674":"N/A","U:242":"N/A","BF:543":"N/A","AV:224":"N/A","AT:345":"N/A","AM:635":"N/A","P:275":"N/A","X:445":"N/A","BH:349":"No","AK:78":"No","W:650":"N/A","AY:203":"N/A","AX:790":"N/A","AH:658":"N/A","Q:236":"N/A","AB:84":"No","AH:592":"N/A","G:195":"A1Reference[S009]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 9]","AA:472":"N/A","AE:172":"N/A","AY:413":"N/A","AL:259":"N/A","BB:650":"N/A","AJ:471":"N/A","AC:432":"N/A","Y:655":"N/A","BB:425":"N/A","AG:773":"N/A","AN:255":"N/A","AL:174":"Question response","T:5":"2025-07-13 17:59:47","BE:304":"N/A","BE:299":"N/A","G:309":"A1SOutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","AY:260":"N/A","S:347":"N/A","AR:549":"N/A","AJ:361":"N/A","AW:69":"No","BE:436":"N/A","AH:628":"N/A","AA:474":"N/A","AF:449":"N/A","AQ:372":"N/A","P:579":"N/A","AO:771":"N/A","BE:635":"N/A","O:487":"N/A","AD:281":"N/A","BD:480":"N/A","O:320":"N/A","AK:67":"No","AX:362":"N/A","AB:647":"N/A","AN:214":"N/A","BD:5":"2025-08-08 13:25:11","BC:276":"N/A","D:761":"Material Sources","AT:674":"N/A","BC:316":"N/A","BI:27":"Spanish","Z:93":"No","AC:298":"N/A","AV:631":"N/A","U:97":"No","BC:421":"N/A","AC:89":"Factual or opinion-based language","AH:53":"Identify advertisements and sponsored content in the search results page / feeds.","AD:750":"N/A","AR:486":"N/A","P:171":"No","O:226":"N/A","BB:84":"No","AO:678":"N/A","Y:122":"multi-use objects (reusable bags, cups,...)","AC:96":"No","AH:418":"N/A","P:270":"N/A","AB:393":"N/A","AB:363":"N/A","AX:286":"N/A","AY:782":"N/A","V:276":"N/A","P:743":"N/A","AC:653":"N/A","G:9":"token. Access code","AO:103":"No","AU:211":"N/A","W:172":"N/A","AC:785":"N/A","AF:635":"N/A","AJ:582":"N/A","S:423":"N/A","AR:608":"N/A","AZ:403":"N/A","AP:27":"German","AA:141":"Ethical dillemmas","AE:538":"N/A","G:603":"r246q0[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","Y:640":"N/A","D:343":"Material Sources","R:177":"Individual Work","R:772":"N/A","Z:772":"N/A","R:441":"N/A","BB:735":"N/A","BI:95":"No","BD:108":"No","AA:252":"N/A","BF:71":"No","AX:360":"N/A","G:771":"r276q0[D1G1O2a]. HOWs [Use information from different source types and different source.]","AU:444":"N/A","AA:294":"N/A","G:227":"A1Hows[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","AZ:424":"Yes","S:1":"32","AS:750":"No","AO:352":"N/A","Y:685":"N/A","U:426":"N/A","AU:159":"N/A","S:475":"N/A","BH:453":"N/A","BF:654":"N/A","BC:168":"N/A","AH:612":"N/A","X:362":"N/A","AY:419":"N/A","AP:595":"N/A","T:753":"N/A","BH:205":"N/A","AS:48":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","BE:500":"N/A","AQ:304":"N/A","AB:732":"N/A","BD:263":"N/A","X:660":"N/A","AV:79":"No","Z:725":"No","Q:402":"N/A","AG:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","BB:628":"N/A","AS:500":"N/A","AW:137":"90","AA:537":"N/A","AB:769":"N/A","AT:589":"N/A","Z:276":"N/A","AT:796":"N/A","AQ:206":"N/A","AT:300":"N/A","AV:616":"N/A","AT:287":"N/A","Q:66":"No","BI:96":"No","BB:547":"N/A","AF:415":"N/A","BI:457":"N/A","V:675":"N/A","P:247":"No","AT:237":"N/A","BI:297":"N/A","AU:187":"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/","AG:259":"N/A","X:267":"N/A","T:298":"N/A","AW:483":"N/A","Y:753":"N/A","AY:29":"Diseñando el Futuro: Genes, Belleza y la Ética de la Perfección","BG:775":"N/A","AT:390":"N/A","U:784":"N/A","AL:157":"N/A","AI:275":"N/A","AR:780":"N/A","AO:632":"N/A","AX:438":"N/A","AM:304":"N/A","BC:392":"N/A","AJ:781":"N/A","AN:776":"N/A","AT:359":"N/A","AJ:305":"N/A","AF:81":"No","Y:658":"N/A","AS:547":"Yes","V:282":"N/A","AB:618":"N/A","AG:452":"N/A","AM:664":"N/A","AG:121":"Photo collage emphasizing use, misuse, mechanism, resistance, and availability of antibiotics","BH:749":"No","AS:670":"N/A","BE:77":"No","Y:545":"No","W:629":"N/A","T:254":"N/A","BF:631":"N/A","BG:224":"N/A","P:83":"No","O:256":"N/A","BI:496":"Yes","T:743":"N/A","AN:394":"N/A","BC:289":"N/A","X:666":"N/A","D:87":"Subjects","AD:278":"N/A","AN:143":"Textanalyse","AO:182":"No","BG:673":"N/A","U:555":"Model Solution 1:\n Topic: Sustainable Sea Food\n Age Group: Gen Z\n Format: Reel\n Language: English, clear and concise, audio and text\n Content: Visualize (and describe) different options of sustainable sea food\n \n Model Solution 2:&nbsp;\n Topic: Call for Action - Donate!\n Age Group: Generation X\n Format: Post, two slides\n Language: English, clear and a little bit more text, caption &amp; in post\n Content: Describe what the NGO does and call for a donation","AR:104":"No","AN:393":"N/A","BB:282":"N/A","AI:373":"N/A","O:218":"N/A","W:477":"N/A","AX:601":"N/A","Q:591":"N/A","Y:632":"N/A","X:461":"N/A","D:114":"Required infrastructure & Teaching Materials","AH:660":"N/A","BI:495":"No","AQ:111":"No","BH:91":"No","AG:411":"N/A","AF:534":"No","AI:447":"N/A","BA:402":"N/A","AE:30":"4","BE:360":"No","BI:294":"N/A","AF:482":"N/A","U:246":"N/A","BA:112":"N/A","U:783":"N/A","AS:267":"N/A","BF:689":"N/A","AS:281":"N/A","Z:633":"N/A","BE:120":"Entweder Drucker, Laptops ODER Tablets","AL:773":"N/A","AM:155":"N/A","Z:555":"\ud83d\udd39 Group A: Emerging learners (dyslexia, multilingual)\n \n \n Define:\n “A circular economy is a way of using products so they last longer. Things can be fixed, shared, or used again so we don’t make so much waste.”\n \n \n Identify &amp; categorize:\n Three strategies:\n \n \n \n \n Reuse – using products again for the same purpose (reduces waste before it happens).\n \n \n Repair – fixing broken items instead of throwing them away (reduces waste before it happens).\n \n \n Sharing – letting other people use your things, like tools or clothes, instead of everyone buying new (reduces waste before it happens).\n \n \n \n \n Sentence frame:\n “A circular economy is better because it focuses on keeping products in use for a long time, which helps reduce waste and save resources.”\n \n \n Reflection question (model response):\n “I think repair is the most effective strategy because it means we don’t need to buy new things, so we save money and reduce waste.”\n \n \n Mini-argument example (for pair work):\n \n \n \n \n Side 1: “Recycling is important because it keeps plastic and cans out of landfills.”\n \n \n Side 2: “But circular economy is better because it stops waste before it happens.”\n \n \n \n \n \n \n \n \ud83d\udd39 Group B: Confident readers, advanced English\n \n \n Highlight from text (example answers):\n \n \n \n \n Problem with recycling: “Recycling can cause pollution and health problems because waste is often sent to poorer countries with unsafe recycling systems.”\n \n \n Global consequence: “People in developing countries can get sick from toxic chemicals during unsafe recycling, which is unfair and against sustainability goals.”\n \n \n \n \n Sentence frame:\n “Recycling can create global injustice because rich countries send their waste to poorer countries, where people suffer health problems from unsafe recycling.”\n \n \n Reflection question (model response):\n “If someone argued that recycling is enough, I would say that recycling still creates pollution and injustice. Circular economy is stronger because it prevents waste instead of only managing it afterwards.”\n \n \n Mini-argument example (for pair work):\n \n \n \n \n Side 1: “Recycling is essential because it reduces waste going to landfills and saves materials.”\n \n \n Side 2: “Circular economy is better because it reduces waste before it exists, which is more sustainable in the long term.”","Q:783":"N/A","U:411":"N/A","BI:790":"N/A","AP:434":"N/A","G:179":"A1Media[SQ001]. Media [Text media]","AP:73":"No","BD:457":"N/A","X:209":"N/A","AJ:70":"N/A","AB:642":"N/A","AT:247":"N/A","AX:733":"N/A","BH:752":"No","AC:506":"Yes","D:120":"Required infrastructure & Teaching Materials","AG:462":"N/A","AM:371":"N/A","AX:271":"N/A","D:74":"Subjects","AC:363":"No","A:734":"Activity 4","V:395":"N/A","AR:662":"N/A","U:686":"N/A","AU:200":"N/A","BG:618":"N/A","U:177":"Pair work","AE:581":"N/A","AM:482":"N/A","BD:172":"N/A","D:36":"SSI Theme","X:649":"N/A","Y:551":"N/A","BI:100":"No","AB:70":"No","AH:232":"N/A","R:465":"N/A","G:121":"Materials[SQ001]. Required teaching materials []","P:75":"No","BB:361":"N/A","AR:211":"N/A","AE:159":"N/A","AY:463":"N/A","BG:606":"N/A","AK:307":"N/A","BE:400":"N/A","X:398":"N/A","Z:356":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\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:0cm;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\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 \n \n \n \n \n \n \n Format: Pair or small group discussion\n Purpose: \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Table Normal\";\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:0cm;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\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 \n \n Encourage\n  critical thinking about what happens to everyday items after disposal.Raise\n  awareness of materials, recycling limitations, and circular economy\n  relevance.Stimulate vocabulary and ideas for the later writing task.\n \n \n \n -&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Show 2–3 pictures on the screen, one at a time.\n \n \n \n -&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; For each photo, learners discuss:\n \n \n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n What do\n you think happens to this when it’s thrown away?\n \n \n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Can\n this be recycled? Why or why not?\n \n \n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n What\n are the pros and cons of this material or product?\n \n \n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Could\n it be reused, repaired, or redesigned instead?\n \n \n \n -&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Share\n Out: Ask 2–3 pairs to share\n their thoughts after each image.\n \n \n \n -&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Suggested Images &amp; Talking Prompts:\n&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;1.&nbsp;&nbsp;&nbsp;&nbsp;\n Mixed-fabric clothing (e.g.,\n polyester-cotton blend hoodie)\n \n \n \n o&nbsp;&nbsp;\n \ud83d\udd01 Can’t be easily separated = not\n recyclable.\n \n \n \n o&nbsp;&nbsp;\n \ud83d\udcac What materials are in this? Could\n you donate or repurpose it?","T:615":"N/A","V:212":"N/A","BE:7":"en","S:474":"N/A","BI:597":"N/A","AG:137":"50","U:32":"No","AE:410":"N/A","AZ:467":"N/A","AJ:475":"N/A","O:735":"N/A","AI:232":"N/A","P:489":"N/A","T:93":"No","AN:632":"N/A","AG:171":"No","U:138":"Instagram, Social Media, Activism, Sustainable Oceans, Overfishing, Oceans, Sharks, Sustainability, Sea","BB:668":"N/A","BA:219":"N/A","AE:207":"N/A","Q:771":"N/A","Z:246":"N/A","AF:270":"N/A","BC:696":"N/A","AG:216":"N/A","AB:775":"N/A","AH:490":"N/A","BG:776":"N/A","AG:594":"N/A","AG:458":"N/A","BA:310":"N/A","X:729":"N/A","BI:589":"N/A","AG:317":"N/A","Z:236":"N/A","AP:724":"No","AW:435":"N/A","AQ:781":"N/A","T:645":"N/A","Y:514":"https://www.uklidmecesko.cz/","Z:44":"Misconception 1: \"Recycling is enough to solve environmental problems\"\n  Misconception 2: \"Recycling is always environmentally friendly\" Misconception 3: \"Recycling benefits all countries equally\"\n Misconception 4:&nbsp;\"Recycling encourages people to be more environmentally responsible\"\n Misconception 5: \"All products can be easily recycled\"","AY:444":"N/A","AM:248":"N/A","AZ:162":"N/A","BC:588":"N/A","AA:636":"N/A","AQ:1":"57","AR:254":"N/A","Z:592":"N/A","AC:371":"No","O:630":"N/A","AM:347":"N/A","AE:673":"N/A","BH:460":"N/A","G:148":"KeyWords[SQ011]. Key words (for online filter and search function) []","BF:615":"N/A","AF:428":"N/A","AZ:793":"N/A","AE:474":"N/A","AE:797":"N/A","D:135":"Required infrastructure & Teaching Materials","AJ:671":"N/A","AN:258":"N/A","BH:355":"Yes","BF:658":"N/A","AJ:369":"N/A","AJ:787":"N/A","AR:495":"N/A","AK:165":"No","AF:257":"N/A","V:483":"N/A","AI:304":"N/A","AU:600":"N/A","AB:244":"N/A","AU:727":"Yes","AL:75":"No","Q:455":"N/A","BC:633":"N/A","AS:394":"N/A","AI:363":"N/A","AI:253":"N/A","AV:362":"N/A","AO:173":"No","AC:297":"N/A","BE:588":"N/A","O:774":"N/A","AX:443":"N/A","T:432":"N/A","Y:68":"No","BI:223":"N/A","V:559":"N/A","O:210":"N/A","AP:275":"N/A","AH:668":"N/A","AA:153":"1","AA:645":"N/A","X:297":"N/A","AX:616":"N/A","Z:454":"N/A","X:696":"N/A","AP:5":"2025-08-21 22:40:36","Y:105":"No","AQ:36":"Environmental pollution: waste","G:778":"r276q0[D1G2O2a]. HOWs [-&gt; Checklist: information sources]","AG:396":"N/A","Q:495":"N/A","S:103":"No","AM:623":"N/A","AR:206":"N/A","BH:753":"No","AQ:622":"N/A","AX:653":"N/A","AH:271":"N/A","BI:485":"No","AO:215":"N/A","Z:690":"N/A","BG:223":"N/A","W:93":"Yes","AJ:457":"N/A","P:276":"N/A","AJ:220":"N/A","AA:351":"N/A","AN:278":"N/A","AR:230":"N/A","AH:212":"N/A","U:728":"N/A","AO:624":"N/A","G:43":"SSItopic. SSI topic","AG:389":"N/A","BI:283":"N/A","BF:243":"N/A","G:418":"r570q0[D1G3O3c]. HOWs [Check the publication date.]","AB:551":"N/A","AL:397":"N/A","Z:290":"N/A","AF:215":"N/A","AN:639":"N/A","W:614":"N/A","Q:449":"N/A","AY:797":"N/A","V:157":"N/A","AP:774":"N/A","Y:284":"N/A","O:404":"N/A","AU:312":"La solución modelo para esta actividad sería tener la tabla con los datos del juego completa. Pero como es una demostración práctica, no hay una única solución modelo; cada grupo de estudiantes tendrá datos diferentes.","AB:265":"N/A","AQ:597":"N/A","BA:433":"N/A","BC:781":"N/A","BC:34":"N/A","AN:489":"N/A","AY:726":"N/A","O:655":"N/A","BD:551":"N/A","AV:497":"N/A","BC:371":"N/A","P:352":"N/A","AI:155":"No","AS:579":"N/A","BD:684":"Yes","AX:299":"N/A","AI:79":"No","V:353":"N/A","W:121":"Gloves for each student","AX:400":"N/A","V:7":"en","R:160":"No","AD:414":"N/A","AU:172":"N/A","AM:370":"N/A","AM:299":"N/A","O:660":"N/A","AE:39":"due to increased antibiotic resistance","AE:218":"N/A","AQ:258":"N/A","AA:217":"N/A","P:372":"N/A","BA:553":"N/A","AN:783":"N/A","AY:414":"N/A","BH:619":"N/A","AW:479":"N/A","AD:773":"N/A","Z:397":"N/A","G:641":"r246q0[D3G2O2b]. HOWs [Determine which parties or communities are likely to benefit.]","Q:625":"N/A","T:204":"N/A","BI:698":"N/A","BF:307":"N/A","BG:114":"Yes","AS:453":"N/A","U:551":"No","AQ:77":"No","BF:788":"N/A","Q:615":"No","X:70":"No","AO:495":"No","AR:453":"N/A","O:348":"N/A","AB:319":"No","AO:358":"No","BG:445":"N/A","AZ:247":"N/A","Y:233":"N/A","S:401":"N/A","AQ:205":"N/A","U:256":"N/A","AT:605":"N/A","AT:253":"N/A","AX:237":"N/A","AR:638":"N/A","T:623":"N/A","AM:308":"N/A","D:140":"Keywords","W:774":"N/A","X:622":"N/A","BG:95":"No","BC:181":"N/A","AT:465":"N/A","D:712":"Material Sources","AB:69":"No","R:155":"No","AG:753":"N/A","AF:406":"N/A","AX:353":"N/A","BC:205":"N/A","AM:357":"N/A","AK:509":"N/A","R:658":"N/A","AU:35":"N/A","BI:44":"Solo las grandes marcas contribuyen a la moda rápida&nbsp;\n Al comprar online, reduces el impacto de la moda rápida","U:423":"N/A","AF:82":"No","AB:114":"No","BG:591":"N/A","AX:350":"N/A","AY:180":"N/A","BB:635":"N/A","AU:234":"N/A","AO:679":"N/A","V:791":"N/A","AL:296":"N/A","X:228":"N/A","AE:737":"N/A","S:740":"N/A","AZ:662":"N/A","BI:729":"N/A","BI:260":"N/A","AO:484":"N/A","AG:395":"N/A","T:730":"N/A","BG:667":"N/A","AA:158":"N/A","X:790":"N/A","AX:777":"N/A","AF:798":"N/A","S:635":"N/A","AN:510":"N/A","AK:646":"N/A","AW:480":"N/A","BI:217":"N/A","AV:137":"45","O:296":"N/A","AI:771":"N/A","AH:798":"N/A","AH:347":"No","AV:274":"N/A","Z:449":"N/A","AL:741":"N/A","AQ:307":"N/A","AI:457":"N/A","AZ:180":"N/A","X:433":"N/A","AT:799":"N/A","G:767":"r942q0[S011]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []","BH:296":"N/A","Q:788":"N/A","BF:261":"N/A","AC:668":"N/A","AS:437":"N/A","AL:310":"N/A","AF:272":"N/A","X:102":"No","AD:662":"N/A","AC:616":"N/A","AP:238":"N/A","W:503":"Participation -&nbsp;\n \n Actively engages in the clean-up task and collaborates respectfully with group members.\n Waste classification -&nbsp;\n \n Correctly identifies and separates waste types (e.g., plastic, paper, general).","AW:13":"https://email.seznam.cz/","AX:594":"N/A","AS:167":"Yes","Z:36":"Environmental pollution: waste","BG:78":"No","S:604":"N/A","AC:463":"N/A","AP:319":"N/A","Q:206":"N/A","AS:97":"Yes","V:372":"No","W:273":"N/A","AN:32":"No","G:780":"r276q0[D1G2O3b]. HOWs [For social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","Q:617":"Yes","X:205":"N/A","BC:612":"N/A","G:606":"r246q0[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","Q:610":"N/A","BF:300":"N/A","Y:791":"N/A","AS:507":"N/A","AY:420":"N/A","AK:395":"N/A","AP:310":"N/A","T:180":"N/A","AV:156":"N/A","AC:649":"N/A","AD:562":"N/A","AC:781":"N/A","AQ:685":"N/A","BE:562":"N/A","AQ:776":"N/A","AM:648":"N/A","AI:104":"Yes","AC:610":"N/A","AR:696":"N/A","BH:228":"N/A","S:451":"N/A","BC:278":"N/A","AS:43":"Uměle vytvořené děti","AC:482":"N/A","G:734":"r912q0. Expected activity duration in minutes","BA:645":"N/A","X:424":"N/A","AE:787":"N/A","AF:262":"N/A","Z:612":"N/A","BE:12":"85.127.109.181","W:541":"N/A","P:10":"2025-06-11 13:29:50","AM:687":"N/A","AS:546":"třídní diskuze a prezentace:studenti diskutují výsledky předchozích úkolů:- úprava portrétu ve Photoshopu - vytvoření dokonalého / ideálního člověka + porovnávání originální fotografie s fotografií upravenou- důvody vedoucí ke změnám, které studenti udělali + identifikace vlivu standardů krásy na jejich práci- vliv sociálních sítí na sebepojetí a sebehodnotuaktivita:- diskuze v plénu- studenti mohou prezentovat svou práci třídě- studenti představí své názory a zjištění a výsledky diskuze ve dvojicích / trojicíchotázky do debaty:a) Jaké změny jste provedli; z jakého důvodu?b) Kdo stanovuje standardy krásy? Jak a proč se měnily v průběhu historie?c) Jak sociální sítě ovlivňují naše sebepojetí a sebehodnotu?d) Je konečným cílem vytvořit “dokonalého” člověka, a mělo by to tak být? Proč, proč ne?diskutovaná témata:- proč jste provedli změny, které jste provedli, proč si myslíte, že by tak daný člověk vypadal lépe, jakým standardům krásy jste se podřídili…- co je důležitější pro vás / společnost - vzhled nebo charakter + proč- měli bychom se pokoušet “opravit” lidi (geneticky) - ať už se jedná o vzhled nebo charakterové vlastnosti + proč / proč ne","Z:597":"N/A","S:271":"N/A","AD:292":"N/A","AL:184":"Other","AU:173":"N/A","Y:10":"2025-06-11 14:22:22","AF:351":"N/A","AS:779":"N/A","AF:350":"N/A","BI:30":"1","AO:410":"N/A","U:296":"N/A","BI:667":"N/A","AO:267":"N/A","AI:345":"Yes","AY:799":"N/A","U:418":"N/A","BD:622":"N/A","Q:352":"N/A","AR:413":"N/A","Y:616":"N/A","BA:106":"N/A","AP:447":"N/A","BI:646":"N/A","AM:667":"N/A","AM:223":"N/A","BC:506":"No","R:447":"N/A","AD:551":"N/A","V:223":"N/A","BI:83":"No","BH:351":"N/A","T:553":"N/A","BB:604":"N/A","BI:654":"N/A","AP:684":"N/A","Q:582":"N/A","AJ:113":"N/A","AG:600":"N/A","P:255":"N/A","AN:780":"N/A","AY:411":"N/A","AR:144":"Γενετική τροποποίηση","S:205":"N/A","AG:64":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","R:729":"No","AJ:92":"N/A","V:667":"N/A","AE:684":"Yes","P:95":"No","AN:182":"N/A","AN:427":"N/A","AA:738":"N/A","BC:631":"N/A","BE:661":"N/A","BB:289":"N/A","P:623":"N/A","Y:647":"N/A","AF:169":"N/A","AD:603":"N/A","AO:626":"N/A","AF:535":"No","BG:642":"N/A","BA:317":"N/A","AC:634":"N/A","T:619":"N/A","Q:551":"N/A","BH:730":"N/A","AL:233":"N/A","AV:477":"N/A","AT:282":"N/A","AM:620":"N/A","AX:548":"N/A","AB:785":"N/A","S:246":"N/A","Q:33":"No","AD:793":"N/A","AX:422":"N/A","AG:397":"N/A","G:755":"r342q0[other]. App [Other]","BD:443":"N/A","AV:403":"N/A","S:626":"N/A","BA:224":"N/A","AT:752":"N/A","Y:289":"N/A","AZ:5":"2025-08-17 12:18:12","AG:698":"N/A","AU:170":"N/A","V:800":"N/A","BI:666":"N/A","AI:610":"N/A","AT:594":"N/A","W:293":"N/A","AI:401":"N/A","Y:5":"2025-08-22 09:51:27","AQ:370":"N/A","BH:255":"N/A","U:110":"Yes","U:119":"No","AD:356":"Understand the following aspects\n related to antibiotic resistance through\n a 30-minute lecture:\n \n \n - What is antibiotic resistance?\n \n \n - How does it happen? (mutation, selection, gene transfer)\n \n \n -Key causes: overuse in humans, misuse(wrong doses, used for viral infection treatment)\n \n \n -Examples of resistant bacteria (e.g MRSA)","AE:452":"N/A","AN:231":"N/A","D:66":"Subjects","BC:627":"N/A","BF:290":"N/A","BG:778":"N/A","T:505":"The main method used will be a structured academic debate, encouraging learners to analyze, argue and defend different perspectives on the topic of Fast Fashion. The social form will include a combination of group work (learners will work in small groups to research their assigned positions and prepare their arguments) and a whole class debate (discussion phase, in a plenary format, where each group presents their arguments, respond to counterarguments and engage in open discussion).&nbsp;","AW:689":"N/A","AA:627":"N/A","AM:243":"N/A","AB:613":"N/A","AH:541":"N/A","G:7":"startlanguage. Start language","BB:656":"N/A","AW:74":"No","S:361":"N/A","BE:774":"N/A","AH:230":"N/A","AQ:462":"N/A","BG:74":"No","AS:644":"N/A","AH:794":"N/A","BC:780":"N/A","AL:446":"N/A","S:603":"N/A","AQ:613":"N/A","R:405":"N/A","Y:614":"N/A","AL:395":"N/A","AL:219":"N/A","AD:108":"Yes","AH:79":"No","AB:560":"N/A","AN:486":"N/A","P:426":"N/A","AZ:428":"N/A","BD:96":"Yes","BF:586":"N/A","BB:9":"JsPPRih5aBCK6kZ","AA:255":"N/A","AQ:169":"N/A","BG:428":"N/A","X:203":"N/A","AG:89":"Antibiotics Availability","BB:400":"N/A","AF:604":"N/A","AW:274":"N/A","AD:740":"N/A","AW:652":"N/A","Q:355":"No","BA:204":"N/A","AV:5":"2025-07-22 20:47:32","AP:635":"N/A","AL:105":"No","R:664":"N/A","AC:471":"N/A","AZ:111":"No","AQ:429":"N/A","AP:306":"N/A","T:80":"No","BI:229":"N/A","BC:725":"N/A","G:314":"A1SSocialForm. Suggested social form","AR:118":"No","AZ:267":"N/A","BH:418":"N/A","AO:444":"N/A","T:299":"N/A","AB:799":"N/A","AG:289":"N/A","X:684":"N/A","AI:309":"N/A","P:30":"3","U:641":"N/A","BI:499":"No","AO:480":"N/A","AX:287":"N/A","BB:478":"N/A","U:585":"N/A","AT:449":"N/A","G:525":"r829q0[S012]. Provide all sources you used in this activity [Reference / Source 12]","BB:749":"N/A","Q:672":"N/A","AP:212":"N/A","BI:428":"N/A","AQ:435":"N/A","AI:121":"Poster, printed materials, stationery if necessary","AE:76":"No","AC:252":"N/A","V:235":"N/A","AO:773":"N/A","AK:255":"N/A","AS:781":"N/A","AG:105":"No","O:553":"N/A","AX:590":"N/A","BG:682":"15","AQ:73":"No","T:265":"N/A","AN:228":"N/A","AA:353":"N/A","AH:166":"List what you\n associate with fast fashion on a mind map on the blackboard.&nbsp;Discuss your\n findings with the rest of the class.\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:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}","BB:345":"Yes","T:617":"N/A","G:737":"r20q0[SQ001]. Student output form [Text]","AD:741":"N/A","W:485":"N/A","Q:104":"No","AA:84":"No","AU:307":"No","AA:80":"No","AS:359":"No","X:272":"N/A","AR:88":"Γενετικά τροποποιημένα μωρά","AU:214":"N/A","AQ:696":"N/A","AX:671":"N/A","AL:676":"N/A","Y:687":"N/A","X:346":"N/A","Q:508":"N/A","T:373":"N/A","AV:262":"N/A","D:533":"Material Sources","BI:649":"N/A","AZ:12":"91.184.212.12","BC:73":"No","BA:592":"N/A","AL:661":"N/A","BH:122":"lavagna + gessetti / lavagna + pennarelli","AP:403":"N/A","X:110":"No","AL:673":"N/A","Z:458":"N/A","BE:140":"Antibiotika-Verfügbarkeit","AV:678":"N/A","AR:347":"N/A","BE:680":"N/A","Y:617":"N/A","AM:500":"N/A","AD:736":"For the final activity, learners will watch the 6:22 video about antibiotic resistance.\n \n \n \n \n \n After, a reflection question will follow:&nbsp; “\n \n Evaluate&nbsp;how&nbsp; our daily choices (food, medicine use) influence global antibiotic resistance?” \n \n \n \n \n \n \n Brief sharing from volunteers for ~4 minutes.","AH:631":"N/A","P:230":"N/A","AD:167":"N/A","R:535":"No","AX:696":"N/A","AM:499":"N/A","BA:289":"N/A","AS:659":"N/A","AW:63":"Select an action or initiative.","AD:251":"N/A","AG:166":"Introductory Discussion / Brainstorming Activity (Pre-task 1)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Situation:Learners are shown a variety of images illustrating the use, misuse, mechanisms, resistance, and availability of antibiotics.&nbsp;\n \n \n \n \n Task format:\n \n The activity is designed as an oral task and should be carried out in a classroom discussion. Learners can first think about their answers individually and/or briefly exchange ideas with their desk neighbor before sharing their thoughts in the plenum.\n \n \n \n \n \n Instructional Goal:\n To activate prior knowledge, encourage critical thinking, and initiate an open classroom dialogue on the topic of antibiotics.\n \n \n \n \n \n \n Task (using Bloom’s verbs):\n \n \n \n \n \n \n \n \n Observe the images carefully.\n \n \n Describe what you see and what stands out.\n \n \n Interpret what the images might represent.\n \n \n Discuss openly in class: What comes to your mind when you see these pictures?\n \n \n \n \n Inclusion Suggestions:\n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Provide written descriptions of the images for learners who struggle\n with visual processing.·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Allow extra time for thinking, note-taking, or formulating responses.·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Pair learners strategically to support peer scaffolding and\n mixed-ability collaboration.·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Offer sentence starters or guiding questions to help learners with\n language or communication difficulties participate fully in the discussion.·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n Encourage alternative ways to share ideas, e.g., drawing, mind-maps, or\n short written notes.","AB:173":"N/A","AK:377":"Mulhern, O. (2022, July 24). The 10 Essential Fast Fashion Statistics. Earth.org. https://earth.org/fast-fashion-statistics/","AX:168":"N/A","Z:469":"N/A","G:350":"r373q0[SQ007]. Activity number in lesson [7]","AL:154":"Yes","AY:218":"N/A","AU:626":"N/A","BC:483":"N/A","AJ:257":"N/A","BG:163":"N/A","AM:654":"N/A","U:273":"N/A","AY:793":"N/A","W:221":"N/A","BA:462":"N/A","BF:664":"N/A","S:497":"Yes","AP:203":"N/A","Z:452":"N/A","AG:789":"N/A","X:617":"N/A","AA:769":"N/A","AW:449":"N/A","G:663":"r246q0[D4G2O2b]. HOWs [Be objective and concise.]","AT:269":"N/A","BC:496":"No","Q:465":"N/A","O:282":"N/A","BI:29":"Debería construirse la fábrica de ALTRI?","AO:449":"N/A","BF:162":"N/A","BA:615":"N/A","R:232":"N/A","AH:104":"No","AU:282":"N/A","Y:264":"N/A","V:458":"N/A","AW:394":"N/A","S:319":"N/A","V:728":"N/A","U:791":"N/A","AO:689":"N/A","AZ:84":"No","AF:651":"N/A","BE:471":"N/A","BB:750":"N/A","O:223":"N/A","AN:562":"N/A","AO:254":"N/A","P:441":"N/A","AV:174":"Svar på spørsmål","W:403":"N/A","AN:83":"No","AD:783":"N/A","D:185":"App","R:165":"Yes","AB:204":"N/A","G:356":"r725q0. Activity instruction","BC:425":"N/A","BC:649":"N/A","AS:265":"N/A","AU:295":"N/A","AP:497":"N/A","AZ:277":"N/A","BB:631":"N/A","T:393":"N/A","S:160":"N/A","AW:401":"N/A","AJ:615":"N/A","AV:153":"1","D:383":"Material Sources","AO:795":"N/A","P:624":"N/A","AJ:224":"N/A","BD:219":"N/A","BC:418":"N/A","AP:241":"N/A","T:791":"N/A","U:429":"N/A","AG:378":"Rahman, M., Gargate, N., & Laws, M. (2025). Current economic and regulatory challenges in developing antibiotics for Gram‑negative bacteria. npj Antimicrobials and Resistance, 3, Article 50. https://doi.org/10.1038/s44259-025-00123-1","AP:296":"N/A","Z:670":"N/A","BD:732":"N/A","AZ:548":"N/A","AU:206":"N/A","AZ:671":"N/A","BA:660":"N/A","AW:219":"N/A","T:425":"N/A","AV:7":"en","AP:641":"N/A","AI:446":"N/A","D:737":"Student Output Form","V:686":"N/A","AU:244":"N/A","D:367":"Suggested Social Form","AO:505":"Instagram-Labs (basierend auf Altersgruppen)\n \n \n \n Baby Boomers (1946-1964)\n Generation X (1965-1980)\n Millennials (1981-1996)\n Gen Z (1997-2010)\n Gen Alpha (2010-2025)\n \n \n \n Fünf Gruppen wären ideal, damit jede Altersgruppe von einer Gruppe bearbeitet werden kann. Die Bildung der Gruppen liegt im Ermessen der jeweiligen Lehrkraft.\n \n \n Schüler*innen …\n \n \n Diskutieren ihre Erfahrungen mit Instagram und den verschiedenen Altersgruppen.\n \n \n Identifizieren unterschiedliche Merkmale und Besonderheiten in Bezug auf verschiedene Alters-/Zielgruppen, wie zum Beispiel\n \n \n \n bevorzugtes Format\n auf Instagram verbrachte Zeit\n Erfahrungen mit Instagram\n Lebensstile\n sprachliche Kenntnisse\n \n \n Nach 15 Minuten werden die Ergebnisse auf dem Padlet über den Beamer gezeigt und jede Gruppe stellt sie kurz vor.\n \n \n Das Padlet bleibt für die nächste Aktivität auf dem Beamer, sodass alle Schüler*innen mit den Profilkarten der einzelnen Generationen weiterarbeiten können.","Z:81":"No","T:77":"No","AY:464":"N/A","G:47":"LearningObjective2. Learning Objective","AH:752":"No","G:208":"A1Hows[D1G2O2a]. HOWs [-&gt; Checklist: information sources]","R:246":"N/A","Z:584":"N/A","BH:465":"N/A","BB:781":"N/A","P:13":"https://s.scilmi.eu/index.php?r=surveyAdministration/view&iSurveyID=678852","D:697":"Resource Type","R:9":"q7m2j7ZvRDsK8Ey","O:661":"N/A","BG:416":"N/A","AQ:172":"N/A","AH:155":"Yes","AU:299":"N/A","BB:235":"N/A","AK:534":"No","G:614":"r246q0[D2G1O2d]. HOWs [Use fact-checking websites, such as Snopes, FactCheck.org, or PolitiFact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.]","AR:698":"N/A","AE:9":"SWM3PD9YzzoMyFz","AU:778":"N/A","AU:595":"N/A","AX:29":"Rettungsplan für den Atlantischen Kabeljau","AU:657":"N/A","G:469":"r570q0[D4G2O1a]. HOWs [Age group]","BF:344":"N/A","BF:113":"No","G:506":"r611q0[SQ001]. Media [Text media]","AN:94":"No","S:14":"2025","AI:377":"Reid, L. (2018, April 26). Fast-fashion: Unethical and unsustainable. UAB Institute for Human Rights Blog. https://sites.uab.edu/humanrights/2018/04/26/fast-fashion-unethical-and-unsustainable/","BE:111":"No","AG:793":"N/A","P:468":"N/A","AT:350":"N/A","G:232":"A1Hows[D2G1O2b]. HOWs [Verify if the information is supported by reliable sources and references.]","AA:470":"N/A","Q:453":"N/A","AN:256":"N/A","T:674":"N/A","AE:245":"N/A","AP:436":"N/A","AS:489":"N/A","AJ:779":"N/A","AW:729":"N/A","P:390":"N/A","AM:584":"N/A","BI:271":"N/A","AK:479":"N/A","AD:463":"N/A","AV:205":"N/A","T:182":"N/A","AA:477":"N/A","AN:369":"Yes","AF:484":"N/A","BD:286":"N/A","AW:562":"N/A","X:359":"N/A","AG:366":"/* 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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Engagement: Active participation across all\n phases - individual reflection, pair discussion, and plenary contribution (if\n comfortable).\n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reflection: Thoughtful and relevant ideas\n during individual thinking and pair/share phases, not solely during the\n whole-class discussion.\n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Collaboration: Constructive exchange of ideas\n with peers during pair or small group discussions.\n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reasoning: Ability to explain and justify\n ideas with examples or logical arguments, either in pairs or in plenary.\n \n ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Critical Thinking: Willingness to question\n assumptions, consider multiple perspectives, and build on peers’ ideas, visible\n in any phase of the activity.","AT:75":"N/A","AS:613":"N/A","AD:168":"N/A","AM:752":"N/A","AS:309":"N/A","AD:286":"N/A","U:4":"Yes","AN:232":"N/A","AQ:274":"N/A","AO:485":"N/A","AL:454":"N/A","AD:500":"No","BH:771":"N/A","AL:298":"N/A","AD:546":"30 minute lecture with slides about environmental contamination that covers the following:\n - How antibiotics affect the environment\n - Link between antibiotic resistance and environmental spread\n -&nbsp;Main Sources of Environmental Antibiotic Contamination (animal agriculture, improper disposal by individuals, pharmaceutical factories, hospitals and healthcare facilities)\n - Contamination targets (water bodies, soil)\n -&nbsp; Ecological and Human Health Impacts\n -&nbsp; Prevention andMitigation Strategies","BH:535":"No","AU:735":"No","AD:429":"N/A","S:204":"N/A","T:246":"N/A","AV:639":"N/A","V:426":"N/A","P:79":"No","BF:449":"N/A","AZ:208":"N/A","R:488":"N/A","AF:122":"worksheet with video comprehension task","AM:604":"N/A","P:439":"N/A","X:631":"N/A","AM:603":"N/A","AB:36":"Food scarcity and starvation","BD:261":"N/A","AT:115":"N/A","BH:751":"No","Y:181":"N/A","AO:207":"N/A","AN:586":"N/A","BD:478":"N/A","AO:289":"N/A","AZ:394":"N/A","G:206":"A1Hows[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","AR:598":"N/A","P:199":"N/A","AJ:236":"N/A","BI:732":"N/A","P:8":"4.22E+08","BF:686":"N/A","S:137":"50","AM:83":"N/A","V:582":"N/A","T:547":"N/A","AJ:632":"N/A","BG:33":"No","W:271":"N/A","P:467":"N/A","AV:171":"No","BF:397":"N/A","AS:431":"N/A","BE:610":"N/A","BA:551":"N/A","AK:798":"N/A","BG:207":"N/A","T:656":"N/A","AK:411":"N/A","Q:277":"N/A","AO:609":"N/A","BC:510":"No","V:292":"N/A","AR:596":"N/A","AZ:535":"No","AM:346":"N/A","Y:222":"N/A","AQ:406":"N/A","R:230":"N/A","BH:223":"N/A","BB:15":"Šimková, Natálie","BB:649":"N/A","O:729":"N/A","AO:783":"N/A","U:630":"N/A","R:241":"N/A","O:372":"N/A","BB:317":"N/A","AA:281":"N/A","BI:534":"No","O:117":"No","AY:217":"N/A","AF:255":"N/A","V:320":"N/A","AJ:469":"N/A","AB:372":"N/A","AN:200":"N/A","AT:418":"N/A","AQ:590":"N/A","G:352":"r373q0[SQ009]. Activity number in lesson [9]","S:398":"N/A","BH:104":"No","BA:800":"N/A","W:219":"N/A","AH:403":"N/A","BB:536":"N/A","AG:298":"N/A","AY:641":"N/A","AX:496":"No","AS:292":"N/A","BE:636":"N/A","BH:579":"N/A","BI:461":"N/A","R:295":"N/A","BD:118":"Yes","AP:222":"N/A","BD:164":"5","AH:295":"N/A","AC:217":"N/A","AF:202":"N/A","T:66":"No","O:665":"N/A","AJ:416":"N/A","AH:114":"Yes","U:29":"Fishing for Facts and Making Waves","AC:551":"N/A","AP:252":"N/A","AL:420":"N/A","BD:660":"N/A","AM:488":"N/A","T:782":"N/A","BA:451":"N/A","AK:242":"N/A","AW:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AO:265":"N/A","AG:442":"N/A","AB:14":"2025","AO:452":"N/A","BG:780":"N/A","P:479":"N/A","AR:244":"N/A","AQ:409":"N/A","AA:350":"N/A","S:345":"Yes","X:540":"N/A","AN:202":"N/A","BB:509":"N/A","AN:583":"N/A","BE:423":"N/A","AF:487":"N/A","BB:77":"No","AD:753":"N/A","S:729":"N/A","Y:612":"N/A","AE:246":"N/A","AY:74":"No","P:363":"N/A","AZ:678":"N/A","AL:225":"N/A","AO:742":"N/A","AB:651":"N/A","AU:256":"N/A","AD:404":"N/A","Q:413":"N/A","AY:647":"N/A","AJ:441":"N/A","BF:390":"N/A","BI:359":"N/A","Y:240":"N/A","O:620":"N/A","AU:434":"N/A","AO:116":"No","AE:103":"No","BF:446":"N/A","G:572":"r174q0[S006]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 6]","AM:671":"N/A","AM:770":"N/A","AK:508":"N/A","AD:80":"No","AZ:248":"N/A","AU:74":"No","P:477":"N/A","AF:480":"N/A","BI:432":"N/A","AF:92":"No","Y:433":"N/A","AE:509":"N/A","BB:667":"N/A","AL:469":"N/A","BI:488":"N/A","BE:203":"N/A","AL:623":"N/A","AZ:480":"N/A","AO:740":"N/A","AV:270":"N/A","U:101":"No","AH:509":"N/A","AJ:199":"N/A","AK:786":"N/A","R:750":"No","AC:358":"No","X:479":"N/A","AY:233":"N/A","AO:615":"N/A","AU:414":"N/A","AR:798":"N/A","AC:356":"Main Task Phase&nbsp;\n \n \n \n \n \n \n \n \n Step 1: Individual Text Analysis (10 min)&nbsp;\n \n \n \n \n \n \n \n \n Teacher instructions: Each student receives one of four texts (2 scientific, 2 social media posts) related to antibiotic resistance. (Additionally, texts can be transformed into audio file via AI text to speech tools to make it more accessible for the learners)\n \n \n \n \n \n \n \n \n Student instructions:\n \n \n Read the text carefully. Then take notes on the following aspects:&nbsp;\n \n \n \n \n \n \n \n \n Identify the main message of the text.Highlight linguistic features that show whether the text is factual or opinion-based.&nbsp;Analyse the reliability of the text (e.g., source credibility, tone, evidence, bias).","AJ:244":"N/A","AC:794":"N/A","AG:476":"N/A","AH:235":"N/A","BA:163":"N/A","X:94":"No","AS:29":"Projektování budoucnosti: Geny, krása a etika dokonalosti","BD:111":"No","T:396":"N/A","Y:696":"N/A","AM:489":"N/A","O:549":"N/A","AA:624":"N/A","AH:119":"No","AB:216":"N/A","AU:252":"N/A","AP:266":"N/A","AV:550":"N/A","AF:209":"N/A","AQ:230":"N/A","AG:293":"N/A","AF:214":"N/A","AN:416":"N/A","BB:355":"No","AP:43":"Recycling","AS:412":"N/A","AQ:234":"N/A","AD:608":"N/A","AY:215":"N/A","G:87":"Subjects[other]. Subject(s) [Norwegian]","BI:769":"N/A","Y:450":"N/A","BF:732":"N/A","S:282":"N/A","AE:535":"No","P:305":"No","AO:733":"N/A","BB:752":"N/A","D:130":"Required infrastructure & Teaching Materials","AV:772":"N/A","AC:675":"N/A","AL:685":"N/A","P:598":"N/A","Y:648":"N/A","AX:479":"N/A","AB:795":"N/A","T:214":"N/A","AX:726":"N/A","X:83":"No","BB:792":"N/A","G:250":"A1Hows[D2G4O1b]. HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","O:1":"28","AP:781":"N/A","Q:67":"Yes","X:418":"N/A","R:91":"No","AN:587":"N/A","AR:412":"N/A","W:786":"N/A","AF:634":"N/A","AK:274":"N/A","S:79":"No","AZ:660":"N/A","AN:35":"N/A","BD:15":"Otrubova, Anna","AA:420":"N/A","AS:268":"N/A","U:584":"N/A","BG:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","P:625":"N/A","O:783":"N/A","U:93":"No","R:12":"178.164.177.239","AJ:588":"N/A","O:39":"due to increasing temperatures","BA:741":"N/A","AR:289":"N/A","AI:306":"N/A","G:542":"r1024q0[SQ009]. Activity number in lesson [9]","AH:432":"N/A","AM:739":"N/A","W:545":"No","AU:395":"N/A","Q:621":"N/A","AX:94":"No","BA:252":"N/A","AB:97":"No","AJ:73":"N/A","O:243":"N/A","AQ:156":"N/A","AP:164":"10","AZ:478":"N/A","BD:362":"N/A","T:424":"N/A","BG:615":"N/A","AQ:625":"N/A","AD:504":"Pair work","R:469":"N/A","BE:730":"N/A","AK:269":"N/A","AH:110":"Yes","AL:653":"N/A","X:411":"N/A","AE:482":"N/A","AP:115":"Yes","AO:650":"N/A","AH:402":"N/A","BD:355":"No","D:332":"Material Sources","BH:5":"2025-08-22 15:08:23","AM:70":"N/A","BD:782":"N/A","AI:113":"No","AX:791":"N/A","Y:771":"N/A","AV:271":"N/A","AB:780":"N/A","AC:676":"N/A","P:563":"N/A","AI:751":"N/A","W:725":"N/A","T:436":"N/A","AS:700":"N/A","BD:602":"N/A","G:429":"r570q0[D2G2O2a]. HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","R:358":"Yes","AV:446":"N/A","AL:790":"N/A","AW:224":"N/A","BB:786":"N/A","AW:179":"N/A","BH:788":"N/A","AU:622":"N/A","AP:419":"N/A","BG:725":"No","O:179":"N/A","BG:479":"N/A","BE:653":"N/A","BF:207":"N/A","AP:1":"55","AC:594":"N/A","AQ:72":"No","AJ:509":"N/A","X:732":"N/A","AR:666":"N/A","AH:620":"N/A","BD:69":"No","AS:475":"N/A","AJ:414":"N/A","U:591":"N/A","AT:100":"N/A","BI:659":"N/A","AX:492":"40","S:293":"N/A","AV:791":"N/A","AU:611":"N/A","BC:484":"N/A","Q:416":"N/A","BG:425":"N/A","AP:160":"N/A","V:293":"N/A","AE:291":"N/A","T:415":"N/A","BF:481":"N/A","O:728":"N/A","BH:470":"N/A","BA:228":"N/A","BI:49":"Communicate your viewpoint on a socio-scientific issue: Argue.","AF:678":"N/A","AM:101":"N/A","BC:444":"N/A","AT:68":"N/A","AU:475":"N/A","AS:348":"No","AW:36":"Environmental pollution: waste","BC:309":"N/A","AQ:82":"No","AU:207":"N/A","BG:274":"N/A","AR:582":"N/A","R:250":"N/A","R:402":"N/A","AQ:296":"N/A","AX:69":"No","AL:743":"N/A","AJ:304":"N/A","AA:783":"N/A","BB:622":"N/A","AR:239":"N/A","BI:353":"N/A","BG:210":"N/A","U:75":"Yes","AC:221":"N/A","AS:752":"No","AR:631":"N/A","AH:296":"N/A","AM:742":"N/A","AO:414":"N/A","AZ:211":"N/A","BC:458":"N/A","BD:227":"N/A","BH:278":"N/A","AC:772":"N/A","AS:282":"N/A","Q:405":"N/A","AD:223":"N/A","BH:647":"N/A","AH:236":"N/A","P:251":"N/A","AR:221":"N/A","U:781":"N/A","G:788":"r276q0[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","P:611":"N/A","U:157":"No","AO:41":"due to overfishing","V:447":"N/A","AM:429":"N/A","AK:290":"N/A","S:468":"N/A","AG:48":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","BI:427":"N/A","AY:205":"N/A","AR:109":"Βασική γενετική (DNA, γονίδια, χρωμοσώματα, κυρίαρχα/υπολειπόμενα χαρακτηριστικά, μεταλλάξεις και γενετικές διαταραχές), βασικές μοριακές τεχνικές (Τι είναι το CRISPR και πώς λειτουργεί (απλοποιημένο), διαφορά μεταξύ σωματικής και βλαστικής επεξεργασίας), γνώση ηθικών διλημμάτων","AF:753":"No","AF:278":"N/A","AN:580":"N/A","AN:742":"N/A","BE:71":"No","AV:561":"N/A","AQ:293":"N/A","BG:664":"N/A","BH:370":"No","AE:171":"N/A","AB:742":"N/A","AM:596":"N/A","BA:305":"N/A","AH:725":"No","BG:611":"N/A","AP:107":"No","BI:770":"N/A","AL:594":"N/A","AF:112":"No","AP:589":"N/A","G:105":"YearsLearning[SQ005]. Year of subject learning [5th year]","Q:649":"N/A","BD:582":"N/A","U:72":"No","R:678":"N/A","T:405":"N/A","AA:97":"Yes","P:485":"N/A","AW:49":"Take action to become a responsible democratic citizen.","BF:238":"N/A","AW:509":"No","BC:288":"N/A","AG:118":"Yes","Y:261":"N/A","BD:239":"N/A","BA:215":"N/A","BI:505":"El método principal será un debate estructurado académico, animando a los estudiantes a analizar, argumentar y defender diferentes perspectivas en la temática de moda rápida. La forma social incluye una combinación de trabajo en grupo (los estudiantes trabajarán en pequeños grupos para buscar información sobre sus posiciones asignadas y preparar sus argumentos) y un debate con toda la clase (fase de discusión, en un formato de pleno, donde cada grupo presenta sus argumentos, responden a los contraargumentos y participan en una discusión abierta).","AZ:607":"N/A","BH:237":"N/A","G:396":"r570q0[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","BC:117":"No","AP:472":"N/A","BI:62":"Define your message.","Q:171":"N/A","W:793":"N/A","Y:464":"N/A","AG:183":"No","W:505":"Learners work in small groups, each assigned to a specific part of a local outdoor area. Using gloves and separate bags, they collect litter while applying prior knowledge of recycling to identify and sort waste materials (e.g., plastic, metal, paper). The activity emphasizes learning through experience, teamwork, and environmental responsibility, with teachers supervising for safety and guiding reflection through questions during and after the task.","AR:494":"N/A","AV:258":"N/A","BH:160":"N/A","AN:623":"N/A","AN:482":"N/A","AJ:464":"N/A","S:726":"N/A","AE:441":"N/A","AF:394":"N/A","P:771":"N/A","AK:667":"N/A","BF:459":"N/A","AU:484":"N/A","AX:414":"N/A","U:444":"N/A","BE:479":"N/A","AL:236":"N/A","AX:298":"N/A","AA:696":"N/A","BC:101":"No","R:674":"N/A","AL:592":"N/A","AH:116":"No","AS:646":"N/A","O:438":"N/A","S:730":"N/A","AH:788":"N/A","W:654":"N/A","BI:614":"N/A","D:694":"Suggested Social Form","AX:657":"N/A","AB:43":"Sustainable ocean","Z:638":"N/A","AL:70":"No","R:351":"N/A","AX:310":"N/A","G:280":"A1Hows[D4G2O1b]. HOWs [Previous knowledge]","AS:460":"N/A","AV:182":"No","AC:206":"N/A","AY:728":"N/A","BH:800":"N/A","BD:31":"Yes","AB:788":"N/A","W:294":"N/A","AR:198":"This activity is replaced by the following SciLMi activity.","O:669":"N/A","BD:657":"N/A","AL:280":"N/A","D:175":"Expected Outcome","AY:44":"Ideas erróneas a nivel científico y técnico:&nbsp;\n - Crear \"bebés a la carta\" con rasgos específicos y complejos, como una gran inteligencia o una gran capacidad atlética, es posible ahora mismo o lo será en un futuro cercano.&nbsp;\n - El experimento de Lulu y Nana fue un éxito científico; los bebés son ahora inmunes al VIH.&nbsp;\n - La tecnología CRISPR consiste en unas \"tijeras genéticas\" perfectas y muy fáciles de usar.&nbsp;\n - El procedimiento de edición genética era médicamente necesario para proteger a Lulu y Nana del VIH.&nbsp;\n \n Ideas erróneas a nivel ético y social:\n - No existen leyes ni normas en contra de esto, por lo que los científicos son libres de hacer lo que quieran.&nbsp;\n - La edición genética en bebés y las pruebas genéticas (PGT) que se usan en las clínicas de FIV son el mismo proceso.\n - Cualquier forma de edición genética en humanos es heredable y se transmitirá a lo largo de las siguientes generaciones.&nbsp;\n - El principal problema ético es que los científicos están \"jugando a ser Dios\".&nbsp;","AP:415":"N/A","AC:69":"No","R:158":"No","BH:679":"N/A","P:725":"N/A","BA:680":"N/A","U:1":"34","S:742":"N/A","G:297":"A1Hows[D4G3O4a]. HOWs [Checklist: Actions and initiatives to convey a message.]","W:448":"N/A","AO:445":"N/A","Q:408":"N/A","BI:441":"N/A","AC:790":"N/A","BC:33":"N/A","AB:648":"N/A","AL:636":"N/A","BE:288":"N/A","AB:206":"N/A","BG:412":"N/A","BH:267":"N/A","BE:750":"N/A","AG:700":"N/A","AY:679":"N/A","BC:797":"N/A","S:505":"Description of the Teaching MethodThe pedagogical method for this activity is a Scaffolded Case Study Workshop, designed to build critical communication skills through the analysis of a real-world socioscientific issue. This approach moves beyond simple comprehension, teaching learners how to strategically convey complex information.\n \n \n 1. Grounding in a Common Text&nbsp;The activity is anchored by a single source of truth: a teacher-provided, modified text detailing the Lulu and Nana case. This ensures all learners begin with the same consistent information, shifting the lesson's focus away from open-ended research and onto the specific skills of analysis, summary, and targeted communication.2. Audience-Aware Communication&nbsp;This is the central challenge of the method. Learners work collaboratively to deconstruct the provided text and then strategize how to effectively re-tell the story of the case for a specific audience (Children, Young Adults, or Adults). This process forces them to make conscious and critical decisions about which facts to emphasize, what tone to adopt, and which visual metaphors are most appropriate for their chosen group.3. Teacher-Led Prototyping Workflow&nbsp;The practical work follows a structured, three-step workflow. First, learners create an on-paper \"Blueprint\" to solidify their communication strategy. Second, the teacher leads a brief, hands-on \"BioRender Bootcamp,\" demonstrating only the essential software skills needed for the task. This tutorial immediately transitions into the final phase: a \"Digital Design Sprint,\" where learners use BioRender to rapidly translate their plan into a tangible draft, reinforcing learning through immediate application.","W:230":"N/A","BE:179":"No","AX:100":"No","AR:499":"N/A","AX:317":"N/A","AR:670":"N/A","BG:187":"https://theconversation.com/the-rise-and-fall-of-antibiotics-what-would-a-post-antibiotic-world-look-like-213450","AK:84":"No","AM:772":"N/A","Q:598":"N/A","BD:344":"No","Q:55":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","V:275":"N/A","AD:476":"N/A","P:154":"Yes","BC:167":"N/A","AO:201":"N/A","S:783":"N/A","R:170":"Yes","AM:222":"N/A","V:264":"N/A","AP:629":"N/A","S:796":"N/A","BC:561":"N/A","BI:452":"N/A","AB:360":"N/A","BC:669":"N/A","AX:239":"N/A","Y:84":"No","Z:282":"N/A","AW:173":"N/A","AB:542":"N/A","P:428":"N/A","AM:628":"N/A","S:104":"No","V:475":"N/A","BG:676":"N/A","AL:107":"No","BG:620":"N/A","BB:168":"N/A","AU:676":"N/A","AI:407":"N/A","AR:243":"N/A","AF:497":"N/A","O:562":"N/A","AZ:157":"No","W:643":"N/A","AM:200":"N/A","BF:742":"N/A","AY:204":"N/A","BG:585":"N/A","BA:444":"N/A","AT:471":"N/A","AU:90":"El alumnado reconoce el impacto de diferentes técnicas de pesca","D:698":"Resource Type","AO:475":"N/A","BF:610":"N/A","V:404":"N/A","R:424":"N/A","AI:111":"No","AC:78":"No","AB:346":"No","BH:450":"N/A","AV:251":"N/A","O:6":"4","T:799":"N/A","AJ:267":"N/A","AY:478":"N/A","AN:266":"N/A","BD:295":"N/A","AL:698":"N/A","AS:585":"N/A","AD:598":"N/A","AM:220":"N/A","BA:775":"N/A","AW:782":"N/A","AX:535":"No","AY:210":"N/A","AX:14":"2025","AD:137":"90","BF:581":"N/A","BI:477":"No","AB:101":"No","AL:407":"N/A","AW:92":"No","BD:774":"N/A","U:700":"N/A","BA:72":"N/A","AC:408":"N/A","G:527":"r829q0[S014]. Provide all sources you used in this activity [Reference / Source 14]","BE:671":"N/A","AJ:656":"N/A","S:228":"N/A","AH:666":"N/A","BI:261":"N/A","AB:91":"No","AW:560":"N/A","AK:543":"N/A","T:698":"N/A","AF:457":"N/A","Y:603":"N/A","AM:688":"N/A","AE:157":"No","AB:316":"No","Z:320":"N/A","T:205":"N/A","Y:742":"N/A","AS:625":"N/A","X:553":"N/A","U:405":"N/A","AF:164":"10","AW:349":"N/A","BF:251":"N/A","AM:599":"N/A","AA:732":"N/A","BB:640":"N/A","G:518":"r829q0[S005]. Provide all sources you used in this activity [Reference / Source 5]","BB:236":"N/A","AN:113":"No","D:19":"Author(s)","BA:249":"N/A","AY:614":"N/A","AC:470":"N/A","Y:641":"N/A","BD:598":"N/A","AP:583":"N/A","AY:270":"N/A","O:269":"N/A","AA:479":"N/A","BC:438":"N/A","BI:110":"Yes","O:8":"9.32E+08","BC:81":"No","AB:553":"N/A","AJ:596":"N/A","AN:798":"N/A","AQ:399":"N/A","AO:221":"N/A","AI:276":"N/A","W:739":"N/A","AZ:628":"N/A","AX:394":"N/A","AN:790":"N/A","AW:662":"N/A","AE:69":"No","Z:441":"N/A","BC:304":"N/A","BE:97":"No","AW:643":"N/A","AB:486":"N/A","AN:361":"No","AQ:180":"N/A","AG:13":"https://web-mail.uibk.ac.at/","AV:460":"N/A","AF:140":"environmental pollution (waste)","AA:784":"N/A","S:588":"N/A","D:745":"Expected Outcome","AL:620":"N/A","AG:346":"No","T:476":"No","W:202":"N/A","AK:100":"No","T:445":"N/A","BG:657":"N/A","AW:628":"N/A","BH:242":"N/A","BB:256":"N/A","AO:169":"No","Y:676":"N/A","AV:183":"No","V:621":"N/A","P:448":"N/A","AV:667":"N/A","AL:140":"Controversial topics","O:440":"N/A","BE:236":"N/A","BD:210":"N/A","BF:98":"No","AZ:593":"N/A","AG:587":"N/A","Z:498":"N/A","AK:434":"N/A","Q:584":"N/A","AQ:106":"No","AS:778":"N/A","Z:540":"N/A","Y:31":"No","Q:446":"N/A","BE:662":"N/A","AL:409":"N/A","BH:728":"No","AD:724":"No","Q:210":"N/A","BA:103":"N/A","V:237":"N/A","BC:32":"N/A","Y:597":"N/A","AV:178":"Elevene jobber i par for å analysere artikkelen ved å bruke spørsmålene valgt fra CRAAP testen. De leser gjennom artikkelen for å finne svarene på disse spørsmålene for å finne ut mer om konteksten til artikkelen.&nbsp;","AU:277":"N/A","AU:494":"N/A","BH:628":"N/A","AB:179":"N/A","G:39":"Cause3. due to ...","AX:233":"N/A","AW:1":"63","BB:441":"N/A","AX:370":"N/A","P:217":"N/A","AT:223":"N/A","BI:15":"Lema, Claudia","AL:634":"N/A","AX:463":"N/A","AF:173":"N/A","D:112":"Required infrastructure & Teaching Materials","AM:698":"N/A","AZ:229":"N/A","AO:405":"N/A","G:529":"r829q0[S016]. Provide all sources you used in this activity [Reference / Source 16]","T:96":"No","Z:183":"N/A","AO:166":"Think - Pair (in kleinen Gruppen) - Share\n \n \n \n \n \n \n \n \n \n \n \n \n \n 1. Notiere dir, was dir aus den letzten Stunden über Überfischung und Ozeane im Kopf geblieben ist.\n \n \n \n \n \n \n 2. Tausche dich mit deine*r*m Partner*in darüber aus und vergleicht eure Notizen.\n \n \n \n \n \n \n 3. Tippt ein paar Stichwörter, die ihr euch gemerkt habt, ins Mentimeter – egal in welcher Sprache.\n \n \n \n \n \n \n 4. Schaut euch gemeinsam in der Klasse die Wörter im Mentimeter an:\n - Sprecht darüber, woran ihr euch zu dem Stichwort erinnert oder sagt eure Meinung zu dem Thema.\n - Sprecht drüber, wie die Wörter zusammenhängen.","O:361":"N/A","BE:469":"N/A","G:682":"r328q0. Expected activity duration in minutes","AG:249":"N/A","BA:474":"N/A","G:444":"r570q0[D3G1O1a]. HOWs [List the different viewpoints supported by evidence-based arguments.]","U:650":"N/A","AR:162":"N/A","AR:460":"N/A","G:27":"Language. Lesson plan language","AY:656":"N/A","AJ:617":"N/A","AG:497":"N/A","V:419":"N/A","AW:648":"N/A","AP:621":"N/A","AC:777":"N/A","AP:698":"N/A","AM:657":"N/A","S:78":"No","AZ:469":"N/A","BA:394":"N/A","R:267":"N/A","X:737":"N/A","AT:800":"N/A","BD:508":"N/A","AV:663":"N/A","T:413":"N/A","AL:362":"N/A","R:114":"Yes","G:225":"A1Hows[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AN:750":"N/A","AC:454":"N/A","AL:255":"N/A","BD:680":"N/A","AS:478":"N/A","AZ:507":"No","BC:538":"N/A","AW:674":"N/A","X:542":"N/A","V:3":"Lucas","AD:277":"N/A","AX:518":"https://www.worldwildlife.org/stories/overfishing-puts-more-than-one-third-of-all-sharks-rays-and-chimaeras-at-risk-of-extinction","AT:102":"N/A","R:202":"N/A","AV:209":"N/A","R:292":"N/A","Z:363":"No","AA:430":"N/A","AM:590":"N/A","X:739":"N/A","G:113":"Infrastructure[SQ010]. Required infrastructure [Student smartphones]","AB:549":"N/A","AJ:399":"N/A","AP:157":"No","AC:367":"Individual Work","BE:545":"No","X:80":"No","W:551":"N/A","X:637":"N/A","AO:167":"No","AT:509":"N/A","BF:75":"No","AA:30":"4","Y:346":"No","AF:664":"N/A","Q:214":"N/A","AJ:347":"N/A","BG:668":"N/A","AJ:550":"N/A","AI:439":"N/A","BD:27":"Czech","BE:738":"N/A","BH:348":"No","BA:99":"N/A","U:27":"English","U:430":"N/A","AX:467":"N/A","AB:318":"No","AX:219":"N/A","AF:676":"N/A","S:270":"N/A","R:99":"No","AF:539":"N/A","BE:290":"N/A","AJ:481":"N/A","AB:232":"N/A","R:643":"N/A","T:234":"N/A","BI:275":"N/A","AU:216":"N/A","W:138":"waste pollution","AT:535":"N/A","AA:265":"Yes","AZ:156":"No","V:737":"N/A","R:771":"N/A","BA:465":"N/A","AK:179":"N/A","AQ:498":"N/A","V:638":"N/A","P:350":"N/A","BA:404":"N/A","AY:645":"N/A","AP:44":"/* 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 \"Der meiste Abfall stammt von großen\n Industrieunternehmen.\"\n \n \nDie SchülerInnen könnten die Auswirkungen des alltäglichen Hausmülls auf die Umwelt unterschätzen.\n \n \n \n\"Recycling ist die einzige Lösung für\n Abfallprobleme.\"\n \n \nDie SchülerInnen könnten die Bedeutung von Abfallreduzierung und Wiederverwendung unterschätzen.&nbsp;","AL:274":"N/A","G:239":"A1Hows[D2G2O2a]. HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","G:608":"r246q0[D1G3O3c]. HOWs [Check the publication date.]","BB:728":"N/A","U:348":"N/A","BE:199":"N/A","AL:389":"N/A","AZ:199":"N/A","AY:662":"N/A","BC:212":"N/A","Q:695":"Teacher is the leader. He gives the tasks and learners fulfill them. He asks them questions and learners anwer. At the end, learners discuss with each other.","X:392":"N/A","BD:287":"N/A","O:209":"N/A","AQ:543":"N/A","BI:137":"90","Y:440":"N/A","Z:70":"No","R:646":"N/A","BB:94":"No","AP:277":"N/A","BE:389":"N/A","X:463":"N/A","AJ:797":"N/A","AT:98":"N/A","X:9":"EjJS8laOPkCHxre","R:426":"N/A","AT:542":"N/A","AU:592":"N/A","AB:417":"N/A","AA:634":"N/A","AB:603":"N/A","Z:113":"No","AN:8":"1.27E+09","AH:472":"N/A","BC:63":"Make a plan to execute.","W:34":"N/A","BB:737":"N/A","O:217":"N/A","AK:417":"N/A","AE:219":"N/A","BE:476":"N/A","AT:104":"N/A","T:638":"N/A","AA:609":"N/A","AG:498":"N/A","Y:546":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 Opinion poll:\n \n \n \n The posters made by the learners are displayed so everyone can see them. For each poster, the learners will respond to the following questions by raising their hand if they agree:\n \n \n \n \n  Did\n  you know about this organisation/event before today?\n  Would\n  you choose to take part in this organisation/event, now that you know more\n  about it?¨\n \n \n \n \n Optional:\n \n \n \n The teacher can write down the score of each poster/organisation on board and the class may&nbsp;discuss&nbsp;which organisation\n got the most votes and&nbsp;propose&nbsp;next steps for possible real\n engagement as a group.","BD:162":"N/A","X:453":"N/A","BD:29":"Lovení faktů a dělání vln","AC:373":"No","BG:739":"N/A","BE:161":"N/A","AD:155":"No","AJ:77":"N/A","AZ:102":"No","AQ:213":"N/A","U:550":"No","AX:699":"N/A","Z:791":"N/A","AW:202":"N/A","AH:564":"Other","AL:583":"N/A","AZ:481":"N/A","AL:476":"N/A","BF:349":"N/A","BD:644":"N/A","Y:95":"Yes","AE:271":"N/A","Q:678":"N/A","T:160":"N/A","AA:43":"Engineered babies","AL:777":"N/A","AL:643":"N/A","BA:246":"N/A","AJ:216":"N/A","BF:588":"N/A","AH:288":"N/A","AK:599":"N/A","O:742":"N/A","AR:726":"N/A","AN:655":"N/A","AP:648":"N/A","U:36":"Food scarcity and starvation","D:43":"SSI Topic","AX:273":"N/A","W:619":"N/A","BG:203":"N/A","AW:535":"No","AO:372":"No","Y:173":"N/A","AR:468":"N/A","AR:797":"N/A","U:67":"No","BC:362":"N/A","O:489":"N/A","Y:486":"N/A","AZ:440":"N/A","AX:156":"No","AG:97":"No","R:740":"No","BA:254":"N/A","R:208":"N/A","T:8":"1.45E+09","AL:726":"N/A","BI:551":"N/A","S:273":"N/A","AU:561":"N/A","AZ:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","U:160":"N/A","Y:266":"N/A","AJ:393":"N/A","AH:158":"No","T:630":"N/A","BG:267":"N/A","P:604":"N/A","BF:468":"N/A","AE:389":"N/A","AA:163":"N/A","AI:108":"No","AQ:452":"N/A","R:350":"No","BA:100":"N/A","W:509":"No","AR:541":"N/A","BH:581":"N/A","AJ:630":"N/A","AY:471":"No","BA:475":"N/A","AD:422":"Yes","AE:790":"N/A","U:358":"No","X:446":"N/A","S:180":"N/A","BF:613":"N/A","AE:628":"N/A","AZ:727":"Yes","BA:300":"N/A","AZ:344":"No","O:616":"N/A","AU:122":"Celo","P:345":"No","Z:164":"5","AP:542":"N/A","AC:372":"No","X:295":"N/A","AC:629":"N/A","BI:671":"N/A","BI:795":"N/A","AG:456":"N/A","U:779":"N/A","AQ:43":"recycling","AR:252":"N/A","V:551":"N/A","BI:300":"N/A","U:769":"N/A","AO:548":"No","AK:609":"N/A","AB:395":"N/A","AJ:353":"N/A","AU:461":"N/A","AO:613":"N/A","BD:773":"N/A","G:660":"r246q0[D4G2O1b]. HOWs [Previous knowledge]","AK:640":"N/A","BF:737":"N/A","AT:277":"N/A","AI:110":"No","AK:34":"No","AA:601":"N/A","AL:458":"N/A","BH:510":"N/A","AA:773":"N/A","AI:82":"No","AF:663":"N/A","X:270":"N/A","AH:109":"helpful but not necessary: what is an algorithm","Z:262":"N/A","AT:273":"N/A","D:696":"Resource Type","AS:256":"N/A","AE:346":"No","AU:467":"N/A","W:213":"N/A","BE:613":"N/A","R:599":"N/A","AW:592":"N/A","AF:538":"No","AL:284":"N/A","AX:278":"N/A","AM:538":"N/A","W:640":"N/A","AM:793":"N/A","AT:452":"N/A","AB:292":"N/A","AR:268":"N/A","AB:235":"N/A","AS:582":"N/A","AB:202":"N/A","R:453":"N/A","AG:78":"No","AZ:114":"Yes","Z:643":"N/A","D:544":"Duration","AW:157":"N/A","AF:289":"N/A","AI:614":"N/A","AJ:637":"N/A","AE:726":"No","BG:769":"N/A","AE:247":"N/A","AR:93":"No","AY:601":"N/A","AT:499":"N/A","AF:669":"N/A","AP:456":"N/A","Z:49":"Communicate your viewpoint on a socio-scientific issue: Argue.","AG:786":"N/A","U:625":"N/A","BC:671":"N/A","T:587":"N/A","T:792":"N/A","AA:659":"N/A","O:430":"N/A","BF:32":"N/A","BH:241":"N/A","T:29":"Should the ALTRI factory be built?","X:448":"N/A","AZ:305":"N/A","AY:670":"N/A","AB:44":"1. The ocean is too big to be harmed or to run out of fish.\n2. All fishing is bad.\n3. Overfishing only affects fish.","AG:604":"N/A","AK:294":"N/A","AP:227":"N/A","R:655":"N/A","AK:436":"N/A","AI:399":"N/A","AI:352":"N/A","AN:261":"N/A","AI:449":"N/A","O:265":"N/A","BE:363":"No","AY:426":"N/A","BC:218":"N/A","BC:726":"N/A","W:450":"N/A","P:674":"N/A","G:573":"r174q0[S007]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 7]","BH:288":"N/A","AT:233":"N/A","BA:729":"N/A","P:360":"N/A","AA:619":"N/A","AO:590":"N/A","BD:245":"N/A","AU:266":"N/A","BE:104":"Yes","AB:66":"No","AD:305":"N/A","AC:599":"N/A","AO:690":"N/A","V:794":"N/A","Z:353":"N/A","AB:429":"N/A","AE:204":"N/A","AR:459":"N/A","S:643":"N/A","G:364":"r42q0[other]. Student output form [Other]","T:69":"No","AD:200":"N/A","S:493":"Use the following text as a background for the next activity:\n \n \n \n \n \n \n In November 2018, the world was confronted with a startling announcement from Chinese scientist He Jiankui: two twin girls, nicknamed Lulu and Nana, had been born from embryos he had genetically modified. This was a landmark moment, as they were the first human beings ever born with intentionally altered genes that they could pass on to their children, a process known as germline editing. The revelation was made not through standard scientific channels, but through media interviews, bypassing the rigorous scrutiny of peer review.\n \n \n \n \n \n \n He Jiankui's stated goal for this unprecedented experiment was to grant the girls immunity to HIV, as the fathers in the study were HIV-positive. Since you're familiar with how CRISPR works, you know it can be used to target specific genes. He's team aimed it at the CCR5 gene, which builds a protein that acts like a doorway for most strains of HIV to enter and infect immune cells. By disabling this gene, he hoped to artificially replicate the natural HIV resistance found in a small percentage of the human population.\n \n \n \n \n \n \n However, despite this seemingly noble goal, the announcement sparked immediate and widespread outrage from the international scientific and ethics communities for several critical reasons. First and foremost, the experiment was not medically necessary. Proven, safe, and far simpler methods already exist to prevent HIV transmission from a father to his child during conception, meaning the girls were never at significant risk. This made the decision to use a high-risk, experimental procedure an unjustifiable gamble. Furthermore, the experiment broke fundamental rules of ethical science; it was conducted in secret, violated international guidelines, and was based on falsified approval documents.\n \n \n \n \n \n \n Compounding these ethical breaches, the science itself was found to be flawed and incomplete. Analysis of He's own data revealed that the gene editing was not successful as planned. The edits were inconsistent in at least one twin, leaving her with a mixture of edited and unedited cells—a state called mosaicism—which likely means she is not even immune to HIV. The procedure also carried the significant risk of \"off-target\" edits, which are unintended changes to other parts of their DNA that could lead to serious health problems, like cancer, later in life.\n \n \n \n \n \n \n The consequences of these failures are profound. For Lulu and Nana, the children at the center of this, they are living with permanent and heritable changes to their DNA, with long-term health effects that are completely unknown. In fact, by disabling their CCR5 gene, the experiment may have made them more vulnerable to other common viruses like influenza and West Nile virus. For the scientist, He Jiankui, the global condemnation was followed by official action from the Chinese government, which sentenced him to three years in prison for illegal medical practice.\n \n \n \n \n \n \n Perhaps the most lasting consequence is how the case forced a difficult global conversation. It pushed urgent questions into the spotlight that society is still grappling with: Where do we draw the line between treating disease and human \"enhancement\"? Should we ever make permanent changes to the human gene pool? And how can we create effective global regulations to prevent such rogue science from happening again?\n \n \n \n \n Design a infograph with the help of BioRender in groups of four.\n \n \n \n \n Develop the infograph addapted to an age group:&nbsp;\n Children (8-12)Young Adults (18-25)Adults (30+)","AK:697":"N/A","BG:674":"N/A","AX:549":"N/A","AX:292":"N/A","AS:463":"N/A","O:355":"N/A","AF:392":"N/A","AO:769":"N/A","AG:479":"N/A","AT:229":"N/A","AT:677":"N/A","AX:181":"N/A","AR:415":"N/A","Z:293":"N/A","BB:634":"N/A","U:287":"N/A","W:276":"N/A","AL:309":"N/A","BC:618":"N/A","Q:318":"N/A","V:280":"N/A","R:263":"N/A","AE:550":"N/A","AD:240":"N/A","BI:680":"N/A","AI:774":"N/A","BA:506":"N/A","AI:561":"N/A","AH:107":"Yes","AU:621":"N/A","AJ:600":"N/A","G:558":"r569q0. Briefly describe the method you use.","O:752":"N/A","AL:344":"N/A","AC:449":"N/A","AO:662":"N/A","BE:482":"N/A","AX:587":"N/A","AO:420":"N/A","AM:463":"N/A","X:11":"2025-06-11 14:28:03","AQ:276":"N/A","AW:83":"No","AG:380":"Saleem, Z., Mekonnen, B. A., Orubu, E. S., Islam, M. A., Nguyen, T. T. P., Ubaka, C. M., … Sharland, M. (2025). Current access, availability and use of antibiotics in primary care among key low- and middle-income countries and the policy implications. Expert Review of Anti-Infective Therapy, 1–42. https://doi.org/10.1080/14787210.2025.2477198","AX:172":"N/A","AD:634":"N/A","AI:227":"N/A","BH:614":"N/A","AY:363":"N/A","V:595":"N/A","AD:269":"N/A","V:661":"N/A","BD:44":"O žralocích existuje misinformace, že loví a zabíjejí lidi na denní bázi. Případy zabití člověka žralokem jsou opravdu výjimečné a nejsou důkazem zla. Ani neznamenají, že bychom měli vůči žralokům chovat negativní city, natož je lovit.","AN:735":"No","BH:663":"N/A","BG:456":"N/A","AR:611":"N/A","AA:535":"N/A","G:652":"r246q0[D4G1O2b]. HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","AZ:488":"N/A","O:393":"N/A","U:68":"No","Z:783":"N/A","W:587":"N/A","AZ:773":"N/A","AU:398":"N/A","AC:404":"N/A","AW:237":"N/A","U:597":"N/A","AX:223":"N/A","AR:358":"N/A","AR:352":"N/A","AZ:359":"N/A","BB:797":"N/A","AB:672":"N/A","Y:353":"N/A","BB:298":"N/A","AP:776":"N/A","BF:257":"N/A","AP:421":"N/A","AK:460":"N/A","AH:310":"N/A","BG:242":"N/A","D:362":"Student Output Form","BG:108":"No","AK:698":"N/A","BD:266":"N/A","T:110":"Yes","AW:214":"N/A","AC:47":"Differentiate between fact and opinion.","Y:317":"N/A","X:1":"37","AR:753":"N/A","AO:296":"N/A","AO:370":"No","AX:462":"N/A","S:669":"N/A","AV:267":"N/A","AF:782":"N/A","Y:436":"N/A","G:19":"Authors[SQ005]. Author(s) [Family name, given name]","O:183":"N/A","O:668":"N/A","T:283":"N/A","BB:696":"N/A","AE:614":"N/A","AU:314":"Group work","AA:98":"Yes","AT:214":"N/A","D:497":"Student Output Form","BB:109":"Lidská práva, Všeobecná deklarace lidských práv","Q:222":"N/A","AV:66":"Yes","Y:162":"N/A","AL:228":"N/A","AN:592":"N/A","G:451":"r570q0[D3G2O2b]. HOWs [Determine which parties or communities are likely to benefit.]","AM:613":"N/A","AH:459":"N/A","D:49":"Learning Goal(s)","AF:288":"N/A","AY:611":"N/A","G:23":"Authors[SQ009]. Author(s) [Family name, given name]","AU:290":"N/A","BA:617":"N/A","BH:269":"N/A","AA:444":"N/A","AY:235":"N/A","BE:68":"No","AO:743":"N/A","AM:480":"N/A","S:770":"N/A","AF:468":"N/A","AO:462":"N/A","BC:453":"N/A","AV:160":"N/A","AK:454":"N/A","O:454":"N/A","D:189":"Material Sources","BE:289":"N/A","V:308":"N/A","O:299":"N/A","AX:247":"N/A","AK:243":"N/A","AB:661":"N/A","Z:623":"N/A","Y:78":"Yes","AU:537":"No","AW:686":"N/A","X:181":"N/A","W:406":"N/A","AN:307":"N/A","BH:256":"N/A","BF:347":"N/A","BC:466":"N/A","AT:507":"N/A","Z:229":"N/A","BC:600":"N/A","Z:686":"N/A","V:537":"N/A","AK:583":"N/A","BH:605":"N/A","O:621":"N/A","BF:786":"N/A","BH:429":"N/A","D:504":"Suggested Social Form","R:266":"N/A","AO:244":"N/A","AO:627":"N/A","AQ:204":"N/A","W:796":"N/A","G:499":"r421q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","Q:619":"N/A","BF:70":"No","AK:155":"No","BE:137":"50","U:468":"N/A","P:586":"N/A","S:259":"N/A","BB:539":"N/A","S:778":"N/A","AV:485":"N/A","AH:80":"No","AE:406":"N/A","BG:798":"N/A","BA:212":"N/A","AP:742":"No","BI:284":"N/A","BI:402":"N/A","BH:108":"No","P:785":"N/A","AP:690":"N/A","G:666":"r246q0[D4G3O1b]. HOWs [Identify a hook to grab the recipients’ attention.]","AF:114":"Yes","X:206":"N/A","G:654":"r246q0[D4G1O3a]. HOWs [Checklist: Communication Channels]","Y:306":"N/A","AA:369":"N/A","AA:684":"N/A","G:716":"r875q0[S013]. Provide all sources you used in this activity [Reference / Source 13]","AL:498":"N/A","AH:500":"N/A","BG:77":"No","AL:540":"N/A","AV:471":"N/A","V:669":"N/A","AF:250":"N/A","AB:200":"N/A","U:369":"No","AL:215":"N/A","AC:88":"Factual or opinion-based language","AX:602":"N/A","AZ:641":"N/A","AJ:97":"N/A","BB:294":"N/A","BC:582":"N/A","AL:459":"N/A","AD:119":"No","AF:734":"40","V:753":"N/A","AU:770":"N/A","AC:294":"N/A","AU:84":"No","AK:399":"N/A","V:396":"N/A","O:305":"N/A","AV:436":"N/A","AF:466":"N/A","AE:671":"N/A","D:191":"Material Sources","AM:163":"N/A","AU:552":"N/A","AK:47":"Identify biased information.","AH:617":"N/A","BG:277":"N/A","R:138":"beauty standards","Z:687":"N/A","AC:628":"N/A","Z:204":"N/A","AL:419":"N/A","AC:236":"N/A","G:160":"A1Number[SQ007]. Activity number in lesson [7]","AF:562":"N/A","AT:453":"N/A","AE:548":"N/A","W:274":"N/A","BH:543":"N/A","T:658":"N/A","BH:262":"N/A","R:226":"N/A","AD:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AH:32":"No","G:489":"r570q0[D4G4O2a]. HOWs [Outline steps and a timeline.]","AJ:597":"N/A","V:608":"N/A","W:659":"N/A","AO:582":"N/A","AJ:619":"N/A","AZ:420":"N/A","AF:546":"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.","AZ:306":"N/A","AH:216":"N/A","S:620":"N/A","AC:264":"N/A","AA:580":"N/A","AJ:273":"N/A","AE:92":"No","AA:209":"N/A","BF:427":"N/A","AU:750":"N/A","BA:590":"N/A","AZ:730":"N/A","AC:256":"N/A","BH:675":"N/A","AG:690":"N/A","W:209":"N/A","BG:394":"N/A","AO:98":"No","X:465":"N/A","BB:158":"N/A","AU:799":"N/A","AJ:542":"N/A","AB:5":"2025-06-29 10:43:29","AV:241":"N/A","AV:484":"N/A","AL:47":"Identify biased information.","AL:370":"N/A","AU:436":"N/A","AE:586":"N/A","O:467":"N/A","W:510":"No","BB:10":"2025-07-22 17:21:45","AR:315":"Σε αυτήν τη συζήτηση, κάθε ομάδα θα σχηματίζεται από τον εκπαιδευτικό ανεξάρτητα από τις προσωπικές απόψεις των μαθητών σχετικά με το θέμα. Με αυτόν τον τρόπο, οι μαθητές θα κληθούν να κατανοήσουν και να διατυπώσουν απόψεις που μπορεί να διαφέρουν από τις δικές τους. Αυτή η προσέγγιση ενθαρρύνει την ενσυναίσθηση, την κριτική σκέψη και μια βαθύτερη κατανόηση των ηθικών και επιστημονικών διαστάσεων της ανθρώπινης γενετικής μηχανικής. Βοηθά επίσης τους μαθητές να επικεντρωθούν σε συλλογισμό βασισμένο σε τεκμήρια και όχι σε προσωπικές προκαταλήψεις, κάτι που είναι απαραίτητο στον επιστημονικό διάλογο.","AT:455":"N/A","AL:230":"N/A","AR:258":"N/A","X:6":"2","AM:643":"N/A","AZ:293":"N/A","BF:620":"N/A","AQ:83":"No","X:677":"N/A","BD:610":"N/A","AQ:395":"N/A","AH:678":"N/A","AV:425":"N/A","BB:627":"N/A","S:495":"No","AL:421":"N/A","P:107":"No","R:395":"N/A","AC:284":"N/A","AH:618":"N/A","AQ:362":"N/A","AG:602":"N/A","BH:215":"N/A","BF:211":"N/A","AZ:696":"N/A","AG:640":"N/A","AL:733":"N/A","BA:345":"N/A","AI:440":"N/A","AV:778":"N/A","R:106":"No","W:789":"N/A","BI:282":"N/A","AS:451":"N/A","R:14":"2025","AE:471":"N/A","BC:419":"N/A","AW:107":"No","AR:729":"N/A","AQ:488":"N/A","AD:467":"N/A","AF:273":"N/A","O:463":"N/A","AR:370":"N/A","AC:784":"N/A","G:764":"r942q0[S008]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 8]","AZ:347":"No","AG:631":"N/A","AK:346":"No","O:628":"N/A","W:538":"N/A","V:433":"N/A","AC:479":"N/A","V:592":"N/A","S:9":"8FAWNarg7kWbzc1","S:725":"N/A","AU:82":"No","AP:609":"N/A","D:180":"Resource Type","AS:73":"No","AD:795":"N/A","AX:697":"N/A","AE:396":"N/A","U:81":"No","BD:119":"No","AL:477":"N/A","AO:346":"No","AR:396":"N/A","AM:107":"N/A","G:333":"A1SReference[S010]. Provide all sources you used in this activity [Reference / Source 10]","S:161":"N/A","BG:405":"N/A","G:305":"A1SOutputForm[SQ002]. Student output form [Oral presentation]","BE:676":"N/A","R:565":"Adobe Photoshop","AN:666":"N/A","BE:777":"N/A","G:115":"Infrastructure[SQ004]. Required infrastructure [Printer]","BB:500":"N/A","BB:419":"N/A","AS:172":"No","AF:8":"73055647","AK:261":"N/A","AX:449":"N/A","AR:399":"N/A","AN:358":"No","AV:542":"N/A","G:699":"r641q0[SQ004]. Media [Multimedia]","BE:727":"N/A","S:560":"N/A","AP:156":"No","R:105":"No","AX:407":"N/A","AJ:116":"N/A","AE:165":"No","AM:307":"N/A","AA:483":"N/A","BH:787":"N/A","AY:242":"N/A","Y:621":"N/A","AY:95":"No","BH:731":"N/A","AP:392":"N/A","AL:728":"N/A","AX:171":"N/A","G:201":"A1Hows[D1G1O2a]. HOWs [Use information from different source types and different source.]","Y:275":"N/A","AP:66":"No","AW:605":"N/A","AO:512":"Padlet","AE:282":"N/A","S:504":"Group work","BG:696":"Yes","D:50":"Learning Outcome(s)","BD:771":"N/A","T:391":"N/A","P:542":"N/A","AQ:259":"N/A","G:566":"r723q0. Tips, tricks, and suggestions for practice","BB:80":"No","BA:798":"N/A","D:80":"Subjects","BC:728":"N/A","Y:318":"N/A","AA:142":"Bioethics","BB:265":"N/A","BI:664":"N/A","V:445":"N/A","BH:699":"N/A","AH:390":"N/A","Z:206":"N/A","AY:164":"20","AD:112":"No","AV:1":"62","O:617":"N/A","AH:485":"N/A","BH:589":"N/A","AJ:230":"N/A","AO:295":"N/A","V:727":"N/A","BH:346":"No","AR:583":"N/A","Q:9":"upjMSDa21rR4m5g","S:279":"N/A","Y:246":"N/A","AK:446":"N/A","AI:358":"N/A","R:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AE:285":"N/A","AU:215":"N/A","W:469":"N/A","AW:579":"N/A","AF:237":"N/A","AZ:416":"N/A","BH:218":"N/A","AY:446":"N/A","AG:273":"N/A","AI:687":"N/A","AR:594":"N/A","AX:424":"N/A","AK:664":"N/A","AH:566":"Questions can be:&nbsp;\n \n \n Did you know what fast fashion means before?\n \n \n How many times do you buy a new item of clothing?\n \n \n \n \n Where do you buy clothes?\n \n \n \n How often a month/year do you buy a fast fashion item?\n \n \n Where do you buy, or have you bought, fast fashion?","W:669":"N/A","AC:618":"N/A","D:319":"Resource Type","W:247":"N/A","AE:104":"No","AM:453":"N/A","X:609":"N/A","BA:91":"N/A","W:297":"N/A","AU:198":"This activity is replaced by the following SciLMi activity.","AU:64":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","AQ:481":"N/A","AB:83":"No","AO:13":"https://web-mail.uibk.ac.at/","AB:425":"N/A","BC:504":"Group work","AX:234":"N/A","AV:350":"N/A","AY:650":"N/A","AR:242":"N/A","AX:510":"No","BF:743":"N/A","AV:509":"N/A","BA:487":"N/A","AO:69":"No","BC:396":"N/A","G:739":"r20q0[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","BF:31":"N/A","AU:88":"Sobrepesca","V:504":"Group work","AF:483":"N/A","U:434":"N/A","AI:371":"N/A","BB:308":"N/A","AH:260":"N/A","AJ:7":"en","BA:509":"N/A","AN:730":"N/A","AA:71":"No","AC:388":"This activity is replaced by the following SciLMi activity.","Y:172":"N/A","Y:247":"N/A","AM:484":"N/A","BH:353":"N/A","BI:171":"N/A","AD:663":"N/A","AF:473":"N/A","AM:510":"N/A","AI:75":"No","BA:93":"N/A","AH:786":"N/A","AN:400":"N/A","AG:725":"N/A","S:27":"English","AN:686":"N/A","AL:116":"No","AZ:725":"No","G:578":"A3SciLMi. SciLMi lesson plan","AP:604":"N/A","Z:291":"N/A","AM:614":"N/A","BF:355":"N/A","AY:244":"N/A","AQ:298":"N/A","S:751":"N/A","AO:33":"No","AD:477":"N/A","AD:264":"N/A","AT:794":"N/A","R:74":"No","AD:294":"N/A","AK:80":"No","AT:488":"N/A","O:263":"N/A","AO:29":"Fishing for Facts and Making Waves","X:536":"N/A","X:458":"N/A","S:84":"No","AE:230":"N/A","BE:450":"N/A","AG:560":"N/A","G:448":"r570q0[D3G2O1a]. HOWs [Divide impacts into categories.]","G:552":"r953q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","W:662":"N/A","AM:651":"N/A","P:198":"This activity is replaced by the following SciLMi activity.","BA:440":"N/A","Z:249":"N/A","Y:444":"N/A","BE:769":"N/A","AP:345":"Yes","Y:79":"No","X:628":"N/A","X:347":"N/A","AZ:502":"1. \"Устойчивость к антибиотикам означает, что мой организм стал устойчивым к антибиотикам\".\n Заблуждение: путает организм человека с бактериями.\n Научное объяснение: Устойчивость к антибиотикам возникает у бактерий, а не у человека. Бактерии развивают механизмы (например, эффлюксные насосы, производство ферментов), чтобы пережить лечение антибиотиками.\n 2. \"Если мне станет лучше, я могу прекратить приём антибиотиков - мне не нужно заканчивать курс\".\n Заблуждение: Предполагается, что исчезновение симптомов означает полное излечение.\n Научное объяснение: Раннее прекращение приёма антибиотиков может привести к выживанию более устойчивых бактерий, что увеличивает риск распространения резистентности.\n 3. \"Устойчивость к антибиотикам возникает только при приёме слишком большого количества антибиотиков\".\n Заблуждение: Упрощённое понимание причин устойчивости.\n Научное объяснение: Устойчивость может возникнуть даже при правильном применении, а также из-за неправильного использования в сельском хозяйстве, плохой санитарии и международных поездок.\n 4. \"Антибиотики действуют против всех инфекций, включая вирусы, такие как грипп\".\n Заблуждение: Предполагается, что антибиотики являются универсальными лекарствами.\n Научное объяснение: Антибиотики воздействуют только на бактерии, а не на вирусы. Их применение при вирусных инфекциях не приносит никакой пользы и повышает риск развития резистентности.\n 5. \"Мы всегда можем разработать новые антибиотики, поэтому резистентность не является серьёзной проблемой\".\n Заблуждение: Недооценивает актуальность проблемы резистентности.\n Научное объяснение: Разработка новых антибиотиков — процесс медленный и дорогостоящий, а резистентность к новым препаратам может возникнуть быстро.","T:779":"N/A","G:584":"r246q0[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","AS:440":"N/A","G:336":"A1SReference[S013]. Provide all sources you used in this activity [Reference / Source 13]","AM:650":"N/A","Z:667":"N/A","AM:8":"6.49E+08","AA:615":"N/A","AZ:7":"en","AA:83":"No","AN:350":"N/A","Q:753":"N/A","O:158":"N/A","AF:97":"No","BI:254":"N/A","U:231":"N/A","V:310":"N/A","AB:445":"N/A","AQ:450":"N/A","AU:75":"No","BD:654":"N/A","AF:158":"No","AN:450":"N/A","Q:758":"Florida Museum. Sharks vs. Lightning Fatalities. https://www.floridamuseum.ufl.edu/shark-attacks/odds/compare-risk/lightning-strikes/","BC:678":"N/A","S:592":"N/A","BD:693":"Studenti zhodnotí a okomentují video.\n Studenti umí popsat pocity.\n Studenti umí popsat prvky videa.\n Studenti si naslouchají s respektem.\n Studenti si během diskuze naslouchají.\n Studenti rozliší manipulativní strategie použity ve videu.","AA:66":"No","AB:482":"N/A","AF:35":"N/A","AM:663":"N/A","AY:316":"N/A","BI:11":"2026-05-18 15:37:32","U:690":"N/A","O:233":"N/A","AJ:234":"N/A","AK:296":"N/A","BD:785":"N/A","AF:727":"Yes","Z:628":"N/A","BB:156":"N/A","BG:294":"N/A","AS:580":"N/A","V:388":"This activity is replaced by the following SciLMi activity.","AD:751":"N/A","AE:546":"Activity 3. Think before you swallow: what is fact and what is not? \n \n \n \n \n \n \n \n \n \n \n For learners:\n \n \n \n \n \n \n \n \n \n \n (see the complete activity sheet in the material folder\n \n : Antibiotics &gt; Lesson 1-Biology 1_Activity 3.pdf)\n \n \n \n \n \n \n \n \n \n \n \n 1. Classify the statements you are given into the following three categories: Opinions, Isolated facts, Arguments. Identify the verbal cues that helped you classified the statements.&nbsp;\n \n \n \n \n \n \n \n \n \n \n 2. Contrast the content of those statements with the knowledge you already have.\n \n \n \n \n \n \n \n \n \n Statements:\n \n \n \n \n \n \n \n \n Some antibiotics work by stopping bacteria from reproducing, while others kill them directly.&nbsp;Educating patients about when antibiotics are needed reduces misuse, according to public health campaigns in the UK.&nbsp;I think I have the flu, and taking leftover antibiotics will help me get better faster.&nbsp;In some countries, antibiotics can still be purchased without a prescription.Overusing antibiotics contributes to antimicrobial resistance, according to the World Health Organization.In my opinion, antibiotics should be available without a prescription.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n For teachers:\n \n \n \n \n \n \n Learners will work in groups (same groups as in activity 2). Each group will be given 6 cards with statements about antibiotics: two will be opinions, two will be isolated facts (data without context), and the other two will be arguments with evidence. They will classify them into three categories: Opinions - Isolated facts – Arguments, gluing the cards in the appropriate column. In addition, they have to underline verbal cues that helped them classified the statements, such as:&nbsp;\n \n \n \n \n Opinion: I think, probably, should.Argument: According to, for example, research.\n \n \n \n \n When they finish, perform a common discussion. Each group explains the classification of one statement and justifies it:&nbsp;\n \n \n Regarding task 1 for learners: Why do you think that sentence is an opinion/fact/argument? What words give you clues?&nbsp;\n \n \n \n \n Together, we recap what is important to differentiate between opinion, isolated facts and arguments, completing a list of things to keep in mind.\n \n \n Regarding task 2 for learners: With the knowledge you already have, what do you think about the content of those statements?&nbsp;\n \n \n \n \n We will appreciate previous misconceptions of the children, and take the chance to clarify them, relating them to the previous activities, and also providing a link to the second biology lesson.\n With the examples of statements given, we can address the issue of using antibiotics for viral infections, connecting it to the model previously created; the importance of having antibiotics prescribed by a doctor and following the prescribed treatment; and once again introduce the concept of antibiotic resistance, which will be explored in the next lesson.","G:190":"A1Reference[S004]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 4]","AR:241":"N/A","AP:272":"N/A","X:788":"N/A","Z:285":"N/A","AC:205":"N/A","AB:312":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Tabla normal\";\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\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 The model solution for this activity would be\n having the table completed with the data of the game. But since it is a\n practical demostration there is not just one model solution, each group of learners\n would have different data.","AY:84":"No","BE:305":"N/A","AC:657":"N/A","AN:536":"Yes","BC:80":"No","V:226":"N/A","AV:71":"No","R:473":"N/A","AC:403":"N/A","AH:394":"N/A","AY:635":"N/A","AB:234":"N/A","BC:493":"Pozoruj přidělenou oblast a identifikuj veškerý odpad, který vidíš. Sesbírej odpadky pomocí rukavic a svých pytlů. Pokud můžeš, roztřiď odpad – recyklovatelné materiály dej do jednoho pytle a ostatní odpad do druhého.","O:154":"No","G:480":"r570q0[D4G3O2b]. HOWs [Select supporting evidence for each argument.]","AD:482":"N/A","AD:434":"N/A","AV:605":"N/A","BI:258":"N/A","AD:697":"N/A","AM:360":"N/A","AI:563":"N/A","AD:671":"N/A","AN:460":"N/A","AR:455":"N/A","AL:467":"N/A","Y:373":"N/A","U:179":"No","AY:121":"Presentación de la teoría en formato ppt o a través de cualquier otra plataforma","Z:607":"N/A","AU:403":"N/A","AS:666":"N/A","D:68":"Subjects","G:461":"r570q0[D4G1O2a]. HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","AJ:623":"N/A","BE:262":"N/A","AM:418":"N/A","Q:80":"No","AW:627":"N/A","AN:7":"en","AY:238":"N/A","S:115":"No","AO:67":"No","AZ:749":"N/A","AE:114":"Yes","AK:347":"No","P:420":"N/A","R:209":"N/A","AX:30":"4","AN:678":"N/A","AZ:637":"N/A","BF:288":"N/A","BD:634":"N/A","AL:371":"N/A","AT:771":"N/A","X:698":"N/A","BH:152":"Shein","S:799":"N/A","AT:778":"N/A","AG:466":"N/A","AT:450":"N/A","BF:101":"No","O:396":"N/A","AG:169":"No","AH:46":"Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.","AD:594":"N/A","AB:643":"N/A","AD:779":"N/A","T:580":"N/A","W:373":"N/A","S:640":"N/A","AP:603":"N/A","AS:118":"Yes","AD:258":"N/A","BE:394":"N/A","O:798":"N/A","AW:282":"N/A","AT:400":"N/A","BI:253":"N/A","AO:478":"N/A","T:653":"N/A","AA:456":"N/A","AS:258":"N/A","BI:656":"N/A","AO:237":"N/A","S:351":"N/A","AT:534":"N/A","S:627":"N/A","BC:170":"N/A","AT:306":"N/A","V:306":"N/A","Z:656":"N/A","AD:27":"English","AI:584":"N/A","AT:210":"N/A","BB:234":"N/A","AU:407":"N/A","O:796":"N/A","BI:660":"N/A","BA:647":"N/A","R:164":"10","AI:466":"N/A","AI:726":"N/A","Z:477":"N/A","D:339":"Material Sources","AX:89":"Überfischung am Beispiel vom Kabeljau-Kollaps (2/2)","AF:552":"N/A","AT:396":"N/A","BF:728":"N/A","Q:728":"Yes","AT:459":"N/A","BH:224":"N/A","BI:207":"N/A","AR:488":"N/A","AI:410":"N/A","AP:9":"jJb1Exl8HuO1OV6","BG:419":"N/A","AW:669":"N/A","U:235":"N/A","BE:122":"Sammlung hilfreicher Vokabeln (Substantive, Verben, Adjektive usw.) zum Sprechen und Diskutieren über das Thema Antibiotika (über QR-Code bereitgestellt)","O:663":"N/A","BI:73":"No","D:713":"Material Sources","AH:426":"N/A","AX:618":"N/A","AK:82":"No","AJ:470":"N/A","Q:27":"English","AC:431":"N/A","BB:293":"N/A","BB:306":"N/A","AO:93":"No","BD:282":"N/A","AI:593":"N/A","Q:602":"N/A","Y:117":"No","BF:487":"N/A","Z:259":"N/A","AL:508":"N/A","AW:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","T:675":"N/A","AU:275":"N/A","AQ:539":"N/A","AI:676":"N/A","AU:205":"N/A","W:243":"N/A","AT:414":"N/A","AS:608":"N/A","AL:648":"N/A","AI:589":"N/A","W:471":"N/A","AT:309":"N/A","AT:461":"N/A","Q:664":"N/A","BB:742":"N/A","AQ:81":"No","AY:294":"N/A","W:207":"N/A","W:493":"Observe your assigned area carefully and identify any litter you see. Apply safe practices by putting on your gloves before picking anything up. Once you are wearing gloves, remember: do not touch your face, eyes, or mouth; only handle litter with your gloved hands; and place items directly into your bag without pressing or squeezing them. Classify the litter by separating what you collect: put recyclables in one bag and other trash in another. Demonstrate proper cleanup by taking off your gloves carefully, turning them inside out as you remove them. Dispose of them properly, then wash or sanitize your hands.","AX:775":"N/A","BB:344":"No","AZ:425":"N/A","BE:181":"Yes","AL:277":"N/A","X:7":"en","AG:102":"No","AD:730":"N/A","AO:503":"keine Evaluierung vorgesehen","AM:34":"N/A","AW:651":"N/A","AY:116":"No","AJ:357":"N/A","BF:643":"N/A","AJ:603":"N/A","V:476":"N/A","T:32":"N/A","AD:579":"N/A","AO:177":"Pair work","D:525":"Material Sources","AF:266":"N/A","AS:363":"No","AB:774":"N/A","O:82":"No","AD:212":"N/A","AC:445":"N/A","A:544":"Activity 3","AU:223":"N/A","AU:664":"N/A","AK:304":"N/A","AM:263":"N/A","AB:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","T:607":"N/A","AB:95":"Yes","BI:668":"N/A","G:696":"r641q0[SQ001]. Media [Text media]","AF:307":"N/A","Q:626":"N/A","U:730":"N/A","AB:509":"N/A","AW:14":"2025","S:121":"Theory Presentation","Q:286":"N/A","O:98":"No","R:414":"N/A","U:259":"N/A","W:443":"N/A","AQ:167":"N/A","AA:81":"No","AV:432":"N/A","AG:240":"N/A","O:232":"N/A","AM:294":"N/A","AS:273":"N/A","AS:212":"N/A","AK:76":"No","S:477":"N/A","AN:219":"N/A","AP:677":"N/A","AW:360":"N/A","AG:265":"N/A","BF:283":"N/A","BI:792":"N/A","G:375":"r417q0[other]. App [Other]","AX:8":"1.34E+09","Y:206":"N/A","AN:371":"No","G:492":"r980q0. Expected activity duration in minutes","AN:267":"N/A","AZ:771":"N/A","AE:235":"N/A","T:481":"N/A","V:749":"N/A","W:586":"N/A","AU:730":"N/A","T:668":"N/A","AV:107":"No","BE:138":"Antibiotikaresistenz","BE:353":"N/A","G:751":"r631q0[SQ003]. Media [Visual media]","AN:589":"N/A","D:32":"Position of Lesson Plan in Sequence","Q:264":"N/A","O:588":"N/A","AU:285":"N/A","AB:274":"N/A","BD:268":"N/A","Y:298":"N/A","T:544":"20","AC:444":"N/A","AJ:423":"N/A","BH:247":"N/A","S:242":"N/A","AL:269":"N/A","BA:666":"N/A","AB:448":"N/A","AU:258":"N/A","AW:290":"N/A","AD:508":"No","AN:436":"N/A","AF:738":"Yes","AG:307":"N/A","AJ:157":"N/A","AM:205":"N/A","AJ:155":"N/A","AD:488":"N/A","AZ:109":"Что такое антибиотики, чем они полезны и механизм их действия","BE:790":"N/A","V:471":"N/A","AQ:494":"N/A","R:438":"N/A","AL:202":"N/A","BD:647":"N/A","AE:676":"N/A","AV:40":"due to individual preferences","BB:632":"N/A","AY:390":"N/A","Y:277":"N/A","Q:237":"N/A","AZ:82":"No","AT:266":"N/A","AE:479":"N/A","BD:458":"N/A","AO:153":"4","BI:446":"N/A","BI:405":"N/A","BE:268":"N/A","BG:261":"N/A","AT:118":"N/A","AC:563":"N/A","AB:472":"N/A","AG:699":"N/A","P:657":"N/A","BA:676":"N/A","G:226":"A1Hows[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","AI:179":"No","AL:793":"N/A","BE:93":"No","BH:245":"N/A","AS:232":"N/A","X:238":"N/A","AC:91":"No","AI:356":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\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 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Normální tabulka\";\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 \n Poster Groups 1 + 2 – Factory Workers’ Stories\n \n \n \n \n \n \n  Read the\n  story of the worker.\n  Make sure\n  everyone understands the story.\n  Identify\n  which human rights were violated.\n  Highlight\n  specific parts of the article that illustrate these violations.\n  Discuss\n  in your group: What are the wider social, ethical, or environmental\n  consequences of these working conditions?\n  Design a\n  poster that summarizes your findings (worker’s name, keywords, main\n  issues).\n  Evaluate\n  together: Which violation or problem do you consider the most serious and\n  why?\n  Present\n  your poster in a 2–5 minute group presentation.\n \n \n \n \n \n \n Mind Map Groups 3 + 4 – Alternatives to Fast Fashion\n \n \n \n \n \n \n  Read the\n  article about alternatives to fast fashion.\n  Identify\n  the options and alternatives described.\n  Add your\n  own ideas (second-hand shops, DIY, swaps, sustainable brands, repairing\n  clothes, etc.).\n  Design a\n  mind map that combines the article’s information with your own\n  suggestions.\n  Evaluate:\n  Which ideas are most realistic and useful for you as learners and\n  consumers?\n  Present\n  your proposed alternatives in a 2–5 minute group presentation.\n (30 minutes)","Z:304":"N/A","AH:43":"fast fashion","BC:629":"N/A","AC:728":"No","AZ:505":"Студенты берут на себя роль биологов и анализируют высказывания пяти человек об устойчивости к антибиотикам. Они могут делать это индивидуально или в небольших группах, выявляя научные неточности, объясняя верную биологическую концепцию, используя свои знания и проверенные онлайн-источники, а также предлагая способы, которыми эти люди могут улучшить своё понимание.","AD:117":"No","AT:265":"N/A","AB:170":"N/A","AW:223":"N/A","AX:739":"N/A","Q:735":"No","X:668":"N/A","AP:798":"N/A","BC:648":"N/A","AG:36":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","BI:156":"No","BD:614":"N/A","AU:405":"N/A","AM:753":"N/A","AN:700":"N/A","AJ:437":"N/A","P:170":"No","R:115":"No","P:70":"No","AQ:621":"N/A","AN:453":"N/A","R:657":"N/A","Z:539":"N/A","AD:580":"N/A","Y:472":"N/A","AK:790":"N/A","V:172":"N/A","AL:749":"N/A","O:395":"N/A","AR:83":"No","R:77":"No","BA:648":"N/A","BE:579":"N/A","P:211":"N/A","R:201":"N/A","AV:697":"N/A","AQ:246":"N/A","AM:173":"N/A","Z:798":"N/A","AJ:730":"N/A","AC:661":"N/A","AO:784":"N/A","S:793":"N/A","AE:363":"N/A","AR:742":"N/A","Z:272":"N/A","W:234":"N/A","AI:210":"N/A","G:570":"r174q0[S004]. For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 4]","AQ:618":"N/A","R:223":"N/A","X:645":"N/A","BA:630":"N/A","X:389":"N/A","U:786":"N/A","D:151":"Keywords","BB:477":"N/A","O:653":"N/A","AN:144":"Antibiotikaresistenz","AU:773":"N/A","AZ:560":"N/A","AX:11":"2025-08-22 09:46:27","G:516":"r829q0[S003]. Provide all sources you used in this activity [Reference / Source 3]","AG:782":"N/A","AW:72":"No","AT:201":"N/A","BI:219":"N/A","BC:410":"N/A","W:119":"Yes","BC:346":"No","S:655":"N/A","AQ:414":"N/A","AJ:599":"N/A","AF:590":"N/A","AZ:486":"N/A","AF:6":"24","AH:552":"No","AS:177":"Individual Work","V:424":"N/A","AN:728":"No","BF:224":"N/A","AW:405":"N/A","AX:772":"N/A","AN:629":"N/A","P:279":"N/A","BI:472":"N/A","P:686":"N/A","AD:610":"N/A","R:180":"No","AZ:789":"N/A","AA:774":"N/A","AS:539":"No","AS:357":"Yes","W:684":"N/A","O:631":"N/A","AP:585":"N/A","AB:90":"Learners will be able to identify and explain the impacts of different fishing techniques on marine organisms, biodiversity, and ecosystems.","U:153":"4","AS:30":"4","AM:430":"N/A","R:247":"N/A","AG:563":"N/A","AI:230":"N/A","G:44":"Misconcepts. Potential learner misconceptions or potential misinformation in society regarding the SSI topic","AM:732":"N/A","BF:796":"N/A","AC:775":"N/A","AL:686":"N/A","BH:597":"N/A","P:246":"No","W:319":"N/A","X:8":"7.85E+08","R:8":"1.30E+09","T:353":"N/A","AI:204":"N/A","AQ:416":"N/A","AC:278":"N/A","AG:70":"No","AY:552":"N/A","AR:43":"Γενετικά τροποιημένα μωρά","AD:222":"N/A","AR:153":"1","BH:204":"N/A","Y:673":"N/A","AY:287":"N/A","AK:739":"N/A","AZ:685":"N/A","T:421":"N/A","AY:646":"N/A","AB:783":"N/A","AR:632":"N/A","AX:598":"N/A","AW:679":"N/A","G:618":"r246q0[D2G2O1d]. HOWs [Check whether the messages of textual and visual elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","AQ:168":"N/A","T:640":"N/A","BG:559":"N/A","V:540":"N/A","AV:217":"N/A","AS:737":"No","AO:251":"N/A","BA:410":"N/A","Y:352":"N/A","AT:498":"N/A","G:308":"A1SOutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AM:391":"N/A","AI:679":"N/A","BB:456":"N/A","AO:94":"Yes","R:650":"N/A","BF:474":"N/A","AM:442":"N/A","AD:280":"N/A","R:446":"N/A","BE:392":"N/A","AP:467":"N/A","P:610":"N/A","AB:307":"No","BB:787":"N/A","AH:797":"N/A","U:459":"N/A","BH:304":"N/A","AH:118":"Yes","BB:241":"N/A","AP:582":"N/A","AW:795":"N/A","AM:207":"N/A","S:232":"N/A","O:262":"N/A","Z:417":"N/A","AS:392":"N/A","AO:726":"No","AV:562":"N/A","O:221":"N/A","Q:207":"N/A","AH:685":"N/A","AX:160":"N/A","T:121":"Laptop","BB:245":"N/A","S:277":"N/A","G:286":"A1Hows[D4G3O1b]. HOWs [Identify a hook to grab the recipients’ attention.]","AS:465":"N/A","AQ:552":"N/A","BD:317":"N/A","AX:300":"N/A","AO:670":"N/A","BD:561":"N/A","G:373":"r781q0[SQ005]. Media [Interactive media]","U:3":"Lucas","BF:793":"N/A","AF:27":"English","AC:740":"N/A","AH:645":"N/A","Q:290":"N/A","BF:782":"N/A","AU:462":"N/A","AZ:487":"N/A","BE:597":"N/A","AL:12":"193.176.126.48","BE:76":"No","BH:259":"N/A","AF:698":"N/A","AK:111":"Yes","W:647":"N/A","BF:103":"No","AU:738":"N/A","BA:749":"N/A","AV:410":"N/A","BH:279":"N/A","W:783":"N/A","BA:464":"N/A","AC:202":"N/A","BD:663":"N/A","AF:749":"No","AI:274":"N/A","V:401":"N/A","AE:632":"N/A","AD:412":"N/A","AC:162":"N/A","AW:448":"N/A","P:74":"No","AP:406":"N/A","BG:688":"No","AM:445":"N/A","AL:739":"N/A","AM:320":"N/A","BC:97":"Yes","X:404":"N/A","X:403":"N/A","AJ:472":"N/A","BI:480":"N/A","AQ:656":"N/A","BI:288":"N/A","AN:490":"N/A","X:800":"N/A","BF:792":"N/A","AU:660":"N/A","AA:445":"N/A","AU:539":"N/A","BI:115":"No","AY:394":"N/A","Y:205":"N/A","AG:400":"N/A","P:543":"N/A","AW:294":"N/A","V:112":"Yes","AO:349":"N/A","AS:320":"N/A","BE:234":"N/A","G:777":"r276q0[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AE:752":"N/A","AG:686":"N/A","BH:480":"N/A","AI:541":"N/A","R:546":"class debate and presentation:\n \n \n \n \n \n \n \n \n \n learners discuss the outcome of the previous tasks:\n \n \n \n \n \n \n \n \n \n \n - altering the portrait in Photoshop to create the perfect / ideal person + comparing the original and altered photos- reasoning behind the changes they made + identifying the beauty standards influence on their work- social media influence on self-image and self-esteem\n \n \n \n \n \n \n activity:\n \n \n - discussion in plenum\n \n \n - learners can present their work to the class\n \n \n - learners discuss their own opinions and findings and also the outcome of their discussions in pairs / threes\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n questions for debate:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n a) What changes have you done; what were the reasons?\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n b) Who is behind setting the beauty standards? How and whyhave they changed throughout history?\n \n \n \n \n \n \n c) How do social media influence our self-image and self-esteem?\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n d) Is the final goal making the “perfect” person and should it be? Why, why not?\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n themes and topics discussed:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n - why did you do the changes you did, why do you think the person would look better like that, what beauty standards did you conform to…- what is more important to YOU / society - looks or character + why- should we try to “fix” people (genetically) - be it appearance or character traits + why / why not","BH:363":"No","AN:172":"N/A","AM:78":"N/A","AS:284":"N/A","AD:296":"N/A","AY:169":"N/A","P:93":"Yes","P:66":"Yes","AF:741":"No","BE:88":"Antibiotika-Verfügbarkeit","BF:677":"N/A","O:235":"N/A","AX:786":"N/A","AC:446":"N/A","BE:618":"N/A","AZ:588":"N/A","AK:792":"N/A","Y:600":"N/A","AJ:484":"N/A","Q:181":"N/A","BG:800":"N/A","D:329":"Material Sources","P:620":"N/A","U:463":"N/A","T:636":"N/A","O:750":"N/A","AG:638":"N/A","BG:79":"No","AZ:687":"N/A","W:646":"N/A","BD:594":"N/A","P:9":"test","AD:98":"Yes","AX:309":"N/A","BA:80":"N/A","AF:660":"N/A","AK:441":"N/A","AO:118":"Yes","AJ:645":"N/A","AI:537":"N/A","BI:730":"N/A","U:265":"N/A","AZ:634":"N/A","AY:579":"N/A","AI:540":"N/A","BG:670":"N/A","AP:94":"No","BD:1":"70","AE:202":"N/A","AQ:445":"N/A","T:362":"N/A","AU:654":"N/A","BI:309":"N/A","O:739":"N/A","AJ:241":"N/A","BI:474":"N/A","BC:352":"N/A","G:98":"AgeRange[SQ008]. Age range [17 ]","AS:686":"N/A","AN:685":"N/A","AJ:33":"N/A","AA:271":"N/A","S:97":"Yes","BF:671":"N/A","AP:473":"N/A","AZ:422":"Yes","Q:635":"N/A","AM:168":"N/A","AD:250":"N/A","S:289":"N/A","W:370":"N/A","AY:373":"N/A","AR:208":"N/A","V:115":"Yes","V:99":"No","AX:274":"N/A","AJ:604":"N/A","AB:632":"N/A","BC:547":"N/A","AV:779":"N/A","W:272":"N/A","Y:500":"No","BG:113":"Yes","AV:308":"N/A","BH:497":"N/A","AL:143":"Opinion piece","AV:80":"No","U:608":"N/A","AE:167":"N/A","AP:166":"/* 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 Beschreibung der Aktivität:\n \n \n \n Die Unterrichtsstunde beginnt mit einer gemeinsamen\n Brainstorming-Phase, die darauf abzielt, das Vorwissen der SchülerInnen zum\n Thema Recycling zu aktivieren. Die Lehrperson lenkt dabei diese\n Unterrichtsphase und ermutigt die SchülerInnen, über unterschiedliche Aspekte\n nachzudenken und diese zu beschreiben (siehe Anweisungen). Die SchülerInnen\n werden dazu angeregt, ihre Gedanken mit dem Rest der Klasse zu teilen. Sie\n können auch auf verschiedene Weise antworten, z. B. durch Zeichnungen, Symbole,\n kurze Texte usw. Während sie antworten, schreibt die Lehrperson wichtige\n Vokabel an die Tafel/das Whiteboard, um die Sprachentwicklung zu unterstützen. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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 Anweisungen:\n \n \n \n \n&nbsp;Beschreibe, was du bereits über Recycling weißt.&nbsp;&nbsp;Berichte, was du täglich recycelst.&nbsp;&nbsp;Bewerte, was das Recycling für manche Menschen\n erschweren kann.&nbsp;&nbsp;Stelle deine Ideen auf die für dich am besten\n geeignete Weise dar (mündlich, zeichnerisch, …).&nbsp;&nbsp;Teile deine Ideen mit deinen KlassenkameradInnen.","AS:435":"N/A","AO:263":"N/A","AA:785":"N/A","BA:266":"N/A","AW:265":"N/A","AM:434":"N/A","AF:259":"N/A","AV:700":"N/A","AH:248":"N/A","AE:433":"N/A","U:205":"N/A","Q:276":"N/A","W:478":"N/A","AA:345":"N/A","AC:603":"N/A","AH:259":"N/A","AH:456":"N/A","BD:98":"No","Q:247":"N/A","R:270":"N/A","AI:438":"N/A","AJ:458":"N/A","AO:663":"N/A","AG:304":"N/A","AT:427":"N/A","BC:606":"N/A","AL:271":"N/A","AW:180":"N/A","AN:454":"N/A","G:320":"A1SMedia[SQ005]. 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