{"META":{"ROWSBYDISPLAY":{"subject-specific lesson goals":[88],"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":[89,90,91,92,93,94,95,96,97,98],"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":[87],"activity instruction":[166,303,356,493,546,683,736],"subject topics":[86],"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":[99,100,101,102,103,104,105,106],"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],"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":{"a3number[sq009]. activity number in lesson [9]":[542],"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 ]":[98],"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],"a2outputform[sq001]. student output form [text]":[357],"r246q0[d4g2o1a]. hows [age group]":[659],"materials[sq001]. required teaching materials []":[121],"a2reference[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],"r570q0[d4g3o3b]. hows [research evidence and logic behind the counter-arguments.]":[484],"a2outputform[other]. student output form [other]":[364],"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":[107],"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],"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],"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],"a3instruction. activity instruction":[546],"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],"a2outputform[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[361],"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],"r570q0[d4g1o4a]. hows [review similar initiatives to understand common feedback and reactions.]":[466],"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],"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],"a2reference[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],"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],"a4reference[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],"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],"a3reference[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],"a4outputform[other]. student output form [other]":[744],"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],"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],"a3outputform[sq006]. student output form [product (e.g. prototype, website, etc.)]":[552],"a1hows[d4g2o2a]. hows [organise the arguments and supporting evidence.]":[282],"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]":[103],"a2reference[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],"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],"a3duration. expected activity duration in minutes":[544],"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],"a3media[sq001]. media [text media]":[559],"learningobjective3. learning objective":[48],"a2teachertips. tips, tricks, and suggestions for practice":[376],"a3reference[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],"a3outputform[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[551],"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],"a1hows[d2g1o2c]. hows [check if the information was peer-reviewed.]":[233],"a1hows[d1g3o3c]. hows [check the publication date.]":[228],"datestamp. date last action":[11],"a2socialform. suggested social form":[367],"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],"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],"a4app[other]. app [other]":[755],"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 ]":[90],"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],"a2reference[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],"a1sapp. app":[321],"a2elaborate[sq001]. elaborate activity [yes, please show additional fields]":[355],"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]":[93],"authors[sq007]. author(s) [family name, given name]":[21],"a1outputform[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[171],"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],"yearslearning[sq007]. year of subject learning [7th year]":[105],"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],"a4reference[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],"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],"a2method. briefly describe the method you use.":[368],"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],"r570q0[d4g3o1d]. hows [ explain how the evidence supports the arguments and how the arguments support your message.]":[478],"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],"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]":[85],"a3modelsolution. model solution":[555],"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],"a3media[sq002]. media [audio media]":[560],"r570q0[d4g3o1b]. hows [identify a hook to grab the recipients’ attention.]":[476],"a4reference[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],"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],"a3number[sq008]. activity number in lesson [8]":[541],"subjecttopic. subject topic":[86],"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]":[99],"a4media[sq002]. media [audio media]":[750],"r276q0[d1g4o3b]. hows [analyse reviews of the website, platform or media outlet.]":[788],"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],"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],"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],"a3number[sq007]. activity number in lesson [7]":[540],"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],"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],"a2media[sq004]. media [multimedia]":[372],"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 ]":[97],"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],"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],"a1number[sq009]. activity number in lesson [9]":[162],"a2app. app":[374],"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],"a4instruction. activity instruction":[736],"r246q0[d1g1o3b]. hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[585],"a4outputform[sq005]. student output form [practical demonstration (lab experiment, etc.)]":[741],"subjects[ao01]. subject(s) [first language]":[66],"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],"a1sreference[s018]. provide all sources you used in this activity [reference / source 18]":[341],"a1smedia[sq005]. media [interactive media]":[320],"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],"a3media[sq003]. media [visual media]":[561],"r570q0[d4g3o3c]. hows [evaluate their relevance and validity.]":[485],"a3reference[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],"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],"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],"a2media[sq003]. media [visual media]":[371],"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],"a3app[other]. app [other]":[565],"a3number[sq005]. activity number in lesson [5]":[538],"a2app[other]. app [other]":[375],"infrastructure[sq004]. required infrastructure [printer]":[115],"learningoutcome8. learning outcome":[57],"a4reference[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],"a4duration. expected activity duration in minutes":[734],"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]":[104],"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],"a2outputform[sq006]. student output form [product (e.g. prototype, website, etc.)]":[362],"ideasfollowinglesson. ideas for following subject-specific lesson(s)":[109],"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],"r611q0[sq004]. media [multimedia]":[509],"r505q0. tips, tricks, and suggestions for practice":[703],"a3reference[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[d4g2o2b]. hows [be objective and concise.]":[663],"a1hows[d1g4o1b]. hows [identify author and messenger.]":[214],"a3method. briefly describe the method you use.":[558],"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],"a2media[sq001]. media [text media]":[369],"a4outputform[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[740],"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],"a2outputform[sq002]. student output form [oral presentation]":[358],"a4evaluation. evaluation / assessment criteria":[746],"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],"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":[87],"cause6. due to ...":[40],"subjects[ao16]. subject(s) [music]":[81],"keywords[sq013]. key words (for online filter and search function) []":[150],"a2evaluation. evaluation / assessment criteria":[366],"a1hows[d1g4o1a]. hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[213],"r641q0[sq003]. media [visual media]":[698],"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],"a1media[sq002]. media [audio media]":[180],"a2reference[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],"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],"r246q0[d1g3o1c]. hows [use technical tools to identify sponsored content → checklist]":[603],"a4elaborate[sq001]. elaborate activity [yes, please show additional fields]":[735],"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],"agerange[sq001]. age range [10]":[89],"r875q0[s020]. provide all sources you used in this activity [reference / source 20]":[723],"a4outputform[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[739],"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],"a1hows[d1g2o2a]. hows [-> checklist: information sources]":[208],"a1number[sq007]. activity number in lesson [7]":[160],"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],"a3outputform[sq007]. student output form [service-learning project]":[553],"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],"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],"r570q0[d3g1o1a]. hows [list the different viewpoints supported by evidence-based arguments.]":[444],"r246q0[d1g3o1a]. hows [identify visual indications of sponsored content → checklist]":[601],"a3reference[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],"r246q0[d1g3o1d]. hows [for databases and library catalogues: checklist]":[592],"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],"a3number[sq002]. activity number in lesson [2]":[535],"r570q0[d1g3o2b]. hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[415],"a3teachertips. tips, tricks, and suggestions for practice":[566],"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],"a3number[sq010]. activity number in lesson [10]":[543],"a1hows[d3g2o2a]. hows [determine which parties are more susceptible to negative impacts.]":[260],"a2media[sq002]. media [audio media]":[370],"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],"a1hows[d4g3o3d]. hows [develop a response and prepare alternate arguments using the appropriate register, style, and linguistic structure for the given context.]":[296],"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],"a3reference[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],"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],"a4app. app":[754],"r611q0[sq005]. media [interactive media]":[510],"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],"a2reference[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],"subjects[ao14]. subject(s) [economics]":[79],"r246q0[d4g3o3c]. hows [evaluate their relevance and validity.]":[675],"a3outputform[sq002]. student output form [oral presentation]":[548],"r612q0[sq002]. student output form [oral presentation]":[685],"r570q0[d4g3o3a]. hows [identify likely counter-arguments.]":[483],"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],"a3media[sq004]. media [multimedia]":[562],"r276q0[d1g3o1d]. hows [for databases and library catalogues: checklist]":[782],"a2reference[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],"a2instruction. activity instruction":[356],"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],"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],"r570q0[d1g3o2a]. hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[414],"yearslearning[sq003]. year of subject learning [3rd year]":[101],"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],"a2outputform[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[359],"r570q0[d4g4o1a]. hows [identify what you will be able to do.]":[488],"a2outputform[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[360],"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],"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],"a3reference[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],"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],"a1smedia[sq003]. media [visual media]":[318],"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],"a1hows[d2g2o3b]. hows [consider the geographical and cultural context of the information.]":[243],"a4media[sq004]. media [multimedia]":[752],"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],"a3media[sq005]. media [interactive media]":[563],"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]":[106],"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],"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],"a3reference[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],"a3reference[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],"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],"ideasprecedinglesson. ideas for preceding subject-specific lesson(s)":[108],"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],"a4method. briefly describe the method you use.":[748],"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]":[102],"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],"a1soutputform[sq002]. student output form [oral presentation]":[305],"a2outputform[sq007]. student output form [service-learning project]":[363],"r246q0[d2g1o2b]. hows [verify if the information is supported by reliable sources and references.]":[612],"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],"a4reference[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],"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],"a2reference[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],"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],"a4socialform. suggested social form":[747],"a1hows[d2g1o1a]. hows [identify verbal cues that indicate opinions or uncertainty.]":[229],"agerange[sq006]. age range [15 ]":[94],"r246q0[d3g4o1a]. hows [checklist: personal relation to ssi]":[646],"a3reference[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],"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],"a4reference[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],"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],"a4reference[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],"r373q0[sq002]. activity number in lesson [2]":[345],"cause4. due to ...":[41],"a3reference[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],"a1sevaluationcrit. evaluation / assessment criteria":[313],"a4outputform[sq007]. student output form [service-learning project]":[743],"a1elaborate[sq001]. elaborate activity [yes, please show additional fields]":[165],"authors[sq011]. author(s) [family name, given name]":[25],"cause3. due to ...":[39],"a3evaluation. evaluation / assessment criteria":[556],"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],"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],"a4outputform[sq002]. student output form [oral presentation]":[738],"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],"a4reference[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],"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],"materials[sq003]. required teaching materials []":[123],"a3elaborate[sq001]. elaborate activity [yes, please show additional fields]":[545],"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],"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],"r246q0[d3g2o2a]. hows [determine which parties are more susceptible to negative impacts.]":[640],"subjects[ao05]. subject(s) [mathematics]":[70],"r800q0[sq007]. activity number in lesson [7]":[730],"a3number[sq003]. activity number in lesson [3]":[536],"a4outputform[sq001]. student output form [text]":[737],"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],"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],"a4teachertips. tips, tricks, and suggestions for practice":[756],"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],"a4reference[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],"learningoutcome16. learning outcome":[65],"a1sreference[s019]. provide all sources you used in this activity [reference / source 19]":[342],"a4media[sq003]. media [visual media]":[751],"a3app. app":[564],"ssi. socio-scientific issue":[36],"a1hows[sq109]. hows [checklist]":[292],"a1hows[d2g1o2a]. hows [identify empirical evidence.]":[231],"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],"submitdate. date submitted":[5],"a3outputform[sq003]. student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[549],"materials[sq013]. required teaching materials []":[133],"a1number[sq003]. activity number in lesson [3]":[156],"r373q0[sq009]. activity number in lesson [9]":[352],"a2media[sq005]. media [interactive media]":[373],"r800q0[sq003]. activity number in lesson [3]":[726],"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]":[92],"r611q0[sq001]. media [text media]":[506],"a2reference[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],"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]":[95],"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],"a3number[sq006]. activity number in lesson [6]":[539],"r611q0[sq003]. media [visual media]":[508],"a1number[sq001]. activity number in lesson [1]":[154],"a1sapp[other]. app [other]":[322],"a4reference[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],"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],"a4media[sq005]. media [interactive media]":[753],"subjectlo. subject-specific learning objective of the lesson":[88],"a1media[sq005]. media [interactive media]":[183],"r1018q0. model solution":[502],"a2duration. expected activity duration in minutes":[354],"a1hows[d4g3o1b]. hows [identify a hook to grab the recipients’ attention.]":[286],"a3number[sq001]. activity number in lesson [1]":[534],"r570q0[d3g3o1d]. hows [assess how multiple impacts and solutions might interact or compound over time.]":[455],"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],"a4modelsolution. model solution":[745],"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 ]":[91],"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],"a2modelsolution. model solution":[365],"r246q0[d1g1o3a]. hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[584],"a4reference[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],"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],"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],"a1evaluation. evaluation / assessment criteria":[176],"r246q0[d4g4o2b]. hows [determine success criteria.]":[680],"a3outputform[sq004]. student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[550],"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],"a2reference[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],"a3outputform[sq001]. student output form [text]":[547],"agerange[sq008]. age range [17 ]":[96],"materials[sq005]. required teaching materials []":[125],"a1sreference[s002]. provide all sources you used in this activity [reference / source 2]":[325],"yearslearning[sq002]. year of subject learning [2nd year]":[100],"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],"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],"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],"a4outputform[sq006]. student output form [product (e.g. prototype, website, etc.)]":[742],"a3outputform[other]. student output form [other]":[554],"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],"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],"authors[sq002]. author(s) [family name, given name]":[16],"cause5. due to ...":[42],"materials[sq006]. required teaching materials []":[126],"startdate. date started":[10],"a2reference[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],"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],"a4media[sq001]. media [text media]":[749],"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],"a3socialform. suggested social form":[557],"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],"materials[sq016]. required teaching materials []":[136],"a1socialform. suggested social form":[177],"a3number[sq004]. activity number in lesson [4]":[537],"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"]},"TAB":"Critical Thinking","SOURCE":"google:CT","CELLS":{"AG:742":"N/A","Q:536":"Yes","Q:84":"No","U:742":"No","Q:587":"N/A","AE:395":"N/A","AF:603":"N/A","Q:345":"Yes","Q:553":"N/A","X:426":"N/A","V:787":"N/A","G:623":"r246q0[D2G2O3b]. HOWs [Consider the geographical and cultural context of the information.]","AA:251":"N/A","R:101":"No","Y:660":"N/A","Z:155":"N/A","O:236":"N/A","X:778":"N/A","X:621":"N/A","AE:95":"No","V:270":"N/A","AB:700":"N/A","Y:428":"N/A","AF:221":"N/A","T:539":"N/A","P:454":"N/A","S:156":"No","Y:737":"Yes","AE:798":"N/A","S:170":"N/A","AF:231":"N/A","T:789":"N/A","R:450":"N/A","AG:272":"N/A","AG:226":"N/A","AB:203":"N/A","S:94":"No","D:701":"App","AA:435":"N/A","R:545":"Yes","AC:79":"Yes","AE:672":"N/A","P:462":"N/A","X:175":" the learners make a small presentation of their opinions about the meaning of the installation as they have understand it\n and how art can inspire empathy and action and is a power tool for social awareness","Y:627":"N/A","Z:80":"No","P:481":"N/A","AE:272":"N/A","AG:77":"No","Z:647":"N/A","O:589":"N/A","AC:346":"No","AE:401":"N/A","Y:610":"N/A","G:278":"A1Hows[D4G1O4c]. HOWs [Apply skills of dialogue.]","AD:110":"Yes","W:782":"N/A","Y:583":"N/A","V:442":"N/A","AD:480":"N/A","R:280":"N/A","Y:258":"N/A","W:598":"N/A","T:294":"N/A","W:176":"·        Relevance of ideas: The student identifies realistic and\n common causes of food waste (e.g. overbuying, poor storage, expiry\n mismanagement).\n \n \n ·       \nClarity of expression: The points are clearly formulated\n and logically presented (bullet form or short statements).\n \n ·       \nCompleteness: At least 4 distinct causes are identified,\n covering different aspects (e.g. personal habits, storage, awareness).\n \n ·       \nVisual representation (if applicable): Poster or\n infographic includes both text and visual elements to support understanding.\n \n ·       \n Engagement: Student demonstrates reflective thinking\n about personal/school practices that lead to waste.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\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  /* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}","AF:647":"N/A","AF:500":"N/A","R:305":"N/A","Y:636":"N/A","AG:615":"N/A","U:211":"N/A","AD:483":"N/A","AD:466":"N/A","Q:289":"N/A","D:516":"Material Sources","AB:659":"N/A","AG:243":"N/A","AB:608":"N/A","O:452":"N/A","Y:542":"N/A","Q:162":"N/A","AG:561":"N/A","U:248":"N/A","X:478":"N/A","D:765":"Material Sources","G:423":"r570q0[D2G1O2c]. HOWs [Check if the information was peer-reviewed.]","S:251":"N/A","R:274":"N/A","AD:659":"N/A","AG:625":"N/A","P:318":"N/A","X:308":"N/A","S:547":"N/A","U:746":"Assessment Rubric \n CriteriaExcellent (5)Good (4)Satisfactory (3)Needs Improvement (1–2)Content UnderstandingFully explains consequences and contextMostly clear explanationBasic explanationLacks clarity or accuracyApplication & OrganizationMind map is clear, well-structuredMostly organizedSomewhat disorganizedHard to follow or messyAnalysis & ConnectionsStrong links between theme & fashionSome linksOne weak link onlyNo clear link to fashionCreativity & PresentationVisually engaging & clear presentationEffective presentationBasic visuals or deliveryUnclear or rushed presentationUse of Sources & EvaluationAccurate references; strong source useMostly appropriate sourcesLimited or unclear sourcesNo sources or inappropriate use","AC:686":"N/A","P:221":"N/A","AD:183":"No","AE:653":"N/A","P:29":"Food waste: why, who and how","AC:393":"N/A","Z:418":"N/A","AG:732":"N/A","AB:290":"N/A","AC:123":"Digital ressources","AC:304":"N/A","Y:427":"N/A","X:594":"N/A","AC:464":"N/A","P:31":"Yes","V:189":"https://www.youtube.com/watch?v=1cvMX82iwRM&t=2s","AC:733":"N/A","W:429":"N/A","Z:305":"N/A","Y:248":"N/A","P:787":"N/A","D:190":"Material Sources","AF:420":"N/A","AB:108":"Defining and learning central tendencies (mean, mode, median) and other statistical notions. Learners should be able to create diagrams and read tables for infomations. Moreover, they have to be able to use their calculator confidently.","P:32":"No","AG:409":"N/A","AB:1":"42","W:610":"N/A","P:236":"N/A","Z:698":"N/A","U:310":"N/A","S:320":"N/A","U:183":"N/A","Z:649":"N/A","AC:230":"N/A","P:78":"No","Y:351":"N/A","AC:211":"N/A","Z:547":"N/A","G:513":"r124q0. Tips, tricks, and suggestions for practice","T:179":"Yes","Y:688":"N/A","AE:651":"N/A","AF:207":"N/A","S:549":"N/A","U:567":"https://www.youtube.com/watch?v=M7RAlNNgEQQ","W:474":"N/A","AG:581":"N/A","U:615":"N/A","W:688":"N/A","AB:246":"N/A","S:636":"N/A","V:616":"N/A","AG:534":"No","P:700":"N/A","AD:649":"N/A","R:796":"N/A","P:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AA:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","T:257":"N/A","AG:84":"No","Z:631":"N/A","AG:781":"N/A","Z:625":"N/A","AG:357":"N/A","U:595":"N/A","Y:634":"N/A","AC:435":"N/A","AC:741":"N/A","D:381":"Material Sources","O:406":"N/A","S:414":"N/A","Z:101":"Yes","O:659":"N/A","AD:656":"N/A","AE:73":"No","Q:263":"N/A","U:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","Z:678":"N/A","V:623":"N/A","AF:243":"N/A","AE:500":"N/A","G:728":"r800q0[SQ005]. Activity number in lesson [5]","X:112":"No","V:69":"Yes","Q:749":"N/A","O:537":"N/A","AG:9":"rS8jgJRa9Hf4fod","O:473":"N/A","AC:424":"N/A","AD:358":"N/A","G:312":"A1SModelSolution. Model solution","Z:776":"N/A","G:125":"Materials[SQ005]. Required teaching materials []","AD:181":"No","T:649":"N/A","O:643":"N/A","AF:424":"N/A","O:638":"N/A","T:390":"N/A","AC:490":"N/A","AF:541":"N/A","Q:671":"N/A","AA:460":"N/A","S:283":"N/A","Y:732":"N/A","W:183":"Yes","Z:154":"Yes","AD:82":"No","Q:436":"N/A","X:358":"Yes","AA:87":"MAKE A STATEMENT ABOUT FAST FASHION BY REDESIGNING AND MODIFYING RECYCLED MATERIALS","T:583":"N/A","AE:440":"N/A","AA:796":"N/A","AF:413":"N/A","G:702":"r567q0[other]. App [Other]","AD:446":"N/A","AF:109":"Create an action plan for the civic engagement of the learners.On an online map trace the track of a common meal using eg. origin labelsLearners write a blog post/ create a podcast or an email to an international food company encouraging ethical practices","Q:225":"N/A","P:306":"N/A","AG:459":"N/A","AE:631":"N/A","AA:559":"No","O:105":"No","D:131":"Required infrastructure & Teaching Materials","AG:637":"N/A","Q:209":"N/A","Z:659":"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.]","AG:358":"N/A","D:723":"Material Sources","Q:418":"N/A","G:29":"LessonPlanSequence. Lesson sequence title","S:671":"N/A","AA:231":"N/A","AC:792":"N/A","AD:582":"N/A","V:438":"N/A","P:115":"No","Z:358":"N/A","P:790":"N/A","AF:265":"N/A","Y:400":"N/A","R:94":"Yes","AE:234":"N/A","AA:296":"N/A","AE:735":"N/A","AC:465":"N/A","Q:655":"N/A","AD:425":"N/A","G:101":"YearsLearning[SQ003]. Year of subject learning [3rd year]","D:378":"Material Sources","AD:265":"N/A","AF:230":"N/A","W:752":"No","Q:476":"N/A","Z:218":"N/A","AG:487":"N/A","AE:38":"due to private travel choices","G:383":"A2Reference[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]","AB:241":"N/A","G:688":"r612q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","T:740":"No","R:392":"N/A","S:171":"N/A","P:464":"N/A","V:233":"N/A","Y:218":"N/A","AA:751":"No","P:220":"N/A","AE:422":"N/A","B:1":"E2 Display","O:749":"N/A","AE:793":"N/A","AD:781":"N/A","AG:451":"N/A","Z:646":"N/A","AF:166":"Look at a cartoon strip and interpret its message. Political cartoons like this use images and exaggeration to make a point about real-world problems. Look closely and comment on the following questions:\n \n \n \n \n \n \n \n \n 1. What is happening in this image? Who are the people? What are their roles?\n \n \n \n \n \n \n 2. Why is everyone grabbing for the same corn?\n \n \n \n \n \n \n 4. What message do you think the cartoon is trying to send?\n \n \n \n \n \n \n \n \n \n In order to assess the viewpoint of the picture the the teacher might also ask questions that emphasize on source literacy eg.\n \n \n \n \n 1. What point of view or bias is presented here?\n \n \n \n \n 2. Is this image trying to inform, persuade, or provoke?","AF:619":"N/A","AE:36":"Atmospheric pollution: gas emissions","W:211":"N/A","W:161":"N/A","W:642":"N/A","U:263":"N/A","X:727":"N/A","AG:771":"N/A","Y:473":"N/A","AA:111":"No","Y:69":"No","O:78":"No","T:271":"N/A","G:111":"Infrastructure[SQ002]. Required infrastructure [Student computers / notebooks]","X:227":"N/A","AF:271":"N/A","R:96":"No","AC:651":"N/A","T:555":"Possible answers, but they are not limited to these given answers\n 1. Diary Entry: Irish Cottier, County Mayo, October 1846\n \n \n \n \n \n October 14, 1846\n The blight has come again. Just like last year, black spots crept over the leaves of our potato patch, and within days the stalks were limp and dying. When I dug into the soil, most of the spuds were soft, foul-smelling, and hollowed by rot. We had hoped the worst was behind us, but it’s clear now this year will be worse.\n Mary and I buried our youngest last week. Little Eamon was only four. We had nothing left to feed him but scraps of bread from the priest’s charity. The cornmeal from the British is hard to eat, and it makes the children sick.\n We haven’t seen rent money in months, and I hear the landlord’s agent is evicting whole families in the next parish. What will become of us if we lose the land? Where will we go?\n I used to be a man who worked the soil with pride. Now I am thin, desperate, and ashamed that I can’t keep my family fed. They say food is still being shipped to England. If they can take our grain, can’t they spare a crust for us?\n \n \n \n \n \n \n \n \n \n \n \n \n 2. Diary Entry: British Government Official, Dublin Office, February 1847\n \n \n \n \n \n February 5, 1847\n The situation grows more dire by the day. Reports from the western counties speak of entire villages without food or fire. I’ve just returned from reviewing relief plans: another loan approved, more cornmeal ordered, and additional public works in the south.\n Yet the Whigs remain divided. Lord Russell is committed to free market principles. We cannot simply feed a nation without destroying its will to work, say some. I fear our economic logic is costing lives.\n I visited a soup kitchen in Kilkenny last week—chaos, starvation, eyes sunken and hopeless. I wonder, would it ruin the balance of trade to show humanity? Still, I am bound to my post and must act within the means Parliament provides.\n £8 million spent so far, and still it seems never enough. I fear history may not look kindly on our restraint.\n \n \n \n \n \n \n \n 3. Diary Entry: Young Ireland Member (Dublin), August 1848\n \n \n \n \n \n August 3, 1848\n Another day, another funeral. Entire streets emptied, mothers keening for children lost not to war but to hunger. Mitchel calls it \"a murder by political economy.\" He’s right.\n We write and publish still—The Nation shouts as loudly as ever. Lalor speaks of land for the people, and I begin to believe him. Repeal is no longer enough. Union with Britain has brought only dependency and death.\n Our Rising was crushed last month. The British say we are rebels, ungrateful and ungracious. But what would they have us do? Wait quietly for our turn to starve?\n I will not. I write so our people know we did not die in silence. That this famine, this cruelty, will not be buried with the bones of our dead. Ireland will rise, if not today, then someday.","Y:34":"No","D:22":"Author(s)","AA:672":"N/A","D:179":"Resource Type","G:269":"A1Hows[D4G1O1b]. HOWs [Identify gaps in existing efforts addressing these needs.]","R:653":"N/A","AF:547":"No","Q:157":"No","AC:537":"No","V:81":"No","O:508":"N/A","AD:794":"N/A","R:423":"N/A","Y:165":"No","AG:296":"N/A","G:275":"A1Hows[SQ093]. HOWs [checklist]","O:204":"N/A","R:299":"N/A","V:460":"N/A","AG:418":"N/A","P:208":"N/A","O:633":"N/A","AC:441":"N/A","AE:394":"N/A","Q:589":"N/A","R:552":"Yes","T:454":"N/A","G:750":"A4Media[SQ002]. Media [Audio media]","AB:592":"N/A","AC:409":"N/A","AG:641":"N/A","T:588":"N/A","AF:113":"Yes","AD:421":"N/A","AC:749":"N/A","P:179":"No","T:9":"hcvgB0yFz3SVvty","AC:647":"N/A","V:543":"N/A","T:89":"No","G:25":"Authors[SQ011]. Author(s) [Family name, given name]","W:158":"No","D:334":"Material Sources","W:163":"N/A","AG:206":"N/A","D:143":"Keywords","X:629":"N/A","U:208":"N/A","W:628":"N/A","S:680":"N/A","AB:548":"No","AF:296":"N/A","X:240":"N/A","R:624":"N/A","AC:285":"N/A","P:794":"N/A","AA:667":"N/A","W:508":"N/A","U:451":"N/A","AB:306":"N/A","V:399":"N/A","Y:288":"N/A","Z:205":"N/A","P:671":"N/A","R:542":"N/A","Q:798":"N/A","W:785":"N/A","AD:210":"N/A","P:87":"Do it like grandma and grandpa","Q:634":"N/A","AF:555":"Learners get involved in a purposeful debate/ round table and they each explore the other stakeholder's viewpoints exploring the impact and solutions of the SSI.\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}","W:562":"No","Z:261":"N/A","AB:786":"N/A","G:672":"r246q0[SQ109]. HOWs [checklist]","AE:181":"No","P:177":"Individual Work","AB:293":"N/A","AD:10":"2025-06-18 11:34:10","Q:769":"N/A","AB:258":"N/A","X:588":"N/A","AA:261":"N/A","G:34":"PositionLP[SQ004]. This plan's position in the sequence: [4]","U:536":"Yes","AD:266":"N/A","O:34":"No","U:98":"No","W:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AD:690":"N/A","X:319":"N/A","AF:295":"N/A","O:642":"N/A","AF:352":"N/A","AC:658":"N/A","AG:642":"N/A","Q:361":"N/A","Y:745":"Model of an argumentative essay\n \n \n \n \n \n \n \n \n Introduction\n The first reason why you agree/disagree\n The second reason why you agree/disagree\n The third reason why you agree/disagree (if you have one)\n Conclusion","O:725":"N/A","G:394":"r570q0[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","Z:588":"N/A","AD:507":"N/A","V:220":"N/A","U:594":"N/A","AC:276":"N/A","AF:11":"2026-05-13 12:59:27","G:743":"A4OutputForm[SQ007]. Student output form [Service-learning project]","AC:700":"N/A","R:544":"30","AB:800":"N/A","AE:469":"N/A","R:623":"N/A","X:427":"N/A","AC:455":"N/A","AF:471":"N/A","T:41":"due to decreased biodiversity caused by climate change","R:470":"N/A","S:264":"N/A","AA:121":"recycled clothes","G:204":"A1Hows[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","AE:27":"English","G:740":"A4OutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AE:483":"N/A","W:438":"N/A","D:42":"SSI Topic","V:636":"N/A","AB:552":"No","P:450":"N/A","AG:780":"N/A","T:95":"Yes","AC:776":"N/A","R:309":"N/A","AC:83":"No","S:47":"Select the most informative and relevant search results.","AB:256":"N/A","AB:751":"N/A","V:789":"N/A","R:778":"N/A","G:547":"A3OutputForm[SQ001]. Student output form [Text]","AB:163":"N/A","O:563":"N/A","R:451":"N/A","AB:428":"N/A","Z:410":"N/A","O:417":"N/A","AB:209":"N/A","R:98":"No","U:610":"N/A","AF:399":"N/A","W:265":"N/A","AD:549":"N/A","S:410":"N/A","R:287":"N/A","AG:213":"N/A","AG:482":"N/A","X:309":"N/A","Y:601":"N/A","AD:35":"N/A","AA:8":"898260931","O:477":"N/A","V:241":"N/A","S:304":"N/A","W:736":"Instruction:\n \n - Design a prototype (e.g., app or device)\n using sensors or digital tools.\n \n - Sketch it and explain how it works.","Y:684":"N/A","P:783":"N/A","X:5":"2026-05-17 10:48:40","G:504":"r797q0. Suggested social form","AB:601":"N/A","Z:395":"N/A","D:96":"Learner Age Range","R:785":"N/A","D:310":"Student Output Form","AC:291":"N/A","O:408":"N/A","AG:220":"N/A","O:686":"N/A","AF:794":"N/A","U:662":"N/A","AC:99":"Yes","Y:282":"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]","Z:411":"N/A","U:750":"No","U:600":"N/A","U:639":"N/A","R:427":"N/A","AC:178":"The learners \n \n \n Watch the video all together.Write down or note individually the answers to the questionsSome volunteers present their solutions.","AB:585":"N/A","AG:225":"N/A","AE:299":"N/A","Y:646":"N/A","AD:203":"N/A","W:289":"N/A","R:368":"Learners collaborate in small groups to analyse simulation data, compare different industrial pollution scenarios, and discuss possible solutions. Each group evaluates both scientific and socio-economic aspects, then presents their conclusions to the class.","X:366":"put all the drawing together as one piece of art","G:94":"AgeRange[SQ006]. Age range [15 ]","S:371":"No","AG:224":"N/A","U:653":"N/A","T:44":"1. \"The famine was caused solely by the potato blight.\"\n \n \n \n \n Reality: While Phytophthora infestans triggered crop failures, the disaster’s scale was due to deeper social, economic, and political structures—especially British colonial policies, reliance on monoculture, and lack of effective relief.\n \n \n \n \n \n \n \n 2. \"Ireland had no food at all during the famine.\"\n \n \n \n \n Reality: Ireland continued to export large amounts of food (grain, meat, butter) to Britain throughout the famine. The real issue was access and affordability, not total food absence.\n \n \n \n \n \n 3. \"The British government did everything it could to help.\"\n \n \n Reality: Relief efforts were limited, delayed, and ideologically constrained by laissez-faire economics and a belief in minimal government intervention. Many British officials saw the famine as a moral lesson or natural correction.\n \n \n 4. \"Everyone in Ireland was equally affected.\"\n \n \n \n \n Reality: The famine disproportionately affected rural poor tenant farmers and cottiers, especially in the west and south. Wealthier landowners and urban residents were less vulnerable.\n \n \n 5. \"This was an isolated Irish tragedy.\"\n \n Reality: The famine had global causes and effects—linked to transatlantic trade, colonial rule, and global migration. It also shaped the Irish diaspora, particularly in the U.S., and influenced anti-colonial thought.","AA:12":"193.176.126.41","AE:742":"N/A","R:182":"Yes","AE:421":"N/A","AE:211":"N/A","Y:255":"N/A","O:89":"No","AD:796":"N/A","AG:785":"N/A","AA:790":"N/A","AF:87":"Biodiversity Bites Back: Why What We Eat Matters","V:304":"N/A","P:90":"Yes","Q:726":"No","S:306":"N/A","P:641":"N/A","AB:635":"N/A","AC:316":"N/A","AB:638":"N/A","AE:588":"N/A","AB:73":"No","Y:116":"No","D:560":"Resource Type","AE:727":"N/A","O:626":"N/A","AF:235":"N/A","AG:228":"N/A","AG:359":"N/A","W:422":"N/A","S:429":"N/A","AC:186":"Whether prepare a sheet to fill or just present the questions on the PadEncourage learners to use key terms: greenwashing, eco-conscious, carbon neutral, transparency, sustainability.Bring them to support answers with examples from the video (“For instance…”).Suggest adding a follow-up “mini-debate”: “Do stronger regulations help reduce greenwashing?”","T:441":"N/A","W:600":"N/A","R:355":"Yes","AB:160":"N/A","T:354":"30","O:583":"N/A","U:793":"N/A","AA:625":"N/A","S:478":"N/A","S:300":"N/A","AG:215":"N/A","W:354":"15","AE:459":"N/A","AA:589":"N/A","Z:118":"Yes","R:409":"N/A","AC:8":"1686103101","U:162":"N/A","AE:96":"No","R:626":"N/A","AG:280":"N/A","AG:750":"N/A","AB:249":"N/A","AA:795":"N/A","AC:584":"N/A","Y:37":"due to domestic overconsumption / throw-away habits","G:272":"A1Hows[D4G1O2b]. HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","AF:587":"N/A","U:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","X:114":"Yes","U:217":"N/A","X:496":"N/A","T:618":"N/A","Q:481":"N/A","R:396":"N/A","AD:165":"Yes","AA:222":"N/A","AB:284":"N/A","V:269":"N/A","W:91":"No","AF:224":"N/A","Y:559":"N/A","Z:447":"N/A","G:49":"LearningObjective4. Learning Objective","T:408":"N/A","X:155":"No","R:457":"N/A","AE:292":"N/A","G:543":"A3Number[SQ010]. Activity number in lesson [10]","X:421":"N/A","AC:773":"N/A","AE:417":"N/A","AD:177":"Group work","X:290":"N/A","AD:427":"N/A","W:82":"No","P:308":"N/A","AE:497":"N/A","Y:447":"N/A","Y:286":"N/A","Q:435":"N/A","D:760":"Material Sources","Z:598":"N/A","AG:253":"N/A","O:30":"4","Q:349":"No","Y:67":"No","AB:276":"N/A","AC:595":"N/A","AC:664":"N/A","Y:487":"N/A","V:78":"No","AA:283":"N/A","AD:443":"N/A","S:698":"N/A","T:560":"No","AA:464":"N/A","Z:476":"N/A","G:264":"A1Hows[D3G3O1c]. HOWs [Identify solutions that create new negative impacts.]","R:774":"N/A","V:289":"N/A","P:615":"N/A","P:729":"N/A","AA:282":"N/A","AB:399":"N/A","X:620":"N/A","Q:596":"N/A","AG:260":"N/A","AA:480":"N/A","AD:66":"No","AC:180":"No","U:495":"N/A","Z:465":"N/A","X:353":"N/A","P:395":"N/A","W:738":"No","S:173":"N/A","O:637":"N/A","R:348":"N/A","Q:674":"N/A","AD:596":"N/A","AB:419":"N/A","AA:246":"N/A","X:395":"N/A","G:382":"A2Reference[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]","Q:279":"N/A","AF:260":"N/A","W:462":"N/A","AB:99":"No","X:105":"No","G:765":"A4Reference[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]","R:618":"N/A","S:167":"N/A","U:261":"N/A","Y:83":"No","U:446":"N/A","Z:346":"N/A","O:687":"N/A","Z:560":"N/A","R:347":"N/A","U:79":"No","G:260":"A1Hows[D3G2O2a]. HOWs [Determine which parties are more susceptible to negative impacts.]","R:73":"Yes","AD:484":"N/A","T:76":"No","V:238":"N/A","V:482":"N/A","X:652":"N/A","Z:181":"Yes","Q:461":"N/A","T:418":"N/A","AC:365":"Greenhouse gas emissions are gases like carbon dioxide and methane released into the atmosphere, mostly by human activities. GDP stands for Gross Domestic Product and measures the value of all goods and services produced in a country.The graph shows that as GDP increases, gas emissions also increase, even though emissions per unit of GDP are decreasing. Economic growth leads to more production and consumption, which raises emissions overall.For example, when people buy more cars or clothes, companies produce more, which uses energy and often burns fossil fuels. This increases emissions, even if factories are slightly more efficient.Emissions per capita stay mostly stable, meaning each person emits about the same. Emissions per GDP decrease, meaning we produce more with less pollution. However, since both population and GDP increase, total emissions still rise.Economic growth today is mostly based on mass production and consumption, which harms the planet. We need to construct a new model of growth that values sustainability, circular economy, and quality over quantity.Improving efficiency helps, but it is not enough. As long as total production and demand grow, emissions will still increase. Efficiency must be combined with lower consumption and cleaner energy sources.","V:411":"N/A","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","X:642":"N/A","AG:537":"No","G:372":"A2Media[SQ004]. Media [Multimedia]","AD:285":"N/A","O:71":"Yes","AF:153":"4","AG:398":"N/A","Z:292":"N/A","Q:250":"N/A","R:214":"N/A","AC:591":"N/A","Y:425":"N/A","AA:553":"No","T:183":"No","Z:274":"N/A","AG:270":"N/A","U:121":"PPT presentation with embedded videos","U:664":"N/A","Q:94":"Yes","T:590":"N/A","W:251":"N/A","G:414":"r570q0[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","U:743":"No","AB:248":"N/A","AF:90":"No","D:380":"Material Sources","W:605":"N/A","AC:799":"N/A","W:225":"N/A","X:74":"No","Q:778":"N/A","Q:88":"Learners explore and evaluate global viewpoints on the socio-scientific issue of food waste using relevant vocabulary, argumentative structures and critical thinking skills in English.","W:95":"Yes","Q:398":"N/A","AC:778":"N/A","W:414":"N/A","D:742":"Student Output Form","V:394":"N/A","V:41":"due to decreased biodiversity caused by climate change","V:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","Q:731":"N/A","P:51":"Determine the focus (what), scope (how much), and purpose (what for) of the information need.","T:558":"This activity applies the historical role-play and perspective-taking method, rooted in experiential and social constructivist pedagogy. It helps learners build empathy, contextual understanding, and communication skills by immersing them in the lived experiences of historical actors.","AG:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","G:355":"A2Elaborate[SQ001]. Elaborate activity [Yes, please show additional fields]","P:497":"N/A","P:240":"N/A","Y:394":"N/A","P:595":"N/A","V:360":"N/A","AA:586":"N/A","AB:467":"N/A","G:601":"r246q0[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","AC:535":"No","AG:778":"N/A","AF:773":"N/A","W:588":"N/A","AB:508":"N/A","O:600":"N/A","R:431":"N/A","AF:242":"N/A","W:790":"N/A","AF:507":"N/A","Y:112":"Yes","AG:784":"N/A","R:753":"N/A","U:624":"N/A","G:711":"r875q0[S008]. Provide all sources you used in this activity [Reference / Source 8]","AF:605":"N/A","T:267":"N/A","AC:289":"N/A","AG:655":"N/A","U:634":"N/A","D:35":"Position of Lesson Plan in Sequence","Y:15":"Sallinen, Pirjo","AD:349":"N/A","AC:31":"Yes","AA:371":"No","G:85":"Subjects[other]. Subject(s) [English]","W:687":"N/A","AA:201":"N/A","U:37":"due to overconsumption in society related to excessive industrial production","AB:237":"N/A","AC:783":"N/A","AB:494":"N/A","AD:6":"26","AA:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","S:218":"N/A","S:678":"N/A","G:281":"A1Hows[D4G2O1c]. HOWs [Linguistic competence]","G:625":"r246q0[D2G3O1a]. HOWs [Identify common logical fallacies. -> Checklist: logical fallacies]","AE:597":"N/A","AC:95":"No","P:445":"N/A","Z:208":"N/A","S:13":"android-app://com.google.android.gm/","X:438":"N/A","U:278":"N/A","U:240":"N/A","Y:397":"N/A","G:345":"r373q0[SQ002]. Activity number in lesson [2]","V:698":"N/A","X:372":"Yes","Z:486":"N/A","T:239":"N/A","P:648":"N/A","P:355":"Yes","Y:235":"N/A","Y:494":"N/A","D:99":"Year of Subject Learning","G:694":"r747q0. Suggested social form","Y:207":"N/A","R:233":"N/A","Y:82":"No","G:245":"A1Hows[D2G3O1a]. HOWs [Identify common logical fallacies. -> Checklist: logical fallacies]","R:240":"N/A","V:628":"N/A","AG:208":"N/A","U:223":"N/A","AA:610":"N/A","AC:104":"No","G:153":"NumberActivities. Number of activities in this lesson","Z:76":"No","Q:273":"N/A","T:138":"Great Famine Irish Potato Famine Great Irish Famine Famine of 1845–1849 Ireland History 19th Century History British Empire European History","W:592":"N/A","D:495":"Student Output Form","P:798":"N/A","Z:209":"N/A","D:506":"Resource Type","AD:583":"N/A","S:668":"N/A","V:788":"N/A","U:215":"N/A","W:79":"No","Q:496":"N/A","P:273":"N/A","D:519":"Material Sources","W:464":"N/A","AB:117":"No","U:485":"N/A","AD:769":"N/A","AA:95":"No","AA:309":"N/A","AA:306":"N/A","Y:669":"N/A","O:641":"N/A","U:490":"N/A","W:154":"Yes","R:557":"Group work","AE:536":"N/A","D:117":"Required infrastructure & Teaching Materials","AB:610":"N/A","W:440":"N/A","Z:162":"N/A","AC:677":"N/A","AD:605":"N/A","AG:510":"N/A","Z:9":"IGjkaxBfunyF5Xx","U:659":"N/A","G:10":"startdate. Date started","S:596":"N/A","Z:789":"N/A","AA:688":"N/A","R:432":"N/A","AE:664":"N/A","AB:699":"N/A","AD:29":"Private travel choices","AB:625":"N/A","R:773":"N/A","Y:348":"N/A","T:455":"N/A","AA:96":"No","Z:474":"N/A","AD:48":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","AE:400":"N/A","Z:741":"N/A","X:213":"N/A","O:201":"No","T:10":"2025-06-17 07:25:11","S:368":"/* 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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\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 method used is based on the Socio-Scientific\n Issues (SSI) approach, incorporating structured group discussion and\n argumentation.\n \n \n  Focus\n  on a real-life socio-scientific issue:\n  Learners explore the topic of transportation and pollution, comparing\n  technology-based solutions (e.g., BlaBlaCar) with traditional public\n  transport options.\n  Collaborative\n  group work with assigned roles: Learners take on specific perspectives\n  (Pro BlaBlaCar, Pro Public Transport, Critical View) to investigate\n  multiple viewpoints and build arguments.\n  Structured\n  argumentation / debate: The discussion follows a clear\n  format—each group presents its position, supports it with evidence, and\n  responds to counterarguments.\n  Use of\n  critical thinking and evidence-based reasoning:\n  Learners are encouraged to draw upon scientific, social, and ethical\n  arguments, supported by credible sources.","D:187":"Material Sources","AC:580":"N/A","AE:355":"N/A","X:449":"N/A","V:556":"1) Understanding the case\n 2)  Analysis of Cause & Effect\n \n 3) Proposed sollutions\n 4)  Collaboration & Communication","AA:216":"N/A","W:36":"Environmental pollution: waste","AC:93":"No","X:619":"N/A","AC:639":"N/A","AF:247":"N/A","Y:418":"N/A","AG:71":"No","U:414":"N/A","X:798":"N/A","AF:509":"N/A","P:351":"N/A","AA:234":"N/A","Q:471":"N/A","Z:307":"N/A","Q:789":"N/A","Q:699":"N/A","U:212":"N/A","AF:448":"N/A","Z:115":"No","U:668":"N/A","Q:646":"N/A","AB:724":"No","T:33":"No","G:18":"Authors[SQ004]. Author(s) [Family name, given name]","AE:725":"N/A","AA:290":"N/A","Z:179":"No","W:424":"N/A","Z:372":"N/A","AC:9":"euatPi8hVnE6qh1","T:316":"N/A","AE:782":"N/A","AC:630":"N/A","U:284":"N/A","X:43":"FAST FASHION","Q:180":"N/A","O:484":"N/A","G:318":"A1SMedia[SQ003]. Media [Visual media]","P:733":"N/A","V:202":"N/A","AB:653":"N/A","AA:88":"Learners recognize the possibilities of reusing and recycling the materials","Y:628":"N/A","W:729":"N/A","Q:740":"N/A","Q:205":"N/A","AA:736":"Provide learners a QR code to Mentimeter to gather thoughts about the following question that they went through when doing research about their chosen piece of clothing: \n \n What potential issues can be found in these products and their sustainability, production, etc.","S:450":"N/A","AE:680":"N/A","AA:641":"N/A","AG:281":"N/A","Z:243":"N/A","Z:233":"N/A","Q:786":"N/A","AC:270":"N/A","AA:662":"N/A","AD:770":"N/A","W:689":"N/A","AG:27":"English","P:659":"N/A","Z:589":"N/A","T:14":"2025","AE:431":"N/A","O:318":"No","T:350":"N/A","W:636":"N/A","S:243":"N/A","R:666":"N/A","Q:229":"N/A","Y:728":"N/A","AB:697":"N/A","AC:673":"N/A","O:27":"English","U:224":"N/A","G:102":"YearsLearning[SQ004]. Year of subject learning [4th year]","AB:218":"N/A","Q:567":"Joint Research Centre. (2024, July 9). Reducing food waste: How can science help? European Commission. https://joint-research-centre.ec.europa.eu/jrc-news-and-updates/reducing-food-waste-how-can-science-help-2024-07-09_en [19.06.2025.]","R:482":"N/A","AB:299":"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.]","R:607":"N/A","Q:182":"N/A","AC:15":"Bizot, Laëtitia","Z:579":"N/A","AF:728":"N/A","AG:585":"N/A","G:415":"r570q0[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AA:564":"Other","W:670":"N/A","G:588":"r246q0[D1G2O2a]. HOWs [-> Checklist: information sources]","V:121":"Whiteboard and markers, Printed case studies (or digital access) , Sticky notes or index cards Poster paper / markers","R:435":"N/A","AC:163":"N/A","AC:796":"N/A","W:633":"N/A","AB:291":"N/A","AF:102":"No","D:106":"Year of Subject Learning","AB:113":"Yes","G:769":"r276q0[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","O:627":"N/A","X:659":"N/A","X:615":"N/A","G:560":"A3Media[SQ002]. Media [Audio media]","AE:293":"N/A","AF:616":"N/A","V:221":"N/A","X:363":"No","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":"Yes","U:563":"N/A","AC:797":"N/A","Z:688":"N/A","R:361":"No","T:550":"No","AB:12":"138.232.92.31","U:698":"N/A","R:739":"N/A","Y:680":"N/A","Q:439":"N/A","S:263":"N/A","Z:624":"N/A","V:319":"N/A","D:98":"Learner Age Range","Z:648":"N/A","Z:200":"N/A","G:45":"Domain. Competence Domain","Q:438":"N/A","AA:160":"N/A","AC:12":"193.176.126.41","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. -> Checklist]","AB:586":"N/A","P:742":"No","G:693":"r723q1. Evaluation / assessment criteria","S:216":"N/A","T:372":"Yes","AA:272":"N/A","Y:369":"N/A","AA:461":"N/A","O:213":"N/A","Z:71":"No","Q:253":"N/A","AB:562":"No","AE:477":"N/A","W:246":"N/A","Z:773":"N/A","T:459":"N/A","Y:434":"N/A","AC:218":"N/A","AG:277":"N/A","T:167":"No","V:792":"N/A","Q:632":"N/A","R:587":"N/A","W:307":"N/A","U:736":"Activity: Collaborative group task to investigate and present the consequences of the Industrial Revolution through a themed mind map.\n \n \n \n \n Learners will recall key facts and examples from provided or researched sources.\n \n Learners will explain how the Industrial Revolution impacted different areas of life (e.g., fashion, transport, society, etc.).\n Learners will organize information from multiple sources into a structured mind map. \n Learners will use credible sources and cite them appropriately.\n Learners will differentiate between types of consequences (economic vs. social, short-term vs. long-term).\n Learners will examine the interconnection between different areas (e.g., how changes in transport affected fashion).\n Learners will assess the reliability and relevance of the sources they choose.\n \n Learners will justify their selection of examples and categories in group discussions.\n Learners will design a mind map that synthesizes their research and visually represents the impact of the Industrial Revolution. \nLearners will present their findings to the class, integrating and referencing sources effectively.","X:561":"N/A","O:214":"N/A","Q:793":"N/A","AC:669":"N/A","AB:479":"N/A","AE:465":"N/A","X:494":"N/A","W:102":"No","AA:749":"No","AB:189":"The ideas, activities and conceptual framework presented in this work are the result of my own research and creation.","Q:48":"Explore the viewpoints on the socio-scientific issue comprehensively.","O:432":"N/A","X:220":"N/A","O:266":"N/A","V:154":"Yes","V:544":"20","G:340":"A1SReference[S017]. Provide all sources you used in this activity [Reference / Source 17]","Y:157":"No","S:666":"N/A","W:345":"Yes","Y:107":"How to write fact based essay","G:271":"A1Hows[D4G1O2a]. HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","AB:347":"No","S:426":"N/A","AC:50":"Examine the impact of misinformation on society.","P:656":"N/A","S:215":"N/A","X:547":"N/A","G:133":"Materials[SQ013]. Required teaching materials []","Z:781":"N/A","U:260":"N/A","AG:791":"N/A","Z:479":"N/A","U:452":"N/A","X:160":"N/A","AD:172":"No","AD:786":"N/A","W:777":"N/A","T:272":"N/A","P:224":"N/A","P:33":"No","O:771":"N/A","Z:680":"N/A","V:785":"N/A","AC:472":"N/A","AF:101":"No","AC:113":"No","S:562":"N/A","S:358":"Yes","X:437":"N/A","AD:689":"N/A","W:788":"N/A","AG:76":"No","D:749":"Resource Type","AC:650":"N/A","AA:108":"Ask learners to find and bring clothes that are clean and no longer needed such as old t-shirts, tops, jeans etc. \n You can talk about fast fashion and see videos how clothes and fabrics are made in Asia compared to how they are made in EU. ","AB:92":"No","AC:475":"N/A","AB:652":"N/A","AA:621":"N/A","AD:352":"N/A","W:543":"N/A","AB:559":"Yes","R:627":"N/A","Y:272":"N/A","AD:543":"N/A","T:317":"N/A","G:797":"r276q0[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","T:292":"N/A","X:352":"N/A","V:451":"N/A","W:740":"Yes","U:494":"N/A","W:263":"N/A","AF:510":"N/A","AE:399":"N/A","AE:373":"N/A","AD:389":"N/A","AG:770":"N/A","G:651":"r246q0[D4G1O2a]. HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","AA:485":"N/A","G:316":"A1SMedia[SQ001]. Media [Text media]","O:224":"N/A","AF:800":"N/A","AA:644":"N/A","X:103":"No","X:508":"N/A","V:240":"N/A","S:788":"N/A","AG:797":"N/A","X:772":"N/A","Y:596":"N/A","Q:441":"N/A","R:102":"No","AG:246":"N/A","S:153":"4","AG:626":"N/A","AD:86":"Probability and Statistics","AC:277":"N/A","O:306":"No","Z:33":"Yes","T:447":"N/A","S:590":"N/A","AG:652":"N/A","AE:88":"Learners use spreadsheet software to create and analyze personal weekly transport timetables. They calculate travel distances, time, and estimated CO₂ emissions for different transport modes. Learners compare their current habits with greener alternatives using charts and formulas. They interpret the results and propose environmentally friendly adjustments to their routines. This develops skills in data organization, calculation, and digital problem-solving.","AD:287":"N/A","AG:252":"N/A","Q:296":"N/A","X:46":"Recognise your own information bubble or echo chamber.","Z:676":"N/A","AA:541":"N/A","S:69":"No","AE:634":"N/A","W:451":"N/A","V:35":"N/A","R:593":"N/A","D:551":"Student Output Form","V:679":"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.]","R:95":"No","W:590":"N/A","W:238":"N/A","Y:449":"N/A","X:651":"N/A","W:535":"No","AF:430":"N/A","Z:448":"N/A","Q:648":"N/A","AG:580":"N/A","D:561":"Resource Type","G:138":"KeyWords[SQ001]. Key words (for online filter and search function) []","G:717":"r875q0[S014]. Provide all sources you used in this activity [Reference / Source 14]","AE:675":"N/A","Y:663":"N/A","X:484":"N/A","AB:459":"N/A","Q:422":"N/A","AF:724":"No","AD:633":"N/A","W:580":"N/A","Q:443":"N/A","O:645":"N/A","D:312":"Expected Outcome","Q:68":"No","V:249":"N/A","AC:268":"N/A","O:90":"No","AC:659":"N/A","AC:309":"N/A","Q:32":"No","Y:587":"N/A","V:256":"N/A","W:6":"3","O:486":"N/A","U:353":"N/A","S:622":"N/A","AF:71":"No","AA:650":"N/A","Q:291":"N/A","T:215":"N/A","AF:585":"N/A","U:737":"No","D:751":"Resource Type","AC:498":"N/A","P:82":"No","W:781":"N/A","AD:403":"N/A","T:48":"Explore the viewpoints on the socio-scientific issue comprehensively.","Y:465":"N/A","AE:270":"N/A","V:6":"3","U:738":"Yes","T:210":"N/A","U:282":"N/A","R:264":"N/A","S:199":"N/A","O:273":"N/A","G:244":"A1Hows[D2G2O3c]. HOWs [Examine the political climate. Consider the political context at the time the information was created.]","AF:170":"No","AC:164":"20","Y:800":"N/A","AA:182":"N/A","P:408":"N/A","Y:74":"No","V:244":"N/A","U:407":"N/A","AA:368":"Directing instructions\n Learners are provided with an access to internet to research more about the fabric that they are working with. They will search for information and fill the comparison chart by answering to each column. ","Z:401":"N/A","W:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","O:36":"Atmospheric pollution: gas emissions","O:509":"N/A","Z:12":"81.4.170.138","AG:247":"N/A","U:481":"N/A","AA:730":"N/A","AF:94":"Yes","Z:8":"395754279","AE:472":"N/A","S:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AD:173":"No","AD:252":"N/A","Z:478":"N/A","AB:456":"N/A","AB:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AE:7":"en","AB:614":"N/A","T:673":"N/A","AC:450":"N/A","AB:74":"No","U:464":"N/A","Q:235":"N/A","AA:475":"N/A","W:49":"Take action to become a responsible democratic citizen.","Z:794":"N/A","AD:664":"N/A","X:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:203":"N/A","AC:234":"N/A","G:186":"A1TeacherTips. Tips, tricks, and suggestions for practice","R:120":"Air Quality Sensor device (portable CO₂ / PM sensor)","Z:173":"No","AD:121":"A dice, a coin, notebooks, pencils for learners","S:597":"N/A","S:421":"N/A","X:231":"N/A","Y:392":"N/A","T:282":"N/A","AA:665":"N/A","U:541":"N/A","W:87":"From Waste to Action: Creating Smart Technologies for a Sustainable Future","O:434":"N/A","AA:482":"N/A","R:476":"N/A","Q:34":"No","G:362":"A2OutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","AF:645":"N/A","Q:213":"N/A","X:244":"N/A","S:540":"N/A","O:483":"N/A","Z:119":"No","AG:266":"N/A","Q:98":"No","T:608":"N/A","R:462":"N/A","Q:316":"N/A","V:593":"N/A","AF:607":"N/A","AF:790":"N/A","AD:788":"N/A","T:737":"Yes","AB:678":"N/A","T:463":"N/A","P:418":"N/A","D:75":"Subjects","V:644":"N/A","D:304":"Student Output Form","AD:509":"N/A","Z:605":"N/A","AC:290":"N/A","AA:73":"No","AD:550":"N/A","AF:601":"N/A","X:599":"N/A","W:359":"No","V:456":"N/A","AA:347":"No","Z:733":"N/A","W:5":"2025-06-20 09:40:05","R:231":"N/A","S:675":"N/A","R:256":"N/A","AB:29":"From Famine to Survival? Climate, Crops and Consequences.","P:225":"N/A","X:562":"N/A","X:247":"N/A","AF:780":"N/A","S:543":"N/A","AF:167":"No","V:219":"N/A","O:769":"N/A","T:457":"N/A","Y:637":"N/A","X:506":"N/A","Q:113":"No","R:154":"Yes","O:391":"N/A","G:793":"r276q0[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","AA:664":"N/A","G:783":"r276q0[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","X:591":"N/A","AA:734":"10","T:220":"N/A","AD:75":"No","W:236":"N/A","AD:97":"No","AE:320":"N/A","V:662":"N/A","W:594":"N/A","AG:608":"N/A","AA:357":"Yes","Q:353":"N/A","AE:444":"N/A","Y:76":"No","P:43":"Food waste","V:670":"N/A","AC:265":"N/A","AD:175":"Model Solution: How Do Our Commutes Affect the Air We Breathe?Given Scenario: Sample size = 100 people from Espoo working in Helsinki. Suppose survey results show:64 people commute daily by public transportation36 people commute by private car\n 1. Calculate Probabilities\n P(Public Transport) = 64 / 100 = 0.64P(Car) = 36 / 100 = 0.36\n These are complementary events: P(Public Transport) + P(Car) = 0.64 + 0.36 = 1.00\n 2. Think and Share – Sample Reflections\n Why might people choose cars over public transport? Comfort, flexibility, perceived speed, limited transit routes or schedules, or family responsibilities.Environmental costs of car commuting? Higher CO₂ and NOx emissions, traffic congestion, contribution to poor air quality and climate change.\n Encouraging greener habits:\n Expand public transport networks and improve frequencySubsidize monthly transit passesImplement low-emission zones in city centersPromote cycling and carpooling programsPublic campaigns that highlight environmental and health benefits of reduced car use\n 3. Creative Challenge – Sample Campaign Ideas\n Slogan: “Clear Skies Start With Your Ride” Poster Highlights:\n Public transport emits up to 80% less CO₂ per passenger compared to private carsOne bus can take 40+ cars off the roadCleaner air = healthier lungs and longer lives","X:299":"N/A","D:101":"Year of Subject Learning","W:653":"N/A","Z:775":"N/A","Q:611":"N/A","Y:179":"N/A","AA:292":"N/A","AC:349":"N/A","V:741":"N/A","AB:410":"N/A","T:277":"N/A","D:26":"Author(s)","R:486":"N/A","AF:593":"N/A","V:384":"https://carbonimpacts.info/article/unveling-the-toll-a-closer-look-at-india-s-agriculture-and-climate-impact-65840b2629cb4","U:15":"Perle, Ivita","Y:300":"N/A","U:669":"N/A","AE:543":"N/A","X:284":"N/A","Y:102":"No","S:33":"Yes","Y:686":"N/A","AC:656":"N/A","AG:790":"N/A","U:506":"N/A","G:629":"r246q0[D2G4O1a]. HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","X:439":"N/A","AC:597":"N/A","AD:424":"N/A","Z:226":"N/A","U:293":"N/A","Q:775":"N/A","V:14":"2025","Q:138":"food waste, sustainability, critical thinking, socio-scientific issue","X:221":"N/A","V:428":"N/A","P:789":"N/A","R:107":"Basic understanding of the composition of air, properties of gases, chemical reactions (combustion), and the greenhouse effect. Familiarity with the concept of climate change and general environmental issues.","Y:98":"No","Y:459":"N/A","AD:219":"N/A","AD:469":"N/A","T:543":"N/A","Z:308":"N/A","D:752":"Resource Type","V:203":"N/A","Z:485":"N/A","P:419":"N/A","AC:348":"N/A","R:634":"N/A","AD:273":"N/A","T:495":"N/A","AD:43":"Travel choices","AF:216":"N/A","G:60":"LearningOutcome11. Learning Outcome","U:12":"193.176.126.41","Q:586":"N/A","R:58":"Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective.","AF:729":"N/A","G:127":"Materials[SQ007]. Required teaching materials []","AF:506":"N/A","AC:439":"N/A","R:10":"2025-06-17 07:23:58","O:414":"N/A","AE:499":"N/A","AD:658":"N/A","G:576":"A3Reference[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]","AA:348":"N/A","R:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","V:70":"No","W:612":"N/A","AF:258":"N/A","AG:647":"N/A","AF:559":"Yes","X:268":"N/A","R:662":"N/A","V:263":"N/A","Q:396":"N/A","AA:496":"N/A","AB:462":"N/A","AF:788":"N/A","AD:669":"N/A","AA:699":"N/A","AE:506":"N/A","AC:462":"N/A","V:33":"No","Z:472":"N/A","AC:116":"No","AD:791":"N/A","U:538":"No","T:774":"N/A","AA:276":"N/A","P:68":"No","G:456":"r570q0[D3G4O1a]. HOWs [Checklist: Personal relation to SSI]","AE:605":"N/A","X:600":"N/A","Q:538":"No","Q:158":"No","P:592":"N/A","U:749":"No","AA:660":"N/A","Q:660":"N/A","AD:602":"N/A","S:460":"N/A","V:255":"N/A","X:482":"N/A","AF:248":"N/A","R:406":"N/A","T:347":"No","G:627":"r246q0[D2G3O1b]. HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AD:534":"N/A","AD:470":"N/A","T:632":"N/A","AB:798":"N/A","Z:473":"N/A","Y:548":"N/A","R:206":"N/A","AF:159":"N/A","X:498":"N/A","AC:153":"4","Y:70":"No","AF:456":"N/A","O:421":"N/A","G:322":"A1SApp[other]. App [Other]","S:545":"No","AB:308":"N/A","P:73":"No","W:432":"N/A","D:118":"Required infrastructure & Teaching Materials","S:466":"N/A","X:109":"asking questions to class/ expressing our opinion/ drawings and texts / touch the topic from an artist point of view","T:648":"N/A","R:369":"No","P:590":"N/A","W:434":"N/A","AE:94":"No","AG:649":"N/A","V:358":"N/A","S:405":"N/A","W:362":"No","V:446":"N/A","R:480":"N/A","AE:304":"N/A","AC:622":"N/A","V:405":"N/A","AC:351":"N/A","G:321":"A1SApp. App","Y:623":"N/A","G:177":"A1SocialForm. Suggested social form","D:330":"Material Sources","U:431":"N/A","Y:304":"N/A","V:283":"N/A","AC:260":"N/A","AC:619":"N/A","AG:468":"N/A","P:461":"N/A","Q:675":"N/A","AD:99":"No","Z:30":"3","U:416":"N/A","R:690":"N/A","X:740":"N/A","Q:548":"N/A","P:88":"Learners identify the causes and the consequences of food waste produced by the households.","AE:606":"N/A","W:100":"No","W:607":"N/A","G:132":"Materials[SQ012]. Required teaching materials []","Q:170":"N/A","AB:104":"No","V:485":"N/A","AA:260":"N/A","Z:279":"N/A","AA:748":"Interactive","G:300":"A1Hows[D4G4O2b]. HOWs [Determine success criteria.]","Y:111":"Yes","O:31":"No","Q:371":"N/A","AA:389":"N/A","AG:775":"N/A","R:43":"Increase or Decrease Industrial Pollution?","X:510":"N/A","AE:137":"45","V:117":"Yes","W:675":"N/A","P:137":"90","AE:372":"N/A","T:368":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Parasta tabula\";\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n This activity employs a multimodal\n historical inquiry method, combining visual learning, collaborative\n critical thinking, and concept mapping, all within a constructivist\n pedagogical framework.","T:398":"N/A","AF:795":"N/A","R:651":"N/A","X:672":"N/A","Y:736":"Write an essay about food waste.\n Choose one of the next topics\n and use the facts from the given websites. Remember to refer to\n the right source in your text. Start the planning and write the essay later.\n \n \n \n \n \n  Plan your ideas first and then choose the best ones.Choose your topic.\n  Formulate the argument.\n  Introduce your essay by restating the question in your own\n  words.\n  Show understanding of different sides and viewpoints.\n  Use linking words to connect your ideas.\n  Draw your conclusion from the main ideas in your essay. Don't\n  introduce new ideas at the end.\n \n \n \n Why we should be aware of the amount of the\n food waste at home?\n \n Best business ideas to reduce food waste\n \n Let’s solve the problem of the food waste!\n \n What my country should do for the food\n waste?\n \n We should do more!\n \n Composting and reuse of the food             \n  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normaali taulukko\";\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;","G:476":"r570q0[D4G3O1b]. HOWs [Identify a hook to grab the recipients’ attention.]","G:246":"A1Hows[D2G3O2a]. HOWs [Identify key concepts.]","D:512":"App","T:268":"N/A","AC:742":"N/A","P:660":"N/A","O:173":"No","AA:607":"N/A","Q:267":"N/A","AB:35":"N/A","AA:441":"N/A","Z:169":"No","AF:66":"No","O:507":"N/A","G:75":"Subjects[AO10]. Subject(s) [Technology]","Q:484":"N/A","AE:229":"N/A","V:34":"No","Z:288":"N/A","AF:285":"N/A","AE:447":"N/A","P:500":"N/A","T:401":"N/A","X:161":"N/A","AD:433":"N/A","Q:211":"N/A","AG:454":"N/A","AD:393":"N/A","O:370":"N/A","V:297":"N/A","S:395":"N/A","W:666":"N/A","AF:540":"N/A","U:735":"Yes","AD:490":"N/A","S:206":"N/A","AA:264":"N/A","AA:649":"N/A","V:625":"N/A","AA:409":"N/A","AD:370":"N/A","O:167":"No","AE:32":"Yes","Z:645":"N/A","R:647":"N/A","AC:548":"N/A","R:354":"40","R:4":"Yes","Y:470":"N/A","AD:115":"No","AB:538":"N/A","S:354":"30","AC:141":"sustainable growth","AG:212":"N/A","D:53":"Learning Outcome(s)","G:265":"A1Hows[D3G3O1d]. HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","AB:665":"N/A","Y:430":"N/A","AG:430":"N/A","AC:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AE:669":"N/A","AC:237":"N/A","O:650":"N/A","U:613":"N/A","AC:74":"No","R:779":"N/A","U:753":"No","AA:223":"N/A","AF:157":"No","O:443":"N/A","O:304":"No","T:155":"No","S:208":"N/A","V:603":"N/A","X:738":"N/A","V:137":"90","AD:89":"No","G:100":"YearsLearning[SQ002]. Year of subject learning [2nd year]","D:529":"Material Sources","AD:428":"N/A","G:303":"A1SInstruction. Activity instruction","W:490":"N/A","AF:453":"N/A","V:780":"N/A","X:497":"N/A","AC:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","G:155":"A1Number[SQ002]. Activity number in lesson [2]","P:111":"No","O:481":"N/A","Y:508":"N/A","G:403":"r570q0[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","G:678":"r246q0[D4G4O1a]. HOWs [Identify what you will be able to do.]","G:131":"Materials[SQ011]. Required teaching materials []","R:168":"Yes","G:157":"A1Number[SQ004]. Activity number in lesson [4]","AD:655":"N/A","AA:91":"Yes","R:307":"N/A","AF:444":"N/A","Z:404":"N/A","X:724":"N/A","S:66":"No","S:798":"N/A","G:713":"r875q0[S010]. Provide all sources you used in this activity [Reference / Source 10]","AF:226":"N/A","AA:232":"N/A","AA:173":"N/A","T:344":"No","G:707":"r875q0[S004]. Provide all sources you used in this activity [Reference / Source 4]","G:109":"IdeasFollowingLesson. Ideas for following subject-specific lesson(s)","Q:638":"N/A","AG:676":"N/A","AG:616":"N/A","AF:34":"Yes","AG:103":"No","Z:737":"N/A","Z:297":"N/A","T:163":"N/A","V:277":"N/A","Y:618":"N/A","P:69":"Yes","R:687":"N/A","AC:509":"N/A","W:431":"N/A","G:84":"Subjects[AO19]. Subject(s) [Practical and Vocational Skills]","S:650":"N/A","AE:781":"N/A","AA:623":"N/A","AF:737":"Yes","AB:245":"N/A","U:699":"N/A","AF:608":"N/A","AB:278":"N/A","W:27":"English","P:101":"No","AB:468":"N/A","G:323":"A1STeacherTips. Tips, tricks, and suggestions for practice","Y:230":"N/A","V:138":"climate change, biodiversity, food scarcity","R:81":"No","Q:434":"N/A","AA:245":"N/A","AA:219":"N/A","S:290":"N/A","X:261":"N/A","AB:172":"No","AB:310":"N/A","T:30":"4","AF:451":"N/A","Z:771":"N/A","AD:612":"N/A","W:773":"N/A","Q:787":"N/A","AE:655":"N/A","AF:376":"Activate background knowledgeUse a role preparation worksheet/templateProvide language support","O:740":"N/A","U:598":"N/A","T:589":"N/A","G:228":"A1Hows[D1G3O3c]. HOWs [Check the publication date.]","S:752":"N/A","AG:549":"N/A","P:458":"N/A","AG:202":"N/A","Z:423":"N/A","X:180":"No","V:795":"N/A","P:734":"25","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","U:34":"No","X:680":"N/A","V:114":"Yes","AA:161":"N/A","V:486":"N/A","G:317":"A1SMedia[SQ002]. Media [Audio media]","Q:36":"Environmental pollution: waste","AA:137":"90","P:551":"No","AB:264":"N/A","AF:249":"N/A","P:456":"N/A","V:462":"N/A","AD:205":"N/A","Z:561":"N/A","U:487":"N/A","S:776":"N/A","X:773":"N/A","AB:98":"No","P:257":"N/A","AE:168":"Yes","Q:118":"No","G:605":"r246q0[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AB:423":"N/A","S:583":"N/A","S:648":"N/A","O:219":"N/A","AD:639":"N/A","R:547":"No","D:709":"Material Sources","O:246":"N/A","V:500":"N/A","S:3":"Lucas","AD:439":"N/A","AB:477":"N/A","X:489":"N/A","AB:167":"Yes","X:371":"Yes","D:142":"Keywords","X:467":"N/A","T:161":"N/A","Q:499":"N/A","O:777":"N/A","T:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AD:65":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","AF:245":"N/A","R:269":"N/A","AA:412":"N/A","AE:587":"N/A","AC:259":"N/A","Y:169":"N/A","S:484":"N/A","AE:463":"N/A","AC:222":"N/A","O:202":"No","U:168":"N/A","AC:159":"N/A","X:679":"N/A","V:444":"N/A","AD:7":"en","S:77":"No","AG:68":"No","W:99":"No","V:609":"N/A","T:443":"N/A","G:642":"r246q0[D3G3O1a]. HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","U:752":"No","AD:561":"N/A","AC:545":"No","AE:773":"N/A","P:653":"N/A","AG:155":"No","O:656":"N/A","AF:391":"N/A","X:137":"30","AG:356":"- Open this video on the smart board\n \n \n - Watch a video together\n \n \n - Have a discussion in groups about questions and misunderstandings","Q:639":"N/A","AB:418":"N/A","Q:257":"N/A","AD:444":"N/A","O:81":"No","U:510":"N/A","AD:726":"N/A","AA:789":"N/A","U:118":"Yes","V:689":"N/A","AF:599":"N/A","G:337":"A1SReference[S014]. Provide all sources you used in this activity [Reference / Source 14]","V:318":"N/A","X:428":"N/A","G:64":"LearningOutcome15. Learning Outcome","Y:223":"N/A","U:470":"N/A","Y:431":"N/A","AB:156":"No","T:734":"5","AB:219":"N/A","Q:654":"N/A","AD:78":"No","X:44":"the impact of the over-consumption of fast fashion industries in wealthy west countries, where they buy cheap, wear for a short while and discard quickly sending these clothing waste as an offer or charity to the poorer countries who become the ones who have to deal with it.","T:613":"N/A","P:267":"N/A","O:425":"N/A","Y:244":"N/A","X:211":"N/A","U:507":"N/A","AB:212":"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","Z:405":"N/A","O:181":"No","AG:181":"N/A","AC:638":"N/A","Y:458":"N/A","P:776":"N/A","U:667":"N/A","AG:423":"N/A","W:112":"No","X:281":"N/A","P:636":"N/A","AE:591":"N/A","AG:495":"N/A","P:781":"N/A","AG:643":"N/A","V:229":"N/A","AC:44":"Learners are faced with a mass of information: this is infobesity. They are bombarded with information mainly through social networks. These social networks use algorithms that create users' own avatars that change their way of thinking by insidiously offering them contents more or minus related to their interests.\n They have to understand that economic, social and political sciences are clearly affected by this misinformation and more often disinformation to make them thinking the digital giants want them to act. With this in mind, they are ready to disseminate any information whether true or false.","S:628":"N/A","V:774":"N/A","AB:222":"N/A","P:293":"N/A","U:354":"20","O:776":"N/A","AF:553":"No","W:369":"No","Z:435":"N/A","P:46":"Use search strategies to find (more) information sources on the socio-scientific issue.","AG:419":"N/A","X:97":"No","G:493":"r148q0. Activity instruction","X:441":"N/A","R:34":"N/A","P:738":"No","AD:72":"No","AC:410":"N/A","P:782":"N/A","S:455":"N/A","AB:674":"N/A","P:560":"No","V:271":"N/A","AG:219":"N/A","Y:138":"food waste","P:603":"N/A","P:537":"No","V:455":"N/A","R:579":"N/A","AF:423":"N/A","O:91":"No","X:283":"N/A","V:155":"No","D:382":"Material Sources","Q:199":"N/A","P:285":"N/A","O:619":"N/A","Q:395":"N/A","R:401":"N/A","P:597":"N/A","W:412":"N/A","AC:648":"N/A","V:726":"No","U:400":"N/A","Q:7":"en","AA:800":"N/A","U:241":"N/A","AD:738":"N/A","AE:173":"No","AG:73":"Yes","AF:220":"N/A","G:700":"r641q0[SQ005]. Media [Interactive media]","P:599":"N/A","Z:609":"N/A","Z:424":"N/A","Q:458":"N/A","U:680":"N/A","S:87":"The Use of the Internet, Carpooling Apps, and Public Transportation for Private Travel","AD:450":"N/A","S:98":"No","Q:77":"No","Y:422":"N/A","AG:258":"N/A","AF:414":"N/A","G:662":"r246q0[D4G2O2a]. HOWs [Organise the arguments and supporting evidence.]","T:687":"N/A","P:741":"No","D:571":"Material Sources","S:412":"N/A","AG:629":"N/A","G:163":"A1Number[SQ010]. Activity number in lesson [10]","T:771":"N/A","AA:391":"N/A","Z:796":"N/A","X:777":"N/A","S:458":"N/A","AD:318":"N/A","Z:347":"N/A","R:400":"N/A","AC:10":"2025-06-18 11:29:15","G:5":"submitdate. Date submitted","X:408":"N/A","G:16":"Authors[SQ002]. Author(s) [Family name, given name]","AG:669":"N/A","AB:400":"N/A","AD:442":"N/A","O:104":"No","AC:600":"N/A","V:479":"N/A","T:255":"N/A","AF:32":"No","AA:9":"kMlHg6anmbnT1tX","AD:629":"N/A","R:420":"N/A","G:74":"Subjects[AO09]. Subject(s) [Geography]","AF:649":"N/A","R:373":"Yes","AF:374":"Other","T:770":"N/A","R:483":"N/A","AG:426":"N/A","Z:158":"N/A","T:157":"No","G:408":"r570q0[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","Z:616":"N/A","R:534":"No","AF:464":"N/A","AE:349":"N/A","G:420":"r570q0[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","Z:231":"N/A","S:506":"N/A","Y:238":"N/A","G:738":"A4OutputForm[SQ002]. Student output form [Oral presentation]","AC:293":"N/A","AF:739":"No","T:274":"N/A","W:638":"N/A","W:613":"N/A","P:361":"No","Q:647":"N/A","G:665":"r246q0[D4G3O1a]. HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AC:724":"No","Z:461":"N/A","AC:122":"Printed ressources","R:700":"N/A","AG:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AA:544":"40","Z:779":"N/A","X:79":"No","AE:12":"46.211.239.59","G:3":"Who?","V:274":"N/A","V:554":"case study","W:602":"N/A","V:162":"N/A","Z:5":"2025-06-24 08:10:45","A:682":"Activity 3 (SciLMified)","Q:658":"N/A","P:416":"N/A","AA:171":"N/A","T:793":"N/A","W:470":"N/A","V:251":"N/A","AA:499":"N/A","AC:251":"N/A","P:541":"N/A","W:421":"N/A","V:545":"Yes","W:178":"/* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Learners will engage in individual reflective observation. They\n will be guided to observe and document their personal or household food-related\n habits over a short time frame (e.g., past week), identifying common causes and\n sources of avoidable food waste. This method encourages critical thinking and\n self-awareness, and builds a personal connection to the socio-scientific issue.\n Their findings will be organized into a visual form (e.g., mind map or\n infographic) to aid understanding and communication.","AB:110":"Yes","AB:350":"N/A","Q:447":"N/A","Q:653":"N/A","P:243":"N/A","Q:100":"No","V:783":"N/A","R:173":"No","AC:739":"N/A","T:655":"N/A","AB:141":"Irish Potato Famine","G:229":"A1Hows[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AC:392":"N/A","P:112":"No","Z:727":"N/A","AG:607":"N/A","R:279":"N/A","AE:649":"N/A","Y:479":"N/A","AB:546":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normál táblázat\";\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 table.MsoTableGrid\n {mso-style-name:\"Rácsos táblázat\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-priority:39;\n mso-style-unhide:no;\n border:solid windowtext 1.0pt;\n mso-border-alt:solid windowtext .5pt;\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-border-insideh:.5pt solid windowtext;\n mso-border-insidev:.5pt solid windowtext;\n mso-para-margin:0cm;\n mso-para-margin-bottom:.0001pt;\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 \n \n \n \n \n \n \n \n \n \n Food\n scarcity also affects the population of different species such as the Hainan\n Gibbon, the Giant Panda, Vancouver Island Marmot and the Cheetahs. These\n species are highly affected by habitat loss which is the main reason of their\n sources of food.\n \n \n \n \n \n a)      Based\n on the internet (or providedtext) complete the table about the population changes of the animals.\n \n \n \n \n \n \n  \n  \n  Species\n  \n  \n  Early 1900s\n  \n  \n  1960s\n  \n  \n  1970s\n  \n  \n  1980s\n  \n  \n  2000s\n  \n  \n  Present day\n  \n  \n  \n  \n  Hainan Gibbon\n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n  \n  \n  Vancouver Island Marmot\n  \n  \n  -\n  \n  \n  -\n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n  \n  \n  Giant Panda\n  \n  \n  -\n  \n  \n  -\n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n  \n  \n  Cheetah\n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n  -\n  \n  \n \n  \n  \n \n  \n  \n \n \n \n \n \n \n\n \n \n \n \n \n b)      Which\n animal is the more likely to survive extinction and which is the one who is the\n most critically endangered in 2025? c)      What is the average population of the Hainan Gibbon and the Vancouver Island Marmot across all time\n periods?d)      Determine\n the median for the Cheetah and Giant Panda population.e)      Which\n animal’s population data has a mode? What is it?f)       Calculate\n the range of the Hainan Gibbon population. Which species shows the largest\n population range?g)      Calculate\n the standard deviation of the Cheetah population. Round your answer to the\n nearest whole number.h)      Draw\n a box plot diagram for the data of the Giant Panda using the values from the\n table.","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]","G:129":"Materials[SQ009]. Required teaching materials []","P:494":"N/A","V:268":"N/A","R:443":"N/A","AD:11":"2025-06-20 10:41:27","AF:560":"No","X:590":"N/A","AC:415":"N/A","D:371":"Resource Type","V:204":"N/A","S:465":"N/A","W:780":"N/A","O:310":"No","W:494":"N/A","W:117":"Yes","W:672":"N/A","AC:286":"N/A","R:29":"Increase or Decrease Industrial Pollution?","AB:655":"N/A","AF:58":"Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective.","S:750":"N/A","U:424":"N/A","AE:310":"N/A","AG:612":"N/A","AA:593":"N/A","Y:401":"N/A","S:72":"No","D:736":"Activity Instruction","AA:671":"N/A","Q:78":"No","G:205":"A1Hows[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","O:157":"N/A","P:588":"N/A","X:275":"N/A","X:604":"N/A","W:203":"N/A","AG:182":"N/A","AA:267":"N/A","V:409":"N/A","AB:373":"N/A","Q:82":"No","Q:30":"4","S:30":"3","AB:266":"N/A","P:304":"N/A","AE:667":"N/A","U:214":"N/A","A:354":"Activity 2","G:536":"A3Number[SQ003]. Activity number in lesson [3]","Y:799":"N/A","AB:750":"N/A","AF:472":"N/A","G:371":"A2Media[SQ003]. Media [Visual media]","AB:650":"N/A","AB:607":"N/A","O:582":"N/A","S:241":"N/A","AD:417":"N/A","AG:484":"N/A","AE:442":"N/A","AC:457":"N/A","P:307":"N/A","G:411":"r570q0[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","G:708":"r875q0[S005]. Provide all sources you used in this activity [Reference / Source 5]","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. []","Q:102":"No","AD:495":"N/A","Q:347":"No","X:422":"N/A","P:260":"N/A","Q:475":"N/A","O:697":"N/A","AC:738":"N/A","AC:247":"N/A","W:728":"No","O:662":"N/A","G:491":"r570q0[other]. HOWs [Other]","AC:788":"N/A","O:781":"N/A","AG:624":"N/A","O:561":"N/A","G:242":"A1Hows[D2G2O3a]. HOWs [Identify the purpose behind the information. -> Checklist]","AC:7":"en","AD:468":"N/A","Y:780":"N/A","V:156":"No","R:672":"N/A","W:481":"N/A","T:178":"This activity uses a blended close reading and collaborative inquiry method, grounded in constructivist and social constructivist pedagogy. ","AF:372":"No","W:217":"N/A","Y:92":"No","U:633":"N/A","AC:245":"N/A","O:244":"N/A","AF:358":"Yes","U:267":"N/A","R:207":"N/A","AE:602":"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]","Y:413":"N/A","AF:644":"N/A","AG:351":"N/A","AA:591":"N/A","G:146":"KeyWords[SQ009]. Key words (for online filter and search function) []","S:362":"No","Z:419":"N/A","T:27":"English","AF:93":"No","G:235":"A1Hows[D2G2O1a]. HOWs [Examine how the information is framed.]","S:117":"No","AB:481":"N/A","P:244":"N/A","T:7":"en","AB:283":"N/A","AD:613":"N/A","D:699":"Resource Type","AE:89":"No","U:628":"N/A","Z:425":"N/A","Q:620":"N/A","O:794":"N/A","AE:309":"N/A","Y:113":"Yes","AD:230":"N/A","AC:11":"2026-05-17 13:40:52","D:364":"Student Output Form","AF:779":"N/A","O:494":"N/A","Y:586":"N/A","Y:787":"N/A","X:304":"N/A","Q:590":"N/A","G:174":"A1OutputForm[other]. Student output form [Other]","U:732":"N/A","AF:217":"N/A","E:1":"E1 Display Name","P:175":"Picture 1:\n \n In the first picture, we see an older couple holding a small bag of food waste. The bag looks pretty light, and the couple seems like they are careful about how much food they throw away. Maybe they don't waste food because they've learned over the years that it's important to use everything they buy, or they might be careful about the amount of food they buy in the first place. \n Picture 2:\n \n In the second picture, there’s a family with two young kids. They are holding two big bags full of food waste. This is a lot more than the older couple. The bags are heavy and look like they have a lot of leftovers. Maybe the kids didn’t eat all their food, or maybe the parents cooked too much and couldn’t save the extra. It might also show that the family is busy, and sometimes food gets wasted because they don't have enough time to think about how to use everything. \n Differences Between the Two Pictures: \n - The biggest difference is the amount of food waste. The older couple has a small bag, while the family has two big bags. \n - The age group could be a factor. The older couple has more experience, and they may be better at planning meals and using leftovers. On the other hand, the younger family with kids might sometimes cook more than they need or end up with food that gets wasted. \n - The family structure is different too. With young kids, there might be more uneaten food because kids are pickier or don’t always finish their meals.","T:43":"Potato famine in Ireland 1845 - 1852","AC:798":"N/A","AB:251":"N/A","AA:372":"No","R:221":"N/A","O:33":"Yes","U:207":"N/A","D:89":"Learner Age Range","AE:86":"Timesheets and data visualization: Create and edit tables, build and analyze charts in Excel and Google Sheets","Z:661":"N/A","T:187":"Joel Mokyr. Great Famine. Encyclopædia Britannica https://www.britannica.com/event/Great-Famine-Irish-history (19.06.2025.)","G:422":"r570q0[D2G1O2b]. HOWs [Verify if the information is supported by reliable sources and references.]","AD:239":"N/A","AA:726":"Yes","AD:279":"N/A","AE:289":"N/A","AC:508":"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":"No","P:35":"N/A","W:649":"N/A","X:541":"N/A","P:138":"food waste, causes, consequences,","D:552":"Student Output Form","T:690":"N/A","AG:548":"N/A","AC:420":"N/A","AA:495":"N/A","O:594":"N/A","D:766":"Material Sources","AA:728":"N/A","Q:485":"N/A","S:487":"N/A","AD:268":"N/A","Q:173":"N/A","Q:208":"N/A","Z:635":"N/A","W:627":"N/A","U:276":"N/A","AE:498":"N/A","AE:109":"In the next lesson, learners could expand their skills by creating a digital presentation (e.g., in Google Slides or Canva) to communicate their transport analysis and green alternatives. They could also explore how to use conditional formatting and more advanced spreadsheet functions to highlight patterns in their data. A follow-up could involve comparing national or global transport data sets to understand broader environmental trends. Another lesson might focus on using data from mobile apps or open sources for real-time emissions tracking. Finally, learners could participate in a simulation or debate on sustainable transport policies, applying their digital findings to real-world decision-making scenarios.","G:464":"r570q0[D4G1O3a]. HOWs [Checklist: Communication Channels]","U:204":"N/A","O:115":"No","AC:418":"N/A","P:299":"N/A","S:733":"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.]","G:258":"A1Hows[D3G2O1a]. HOWs [Divide impacts into categories.]","AD:630":"N/A","AB:594":"N/A","V:279":"N/A","W:286":"N/A","AE:82":"No","AG:222":"N/A","D:84":"Subjects","W:66":"No","AG:35":"N/A","AG:210":"N/A","T:399":"N/A","V:615":"N/A","W:446":"N/A","Z:742":"N/A","R:456":"N/A","Q:594":"N/A","T:236":"N/A","R:583":"N/A","W:452":"N/A","AF:252":"N/A","AG:90":"No","S:223":"N/A","AA:352":"N/A","Y:395":"N/A","O:464":"N/A","R:285":"N/A","S:367":"Group work","R:5":"2025-06-19 14:46:36","Q:700":"N/A","AB:11":"2026-05-13 12:40:46","R:224":"N/A","Q:741":"N/A","AF:366":"The teacher checks-in to see whether the learners comprehend their roles and eventual biases.","P:687":"N/A","W:365":"Example: Unreliable article with no sources,\n dramatic tone, anonymous author.","Y:290":"N/A","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.]","T:175":"This activity does not have a model solution, although the answers are limited within the content of given article. ","AB:201":"N/A","AF:548":"No","AB:281":"N/A","AA:279":"N/A","AB:737":"N/A","AG:441":"N/A","Z:594":"N/A","Z:160":"N/A","AE:476":"N/A","AC:108":"The learners should have identified that firms have a social and societal responsibility as an economic agent. \n The learners should understand that a sustainable growth has to be regulate by the institutions and by a consumer conscientiousness.","U:251":"N/A","AF:253":"N/A","R:567":"Genially (2024). Genially Interactive Platform. Retrieved from https://genially.com","S:629":"N/A","P:442":"N/A","Y:389":"N/A","AF:117":"No","G:487":"r570q0[D4G3O4a]. HOWs [Checklist: Actions and initiatives to convey a message.]","AF:561":"Yes","R:352":"N/A","Y:582":"N/A","S:415":"N/A","D:129":"Required infrastructure & Teaching Materials","V:161":"N/A","S:10":"2025-06-17 07:24:20","Y:510":"N/A","X:429":"N/A","U:543":"N/A","S:255":"N/A","T:207":"N/A","AD:616":"N/A","AC:474":"N/A","AC:306":"N/A","AF:668":"N/A","Q:305":"N/A","U:486":"N/A","X:288":"N/A","O:347":"N/A","Y:256":"N/A","G:173":"A1OutputForm[SQ007]. Student output form [Service-learning project]","X:638":"N/A","AD:299":"N/A","G:585":"r246q0[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","R:243":"N/A","AF:595":"N/A","Y:454":"N/A","R:561":"Yes","AF:657":"N/A","U:588":"N/A","O:38":"due to private travel choices","AF:48":"Explore the viewpoints on the socio-scientific issue comprehensively.","AB:569":"The ideas, activities and conceptual framework presented in this work are the result of my own research and creation.","Z:175":"In order to be involved in less CO2 emissions, they have to work hard because some learners might believe that climate change is exaggerated.","AD:101":"No","T:670":"N/A","X:248":"N/A","Y:561":"N/A","AA:89":"No","AA:750":"No","Z:278":"N/A","AB:168":"No","AA:94":"Yes","G:76":"Subjects[AO11]. Subject(s) [Computer Science & ICT]","AD:700":"N/A","O:779":"N/A","Q:362":"N/A","T:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","Q:561":"N/A","AG:499":"N/A","AC:231":"N/A","AF:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Q:240":"N/A","AA:655":"N/A","AD:159":"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.]","V:412":"N/A","AA:498":"N/A","AC:697":"N/A","O:542":"N/A","U:154":"Yes","AA:585":"N/A","G:462":"r570q0[D4G1O2b]. HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","S:657":"N/A","S:594":"N/A","AC:345":"Yes","O:278":"N/A","AE:799":"N/A","AF:469":"N/A","AE:398":"N/A","Q:282":"N/A","V:464":"N/A","O:242":"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","AD:733":"N/A","V:356":"2) Mini Lecture: Connecting the Dots\n \n Use visuals or slides to explain:\n \n \n \n ·       \n Biodiversity:\n Variety of life (species, genetic, and ecosystem levels).\n \n \n \n ·       \n Climate\n Change Effects:\n \n \n \n o   Shifting\n weather patterns\n \n \n \n o   Rising\n temperatures\n \n \n \n o   Droughts,\n floods, wildfires\n \n \n \n ·       \n Impact on\n Biodiversity:\n \n \n \n o   Extinction\n of species\n \n \n \n o   Loss\n of pollinators\n \n \n \n o   Disruption\n of growing seasons\n \n \n \n ·       \n Impact on\n Food Systems:\n \n \n \n o   Decreased\n crop yields\n \n \n \n o   Vulnerable\n monocultures\n \n \n \n o   Less\n resilient farming systems\n \n \n \n Engage\n with real data or maps showing climate effects on agriculture (e.g.,\n coffee in Ethiopia, wheat in India).\n \n Wheat\n in India: Yield Declines & Climate Vulnerability\n \n \n \n Visuals:\n \n \n \n \n  Map showing district-level wheat yield losses in India,\n  with red zones representing declines of up to 70 million tons due to\n  combined heat and drought effects (2020–2022 data) researchgate.net+1frontiersin.org+1.\n  District‑wise agro‑climatic zones overlaid with yield\n  analytics, illustrating how certain regions are more adversely affected by\n  increasing temperatures and erratic rainfall time.com+15researchgate.net+15nature.com+15.\n  Heatwave impact chart mapping March 2022’s temperature\n  anomalies and a 4–6 % national yield reduction, with pockets experiencing\n  up to 15 % loss iopscience.iop.org.\n \n \n \n \n How to use: Show how hotter winters and spring heatwaves reduce wheat\n yields. Ask learners to identify which regions are most impacted and speculate\n on the effects on food prices and food access.\n \n \n \n \n \n \n \n \n \n \n \n Broader Trends: Global Crop Yield Projections\n \n \n \n Visual:\n \n \n \n \n  From Our World in Data: a global graph showing\n  projected yield declines in maize and mixed results for wheat across latitudes—highlighting\n  that tropical/subtropical regions (like India) are most at risk ourworldindata.org.\n \n \n \n \n How to use: Compare global trends with Ethiopia and India case studies\n to reinforce that climate-smart adaptation is urgently needed in vulnerable\n areas.","D:174":"Student Output Form","Z:671":"N/A","AC:267":"N/A","Z:1":"40","AG:292":"N/A","AA:355":"Yes","S:508":"N/A","AC:642":"N/A","AE:227":"N/A","AA:179":"N/A","AA:211":"N/A","AC:743":"N/A","R:677":"N/A","AD:118":"Yes","O:497":"N/A","Q:73":"No","X:276":"N/A","W:604":"N/A","W:401":"N/A","AF:300":"N/A","G:8":"seed. Seed","S:538":"N/A","V:626":"N/A","D:744":"Student Output Form","Y:156":"No","P:159":"N/A","AG:241":"N/A","Q:442":"N/A","Y:12":"213.225.12.220","G:80":"Subjects[AO15]. Subject(s) [Arts and/or Design]","V:12":"213.225.12.220","W:116":"Yes","Z:470":"N/A","P:203":"N/A","Q:44":"Most food waste happens in shops.\n Shops throw away all unsold food.","W:664":"N/A","AB:442":"N/A","V:66":"No","X:265":"N/A","Z:252":"N/A","AA:72":"No","U:216":"N/A","U:100":"Yes","AE:613":"N/A","O:80":"No","Y:478":"N/A","AD:293":"N/A","AB:605":"N/A","AG:627":"N/A","U:614":"N/A","O:581":"N/A","O:647":"N/A","X:169":"No","AA:654":"N/A","AD:76":"No","V:613":"N/A","AA:449":"N/A","T:232":"N/A","AA:238":"N/A","AC:663":"N/A","AF:659":"N/A","AA:558":"Directing instructions","W:214":"N/A","AF:675":"N/A","AA:405":"N/A","T:647":"N/A","O:373":"N/A","V:671":"N/A","AC:182":"Yes","AE:740":"N/A","V:601":"N/A","X:601":"N/A","O:409":"N/A","P:724":"No","X:390":"N/A","Y:579":"N/A","AD:170":"Yes","W:164":"15","AD:347":"N/A","AC:94":"Yes","T:671":"N/A","AB:405":"N/A","O:206":"N/A","B:15":"Based on the idea of","AD:560":"N/A","AD:667":"N/A","U:684":"N/A","R:620":"N/A","W:290":"N/A","R:108":"1) Introduction to the composition and structure of the atmosphere.\n 2) Lesson on the greenhouse effect and global warming mechanisms.\n 3) Laboratory activity demonstrating chemical reactions of combustion and formation of gases like CO₂.\n 4) Introduction to types of pollution: air, water, soil – focusing on atmospheric pollutants.\n 5) Basic physics of gas diffusion, particulate matter, and aerosol formation.","AC:562":"N/A","Y:552":"N/A","AG:674":"N/A","R:633":"N/A","X:262":"N/A","T:599":"N/A","AE:428":"N/A","AG:67":"No","V: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-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 \n \n \n \n \n \n \n 4) Class\n Discussion & Visual Synthesis\n \n \n  Each group presents a 2-minute summary.\n  Create a large class mind map or flowchart on\n  the board:\n  \n  Center: \"Climate Change\"\n  Branches: Biodiversity → Food Systems → Human Impact →\n  Solutions\n  \n \n \n Encourage learners to identify patterns\n or common themes.","U:427":"N/A","AF:240":"N/A","AE:283":"N/A","R:244":"N/A","P:690":"N/A","V:642":"N/A","AF:479":"N/A","AA:546":"DESIGN DRAFT: CHOOSE YOUR MATERIAL TO WORK WITH AND DECIDE YOUR STATEMENT 40-50min\n \n \n \n \n Create a design for the chosen material that speaks out and makes a statement about the problem with fast fashion from the perspective you choose for example waste or child labor. You need to modify the chosen product with at least two different techniques suitable for this fabric. Techniques can be for example: sewing (machine), decorative techniques (embroidery, applique, quilting and patchwork), fastening techniques (buttons and buttonholes, zippers, snaps, velcro) and/or fabric manipulation (fabric painting or dyeing, printing, distressing).\n \n \n \n \n Include these in your design draft and plan: \n \n \n \n \n Chosen piece of clothingSuitable techniques used for this material and what techniques you will applyWhat is your statement and what’s the reasoning behind your statementStatement and how that will be channeled (is your design a text, material, picture, poster or a post about your work in social media)Materials needed Plan for the leftover fabric (how to recycle or reuse)How do you document your workDraft of the finished product what it will look out (can be a quick sketch) ","R:275":"N/A","S:771":"N/A","P:471":"N/A","AB:107":"Statistics (mode, median, range, minimum, maximum, standard deviation), diagrams (line, box-plot), percentage, calculator usage","V:299":"N/A","O:770":"N/A","R:645":"N/A","X:546":"2nd group\n MAKE UP YOUR MIND (For each impact and/or potential solution, identify the parties across society affected the most-both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors)\n Examine the situation that deals with the imported old clothes from the GLOBAL NORTH\n Evaluate arguments based on scientific evide\n \n SPEAK OUT AND TAKE ACTION (OUTSIDE CLASS)Both group (Make a plan to execute)(Define your message)Support your ideas and arguments and formulate them in drawings Collect and Assemble used fabrics and torn cloths or unwanted materials and transform them in a way to create a piece of Art that can play a role as a piece of social activism.PRESENTATION","AC:433":"N/A","U:66":"No","V:31":"No","Y:350":"N/A","D:302":"Duration","Z:463":"N/A","AB:506":"N/A","X:490":"N/A","U:166":"Introduction (including LO):\n \n \n \n \n \n \n Activity: Showing learners different types of early industrial machines (pictures). Learners  identify different early industrial machines and explain what they do. Learners will describe the purpose of each machine in the context of textile production.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Activity: Showing a meme with a domino timeline and asking learners to identify where we are now. Learners will analyze a visual timeline to determine our current position in historical development. Learners will justify their reasoning for placing current society at a specific point.\n \n \n \n Learners will compare different industrial revolutions and recognize how technological progress has evolved.Learners will interpret how the First Industrial Revolution initiated a continuing transformation leading to Industry 5.0.\n \n \n \n \n \n \n Activity: Stating the Lesson Objective:Learners will define the term Industrial Revolution and identify its causes and consequences (Remembering/Understanding).They will analyze how early industrial machines transformed textile production (Analyzing).They will evaluate how these innovations contributed to modern fast fashion and its socio-economic and environmental impact (Evaluating).","O:66":"No","G:419":"r570q0[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AG:217":"N/A","AC:793":"N/A","R:770":"N/A","AC:476":"N/A","U:103":"No","Z:242":"N/A","AA:362":"No","T:622":"N/A","AG:269":"N/A","Q:563":"N/A","AC:111":"Yes","R:172":"No","Z:345":"N/A","D:69":"Subjects","AC:43":"Industrial production : increasing or decreasing?","X:610":"N/A","W:550":"No","R:371":"Yes","V:278":"N/A","AC:239":"N/A","Q:183":"N/A","AC:496":"N/A","AF:496":"N/A","Q:114":"Yes","W:277":"N/A","D:55":"Learning Outcome(s)","P:678":"N/A","U:402":"N/A","AF:180":"No","V:668":"N/A","S:309":"N/A","Q:462":"N/A","Q:389":"N/A","AA:79":"No","U:158":"No","G:598":"r246q0[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","Y:774":"N/A","T:406":"N/A","X:229":"N/A","Z:464":"N/A","AG:391":"N/A","V:250":"N/A","AF:403":"N/A","AE:608":"N/A","O:673":"N/A","AD:199":"N/A","T:412":"N/A","AC:468":"N/A","X:436":"N/A","D:16":"Author(s)","U:645":"N/A","S:600":"N/A","W:300":"N/A","U:646":"N/A","AC:643":"N/A","T:479":"N/A","D:379":"Material Sources","X:277":"N/A","X:690":"N/A","Q:494":"N/A","O:585":"N/A","Y:662":"N/A","G:427":"r570q0[D2G2O1c]. HOWs [Identify sensational and emotional language used to influence the audience.]","W:547":"No","AF:222":"N/A","AB:71":"No","U:283":"N/A","AE:163":"N/A","AB:487":"N/A","AE:360":"N/A","G:165":"A1Elaborate[SQ001]. Elaborate activity [Yes, please show additional fields]","X:208":"N/A","G:112":"Infrastructure[SQ009]. Required infrastructure [Student tablets]","O:398":"N/A","D:105":"Year of Subject Learning","T:545":"Yes","V:245":"N/A","AC:97":"No","Q:58":"Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective.","AF:276":"N/A","O:261":"N/A","AF:633":"N/A","W:391":"N/A","R:471":"N/A","AG:300":"N/A","X:643":"N/A","S:400":"N/A","AC:280":"N/A","AF:107":"CEFR level: B2+/C1, Basic vocabulary: common environmental terms, understanding of what biodevrsity means, basic understanding of food systems, general academic vocabulary (cause effect, solution, impact), Speaking and writing structures: experience with argumentative language, debating, speaking in pairs/groups, use of linking words","Z:468":"N/A","AD:111":"Yes","W:500":"N/A","AD:455":"N/A","V:457":"N/A","X:264":"N/A","Q:730":"N/A","S:479":"N/A","Z:203":"N/A","Q:687":"N/A","AE:205":"N/A","AF:206":"N/A","X:752":"N/A","AF:558":"During the Roundtable Discussion, the teacher uses the facilitated role-play method, guiding learners to engage in structured, critical dialogue from the perspective of assigned stakeholders. \n \n The teacher observes, takes notes, and may pause to highlight good use of persuasive language, critical thinking, or misinformation awareness.","AG:632":"N/A","AA:605":"N/A","W:540":"N/A","G:410":"r570q0[D1G4O4a]. HOWs [Checklist: intended audience investigation]","Y:638":"N/A","AF:670":"N/A","AD:33":"No","O:455":"N/A","AB:119":"No","X:72":"No","V:267":"N/A","AC:35":"N/A","AG:179":"N/A","O:72":"No","Y:776":"N/A","AG:639":"N/A","AG:665":"N/A","P:161":"N/A","V:234":"N/A","AC:620":"N/A","V:779":"N/A","Y:615":"N/A","V:406":"N/A","P:294":"N/A","S:749":"N/A","AE:643":"N/A","V:739":"N/A","AA:642":"N/A","Y:355":"No","AE:408":"N/A","S:672":"N/A","AD:676":"N/A","AD:643":"N/A","G:794":"r276q0[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","AE:646":"N/A","Z:413":"N/A","G:91":"AgeRange[SQ003]. Age range [12 ]","W:415":"N/A","T:621":"N/A","S:245":"N/A","AD:698":"N/A","AD:537":"N/A","AE:183":"Yes","AG:209":"N/A","R:213":"N/A","O:225":"N/A","AE:99":"No","D:92":"Learner Age Range","G:736":"A4Instruction. Activity instruction","P:628":"N/A","AC:753":"N/A","AF:508":"N/A","X:115":"No","Q:160":"N/A","AD:291":"N/A","AG:736":"- Based on the previously watched videos and discussions, learners will create their own punch cards in their own groups\n \n \n - They will use a hammer and a punching rod and a sheet of plastic\n \n \n \n \n - They will work together cooperatively.","O:405":"N/A","AC:624":"N/A","AA:304":"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).]","V:724":"No","S:599":"N/A","X:470":"N/A","AA:74":"No","S:89":"No","AA:410":"N/A","Z:167":"No","Q:751":"N/A","AC:68":"No","AB:138":"statistics","Y:160":"N/A","S:238":"N/A","AG:93":"Yes","W:559":"No","R:489":"N/A","X:71":"No","R:613":"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","S:287":"N/A","V:165":"No","G:792":"r276q0[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","T:535":"No","O:675":"N/A","G:548":"A3OutputForm[SQ002]. Student output form [Oral presentation]","G:468":"r570q0[D4G1O4c]. HOWs [Apply skills of dialogue.]","AC:481":"N/A","Q:697":"N/A","AA:646":"N/A","T:593":"N/A","AF:36":"Food scarcity and starvation","S:316":"N/A","AA:215":"N/A","AF:696":"N/A","V:461":"N/A","X:412":"N/A","Y:104":"No","X:66":"No","O:14":"2025","T:359":"No","R:2":"Yes","T:355":"Yes","G:349":"r373q0[SQ006]. Activity number in lesson [6]","T:451":"N/A","AF:171":"No","AG:167":"N/A","G:438":"r570q0[D2G3O1c]. HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","O:485":"N/A","AA:555":"Statement example: Fast fashion promotes overconsumption and disposability --> By constantly churning out new trends and ultra-low prices, fast fashion encourages people to buy more clothes than they need - not for quality or function, but impulse and novelty. This normalizes a throwaway culture where clothing is treated as disposable instead of valuable.","AD:361":"N/A","AF:726":"No","AA:115":"No","AC:1":"43","Y:451":"N/A","X:417":"N/A","AB:749":"N/A","X:177":"Teacher-led instruction and Q&A sessions","U:611":"N/A","Y:598":"N/A","S:616":"N/A","AF:279":"N/A","Y:481":"N/A","AE:697":"N/A","V:362":"N/A","AF:396":"N/A","AA:401":"N/A","AC:417":"N/A","Z:257":"N/A","AC:398":"N/A","AD:471":"N/A","O:629":"N/A","W:70":"No","X:605":"N/A","AA:697":"N/A","AD:373":"N/A","O:730":"N/A","O:615":"N/A","Q:607":"N/A","AD:592":"N/A","W:779":"N/A","D:60":"Learning Outcome(s)","AA:679":"N/A","W:30":"4","AC:672":"N/A","AC:451":"N/A","X:650":"N/A","V:89":"No","O:552":"N/A","T:280":"N/A","Z:673":"N/A","AF:205":"N/A","AB:489":"N/A","AA:269":"N/A","X:653":"N/A","O:281":"N/A","P:463":"N/A","AA:226":"N/A","U:170":"N/A","AD:777":"N/A","S:267":"N/A","Z:684":"N/A","P:89":"Yes","O:636":"N/A","O:457":"N/A","R:255":"N/A","T:35":"N/A","AC:604":"N/A","AE:678":"N/A","AC:244":"N/A","X:775":"N/A","P:309":"N/A","AA:243":"N/A","O:591":"N/A","V:253":"N/A","Y:749":"Yes","V:496":"N/A","AC:543":"N/A","X:286":"N/A","AA:156":"No","AE:158":"N/A","R:237":"N/A","O:284":"N/A","U:113":"Yes","S:68":"No","V:497":"N/A","Z:66":"No","Y:495":"N/A","X:551":"N/A","U:74":"No","U:778":"N/A","P:486":"N/A","AD:673":"N/A","P:245":"N/A","AF:799":"N/A","Y:167":"N/A","AG:267":"N/A","X:656":"N/A","AG:320":"N/A","S:608":"N/A","P:14":"2025","R:306":"N/A","AG:218":"N/A","D:706":"Material Sources","AB:358":"N/A","X:245":"N/A","AA:676":"N/A","R:175":"Learners are expected to recognize that industrial pollution includes both visible emissions (such as smoke) and invisible emissions (such as CO₂ and volatile organic compounds). They should be able to identify that modern industries may reduce visible pollution but still contribute to cumulative or long-term atmospheric problems. They may also mention that reducing industrial pollution does not necessarily lead to complete economic collapse if sustainable technological solutions and green innovations are applied. The model answer should include at least:\n \n Identification of visible and invisible pollutants.\n \n Recognition of long-term and indirect effects of industrial emissions.\n \n Consideration of multiple stakeholders (industry, environment, society, economy).\n \n A balanced preliminary argument about the complexity of increasing or decreasing industrial activity.","O:788":"N/A","AB:726":"No","S:276":"N/A","AC:671":"N/A","AG:235":"N/A","P:688":"N/A","AG:613":"N/A","T:628":"N/A","G:604":"r246q0[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","S:226":"N/A","AD:68":"No","V:422":"N/A","V:776":"N/A","P:226":"N/A","Y:356":"Read and select more information on food waste. Share in group the following websites (one or two learners for\n each). Search for the most onterresting and most important information for your further mind map that you are making in groups.\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:\"Normaali taulukko\";\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 Try\n to find at least five important facts to all of the topics: situation, solution, new ideas.\n \n \n \n \n \n \n \n \n \n \n a.      \n Website pages of the European council: https://www.consilium.europa.eu/en/policies/food-waste/\n June 19th, 2025\n \n \n \n \n \n \n \n \n \n \n \n \n \n b.      \n FAO pages: https://www.fao.org/platform-food-loss-waste/flw-events/international-day-food-loss-and-waste/en\n June 19th, 2025\n \n \n \n \n \n \n \n \n \n \n \n \n \n c.      \n Eurostat: https://www.eufic.org/en/food-safety/article/food-waste-in-europe-statistics-and-facts-about-the-problem\n June 19th, 2025\n \n \n \n \n \n \n \n \n \n \n \n \n \n d.  + [local website]\n +","AD:437":"N/A","Y:213":"N/A","AE:625":"N/A","T:231":"N/A","AF:186":"Use the Think-Pair-Share activity as a differentiation methodProvide key vocabulary to support speaking skillsScaffold interpretation through critical questions eg. Is this cartoon offering a solution or just criticism? Are there any emotions depicted in the picture? Whose voices are amplified? Why? Who is missing?","AB:663":"N/A","Q:628":"N/A","D:523":"Material Sources","Y:547":"N/A","O:264":"N/A","Y:733":"N/A","AA:396":"N/A","AF:179":"No","V:743":"N/A","O:344":"N/A","P:451":"N/A","AE:590":"N/A","S:422":"N/A","AD:485":"N/A","X:587":"N/A","AD:317":"N/A","AC:688":"N/A","O:165":"Yes","O:586":"N/A","P:684":"N/A","AB:377":"https://www.iucnredlist.org/about/background-history","AB:656":"N/A","AE:402":"N/A","AD:411":"N/A","AF:80":"No","AD:626":"N/A","AC:397":"N/A","AB:478":"N/A","Q:618":"N/A","P:696":"N/A","Z:260":"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","AA:426":"N/A","AE:640":"N/A","O:495":"N/A","P:310":"N/A","R:35":"N/A","AC:203":"N/A","AG:109":"Scan learners made punch cards and - with a program - load them to minecraft.","AF:227":"N/A","Z:696":"N/A","G:679":"r246q0[D4G4O2a]. HOWs [Outline steps and a timeline.]","V:252":"N/A","Y:121":"A1 papers, pens","V:407":"N/A","S:773":"N/A","AD:430":"N/A","AE:243":"N/A","X:618":"N/A","S:454":"N/A","G:722":"r875q0[S019]. Provide all sources you used in this activity [Reference / Source 19]","AC:456":"N/A","AE:276":"N/A","AB:664":"N/A","Y:249":"N/A","AC:238":"N/A","W:673":"N/A","AA:229":"N/A","U:751":"Yes","W:690":"N/A","R:496":"N/A","W:210":"N/A","U:88":"Learners will define the term Industrial Revolution and identify its key causes and consequences. They will analyze the transformation of textile production by examining the relationship between early industrial machines (e.g., steam engines, spinning frames) and the evolution of fashion. Learners will evaluate the extent to which these innovations laid the foundation for modern fast fashion by assessing their economic, social, and environmental impacts.","X:673":"N/A","D:81":"Subjects","Y:483":"N/A","O:470":"N/A","AE:265":"N/A","V:173":"N/A","S:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AG:377":"Hearn, D. (2022, March 17). Binary and the Jacquard Mechanism - demonstration. YouTube. https://www.youtube.com/watch?v=pzYucg3Tmho","O:106":"No","AG:478":"N/A","AG:410":"N/A","Y:581":"N/A","D:559":"Resource Type","P:223":"N/A","D:197":"Material Sources","Q:227":"N/A","P:484":"N/A","V:413":"N/A","T:34":"No","Y:81":"No","AG:257":"N/A","G:170":"A1OutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","S:457":"N/A","AB:390":"N/A","X:623":"N/A","AE:789":"N/A","AC:422":"N/A","T:304":"N/A","D:496":"Student Output Form","W:423":"N/A","R:629":"N/A","S:621":"N/A","O:11":"2025-07-21 14:00:15","Z:782":"N/A","Q:200":"N/A","P:792":"N/A","AA:183":"N/A","G:786":"r276q0[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","AA:494":"N/A","AB:260":"N/A","AD:459":"N/A","G:401":"r570q0[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","Y:445":"N/A","AG:250":"N/A","AE:43":"Private Travel Choices","W:637":"N/A","AC:413":"N/A","R:317":"N/A","V:658":"N/A","O:611":"N/A","P:168":"Yes","AB:413":"N/A","X:627":"N/A","P:633":"N/A","R:439":"N/A","Y:609":"N/A","V:443":"N/A","Y:291":"N/A","O:778":"N/A","G:254":"A1Hows[D3G1O1a]. HOWs [List the different viewpoints supported by evidence-based arguments.]","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","W:393":"N/A","T:169":"No","AE:635":"N/A","AE:261":"N/A","X:750":"N/A","S:357":"No","AA:771":"N/A","R:558":"Learners will work in small groups to collaboratively design a proposal for reducing air pollution in the city center. They will analyse scientific data, consider social and economic impacts, and prepare a multi-perspective action plan. Each group will present their proposal, followed by class-wide discussion and peer feedback.","V:541":"N/A","T:646":"N/A","Z:213":"N/A","AA:207":"N/A","AE:119":"No","Y:746":"The assessment items for the writing skills\n \n  -overall picture of writing skills\n  -choice of perspective, content and materials (facts from different sources)\n  - use of materials\n  -text structure\n  -language and style\n Link to Finnish matriculate examination website","P:356":"Report the annual amount of food waste in European Household using this data https://www.consilium.europa.eu/en/policies/food-waste/ \n \n \n According to the European Union’s Food Waste Policy, European households generate a significant amount of food waste each year. Research the annual statistics for food waste in households across Europe and summarize the key figures, such as the average kilograms per person or household. This will give you an understanding of the scale of food waste in the EU. You can work in groups and present your findings in a form of a poster or an infographic.\n \n \n \n \n \n \n \n Calculate the amount of food waste in your family for one week.\n \n \n For one week, collect all the food scraps and waste your family produces (eg expired products), using a bag to store it. At the end of the week, weigh the total food waste and record the amount in kilograms (or grams). Reflect on your results by comparing your family’s food waste to the European average.\n \n \n \n \n \n \nhttps://food.ec.europa.eu/food-safety/food-waste/eu-actions-against-food-waste/food-waste-measurement_en","R:113":"Yes","Q:552":"N/A","AB:153":"4","AG:349":"No","AD:619":"N/A","Q:663":"N/A","G:357":"A2OutputForm[SQ001]. Student output form [Text]","V:101":"No","X:582":"N/A","AG:284":"N/A","P:430":"N/A","P:415":"N/A","G:390":"r570q0[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","Y:782":"N/A","V:730":"No","Z:82":"No","W:113":"Yes","P:316":"N/A","D:311":"Student Output Form","Y:231":"N/A","S:486":"N/A","R:749":"N/A","P:403":"N/A","R:606":"N/A","Z:788":"N/A","V:629":"N/A","AF:536":"Yes","AC:459":"N/A","G:497":"r421q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AD:186":"Dialogue learning methods could be very useful in this case - (\n \n DIALE\n )","S:162":"N/A","AE:547":"N/A","AG:79":"No","U:44":"Fast fashion is something new and appeared only in the last decade.","Y:653":"N/A","G:152":"KeyWords[SQ015]. Key words (for online filter and search function) []","Z:38":"due to industrial production","R:588":"N/A","AA:476":"N/A","X:641":"N/A","Z:316":"N/A","AE:540":"N/A","AG:81":"No","R:345":"Yes","S:685":"N/A","Y:724":"No","P:774":"N/A","AF:443":"N/A","Z:674":"N/A","AF:650":"N/A","AG:227":"N/A","U:253":"N/A","G:158":"A1Number[SQ005]. Activity number in lesson [5]","Y:280":"N/A","R:362":"Yes","V:602":"N/A","AC:423":"N/A","AA:673":"N/A","U:436":"N/A","AD:563":"N/A","D:309":"Student Output Form","W:591":"N/A","AA:507":"N/A","U:395":"N/A","D:91":"Learner Age Range","P:562":"No","Y:269":"N/A","AC:249":"N/A","Q:95":"Yes","AE:357":"N/A","G:437":"r570q0[D2G3O1b]. HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AB:677":"N/A","AB:734":"10","X:665":"N/A","W:103":"Yes","G:61":"LearningOutcome12. Learning Outcome","AB:357":"N/A","P:731":"N/A","P:540":"N/A","Z:685":"N/A","AE:741":"N/A","AF:646":"N/A","O:604":"N/A","AE:639":"N/A","U:417":"N/A","R:261":"N/A","AA:349":"N/A","V:402":"N/A","AC:730":"N/A","O:624":"N/A","P:584":"N/A","AG:453":"N/A","AC:405":"N/A","AD:182":"No","AD:775":"N/A","Z:506":"N/A","O:678":"N/A","Z:427":"N/A","R:649":"N/A","V:400":"N/A","G:134":"Materials[SQ014]. Required teaching materials []","R:455":"N/A","T:404":"N/A","X:360":"No","R:791":"N/A","R:642":"N/A","AA:643":"N/A","Y:730":"N/A","R:276":"N/A","D:710":"Material Sources","V:119":"No","AC:434":"N/A","AG:44":"A common misunderstanding is that fast fashion simply refers to cheap clothing. In reality, it involves a rapid production cycle that prioritizes speed and profit over sustainability and ethics. They might also believe that the materials (since they need to meet certain criteria) are good enough and can effectively do their job, and they also \"feel\" okay, where as they'd do bad on the different testings.","AA:658":"N/A","AE:487":"N/A","AF:211":"N/A","S:736":"The teacher presents a scenario:\n“Marios, a university student from Nicosia, uses BlaBlaCar to travel cheaply and ‘green’ to and from Limassol. Sometimes he also uses public buses. Are these environmentally responsible choices, or could they be part of a digital illusion or an inefficient system?”\n \n And ask from the learners to answer the questions\n Would you use such an app or public transport?Why or why not?\n What kind of information do you need to make an informed decision?","AG:428":"N/A","P:1":"29","T:725":"No","W:298":"N/A","T:750":"No","W:279":"N/A","AC:429":"N/A","AD:487":"N/A","R:675":"N/A","AG:588":"N/A","O:248":"N/A","AD:254":"N/A","O:234":"N/A","Y:371":"N/A","D:684":"Student Output Form","V:474":"N/A","R:442":"N/A","V:72":"No","AA:354":"30","Y:442":"N/A","G:406":"r570q0[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","AF:361":"No","U:676":"N/A","U:300":"N/A","G:762":"A4Reference[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]","Z:215":"N/A","AC:73":"No","T:460":"N/A","AG:443":"N/A","Z:499":"N/A","Z:182":"Yes","AF:75":"No","D:324":"Material Sources","Q:283":"N/A","AF:543":"N/A","AE:415":"N/A","X:183":"No","R:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AC:614":"N/A","S:157":"No","G:327":"A1SReference[S004]. Provide all sources you used in this activity [Reference / Source 4]","R:251":"N/A","AA:543":"N/A","Z:110":"Yes","X:68":"No","G:466":"r570q0[D4G1O4a]. HOWs [Review similar initiatives to understand common feedback and reactions.]","AE:507":"N/A","W:71":"No","AA:29":"Fast fashion","AA:791":"N/A","R:485":"N/A","X:95":"No","Q:256":"N/A","U:268":"N/A","T:240":"N/A","Q:201":"N/A","P:100":"No","AC:183":"No","S:7":"en","Y:36":"Environmental pollution: waste","D:122":"Required infrastructure & Teaching Materials","W:317":"N/A","S:260":"N/A","U:800":"N/A","AC:282":"N/A","O:394":"N/A","Y:110":"Yes","D:31":"Position of Lesson Plan in Sequence","AF:624":"N/A","O:592":"N/A","AA:363":"No","AE:462":"N/A","Z:266":"N/A","U:602":"N/A","S:294":"N/A","AG:221":"N/A","AD:105":"No","Z:615":"N/A","AF:421":"N/A","AE:562":"N/A","W:537":"No","X:608":"N/A","AB:439":"N/A","AB:81":"No","AD:408":"N/A","G:607":"r246q0[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","Q:117":"No","G:236":"A1Hows[D2G2O1b]. HOWs [Examine the use of rhetorical devices.]","S:728":"N/A","AA:778":"N/A","AE:369":"N/A","X:657":"N/A","AC:615":"N/A","AG:538":"No","G:509":"r611q0[SQ004]. Media [Multimedia]","G:73":"Subjects[AO08]. Subject(s) [Physics]","AD:426":"N/A","AE:316":"N/A","T:567":"The devastating impact of Ireland's Great Potato Famine. Encyclopædia Britannica https://www.britannica.com/video/overview-Great-Famine-Ireland/-187137 (19.06.2025.)","AC:770":"N/A","Z:471":"N/A","AF:772":"N/A","AB:10":"2025-06-18 11:28:49","R:69":"No","D:37":"SSI Topic","O:159":"N/A","Q:676":"N/A","G:369":"A2Media[SQ001]. Media [Text media]","D:521":"Material Sources","Q:85":"Yes","G:649":"r246q0[D4G1O1b]. HOWs [Identify gaps in existing efforts addressing these needs.]","AF:199":"N/A","AD:270":"N/A","AD:290":"N/A","X:306":"N/A","G:175":"A1ModelSolution. Model solution","AD:92":"Yes","X:447":"N/A","AB:223":"N/A","P:626":"N/A","AG:278":"N/A","V:549":"Yes","R:72":"No","G:729":"r800q0[SQ006]. Activity number in lesson [6]","AE:166":"Activity 1:Time: 20 minutesInstruction:Teacher presents the real-world problem: “How does using private transport affect air quality?” Show infographic or short video about CO₂ emissions from cars. \n A problematic question: Here are some false claims: “One car doesn’t make a difference.”“Electric cars are 100% clean.” “Air pollution only affects big cities.” “Public transport is always more polluting because it’s bigger.” Ask learners how they usually get to school and whether there are greener alternatives.Goal: Engage learners emotionally and connect the topic to their everyday life\n \n \n Activity 2: Create a Personal Weekly Transport Timetable\n \n \n Time: 10–12 minutesInstruction: Learners use a spreadsheet (Google Sheets or Excel) to build a simple timetable of how they currently travel during the week. They input:Day/timeTransport methodDistanceDurationEmissions (use estimated values or provided table)Goal: Learn basic spreadsheet structure and apply digital tools to real-life behavior.\n \n \n \n \n \n Activity 3: Design a Greener Alternative Timetable + Chart\n \n \n Time: 12–15 minutesInstruction: Learners copy their current timetable and modify it to make more environmentally friendly transport choices (e.g., walking, biking, carpooling, public transport). They recalculate emissions using formulas and create a comparison chart (bar or pie chart).\n \n \n Goal:\n \n \n  Use digital tools to analyze data and visualize the impact of greener choices.","AD:400":"N/A","S:278":"N/A","AE:537":"N/A","Z:174":"Use of a Google form to answer questions and learn","P:452":"N/A","O:170":"No","Y:220":"N/A","O:439":"N/A","V:379":"https://www.nationalgeographic.com/animals","Z:429":"N/A","W:10":"2025-06-17 09:14:38","G:6":"lastpage. Last page","O:652":"N/A","AA:457":"N/A","Z:357":"N/A","X:236":"N/A","U:255":"N/A","AE:494":"N/A","T:507":"N/A","AC:246":"N/A","V:637":"N/A","AC:399":"N/A","D:317":"Resource Type","AF:643":"N/A","G:591":"r246q0[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","V:437":"N/A","Q:397":"N/A","O:610":"N/A","AG:160":"No","AD:668":"N/A","T:266":"N/A","X:596":"N/A","Y:180":"N/A","Q:487":"N/A","AB:9":"RmK7O8TGe3CR5bf","R:308":"N/A","Z:211":"N/A","AG:477":"N/A","Y:414":"N/A","U:685":"N/A","T:500":"N/A","X:253":"N/A","V:469":"N/A","D:146":"Keywords","T:98":"No","X:258":"N/A","W:320":"N/A","AA:772":"N/A","P:278":"N/A","Q:498":"N/A","AG:551":"N/A","S:113":"No","W:661":"N/A","X:396":"N/A","R:477":"N/A","O:275":"N/A","Q:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","Z:112":"No","V:76":"No","D:133":"Required infrastructure & Teaching Materials","AF:3":"Max","O:603":"N/A","AD:156":"N/A","D:686":"Student Output Form","U:413":"N/A","D:182":"Resource Type","O:635":"N/A","G:15":"Authors[SQ001]. Author(s) [Family name, given name]","AA:753":"Yes","W:254":"N/A","G:156":"A1Number[SQ003]. Activity number in lesson [3]","R:637":"N/A","T:470":"N/A","W:80":"No","AE:160":"N/A","Q:684":"N/A","AG:584":"N/A","Z:466":"N/A","Q:390":"N/A","G:741":"A4OutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","Z:601":"N/A","W:544":"20","U:117":"Yes","AB:394":"N/A","AD:650":"N/A","Z:254":"N/A","AF:139":"Biodiversity","V:158":"No","R:472":"N/A","U:270":"N/A","R:800":"N/A","AD:253":"N/A","V:97":"No","U:797":"N/A","W:583":"N/A","P:209":"N/A","S:480":"N/A","AD:407":"N/A","AA:214":"N/A","R:71":"No","V:604":"N/A","AF:435":"N/A","AA:346":"No","U:346":"No","Y:584":"N/A","G:381":"A2Reference[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]","P:510":"N/A","AB:121":"worksheets","S:661":"N/A","AG:1":"47","V:67":"No","T:237":"N/A","S:724":"Yes","X:116":"No","AF:638":"N/A","AB:436":"N/A","S:163":"N/A","V:361":"N/A","X:182":"Yes","R:258":"N/A","AB:280":"N/A","AA:395":"N/A","V:36":"Food scarcity and starvation","AF:446":"N/A","D:763":"Material Sources","AC:416":"N/A","AE:534":"N/A","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","T:115":"No","W:668":"N/A","P:667":"N/A","S:510":"N/A","Y:211":"N/A","AD:678":"N/A","S:249":"N/A","O:32":"No","W:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","R:631":"N/A","P:662":"N/A","AE:206":"N/A","D:184":"App","Q:795":"N/A","Z:90":"No","U:345":"Yes","S:769":"N/A","AB:369":"N/A","AC:758":"https://www.diplomatie.gouv.fr/en/french-foreign-policy/climate-and-environment/the-fight-against-climate-change/2015-paris-climate-conference-cop21/cop21-the-paris-agreement-in-four-key-points/#:~:text=COP21%20or%20the%2021st%20Conference,on%20Climate%20Change%20(IPCC).","O:420":"N/A","P:280":"N/A","AE:117":"No","G:580":"r246q0[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","O:360":"N/A","AA:781":"N/A","AG:113":"Yes","AB:593":"N/A","S:256":"N/A","AD:670":"N/A","AG:297":"N/A","X:487":"N/A","X:217":"N/A","AC:361":"No","AG:465":"N/A","Y:462":"N/A","Q:168":"N/A","T:208":"N/A","AD:624":"N/A","U:562":"N/A","AG:262":"N/A","O:257":"N/A","AF:775":"N/A","AA:776":"N/A","AF:489":"N/A","AB:296":"N/A","R:38":"due to industrial production","AE:729":"N/A","AG:461":"N/A","AD:238":"N/A","W:678":"N/A","AF:556":"The teacher should check whether the student:\n \n \n \n \n \n Uses logical reasoning and relevant examples to justify their position\n \n \n Identifies bias, misinformation, or oversimplification (either in their own argument or in others')\n \n \n Proposes or supports realistic, multi-perspective solutions to food scarcity","AB:102":"No","S:667":"N/A","AE:267":"N/A","AD:225":"N/A","T:482":"N/A","X:350":"N/A","AE:280":"N/A","Z:563":"N/A","AA:295":"N/A","D:195":"Material Sources","Z:11":"2025-06-24 08:10:44","P:7":"en","Z:111":"No","W:618":"N/A","X:75":"No","AB:103":"No","Q:770":"N/A","O:403":"N/A","D:104":"Year of Subject Learning","W:170":"Yes","P:44":"One common misconception is that food waste mainly occurs in restaurants or supermarkets, rather than in households. Many learners may not realize that a significant portion of food waste is generated at home, often due to improper storage, over-purchasing, or misunderstanding \"expiration\" dates. Another misconception is that food waste is not as impactful as other environmental issues, leading to a lack of urgency in addressing it.","X:377":"https://www.designboom.com/architecture/the-nest-collective-snfcc-emst-return-to-sender-installation-athens-05-04-2023/","AF:142":"SSI","G:168":"A1OutputForm[SQ002]. Student output form [Oral presentation]","T:306":"N/A","AB:555":"v\\:* {behavior:url(#default#VML);}\n o\\:* {behavior:url(#default#VML);}\n w\\:* {behavior:url(#default#VML);}\n .shape {behavior:url(#default#VML);}\n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Normál táblázat\";\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 table.MsoTableGrid\n {mso-style-name:\"Rácsos táblázat\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-priority:39;\n mso-style-unhide:no;\n border:solid windowtext 1.0pt;\n mso-border-alt:solid windowtext .5pt;\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-border-insideh:.5pt solid windowtext;\n mso-border-insidev:.5pt solid windowtext;\n mso-para-margin:0cm;\n mso-para-margin-bottom:.0001pt;\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 \n \n \n \n \n \n \n \n \n \n a) \n \n \n \n \n \n \n  \n  \n  Species\n  \n  \n  Early\n  1900s\n  \n  \n  1960s\n  \n  \n  1970s\n  \n  \n  1980s\n  \n  \n  2000s\n  \n  \n  present\n  day\n  \n  \n  \n  \n  Hainan\n  Gibbon\n  \n  \n  2,000\n  \n  \n  2,000 (Stable)\n  \n  \n  10\n  \n  \n  7-9 (8)\n  \n  \n  13\n  \n  \n  37\n  \n  \n  \n  \n  Vancouver\n  Island Marmot\n  \n  \n  -\n  \n  \n  -\n  \n  \n  350\n  \n  \n  700\n  \n  \n  30\n  \n  \n  381\n  \n  \n  \n  \n  Giant\n  Panda\n  \n  \n  -\n  \n  \n  -\n  \n  \n  2,459\n  \n  \n  1,114\n  \n  \n  1,860\n  \n  \n  2,176\n  \n  \n  \n  \n  Cheetah\n  \n  \n  78,889\n  \n  \n  40,000\n  \n  \n  20,000\n  \n  \n  -\n  \n  \n  15,000\n  \n  \n  7,100\n  \n  \n \n \n \n \n \n \nb) Most Likely to Survive Extinction:\n \n Giant Panda – Their population has steadily increased due to\n successful global conservation and breeding programs. From a drop to ~1,114 in\n the 1980s, they’ve now grown to over 2,100, and were reclassified from\n \"Endangered\" to \"Vulnerable.\"\n \n \n \n \n \n Most Critically Endangered (2025):\n Hainan Gibbon – With only 37 individuals left\n in existence, despite some recovery, they remain one of the rarest\n primates on Earth, making them extremely vulnerable to extinction.\n \n \n \n \n \n c) Average\n population:\n \n \n \n \n \n Hainan Gibbon: 2,000;\n 2,000; 10; 8 (avg. of 7–9); 13; 37\n → Mean = (2000 + 2000 + 10 + 8 + 13 + 37) ÷ 6 = 3,068 ÷ 6 ≈ 511\n \n \n \n \n \n Vancouver Marmot: 350; 700; 30; 381\n → Mean = (350 + 700 + 30 + 381) ÷ 4 = 1,461 ÷ 4 ≈ 365\n \n \n \n \n \n d) Median :\n \n \n \n \n \n Cheetah (5 values): 78,889; 40,000; 20,000; 15,000; 7,100\n → Ordered: 7,100; 15,000; 20,000; 40,000; 78,889\n → Median = 20,000\n \n \n \n \n \n Giant Panda (4 values): 2,459; 1,114; 1,860; 2,176\n → Ordered: 1,114; 1,860; 2,176; 2,459\n → Median = (1,860 + 2,176) ÷ 2 = 2,018\n \n \n \n \n \n e) Mode\n \n \n \n \n \n Hainan Gibbon: 2,000 appears twice\n → Mode = 2,000\n \n \n \n \n \n All other species have unique values → No mode\n \n \n \n \n \n f) Range\n \n \n \n \n \n Hainan Gibbon range:\n Max = 2,000; Min = 7\n → Range = 2,000 – 7 = 1,993\n \n \n \n \n \n Cheetah range:\n Max = 78,889; Min = 7,100\n → Range = 78,889 – 7,100 = 71,789\n \n \n \n \n \nCheetah has the largest\n population range\n \n \n \n \n \n g)\n Standard deviation: \n Mean = 32,198\n Standard deviation = 25,777\n \n \n \n \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n\n  \n h) Data: 1,114; 1,860; 2,776; 2,459\n \n \n \n \n \n \n Minimum = 1,114\n Lower Quartile = 1,487\n Median = 2,018\n Upper Quartile =2,317.5\n \n \n Maximum =2,459","Q:204":"N/A","AG:433":"N/A","AD:782":"N/A","AG:233":"N/A","T:153":"4","P:266":"N/A","O:254":"N/A","AF:461":"N/A","AB:416":"N/A","S:318":"N/A","G:261":"A1Hows[D3G2O2b]. HOWs [Determine which parties or communities are likely to benefit.]","AA:266":"N/A","G:538":"A3Number[SQ005]. Activity number in lesson [5]","T:221":"N/A","AF:363":"No","AG:345":"Yes","U:171":"N/A","X:543":"N/A","R:459":"N/A","AC:110":"Yes","AA:210":"N/A","Y:633":"N/A","Z:369":"N/A","G:119":"Infrastructure[SQ008]. Required infrastructure [Document camera or visualiser]","Z:29":"GAS EMISSIONS","AD:604":"N/A","AE:784":"N/A","AD:394":"N/A","P:254":"N/A","X:635":"N/A","Q:230":"N/A","AB:208":"N/A","V:676":"N/A","R:751":"N/A","Q:454":"N/A","O:448":"N/A","AD:351":"N/A","D:73":"Subjects","AC:360":"Yes","T:784":"N/A","AA:666":"N/A","D:568":"Material Sources","Z:256":"N/A","W:86":"Design and prototyping smart solutions for food waste management using sensors, IoT, and digital tools","AF:750":"No","P:362":"No","Y:295":"N/A","Y:769":"N/A","X:168":"Yes","AD:641":"N/A","T:433":"N/A","V:88":"Learners to understand how decreased biodiversity caused by climate change contributes to food scarcity and provide effective strategies","Y:474":"N/A","W:14":"2025","U:497":"N/A","G:58":"LearningOutcome9. Learning Outcome","G:752":"A4Media[SQ004]. Media [Multimedia]","AB:145":"Critical Thinking","G:93":"AgeRange[SQ005]. Age range [14]","G:378":"A2Reference[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]","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":"Genially","Y:411":"N/A","AG:783":"N/A","AF:367":"Individual Work","S:111":"Yes","O:607":"N/A","AA:724":"No","X:234":"N/A","AC:181":"No","Z:639":"N/A","S:154":"No","AC:447":"N/A","G:279":"A1Hows[D4G2O1a]. HOWs [Age group]","G:32":"PositionLP[SQ002]. This plan's position in the sequence: [2]","P:751":"No","T:497":"N/A","V:487":"N/A","AD:607":"N/A","Q:595":"N/A","Q:656":"N/A","O:249":"N/A","AB:497":"N/A","R:484":"N/A","V:538":"No","T:612":"N/A","AF:395":"N/A","AE:97":"No","P:665":"N/A","G:116":"Infrastructure[SQ005]. Required infrastructure [Recording device and microphone]","X:454":"N/A","U:226":"N/A","O:407":"N/A","T:281":"N/A","AC:791":"N/A","O:286":"N/A","AE:268":"N/A","Y:239":"N/A","AE:298":"N/A","AB:460":"N/A","V:553":"No","D:88":"Subject-Specific Lesson Goals","R:793":"N/A","R:594":"N/A","S:29":"Private Travel Choices","Y:726":"No","O:239":"N/A","G:212":"A1Hows[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","Z:475":"N/A","R:260":"N/A","AG:371":"N/A","V:392":"N/A","U:356":"Activity: Teacher-led explanation and guided discussion on the Industrial Revolution\n \n \n \n Learners will recall when and where the Industrial Revolution began.\n \n Learners will list key inventions that contributed to the Industrial Revolution. Learners will describe what the Industrial Revolution was and summarize its key features.\n \n Learners will explain how specific inventions (e.g., steam engine, spinning jenny) influenced industrial growt. Learners will analyze the relationship between technological innovation and social/economic change.\n \n Learners will distinguish between short-term and long-term consequences of the Industrial Revolution.","AB:273":"N/A","U:78":"No","AB:581":"N/A","Y:252":"N/A","T:74":"No","V:581":"N/A","AA:203":"N/A","D:58":"Learning Outcome(s)","AA:490":"N/A","W:264":"N/A","U:80":"No","U:203":"N/A","AA:310":"N/A","U:403":"N/A","U:603":"N/A","W:389":"N/A","X:391":"N/A","G:370":"A2Media[SQ002]. Media [Audio media]","V:77":"No","AB:411":"N/A","AB:757":"The ideas, activities and conceptual framework presented in this work are the result of my own research and creation.","AB:631":"N/A","R:731":"N/A","AE:67":"No","T:660":"N/A","AC:105":"No","O:753":"N/A","AC:442":"N/A","G:500":"r421q0[SQ007]. Student output form [Service-learning project]","AC:29":"Gas emissions","D:373":"Resource Type","AG:724":"No","AA:561":"Yes","X:469":"N/A","AG:668":"N/A","AA:534":"No","Q:464":"N/A","Z:599":"N/A","W:347":"No","G:482":"r570q0[SQ109]. HOWs [checklist]","P:587":"N/A","AB:233":"N/A","V:555":"Menu of Possible Solutions (for inspiration or assignment)StrategyDescriptionHow it Helps\ud83c\udf3e Crop diversificationGrowing multiple crops instead of monocultureIncreases genetic diversity and resilience to droughts\ud83d\udc1d Pollinator-friendly farmingCreating wildflower strips or banning harmful pesticidesSupports biodiversity essential for food production\ud83c\udf33 AgroforestryIntegrating trees with crops and livestockEnhances soil, traps carbon, and provides shade and moisture\ud83d\udca7 Rainwater harvestingCapturing and storing rain for irrigationReduces water stress in drought-prone areas\ud83c\udf0d Climate-smart agricultureUsing improved seeds, no-till farming, and weather forecastingMaintains yields and adapts to climate conditions\ud83d\udc69\ud83c\udffe‍\ud83c\udf3e Support for smallholder farmersTraining and access to resources for local farmersProtects traditional knowledge and sustainable practicesOutcome\n \n Each group presents 1–2 practical\n strategies with short justifications. This encourages systems thinking,\n creativity, and application of earlier content.","U:357":"N/A","P:232":"N/A","AD:686":"N/A","Y:666":"N/A","G:659":"r246q0[D4G2O1a]. HOWs [Age group]","AA:562":"No","S:284":"N/A","G:117":"Infrastructure[SQ006]. Required infrastructure [Loudspeaker]","X:225":"N/A","AF:316":"N/A","S:237":"N/A","W:165":"Yes","AB:596":"N/A","G:645":"r246q0[D3G3O1d]. HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","O:345":"N/A","R:204":"N/A","V:107":"climate change, biodiversity, food scarcity, pollination, food systems, monoculture","AC:165":"Yes","AD:31":"Yes","AF:459":"N/A","AD:451":"N/A","AC:200":"N/A","S:434":"N/A","AB:490":"N/A","S:631":"N/A","Y:605":"N/A","AG:733":"N/A","S:350":"N/A","AG:392":"N/A","Y:770":"N/A","X:255":"N/A","D:192":"Material Sources","U:393":"N/A","AF:175":"The teacher encourages different interpretations and writes key ideas/roles on the board (different stakeholders eg. businessman, farmers etc)\n \n \n A possible model answer could be:\n \n \n I think the cartoon is showing how everyone is trying to control food, but for different reasons. Some are motivated by profit, others by survival or fairness. The cartoon exaggerates the struggle to make a point, that food scarcity is not just about lack of food, but about inequality, power and conflict. It shows all sides pulling on the same food, but doesn’t explain why food is scarce,or how we could share it better. It’s persuasive, but also biased.","T:87":"Potato famine in Ireland 1845 - 1852","AC:621":"N/A","AA:597":"N/A","AB:396":"N/A","T:467":"N/A","O:277":"N/A","AB:72":"No","Z:488":"N/A","AG:344":"No","G:326":"A1SReference[S003]. Provide all sources you used in this activity [Reference / Source 3]","V:369":"N/A","Z:263":"N/A","AD:457":"N/A","AE:794":"N/A","O:609":"N/A","G:412":"r570q0[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","Q:440":"N/A","T:352":"N/A","AB:161":"N/A","AE:221":"N/A","P:632":"N/A","R:461":"N/A","AG:223":"N/A","Y:399":"N/A","O:664":"N/A","Z:604":"N/A","Z:348":"N/A","U:652":"N/A","Z:617":"N/A","Q:467":"N/A","AD:179":"Yes","AF:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AB:645":"N/A","G:671":"r246q0[D4G3O2c]. HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","S:285":"N/A","AF:318":"N/A","X:259":"N/A","D:704":"Material Sources","AC:5":"2025-06-20 09:31:06","AA:433":"N/A","U:607":"N/A","AB:476":"N/A","AF:551":"No","U:389":"N/A","AG:372":"N/A","AF:284":"N/A","V:586":"N/A","T:305":"N/A","O:724":"N/A","T:105":"No","T:650":"N/A","AA:15":"Marttinen, Miira","Q:12":"138.232.92.31","R:7":"en","X:630":"N/A","Y:183":"N/A","AF:287":"N/A","S:660":"N/A","P:436":"N/A","Z:306":"N/A","P:71":"No","G:307":"A1SOutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","Y:625":"N/A","AC:292":"N/A","AE:78":"No","AA:117":"No","T:742":"No","AE:432":"N/A","AE:490":"N/A","AG:673":"N/A","S:95":"No","AE:66":"No","AE:650":"N/A","Y:595":"N/A","G:421":"r570q0[D2G1O2a]. HOWs [Identify empirical evidence.]","AG:774":"N/A","X:611":"N/A","Q:623":"N/A","U:236":"N/A","S:407":"N/A","W:108":"/* 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: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-fareast-language:EN-US;}\n \n \n \n \n \n \n \n 1.    Introduction to Food Waste &\n Its Impact\n \n 2.    Stages of Food Supply Chain &\n Points of Waste\n \n 3.    Introduction to Design Thinking\n \n 4.    Basics of Sensors & IoT in\n Food Monitoring\n \n 5.    Introduction to Prototyping and\n Smart Solutions","AA:76":"No","S:34":"N/A","G:54":"LearningOutcome5. Learning Outcome","AB:778":"N/A","Z:244":"N/A","S:739":"N/A","S:595":"N/A","R:239":"N/A","V:98":"No","AC:426":"N/A","AB:454":"N/A","AE:237":"N/A","T:181":"No","U:582":"N/A","D:762":"Material Sources","Q:601":"N/A","AB:116":"No","G:488":"r570q0[D4G4O1a]. HOWs [Identify what you will be able to do.]","AE:626":"N/A","U:274":"N/A","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.]","Q:409":"N/A","AF:320":"N/A","Z:422":"N/A","AB:662":"N/A","T:561":"No","AC:632":"N/A","D:41":"SSI Topic","X:298":"N/A","AA:614":"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.]","P:72":"No","R:242":"N/A","AE:630":"N/A","Q:410":"N/A","T:81":"No","AD:73":"No","AG:30":"4","AC:161":"N/A","Z:545":"N/A","P:282":"N/A","P:582":"N/A","P:490":"N/A","U:271":"N/A","AG:593":"N/A","O:540":"N/A","W:458":"N/A","AA:254":"N/A","Q:613":"N/A","T:563":"No","U:475":"N/A","U:316":"N/A","AG:751":"N/A","AG:282":"N/A","Z:444":"N/A","AA:452":"N/A","W:68":"No","R:109":"1) Engage learners in analysing real environmental data from their local area, fostering personal relevance.\n 2)  Design inquiry-based projects where learners simulate the impact of different industrial policies on air quality.\n 3)  Introduce role-play debates where learners assume roles of stakeholders (industry leaders, policymakers, citizens) to argue solutions balancing economic development and environmental sustainability.\n 4)  Organize collaborative civic action projects where learners create awareness campaigns or propose evidence-based solutions to reduce pollution in their school or community.\n 5) Explore international agreements (e.g. Paris Agreement) and critically evaluate their effectiveness from scientific, political, and ethical perspectives.","Y:651":"N/A","W:461":"N/A","AB:8":"378715105","U:651":"N/A","P:618":"N/A","Q:776":"N/A","D:57":"Learning Outcome(s)","Q:667":"N/A","U:589":"N/A","U:83":"No","S:12":"164.215.20.60","V:796":"N/A","G:135":"Materials[SQ015]. Required teaching materials []","Y:182":"N/A","P:745":"To reduce food waste at home, there are many simple and creative tips families can follow. Each group will brainstorm ideas, share the best suggestions, and agree on the ten most effective tips. Here are some examples you might consider: \n 1. Plan Your Meals – Take some time each week to plan your meals and create a shopping list so you buy only what you need. \n 2. Store Food Properly – Make sure fruits, vegetables, and leftovers are stored in the right places to keep them fresh longer. \n 3. Use Leftovers Creatively – Turn leftovers into new meals, like making soups, stir-fries, or wraps. \n 4. Compost Waste – Instead of throwing food scraps away, compost them to create nutrient-rich soil for gardening. \n 5. Buy in Smaller Portions – If you don’t need a large amount of food, don’t buy it! Only purchase what you can consume before it expires. \n 6. Check Expiry Dates – Be mindful of expiry dates and use items before they go bad, especially dairy and fresh produce. \n 7. Serve Smaller Portions – Serve reasonable portions to avoid overfilling plates and reduce the chance of food being wasted. \n 8. Use All Parts of Food – Don’t throw away peels or stems! Use them in broths, smoothies, or compost. \n 9. Freeze Extra Food – If you can't eat something in time, freeze it for later use instead of letting it spoil. \n 10. Educate the Family – Teach everyone in the household about reducing food waste so everyone can participate in the effort. \n \n After finishing the group discussion and finalizing your TEN FOODandments, each group can share their ideas with the class. Together, we’ll agree on the most important rules and create a final list to raise awareness about food waste. These tips could be shared on the school website or in local media to spread the message to the community and encourage everyone to reduce food waste at home.","V:624":"N/A","T:400":"N/A","Q:112":"No","X:250":"N/A","U:747":"Group work","P:437":"N/A","AF:85":"Yes","V:673":"N/A","AD:180":"No","AE:696":"N/A","AB:739":"N/A","R:353":"N/A","AC:107":"e learners understand and can use the following concepts: economic growth, sustainable development, public intervention, common good, developed countries, emerging markets.","S:119":"No","V:295":"N/A","AA:690":"N/A","S:110":"Yes","AG:743":"N/A","AF:440":"N/A","AE:217":"N/A","P:300":"N/A","AB:215":"N/A","G:479":"r570q0[D4G3O2a]. HOWs [Select arguments that support your message.]","AG:354":"6","V:498":"N/A","AB:254":"N/A","D:530":"Material Sources","AD:410":"N/A","T:235":"N/A","T:461":"N/A","Q:71":"No","S:498":"N/A","X:794":"N/A","R:153":"3","G:644":"r246q0[D3G3O1c]. HOWs [Identify solutions that create new negative impacts.]","Y:259":"N/A","G:83":"Subjects[AO18]. Subject(s) [Physical Education]","AG:99":"Yes","S:409":"N/A","R:349":"N/A","U:592":"N/A","G:374":"A2App. App","Z:180":"No","W:484":"N/A","AB:407":"N/A","S:427":"N/A","AE:175":"Learners identify common misconceptions and explain why they are incorrect.\n For example:\n \n \n \n \n “One car doesn’t make a difference” → One car multiplied by millions leads to major pollution. One car may seem insignificant, but when millions of people use cars every day, the emissions add up. If everyone believes their actions don’t matter, the problem grows worse. For example, transport is one of the main sources of CO₂ emissions in urban areas.\"“Electric cars are 100% clean” → Electricity production still may involve fossil fuels. Electric vehicles don’t produce tailpipe emissions, but the electricity they use may still come from fossil fuels like coal or gas. In addition, battery production has its own environmental costs. So electric cars are cleaner than petrol cars, but not completely clean\n \n “Air pollution only affects big cities” → Small towns and rural areas can also suffer from traffic emissions. Air pollution happens wherever there is traffic, even in small towns. Rural areas with limited air circulation can also suffer from accumulated emissions and dust. In fact, smaller towns may lack proper air quality monitoring systems, making the problem harder to track.\n \n \n \n “Public transport is more polluting because it’s bigger” → Per passenger, it’s usually much cleaner. Public transport carries many people at once. For example, if 50 people take one bus instead of 50 individual cars, the overall emissions are much lower. So per passenger, public transport is usually much more efficient and environmentally friendly.\n \n \n \n \n \n Learners suggest greener alternatives like walking, cycling, or using buses when possible.\n They begin to understand that small choices matter when repeated across society.","F:1":"E1 Type","AG:536":"Yes","AG:295":"N/A","X:36":"Environmental pollution: waste","O:349":"N/A","Y:659":"N/A","Z:228":"N/A","T:435":"N/A","W:727":"Yes","Z:451":"N/A","AG:595":"N/A","Y:786":"N/A","AC:226":"N/A","S:265":"N/A","O:353":"N/A","S:389":"N/A","R:13":"android-app://com.google.android.gm/","AC:427":"N/A","X:415":"N/A","V:187":"https://youtu.be/UW1Z_FIS9zY?si=TSPrln8UxbI6eZjq","W:611":"N/A","V:266":"N/A","V:596":"N/A","AG:679":"N/A","Q:490":"N/A","T:800":"N/A","V:790":"N/A","Z:406":"N/A","V:159":"No","AD:636":"N/A","Q:399":"N/A","Q:260":"N/A","AF:422":"N/A","U:351":"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","AA:400":"N/A","AA:594":"N/A","AC:407":"N/A","R:229":"N/A","AB:495":"N/A","X:607":"N/A","Z:583":"N/A","G:12":"ipaddr. IP address","X:595":"N/A","R:449":"N/A","D:546":"Activity Instruction","W:206":"N/A","Q:219":"N/A","AA:538":"N/A","AG:457":"N/A","R:632":"N/A","O:612":"N/A","AF:400":"N/A","V:646":"N/A","X:730":"N/A","O:775":"N/A","AG:283":"N/A","O:298":"N/A","U:656":"N/A","Z:138":"industrialization, fossil fuels, Electricity production, emissions, Green house effect, recycling","S:676":"N/A","U:792":"N/A","AE:648":"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.]","S:782":"N/A","G:213":"A1Hows[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","Q:169":"N/A","P:37":"due to domestic overconsumption / throw-away habits","AG:117":"Yes","Y:644":"N/A","AF:293":"N/A","U:632":"N/A","X:37":"due to domestic overconsumption / throw-away habits","U:455":"N/A","P:409":"N/A","X:235":"N/A","Z:107":"History of industrialization, use of conventional fuel, the green house effect, climate change - becouse of CO2 emmisions, use of renuable energy sources , how to reverse the green house effect, recycling. Climate change , water shortage","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]","O:433":"N/A","X:216":"N/A","X:787":"N/A","AB:158":"N/A","G:392":"r570q0[D1G1O2b]. HOWs [Explain the influence of algorithms on search results and on social media feeds.]","D:753":"Resource Type","AB:432":"N/A","AG:415":"N/A","W:400":"N/A","O:294":"N/A","AE:549":"N/A","X:475":"N/A","AG:110":"Yes","G:775":"r276q0[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","R:597":"N/A","W:291":"N/A","O:462":"N/A","Q:782":"N/A","T:319":"N/A","S:38":"due to private travel choices","D:708":"Material Sources","AC:401":"N/A","U:408":"N/A","AG:75":"No","AD:458":"N/A","AF:481":"N/A","AD:448":"N/A","X:77":"No","AG:251":"N/A","AA:545":"Yes","AC:241":"N/A","G:757":"A4Reference[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]","V:213":"N/A","G:386":"A2Reference[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]","Q:298":"N/A","AE:774":"N/A","R:730":"N/A","AB:255":"N/A","Q:278":"N/A","Z:596":"N/A","O:618":"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.)]","R:467":"N/A","AG:440":"N/A","AG:621":"N/A","W:177":"Individual Work","G:510":"r611q0[SQ005]. Media [Interactive media]","AD:221":"N/A","AB:438":"N/A","T:310":"N/A","P:561":"No","AD:536":"N/A","Q:799":"N/A","AG:417":"N/A","V:211":"N/A","U:244":"N/A","AB:220":"N/A","Y:437":"N/A","T:227":"N/A","G:360":"A2OutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","U:181":"N/A","AG:471":"N/A","G:719":"r875q0[S016]. Provide all sources you used in this activity [Reference / Source 16]","Y:738":"No","D:554":"Student Output Form","Y:119":"No","AE:473":"N/A","AC:90":"No","Z:543":"N/A","AA:208":"N/A","V:490":"N/A","Z:344":"N/A","AA:274":"N/A","W:223":"N/A","X:784":"N/A","AF:628":"N/A","V:585":"N/A","AD:611":"N/A","R:601":"N/A","AG:598":"N/A","D:33":"Position of Lesson Plan in Sequence","AG:414":"N/A","X:452":"N/A","G:522":"r829q0[S009]. Provide all sources you used in this activity [Reference / Source 9]","V:1":"36","T:251":"N/A","AA:37":"due to overconsumption in society related to excessive industrial production","R:93":"No","AD:282":"N/A","Y:796":"N/A","AE:621":"N/A","T:224":"N/A","AD:178":"Teaching methodology used are: constructive and experimental learning methods.","AE:686":"N/A","V:183":"N/A","AA:547":"No","AD:432":"N/A","O:671":"N/A","U:232":"N/A","AG:11":"2026-05-17 11:31:56","P:77":"No","O:412":"N/A","W:741":"Yes","AB:257":"N/A","AF:225":"N/A","Q:500":"N/A","Z:403":"N/A","Q:696":"N/A","AD:116":"No","AF:439":"N/A","AG:635":"N/A","AB:557":"Pair work","W:224":"N/A","V:163":"N/A","S:605":"N/A","P:291":"N/A","AA:236":"N/A","AA:799":"N/A","G:446":"r570q0[D3G1O1c]. HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","S:428":"N/A","S:269":"N/A","AA:244":"N/A","Q:79":"No","AC:598":"N/A","T:346":"No","U:789":"N/A","P:739":"No","AF:106":"Yes","S:439":"N/A","V:380":"https://www.fao.org/resources/photo-library","T:11":"2026-05-13 13:19:44","U:169":"N/A","Q:421":"N/A","T:651":"N/A","X:444":"N/A","AE:361":"N/A","G:52":"LearningOutcome3. Learning Outcome","AB:402":"N/A","AG:373":"N/A","AG:107":"basic math and graphs","Q:91":"No","G:17":"Authors[SQ003]. Author(s) [Family name, given name]","Z:284":"N/A","W:8":"2123177756","R:300":"N/A","U:86":"Industrial revolution","AD:406":"N/A","Y:751":"No","U:621":"N/A","AA:425":"N/A","T:107":"Basic historical knowledge on chronology","AG:422":"N/A","V:287":"N/A","U:420":"N/A","AE:106":"Yes","Y:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AC:589":"N/A","Z:360":"N/A","AE:161":"N/A","AD:620":"N/A","AB:297":"N/A","AA:622":"N/A","AB:679":"N/A","AC:654":"N/A","AD:213":"N/A","AD:647":"N/A","G:342":"A1SReference[S019]. Provide all sources you used in this activity [Reference / Source 19]","AE:598":"N/A","AE:728":"N/A","AE:98":"No","AF:690":"N/A","X:567":"https://www.designboom.com/architecture/the-nest-collective-snfcc-emst-return-to-sender-installation-athens-05-04-2023/","U:508":"N/A","W:439":"N/A","P:358":"No","T:471":"N/A","AE:466":"N/A","U:392":"N/A","D:76":"Subjects","AF:583":"N/A","U:442":"N/A","AB:182":"No","Q:255":"N/A","Q:202":"N/A","AD:88":"The learners will be able to: Calculate experimental probability and compare them to the theoretical probabilities.","AG:431":"N/A","O:274":"N/A","W:216":"N/A","R:273":"N/A","W:283":"N/A","W:167":"Yes","AC:611":"N/A","P:288":"N/A","P:121":"papers, cartons, crayons, pencils,","AD:652":"N/A","D:314":"Suggested Social Form","X:644":"N/A","G:96":"AgeRange[SQ008]. Age range [17 ]","AE:257":"N/A","Y:740":"No","R:630":"N/A","AC:288":"N/A","AC:72":"No","AF:499":"N/A","AE:475":"N/A","V:258":"N/A","AF:12":"138.232.92.31","V:397":"N/A","AF:219":"N/A","AD:398":"N/A","AC:560":"N/A","P:27":"English","AE:390":"N/A","S:472":"N/A","O:389":"N/A","T:414":"N/A","O:793":"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.]","T:260":"N/A","AC:115":"Yes","D:750":"Resource Type","T:72":"No","AD:359":"N/A","S:83":"No","S:266":"N/A","X:639":"N/A","AF:637":"N/A","AA:629":"N/A","AA:291":"N/A","AE:279":"N/A","AC:100":"No","Z:170":"No","R:372":"Yes","U:604":"N/A","G:557":"A3SocialForm. Suggested social form","R:298":"N/A","G:99":"YearsLearning[SQ001]. Year of subject learning [1st year]","AB:784":"N/A","AE:362":"N/A","G:508":"r611q0[SQ003]. Media [Visual media]","U:112":"No","AB:790":"N/A","Z:580":"N/A","X:376":"collect information, collect materials that apply to that topic and create a group art installation ","AF:228":"N/A","Q:239":"N/A","AB:344":"No","AB:451":"N/A","Y:345":"Yes","AE:263":"N/A","D:764":"Material Sources","AF:269":"N/A","AF:405":"N/A","S:240":"N/A","W:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","S:114":"Yes","AB:80":"No","AE:689":"N/A","U:483":"N/A","AA:262":"N/A","S:601":"N/A","Q:320":"N/A","R:490":"N/A","G:609":"r246q0[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AA:390":"N/A","AA:497":"N/A","AG:559":"N/A","AC:118":"Yes","AD:263":"N/A","AF:347":"No","AD:9":"H1kgqI2N1Dy1EVw","R:566":"Encourage learners to consider realistic and balanced solutions during their discussions. Provide guiding questions to help them integrate scientific evidence with societal needs. Allow flexibility in presenting proposals using digital tools such as Genially to create interactive action plans. Facilitate respectful debate, emphasizing the importance of listening to opposing viewpoints. Support learners in justifying their proposals with clear arguments based on data, ethics, and stakeholder perspectives.","Q:103":"No","D:322":"App","V:201":"N/A","P:164":"20","AD:510":"N/A","U:318":"N/A","G:478":"r570q0[D4G3O1d]. HOWs [ Explain how the evidence supports the arguments and how the arguments support your message.]","G:643":"r246q0[D3G3O1b]. HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","Y:607":"N/A","P:295":"N/A","AB:787":"N/A","X:50":"Examine the impact of misinformation on society.","V:793":"N/A","Z:549":"N/A","Y:419":"N/A","W:7":"en","R:787":"N/A","X:252":"N/A","V:160":"No","AC:736":"The teacher explain  that politic actions are ledto prevent the gas emissions through the example of IPCC (Intergovernmental Panel on Climate Change) \n \n The learners watch the video to define the ICPP.\n The learners read the article on the Paris Agreement.  \n \n The teacher ask the learners to describe the actions that are done by their country, region, or cities. \n The teacher gives a list of words that had been studied during the lesson that have to be used during the activity. The teacher makes two groups : one group represent the emergent markets, the other one represents the developed market. \n The learners debate: 10 minutes to defend their position. \n \n The teacher explain that the responsible consumption is also a fundamental issue : this is the subject that the learners will undertsand the the Technology course.","AE:274":"N/A","T:203":"N/A","Y:729":"N/A","Y:480":"N/A","R:219":"N/A","Q:35":"N/A","G:4":"Upload-Ready -> Yes / No","AD:391":"N/A","T:790":"N/A","U:689":"N/A","Z:732":"N/A","AB:771":"N/A","S:727":"No","Z:267":"N/A","AA:270":"N/A","V:579":"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]","A:302":"Activity 1 (SciLMified)","U:292":"N/A","D:567":"Material Sources","AF:238":"N/A","AF:163":"N/A","W:173":"No","AC:786":"N/A","O:12":"93.230.36.187","V:771":"N/A","AB:286":"N/A","AG:659":"N/A","AA:392":"N/A","U:304":"N/A","Y:490":"N/A","AF:348":"N/A","T:171":"No","T:466":"N/A","G:313":"A1SEvaluationCrit. Evaluation / assessment criteria","AC:140":"growth","G:503":"r753q0. Evaluation / assessment criteria","R:794":"N/A","T:423":"N/A","X:348":"N/A","AC:210":"N/A","AD:665":"N/A","AA:227":"N/A","V:655":"N/A","T:724":"No","AC:662":"N/A","AE:488":"N/A","S:483":"N/A","Z:6":"26","T:749":"No","D:689":"Student Output Form","AA:775":"N/A","D:508":"Resource Type","AA:725":"No","AA:675":"N/A","G:329":"A1SReference[S006]. Provide all sources you used in this activity [Reference / Source 6]","AE:177":"Pair work","V:285":"N/A","AA:428":"N/A","AB:616":"N/A","Y:360":"N/A","U:237":"N/A","AG:509":"N/A","D:83":"Subjects","Q:424":"N/A","AG:425":"N/A","G:77":"Subjects[AO12]. Subject(s) [History]","X:597":"N/A","V:206":"N/A","R:403":"N/A","O:346":"N/A","Y:293":"N/A","V:587":"N/A","X:735":"N/A","R:777":"N/A","V:480":"N/A","O:399":"N/A","W:734":"25","AE:623":"N/A","U:741":"No","AG:406":"N/A","U:586":"N/A","D:492":"Duration","Q:750":"N/A","AF:360":"No","T:700":"N/A","S:359":"No","Z:27":"English","G:766":"A4Reference[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:162":"N/A","T:92":"No","AA:770":"N/A","D:121":"Required infrastructure & Teaching Materials","X:89":"No","AE:269":"N/A","X:214":"N/A","P:94":"No","T:156":"No","Y:772":"N/A","AE:599":"N/A","P:406":"N/A","W:250":"N/A","AF:784":"N/A","S:286":"N/A","G:376":"A2TeacherTips. Tips, tricks, and suggestions for practice","O:74":"No","G:343":"A1SReference[S020]. Provide all sources you used in this activity [Reference / Source 20]","AC:215":"N/A","W:745":" \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-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n “LeftoverHero” app with expiry alerts, recipes,\n barcode scanner.","AD:160":"N/A","AC:283":"N/A","X:158":"N/A","P:219":"N/A","AB:612":"N/A","AF:452":"N/A","X:689":"N/A","AF:680":"N/A","R:416":"N/A","AE:743":"N/A","AA:727":"No","Q:679":"N/A","R:293":"N/A","X:282":"N/A","Q:86":"Food waste","AB:415":"N/A","Y:226":"N/A","AG:610":"N/A","AC:542":"N/A","T:685":"N/A","AD:661":"N/A","W:677":"N/A","S:637":"N/A","P:298":"N/A","Q:90":"No","AF:777":"N/A","AF:550":"No","AB:654":"N/A","AC:75":"No","S:607":"N/A","AA:213":"N/A","AG:309":"N/A","V:296":"N/A","W:397":"N/A","AA:299":"N/A","AB:621":"N/A","AD:606":"N/A","U:406":"N/A","R:670":"N/A","AF:15":"Kyrmanidou, Elli","D:570":"Material Sources","AF:268":"N/A","AF:168":"No","T:119":"No","G:704":"r875q0[S001]. Provide all sources you used in this activity [Reference / Source 1]","W:352":"N/A","AD:654":"N/A","P:581":"N/A","Y:788":"N/A","AG:620":"N/A","AB:391":"N/A","AF:292":"N/A","Y:91":"No","Z:538":"N/A","V:242":"N/A","G:602":"r246q0[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","AG:583":"N/A","R:249":"N/A","S:75":"No","T:275":"N/A","O:751":"N/A","AB:591":"N/A","Y:212":"N/A","Y:790":"N/A","R:30":"3","AF:306":"N/A","Y:210":"N/A","Q:74":"No","AD:784":"N/A","G:577":"A3Reference[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. []","U:106":"No","R:698":"N/A","AF:754":"Other","AE:71":"No","X:246":"N/A","AC:400":"N/A","U:640":"N/A","W:360":"Yes","R:88":"Learners will be able to analyse industrial gas emissions, distinguish between visible and invisible pollutants, and evaluate their long-term environmental and health effects.","R:397":"N/A","X:400":"N/A","W:353":"N/A","U:218":"N/A","O:461":"N/A","Q:549":"N/A","D:336":"Material Sources","Y:166":"Discuss about your daily habits in groups\n of four. Use next questions.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Normaali taulukko\";\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 Why don’t we eat all the food\n that we take on our plate?\n \n ·      \n What happens to food waste at\n your home? \n \n ·      \n How the food waste is handled\n in your school?\n \n ·      \n How can you reuse food that you\n have in your fridge? \n \n ·      \n How can we recycle the food\n waste?\n \n \n ","O:536":"N/A","W:657":"N/A","AB:689":"N/A","AA:287":"N/A","G:638":"r246q0[D3G2O1a]. HOWs [Divide impacts into categories.]","G:182":"A1Media[SQ004]. Media [Multimedia]","U:798":"N/A","G:485":"r570q0[D4G3O3c]. HOWs [Evaluate their relevance and validity.]","X:119":"No","AD:96":"No","AD:83":"No","AF:450":"N/A","AD:614":"N/A","AD:423":"N/A","V:536":"Yes","AG:550":"N/A","G:259":"A1Hows[D3G2O1b]. HOWs [Divide potential science-based solutions to the socio-scientific issue into categories.]","W:730":"N/A","AB:686":"N/A","D:46":"Learning Goal(s)","V:96":"No","AB:412":"N/A","AC:242":"N/A","S:6":"25","X:138":"outdoor bublic art installation","AE:541":"N/A","G:505":"r740q0. Briefly describe the method you use.","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:390":"N/A","U:5":"2026-05-17 11:19:24","AC:458":"N/A","D:318":"Resource Type","AE:438":"N/A","R:110":"Yes","Z:500":"N/A","AC:667":"N/A","T:669":"N/A","AE:84":"No","AC:782":"N/A","Y:262":"N/A","U:114":"Yes","AE:619":"N/A","Z:440":"N/A","V:674":"N/A","AB:228":"N/A","X:157":"N/A","W:162":"N/A","T:363":"No","G:742":"A4OutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","V:632":"N/A","Z:225":"N/A","P:109":"Food waste in the city/country.\n \n \n Food waste globally.\n \n \n Act for food waste using technology.","AG:796":"N/A","G:62":"LearningOutcome13. Learning Outcome","Q:509":"N/A","G:653":"r246q0[D4G1O2c]. HOWs [Weigh the effect of potential forms of engagement.]","AE:627":"N/A","AG:590":"N/A","AB:544":"35","AF:308":"N/A","S:346":"Yes","Y:93":"No","S:404":"N/A","G:274":"A1Hows[D4G1O3a]. HOWs [Checklist: Communication Channels]","AA:414":"N/A","Z:629":"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.]","AF:160":"N/A","W:78":"No","P:509":"N/A","Q:457":"N/A","AB:207":"N/A","AB:226":"N/A","X:207":"N/A","R:211":"N/A","P:651":"N/A","X:263":"N/A","AC:102":"No","P:726":"No","O:785":"N/A","S:674":"N/A","AC:142":"industrial production","AG:596":"N/A","AE:553":"N/A","G:391":"r570q0[D1G1O2a]. HOWs [Use information from different source types and different source.]","G:256":"A1Hows[D3G1O1c]. HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","R:181":"Yes","AC:510":"N/A","U:660":"N/A","AG:444":"N/A","AA:300":"N/A","V:732":"N/A","Y:108":"How to express yourself in a effective rethorical language. Basic writing skills.","S:652":"N/A","S:169":"N/A","Q:743":"N/A","P:259":"N/A","Z:355":"N/A","Z:496":"N/A","S:464":"N/A","V:393":"N/A","Q:271":"N/A","AG:728":"No","V:425":"N/A","AA:318":"N/A","AB:796":"N/A","S:589":"N/A","V:272":"N/A","AA:140":"fabric","W:791":"N/A","Q:665":"N/A","W:357":"No","AD:628":"N/A","D:123":"Required infrastructure & Teaching Materials","R:656":"N/A","AB:270":"N/A","AE:201":"N/A","AG:677":"N/A","S:774":"N/A","U:279":"N/A","R:171":"No","AF:345":"Yes","P:775":"N/A","T:450":"N/A","AF:76":"No","T:631":"N/A","AF:161":"N/A","R:389":"N/A","T:228":"N/A","V:381":"https://ourworldindata.org/environmental-impacts-of-food","G:621":"r246q0[D2G2O2c]. HOWs [Consider who benefits from the information being believed or spread.]","Q:482":"N/A","P:366":"Assessment will focus on pupils’ ability to research and correctly interpret data from official EU sources regarding annual food waste, including per capita or household figures. They will also be evaluated on their collaboration and creativity in presenting this information through a poster or infographic. Finally, pupils will be assessed on the accuracy of their personal food waste calculations and the depth of their reflection when comparing their family’s results with the European average.","Q:729":"No","G:59":"LearningOutcome10. Learning Outcome","D:147":"Keywords","G:791":"r276q0[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","T:728":"N/A","Y:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Z:255":"N/A","V:75":"No","W:795":"N/A","AF:579":"N/A","R:163":"N/A","AD:590":"N/A","S:360":"No","AG:667":"N/A","W:261":"N/A","AC:103":"No","W:552":"No","D:550":"Student Output Form","V:170":"N/A","S:633":"N/A","AA:422":"N/A","W:726":"No","AB:690":"N/A","AA:669":"N/A","V:454":"N/A","T:296":"N/A","AE:687":"N/A","U:286":"N/A","Y:88":"Learners understand the width and variety of the topic. They understand and will be able to explan some reasons and some consequences of the problem. Learners examine official sources to be able to formulate informed opinion and write an essay..","U:643":"N/A","T:499":"N/A","W:447":"N/A","G:253":"A1Hows[D2G4O2b]. HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","AA:48":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","W:433":"N/A","O:792":"N/A","AE:583":"N/A","U:644":"N/A","AC:319":"N/A","O:476":"N/A","W:475":"N/A","AD:785":"N/A","X:647":"N/A","Z:121":"Videos about green house effect, Power point, Books","V:620":"N/A","U:617":"N/A","AC:220":"N/A","P:685":"N/A","AD:242":"N/A","P:106":"No","AC:613":"N/A","AD:595":"N/A","U:94":"Yes","AF:494":"N/A","W:772":"N/A","Y:727":"Yes","AB:753":"N/A","Y:645":"N/A","P:207":"N/A","X:791":"N/A","AD:541":"N/A","S:224":"N/A","W:676":"N/A","AC:536":"Yes","AA:359":"No","AA:143":"handicrafts","R:76":"No","AB:752":"N/A","W:751":"No","Q:249":"N/A","S:5":"2025-06-19 16:12:55","AC:698":"N/A","O:679":"N/A","Q:652":"N/A","AB:545":"Yes","V:95":"Yes","Z:666":"N/A","AA:144":"design","P:92":"No","P:679":"N/A","T:440":"N/A","AB:735":"No","AG:232":"N/A","S:780":"N/A","V:231":"N/A","Y:153":"4","D:128":"Required infrastructure & Teaching Materials","G:550":"A3OutputForm[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AA:230":"N/A","V:80":"No","AE:79":"No","Z:43":"Atmospheric pollution: Gas emissions","D:338":"Material Sources","R:271":"N/A","O:10":"2025-06-15 22:57:43","O:590":"N/A","U:461":"N/A","W:256":"N/A","X:728":"N/A","AC:660":"N/A","W:296":"N/A","AB:217":"N/A","X:249":"N/A","P:297":"N/A","R:595":"N/A","AG:622":"N/A","Y:668":"N/A","AB:558":"For the planning of the lesson the attributes of the learners should be taken into consideration. It is possible to work them in pairs or groups so they can turn to each other for support, but as individual assignment it also reaches it's goal. Pair work provides opportunity to peer teaching and discussion.\n \n \n The teacher should tell the learners to search the internet for the endangered animal in the list. The teacher can decide which online source the learners can use or limit it to google search or AI etc.\n \n \n During solution the teacher should walk around and help studnets if needed.","S:203":"N/A","AA:257":"N/A","AF:68":"No","Z:586":"N/A","S:677":"N/A","Q:791":"N/A","P:412":"N/A","X:789":"N/A","AE:412":"N/A","X:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","V:606":"N/A","T:591":"N/A","AG:101":"Yes","G:756":"A4TeacherTips. Tips, tricks, and suggestions for practice","X:749":"N/A","T:270":"N/A","D:691":"Student Output Form","Z:438":"N/A","AA:155":"No","AA:442":"N/A","G:136":"Materials[SQ016]. Required teaching materials []","Z:750":"N/A","X:69":"No","Z:184":"Other","S:441":"N/A","AB:406":"N/A","AB:144":"SSI","Q:425":"N/A","P:432":"N/A","P:104":"No","P:676":"N/A","AA:298":"N/A","AD:256":"N/A","R:638":"N/A","X:614":"N/A","P:449":"N/A","D:328":"Material Sources","W:742":"Yes","Z:351":"N/A","P:317":"N/A","Q:739":"N/A","S:416":"N/A","Z:238":"N/A","Q:486":"N/A","AB:789":"N/A","O:666":"N/A","R:356":"Activity instruction:\n 1) Form small groups of 3-4 learners.\n \n Assign each group a different industrial area or city suffering from air pollution.\n 2) Use online databases (e.g. World Air Quality Index, WHO, NASA) to collect real-time data on pollutants (PM2.5, CO2, NO2).\n 3) Upload your data to a shared online spreadsheet.\n \n Use the provided software (e.g. Google Sheets, Excel or web tools) to create graphs and visualizations of air quality.\n 4) Analyse the data comparing the levels of pollution between the selected regions.\n 5) Evaluate the impact of industrial activities based on the collected data, considering possible social, health and economic consequences.\n 6) Prepare a short visual presentation with your main findings for group discussion.","X:640":"N/A","AA:187":"https://create.kahoot.it/share/fabric-facts/01c3182d-f983-4b24-aef0-658eb7509530","P:487":"N/A","V:420":"N/A","AE:236":"N/A","AE:224":"N/A","Y:72":"No","S:297":"N/A","Y:457":"N/A","S:440":"N/A","Q:369":"N/A","G:123":"Materials[SQ003]. Required teaching materials []","Q:294":"N/A","AA:413":"N/A","AE:778":"N/A","G:118":"Infrastructure[SQ007]. Required infrastructure [Projector]","AB:239":"N/A","AC:737":"N/A","AD:350":"N/A","O:350":"N/A","S:424":"N/A","AF:393":"N/A","AB:620":"N/A","D:572":"Material Sources","Z:319":"N/A","AD:798":"N/A","AA:616":"N/A","AB:414":"N/A","W:69":"No","AD:660":"N/A","V:499":"N/A","P:594":"N/A","AG:424":"N/A","U:590":"N/A","O:101":"No","S:797":"N/A","S:696":"N/A","P:287":"N/A","AF:7":"en","AF:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","V:772":"N/A","P:672":"N/A","X:471":"N/A","W:372":"No","W:270":"N/A","X:242":"N/A","Y:448":"N/A","Y:639":"N/A","S:229":"N/A","T:206":"N/A","Z:88":"Learners recognize the SSI issues that arise from the consumption of electricity and water","Q:645":"N/A","T:606":"N/A","Z:398":"N/A","AF:172":"No","W:539":"N/A","T:242":"N/A","X:786":"N/A","S:673":"N/A","AF:641":"N/A","AE:489":"N/A","AB:317":"N/A","AA:489":"N/A","D:59":"Learning Outcome(s)","G:147":"KeyWords[SQ010]. Key words (for online filter and search function) []","AF:234":"N/A","AD:680":"N/A","Z:117":"No","T:444":"N/A","U:320":"N/A","AE:186":"Tips, tricks, and suggestions for practice:\n \n \n Use engaging visuals (infographics, videos) to clearly show data about transport emissions.\n \n \n Prepare common misconceptions beforehand to prompt critical thinking.\n \n \n Encourage learners to share their own experiences and travel habits to make the discussion personal.\n \n \n Foster a respectful and open classroom environment where all opinions are heard.\n \n \n Use guiding questions to help learners analyze and evaluate information logically.\n \n \n Allow time for group discussion and reflection to deepen understanding.\n \n \n Reinforce the connection between individual choices and broader environmental impact.","O:654":"N/A","S:642":"N/A","AE:305":"N/A","AC:567":"https://www.economicsonline.co.uk/content/images/2023/06/Supply-and-Demand-12.webp","X:548":"N/A","AA:747":"Class activity","AE:445":"N/A","AD:679":"N/A","W:473":"N/A","AB:157":"No","V:548":"No","G:166":"A1Instruction. Activity instruction","G:667":"r246q0[D4G3O1c]. HOWs [Provide background information on the socio-scientific issue.]","AE:318":"N/A","AD:478":"N/A","O:732":"N/A","AC:172":"No","U:164":"5","AE:112":"Yes","D:93":"Learner Age Range","P:444":"N/A","D:321":"App","Z:210":"N/A","T:420":"N/A","AE:29":"Private Travel Choices","Z:219":"N/A","X:793":"N/A","W:743":"No","AB:162":"N/A","O:608":"N/A","AD:320":"N/A","Z:480":"N/A","G:568":"A3Reference[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]","R:727":"N/A","AB:770":"N/A","AD:154":"No","G:137":"Duration. Duration in minutes","Q:111":"No","AD:224":"N/A","AB:105":"No","G:498":"r421q0[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","W:200":"N/A","Q:797":"N/A","V:370":"N/A","R:215":"N/A","AA:110":"Yes","AA:69":"No","G:28":"Language[other]. Lesson plan language [Other]","AC:281":"N/A","AF:43":"Food scarcity due to climate change, biodiversity and government policies","W:792":"N/A","AB:606":"N/A","Y:443":"N/A","V:218":"N/A","R:84":"No","W:426":"N/A","AA:652":"N/A","T:605":"N/A","AA:307":"N/A","AF:438":"N/A","P:250":"N/A","T:667":"N/A","T:609":"N/A","AG:29":"Fast fashion","AC:167":"Yes","Q:164":"10","AC:585":"N/A","AG:403":"N/A","G:484":"r570q0[D4G3O3b]. HOWs [Research evidence and logic behind the counter-arguments.]","V:417":"N/A","T:117":"Yes","T:633":"N/A","T:598":"N/A","Y:204":"N/A","R:669":"N/A","X:733":"N/A","R:612":"N/A","AD:552":"N/A","P:205":"N/A","U:137":"90","D:714":"Material Sources","V:510":"N/A","Y:221":"N/A","AF:178":"1. The teacher displays the cartoon on the whiteboard.\n \n \n 2. The teacher asks learners to silently observe the image.\n \n \n 3. The teacher asks the learners the questions and learners work in pairs or in small groups of 3 or 4.\n \n \n 4. The teacher writes the learners' ideas on the board, especially noting any references to stakeholder roles and conflicting interests.","G:110":"Infrastructure[SQ001]. Required infrastructure [Teacher computer]","AF:427":"N/A","R:272":"N/A","S:8":"272347404","Z:739":"N/A","X:481":"N/A","AF:630":"N/A","P:535":"No","G:698":"r641q0[SQ003]. Media [Visual media]","AA:228":"N/A","Y:103":"No","D:682":"Duration","P:292":"N/A","T:453":"N/A","AE:392":"N/A","AE:611":"N/A","Y:412":"N/A","W:344":"No","Y:90":"No","AC:76":"No","O:429":"N/A","T:345":"Yes","X:349":"N/A","G:440":"r570q0[D2G4O1b]. HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","Q:268":"N/A","AA:462":"N/A","G:221":"A1Hows[D1G3O1a]. HOWs [Identify visual indications of sponsored content → checklist]","T:1":"34","Q:736":"Explain your original sector's perspective.\n \n \n Learners are re-grouped in mixed-sector groups. Each learner summarizes their original sector’s perspective. The group fills out comparison worksheet:\n \n \n \n \n Food waste in different sectors\n \n \n \n \n \n \n \n  \n  \n  Sector\n  \n  \n  Main concerns\n  \n  \n  Causes of waste\n  \n  \n  Suggested solutions\n  \n  \n  Evidence \n  \n  \n  \n  \n  Science\n  \n  \n \n \n \n \n \n \n \n \n \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n  \n  \n  Farming\n  \n  \n \n \n \n \n \n \n \n \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n  \n  \n  Retail\n  \n  \n \n \n \n \n \n \n \n \n \n  \n  \n \n  \n  \n \n  \n  \n \n  \n  \n \n \n \n \n \n \n \n \n The group discusses: Which sector has the strongest evidence? Why? Which solution seems most realistic? Why? Who is most affected by these actions (positively/negatively)? Why? What new problems might arise from these solutions? Why?\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-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-fareast-language:EN-US;}\n table.MsoTableGrid\n {mso-style-name:\"Table Grid\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-priority:39;\n mso-style-unhide:no;\n border:solid windowtext 1.0pt;\n mso-border-alt:solid windowtext .5pt;\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-border-insideh:.5pt solid windowtext;\n mso-border-insidev:.5pt solid windowtext;\n mso-para-margin:0cm;\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-fareast-language:EN-US;}","S:436":"N/A","R:769":"N/A","T:788":"N/A","P:773":"N/A","AG:741":"N/A","G:42":"Cause5. due to ...","O:474":"N/A","AE:424":"N/A","X:593":"N/A","AB:93":"No","Z:350":"N/A","AE:603":"N/A","Q:732":"N/A","AC:674":"N/A","R:676":"N/A","U:665":"N/A","W:585":"N/A","AC:137":"90","X:781":"N/A","Q:259":"N/A","AA:32":"No","P:229":"N/A","AB:793":"N/A","O:291":"N/A","U:581":"N/A","AG:494":"N/A","G:365":"A2ModelSolution. Model solution","G:130":"Materials[SQ010]. Required teaching materials []","S:207":"N/A","Z:443":"N/A","G:748":"A4Method. Briefly describe the method you use.","AB:488":"N/A","O:453":"N/A","AF:791":"N/A","V:560":"Yes","Q:480":"N/A","AD:44":"(i) One car doesn’t make a difference. (ii) Electric cars are 100% clean. (iii) Air pollution only affects big cities. (iv) Public transport is always more polluting because it’s bigger.","T:478":"N/A","AA:463":"N/A","T:416":"N/A","AB:588":"N/A","AC:254":"N/A","W:624":"N/A","AB:94":"Yes","V:650":"N/A","W:753":"No","AE:250":"N/A","AB:600":"N/A","O:283":"N/A","Q:781":"N/A","Q:603":"N/A","D:517":"Material Sources","AG:355":"No","Y:635":"N/A","U:201":"N/A","AD:153":"1","Y:498":"N/A","AE:180":"No","G:301":"A1Hows[other]. HOWs [Other]","AA:436":"N/A","P:536":"Yes","O:442":"N/A","S:105":"No","Y:66":"Yes","AC:273":"N/A","X:393":"N/A","R:444":"N/A","D:70":"Subjects","W:305":"N/A","P:634":"N/A","S:420":"N/A","AA:138":"recycling","Q:274":"N/A","AG:242":"N/A","AF: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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n In this activity, you will step into the shoes of\n a real-world stakeholder affected by food scarcity. Your task is to analyze the\n situation, express your stakeholder’s views, and work with others to find\n possible solutions while defending your own interests.\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Distinguish between\n different perspectives and priorities.\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Justify a position and\n propose actions.\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Construct a persuasive\n argument from a stakeholder’s viewpoint.\n \n \n \n \n \n \n \n \n \n \n \n You will be assigned one of the following roles:\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Julien Besson, a\n small-scale farmer\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Maximilian von Hartman, a\n food company owner\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Maya Torres, a climate\n change activist\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Johnathan Whitaker, a government\n official\n \n \n \n \n \n \n \n \n \n \n \n ·       \n Amina Rahal, a citizen from\n a developing country\n \n \n \n \n \n \n \n \n \n \n \n Read your role card carefully and prepare, highlight key motivations,\n goals, and concerns. Prepare your position by preparing short answers to the\n following questions: What is your main concern about food scarcity? What action\n do you believe must be taken? How would you respond to others who may disagree?\n \n \n \n \n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n One role play card is:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\n \n \n \n \n \n \n \n \n \n \n Julien Besson, a small scale farmer, late 40s:  As a small-scale farmer, my biggest concern\n is that I can’t grow enough to feed my family or sell at fair prices. Food scarcity affects me directly  not\n because there isn’t enough food in the world, but because I don’t have access\n to land, tools, or stable weather. Climate change is destroying my crops, and big companies often buy land in my\n area to produce exports. I believe that governments and international companies\n should support small farmers with fair trade\n policies, seeds that adapt to local climates, and protection\n from land grabs. If we want real food security, we must invest in local\n solutions, not just global profits.\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\n \n \n \n \n \n \n \n \n Maximilian von Hartmann, a food company owner,\n in his 60s: As the owner of a large food company, I believe we play a crucial\n role in feeding the world’s growing population. We use advanced\n technology and global distribution to produce food efficiently\n and at scale. Food scarcity, in my view, happens when supply\n chains are disrupted or when people don’t have access to our\n products due to poor infrastructure or government policies. I argue that what\n we need is less regulation and more innovation.\n Genetically modified crops, for example, can resist climate threats and boost\n yields. We’re often blamed unfairly in the\n media for causing harm, but the truth is: without companies like ours, global\n food production would collapse. The real solution is to support\n business-led innovation, not punish it.\n \n \n Maya Torres, a climate change activist, in her 30s: As a climate activist, I see food scarcity as a symptom of environmental collapse. Climate change eg. rising temperatures, floods, and droughts is devastating agriculture, especially for poor communities who did little to cause it. But many governments and corporations keep promoting industrial farming and deforestation, which accelerates biodiversity loss and soil degradation. That’s short-term thinking. I believe the solution is to shift to sustainable, local food systems, support organic farming, and reduce meat and chemical-heavy agriculture.\n \n \n \n \n Jonathan Whitaker, a government official, in\n his 50s: As a government official, I must consider national\n stability, economic growth, and food access for all citizens.\n Food scarcity affects both poor and wealthy countries through inflation,\n trade issues, and natural disasters. We’re under pressure from all sides:\n corporations want freedom, citizens want lower food prices, and activists\n demand reforms. I believe governments should invest in resilient\n food systems that means supporting both innovation\n and regulation, enforcing fair land use, and ensuring that vulnerable\n groups like small farmers aren’t left behind. However, we must also be cautious\n of misinformation campaigns that spread fear or\n distrust in policies like food aid or vaccine-linked agriculture.We need better public communication and transparency.\n \n \n \n \n Amina Rahal, a citizen\n from a developing country, 30 years old: I’m just an ordinary\n citizen living in a developing country, and I experience food scarcity first-hand.\n Sometimes, even when there is food in markets, it’s too\n expensive, or the quality is poor. We are told that food is\n scarce because of drought or war, but we also see rich countries wasting food\n or companies exporting the best crops abroad. That doesn’t feel fair. I think\n people like me should have a voice in decisions,\n not just be talked about. I believe in supporting local\n farmers, improving education, and making sure that help\n whenever it comes goes to those who really need it, not just the rich or the\n powerful. We need to question the stories we’re told\n and share the truth about what’s happening in our communities.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}","AD:772":"N/A","V:377":"https://earthobservatory.nasa.gov/","O:625":"N/A","AG:488":"N/A","U:447":"N/A","Z:391":"N/A","W:358":"No","W:622":"N/A","Y:509":"N/A","AB:180":"No","W:799":"N/A","X:405":"N/A","AF:746":"The teacher should look for whether the learners' answers are specific, beyond-surface and reflective of the discussion.\n Also the teacher should examine whether the learners' answers reflect their ideas from multiple perspectives.","X:538":"N/A","G:481":"r570q0[D4G3O2c]. HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","AF:137":"45","T:637":"N/A","Y:785":"N/A","Y:416":"N/A","U:675":"N/A","S:662":"N/A","AD:257":"N/A","P:644":"N/A","S:548":"N/A","AA:278":"N/A","X:397":"N/A","X:67":"No","AC:92":"No","T:776":"N/A","V:652":"N/A","AD:5":"2025-06-20 10:41:27","T:233":"N/A","X:443":"N/A","Z:221":"N/A","AG:737":"N/A","T:643":"N/A","AD:348":"N/A","AB:111":"Yes","AD:780":"N/A","W:463":"N/A","Q:154":"Yes","G:471":"r570q0[D4G2O1c]. HOWs [Linguistic competence]","D:327":"Material Sources","V:684":"N/A","AE:240":"N/A","W:77":"No","T:659":"N/A","S:606":"N/A","U:469":"N/A","V:30":"4","Q:456":"N/A","G:359":"A2OutputForm[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","AG:86":"Fast fashion","D:149":"Keywords","AA:506":"N/A","U:471":"N/A","AF:218":"N/A","AF:477":"N/A","D:110":"Required infrastructure & Teaching Materials","Q:363":"N/A","AG:420":"N/A","P:233":"N/A","T:15":"Nudiens, Ansis","U:739":"No","AG:244":"N/A","AB:76":"No","U:794":"N/A","AG:98":"Yes","S:413":"N/A","U:116":"No","Z:731":"N/A","AE:407":"N/A","S:741":"N/A","Q:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:649":"N/A","T:84":"No","P:478":"N/A","AF:105":"No","Z:420":"N/A","AC:258":"N/A","AG:688":"N/A","D:702":"App","AG:360":"N/A","Z:663":"N/A","P:162":"N/A","AE:153":"1","AB:483":"N/A","U:230":"N/A","G:592":"r246q0[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","G:528":"r829q0[S015]. Provide all sources you used in this activity [Reference / Source 15]","V:478":"N/A","AF:610":"N/A","AF:565":"ChatGpt","AC:350":"N/A","G:399":"r570q0[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","Y:243":"N/A","AE:154":"No","AC:320":"N/A","S:213":"N/A","Z:390":"N/A","Y:537":"No","AG:645":"N/A","Q:657":"N/A","R:344":"No","R:6":"1","P:457":"N/A","Y:482":"N/A","U:472":"N/A","AE:724":"N/A","G:669":"r246q0[D4G3O2a]. HOWs [Select arguments that support your message.]","V:71":"No","R:680":"N/A","Z:613":"N/A","AA:427":"N/A","X:368":"questions and answers/ description of the topic / presentation / multimedia and dialogue","AF:267":"N/A","AG:628":"N/A","S:689":"N/A","R:539":"N/A","AC:229":"N/A","Z:202":"N/A","AC:80":"No","AG:69":"No","X:459":"N/A","T:480":"N/A","T:422":"N/A","AA:157":"No","Z:432":"N/A","O:215":"N/A","AA:35":"N/A","P:645":"N/A","AD:499":"N/A","Z:428":"N/A","AG:656":"N/A","Y:725":"No","Y:488":"N/A","Z:389":"N/A","Y:106":"Yes","Q:489":"N/A","Z:446":"N/A","G:169":"A1OutputForm[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","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.]","U:559":"N/A","Z:265":"N/A","AD:30":"3","AA:102":"Yes","G:103":"YearsLearning[SQ005]. Year of subject learning [5th year]","AG:446":"N/A","R:217":"N/A","T:111":"Yes","U:499":"N/A","AE:260":"N/A","T:291":"N/A","AD:38":"due to private travel choices","AC:787":"N/A","AF:375":"ChatGpt","AB:267":"N/A","G:782":"r276q0[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","AC:636":"N/A","G:768":"A4SciLMi. SciLMi lesson plan","Q:616":"N/A","S:365":"/* 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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\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 Pro\n BlaBlaCar – Carpooling apps are a sustainable mobility solution\n \n Core\n Argument 1:\n \n Reduces CO₂\n emissions per personScientific\n reasoning: If 3–4 people share one car, total emissions per person are\n significantly reduced compared to each using a separate car.\n \n Core\n Argument 2:\n \n Encourages\n efficient use of underutilized vehicles. Social reasoning: Many cars travel with only\n the driver. Carpooling uses empty seats, reducing overall traffic volume.\n \nCore\n Argument 3:\n \n Promotes\n digital responsibility and sharing culture. Ethical reasoning: It fosters a culture of\n cooperation and reduces unnecessary consumption (e.g. owning more vehicles).\n \n Group: Pro\n Public Transport – Public transport is the most eco-friendly choice\n \n Core\n Argument 1:\n \n Lowest\n emissions per passengerScientific\n reasoning: Buses and trains produce far fewer emissions per person than private\n vehicles—even shared ones.\n \nCore Argument 2:\n \n Equity and\n accessibility for all citizensSocial/ethical\n reasoning: Public transport is open to everyone, including those who cannot\n afford a car or smartphone.\n \n\n \n Core\n Argument 3:\n \n Urban\n planning and long-term environmental benefits Scientific reasoning: Public systems reduce\n congestion and promote sustainable city development.\n \n\n \n Group:\n Con/Critical View – Digital mobility solutions do not solve pollution problems\n \n Core\n Argument 1:\n \n Digital\n apps often increase demand, not reduce itScientific\n reasoning: Studies show that some people choose BlaBlaCar over buses, not over\n their own cars, leading to more traffic.\n \n\n \n Core\n Argument 2:\n \n Greenwashing\n riskEthical\n reasoning: Promoting apps as “eco” can mislead users, hiding the fact that the\n mode of transport (car) is still polluting.\n \n\n \n Core\n Argument 3:\n \n Over-reliance\n on technology excludes vulnerable groups Social reasoning: Not everyone has access to\n apps or smartphones; this creates digital inequalities in mobility.","AD:300":"N/A","AG:738":"N/A","V:383":"https://www.researchgate.net/figure/Wheat-loss-map-of-India-variations-in-wheat-loss-are-represented-with-red-yellow_fig4_364530180","P:736":"Report usefull tips on how to reduce food waste in households. Work in groups and create the TEN FOODandments!!\n \n \n \n \n Pupils work in groups to explore useful tips on how to reduce food waste in households. First, they discuss practical and creative ways that families can minimize food waste, such as planning meals ahead, using leftovers, storing food properly, or composting. Research and share best ideas for reducing food waste, then they decide which tips are the most important.\nThe task is to create the TEN FOODandments, a list of ten key rules or tips to help families reduce food waste at home. Each group will brainstorm and agree on the most effective ways to reduce waste and present them as simple, clear guidelines. Once the groups have finished, share the FOODandments with the class and all together create the TEN FOODandments.\n The TEN FOODandments can be shared in school website and/or local media webapages for raising the awareness of local community.\n \n \n \n \n \n https://food.ec.europa.eu/food-safety/food-waste/communications-and-campaigns/zero-waste-more-taste_en\n \n \n https://ec.europa.eu/food/safety/food_waste/eu-food-loss-waste-prevention-hub/resources","AC:269":"N/A","Q:105":"No","Q:685":"N/A","U:438":"N/A","G:774":"r276q0[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","P:286":"N/A","O:116":"No","W:449":"N/A","AA:67":"No","Q:166":"Discuss questions connected to the topic of the lesson in pairs. Think - pair - shair activity. Learners have to share their opinions, experiences and viewpoints.\n \n \n Learners discuss following questions: \"What does food waste mean?\" \"Do you waste food at home? Why?\" After discussion in pairs learners task is to explain one reason to class why there is food waste at home.","Y:779":"N/A","U:678":"N/A","AG:421":"N/A","W:427":"N/A","AE:486":"N/A","Q:468":"N/A","V:168":"N/A","G:354":"A2Duration. Expected activity duration in minutes","Q:228":"N/A","AA:793":"N/A","R:696":"N/A","U:298":"N/A","AB:629":"N/A","U:161":"N/A","P:778":"N/A","T:486":"N/A","X:101":"Yes","G:35":"PositionLP[SQ005]. This plan's position in the sequence: [5]","Y:690":"N/A","O:222":"N/A","AG:91":"No","Q:284":"N/A","Y:642":"N/A","U:548":"N/A","D:360":"Student Output Form","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","W:631":"N/A","AF:263":"N/A","AD:797":"N/A","R:494":"N/A","Y:398":"N/A","AG:162":"N/A","T:159":"N/A","R:291":"N/A","AG:435":"N/A","AD:297":"N/A","P:5":"2025-06-20 10:49:41","U:727":"Yes","Z:636":"N/A","W:166":"/* 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: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-fareast-language:EN-US;}\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-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-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  /* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n Instruction:\n \n \n \n - Identify causes of food waste in\n personal or school context.\n \n \n \n - List common sources of avoidable waste.","AD:248":"N/A","AC:640":"N/A","U:372":"N/A","Q:394":"N/A","AF:684":"N/A","Y:415":"N/A","Y:251":"N/A","Q:474":"N/A","V:262":"N/A","AA:617":"N/A","X:239":"N/A","V:222":"N/A","S:787":"N/A","P:98":"No","AC:114":"Yes","R:411":"N/A","AB:781":"N/A","AE:618":"N/A","AG:552":"N/A","AD:402":"N/A","T:472":"N/A","Q:233":"N/A","AB:440":"N/A","Q:784":"N/A","AC:690":"N/A","X:200":"N/A","P:483":"N/A","AB:389":"N/A","R:445":"N/A","O:786":"N/A","P:602":"N/A","AG:653":"N/A","O:13":"https://s.scilmi.eu/index.php?r=surveyAdministration/view&iSurveyID=417198","AC:678":"N/A","Y:475":"N/A","S:789":"N/A","R:394":"N/A","V:594":"N/A","R:585":"N/A","Y:792":"N/A","T:552":"No","AG:562":"N/A","AD:559":"N/A","T:397":"N/A","AE:242":"N/A","V:8":"1853261377","W:555":"Description of app, logo/image, and\n environmental/social benefit.","V:300":"N/A","P:400":"N/A","O:253":"N/A","S:202":"N/A","AF:353":"N/A","D:743":"Student Output Form","V:584":"N/A","AD:640":"N/A","P:86":"Food Waste","X:539":"N/A","R:234":"N/A","G:561":"A3Media[SQ003]. Media [Visual media]","AF:679":"N/A","Z:230":"N/A","AE:1":"45","Z:548":"N/A","O:268":"N/A","AC:487":"N/A","AB:403":"N/A","G:636":"r246q0[D3G1O1c]. HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","AC:499":"N/A","Q:411":"N/A","O:295":"N/A","W:258":"N/A","P:466":"N/A","W:405":"N/A","D:111":"Required infrastructure & Teaching Materials","G:712":"r875q0[S009]. Provide all sources you used in this activity [Reference / Source 9]","V:232":"N/A","Y:270":"N/A","V:261":"N/A","AB:140":"endangered animals","S:699":"N/A","AE:624":"N/A","AG:104":"No","T:549":"No","U:90":"No","S:352":"N/A","AG:236":"N/A","O:547":"N/A","V:106":"Yes","G:754":"A4App. App","D:384":"Material Sources","W:244":"N/A","X:534":"No","AC:214":"N/A","V:373":"N/A","AC:173":"No","G:747":"A4SocialForm. Suggested social form","T:199":"N/A","O:700":"N/A","S:653":"N/A","AB:118":"Yes","AD:474":"N/A","AA:78":"No","O:500":"N/A","S:613":"N/A","Z:603":"N/A","P:473":"N/A","G:626":"r246q0[D2G3O2a]. HOWs [Identify key concepts.]","AC:540":"N/A","T:78":"No","V:441":"N/A","V:344":"No","W:732":"N/A","AD:243":"N/A","P:349":"N/A","Y:285":"N/A","Q:772":"N/A","T:624":"N/A","G:404":"r570q0[D1G4O1b]. HOWs [Identify author and messenger.]","AF:176":"Teachers must identify learners' interpretion and critical thinking skills. Can learners differentiate between fact, opinion and exaggeration? Can learners consider who is represented and who is missing in the image? \n On a linguistic level teacher focuses on the appropriate use of grammar and vocabulary to express their opinion clearly.","X:172":"No","D:715":"Material Sources","Q:669":"N/A","X:279":"N/A","S:679":"N/A","AF:495":"N/A","R:161":"N/A","AC:480":"N/A","Y:752":"No","U:545":"No","AD:369":"N/A","X:202":"N/A","AE:674":"N/A","AE:319":"N/A","G:70":"Subjects[AO05]. Subject(s) [Mathematics]","W:648":"N/A","AC:170":"No","Q:108":"Food waste in family, in my country","AD:247":"N/A","AE:345":"N/A","AG:689":"N/A","AF:785":"N/A","AE:677":"N/A","AB:424":"N/A","W:153":"5","X:117":"No","P:239":"N/A","D:502":"Expected Outcome","P:652":"N/A","P:547":"No","Q:403":"N/A","T:439":"N/A","G:348":"r373q0[SQ005]. Activity number in lesson [5]","X:669":"N/A","AG:611":"N/A","D:687":"Student Output Form","G:593":"r246q0[D1G4O1a]. HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","G:287":"A1Hows[D4G3O1c]. HOWs [Provide background information on the socio-scientific issue.]","AE:232":"N/A","AG:650":"N/A","Y:283":"N/A","T:603":"N/A","Z:439":"N/A","AG:672":"N/A","X:646":"N/A","V:434":"N/A","Q:470":"N/A","X:451":"N/A","Y:253":"N/A","Z:622":"N/A","Q:609":"N/A","D:507":"Resource Type","P:431":"N/A","S:36":"Atmospheric pollution: gas emissions","X:792":"N/A","U:11":"2026-05-17 12:48:50","O:422":"N/A","AF:274":"N/A","S:456":"N/A","U:479":"N/A","P:401":"N/A","X:779":"N/A","Y:563":"N/A","U:587":"N/A","T:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AE:545":"N/A","T:579":"N/A","O:795":"N/A","G:715":"r875q0[S012]. Provide all sources you used in this activity [Reference / Source 12]","Y:665":"N/A","G:151":"KeyWords[SQ014]. Key words (for online filter and search function) []","S:274":"N/A","AA:165":"No","X:580":"N/A","X:199":"N/A","AA:686":"N/A","U:297":"N/A","AA:5":"2025-06-20 10:00:38","Q:630":"N/A","Z:611":"N/A","AG:350":"No","AE:214":"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).]","AB:288":"N/A","T:82":"No","X:257":"N/A","Y:137":"90","Z:185":"Google forms","G:749":"A4Media[SQ001]. Media [Text media]","G:731":"r800q0[SQ008]. Activity number in lesson [8]","W:318":"N/A","X:317":"N/A","G:145":"KeyWords[SQ008]. Key words (for online filter and search function) []","AG:112":"Yes","AA:454":"N/A","Y:232":"N/A","AE:226":"N/A","AA:206":"N/A","D:72":"Subjects","W:395":"N/A","AF:187":"https://jdhcdc.org/blog/f/food-insecurity-through-political-cartoons (Accessed on June 19, 2025)","R:499":"N/A","D:718":"Material Sources","Q:309":"N/A","AC:731":"N/A","Q:226":"N/A","AF:653":"N/A","AD:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","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.]","AB:630":"N/A","V:423":"N/A","AE:690":"N/A","AA:581":"N/A","S:403":"N/A","Z:370":"N/A","O:772":"N/A","AE:688":"N/A","U:593":"N/A","AF:346":"No","Q:159":"No","T:726":"No","P:158":"N/A","AC:223":"N/A","P:155":"No","Q:673":"N/A","Z:459":"N/A","AA:285":"N/A","AA:112":"No","AE:698":"N/A","X:96":"No","X:776":"N/A","U:7":"en","AB:86":"Statistics, percentage and application problems","S:447":"N/A","AF:425":"N/A","AC:67":"No","AE:658":"N/A","AE:551":"N/A","T:438":"N/A","W:257":"N/A","T:256":"N/A","X:31":"No","U:295":"N/A","AE:560":"N/A","O:538":"N/A","AD:648":"N/A","AB:633":"N/A","AB:637":"N/A","Q:506":"N/A","T:534":"No","X:473":"N/A","R:640":"N/A","Y:265":"N/A","P:583":"N/A","AC:34":"N/A","G:514":"r829q0[S001]. Provide all sources you used in this activity [Reference / Source 1]","W:413":"N/A","U:209":"N/A","AG:660":"N/A","U:319":"N/A","O:290":"N/A","G:218":"A1Hows[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","Y:99":"No","Q:14":"2025","Z:407":"N/A","P:347":"No","AF:401":"N/A","G:523":"r829q0[S010]. Provide all sources you used in this activity [Reference / Source 10]","R:83":"No","V:182":"N/A","Y:404":"N/A","D:79":"Subjects","AE:661":"N/A","AB:188":"https://www.britannica.com/event/Great-Famine-Irish-history","G:690":"r612q0[SQ007]. Student output form [Service-learning project]","T:596":"N/A","Q:460":"N/A","AF:615":"N/A","S:609":"N/A","W:563":"No","S:261":"N/A","AG:275":"N/A","G:718":"r875q0[S015]. Provide all sources you used in this activity [Reference / Source 15]","X:291":"N/A","AA:220":"N/A","W:248":"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]","P:469":"N/A","T:452":"N/A","AD:447":"N/A","Y:689":"N/A","Y:438":"N/A","AB:268":"N/A","AC:119":"No","X:210":"N/A","AB:473":"N/A","Z:408":"N/A","AC:233":"N/A","W:97":"No","AE:347":"N/A","S:373":"No","Z:534":"N/A","P:793":"N/A","O:95":"No","AF:467":"N/A","AF:465":"N/A","AB:79":"No","U:435":"N/A","T:434":"N/A","AG:450":"N/A","T:262":"N/A","T:250":"N/A","AA:787":"N/A","D:375":"App","AE:434":"N/A","U:229":"N/A","P:589":"N/A","AG:540":"No","AE:70":"No","V:558":"1. Inquiry-Based Learning (IBL)\n \n Learners are encouraged to\n investigate real-world examples (e.g., coffee farming in Ethiopia or\n wheat in India) by asking questions such as:\n \n \n  What’s causing biodiversity loss here?\n  How is this affecting food production?\n  What can be done to mitigate it?\n \n \nIt encourages learners to explore, analyze,\n and draw conclusions from evidence, rather than passively receive information.\n \n \n \n2. Collaborative Learning\n \n Learners work in small groups to\n interpret data, discuss regional challenges, and co-develop insights. Promotes\n communication, team problem-solving, and peer-supported critical thinking.\n \n \n \n 3. Case-Based Learning (CBL)\n \n Learners apply scientific concepts\n to real regional or global case studies. Each group tackles a specific\n scenario involving biodiversity decline and food security risks. Case-based\n learning contextualizes abstract concepts, making them relevant and meaningful\n through storytelling and applied science.\n \n \n \n 4.\n Constructivist Methodology\n \n Learners build new knowledge by\n connecting climate data, ecological understanding, and social impacts. The\n teacher acts as a guide or facilitator rather than a direct instructor. Helps\n learners construct understanding based on prior knowledge and new inputs from\n the activity and group discussion.","Z:777":"N/A","AE:467":"N/A","W:399":"N/A","D:320":"Resource Type","S:31":"No","X:697":"N/A","AC:559":"N/A","Y:228":"N/A","P:508":"N/A","U:73":"No","V:459":"N/A","W:220":"N/A","O:212":"N/A","V:481":"N/A","AG:729":"No","Q:308":"N/A","D:683":"Activity Instruction","AA:551":"No","Z:212":"N/A","AB:277":"N/A","AF:751":"No","V:600":"N/A","W:84":"No","AB:537":"No","O:437":"N/A","AG:201":"N/A","AB:797":"N/A","AG:153":"7","AA:466":"N/A","V:284":"N/A","S:432":"N/A","D:23":"Author(s)","AD:91":"No","Q:415":"N/A","AF:297":"N/A","V:382":"https://commons.wikimedia.org/wiki/File%3AThe-Impact-of-Climate-Change-on-Indigenous-Arabica-Coffee-%28Coffea-arabica%29-Predicting-Future-Trends-pone.0047981.g001.jpg","W:398":"N/A","W:542":"N/A","G:453":"r570q0[D3G3O1b]. HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","AB:263":"N/A","V:359":"N/A","Q:101":"No","T:644":"N/A","Z:171":"No","AE:252":"N/A","S:598":"N/A","Q:614":"N/A","Z:587":"N/A","AG:239":"N/A","S:101":"No","AD:232":"N/A","Z:658":"N/A","AC:395":"N/A","T:370":"No","O:9":"test","AE:582":"N/A","V:111":"Yes","V:590":"N/A","S:210":"N/A","W:482":"N/A","X:307":"N/A","O:279":"N/A","AG:237":"N/A","G:198":"A1SciLMi. SciLMi lesson plan","P:770":"N/A","AG:115":"No","U:109":"Physics lesson about mechanics of the machines and properties of different materials that can be tested.","Z:99":"No","AA:651":"N/A","Z:621":"N/A","Y:435":"N/A","T:261":"N/A","V:605":"N/A","AD:625":"N/A","G:759":"A4Reference[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","Y:393":"N/A","Z:105":"No","R:639":"N/A","P:553":"No","AE:15":"Doskochynska, Olha","T:473":"N/A","G:549":"A3OutputForm[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","W:12":"213.225.12.220","AA:563":"No","AA:739":"Yes","W:186":"/* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n  Encourage\n  learners to reflect on their own daily habits and routines before starting\n  the task. Personal relevance increases engagement.\n  Use\n  brainstorming tools such as Padlet or Jamboard to make idea collection\n  interactive and anonymous if needed.\n  Provide\n  a few real-world examples of food waste (e.g. school cafeteria leftovers,\n  expired products in a home fridge) to spark discussion.\n  Support\n  lower-performing learners by offering a template with guiding questions.\n  For\n  visual learners, offer the option to create posters or mind maps\n  summarizing the main causes.\n  Allow\n  learners to work in pairs for peer support if they struggle with\n  generating examples.\n  Allocate\n  time for sharing findings, as peer exchange can uncover overlooked ideas\n  and reinforce understanding.","U:776":"N/A","AB:598":"N/A","Q:433":"N/A","U:165":"No","O:632":"N/A","Q:300":"N/A","AE:579":"N/A","W:479":"N/A","U:290":"N/A","U:546":"Activity: Video-based exploration of key technological inventions that enabled the Industrial Revolution.\n \n \n \n \n Learners will identify the names and functions of key inventions (Water Frame, Spinning Mule, Steam Engine).\n \n \n \n Learners will explain how each invention contributed to increased production efficiency. \n \n \nLearners will summarize the role of technological advancement in enabling industrial change.\n \n \n Learners will record key facts and details while watching the videos, using structured note-taking.\n \n \n Learners will compare the technologies and discuss what changed in science and engineering to make them possible. \n \n \nLearners will examine the cause-effect relationship between invention and industrial growth.","X:305":"N/A","U:782":"N/A","U:10":"2025-06-17 08:38:37","AA:677":"N/A","R:581":"N/A","X:285":"N/A","D:20":"Author(s)","Z:72":"No","Y:544":"30","AG:248":"N/A","O:237":"N/A","AG:31":"No","R:236":"N/A","T:620":"N/A","AF:462":"N/A","S:291":"N/A","D:759":"Material Sources","AA:603":"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.]","T:200":"N/A","AA:308":"N/A","S:116":"No","X:634":"N/A","AA:797":"N/A","Y:661":"N/A","AE:212":"N/A","AA:611":"N/A","Z:156":"N/A","AD:638":"N/A","W:457":"N/A","AG:264":"N/A","D:363":"Student Output Form","AB:68":"No","AC:507":"N/A","R:481":"N/A","W:645":"N/A","AF:475":"N/A","O:83":"Yes","AE:14":"2025","AE:110":"Yes","D:721":"Material Sources","O:427":"N/A","AE:638":"N/A","W:671":"N/A","U:394":"N/A","V:100":"No","S:794":"N/A","AC:368":"The teacher introduce the topic: greenhouse gas emissions rise in tandem with economic growth and are driven by increasing demand (real GDP) \n The learners and the teacher watch the graph and describe it all together:\n The blue line shows real GDP steadily increasing from 1994 to 2010. The orange line (population) also climbs, but at a slower pace. The dotted line marks emissions per capita, which remain fairly flat. The key insight is the blue dashed line: emissions per unit of GDP (emissions per $GDP) decrease, meaning economies are becoming more efficient—but total emissions still grow because GDP growth and population growth outweigh these gains\n The teacher ask the questions.\n The volonteers presents their solutions to the questions oraly","AF:309":"N/A","Y:71":"No","P:673":"N/A","V:44":"1.\n “Biodiversity loss and climate change are separate issues.”\n \n \n  Many learners may see climate change and biodiversity\n  loss as unrelated rather than interconnected problems that affect each\n  other.\n \n \n 2.\n “Food scarcity is only caused by lack of food production.”\n \n \n  Learners might assume food scarcity is just about\n  growing enough food, ignoring factors like distribution, waste, and\n  socio-economic access.\n \n \n 3.\n “Pollinators like bees aren’t essential to all food crops.”\n \n \n  Learners may underestimate the critical role of\n  pollinators in food production beyond just fruits and vegetables.\n \n \n 4.\n “Monoculture farming is always efficient and good for food security.”\n \n \n  There's a misconception that large-scale monocultures\n  maximize food supply without downsides, ignoring their vulnerability to\n  pests, diseases, and climate shocks.\n \n \n 5.\n “Climate change effects on food systems will happen far in the future, not\n now.”\n \n \n  Learners may think these impacts are distant, not\n  recognizing current local or global disruptions.\n \n 6.\n “GMOs (Genetically Modified Organisms) are the only solution to food scarcity.”\n \n \n  Oversimplifies the role of biotech and ignores broader\n  ecological and social factors in food security.\n \n \n 7.\n “Climate change is natural and not caused by human activity, so we can’t do\n much.”\n \n \n  Undermines urgency and the role of human mitigation and\n  adaptation efforts.\n \n \n 8.\n “Biodiversity loss is only about losing ‘exotic’ or ‘wild’ animals, not things\n related to food.”\n \n \n  People often disconnect biodiversity from agriculture,\n  not realizing crops, soil microbes, and pollinators are biodiversity too.\n \n \n 9.\n “Food scarcity only happens in poor countries.”\n \n \n  Neglects food insecurity issues in developed countries,\n  including urban food deserts and inequality.\n \n \n 10.\n “Individual actions don’t matter; only governments or big companies can solve\n this.”\n \n Can lead to learner disengagement by\n underestimating personal and community-level impact.","S:470":"N/A","AF:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AG:393":"N/A","S:99":"No","W:392":"N/A","G:66":"Subjects[AO01]. Subject(s) [First Language]","S:431":"N/A","AG:370":"N/A","AB:362":"N/A","AG:318":"N/A","R:635":"N/A","AG:429":"N/A","O:69":"No","AB:670":"N/A","AC:497":"N/A","P:550":"No","T:437":"N/A","S:268":"N/A","T:173":"No","AB:772":"N/A","G:582":"r246q0[D1G1O2b]. HOWs [Explain the influence of algorithms on search results and on social media feeds.]","P:446":"N/A","AB:252":"N/A","W:597":"N/A","Q:636":"N/A","Z:581":"N/A","W:212":"N/A","S:469":"N/A","AA:297":"N/A","V:214":"N/A","W:394":"N/A","X:355":"Yes","R:786":"N/A","AE:425":"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","AD:800":"N/A","AA:448":"N/A","AD:81":"No","AC:466":"N/A","D:494":"Student Output Form","G:90":"AgeRange[SQ002]. Age range [11 ]","R:357":"No","R:346":"No","W:620":"N/A","AD:233":"N/A","AG:173":"N/A","AB:452":"N/A","R:360":"Yes","AD:120":"Touchscreenboard, a classroom, b","AD:162":"N/A","R:790":"N/A","AB:782":"N/A","AA:740":"Yes","U:281":"N/A","AC:602":"N/A","AF:588":"N/A","U:458":"N/A","U:370":"N/A","AG:483":"N/A","W:350":"N/A","AE:277":"N/A","Y:679":"N/A","AG:546":"- Learners are sorted into groups by their choice\n - Each group will use one phone\n - They watch a video on EdPuzzle and answer the questions together (own work: link)\n - We discuss any misunderstandings and missing information","AE:278":"N/A","AE:178":"In this activity, I use the SSI-based teaching approach (Socio-Scientific Issues) combined with discussion-based learning. I begin by presenting a real-world, controversial issue — the environmental impact of private transport — through an engaging visual (infographic or video). This activates learners’ prior knowledge and emotional connection to the topic. Learners are then encouraged to identify misinformation, reflect on their daily choices, and explore possible solutions. This method promotes critical thinking, evidence-based reasoning, and personal engagement, while making science relevant to learners’ everyday lives.","Q:121":"Sector viewpoint texts, worksheet","W:441":"N/A","AF:470":"N/A","S:201":"N/A","D:113":"Required infrastructure & Teaching Materials","AB:738":"N/A","AC:353":"N/A","R:500":"N/A","Z:677":"N/A","O:649":"N/A","AF:433":"N/A","V:472":"N/A","AC:225":"N/A","AF:304":"N/A","P:534":"No","W:453":"N/A","T:781":"N/A","AF:639":"N/A","U:277":"N/A","AB:78":"No","S:791":"N/A","T:584":"N/A","Y:361":"N/A","S:490":"N/A","W:182":"No","Z:426":"N/A","O:468":"N/A","W:402":"N/A","V:43":"biodiversity","S:488":"N/A","Y:469":"N/A","U:308":"N/A","AB:685":"N/A","W:454":"N/A","T:586":"N/A","R:390":"N/A","AE:604":"N/A","G:475":"r570q0[D4G3O1a]. HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","Y:344":"No","AC:443":"N/A","AE:679":"N/A","S:211":"N/A","AA:550":"Yes","U:780":"N/A","AB:589":"N/A","D:141":"Keywords","U:46":"Recognise your own information bubble or echo chamber.","AB:792":"N/A","Z:784":"N/A","U:688":"N/A","AB:154":"Yes","AF:174":"Whole-class discussion/ Q&A","P:173":"No","G:556":"A3Evaluation. Evaluation / assessment criteria","AC:262":"N/A","AE:481":"N/A","R:735":"N/A","AC:274":"N/A","Q:72":"No","W:472":"N/A","Q:431":"N/A","AC:440":"N/A","AE:484":"N/A","W:299":"N/A","O:644":"N/A","AD:461":"N/A","W:655":"N/A","U:159":"No","S:496":"N/A","R:553":"No","Y:700":"N/A","G:230":"A1Hows[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","AG:788":"N/A","Q:627":"N/A","AF:793":"N/A","D:127":"Required infrastructure & Teaching Materials","AC:726":"No","AC:436":"N/A","R:742":"N/A","G:670":"r246q0[D4G3O2b]. HOWs [Select supporting evidence for each argument.]","S:397":"N/A","R:752":"N/A","Q:37":"due to domestic overconsumption / throw-away habits","X:685":"N/A","Q:800":"N/A","AB:773":"N/A","W:800":"N/A","AF:412":"N/A","D:82":"Subjects","AB:597":"N/A","U:489":"N/A","Z:786":"N/A","AC:112":"No","AA:583":"N/A","AF:455":"N/A","Q:562":"N/A","AF:458":"N/A","AA:500":"N/A","T:212":"N/A","AE:199":"N/A","D:569":"Material Sources","T:112":"No","G:211":"A1Hows[D1G2O3c]. HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","X:423":"N/A","O:160":"N/A","G:563":"A3Media[SQ005]. Media [Interactive media]","Z:743":"N/A","AA:600":"N/A","AB:794":"N/A","Y:468":"N/A","AB:106":"Yes","S:561":"N/A","O:478":"N/A","Q:477":"N/A","S:482":"N/A","O:471":"N/A","AD:435":"N/A","W:348":"No","U:289":"N/A","AB:262":"N/A","W:308":"N/A","G:367":"A2SocialForm. Suggested social form","AA:450":"N/A","U:238":"N/A","G:224":"A1Hows[D1G3O2a]. HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","O:790":"N/A","S:299":"N/A","P:630":"N/A","Y:8":"1227751289","U:105":"No","A:1":"E2 Name","P:394":"N/A","S:623":"N/A","S:471":"N/A","G:363":"A2OutputForm[SQ007]. Student output form [Service-learning project]","S:233":"N/A","Q:459":"N/A","Z:245":"N/A","AF:2":"Yes","Q:670":"N/A","AB:177":"Pair work","AC:357":"No","AD:79":"No","AD:237":"N/A","Y:214":"N/A","Q:472":"N/A","O:580":"N/A","G:50":"LearningOutcome1. Learning Outcome","R:789":"N/A","AE:660":"N/A","AA:698":"N/A","X:243":"N/A","AF:770":"N/A","T:118":"Yes","V:113":"No","P:421":"N/A","Q:593":"N/A","AD:597":"N/A","AG:74":"No","G:338":"A1SReference[S015]. Provide all sources you used in this activity [Reference / Source 15]","G:540":"A3Number[SQ007]. Activity number in lesson [7]","Q:733":"N/A","AE:732":"N/A","X:769":"N/A","AE:239":"N/A","Q:163":"N/A","X:10":"2025-06-17 17:20:41","W:623":"N/A","W:685":"N/A","Y:656":"N/A","AC:679":"N/A","V:618":"N/A","AE:101":"No","AE:615":"N/A","V:73":"No","AA:459":"N/A","AB:563":"No","T:113":"No","Y:652":"N/A","U:242":"N/A","G:656":"r246q0[D4G1O4a]. HOWs [Review similar initiatives to understand common feedback and reactions.]","T:75":"No","P:614":"N/A","AF:371":"No","T:284":"N/A","G:387":"A2Reference[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. []","S:44":"Are carpooling apps like BlaBlaCar environmentally friendly?\nIs public transportation a better alternative?\nHow do digital solutions compare to traditional ones in terms of sustainability?\nWhat are the social and ethical implications of choosing one method over another?","P:275":"N/A","V:104":"No","U:460":"N/A","X:445":"N/A","AE:665":"N/A","W:650":"N/A","Q:216":"N/A","Z:281":"N/A","X:289":"N/A","R:399":"N/A","AE:77":"No","AF:642":"N/A","S:166":"In groups, learners\n Search online for\n Environmental impact of carpooling and public transportation Safety, trust, and accessibility Economic and social aspects Infrastructure availability in their region\n They complete a comparison table and assess the reliability of sources using guiding questions like \n Who published this? Is it biased? etc","AA:375":"Website","AE:641":"N/A","X:316":"N/A","R:679":"N/A","Y:613":"N/A","R:452":"N/A","AB:84":"No","Q:236":"N/A","AA:167":"N/A","Z:792":"N/A","G:763":"A4Reference[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]","D:574":"Material Sources","S:444":"N/A","O:240":"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]","Z:626":"N/A","O:272":"N/A","O:97":"No","AA:472":"N/A","Z:462":"N/A","AE:172":"No","AC:432":"N/A","S:234":"N/A","Y:655":"N/A","U:454":"N/A","T:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","X:466":"N/A","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","G:555":"A3ModelSolution. Model solution","AB:437":"N/A","V:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","S:82":"No","AG:773":"N/A","T:5":"2025-06-20 09:10:54","Z:89":"No","AE:397":"N/A","AB:169":"No","T:243":"N/A","V:49":"Communicate your viewpoint on a socio-scientific issue: Argue.","G:309":"A1SOutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","X:204":"N/A","S:347":"No","Z:653":"N/A","G:276":"A1Hows[D4G1O4a]. HOWs [Review similar initiatives to understand common feedback and reactions.]","AA:225":"N/A","R:377":"Genially (2024). Genially Interactive Platform. Retrieved from https://genially.com","AE:170":"No","Y:783":"N/A","AE:596":"N/A","R:283":"N/A","AA:474":"N/A","AF:449":"N/A","V:775":"N/A","Z:724":"N/A","Z:655":"N/A","O:646":"N/A","P:579":"N/A","O:667":"N/A","AC:421":"N/A","O:487":"N/A","AD:281":"N/A","AD:36":"Atmospheric pollution: gas emissions","O:418":"N/A","S:363":"No","U:620":"N/A","O:320":"No","Z:35":"N/A","S:611":"N/A","S:35":"N/A","S:550":"N/A","G:285":"A1Hows[D4G3O1a]. HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AD:163":"N/A","AF:299":"N/A","AB:647":"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","D:761":"Material Sources","G:266":"A1Hows[D3G4O1a]. HOWs [Checklist: Personal relation to SSI]","P:435":"N/A","Z:93":"No","AA:443":"N/A","Y:32":"Yes","AC:298":"N/A","U:349":"No","AG:348":"No","AD:259":"N/A","AD:107":"Prerequisite from grade 7: (i) able to use languages associated with probability to describe the likelihood of outcomes (ii) able to use the probability scale from 0 to 1 with fractions, decimals and percentages (iii) can use the results of an experiment to find experimental probability and compare them to the theoretical probability The previous chapter: Calculating probabilities (i) Define the probability of the complementary events, also, for the language: Revise the following keywords: event, even chance, likelihood, outcome, probability, unlikely, equally likely, mutually exclusive, Complementary event, experimental and theoretical probability. (ii)Use of lists and diagrams to show equally likely outcomes. (iii) Use of lists and diagrams of outcomes to calculate probabilities.","U:97":"No","V:87":"Climate change(s) what we eat","AC:89":"No","AF:418":"N/A","Y:420":"N/A","R:11":"2026-04-30 15:26:32","X:414":"N/A","Y:362":"N/A","P:460":"N/A","AG:37":"due to overconsumption in society related to excessive industrial production","AE:448":"N/A","G:69":"Subjects[AO04]. Subject(s) [Science]","AG:772":"N/A","AB:667":"N/A","V:542":"N/A","AD:750":"N/A","AD:255":"N/A","V:298":"N/A","AB:211":"N/A","AC:645":"N/A","P:171":"No","O:226":"N/A","V:777":"N/A","AA:631":"N/A","V:725":"No","G:664":"r246q0[D4G2O2c]. HOWs [Refer to sources.]","AF:652":"N/A","AA:447":"N/A","G:710":"r875q0[S007]. Provide all sources you used in this activity [Reference / Source 7]","AC:96":"No","Z:67":"No","P:270":"N/A","AB:363":"N/A","AB:393":"N/A","G:681":"r246q0[other]. HOWs [Other]","V:276":"N/A","S:179":"N/A","T:487":"N/A","AE:225":"N/A","AE:788":"N/A","AB:75":"No","P:743":"No","D:716":"Material Sources","AC:653":"N/A","X:583":"N/A","G:9":"token. Access code","AC:70":"No","R:508":"N/A","AF:613":"N/A","AE:203":"N/A","R:510":"N/A","Q:507":"N/A","W:172":"No","AC:785":"N/A","AF:635":"N/A","AD:67":"No","V:561":"Yes","AB:240":"N/A","P:784":"N/A","S:423":"N/A","Q:241":"N/A","AE:62":"Suggest appropriate actions and initiatives based on your message.","AG:72":"No","AA:141":"textiles","AE:538":"N/A","R:660":"N/A","G:603":"r246q0[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","Y:640":"N/A","AE:231":"N/A","U:139":"steam engine","D:343":"Material Sources","AG:165":"No","O:285":"N/A","O:677":"N/A","P:214":"N/A","R:177":"Group work","O:96":"No","AF:632":"N/A","R:772":"N/A","S:442":"N/A","AG:82":"No","Z:772":"N/A","R:441":"N/A","AC:213":"N/A","G:328":"A1SReference[S005]. Provide all sources you used in this activity [Reference / Source 5]","G:257":"A1Hows[D3G1O1d]. HOWs [Evaluate the different arguments based on scientific evidence.]","AG:168":"N/A","Z:509":"N/A","AA:252":"N/A","AB:231":"N/A","P:218":"N/A","V:105":"No","Y:794":"N/A","AD:344":"N/A","G:771":"r276q0[D1G1O2a]. HOWs [Use information from different source types and different source.]","O:99":"No","V:243":"N/A","G:416":"r570q0[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","AA:294":"N/A","G:227":"A1Hows[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","S:1":"33","V:599":"N/A","AB:143":"biodiversity","Y:685":"N/A","AC:485":"N/A","Y:426":"N/A","V:415":"N/A","U:426":"N/A","X:544":"30","S:475":"N/A","Q:680":"N/A","R:78":"No","AG:408":"N/A","Z:590":"N/A","X:362":"No","Z:361":"N/A","AD:295":"N/A","T:772":"N/A","T:753":"No","Q:393":"N/A","R:580":"N/A","AB:732":"N/A","Y:1":"39","Y:446":"N/A","T:665":"N/A","Y:599":"N/A","R:559":"No","X:660":"N/A","Z:725":"N/A","Q:402":"N/A","AE:495":"N/A","AG:271":"N/A","AC:109":"The learners will confront their point of view between a “responsible” consumption or a “megatrend”. \n \n \n The learners will debate in a role playing as a developed country or either an emergent market to confront their controversial issues. \n \n \n The learners will understand which other political tool does exist to enhance a responsible consumption (blames and grants)","G:237":"A1Hows[D2G2O1c]. HOWs [Identify sensational and emotional language used to influence the audience.]","U:740":"Yes","S:665":"N/A","AG:45":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","W:455":"N/A","AB:465":"N/A","P:119":"No","P:661":"N/A","AD:657":"N/A","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.]","AA:670":"N/A","AA:537":"Yes","AB:769":"N/A","AA:653":"N/A","Z:276":"N/A","AD:460":"N/A","V:494":"N/A","AB:427":"N/A","G:107":"PreviousKnowledge. Required previous knowledge","P:202":"N/A","AB:47":"Select the most informative and relevant search results.","G:689":"r612q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","W:181":"Yes","G:470":"r570q0[D4G2O1b]. HOWs [Previous knowledge]","U:441":"N/A","P:631":"N/A","AG:507":"N/A","P:752":"No","Q:262":"N/A","S:43":"Private travel choices","AG:412":"N/A","Z:116":"No","Q:66":"No","Z:753":"N/A","G:640":"r246q0[D3G2O2a]. HOWs [Determine which parties are more susceptible to negative impacts.]","Z:665":"N/A","AD:246":"N/A","U:264":"N/A","R:781":"N/A","AF:415":"N/A","AC:377":"https://www.epa.gov/climate-indicators/climate-change-indicators-us-greenhouse-gas-emissions","V:675":"N/A","AB:580":"N/A","U:200":"N/A","AG:579":"N/A","P:247":"N/A","D:24":"Author(s)","T:371":"No","AC:253":"N/A","AC:735":"No","W:737":"No","AG:259":"N/A","X:267":"N/A","T:298":"N/A","G:726":"r800q0[SQ003]. Activity number in lesson [3]","Y:753":"No","AE:559":"N/A","G:613":"r246q0[D2G1O2c]. HOWs [Check if the information was peer-reviewed.]","P:265":"N/A","U:784":"N/A","W:593":"N/A","T:218":"N/A","D:356":"Activity Instruction","AD:309":"N/A","S:262":"N/A","AB:275":"N/A","P:638":"N/A","Y:424":"N/A","T:666":"N/A","AG:535":"No","Y:109":"First language: Writing the essay or create a posters to encourage people to reduce food waste. Have a debate on the subject.","D:139":"Keywords","S:448":"N/A","Z:700":"N/A","G:128":"Materials[SQ008]. Required teaching materials []","AF:81":"No","Y:658":"N/A","U:307":"N/A","V:282":"N/A","AB:618":"N/A","AG:452":"N/A","P:786":"N/A","R:36":"Atmospheric pollution: gas emissions","AC:412":"N/A","AG:121":"online links","AF:368":"The teacher distributes the 5 role cards to the learners and asks them to read them carefully and prepare their proposed statements.","Z:481":"N/A","W:778":"N/A","Y:545":"No","Z:34":"N/A","U:363":"N/A","W:629":"N/A","T:254":"N/A","AG:279":"N/A","AD:319":"N/A","AG:274":"N/A","AB:298":"N/A","R:603":"N/A","P:83":"No","AA:602":"N/A","O:256":"N/A","V:215":"N/A","AC:752":"N/A","T:743":"No","Z:689":"N/A","X:666":"N/A","Q:238":"N/A","D:87":"Lesson Title","AD:278":"N/A","Q:779":"N/A","O:584":"N/A","V:355":"No","AG:416":"N/A","AF:654":"N/A","Y:158":"N/A","O:218":"N/A","O:479":"N/A","U:111":"Yes","W:477":"N/A","AF:620":"N/A","Q:591":"N/A","D:17":"Author(s)","Y:632":"N/A","X:461":"N/A","S:539":"N/A","AC:155":"No","D:114":"Required infrastructure & Teaching Materials","AE:791":"N/A","V:436":"N/A","W:581":"N/A","AE:81":"No","R:699":"N/A","R:268":"N/A","AG:697":"N/A","P:593":"N/A","AC:670":"N/A","AC:275":"N/A","Y:161":"N/A","G:88":"SubjectLO. Subject-specific learning objective of the lesson","W:109":"/* 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: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-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  /* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n 1. Presenting Prototypes & Campaigns\n Publicly\n 2. Iterating & Improving Designs\n 3. Testing and Simulating the Solutions\n 4. Sustainability and Scalability\n 5. Pitching to Stakeholders (Entrepreneurship)\n 6. Community Collaboration\n 7. Reflecting on Impact and Civic Engagement","G:721":"r875q0[S018]. Provide all sources you used in this activity [Reference / Source 18]","AG:411":"N/A","AB:590":"N/A","Y:201":"N/A","AF:534":"No","O:413":"N/A","AE:30":"3","AF:155":"No","P:453":"N/A","G:686":"r612q0[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","G:452":"r570q0[D3G3O1a]. HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","O:602":"N/A","R:616":"N/A","U:35":"N/A","AF:482":"N/A","G:647":"r246q0[D3G4O2a]. HOWs [Checklist: (Re)assessing personal viewpoint on SSI]","W:304":"N/A","O:579":"N/A","V:654":"N/A","U:246":"N/A","AA:181":"N/A","Y:347":"No","U:783":"N/A","AC:633":"N/A","T:688":"N/A","AG:486":"N/A","AF:181":"Yes","D:758":"Material Sources","Z:633":"N/A","Z:159":"N/A","R:614":"N/A","AA:689":"N/A","AD:249":"N/A","AD:742":"N/A","Q:783":"N/A","R:564":"Genially","U:411":"N/A","U:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","Z:168":"No","G:179":"A1Media[SQ001]. Media [Text media]","W:266":"N/A","O:680":"N/A","X:209":"N/A","AB:642":"N/A","AA:407":"N/A","AC:484":"N/A","X:549":"N/A","Q:666":"N/A","Z:371":"N/A","V:108":"1.\n Introduction to Ecosystems & Food Webs\n \n \n  Focus:\n  Relationships among producers, consumers, and decomposers\n  Why:\n  Helps learners understand the interdependence of species, including how\n  biodiversity supports ecosystem stability\n \n \n 2.\n Biodiversity: Types, Importance & Threats\n \n \n  Focus:\n  Genetic, species, and ecosystem diversity; natural vs. human threats\n  Why:\n  Gives learners vocabulary and concepts to understand what biodiversity\n  loss is\n \n \n 3.\n Climate Change Basics\n \n \n  Focus:\n  Greenhouse gases, global warming, extreme weather\n  Why:\n  Sets the stage for understanding how climate change interacts with\n  biodiversity\n \n \n 4.\n Human Impact on the Environment\n \n \n  Focus:\n  Deforestation, pollution, habitat loss, overfishing\n  Why:\n  Provides context for anthropogenic causes of biodiversity loss","X:108":"speaking about the power of public art and how participating workshops bring people together with a cause","Z:98":"No","AC:411":"N/A","AF:79":"No","AC:506":"N/A","R:475":"N/A","D:120":"Required infrastructure & Teaching Materials","V:84":"No","AG:462":"N/A","R:611":"N/A","AF:290":"N/A","AF:319":"N/A","S:584":"N/A","V:473":"N/A","V:685":"N/A","T:629":"N/A","X:107":"no","G:72":"Subjects[AO07]. Subject(s) [Biology]","D:74":"Subjects","G:567":"A3Reference[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]","D:564":"App","G:207":"A1Hows[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AC:363":"No","R:463":"N/A","A:734":"Activity 4","V:395":"N/A","AE:510":"N/A","G:37":"Cause1. due to ...","U:686":"N/A","AD:206":"N/A","O:657":"N/A","G:299":"A1Hows[D4G4O2a]. HOWs [Outline steps and a timeline.]","S:390":"N/A","AC:38":"due to industrial production","AA:162":"N/A","AA:549":"No","AE:662":"N/A","AE:581":"N/A","V:199":"N/A","U:661":"N/A","AG:154":"Yes","P:617":"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.]","AA:82":"No","V:649":"N/A","D:36":"SSI Theme","AF:626":"N/A","Q:423":"N/A","Z:421":"N/A","X:167":"No","U:123":"Printed \"exit tickets\"","P:36":"Environmental pollution: waste","X:649":"N/A","Y:551":"N/A","Z:253":"N/A","AD:792":"N/A","AB:70":"Yes","AF:103":"No","AB:115":"Yes","R:465":"N/A","G:150":"KeyWords[SQ013]. Key words (for online filter and search function) []","Y:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","T:68":"No","G:121":"Materials[SQ001]. Required teaching materials []","AD:276":"N/A","AD:234":"N/A","U:219":"N/A","P:75":"No","O:466":"N/A","Y:287":"N/A","Q:215":"N/A","AE:159":"N/A","AD:600":"N/A","AD:553":"N/A","AC:626":"N/A","V:435":"N/A","O:640":"N/A","S:781":"N/A","X:398":"N/A","R:289":"N/A","AB:285":"N/A","AA:678":"N/A","R:737":"N/A","D:365":"Expected Outcome","X:171":"No","AF:398":"N/A","Y:672":"N/A","U:795":"N/A","X:344":"No","AF:557":"Group work","O:605":"N/A","AC:71":"No","P:728":"N/A","X:795":"N/A","R:732":"N/A","T:615":"N/A","Z:490":"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.]","V:212":"N/A","Z:415":"N/A","S:474":"N/A","AA:33":"Yes","AG:137":"90","AE:308":"N/A","R:252":"N/A","U:32":"No","AE:410":"N/A","O:784":"N/A","W:281":"N/A","D:738":"Student Output Form","O:735":"N/A","AD:739":"N/A","V:610":"N/A","R:259":"N/A","Z:201":"N/A","P:489":"N/A","R:621":"N/A","T:93":"No","V:224":"N/A","AG:171":"N/A","V:110":"Yes","U:138":"industrial revolution","Y:432":"N/A","AE:207":"N/A","AC:652":"N/A","Q:771":"N/A","AE:460":"N/A","O:459":"N/A","Y:453":"N/A","AB:304":"N/A","V:663":"N/A","Z:246":"N/A","AF:270":"N/A","Y:775":"N/A","P:204":"N/A","U:275":"N/A","G:520":"r829q0[S007]. Provide all sources you used in this activity [Reference / Source 7]","AC:370":"No","AG:216":"N/A","T:229":"N/A","Q:269":"N/A","O:797":"N/A","AB:775":"N/A","AA:637":"N/A","AF:404":"N/A","AD:346":"N/A","T:786":"N/A","AG:594":"N/A","AG:458":"N/A","U:448":"N/A","S:625":"N/A","Y:370":"N/A","O:789":"N/A","X:729":"N/A","AG:317":"N/A","Z:236":"N/A","Q:540":"N/A","W:107":"• Basic understanding of environmental issues, especially related to waste and sustainability. • Familiarity with the concept of food waste and common causes (e.g., expiry, overbuying, poor storage). • Introductory skills in design processes (e.g., identifying a problem, brainstorming, sketching or planning a solution). • Basic digital literacy (e.g., using tablets, mobile devices, simple apps or websites). • Optional: Familiarity with sensor-based or IoT tools (e.g., temperature or humidity","S:738":"N/A","R:235":"N/A","Z:508":"N/A","T:645":"N/A","AF:600":"N/A","Z:44":"Social scientific issues are complex and  sometimes include ethical reasoning and  critical thinking.\n To use  case studies to analyze multiple perspectives\n \n \n \n Our goal is to keep a distance from the topic to argueand to differentiate between scientific evidence and opinion","AD:372":"N/A","AF:282":"N/A","AA:636":"N/A","AA:105":"No","AG:308":"N/A","AE:210":"N/A","U:156":"No","Z:592":"N/A","AC:371":"Yes","AE:350":"N/A","X:300":"N/A","O:630":"N/A","AA:487":"N/A","D:134":"Required infrastructure & Teaching Materials","AG:618":"N/A","D:90":"Learner Age Range","AC:168":"No","AF:437":"N/A","W:775":"N/A","AB:250":"N/A","AG:66":"No","AE:673":"N/A","W:436":"N/A","R:412":"N/A","AC:779":"N/A","AD:345":"N/A","G:148":"KeyWords[SQ011]. Key words (for online filter and search function) []","AD:645":"N/A","AC:494":"N/A","G:761":"A4Reference[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:428":"N/A","AF:354":"10","G:634":"r246q0[D3G1O1a]. HOWs [List the different viewpoints supported by evidence-based arguments.]","AF:156":"No","AA:101":"Yes","AE:739":"N/A","S:647":"N/A","AA:779":"N/A","U:272":"N/A","AE:474":"N/A","AE:797":"N/A","S:112":"No","Q:543":"N/A","O:102":"No","G:176":"A1Evaluation. Evaluation / assessment criteria","W:175":"/* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Overbuying without planning mealsImproper\n food storage (e.g. not using airtight containers, wrong fridge temperature)\n Ignoring\n or misinterpreting expiry dates\n Serving\n excessively large portions\n Failing\n to use leftovers effectively\n Lack\n of awareness about the environmental impact of food waste","D:135":"Required infrastructure & Teaching Materials","R:667":"N/A","W:769":"N/A","O:472":"N/A","R:156":"No","X:626":"N/A","AF:257":"N/A","AE:72":"No","T:70":"No","AF:286":"N/A","V:483":"N/A","W:361":"Yes","Q:417":"N/A","AA:557":"Individual Work","T:395":"N/A","AC:369":"No","W:731":"N/A","W:417":"N/A","AB:244":"N/A","AA:235":"N/A","P:750":"No","O:390":"N/A","V:209":"N/A","Z:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","Z:641":"N/A","Q:455":"N/A","AE:456":"N/A","X:753":"N/A","Q:608":"N/A","Q:254":"N/A","AC:297":"N/A","AB:242":"N/A","O:774":"N/A","T:432":"N/A","Y:68":"No","AF:581":"N/A","AD:456":"N/A","AE:416":"N/A","AD:90":"No","T:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","W:278":"N/A","V:559":"Yes","O:210":"N/A","AA:153":"4","AD:696":"N/A","AA:645":"N/A","G:502":"r1018q0. Model solution","O:534":"N/A","T:137":"90","Y:748":"They will focus on how to write an essay or argumentative essay.","X:297":"N/A","AB:210":"N/A","X:664":"N/A","AG:648":"N/A","Z:454":"N/A","U:637":"N/A","W:404":"N/A","X:696":"N/A","G:202":"A1Hows[D1G1O2b]. HOWs [Explain the influence of algorithms on search results and on social media feeds.]","Y:105":"No","G:778":"r276q0[D1G2O2a]. HOWs [-> Checklist: information sources]","Q:495":"N/A","AG:396":"N/A","V:640":"N/A","X:14":"2025","S:103":"No","AC:583":"N/A","G:658":"r246q0[D4G1O4c]. HOWs [Apply skills of dialogue.]","G:758":"A4Reference[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]","U:539":"No","AF:111":"Yes","AF:797":"N/A","P:284":"N/A","AD:87":"Probability: Experimental and theoretical probability","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","W:371":"No","AF:789":"N/A","O:456":"N/A","Z:690":"N/A","W:93":"No","AB:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","Q:690":"N/A","AE:455":"N/A","P:276":"N/A","AC:81":"No","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]","AA:351":"N/A","X:173":"No","T:540":"N/A","Q:737":"N/A","W:115":"No","U:728":"No","G:56":"LearningOutcome7. Learning Outcome","G:43":"SSItopic. SSI topic","AG:389":"N/A","AB:420":"N/A","V:781":"N/A","Y:795":"N/A","G:418":"r570q0[D1G3O3c]. HOWs [Check the publication date.]","Q:307":"N/A","O:510":"N/A","AB:551":"No","Z:290":"N/A","V:688":"N/A","X:233":"N/A","AF:215":"N/A","O:73":"No","S:446":"N/A","Q:373":"N/A","O:587":"N/A","V:427":"N/A","AA:361":"No","AC:486":"N/A","AD:609":"N/A","AA:247":"N/A","W:614":"N/A","V:465":"N/A","Z:738":"N/A","Q:449":"N/A","Y:671":"N/A","Q:414":"N/A","X:30":"4","V:157":"No","X:472":"N/A","Y:284":"N/A","O:404":"N/A","AB:265":"N/A","AE:769":"N/A","AB:356":"v\\:* {behavior:url(#default#VML);}\n o\\:* {behavior:url(#default#VML);}\n w\\:* {behavior:url(#default#VML);}\n .shape {behavior:url(#default#VML);}\n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Normál táblázat\";\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 \n \n \n \n \n \n \n \n The biodiversity loss in the animal kingdom is a\n concerning issue as well affecting many species. It became a global concern\n driven by a combination of economic pressures that threaten the balance of the\n ecosystem including food scarcity and climate change. As global temperatures\n rise and weather patterns become increasingly unpredictable, many species\n struggle to adapt to rapidly changing habitats. Simultaneously, the degradation\n of natural food source, caused by habitat destruction, overexploitation, and shifting\n ecosystems, leads to increased competition and starvation among wildlife. \n \n \n \n 2. The central angle belonging to each classification\n animals Amphibians, Sea Mammals, Mammals, Fish, Birds are 104°,\n  94°, 65°, 65° and 32°\n .\n \n \n \n \n \n \n a)      Create\n a pie-chart representing the endangered animal distributions using the central\n angles.b)      Determine\n how much percent of the animals are endangered in each classification. Round\n each percentage to the nearest whole number and verify the total adds up to\n 100%.c)      Estimate\n the number of endangered species in each group if there are approximately 3,600\n endangered animals worldwide.d)      Assuming\n the percentage of endangered species (ES) in each category increases by 5%\n annually, predict the distribution after 3 years if the function of the\n increase if \n  \nwhere n equals the number of years, p stands\n for the increase in percent and ES represents the number of endangered species. ","R:636":"N/A","O:655":"N/A","AD:494":"N/A","AC:287":"N/A","X:373":"No","D:39":"SSI Topic","T:680":"N/A","Y:100":"No","P:352":"N/A","AE:404":"N/A","O:228":"N/A","V:643":"N/A","V:353":"N/A","U:606":"N/A","AF:429":"N/A","U:92":"Yes","W:121":"- Worksheets, infographics, and design journals - Tutorials (e.g. Arduino, App Inventor) - Evaluation rubrics - Prototype templates and role cards - Presentation slides - Bloom's taxonomy sheet","P:507":"N/A","AC:158":"N/A","V:7":"en","R:199":"N/A","R:160":"N/A","AD:414":"N/A","Q:344":"No","Q:119":"No","AE:93":"Yes","Z:769":"N/A","O:660":"N/A","AE:218":"N/A","AD:208":"N/A","AA:217":"N/A","Y:650":"N/A","P:372":"No","AG:739":"N/A","T:247":"N/A","W:11":"2026-04-16 12:55:31","Z:799":"N/A","AG:120":"Bottle, water, clothes made out of (linen, wool, polyester and cotton), hair dryer, protractor, microscopes, thermometer, ruler or measure tape, balloons","W: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-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n Instruction:\n \n \n \n - Research and summarize a tech solution\n for food waste.\n \n \n \n - Present it visually or via multimedia.","R:116":"Yes","AD:773":"N/A","Z:397":"N/A","Y:489":"N/A","AF:441":"N/A","AC:406":"N/A","G:641":"r246q0[D3G2O2b]. HOWs [Determine which parties or communities are likely to benefit.]","AE:454":"N/A","Q:625":"N/A","Y:320":"N/A","T:204":"N/A","V:784":"N/A","AC:612":"N/A","T:654":"N/A","U:551":"N/A","G:454":"r570q0[D3G3O1c]. HOWs [Identify solutions that create new negative impacts.]","D:754":"App","AB:466":"N/A","AB:728":"N/A","Q:615":"N/A","AB:431":"N/A","X:774":"N/A","AD:538":"N/A","D:553":"Student Output Form","AF:83":"No","V:752":"N/A","X:70":"No","AD:731":"N/A","Y:276":"N/A","O:348":"N/A","AF:244":"N/A","AB:319":"N/A","D:337":"Material Sources","Y:233":"N/A","AA:588":"N/A","S:401":"N/A","V:216":"N/A","AF:730":"N/A","O:690":"N/A","T:634":"N/A","G:628":"r246q0[D2G3O1c]. HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","AA:398":"N/A","Q:179":"N/A","P:11":"2026-04-22 13:26:57","T:735":"Yes","T:216":"N/A","V:690":"N/A","AG:685":"N/A","AE:786":"N/A","U:256":"N/A","P:210":"N/A","S:644":"N/A","AE:102":"No","AA:113":"Yes","W:680":"N/A","AA:542":"N/A","X:460":"N/A","W:218":"N/A","AF:84":"No","T:538":"N/A","D:509":"Resource Type","Y:485":"N/A","R:743":"N/A","T:623":"N/A","R:418":"N/A","Z:396":"N/A","Y:30":"4","P:663":"N/A","AC:581":"N/A","D:140":"Keywords","W:774":"N/A","X:622":"N/A","Z:177":"Individual Work","S:158":"N/A","AC:171":"No","AF:96":"No","D:557":"Suggested Social Form","G:248":"A1Hows[D2G3O1c]. HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","U:733":"N/A","AA:509":"N/A","AE:228":"N/A","D:712":"Material Sources","AB:69":"No","AF:236":"N/A","R:155":"No","S:664":"N/A","AG:753":"N/A","AF:406":"N/A","AD:635":"N/A","X:87":"Return to Sender","V:484":"N/A","Y:294":"N/A","V:740":"N/A","R:658":"N/A","U:500":"N/A","U:423":"N/A","T:287":"N/A","AF:82":"No","AB:114":"Yes","R:82":"No","Q:792":"N/A","Q:752":"N/A","D:340":"Material Sources","Q:796":"N/A","W:159":"N/A","AE:222":"N/A","G:162":"A1Number[SQ009]. Activity number in lesson [9]","G:434":"r570q0[D2G2O3c]. HOWs [Examine the political climate. Consider the political context at the time the information was created.]","U:398":"N/A","U:70":"No","D:767":"Material Sources","Z:593":"N/A","AA:253":"N/A","AE:220":"N/A","AA:782":"N/A","AD:627":"N/A","AD:735":"N/A","AC:101":"No","R:304":"N/A","Y:11":"2026-04-16 12:54:39","Q:612":"N/A","V:791":"N/A","G:760":"A4Reference[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]","G:526":"r829q0[S013]. Provide all sources you used in this activity [Reference / Source 13]","P:357":"No","X:228":"N/A","D:685":"Student Output Form","G:389":"r570q0[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","AE:737":"N/A","X:318":"N/A","T:90":"No","S:740":"N/A","Y:699":"N/A","T:86":"Global Crises and Transformations in the Age of Empire (1750–1914)","P:440":"N/A","T:431":"N/A","S:485":"N/A","AF:365":"/* 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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Learners read through their role card carefully and try to step in the shoes of their role. They formulate pros and cons of their role and come up with arguments to defend their position.","P:675":"N/A","AG:395":"N/A","AB:498":"N/A","X:223":"N/A","T:730":"N/A","R:417":"N/A","G:30":"NumberLP. Total number of lessons in the sequence:","AG:158":"No","AA:158":"N/A","X:790":"N/A","AF:241":"N/A","R:67":"No","AD:453":"N/A","S:305":"N/A","AF:798":"N/A","S:635":"N/A","AD:481":"N/A","V:239":"N/A","T:264":"N/A","G:691":"r612q0[other]. Student output form [Other]","O:296":"N/A","V:246":"N/A","AB:320":"N/A","Y:797":"N/A","AF:463":"N/A","AB:89":"No","D:524":"Material Sources","G:324":"A1SReference[S001]. Provide all sources you used in this activity [Reference / Source 1]","U:202":"N/A","Z:449":"N/A","Q:220":"N/A","W:561":"No","AG:180":"N/A","S:159":"N/A","V:799":"N/A","W:75":"Yes","X:433":"N/A","O:482":"N/A","AD:418":"N/A","G:767":"A4Reference[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. []","AG:795":"N/A","Y:497":"N/A","Q:788":"N/A","AG:726":"No","AE:31":"No","Q:231":"N/A","O:357":"N/A","AC:668":"N/A","R:310":"N/A","AE:288":"N/A","G:477":"r570q0[D4G3O1c]. HOWs [Provide background information on the socio-scientific issue.]","AB:181":"Yes","AA:93":"Yes","AF:272":"N/A","AB:253":"N/A","Y:506":"N/A","V:316":"N/A","Q:661":"N/A","X:102":"No","R:186":"Encourage learners to critically analyse real-life industrial pollution cases using visual and interactive tools. Allow flexibility for learners with different learning styles by combining videos, infographics, group discussions and digital simulations. Use scaffolding questions to guide them in comparing scientific, social, economic and ethical dimensions of the issue.","AD:438":"N/A","G:384":"A2Reference[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","AA:648":"N/A","P:404":"N/A","AC:299":"N/A","T:661":"N/A","Z:484":"N/A","V:385":"https://www.mdpi.com/2071-1050/12/19/8256","AD:662":"N/A","P:344":"No","AD:74":"No","P:796":"N/A","AE:642":"N/A","V:660":"N/A","AC:616":"N/A","Y:263":"N/A","V:509":"N/A","Z:442":"N/A","D:97":"Learner Age Range","AA:106":"No","Y:507":"N/A","AC:199":"N/A","Z:36":"Atmospheric pollution: gas emissions","V:468":"N/A","Z:650":"N/A","S:604":"N/A","AC:463":"N/A","S:344":"No","Q:206":"N/A","AA:560":"No","V:372":"N/A","W:273":"N/A","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":"N/A","X:205":"N/A","Y:234":"N/A","AA:656":"N/A","V:797":"N/A","S:617":"N/A","AE:457":"N/A","Z:222":"N/A","AA:168":"N/A","W:285":"N/A","U:474":"N/A","G:606":"r246q0[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","D:493":"Activity Instruction","T:465":"N/A","G:532":"r829q0[S019]. Provide all sources you used in this activity [Reference / Source 19]","R:70":"No","T:318":"N/A","U:480":"N/A","Q:610":"N/A","AA:249":"N/A","AE:753":"N/A","Y:791":"N/A","AE:593":"N/A","T:180":"No","AC:649":"N/A","AD:562":"N/A","P:664":"N/A","AC:781":"N/A","O:289":"N/A","S:247":"N/A","X:419":"N/A","G:435":"r570q0[D2G3O1a]. HOWs [Identify common logical fallacies. -> Checklist: logical fallacies]","T:639":"N/A","O:276":"N/A","AC:610":"N/A","Z:104":"No","AF:474":"N/A","AF:771":"N/A","T:116":"No","Q:212":"N/A","R:407":"N/A","S:451":"N/A","AE:436":"N/A","AG:619":"N/A","P:99":"No","U:674":"N/A","U:726":"No","O:597":"N/A","AC:482":"N/A","G:734":"A4Duration. Expected activity duration in minutes","AB:271":"N/A","T:106":"No","D:167":"Student Output Form","AE:647":"N/A","T:263":"N/A","Q:659":"N/A","R:430":"N/A","X:424":"N/A","X:354":"30","AD:441":"N/A","AB:41":"due to decreased biodiversity caused by climate change","AE:11":"2025-07-17 15:20:18","AE:787":"N/A","AA:540":"N/A","P:263":"N/A","AF:262":"N/A","Z:612":"N/A","W:541":"N/A","P:10":"2025-06-17 07:04:37","AA:366":"Student critically evaluates consumption and production practices\n The student uses terminology related to textile crafts and is familiar with a variety of materials.\n Exploration of material properties","W:603":"N/A","D:148":"Keywords","P:103":"No","G:2":"Publish? -> Yes / No","T:541":"N/A","P:248":"N/A","AF:655":"N/A","AC:665":"N/A","R:665":"N/A","P:180":"No","AF:390":"N/A","AA:786":"N/A","T:600":"N/A","G:139":"KeyWords[SQ002]. Key words (for online filter and search function) []","D:115":"Required infrastructure & Teaching Materials","Q:359":"N/A","P:264":"N/A","AE:296":"N/A","Z:597":"N/A","R:320":"N/A","S:271":"N/A","AD:231":"N/A","Q:265":"N/A","AD:292":"N/A","AA:419":"N/A","P:732":"N/A","Y:654":"N/A","W:465":"N/A","Y:10":"2025-06-17 21:31:48","AE:478":"N/A","AF:351":"N/A","AF:350":"N/A","AF:566":"Teachers and learners can co-create some basic rules before the roundtable discussion in case the learners are not very familiar with the role play technique/ debate skills.Use a student moderatorProvide prompt cards to facilitate interaction during the conversation","V:294":"N/A","V:92":"No","T:751":"No","G:574":"A3Reference[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]","AA:431":"N/A","AC:546":"The learners watch the video.\n The teacher choose exemples of some daily good and service markets: mobile operators, bread, real estate…and explain the mechanism of demand, supply and equilibrium \n \n The learners ask their questions to the teacher after her explanation. \nThe learners use examples to illustrate the market mechanism.","U:243":"N/A","U:296":"N/A","S:248":"N/A","X:241":"N/A","V:62":"Suggest appropriate actions and initiatives based on your message.","AF:210":"N/A","U:601":"N/A","W:316":"N/A","V:507":"N/A","U:418":"N/A","Z:106":"No","Q:352":"N/A","AA:402":"N/A","X:535":"No","Y:616":"N/A","G:657":"r246q0[D4G1O4b]. HOWs [Simulate the engagement.]","G:535":"A3Number[SQ002]. Activity number in lesson [2]","AE:771":"N/A","Q:92":"No","AA:119":"Yes","Z:507":"N/A","R:218":"N/A","S:775":"N/A","Y:216":"N/A","U:107":"Enlightenment, French revolution","Z:109":"Percentage of green energy used in Europe, are electric cars really green, lets create the shower bucket blub","AB:351":"N/A","W:96":"Yes","D:85":"Subjects","R:365":"The learners collected real-time data from various industrial cities and visualized them using bar charts, pie charts and line graphs. Group A found that City X exceeded the WHO limits for PM2.5 by 150%, while Group B reported significant NOx pollution due to heavy traffic. Learners successfully compared the data, interpreted the results, and discussed the long-term health consequences, proposing possible policy interventions (e.g. stricter emission regulations, green transportation solutions, industrial monitoring).","AE:770":"N/A","W:229":"N/A","G:331":"A1SReference[S008]. Provide all sources you used in this activity [Reference / Source 8]","AA:319":"N/A","O:171":"No","X:153":"3","R:447":"N/A","AD:551":"N/A","V:32":"Yes","V:223":"N/A","G:465":"r570q0[SQ093]. HOWs [checklist]","T:798":"N/A","T:553":"No","Y:643":"N/A","Z:400":"N/A","Q:582":"N/A","W:749":"No","AG:600":"N/A","T:773":"N/A","P:255":"N/A","W:771":"N/A","T:469":"N/A","U:465":"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","R:137":"90","AD:644":"N/A","Z:553":"N/A","Z:550":"N/A","S:205":"N/A","AE:8":"1049462812","X:592":"N/A","Q:497":"N/A","G:619":"r246q0[D2G2O2a]. HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","V:103":"No","AF:725":"No","G:790":"r276q0[D1G4O4a]. HOWs [Checklist: intended audience investigation]","R:729":"N/A","AA:548":"No","G:379":"A2Reference[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]","O:220":"N/A","V:667":"N/A","AG:10":"2025-06-19 18:38:31","AE:684":"N/A","AE:652":"N/A","P:95":"No","AA:358":"No","W:641":"N/A","R:294":"N/A","U:671":"N/A","AB:554":"Calculations","P:242":"N/A","W:168":"No","AF:138":"English as a Foreign Language","D:548":"Student Output Form","D:358":"Student Output Form","U:206":"N/A","S:732":"N/A","AE:620":"N/A","P:544":"20","AA:738":"No","AA:344":"No","D:342":"Material Sources","AE:470":"N/A","T:109":"Nationalism and the Politics of Memory\n \n \n Historiography: Was the Famine Genocide?\n \n \n Global Connections: Food, Power, and Inequality Today","O:293":"N/A","X:394":"N/A","U:31":"Yes","T:307":"N/A","D:136":"Required infrastructure & Teaching Materials","Z:778":"N/A","P:623":"N/A","Y:35":"N/A","Y:647":"N/A","AB:397":"N/A","AF:169":"No","R:216":"N/A","AC:685":"N/A","AD:603":"N/A","D:171":"Student Output Form","AE:616":"N/A","S:355":"Yes","AF:535":"No","G:380":"A2Reference[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]","D:692":"Expected Outcome","AB:421":"N/A","S:536":"No","T:748":"This activity uses the 3-2-1 Exit Slip strategy, a formative assessment method grounded in metacognitive and reflective pedagogy. It is designed to help learners consolidate their learning and give teachers insight into learners’ understanding at the end of a lesson or unit.","AC:634":"N/A","S:182":"N/A","R:799":"N/A","T:619":"N/A","G:13":"refurl. Referrer URL","X:226":"N/A","Q:551":"N/A","AD:737":"N/A","AG:288":"N/A","Z:102":"No","R:591":"N/A","T:356":"Watch the TED - Ed video \"What really caused the Irish Potato Famine?\" by Stephanie Honchell Smith (5:03 minutes)\n \n \n \n \n \n \n \n \n \n \n \n \n Step 1 - 4 (25 minutes)\n \n \n \n \n \n \n Using the information from video and article, identify and explain the multiple causes of the Great Famine. Analyze the short and long term consequences on Ireland’s society, economy, and demography.\n \n Create a cause-and-effect diagram (mind map) showing the interconnected factors in the famine:Crop dependenceWeatherPoliticsEconomyMigrationDiseaseWith your partner discuss following statement: \n \n The Irish population’s heavy reliance on the potato not only made the famine inevitable when disease struck, but also triggered lasting demographic collapse and major shifts in land ownership—was this disaster more about agricultural vulnerability or social and political failure?\n Do you a) agree with this statement, b) partially agree with this statement or c) disagree with this statement? Please justify your answer with historical facts from the text and/ or video.","V:645":"N/A","V:86":"Food scarcity due to decreased biodiversity caused by climate change","AG:261":"N/A","W:157":"No","V:414":"N/A","AB:785":"N/A","AE:429":"N/A","S:246":"N/A","Q:33":"Yes","AD:793":"N/A","AC:77":"No","AG:363":"N/A","O:741":"N/A","AG:397":"N/A","G:755":"A4App[other]. App [Other]","T:601":"N/A","W:267":"N/A","S:626":"N/A","U:77":"Yes","P:369":"No","R:436":"N/A","P:622":"N/A","Y:289":"N/A","AG:698":"N/A","AC:437":"N/A","AB:371":"N/A","AB:112":"Yes","V:800":"N/A","D:170":"Student Output Form","V:378":"https://interactive-atlas.ipcc.ch","AB:583":"N/A","W:293":"N/A","V:418":"N/A","Y:5":"2025-06-20 16:07:08","U:110":"Yes","Y:441":"N/A","U:119":"No","AE:452":"N/A","U:299":"N/A","D:66":"Subjects","AA:481":"N/A","U:666":"N/A","O:447":"N/A","AF:256":"N/A","AA:627":"N/A","AG:369":"N/A","AD:241":"N/A","U:221":"N/A","S:57":"Distinguish superficial from in-depth coverage.","Q:580":"N/A","AC:561":"N/A","AB:613":"N/A","Z:237":"N/A","U:234":"N/A","S:172":"N/A","O:94":"No","AE:776":"N/A","AA:373":"No","W:776":"N/A","D:173":"Student Output Form","G:7":"startlanguage. Start language","P:646":"N/A","Q:662":"N/A","S:361":"No","AG:500":"N/A","Q:43":"Food waste","G:545":"A3Elaborate[SQ001]. Elaborate activity [Yes, please show additional fields]","AE:542":"N/A","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.]","AD:77":"No","V:431":"N/A","U:140":"spinning machine Jenny","P:637":"N/A","AB:729":"N/A","AG:662":"N/A","AF:745":"Example responses for 3:\n \n \n That food companies and farmers don’t always agree on the cause of scarcity\n \n \n \n That small farmers may be affected most, but heard least\n \n Example responses for 2:\n \n \n Is it possible to feed everyone fairly and still make a profit?\n \n Example response for 1:\n \n \n tart a campaign at school about food waste","V:90":"No","W:15":"Serghiou, Stelios","S:435":"N/A","U:167":"N/A","U:734":"40","S:603":"N/A","Y:410":"N/A","Z:393":"N/A","O:426":"N/A","AD:283":"N/A","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.]","R:405":"N/A","Y:614":"N/A","AB:604":"N/A","D:150":"Keywords","AA:289":"N/A","W:635":"N/A","X:81":"No","AD:108":"(i) Starter idea: play a game: “rock, paper, scisors” to illustrate both theoretical and experimental probability \n \n (ii) Main teaching idea: Say that the probability A of rain tomorrow in 70% implies that the probability A’ of “no rain” is 30%, the 2 event are called complementary events, or else, P(A’)=1-P(A)\n (iii) Introduce the use of Tree diagrams. chapter 13.1 ex: 10, (grade 8, learners's book, mathematics) ","R:797":"N/A","AA:275":"N/A","R:540":"N/A","U:432":"N/A","AB:560":"No","Q:287":"N/A","V:557":"Group work","P:426":"N/A","X:274":"N/A","X:99":"Yes","T:308":"N/A","AA:255":"N/A","Z:495":"N/A","V:733":"N/A","U:396":"N/A","O:441":"N/A","AA:250":"N/A","AF:407":"N/A","AA:170":"N/A","AA:199":"N/A","P:206":"N/A","X:203":"N/A","AG:89":"No","AC:460":"N/A","V:109":"1. Climate-Resilient Agriculture\n \n \n Focus: Drought-resistant crops, agroecology, permaculture\n \n \n Activity Idea: Learners design a \"climate-proof\" farm\n \n \n Why: Builds on the food security theme by exploring adaptation strategies\n \n \n 2. Genetic Diversity and Crop Breeding\n \n \n Focus: Role of genetic variation in crop resilience\n \n \n Activity Idea: Compare heirloom vs. hybrid seeds\n \n \n Why: Reinforces why biodiversity matters at the genetic level\n \n \n 3. Role of Technology in Sustainable Farming\n \n \n Focus: Satellite monitoring, drip irrigation, smart greenhouses\n \n \n Activity Idea: Evaluate real-world innovations using a pros/cons matrix\n \n \n Why: Shows how science is being used to combat food insecurity","Z:97":"No","AF:604":"N/A","T:797":"N/A","AD:357":"N/A","W:73":"No","O:250":"N/A","AD:740":"N/A","Q:355":"No","R:437":"N/A","AF:673":"N/A","V:188":"https://youtu.be/8rIjVDo_u8c?si=SDXTM0xpjAxuQHP7","R:664":"N/A","AC:471":"N/A","Q:579":"N/A","W:137":"90","O:411":"N/A","W:419":"N/A","T:80":"No","W:609":"N/A","G:314":"A1SSocialForm. Suggested social form","AC:216":"N/A","AD:289":"N/A","AA:103":"No","AB:615":"N/A","AA:403":"N/A","T:739":"No","T:592":"N/A","AF:408":"N/A","P:797":"N/A","T:299":"N/A","T:12":"138.232.92.31","AA:172":"N/A","AB:799":"N/A","AG:289":"N/A","X:684":"N/A","R:44":"Many learners may mistakenly believe that industrial pollution only refers to visible smoke and overlook invisible pollutants such as greenhouse gases (e.g., CO₂, CH₄) and small particulates. They might underestimate the long-term cumulative effects of low-level emissions. In society, misinformation can spread suggesting that modern industries are now ‘clean’ due to technological advancements, ignoring that some emissions remain or are transferred elsewhere. Some also falsely assume that economic growth and environmental protection are always mutually exclusive, failing to consider solutions like cleaner industrial technologies. Another common misconception is believing that climate change is only caused by natural variations, underestimating the significant role of human-driven industrial emissions.","P:30":"4","G:539":"A3Number[SQ006]. Activity number in lesson [6]","AA:465":"N/A","P:649":"N/A","U:641":"N/A","S:165":"No","AC:606":"N/A","AB:447":"N/A","X:271":"N/A","G:450":"r570q0[D3G2O2a]. HOWs [Determine which parties are more susceptible to negative impacts.]","Z:437":"N/A","Z:630":"N/A","AB:579":"N/A","V:363":"N/A","X:165":"Yes","T:101":"No","U:585":"N/A","AF:686":"N/A","AD:164":"30","U:638":"N/A","G:525":"r829q0[S012]. Provide all sources you used in this activity [Reference / Source 12]","AE:480":"N/A","AF:486":"N/A","AG:485":"N/A","Q:672":"N/A","AD:229":"N/A","G:284":"A1Hows[D4G2O2c]. HOWs [Refer to sources.]","AG:475":"N/A","T:226":"N/A","O:75":"No","V:79":"No","Y:202":"N/A","U:773":"N/A","X:598":"N/A","AE:76":"Yes","AC:252":"N/A","AE:300":"N/A","V:398":"N/A","AC:310":"N/A","V:235":"N/A","V:769":"N/A","Y:94":"Yes","R:584":"N/A","P:455":"N/A","R:262":"N/A","P:348":"N/A","Q:293":"N/A","AE:266":"N/A","AG:105":"No","O:553":"N/A","AF:98":"No","AF:251":"N/A","P:290":"N/A","D:116":"Required infrastructure & Teaching Materials","T:265":"N/A","X:655":"N/A","AD:32":"No","AA:353":"N/A","T:736":"Conclusion\n 3 - 2 - 1\n On exit slip write down:\n 3 causes of the Great Famine;\n 2 effects that the Great Famine have on the Irish society;\n 1 conclusion you can draw from the class on the Great Famine;","S:688":"N/A","U:748":"Giving directions, assisting and explaining in the process.\n Groups are divided by interest (learners fill out a short questioneer before the lesson (as homework).\n Presentations can be done both digitally or on paper, but must be presented.","AB:684":"N/A","T:617":"N/A","U:213":"N/A","G:737":"A4OutputForm[SQ001]. Student output form [Text]","AD:741":"N/A","Y:477":"N/A","P:680":"N/A","G:635":"r246q0[D3G1O1b]. HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","W:309":"N/A","AA:34":"No","W:485":"N/A","Q:104":"No","R:31":"No","X:118":"Yes","AA:84":"No","AD:397":"N/A","AA:80":"Yes","X:272":"N/A","Z:137":"135","P:472":"N/A","W:171":"No","R:541":"N/A","AB:392":"N/A","Y:687":"N/A","Y:677":"N/A","X:346":"No","V:659":"N/A","Q:508":"N/A","R:788":"N/A","V:634":"N/A","T:373":"No","G:288":"A1Hows[D4G3O1d]. HOWs [ Explain how the evidence supports the arguments and how the arguments support your message.]","D:533":"Material Sources","AB:536":"Yes","G:798":"r276q0[D1G3O3c]. HOWs [Check the publication date.]","V:677":"N/A","G:562":"A3Media[SQ004]. Media [Multimedia]","Z:455":"N/A","T:222":"N/A","X:500":"N/A","G:311":"A1SOutputForm[other]. Student output form [Other]","X:110":"Yes","Z:458":"N/A","X:661":"N/A","D:372":"Resource Type","V:589":"N/A","AB:673":"N/A","Y:617":"N/A","AD:261":"N/A","P:117":"No","P:230":"N/A","AC:307":"N/A","AD:167":"Yes","S:236":"N/A","Y:429":"N/A","O:738":"N/A","R:535":"No","AC:655":"N/A","S:541":"N/A","P:413":"N/A","AD:204":"N/A","AC:121":"Lesson plan","AD:251":"N/A","U:729":"No","AB:441":"N/A","D:333":"Material Sources","Z:632":"N/A","P:791":"N/A","AG:727":"Yes","AG:166":"- Learners scan a QR code\n \n \n - They play kahoot individually (link)","Q:248":"N/A","V:416":"N/A","X:365":"learners answers make drawings texts and design their art project","AB:173":"No","R:495":"N/A","AD:462":"N/A","W:488":"N/A","Z:469":"N/A","G:350":"r373q0[SQ007]. Activity number in lesson [7]","AE:446":"N/A","Y:257":"N/A","Q:451":"N/A","Z:270":"N/A","AB:238":"N/A","O:161":"N/A","S:591":"N/A","S:779":"N/A","AC:500":"N/A","G:368":"A2Method. Briefly describe the method you use.","AA:432":"N/A","U:273":"N/A","AB:556":"The assesment is based on the learners work, calculation and diagrams. They all have to complete and work on the tasks in a notbook or papers. \n The evaluation of the solution can be done after the completion of the whole activity or if the learners search the internet for the information online have time to check what they have found and complete the table, because the questions build on the table.\n \n \n Learners can present their ideas at the boars and discuss their solutions in a teacher led discussion.","G:277":"A1Hows[D4G1O4b]. HOWs [Simulate the engagement.]","U:787":"N/A","T:309":"N/A","D:307":"Student Output Form","X:73":"No","U:360":"N/A","X:356":"OPEN UP YOUR MIND (examine the impact of misinformation on society)Define the meaning of that art installationDescribe the concept of the videoSelect information about fast fashionIdentify the problems that need solution and discuss them with your partnersRecognize your individual role to this situationTranslate an idea to a piece of art for self expression as well as a commentary for social/political awarenessPRESENTATION","W:221":"N/A","AE:411":"N/A","Q:774":"N/A","AE:451":"N/A","AA:438":"N/A","AC:187":"https://www.youtube.com/watch?v=2NsBcVrPQok Greenwashing: When Companies Aren’t as Sustainable as They Claim | WSJ (Wall Street Journal)","AD:220":"N/A","S:497":"N/A","Z:74":"No","Z:793":"N/A","AB:500":"N/A","AE:317":"N/A","Z:452":"N/A","W:231":"N/A","T:114":"Yes","AG:789":"N/A","R:663":"N/A","X:617":"N/A","O:539":"N/A","T:697":"N/A","Z:86":"Gas emissions","AA:769":"N/A","G:663":"r246q0[D4G2O2b]. HOWs [Be objective and concise.]","AD:235":"N/A","T:6":"24","AG:496":"N/A","G:564":"A3App. App","W:268":"N/A","Q:465":"N/A","O:282":"N/A","AD:211":"N/A","AE:80":"No","Z:78":"No","AG:390":"N/A","G:351":"r373q0[SQ008]. Activity number in lesson [8]","AB:199":"N/A","AF:232":"N/A","R:232":"N/A","X:104":"No","P:635":"N/A","AA:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Q:426":"N/A","Y:264":"N/A","V:458":"N/A","AA:417":"N/A","X:743":"N/A","S:319":"N/A","V:94":"No","X:662":"N/A","V:728":"No","X:585":"N/A","U:373":"N/A","U:791":"N/A","Y:27":"English","Z:795":"N/A","AC:419":"N/A","AF:651":"N/A","AE:610":"N/A","R:685":"N/A","O:223":"N/A","AD:275":"N/A","R:410":"N/A","Y:773":"N/A","S:684":"N/A","U:453":"N/A","W:81":"No","AB:668":"N/A","P:769":"N/A","P:441":"N/A","W:403":"N/A","AB:269":"N/A","AD:783":"N/A","W:639":"N/A","Y:405":"N/A","R:100":"No","AB:639":"N/A","D:185":"App","S:544":"20","W:724":"No","AF:733":"N/A","AD:102":"No","U:280":"N/A","AG:211":"N/A","R:165":"Yes","U:99":"No","W:430":"N/A","AB:204":"N/A","G:356":"A2Instruction. Activity instruction","AB:599":"N/A","AE:10":"2025-06-18 11:40:56","AE:779":"N/A","W:644":"N/A","AA:44":"A common misunderstanding is that fast fashion simply refers to cheap clothing. In reality, it involves a rapid production cycle that prioritizes speed and profit over sustainability and ethics. They might also believe that the materials (since they need to meet certain criteria) are good enough and can effectively do their job, and they also \"feel\" okay, where as they'd do bad on the different testings.","X:780":"N/A","X:434":"N/A","X:741":"N/A","W:306":"N/A","AF:229":"N/A","G:126":"Materials[SQ006]. Required teaching materials []","W:445":"N/A","O:198":"This activity is replaced by the following SciLMi activity.","P:97":"No","AG:203":"N/A","R:596":"N/A","S:374":"Other","G:799":"r276q0[D2G1O1a]. HOWs [Identify verbal cues that indicate opinions or uncertainty.]","AG:407":"N/A","AA:406":"N/A","AD:401":"N/A","G:692":"r71q0. Model solution","AE:68":"No","G:291":"A1Hows[D4G3O2c]. HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","T:393":"N/A","T:158":"N/A","S:160":"N/A","U:696":"N/A","Q:427":"N/A","D:177":"Suggested Social Form","O:444":"N/A","Q:153":"6","Z:258":"N/A","O:634":"N/A","D:383":"Material Sources","P:624":"N/A","AF:636":"N/A","Y:602":"N/A","U:672":"N/A","T:542":"N/A","V:452":"N/A","T:791":"N/A","U:429":"N/A","O:392":"N/A","R:625":"N/A","Z:670":"N/A","AF:545":"Yes","O:737":"N/A","AE:5":"2025-07-17 15:20:18","Q:539":"No","U:655":"N/A","V:432":"N/A","U:173":"N/A","Y:580":"N/A","O:46":"Recognise your own information bubble or echo chamber.","U:697":"N/A","Q:541":"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]","AA:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","W:506":"N/A","AC:138":"gas emissions","Q:545":"No","X:477":"N/A","T:425":"N/A","G:725":"r800q0[SQ002]. Activity number in lesson [2]","P:234":"N/A","T:273":"N/A","W:199":"N/A","AG:473":"N/A","Z:551":"N/A","D:737":"Student Output Form","V:686":"N/A","P:271":"N/A","AD:217":"N/A","U:412":"N/A","D:367":"Suggested Social Form","AE:209":"N/A","AA:742":"No","AF:537":"No","AE:108":"Before this lesson, learners should have basic knowledge of how to use spreadsheet tools such as Google Sheets or Excel. A prior lesson could focus on teaching spreadsheet functions like SUM, AVERAGE, and creating simple tables and charts. Another useful lesson could introduce the concept of carbon emissions and how different transport methods contribute to pollution. Learners might also explore how to collect and structure real-life data for digital analysis. A short activity on reading infographics or using online CO₂ calculators could help them prepare for evaluating transport choices. These lessons will build the digital and conceptual foundation needed for informed decision-making in the main SSI-based activity","Z:81":"No","Z:268":"N/A","X:462":"N/A","Z:248":"N/A","T:77":"Yes","G:47":"LearningObjective2. Learning Objective","G:208":"A1Hows[D1G2O2a]. HOWs [-> Checklist: information sources]","R:246":"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.]","Z:584":"N/A","P:13":"android-app://com.google.android.gm/","D:697":"Resource Type","R:782":"N/A","P:639":"N/A","S:92":"Yes","W:280":"N/A","R:9":"pwbYQnlcCuQjQOR","AF:598":"N/A","O:661":"N/A","R:479":"N/A","AD:399":"N/A","Y:550":"N/A","W:407":"N/A","AB:609":"N/A","W:428":"N/A","AB:434":"N/A","W:589":"N/A","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.]","G:108":"IdeasPrecedingLesson. Ideas for preceding subject-specific lesson(s)","AE:9":"jKxD3vjVJuPqSo1","AD:420":"N/A","AE:251":"N/A","R:563":"Yes","G:469":"r570q0[D4G2O1a]. HOWs [Age group]","P:480":"N/A","O:241":"N/A","AG:310":"N/A","O:676":"N/A","R:671":"N/A","AD:416":"N/A","G:506":"r611q0[SQ001]. Media [Text media]","S:14":"2025","G:48":"LearningObjective3. Learning Objective","AE:750":"N/A","X:678":"N/A","X:455":"N/A","AG:793":"N/A","D:734":"Duration","G:220":"A1Hows[D1G4O4a]. HOWs [Checklist: intended audience investigation]","D:18":"Author(s)","P:468":"N/A","R:741":"N/A","G:232":"A1Hows[D2G1O2b]. HOWs [Verify if the information is supported by reliable sources and references.]","S:295":"N/A","AA:470":"N/A","V:583":"N/A","AD:699":"N/A","T:259":"N/A","U:258":"N/A","W:656":"N/A","Q:453":"N/A","P:346":"No","T:172":"No","AC:156":"No","S:553":"N/A","Y:200":"N/A","U:466":"N/A","R:319":"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.]","T:674":"N/A","D:15":"Author(s)","X:370":"No","AF:419":"N/A","D:30":"Total Number of Lessons in the Sequence","D:126":"Required infrastructure & Teaching Materials","AB:155":"No","AE:245":"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.]","W:237":"N/A","S:214":"N/A","AE:49":"Communicate your viewpoint on a socio-scientific issue: Argue.","Y:657":"N/A","Q:310":"N/A","AD:288":"N/A","O:247":"N/A","P:390":"N/A","V:83":"No","AF:294":"N/A","AF:362":"No","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.]","AD:688":"N/A","G:735":"A4Elaborate[SQ001]. Elaborate activity [Yes, please show additional fields]","AD:651":"N/A","T:209":"N/A","S:563":"N/A","O:475":"N/A","AD:463":"N/A","O:782":"N/A","G:46":"LearningObjective1. Learning Objective","AF:119":"No","S:107":"How to browse the internet and use search engines","T:182":"No","AA:477":"N/A","AF:484":"N/A","AC:344":"No","Z:751":"N/A","X:359":"No","Z:559":"N/A","W:498":"N/A","W:160":"N/A","R:448":"N/A","U:252":"N/A","V:350":"No","AC:6":"3","AD:168":"No","AB:7":"en","V:82":"No","V:357":"N/A","U:731":"N/A","X:266":"N/A","W:615":"N/A","X:797":"N/A","AD:209":"N/A","AD:286":"N/A","AB:623":"N/A","U:473":"N/A","Y:750":"No","G:565":"A3App[other]. App [Other]","AA:478":"N/A","AD:500":"N/A","AC:414":"N/A","Y:743":"No","U:498":"N/A","T:389":"N/A","AC:646":"N/A","AD:429":"N/A","O:163":"N/A","G:89":"AgeRange[SQ001]. Age range [10]","G:302":"A1SDuration. Expected activity duration in minutes","O:415":"N/A","Q:583":"N/A","AD:71":"No","S:204":"N/A","T:246":"N/A","AA:268":"N/A","AA:735":"Yes","V:426":"N/A","Q:677":"N/A","V:305":"N/A","P:319":"N/A","P:79":"No","AD:169":"No","O:76":"No","AC:544":"20","V:351":"N/A","U:724":"No","P:213":"N/A","AB:409":"N/A","R:488":"N/A","AC:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","Z:235":"N/A","AE:496":"N/A","Q:246":"N/A","AC:201":"N/A","P:439":"N/A","V:597":"N/A","X:631":"N/A","P:393":"N/A","G:709":"r875q0[S006]. Provide all sources you used in this activity [Reference / Source 6]","S:645":"N/A","AF:44":"Potential learner misconceptions might include:\n \n \n \n \n \n We produce enough food, so there is no real scarcity.\n \n \n Local food choices have no impact on global issues.\n \n \n Only farmers and governments can act on these problems.","AB:36":"Food scarcity and starvation","S:800":"N/A","AF:544":"20","W:534":"No","AD:684":"N/A","G:241":"A1Hows[D2G2O2c]. HOWs [Consider who benefits from the information being believed or spread.]","U:390":"N/A","Y:181":"N/A","AA:640":"N/A","O:397":"N/A","AE:290":"N/A","O:698":"N/A","G:559":"A3Media[SQ001]. Media [Text media]","G:206":"A1Hows[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","AG:413":"N/A","Y:553":"N/A","P:727":"Yes","P:199":"N/A","V:93":"No","Z:536":"N/A","V:738":"N/A","D:196":"Material Sources","V:102":"No","P:8":"1441235337","S:137":"90","S:534":"No","AA:599":"N/A","V:582":"N/A","AD:419":"N/A","T:547":"Yes","G:149":"KeyWords[SQ012]. Key words (for online filter and search function) []","W:271":"N/A","Z:178":"I created a Google Form with a set of questions designed to engage learners in critical thinking about gas emissions and water shortages. The learning activity includes a one-year commitment to reducing both energy and water usage at home. As an incentive, learners who successfully achieve savings in both areas will have the chance to win a gaming console.\n How to get a new gaming console for free","AA:590":"N/A","G:445":"r570q0[D3G1O1b]. HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","R:688":"N/A","P:467":"N/A","AD:440":"N/A","R:458":"N/A","AD:672":"N/A","Y:588":"N/A","D:688":"Student Output Form","AF:787":"N/A","S:489":"N/A","T:656":"N/A","G:455":"r570q0[D3G3O1d]. HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","Q:110":"Yes","AA:510":"N/A","AD:486":"N/A","Q:406":"N/A","Q:277":"N/A","AA:316":"N/A","Y:33":"No","R:497":"N/A","S:507":"N/A","V:292":"N/A","W:29":"Food Waste: Why, Who and How","Y:222":"N/A","R:230":"N/A","G:141":"KeyWords[SQ004]. Key words (for online filter and search function) []","D:510":"Resource Type","O:614":"N/A","O:729":"N/A","Z:434":"N/A","U:421":"N/A","U:630":"N/A","R:241":"N/A","O:372":"N/A","AG:92":"No","AE:156":"N/A","Y:674":"N/A","O:799":"N/A","AA:281":"N/A","C:15":"list (;)","O:117":"No","AF:77":"No","V:320":"N/A","U:266":"N/A","AF:255":"N/A","AB:453":"N/A","AB:372":"N/A","AG:205":"N/A","G:352":"r373q0[SQ009]. Activity number in lesson [9]","AC:261":"N/A","Q:450":"N/A","S:398":"N/A","V:470":"N/A","V:254":"N/A","AG:286":"N/A","W:219":"N/A","P:76":"No","S:32":"No","Q:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AF:208":"N/A","AF:622":"N/A","AB:671":"N/A","P:746":"Evaluation will focus on the quality and practicality of the food waste reduction tips proposed by each group, with an emphasis on originality and relevance to household habits. Teamwork and participation will also be assessed, particularly how well pupils work together to brainstorm, select, and present their final list of ten rules. The clarity, organization, and creativity of their final presentation will contribute to the overall assessment.","AG:298":"N/A","Q:275":"N/A","S:281":"N/A","AF:261":"N/A","AE:359":"N/A","Q:70":"No","AD:479":"N/A","Q:203":"N/A","AG:159":"No","S:639":"N/A","R:295":"N/A","O:110":"No","W:686":"N/A","AC:588":"N/A","X:783":"N/A","AD:271":"N/A","W:88":"Learners explain causes of food waste, apply digital tools to explore solutions, analyze their effectiveness, and design a prototype to reduce waste.","AC:217":"N/A","Z:207":"N/A","S:393":"N/A","AG:657":"N/A","T:66":"No","AF:202":"N/A","AF:697":"N/A","P:289":"N/A","AA:104":"No","O:665":"N/A","U:725":"No","X:278":"N/A","Q:688":"N/A","AG:606":"N/A","U:29":"From Spindles to Sweatshops: The Industrial Roots of Fast Fashion","Z:752":"N/A","AC:551":"N/A","Y:538":"N/A","AG:157":"No","X:625":"N/A","AG:100":"Yes","Y:476":"N/A","T:782":"N/A","AA:277":"N/A","AA:606":"N/A","T:769":"N/A","Q:258":"N/A","AG:442":"N/A","AB:14":"2025","R:641":"N/A","P:253":"N/A","AF:1":"46","D:303":"Activity Instruction","T:732":"N/A","AF:310":"N/A","W:235":"N/A","D:194":"Material Sources","R:783":"N/A","U:772":"N/A","Q:469":"N/A","AA:418":"N/A","X:410":"N/A","P:479":"N/A","T:428":"N/A","Z:790":"N/A","R:376":"Encourage learners to explore multiple real-world scenarios of air pollution using interactive simulations created on Genially. Provide guiding questions to compare pollution levels, health impacts, and policy decisions. Allow learners to manipulate variables such as traffic density, industrial emissions, or public transportation use. Support diverse learning needs by offering visual representations, discussion prompts, and opportunities for collaborative peer analysis.","AB:676":"N/A","AA:350":"N/A","S:345":"No","X:540":"N/A","AE:461":"N/A","P:605":"N/A","G:596":"r246q0[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","AF:487":"N/A","AB:174":"calculation","AD:753":"N/A","T:448":"N/A","U:397":"N/A","Y:731":"N/A","S:729":"N/A","Y:612":"N/A","AE:246":"N/A","O:733":"N/A","R:644":"N/A","G:143":"KeyWords[SQ006]. Key words (for online filter and search function) []","P:363":"No","W:735":"Yes","AC:469":"N/A","Z:172":"No","AC:352":"N/A","V:697":"N/A","S:559":"N/A","AG:214":"N/A","AB:651":"N/A","AE:633":"N/A","AD:404":"N/A","Q:413":"N/A","R:415":"N/A","V:352":"N/A","S:467":"N/A","AF:755":"Google Document","Y:240":"N/A","T:348":"N/A","O:255":"N/A","O:620":"N/A","AE:103":"No","G:572":"A3Reference[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]","AB:230":"N/A","D:323":"Suggested Social Form","R:468":"N/A","V:696":"N/A","Y:741":"No","G:290":"A1Hows[D4G3O2b]. HOWs [Select supporting evidence for each argument.]","AB:736":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normál táblázat\";\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 \n \n \n \n \n \n \n Teacher-led discussion based on Q and AReflection\n \n a)     \n Why might mean and median give\n different impressions of the severity of the socio-scientific issue?\n \n b)     \n How do statistical trends help us understand the social\n and economic impact of food scarcity?","Y:496":"N/A","X:154":"Yes","AG:96":"No","T:485":"N/A","AD:80":"No","AE:294":"N/A","AE:595":"N/A","AE:699":"N/A","AA:399":"N/A","P:477":"N/A","AC:467":"N/A","AF:480":"N/A","AD:732":"N/A","AF:563":"Yes","T:164":"30","AF:92":"No","AG:156":"No","Q:777":"N/A","Q:605":"N/A","Y:433":"N/A","AF:86":"Tackling Food Scarcity","AE:509":"N/A","R:668":"N/A","Y:159":"N/A","U:249":"N/A","AF:436":"N/A","AG:138":"physics, fast fashion, thermodynamics, experimenting","V:656":"N/A","AF:747":"Individual Work","T:745":"3 Causes of the Great Famine:\n \n \n Dependence on a single crop (the potato) – Most of the rural Irish population relied almost entirely on potatoes for food, making them vulnerable when the crop failed.\n \n \n Potato blight (Phytophthora infestans) – A plant disease destroyed the potato crops between 1845 and 1849.\n \n \n British government policies – The British response emphasized laissez-faire economics and limited direct aid, worsening the crisis.\n \n \n 2 Effects the Great Famine had on Irish society:\n \n \n Mass emigration – Around 2 million people emigrated, especially to North America, changing Ireland’s population and culture.\n \n \n Demographic and land ownership changes – Death and eviction cleared many small farmers from the land, concentrating ownership and shifting land use to grazing.\n \n \n 1 Conclusion from the class on the Great Famine (possible answer but not limited to):\n The Great Famine was not just a natural disaster, but a result of political and social failures that caused long-term suffering and reshaped Ireland’s history.","R:615":"N/A","O:560":"N/A","V:169":"N/A","T:94":"Yes","Q:432":"N/A","AG:362":"N/A","AG:543":"N/A","X:670":"N/A","U:228":"N/A","W:416":"N/A","D:164":"Duration","U:101":"No","AG:474":"N/A","AB:186":"The grouping of the learners should depend on the learner goals and it is possible to dothe tasks individually as well. It is connected to the History lesson, so it is important to have this activity after that.","AA:416":"N/A","R:750":"N/A","AG:43":"Fast fashion","AC:358":"No","X:479":"N/A","AC:154":"Yes","U:371":"N/A","O:270":"N/A","Y:667":"N/A","AF:460":"N/A","AE:91":"No","AD:585":"N/A","AG:170":"N/A","T:696":"N/A","AC:356":"The learners \n \n \n observe the graphic regarding the relationship between greenhouse gas emissions and economic growththe volonteers give their answer at the following questions:\n \n \n Define “greenhouse gas emissions” and “GDP” using your own words.Describe the relationship shown in the graph between GDP and gas emissions.Illustrate how increasing demand for goods and services can lead to higher emissions.Examine the difference between “emissions per capita” and “emissions per GDP” and what each trend suggestsConstruct a short argument to defend the idea that economic growth must be rethought in order to fight climate change.\n Assess whether improving energy efficiency is enough to reduce global emissions.","AD:729":"N/A","O:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","Z:600":"N/A","AC:794":"N/A","W:733":"N/A","AG:476":"N/A","S:307":"N/A","X:215":"N/A","AC:596":"N/A","X:545":"No","AG:603":"N/A","P:506":"N/A","O:280":"N/A","X:94":"No","AE:370":"N/A","G:496":"r421q0[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","T:36":"Food scarcity and starvation","U:544":"10","AD:274":"N/A","T:396":"N/A","Y:696":"N/A","AF:609":"N/A","Z:483":"N/A","AG:119":"No","T:426":"N/A","AF:277":"N/A","V:627":"N/A","O:549":"N/A","AA:624":"N/A","P:546":"Discuss the reasons the older generations produced less food waste.\n \n \n Start by discussing the factors that may influence food waste, such as shopping habits, portion sizes, and the way food is prepared and consumed. Think about how these factors might differ between older generations and modern families today. For example, older generations may have been more mindful of using leftovers, while modern families may buy more packaged foods or prepare larger portions, which can lead to waste.\n \n \n \n \n \n Play a role-playing game about different generation food waste habits.\n \n \n The class is divided into two groups: one group will act as a modern family and the other as older couples. The pupilsin each group should try to highlight the habits that define their assigned characters, focusing on how they manage food and waste. After the role-play, discuss the differences between the two groups. What habits contributed to more or less food waste? What can the modern family learn from the older couple's habits to reduce food waste in their own homes? \n \n https://food.ec.europa.eu/food-safety/food-waste/eu-actions-against-food-waste/date-marking-and-food-waste-prevention_en","Q:354":"5","R:90":"No","AB:216":"N/A","AE:107":"Previous lnowledge about Google Sheets and Apps","X:260":"N/A","V:228":"N/A","AA:36":"Environmental pollution: waste","G:114":"Infrastructure[SQ003]. Required infrastructure [Internet access]","AE:426":"N/A","AF:275":"N/A","R:673":"N/A","O:499":"N/A","AD:749":"N/A","W:74":"No","AF:209":"N/A","O:363":"N/A","AG:293":"N/A","G:159":"A1Number[SQ006]. Activity number in lesson [6]","G:795":"r276q0[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","T:411":"N/A","AE:792":"N/A","O:259":"N/A","AF:214":"N/A","X:431":"N/A","AE:780":"N/A","AF:305":"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","R:648":"N/A","S:499":"N/A","S:231":"N/A","R:33":"No","AA:404":"N/A","G:292":"A1Hows[SQ109]. HOWs [checklist]","W:660":"N/A","AD:608":"N/A","G:87":"Title. Lesson title","P:399":"N/A","AB:175":"v\\:* {behavior:url(#default#VML);}\n o\\:* {behavior:url(#default#VML);}\n w\\:* {behavior:url(#default#VML);}\n .shape {behavior:url(#default#VML);}\n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  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Activity number in lesson [10]","AF:143":"Role Play","G:184":"A1App. App","AB:617":"N/A","D:130":"Required infrastructure & Teaching Materials","U:790":"N/A","AA:731":"N/A","AC:675":"N/A","AG:306":"N/A","AG:287":"N/A","AA:632":"N/A","AE:607":"N/A","V:614":"N/A","V:408":"N/A","O:229":"N/A","P:598":"N/A","Y:648":"N/A","AB:795":"N/A","V:770":"N/A","T:214":"N/A","X:106":"No","AB:471":"N/A","AB:541":"N/A","AD:15":"Nkuliza, Senghor","P:277":"N/A","S:580":"N/A","X:83":"No","R:600":"N/A","G:250":"A1Hows[D2G4O1b]. HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","T:248":"N/A","R:80":"No","O:1":"28","AB:779":"N/A","S:546":"Learners write short answers to the following:\n Did your opinion change? Why?Which group’s arguments did you find most convincing?What would you recommend to citizens or decision-makers to your regionHow accessible is public transport in your region?","S:425":"N/A","AA:754":"Mentimeter","AF:662":"N/A","G:310":"A1SOutputForm[SQ007]. Student output form [Service-learning project]","Q:251":"N/A","Q:67":"Yes","X:418":"N/A","Y:44":"Learners thing that most food waste happens in the shops because shops throw away all unsold food.\n They don't now the inpact of the food industry.","O:68":"No","G:181":"A1Media[SQ003]. Media [Visual media]","U:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","R:91":"No","AC:300":"N/A","W:786":"N/A","AB:430":"N/A","Z:69":"No","AF:634":"N/A","R:413":"N/A","Y:50":"Recognise the importance of using a variety of information source types and carefully selecting them.","P:549":"No","T:610":"N/A","S:79":"No","W:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AB:660":"N/A","AF:796":"N/A","V:657":"N/A","S:737":"N/A","Q:13":"android-app://com.google.android.gm/","S:296":"N/A","AE:659":"N/A","AA:420":"N/A","P:780":"N/A","R:157":"N/A","AD:363":"N/A","U:584":"N/A","P:96":"No","P:625":"N/A","T:286":"N/A","V:430":"N/A","AC:32":"No","O:783":"N/A","AB:496":"N/A","S:634":"N/A","O:205":"N/A","X:413":"N/A","O:260":"N/A","U:93":"Yes","R:12":"138.232.92.31","Z:800":"N/A","Z:352":"N/A","AG:644":"N/A","X:156":"No","AF:95":"Yes","G:639":"r246q0[D3G2O1b]. HOWs [Divide potential science-based solutions to the socio-scientific issue into categories.]","O:598":"N/A","AB:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:460":"N/A","W:363":"No","R:659":"N/A","Y:271":"N/A","P:482":"N/A","V:778":"N/A","O:172":"No","G:637":"r246q0[D3G1O1d]. HOWs [Evaluate the different arguments based on scientific evidence.]","Z:651":"N/A","X:186":"suggestion to take notes and create small drawings and sketches with their thoughts and small texts or poets or powerful words that apply with the project. Then they put them all together as 1 piece of Art","AG:609":"N/A","AF:564":"Other","G:542":"A3Number[SQ009]. Activity number in lesson [9]","Y:242":"N/A","AF:233":"N/A","R:318":"N/A","AE:284":"N/A","O:727":"N/A","Q:1":"30","AD:637":"N/A","AE:637":"N/A","G:587":"r246q0[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AE:403":"N/A","G:703":"r505q0. Tips, tricks, and suggestions for practice","G:293":"A1Hows[D4G3O3a]. HOWs [Identify likely counter-arguments.]","Y:535":"No","AA:638":"N/A","W:545":"Yes","T:419":"N/A","Z:251":"N/A","Q:621":"N/A","AG:34":"No","Q:429":"N/A","AB:97":"No","V:429":"N/A","AF:618":"N/A","O:243":"N/A","AF:640":"N/A","AB:345":"Yes","P:545":"Yes","Z:627":"N/A","R:79":"No","V:166":"1) Starter\n Activity: Quick Connections\n \n \n \n \n \n \n \n \n \n \n  Ask learners: “Remenber your last history class? What do climate change, food, and animals/plants have in common?”\n  Show a short 3-minute video or image (e.g.,\n  melting glacier, drought-stricken farm, or disappearing bee populations). Proposed videos: 1)\n \n Understanding Climate‑Smart Agriculture (FAO, UN) – How climate change affects food systems and introduces biodiversity resilience.(3min 2) There’s a monster in my kitchen (Greenpeace) – animated short on deforestation and food systems (2 min) 3)  \n \n Biodiversity is Collapsing Worldwide. Here's Why (Films for Action) – Concise explanation of how climate-driven changes affect species and ecosystems. (selected 2-3 min)   \n  Set the stage: “Today we explore how climate change\n  reduces biodiversity—and why that matters to your plate.”","G:86":"SubjectTopic. Subject topic","G:82":"Subjects[AO17]. Subject(s) [Religion and/or Ethics and/or Philosophy]","Q:270":"N/A","O:726":"N/A","D:306":"Student Output Form","T:424":"N/A","D:183":"Resource Type","R:469":"N/A","W:487":"N/A","AC:166":"Watch the video. Answer the following questions individually: \n \n \n Interpretate the impact of the a sustainable packaging on the buying decision.Define the Greenwashing. Explain why do companies greenwash. Identify two examples from the video. Demonstrate which are the dangers or consequences of greenwashing? Differentiate the regulatory measures are discussed in the video?","Y:604":"N/A","AC:477":"N/A","W:240":"N/A","X:411":"N/A","U:552":"N/A","AE:482":"N/A","V:403":"N/A","Z:157":"N/A","O:800":"N/A","AA:733":"N/A","O:424":"N/A","G:433":"r570q0[D2G2O3b]. HOWs [Consider the geographical and cultural context of the information.]","AB:457":"N/A","D:332":"Material Sources","U:627":"N/A","AC:774":"N/A","S:500":"N/A","AE:450":"N/A","AC:592":"N/A","P:398":"N/A","AG:234":"N/A","V:591":"N/A","AA:242":"N/A","AF:685":"N/A","D:67":"Subjects","Y:771":"N/A","D:527":"Material Sources","R:288":"N/A","AE:435":"N/A","AE:351":"N/A","AB:780":"N/A","AC:676":"N/A","P:563":"No","AB:100":"No","AC:139":"environmental issues","W:725":"No","G:417":"r570q0[D1G3O3b]. HOWs [Skim the snippets for key terms related to your query.]","T:585":"N/A","U:89":"No","G:633":"r246q0[D2G4O2b]. HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","AC:86":"Economics, social and political issues to preserve the environment.","S:632":"N/A","W:476":"N/A","T:436":"N/A","V:257":"N/A","R:537":"N/A","AE:419":"N/A","Z:585":"N/A","G:429":"r570q0[D2G2O2a]. HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","T:475":"N/A","AD:84":"No","Y:593":"N/A","R:358":"No","Z:114":"Yes","AE:468":"N/A","Y:279":"N/A","G:581":"r246q0[D1G1O2a]. HOWs [Use information from different source types and different source.]","Z:644":"N/A","AA:107":"Variety of different techniques that can be applied in textile work such as sewing, textile dye, decorative techniques etc.","R:48":"Explore the viewpoints on the socio-scientific issue comprehensively.","Z:186":"Create a contract to be signed by both the parent and the student, outlining that the student will receive a gaming console as a reward in exchange for successfully reducing electricity and water consumption at home over the course of one year.","O:179":"No","X:33":"No","AD:355":"N/A","AC:594":"N/A","R:776":"N/A","AC:143":"social responsability","R:281":"N/A","X:732":"N/A","R:297":"N/A","X:488":"N/A","U:547":"N/A","U:560":"N/A","U:449":"N/A","P:559":"No","AC:617":"N/A","A:164":"Activity 1","Q:115":"Yes","P:353":"N/A","U:391":"N/A","T:394":"N/A","U:591":"N/A","D:515":"Material Sources","U:269":"N/A","X:432":"N/A","T:361":"No","V:653":"N/A","S:293":"N/A","U:462":"N/A","Q:416":"N/A","V:293":"N/A","AE:291":"N/A","T:415":"N/A","X:212":"N/A","O:728":"N/A","X:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:402":"N/A","P:235":"N/A","Y:664":"N/A","D:522":"Material Sources","AA:437":"N/A","AF:678":"N/A","R:212":"N/A","D:144":"Keywords","AB:214":"N/A","T:83":"No","AA:415":"N/A","P:753":"No","X:782":"N/A","X:559":"N/A","AC:696":"N/A","S:792":"N/A","W:239":"N/A","X:667":"N/A","G:706":"r875q0[S003]. Provide all sources you used in this activity [Reference / Source 3]","AE:169":"No","R:250":"N/A","R:402":"N/A","G:347":"r373q0[SQ004]. Activity number in lesson [4]","Y:484":"N/A","AD:601":"N/A","G:610":"r246q0[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","Z:445":"N/A","AF:416":"N/A","G:511":"r939q0. App","AG:448":"N/A","G:521":"r829q0[S008]. Provide all sources you used in this activity [Reference / Source 8]","AE:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AA:783":"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.]","T:787":"N/A","V:617":"N/A","Y:541":"N/A","S:183":"N/A","S:408":"N/A","AB:159":"N/A","AA:248":"N/A","U:75":"No","AA:618":"N/A","T:727":"Yes","AC:221":"N/A","U:599":"N/A","Z:220":"N/A","G:38":"Cause2. due to ...","S:772":"N/A","AF:110":"Yes","Y:747":"Individual Work","T:295":"N/A","AC:772":"N/A","Z:287":"N/A","G:298":"A1Hows[D4G4O1a]. HOWs [Identify what you will be able to do.]","AE:622":"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.]","Q:405":"N/A","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).]","AD:223":"N/A","O:402":"N/A","AF:611":"N/A","P:251":"N/A","U:781":"N/A","Z:269":"N/A","G:530":"r829q0[S017]. Provide all sources you used in this activity [Reference / Source 17]","T:403":"N/A","G:788":"r276q0[D1G4O3b]. HOWs [Analyse reviews of the website, platform or media outlet.]","Y:310":"N/A","G:20":"Authors[SQ006]. Author(s) [Family name, given name]","P:611":"N/A","S:212":"N/A","U:157":"No","AD:310":"N/A","D:498":"Student Output Form","V:447":"N/A","O:685":"N/A","Q:430":"N/A","Q:351":"N/A","S:81":"No","S:468":"N/A","AG:48":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","T:392":"N/A","AA:288":"N/A","AF:753":"No","X:442":"N/A","AD:409":"N/A","AA:200":"N/A","AF:278":"N/A","AE:238":"N/A","X:552":"N/A","AC:263":"N/A","R:27":"English","AE:213":"N/A","AB:87":"Applications of statistics","S:253":"N/A","G:720":"r875q0[S017]. Provide all sources you used in this activity [Reference / Source 17]","O:696":"N/A","AE:171":"No","R:225":"N/A","AC:539":"N/A","X:507":"N/A","AD:70":"Yes","R:428":"N/A","S:370":"No","AB:742":"N/A","AG:255":"N/A","Y:241":"N/A","Y:391":"N/A","Y:170":"N/A","O:103":"No","Z:487":"N/A","S:106":"Yes","T:778":"N/A","P:730":"N/A","Q:89":"No","R:68":"No","R:434":"N/A","AF:112":"Yes","Y:698":"N/A","P:475":"N/A","G:105":"YearsLearning[SQ007]. Year of subject learning [7th year]","Q:649":"N/A","U:72":"No","AB:224":"N/A","R:678":"N/A","Z:300":"N/A","T:108":"19th-Century Ideologies: Liberalism, Laissez-Faire, and the Poor Law \n \n Industrialization and Global Capitalism","S:586":"N/A","D:56":"Learning Outcome(s)","AC:448":"N/A","R:422":"N/A","T:405":"N/A","O:35":"N/A","V:347":"No","V:68":"No","AA:97":"No","T:677":"N/A","P:485":"N/A","V:389":"N/A","AE:223":"N/A","S:587":"N/A","Z:431":"N/A","D:64":"Learning Outcome(s)","AG:118":"Yes","Y:261":"N/A","U:155":"No","S:411":"N/A","U:96":"No","D:387":"Material Sources","Z:402":"N/A","T:377":"Stephanie Honchell Smith. What really caused the Irish Potato Famine. TED - Ed https://www.youtube.com/watch?v=OUieqzVZdQc (19.06.2025.)","D:125":"Required infrastructure & Teaching Materials","P:262":"N/A","U:629":"N/A","D:94":"Learner Age Range","G:616":"r246q0[D2G2O1b]. HOWs [Examine the use of rhetorical devices.]","G:396":"r570q0[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","AC:169":"No","AC:359":"No","T:217":"N/A","Q:734":"20","Q:171":"N/A","P:118":"Yes","W:793":"N/A","AA:595":"N/A","Y:464":"N/A","P:370":"No","AE:418":"N/A","P:157":"No","R:1":"32","AG:229":"N/A","AG:183":"N/A","T:67":"No","Z:310":"N/A","AC:177":"Individual Work","V:260":"N/A","AA:27":"English","AE:563":"N/A","Y:354":"30","U:410":"N/A","X:440":"N/A","U:305":"N/A","G:180":"A1Media[SQ002]. Media [Audio media]","R:550":"Yes","P:237":"N/A","AF:432":"N/A","V:410":"N/A","W:31":"No","S:726":"No","AE:441":"N/A","AF:394":"N/A","P:354":"25","P:771":"N/A","AD:218":"N/A","U:444":"N/A","V:467":"N/A","AD:591":"N/A","Y:606":"N/A","AE:414":"N/A","AA:696":"N/A","W:750":"No","R:674":"N/A","X:636":"N/A","O:438":"N/A","S:730":"N/A","AB:499":"N/A","V:10":"2025-06-17 09:11:09","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.","W:654":"N/A","AB:698":"N/A","U:654":"N/A","D:694":"Suggested Social Form","D:62":"Learning Outcome(s)","V:259":"N/A","AG:276":"N/A","T:100":"No","AB:43":"Consequences of food scarcity through statistics","AA:68":"No","Z:638":"N/A","G:330":"A1SReference[S007]. Provide all sources you used in this activity [Reference / Source 7]","R:351":"N/A","G:280":"A1Hows[D4G2O1b]. HOWs [Previous knowledge]","AF:369":"Yes","T:483":"N/A","O:79":"No","AA:77":"No","AC:206":"N/A","W:259":"N/A","X:675":"N/A","AB:788":"N/A","W:294":"N/A","P:167":"No","W:390":"N/A","AG:94":"No","Z:223":"N/A","O:669":"N/A","U:210":"N/A","T:488":"N/A","D:175":"Expected Outcome","AC:587":"N/A","Z:726":"N/A","AC:69":"No","G:723":"r875q0[S020]. Provide all sources you used in this activity [Reference / Source 20]","Z:373":"N/A","AC:204":"N/A","R:158":"N/A","P:725":"No","S:610":"N/A","Y:217":"N/A","Z:699":"N/A","P:429":"N/A","AG:299":"N/A","U:1":"35","S:742":"N/A","AF:476":"N/A","G:297":"A1Hows[D4G3O4a]. HOWs [Checklist: Actions and initiatives to convey a message.]","V:647":"N/A","AC:224":"N/A","W:448":"N/A","AF:264":"N/A","Y:80":"No","AD:542":"N/A","Q:346":"No","U:457":"N/A","AG:646":"N/A","AB:566":"If it is not possible, or for time saving resons the information about the animals can be handed out or projected to the learners. It is important to emphasize for the learners to use approximate numbers. Also, if the learners use the internet to look for the solution they might use different sources, which might create small deviations among their solutions.\n INTOMATION ABOUT THE ENDANGERED ANIMALS:\n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Normál táblázat\";\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 \n \n \n \n \n \n \n \n In\n the beginning of the 20th century the Hainan Gibbons had around\n 2,000 individuals. In the 60s their number was quite stable but in the 1970s it\n started plummeting dropped to 10, while in the 1980s their number was between 7\n and 9. Then a small growth started towards the 2000s their number grew to 13,\n then now there are 37 individuals.\n \n \n \n The\n population of the Vancouver Island Marmot started drastically declining during\n the 20th century. By 1970s their number was around 350 which doubled\n for the next decade. However, it dropped to 30 individuals in the wild by the\n early 2000s, making them one of the most endangered mammals in North America.\n Thanks to captive breeding and reintroduction efforts, their numbers presently\n believed to be 381.\n \n \n \n Since\n the beginning of the 20th century, the number of giant pandas has\n fluctuated significantly. Their population declined sharply and in the 1970s\n there were only 2459 individual counted. By the 1980s, the number of pandas\n were around 1,114. However, thanks to conservation efforts, habitat protection,\n and breeding programs, the population has gradually increased. In the beginning\n of the century their number reached 1860 and since then it showed a 17% growth.\n \n \n \n \n The world’s Cheetah population decreased to 7,100 for\n the present day. This number is only the 9% of its population from the\n beginning of the 20th century. In the 1960s the cheetah population\n was counted to be around 40,000 which dropped to its half in the next decade.\n By the turn of the century the number of cheetahs’ ware about 15,000.","Q:408":"N/A","W:584":"N/A","D:717":"Material Sources","R:391":"N/A","P:407":"N/A","W:608":"N/A","U:796":"N/A","P:640":"N/A","G:730":"r800q0[SQ007]. Activity number in lesson [7]","AC:790":"N/A","AC:235":"N/A","AB:648":"N/A","AE:87":"Private Transport vs Clean Air: Can Making a Greener Timetable Help Save the Planet","D:563":"Resource Type","AF:41":"due to decreased biodiversity caused by climate change","T:582":"N/A","AF:597":"N/A","AB:206":"N/A","T:785":"N/A","AG:700":"N/A","Q:641":"N/A","T:689":"N/A","Z:91":"No","AB:464":"N/A","W:230":"N/A","W:797":"N/A","AA:668":"N/A","AD:371":"N/A","D:38":"SSI Topic","AE:176":"Understanding the Issue\n Learners should clearly explain how private transport contributes to air pollution.\n \n \n Critical Thinking\n Learners should identify and correct common misconceptions (e.g., about electric cars or public transport), using evidence and logical reasoning.\n \n \n Use of Evidence\n Learners are expected to support their ideas with facts from the infographic, video, or real-life examples.\n \n \n Personal Engagement\n Learners reflect on their own travel habits and suggest more eco-friendly alternatives.\n \n \n Active Participation\n Learners actively join the discussion and contribute thoughtful responses.","S:399":"N/A","W:269":"N/A","X:450":"N/A","U:401":"N/A","O:308":"No","G:732":"r800q0[SQ009]. Activity number in lesson [9]","R:654":"N/A","V:631":"N/A","Q:598":"N/A","AG:752":"N/A","D:575":"Material Sources","Q:448":"N/A","AD:774":"N/A","AF:736":"Take a moment to reflect on today’s role play and roundtable discussion. Complete the 3–2–1 prompts below to help you think critically about what you learned, what you noticed, and what actions you might take.\n Instructions\n 1. \n \n List three things you learned today about food scarcity, stakeholder perspectives, or how arguments can be used or misused\n \n 2.  Formulate two questions you’re still wondering about. They can be about facts, fairness, or how to know what’s true.\n 3. Create an idea for a plan you would do \n \n to reduce food scarcity or raise awareness about it.","D:71":"Subjects","V:275":"N/A","Q:10":"2025-06-17 07:04:56","AB:696":"N/A","S:734":"10","AD:476":"N/A","Q:280":"N/A","AE:34":"N/A","P:154":"Yes","P:800":"N/A","D:528":"Material Sources","U:428":"N/A","Z:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AA:612":"N/A","AE:449":"N/A","Z:273":"N/A","P:607":"N/A","S:783":"N/A","AF:183":"No","R:170":"Yes","V:264":"N/A","Z:277":"N/A","T:430":"N/A","S:796":"N/A","V:612":"N/A","R:608":"N/A","AA:434":"N/A","AB:360":"N/A","AE:115":"No","AD:799":"N/A","Z:562":"N/A","Y:84":"No","AF:14":"2025","AE:656":"N/A","Z:282":"N/A","AA:164":"10","AF:742":"No","AB:542":"N/A","P:428":"N/A","D:549":"Student Output Form","Z:359":"N/A","S:104":"No","X:581":"N/A","V:475":"N/A","Z:606":"N/A","O:450":"N/A","W:32":"No","W:83":"No","R:536":"Yes","W:496":"N/A","AD:308":"N/A","S:784":"N/A","Q:785":"N/A","Z:668":"N/A","AF:614":"N/A","AF:497":"N/A","G:431":"r570q0[D2G2O2c]. HOWs [Consider who benefits from the information being believed or spread.]","P:642":"N/A","O:562":"N/A","W:643":"N/A","Z:96":"No","U:642":"N/A","AD:109":"(i) Starter idea: Practice with experimental probability.(ii)Main teaching idea: - Ask learners each to throw a dice, 30 times, record all outcomes at each throwing, and calculate the results of each number’s occurence.-Or use spreadsheet simulation by excel, the command = RANDBETWEEN(bottom=1,top=6) then the command = Countif (column= A1:100, outcome=1 to 6).","U:488":"N/A","R:228":"N/A","AG:32":"Yes","AA:202":"N/A","X:90":"Yes","O:541":"N/A","G:553":"A3OutputForm[SQ007]. Student output form [Service-learning project]","S:138":"travel options, carpooling, public transportation, Atmospheric Pollution","W:621":"N/A","V:181":"N/A","X:654":"N/A","P:81":"No","D:698":"Resource Type","V:404":"N/A","AF:162":"N/A","V:742":"N/A","AD:653":"N/A","G:551":"A3OutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","R:424":"N/A","AG:464":"N/A","P:650":"N/A","AC:78":"No","AB:346":"No","Y:115":"No","O:6":"2","W:232":"N/A","P:434":"N/A","P:12":"138.232.92.31","T:799":"N/A","G:770":"r276q0[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","W:698":"N/A","W:110":"Yes","AB:294":"N/A","Q:473":"N/A","Z:309":"N/A","U:673":"N/A","AF:67":"Yes","R:582":"N/A","X:430":"N/A","T:775":"N/A","G:600":"r246q0[D1G4O4a]. HOWs [Checklist: intended audience investigation]","AA:468":"N/A","AF:411":"N/A","AC:727":"Yes","AF:33":"No","AD:598":"N/A","AD:304":"N/A","AC:295":"N/A","V:798":"N/A","S:697":"N/A","X:166":"Before introduce the ART Installation to the learners I ask them to define the meaning of the sentence : “Return to Sender” Then I present the outdoor INSTALLATION https://www.designboom.com/architecture/the-nest-collective-snfcc-emst-return-to-sender-installation-athens-05-04-2023/ I ask them to describe the installation I ask them to interpret the title in relation with the InstallationThen we discuss / explain together the Installation and the video.THE ORAL DESCRIPTION OF THE INSTALLATION AND MORE INFORMATIONThis outdoor installation Is a custom made pavilion /small house made of 146 bales of used / second hand clothing.Outside the pavilion you can hear sounds from the open markets in Nairobi or other cities in Africa.Inside the pavilion there is a tv screen playing a video where people in Africa explain the impact of the over-consumption of fast fashion industries in wealthy west countries, where they buy cheap, wear for a short while and discard quickly sending these clothing waste as an offer or charity to the poorer countries who become the ones who have to deal with it.I explain to them that this is an Art Installation created by the NEST Collective organization that is based in Nairobi Africa, and was on display in an open space for 6 months (from April till September) at the Stavros Niarchos Foundation Cultural Centre (SNFCC) in Athens collaborating with the National Museum of Contemporary Art, curated by Katerina Gregos. The first and major version was in Documenta 15, one of the most important and influential contemporary art events globally that take place every 5 years in Kassel, Germany and explore the Art in Society.13fe-5fea2e8849ba\">1st group OPEN UP YOUR MIND (examine the impact of misinformation on society)Define the meaning of that art installationDescribe the concept of the videoSelect information about fast fashionIdentify the problems that need solution and discuss them with your partnersRecognize your individual role to this situationTranslate an idea to a piece of art for self expression as well as a commentary for social/political awarenessPRESENTATION\n \n 2nd groupMAKE UP YOUR MIND (For each impact and/or potential solution, identify the parties across society affected the most-both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors)Examine the situation that deals with the imported old clothes from the GLOBAL NORTHEvaluate arguments based on scientific evidence for both GLOBAL NORTH and SOUTHLocatethe problems of fast fashion to GLOBAL SOUTHRecognize the role of art as a tool expressing values and beliefsDemonstrate the power of public artSupport your arguments upon creating a piece of art by engaging audiences on an emotional level that can inspire empathy and action.PRESENTATION\n \n \n \n SPEAK OUT AND TAKE ACTION (OUTSIDE CLASS)Both groups(Make a plan to execute)(Define your message)Support your ideas and arguments and formulate them in drawings Collect and Assemble used fabrics and torn cloths or unwanted materials and transform them in a way to create a piece of Art that can play a role as a piece of social activism.PRESENTATION","AD:137":"90","AE:700":"N/A","O:684":"N/A","AF:165":"Yes","AE:783":"N/A","Y:46":"Recognise your own information bubble or echo chamber.","AC:627":"N/A","S:535":"No","AA:469":"N/A","Y:274":"N/A","AB:725":"No","AB:101":"No","R:610":"N/A","S:433":"N/A","U:700":"N/A","Z:362":"N/A","AC:408":"N/A","G:527":"r829q0[S014]. Provide all sources you used in this activity [Reference / Source 14]","O:416":"N/A","AD:362":"N/A","G:231":"A1Hows[D2G1O2a]. HOWs [Identify empirical evidence.]","Z:176":"Understanding of Key Concepts (Gas Emissions & Water Shortage), \n \n  Critical Thinking and Reflection, \n \n Application to Real-Life Context (Home Energy & Water Use), \n \n Engagement and Effort ","S:100":"No","D:40":"SSI Topic","V:236":"N/A","S:228":"N/A","T:796":"N/A","P:414":"N/A","AF:786":"N/A","AF:359":"No","AB:205":"N/A","D:755":"App","W:625":"N/A","AE:427":"N/A","AB:91":"No","D:357":"Student Output Form","AB:435":"N/A","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).]","T:698":"N/A","AF:457":"N/A","AG:405":"N/A","AE:264":"N/A","Y:603":"N/A","D:562":"Resource Type","AA:657":"N/A","AE:157":"N/A","AB:316":"N/A","Q:633":"N/A","Z:320":"N/A","D:95":"Learner Age Range","T:205":"N/A","Y:742":"No","AC:541":"N/A","O:601":"N/A","X:553":"N/A","U:405":"N/A","AF:164":"7","AA:674":"N/A","Q:537":"No","D:138":"Keywords","AB:666":"N/A","U:182":"N/A","G:294":"A1Hows[D4G3O3b]. HOWs [Research evidence and logic behind the counter-arguments.]","W:1":"37","AA:732":"N/A","AC:605":"N/A","G:518":"r829q0[S005]. Provide all sources you used in this activity [Reference / Source 5]","P:737":"Yes","AA:661":"N/A","Z:662":"N/A","R:562":"Yes","U:540":"N/A","D:19":"Author(s)","S:481":"N/A","P:215":"N/A","AC:470":"N/A","Y:641":"N/A","Y:97":"No","O:465":"N/A","AF:280":"N/A","R:32":"Yes","Y:281":"N/A","Z:166":"Please answer the questionnaire from google forms.\n How to get a new gaming console for free","T:464":"N/A","AC:478":"N/A","O:269":"N/A","U:616":"N/A","AA:479":"N/A","P:488":"N/A","R:92":"No","AB:370":"N/A","X:15":"Lianou, Ioanna","P:621":"N/A","AA:166":"Provide learners an access to Kahoot to either see what they remember from the previous physics class from this lesson sequence or just to provoke thoughts or recall the properties of the fabrics that might have been taught earlier.","AE:685":"N/A","U:33":"No","S:687":"N/A","AD:587":"N/A","AB:776":"N/A","O:8":"371538280","D:169":"Student Output Form","AA:145":"up-cycling","AB:553":"No","U:537":"No","Q:224":"N/A","AE:348":"N/A","AD:236":"N/A","R:265":"N/A","AA:118":"Yes","AE:100":"No","W:739":"No","AD:771":"N/A","AA:159":"N/A","AG:347":"No","G:533":"r829q0[S020]. Provide all sources you used in this activity [Reference / Source 20]","Z:453":"N/A","D:193":"Material Sources","AF:223":"N/A","U:635":"N/A","AE:69":"No","O:623":"N/A","G:490":"r570q0[D4G4O2b]. HOWs [Determine success criteria.]","Z:441":"N/A","W:233":"N/A","S:743":"N/A","Y:739":"No","Y:407":"N/A","X:92":"Yes","AA:397":"N/A","D:172":"Student Output Form","O:596":"N/A","AD:675":"N/A","W:442":"N/A","P:183":"No","AB:486":"N/A","U:257":"N/A","AG:651":"N/A","O:488":"N/A","Z:620":"N/A","X:632":"N/A","R:617":"N/A","X:224":"N/A","AG:13":"https://s.scilmi.eu/index.php?r=survey/index&sid=417198","AA:154":"Yes","Q:137":"90","AD:632":"N/A","AF:140":"Climate change","AA:784":"N/A","T:611":"N/A","S:588":"N/A","AD:464":"N/A","U:43":"Fast fashion","Y:784":"N/A","AE:275":"N/A","D:745":"Expected Outcome","AD:642":"N/A","S:349":"N/A","AC:586":"N/A","AG:346":"No","T:476":"N/A","Z:15":"Sfyroeras, Alexandros","U:419":"N/A","W:202":"N/A","R:498":"N/A","R:440":"N/A","T:445":"N/A","Y:676":"N/A","AB:510":"N/A","G:615":"r246q0[D2G2O1a]. HOWs [Examine how the information is framed.]","AF:370":"No","D:86":"Subject Topics","Z:602":"N/A","T:168":"Yes","V:621":"N/A","G:36":"SSI. Socio-scientific issue","P:448":"N/A","Y:164":"5","Y:309":"N/A","AD:171":"No","AG:731":"N/A","O:440":"N/A","AG:319":"N/A","AF:108":"1. A lesson to revise the basic debate techniques and appropriate vocabulary\n 2. A lesson about biodiversity, food scarcity, sustainability and climate change","AG:587":"N/A","Z:498":"N/A","Q:584":"N/A","AA:794":"N/A","T:165":"Yes","S:777":"N/A","O:674":"N/A","P:555":"Older generations produced less food waste because they were more careful with their shopping, portion sizes, and meal planning. They typically bought only what they needed, often cooking from scratch and using every part of the food they bought. For example, if there were leftovers, they would repurpose them into new meals or preserve them for later use, like freezing or canning food. Their portions were often smaller, and they would make meals that could be eaten across multiple days, reducing the chance of food going to waste. They were also mindful of expiry dates and stored food properly, ensuring nothing went bad before it was used. \n In contrast, modern families tend to produce more food waste because of larger portion sizes, convenience foods, and busy lifestyles. With fast-paced schedules, it's easy to overbuy or prepare more food than needed, leading to waste when leftovers are forgotten or thrown away. Pre-packaged foods and processed meals are more common today, which often come with excess packaging and shorter shelf lives. Modern families can learn from the older generation by planning meals carefully, using leftovers creatively, and being mindful of food storage to reduce waste and save money.","W:595":"N/A","Q:488":"N/A","Z:286":"N/A","Z:540":"N/A","AG:399":"N/A","Y:31":"No","D:14":"Year of Publication","X:499":"N/A","Q:446":"N/A","S:235":"N/A","AF:447":"N/A","X:187":"https://www.designboom.com/architecture/the-nest-collective-snfcc-emst-return-to-sender-installation-athens-05-04-2023/","AB:550":"Yes","AD:724":"N/A","AB:628":"N/A","G:223":"A1Hows[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","Q:210":"N/A","AF:621":"N/A","V:237":"N/A","AB:646":"N/A","U:647":"N/A","AD:413":"N/A","Y:597":"N/A","Q:75":"No","AC:550":"N/A","AC:66":"No","AA:788":"N/A","O:200":"N/A","G:668":"r246q0[D4G3O1d]. HOWs [ Explain how the evidence supports the arguments and how the arguments support your message.]","AG:787":"N/A","V:495":"N/A","AA:486":"N/A","G:39":"Cause3. due to ...","AB:179":"Yes","X:742":"N/A","Q:372":"N/A","AG:106":"No","G:243":"A1Hows[D2G2O3b]. HOWs [Consider the geographical and cultural context of the information.]","Y:536":"Yes","AD:449":"N/A","O:419":"N/A","R:3":"Max","Y:372":"N/A","P:217":"N/A","AG:567":"Victoria and Albert Museum. (2015, October 8). How was it Made? Jacquard weaving. YouTube. https://www.youtube.com/watch?v=K6NgMNvK52A&t=128s","S:155":"Yes","AC:208":"N/A","S:638":"N/A","AG:481":"N/A","X:725":"N/A","W:665":"N/A","AF:116":"No","AF:5":"2025-06-20 11:50:13","AF:173":"No","Z:414":"N/A","D:112":"Required infrastructure & Teaching Materials","AC:318":"N/A","AD:615":"N/A","G:529":"r829q0[S016]. Provide all sources you used in this activity [Reference / Source 16]","P:296":"N/A","U:199":"N/A","T:96":"No","Z:183":"Yes","O:361":"N/A","Q:288":"N/A","AB:31":"No","G:682":"r328q0. Expected activity duration in minutes","R:689":"N/A","AG:249":"N/A","G:21":"Authors[SQ007]. Author(s) [Family name, given name]","O:469":"N/A","O:84":"No","T:279":"N/A","P:476":"N/A","AG:508":"N/A","A:492":"Activity 2 (SciLMified)","G:444":"r570q0[D3G1O1a]. HOWs [List the different viewpoints supported by evidence-based arguments.]","P:740":"Yes","O:446":"N/A","R:697":"N/A","S:700":"N/A","U:650":"N/A","AD:547":"N/A","Q:116":"No","G:27":"Language. Lesson plan language","AE:413":"N/A","AB:657":"N/A","AG:497":"N/A","V:419":"N/A","Q:217":"N/A","AC:729":"N/A","Z:94":"Yes","AD:395":"N/A","T:253":"N/A","Q:223":"N/A","AC:777":"N/A","AC:212":"N/A","T:626":"N/A","Y:237":"N/A","O:428":"N/A","S:78":"No","R:267":"N/A","X:737":"N/A","U:122":"Kahoot","AD:593":"N/A","S:417":"N/A","AA:737":"No","Z:456":"N/A","T:413":"N/A","AG:439":"N/A","O:300":"N/A","R:555":"A model solution would include a balanced action plan addressing air pollution reduction through policies such as:\n• Expansion of public transportation infrastructure.\n• Promotion of cycling and walking routes.\n• Implementation of car-free zones with exceptions for emergency vehicles.\n• Incentives for electric vehicle use.\n• Consideration of economic consequences for local businesses and compensation mechanisms.\n• Public awareness campaigns emphasizing both health and economic benefits.","R:114":"Yes","G:225":"A1Hows[D1G3O2b]. HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","W:179":"Yes","AG:88":"Learners play kahoot. Calculate and measure attributes of clothes made of different materials. Score and rank the clothes based on the results.","X:537":"N/A","AC:454":"N/A","P:698":"N/A","T:369":"Yes","W:156":"No","P:459":"N/A","Q:252":"N/A","AD:752":"N/A","Q:401":"N/A","Y:225":"N/A","X:34":"Yes","AG:792":"N/A","AG:95":"No","AA:700":"N/A","Q:392":"N/A","X:542":"N/A","V:580":"N/A","O:401":"N/A","U:359":"N/A","Y:87":"Food waste - what we have to know?","AD:277":"N/A","O:227":"N/A","AB:443":"N/A","AF:154":"Yes","R:202":"N/A","X:401":"N/A","W:94":"Yes","O:543":"N/A","T:684":"N/A","U:362":"N/A","AB:353":"N/A","U:108":"This is the first lesson in a cycle, but it could be an arts class, where learners see how fashion has changed during the historical periods.","R:292":"N/A","Z:363":"N/A","AA:430":"N/A","AA:218":"N/A","G:1":"Response ID","AB:540":"N/A","X:483":"N/A","X:739":"N/A","AB:549":"No","G:113":"Infrastructure[SQ010]. Required infrastructure [Student smartphones]","S:619":"N/A","Z:595":"N/A","AA:99":"No","AD:599":"N/A","AE:248":"N/A","O:2":"No","AC:367":"Teacher-led instruction and Q&A sessions","T:427":"N/A","G:97":"AgeRange[SQ009]. Age range [18 ]","X:80":"Yes","P:268":"N/A","AG:231":"N/A","W:551":"No","Q:161":"N/A","W:418":"N/A","X:637":"N/A","Y:461":"N/A","W:599":"N/A","AD:93":"Yes","G:474":"r570q0[D4G2O2c]. HOWs [Refer to sources.]","D:103":"Year of Subject Learning","AA:30":"4","R:592":"N/A","Y:346":"No","Q:106":"Yes","AG:544":"12","AF:664":"N/A","AE:644":"N/A","O:119":"No","X:586":"N/A","AB:109":"More practice of the statistical notions and a summary before a test to close the mathematical chapter.","AD:776":"N/A","AB:636":"N/A","G:344":"r373q0[SQ001]. Activity number in lesson [1]","Q:214":"N/A","Z:392":"N/A","T:783":"N/A","AE:208":"N/A","AD:8":"1081555396","AB:305":"N/A","AB:171":"No","R:257":"N/A","AG:678":"N/A","X:770":"N/A","Q:295":"N/A","S:785":"N/A","V:751":"N/A","AB:300":"N/A","R:398":"N/A","U:27":"English","U:612":"N/A","T:230":"N/A","G:714":"r875q0[S011]. Provide all sources you used in this activity [Reference / Source 11]","D:711":"Material Sources","Z:467":"N/A","V:773":"N/A","X:345":"Yes","X:78":"No","U:430":"N/A","AG:12":"193.176.126.41","AG:80":"No","S:96":"No","G:385":"A2Reference[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]","AB:318":"N/A","Z:433":"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]","T:509":"N/A","AF:676":"N/A","S:270":"N/A","V:208":"N/A","R:99":"Yes","AD:622":"N/A","AF:539":"N/A","AC:296":"N/A","AB:232":"N/A","G:413":"r570q0[D1G3O1c]. HOWs [Use technical tools to identify sponsored content → checklist]","R:643":"N/A","V:639":"N/A","T:234":"N/A","P:222":"N/A","AC:160":"N/A","AA:613":"N/A","O:599":"N/A","S:654":"N/A","D:331":"Material Sources","O:689":"N/A","X:468":"N/A","W:138":"food waste, sustainability, smart technology, IoT, sensors, student innovation, composting, digital tools, civic engagement, design thinking, environmental education, SSI, critical thinking","U:443":"N/A","D:100":"Year of Subject Learning","AA:265":"N/A","G:612":"r246q0[D2G1O2b]. HOWs [Verify if the information is supported by reliable sources and references.]","V:737":"N/A","AF:182":"No","R:771":"N/A","S:614":"N/A","AB:567":"https://www.worldanimalprotection.us/latest/blogs/how-are-endangered-species-classified/","T:154":"Yes","AE:508":"N/A","V:638":"N/A","AB:166":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normál táblázat\";\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 table.MsoTableGrid\n {mso-style-name:\"Rácsos táblázat\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-priority:39;\n mso-style-unhide:no;\n border:solid windowtext 1.0pt;\n mso-border-alt:solid windowtext .5pt;\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-border-insideh:.5pt solid windowtext;\n mso-border-insidev:.5pt solid windowtext;\n mso-para-margin:0cm;\n mso-para-margin-bottom:.0001pt;\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 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The learners should work in pairs or individually depending on the learning goal.\n \n \n Activity:The following table shows an approximation of the\n statistical data of the Irish Potato Famine (1845-1852).\n \n \n \n \n \n \n \n \n  \n  \n  Year\n  \n  \n  Population\n  (million)\n  \n  \n  Estimated\n  death\n  \n  \n  Emigration\n  (Yearly)\n  \n  \n  Potato\n  Crop Loss (%)\n  \n  \n  \n  \n  1845\n  \n  \n  8.5\n  \n  \n  10,000\n  \n  \n  50,000\n  \n  \n  33\n  \n  \n  \n  \n  1846\n  \n  \n  8.2\n  \n  \n  100,000\n  \n  \n  100,000\n  \n  \n  75\n  \n  \n  \n  \n  1847\n  \n  \n  7.5\n  \n  \n  250,000\n  \n  \n  300,000\n  \n  \n  90\n  \n  \n  \n  \n  1848\n  \n  \n  7.2\n  \n  \n  200,000\n  \n  \n  250,000\n  \n  \n  60\n  \n  \n  \n  \n  1849\n  \n  \n  7.0\n  \n  \n  150,000\n  \n  \n  200,000\n  \n  \n  50\n  \n  \n  \n  \n  1851\n  \n  \n  6.6\n  \n  \n  -\n  \n  \n  -\n  \n  \n  -\n  \n  \n \n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n      \n i.           \n Which year had the largest\n change in emigration compared to the previous year?\n \n \n \n \n \n \n \n     ii.           \n What is the percent decrease\n in population from 1845 to 1851?\n \n \n \n \n \n \n \n   iii.           \n In which year was the largest\n percent increase in deaths compared to the previous year?\n \n \n \n \n \n \n \n   iv.           \n Construct a line graph\n showing population decline from 1845 to 1851.","P:350":"N/A","D:369":"Resource Type","G:744":"A4OutputForm[other]. Student output form [Other]","T:320":"N/A","AF:397":"N/A","G:426":"r570q0[D2G2O1b]. HOWs [Examine the use of rhetorical devices.]","W:617":"N/A","AE:636":"N/A","X:589":"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.]","P:256":"N/A","U:348":"No","AD:298":"N/A","Q:773":"N/A","AD:34":"N/A","R:733":"N/A","P:427":"N/A","U:636":"N/A","V:563":"No","Y:163":"N/A","AB:30":"4","AA:439":"N/A","P:499":"N/A","P:258":"N/A","X:392":"N/A","O:209":"N/A","V:463":"N/A","AC:430":"N/A","V:466":"N/A","AB:146":"credible information sources","Z:679":"N/A","P:596":"N/A","AB:295":"N/A","Y:440":"N/A","Y:590":"N/A","Z:70":"No","Y:408":"N/A","AF:10":"2025-06-18 11:50:18","R:86":"Iflinger, Adél","R:646":"N/A","V:552":"No","R:205":"N/A","AD:621":"N/A","R:421":"N/A","AE:600":"N/A","O:451":"N/A","Y:406":"N/A","AA:116":"No","AG:542":"N/A","R:118":"Yes","AG:675":"N/A","X:463":"N/A","Y:268":"N/A","V:535":"No","X:9":"04xARtFzsHFja6j","S:663":"N/A","R:426":"N/A","V:699":"N/A","T:225":"N/A","AA:169":"N/A","V:371":"N/A","P:116":"No","AD:360":"N/A","AB:417":"N/A","P:108":"For the preceding lessons, learners could first explore the concept of sustainability and environmental impact in general. This would include understanding resource consumption, waste management, and the broader effects of human activities on the planet.","AF:687":"N/A","AA:634":"N/A","W:284":"N/A","AB:603":"N/A","G:695":"r431q0. Briefly describe the method you use.","Z:113":"Yes","G:122":"Materials[SQ002]. Required teaching materials []","AG:636":"N/A","AE:612":"N/A","AF:88":"Learners will be able to participate in spoken and written discussions about food scarcity and biodiversity, using appropriate subject-specific vocabulary, considering different stakeholder perspectives, and expressing, supporting, and defending their own position with relevant arguments.","P:580":"N/A","S:252":"N/A","AG:172":"N/A","W:34":"Yes","U:553":"N/A","Q:29":"Food waste: why, who and how","G:784":"r276q0[D1G4O1b]. HOWs [Identify author and messenger.]","O:217":"N/A","X:603":"N/A","AD:390":"N/A","R:121":"Worksheets for data collection, online air pollution databases (e.g. World Air Quality Index), news articles on industrial pollution, materials for the initial simulation activity.","AF:778":"N/A","AE:219":"N/A","T:638":"N/A","AA:609":"N/A","AG:498":"N/A","D:335":"Material Sources","X:29":"FAST FASHION/ RETURN TO SENDER","AD:14":"2025","Y:546":"Formulate a mind map in groups. Use A1-size paper or digital application to create a mind map. \n  \n  \n  \n \n \n \n Use your discussion and facts from different sources to describe the situation, solution and ideas to reduce more./* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Normaali taulukko\";\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 Write “Food waste” in the\n middle and add following topics to your map:\n \n \n \n \n \n \n \n \n \n \n \n 1. SITUATION: What is the situation now in your country? How well you collect the food waste and reuse or recycle it?\n \n \n \n \n \n \n \n \n \n \n \n 2. SOLUTIONS: How can we avoid food\n waste? Write different solutions from small to large systems or attemps.\n \n \n \n \n \n \n \n \n \n \n \n 3. NEW IDEAS: What can we do more to\n reduce food waste? Add business ideas, companies that are all ready doing sometihing etc.\n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Normaali taulukko\";\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 Arrange a gallery walk with all the\n mind map posters. Use stickers or sticky notes to mark the most interesting facts.","V:74":"No","V:307":"N/A","X:453":"N/A","W:227":"N/A","AC:373":"No","Q:727":"Yes","O:113":"No","Q:724":"No","AD:155":"N/A","AD:674":"N/A","AC:699":"N/A","AG:14":"2025","V:786":"N/A","U:550":"N/A","G:447":"r570q0[D3G1O1d]. HOWs [Evaluate the different arguments based on scientific evidence.]","Z:510":"N/A","P:495":"N/A","G:263":"A1Hows[D3G3O1b]. HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","Z:791":"N/A","R:478":"N/A","AB:777":"N/A","T:672":"N/A","T:536":"Yes","S:298":"N/A","V:734":"15","S:222":"N/A","W:44":"- 'Food waste isn't an environmental\n problem.'\n - 'If food looks okay, it can't be harmful.'\n - 'Technology is too complex or irrelevant to small issues like waste.'\n - 'Composting is dirty and useless.'\n - 'Food expiry dates are made up to sell more.'\n - 'Only developing countries face food waste problems.'","Y:95":"Yes","AA:592":"N/A","Y:455":"N/A","AE:271":"N/A","Q:678":"N/A","T:160":"N/A","Q:780":"N/A","P:396":"N/A","AA:43":"Fast fashion","AC:552":"N/A","T:300":"N/A","P:749":"No","AA:777":"N/A","S:402":"N/A","O:742":"N/A","Y:114":"Yes","R:543":"N/A","X:91":"Yes","W:770":"N/A","X:509":"N/A","V:167":"N/A","V:354":"15","X:357":"No","U:36":"Environmental pollution: waste","AD:685":"N/A","D:43":"SSI Topic","Q:319":"N/A","U:670":"N/A","R:506":"N/A","Y:734":"90","W:619":"N/A","AA:752":"No","R:111":"Yes","R:795":"N/A","Y:173":"N/A","U:619":"N/A","AG:401":"N/A","W:201":"N/A","AF:115":"No","AA:31":"No","AG:592":"N/A","U:67":"No","AC:641":"N/A","O:489":"N/A","AE:249":"N/A","Y:486":"N/A","V:633":"N/A","AG:97":"No","R:726":"N/A","R:740":"N/A","R:208":"N/A","T:8":"420293253","S:273":"N/A","V:227":"N/A","P:238":"N/A","U:160":"N/A","W:596":"N/A","AD:445":"N/A","Y:266":"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.","Y:6":"3","D:547":"Student Output Form","Q:534":"No","AA:746":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue → Categorise potential impacts","T:630":"N/A","T:468":"N/A","U:250":"N/A","AA:604":"N/A","Z:669":"N/A","X:699":"N/A","AG:404":"N/A","P:604":"N/A","AG:599":"N/A","AE:389":"N/A","AF:78":"No","AA:163":"N/A","R:363":"No","AB:349":"N/A","P:283":"N/A","T:99":"No","W:507":"N/A","R:350":"N/A","AB:449":"N/A","U:239":"N/A","G:161":"A1Number[SQ008]. Activity number in lesson [8]","Y:630":"N/A","AG:434":"N/A","R:254":"N/A","W:509":"N/A","R:222":"N/A","W:456":"N/A","AG:735":"No","S:649":"N/A","X:201":"N/A","D:719":"Material Sources","T:211":"N/A","Q:109":"Solutions for reducing food waste on local level","S:102":"No","Y:316":"N/A","AD:422":"N/A","AE:790":"N/A","U:358":"N/A","X:446":"N/A","Y:798":"N/A","Q:234":"N/A","S:180":"N/A","O:271":"N/A","AG:59":"Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.","AA:556":"The student plans and documents their own craft process\n The student designs a craft product that includes well-justified aesthetic and technical solutions\n The student selects various materials and appropriate manufacturing methods\n The student uses information and communication technology in the design phase of the craft\n The student is able to consider how their working process affects the product's durability and usability","X:254":"N/A","O:67":"No","AE:628":"N/A","Q:243":"N/A","X:407":"N/A","AG:798":"N/A","G:283":"A1Hows[D4G2O2b]. HOWs [Be objective and concise.]","AB:455":"N/A","P:274":"N/A","AF:291":"N/A","O:207":"N/A","O:616":"N/A","P:345":"Yes","Z:164":"10","X:295":"N/A","AC:372":"No","G:697":"r641q0[SQ002]. Media [Audio media]","Q:588":"N/A","AD:465":"N/A","AC:629":"N/A","S:656":"N/A","G:507":"r611q0[SQ002]. Media [Audio media]","AD:114":"Yes","R:560":"No","AG:456":"N/A","G:519":"r829q0[S006]. Provide all sources you used in this activity [Reference / Source 6]","Y:421":"N/A","U:779":"N/A","T:494":"N/A","V:551":"No","G:200":"A1Hows[D1G1O1b]. HOWs [Categorise information sources into different types (recipients etc.)]","U:262":"N/A","AF:731":"N/A","U:769":"N/A","AC:240":"N/A","AB:395":"N/A","Q:261":"N/A","AB:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","T:664":"N/A","AB:183":"No","S:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","O:480":"N/A","AF:792":"N/A","G:660":"r246q0[D4G2O1b]. HOWs [Previous knowledge]","R:507":"N/A","AG:489":"N/A","U:233":"N/A","U:631":"N/A","Q:299":"N/A","R:248":"N/A","W:98":"No","T:625":"N/A","AD:94":"No","Z:542":"N/A","AF:602":"N/A","O:658":"N/A","S:593":"N/A","AB:539":"N/A","AG:402":"N/A","Q:156":"No","P:34":"No","S:690":"N/A","AA:601":"N/A","AD:202":"N/A","AA:773":"N/A","AE:772":"N/A","AB:6":"24","U:542":"N/A","AF:663":"N/A","P:397":"N/A","G:611":"r246q0[D2G1O2a]. HOWs [Identify empirical evidence.]","AE:601":"N/A","X:270":"N/A","S:372":"No","Z:262":"N/A","D:696":"Resource Type","AE:346":"N/A","W:213":"N/A","R:599":"N/A","T:546":"Watch the Encyclopædia Britannica video \"The devastating impact of Ireland's Great Potato Famine\" (3:14  minutes)\n \n \n \n \n \n \n \n \n \n \n \n \n 1. Using information from both videos and the article chose one and write a diary entry from the perspective of:\n \n \n \n \n \n \n \n \n A rural Irish cottier in 1846.\n \n \n A British government official involved in relief efforts.\n \n \n A member of the Young Ireland movement.\n \n \n \n \n \n \n 2. Create a group based on the perspective you have taken. In this group share your diary entries. Define and describe the major characteristics of respective social group. Present the perspective of your social group in front of class.","O:180":"No","T:699":"N/A","AF:538":"N/A","AF:91":"No","AG:591":"N/A","AA:70":"No","R:460":"N/A","Y:297":"N/A","AC:488":"N/A","S:646":"N/A","Y:631":"N/A","AE:287":"N/A","R:775":"N/A","AC:461":"N/A","W:640":"N/A","Z:84":"No","AC:607":"N/A","S:71":"No","Y:539":"N/A","AB:292":"N/A","T:794":"N/A","S:394":"N/A","G:800":"r276q0[D2G1O1b]. HOWs [Identify verbal cues that indicate arguments and evidence or examples.]","Y:9":"BXzgfYlgM2qPof9","R:551":"No","AG:394":"N/A","AB:235":"N/A","W:89":"No","AB:202":"N/A","D:51":"Learning Outcome(s)","D:52":"Learning Outcome(s)","R:184":"Mentimeter","R:453":"N/A","U:306":"N/A","AG:78":"No","W:548":"No","Z:643":"N/A","D:544":"Duration","X:219":"N/A","G:569":"A3Reference[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]","AF:289":"N/A","P:201":"N/A","AE:726":"N/A","AF:70":"No","X:425":"N/A","T:245":"N/A","AE:247":"N/A","W:253":"N/A","Z:47":"Differentiate between fact and opinion.","O:351":"N/A","O:369":"N/A","R:200":"N/A","T:278":"N/A","AF:669":"N/A","W:105":"Yes","Q:535":"No","AF:674":"N/A","AG:786":"N/A","R:178":"Learners are divided into small groups. Each group watches a short video presenting different viewpoints and misconceptions about industrial pollution. Learners discuss within their group to identify incorrect information, clarify misunderstandings, and record initial arguments related to the socio-scientific issue. The teacher facilitates the process and supports groups when necessary.","U:625":"N/A","S:353":"N/A","Y:499":"N/A","V:116":"No","X:550":"N/A","T:587":"N/A","T:792":"N/A","S:579":"N/A","AA:659":"N/A","Y:363":"N/A","O:430":"N/A","AD:728":"N/A","U:663":"N/A","Q:568":"Earth.Org. (n.d.). Food waste on farms: The problem, causes and solutions. https://earth.org/food-waste-on-farms/ [19.06.2025.]","T:566":"Diary entries should:Reflect accurate historical context and emotional tone.Use appropriate vocabulary and social perspectives.Illustrate how different roles shaped experiences and viewpoints during the famine.","AB:469":"N/A","X:27":"English","G:753":"A4Media[SQ005]. Media [Interactive media]","T:29":"From Famine to Survival? Climate, crops and consequences.","X:448":"N/A","AB:44":"Lack of background knowledge, the misconceptions of statistical notions, the non-reliable sources of the internet to search about the endangered animals","T:269":"N/A","AF:677":"N/A","AA:587":"N/A","U:254":"N/A","AG:604":"N/A","U:355":"No","X:93":"Yes","Y:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AG:87":"Fast fashion","Q:600":"N/A","O:70":"No","AF:99":"No","R:655":"N/A","D:520":"Material Sources","AA:620":"N/A","Z:240":"N/A","G:26":"Authors[SQ012]. Author(s) [Family name, given name]","Y:620":"N/A","AE:751":"N/A","O:265":"N/A","AG:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","AA:317":"N/A","AD:161":"N/A","W:450":"N/A","AC:771":"N/A","D:63":"Learning Outcome(s)","AE:749":"N/A","AG:199":"N/A","P:674":"N/A","G:573":"A3Reference[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]","AE:358":"N/A","U:180":"N/A","G:142":"KeyWords[SQ005]. Key words (for online filter and search function) []","AC:266":"N/A","AC:98":"No","V:630":"N/A","AA:536":"No","Y:278":"N/A","W:798":"N/A","X:310":"N/A","Z:103":"No","P:360":"No","AG:161":"N/A","Z:654":"N/A","AA:619":"N/A","AE:33":"No","AC:780":"N/A","G:273":"A1Hows[D4G1O2c]. HOWs [Weigh the effect of potential forms of engagement.]","P:438":"N/A","Q:83":"No","AG:111":"No","Y:781":"N/A","D:740":"Student Output Form","AB:66":"No","AD:498":"N/A","AF:409":"N/A","G:334":"A1SReference[S011]. Provide all sources you used in this activity [Reference / Source 11]","AD:305":"N/A","A:31":"Sequence Position","AC:599":"N/A","Y:77":"No","V:794":"N/A","T:102":"No","C:1":"E2 Type","Z:353":"N/A","AE:164":"20","R:159":"N/A","AB:429":"N/A","AE:204":"N/A","Q:107":"Vocabulary on environment and waste, modal verbs, comparatives, opinion giving","S:643":"N/A","U:87":"From Spindles to Sweatshops: The Industrial Roots of Fast Fashion","W:288":"N/A","S:445":"N/A","G:364":"A2OutputForm[other]. Student output form [Other]","AD:200":"N/A","T:69":"No","Z:735":"N/A","W:208":"N/A","AC:732":"N/A","O:355":"N/A","AF:392":"N/A","AG:479":"N/A","Y:456":"N/A","AF:239":"N/A","Z:283":"N/A","G:483":"r570q0[D4G3O3a]. HOWs [Identify likely counter-arguments.]","Y:423":"N/A","W:634":"N/A","G:495":"r421q0[SQ002]. Student output form [Oral presentation]","O:496":"N/A","AF:743":"No","AC:362":"No","Z:293":"N/A","D:511":"App","AB:450":"N/A","U:287":"N/A","W:276":"N/A","X:76":"No","S:392":"N/A","P:371":"No","W:616":"N/A","R:245":"N/A","Q:318":"N/A","V:280":"N/A","R:263":"N/A","X:409":"N/A","U:785":"N/A","R:549":"Yes","AF:298":"N/A","AE:550":"N/A","AG:490":"N/A","AD:284":"N/A","X:113":"No","AD:240":"N/A","S:73":"No","AF:752":"No","AG:263":"N/A","AE:458":"N/A","T:506":"N/A","AC:489":"N/A","O:288":"N/A","Q:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:357":"N/A","AD:415":"N/A","G:31":"PositionLP[SQ001]. This plan's position in the sequence: [1]","AF:671":"N/A","AE:464":"N/A","D:1":"E1 Name","T:290":"N/A","X:688":"N/A","S:86":"Atmospheric Pollution – Private Travel Choices","X:88":"Define the meaning of that art installation and Recognize your individual role to this situation","G:558":"A3Method. Briefly describe the method you use.","AB:287":"N/A","O:752":"N/A","S:581":"N/A","AC:449":"N/A","R:367":"Group work","AG:769":"N/A","O:114":"No","P:677":"N/A","AD:1":"44","Z:271":"N/A","X:11":"2026-05-17 10:49:16","Y:296":"N/A","AB:279":"N/A","R:604":"N/A","AE:255":"N/A","AD:634":"N/A","Z:295":"N/A","P:80":"No","Q:544":"25","W:222":"N/A","V:595":"N/A","AD:269":"N/A","V:661":"N/A","D:21":"Author(s)","Q:689":"N/A","X:658":"N/A","P:606":"N/A","AE:254":"N/A","W:658":"N/A","R:419":"N/A","P:91":"Yes","AA:535":"No","G:652":"r246q0[D4G1O2b]. HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","O:393":"N/A","Z:264":"N/A","U:68":"No","Z:783":"N/A","P:735":"Yes","S:275":"N/A","AB:687":"N/A","W:587":"N/A","W:536":"Yes","O:258":"N/A","G:733":"r800q0[SQ010]. Activity number in lesson [10]","AE:785":"N/A","X:320":"N/A","S:509":"N/A","AG:352":"N/A","AE:281":"N/A","X:602":"N/A","AG:597":"N/A","P:538":"N/A","AC:404":"N/A","AE:253":"N/A","U:597":"N/A","Q:31":"No","AG:684":"N/A","Y:208":"N/A","AB:680":"N/A","V:225":"N/A","AE:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AA:114":"Yes","AB:672":"N/A","Y:353":"N/A","R:166":"1) Activate prior knowledge by asking learners to recall basic facts about greenhouse gases and their sources.\n 2) Demonstrate an online interactive simulation that visualizes industrial emissions and their effect on atmospheric pollution.\n 3) Analyse the displayed data trends regarding CO₂ concentration and industrial production levels.\n 4) Discuss in small groups possible socio-scientific implications of increasing or decreasing industrial pollution.\n 5) Evaluate the arguments presented in each group and compare perspectives across scientific, social and economic dimensions.\n 6) Summarize the key findings and formulate initial positions to be further explored in the following activities.","O:672":"N/A","Z:234":"N/A","Z:618":"N/A","AB:164":"20","AB:587":"N/A","Y:540":"N/A","AC:27":"English","AF:498":"N/A","AA:639":"N/A","AG:361":"N/A","AG:661":"N/A","S:356":"Groups are assigned roles\n \n \n Pro BlaBlaCar: Carpooling apps are a sustainable mobility solution.Pro Public Transport: Public transport is the most eco-friendly choice.Con (Critical View): Digital travel solutions do not solve pollution problems.\n \n \n \n Learners prepare:\n \n \n 2–3 core arguments1 counterargument\n \n with the use of evidence and ethical/social/scientific reasoning","V:450":"N/A","AC:46":"Recognise your own information bubble or echo chamber.","D:362":"Student Output Form","T:110":"Yes","T:777":"N/A","Y:317":"N/A","X:1":"38","AA:424":"N/A","S:669":"N/A","P:114":"Yes","Y:467":"N/A","AF:782":"N/A","Y:436":"N/A","O:316":"No","G:575":"A3Reference[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]","G:19":"Authors[SQ005]. Author(s) [Family name, given name]","T:288":"N/A","O:183":"No","AA:90":"No","Y:624":"N/A","AG:696":"N/A","O:668":"N/A","G:501":"r421q0[other]. Student output form [Other]","T:283":"N/A","AB:484":"N/A","Y:75":"No","AE:614":"N/A","S:461":"N/A","AA:98":"No","U:687":"N/A","D:497":"Student Output Form","U:770":"N/A","Q:222":"N/A","AB:272":"N/A","D:705":"Material Sources","Y:162":"N/A","AB:458":"N/A","U:222":"N/A","G:451":"r570q0[D3G2O2b]. HOWs [Determine which parties or communities are likely to benefit.]","X:369":"No","Q:8":"703844637","AC:219":"N/A","AF:735":"Yes","D:49":"Learning Goal(s)","V:651":"N/A","AF:288":"N/A","Y:14":"2025","G:23":"Authors[SQ009]. Author(s) [Family name, given name]","W:679":"N/A","X:674":"N/A","P:788":"N/A","AD:12":"193.144.81.175","G:473":"r570q0[D4G2O2b]. HOWs [Be objective and concise.]","AA:444":"N/A","U:91":"No","U:583":"N/A","AB:227":"N/A","O:613":"N/A","U:347":"No","AA:14":"2025","O:252":"N/A","S:770":"N/A","AF:468":"N/A","R:282":"N/A","O:545":"N/A","O:454":"N/A","Q:650":"N/A","AB:584":"N/A","AF:594":"N/A","D:189":"Material Sources","G:335":"A1SReference[S012]. Provide all sources you used in this activity [Reference / Source 12]","V:308":"N/A","O:299":"N/A","AB:661":"N/A","AB:236":"N/A","Y:29":"Food waste: why, who and how","Z:623":"N/A","Y:78":"No","AE:216":"N/A","G:53":"LearningOutcome4. Learning Outcome","AG:730":"No","X:486":"N/A","Z:660":"N/A","P:658":"N/A","AF:756":"The learners' answers could be used as an opening introduction for a follow-up discussion in class.","V:200":"N/A","Z:535":"N/A","T:686":"N/A","Q:266":"N/A","R:296":"N/A","V:230":"N/A","X:181":"Yes","AB:568":"https://earth.org/biodiversity-loss-statistics/#:~:text=According%20to%20the%20International%20Union%20for%20Conservation,and%2013%25%20of%20all%20known%20bird%20species.","V:247":"N/A","W:406":"N/A","X:86":"Fast Fashion","AC:582":"N/A","Q:155":"No","Z:608":"N/A","S:437":"N/A","AG:553":"N/A","U:657":"N/A","X:82":"No","U:285":"N/A","D:132":"Required infrastructure & Teaching Materials","AF:625":"N/A","G:684":"r612q0[SQ001]. Student output form [Text]","P:422":"N/A","O:168":"No","U:771":"N/A","Z:229":"N/A","D:168":"Student Output Form","X:84":"No","Z:686":"N/A","AG:658":"N/A","P:373":"No","AF:31":"No","P:474":"N/A","O:621":"N/A","V:537":"No","AC:495":"N/A","U:450":"N/A","AD:581":"N/A","T:97":"No","X:579":"N/A","S:366":"Normal\n  0\n  \n  \n  \n  \n  false\n  false\n  false\n  \n  X-NONE\n  X-NONE\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\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  Criterion\n  \n  \n  Description\n  \n  \n  Excellent (3)\n  \n  \n  Satisfactory (2)\n  \n  \n  Needs Improvement (1)\n  \n  \n  \n  \n  \n  Argument\n  Quality\n  \n  \n  Strength,\n  clarity, and relevance of the group’s main arguments\n  \n  \n  Well-structured,\n  clear, relevant, persuasive\n  \n  \n  Generally\n  clear and relevant, but lacks depth or detail\n  \n  \n  Vague,\n  off-topic, or weakly constructed\n  \n  \n  \n  \n  Use of\n  Evidence\n  \n  \n  Use of\n  scientific, social, or ethical data and reasoning\n  \n  \n  Uses\n  diverse and appropriate evidence, clearly linked to claims\n  \n  \n  Some\n  evidence used, with partial explanation\n  \n  \n  Little or\n  no evidence, or unrelated to argument\n  \n  \n  \n  \n  Counterargument\n  and Rebuttal\n  \n  \n  Ability\n  to recognize opposing views and respond to them\n  \n  \n  Thoughtful\n  counterargument and strong rebuttal\n  \n  \n  Basic\n  counterargument with limited rebuttal\n  \n  \n  Weak or\n  no counterargument, or no response\n  \n  \n  \n  \n  Teamwork\n  and Participation\n  \n  \n  Equal\n  contribution and collaboration within the group\n  \n  \n  All\n  members contribute actively and respectfully\n  \n  \n  Most\n  members participate, some unevenness\n  \n  \n  Unequal\n  participation or poor collaboration\n  \n  \n  \n  \n  Communication\n  Skills\n  \n  \n  Clarity,\n  tone, and effectiveness of oral presentation\n  \n  \n  Clear,\n  confident, and engaging delivery\n  \n  \n  Understandable\n  but sometimes unclear or hesitant\n  \n  \n  Hard to\n  follow, disorganized, or unprepared","D:504":"Suggested Social Form","O:155":"N/A","Z:416":"N/A","R:725":"N/A","O:458":"N/A","R:266":"N/A","Q:76":"No","AG:15":"Sipka, Gergő","AD:228":"N/A","U:76":"No","Z:153":"1","AB:120":"Calculator","T:581":"N/A","X:162":"N/A","W:796":"N/A","G:499":"r421q0[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","AD:743":"N/A","Q:619":"N/A","T:357":"Yes","G:517":"r829q0[S004]. Provide all sources you used in this activity [Reference / Source 4]","U:468":"N/A","P:586":"N/A","S:259":"N/A","Y:224":"N/A","Z:457":"N/A","Z:87":"Increase or decrease industrial pollution","Q:358":"N/A","S:778":"N/A","U:605":"N/A","AA:635":"N/A","W:696":"N/A","AE:406":"N/A","AA:109":"You may use the necessary amount of time for creating and modifying your products, as well as for documenting the different stages of the production process. Completed works can be evaluated through peer feedback and presented to an audience, for example by organizing a fashion show at school featuring used and up-cycled garments - potentially as a part of a larger learning project related to recycling.","S:11":"2025-09-24 15:42:18","AD:778":"N/A","AF:417":"N/A","AC:250":"N/A","D:499":"Student Output Form","AG:666":"N/A","AD:245":"N/A","G:655":"r246q0[SQ093]. HOWs [checklist]","U:618":"N/A","G:745":"A4ModelSolution. Model solution","O:651":"N/A","P:647":"N/A","AG:245":"N/A","D:501":"Student Output Form","Z:610":"N/A","T:490":"N/A","P:785":"N/A","AD:725":"N/A","G:666":"r246q0[D4G3O1b]. HOWs [Identify a hook to grab the recipients’ attention.]","Z:591":"N/A","AF:114":"Yes","X:206":"N/A","G:654":"r246q0[D4G1O3a]. HOWs [Checklist: Communication Channels]","Z:95":"No","AD:631":"N/A","D:48":"Learning Goal(s)","Y:306":"N/A","AC:402":"N/A","AA:369":"Yes","G:255":"A1Hows[D3G1O1b]. HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","AA:684":"N/A","AE:74":"No","AB:791":"N/A","Y:89":"No","AF:586":"N/A","AC:117":"Yes","P:163":"N/A","S:630":"N/A","G:716":"r875q0[S013]. Provide all sources you used in this activity [Reference / Source 13]","U:478":"N/A","AF:4":"Yes","AD:176":"During the activity above the following skills shall be assessed: \n - Mathematical Accuracy\n Learners correctly calculate probabilities for each commuting method.\n Learners explain complementary events and their significance in context.\n - Critical Thinking\n Learners reflect on the reasons people choose different modes of transport.\n Learners assess environmental consequences of private car use.\n - Real-World Application\n Learners suggest actionable strategies for promoting sustainable commuting.\n Solutions show awareness of real-world challenges (e.g. infrastructure, accessibility).\n - Creativity\n Learners develop an original campaign idea with a compelling slogan.\n Learners integrate persuasive visuals or facts to enhance impact.\n - Communication\n Learners present ideas clearly in writing, speech, or visual form.Tone and style are appropriate for the intended audience and purpose.- Collaboration (in group work)Learners contribute actively and respectfully during teamwork.The group demonstrates shared responsibility and integration of diverse ideas.","V:669":"N/A","AC:391":"N/A","AF:250":"N/A","AA:566":"You can choose which is the best practice for you or for your learners to come up with their draft so it can be added to their craft portfolio for you to assess. It can be done for example with canva, scetchbook app or other design applications or learners can draw and write their drafts on the paper. \n \n \n Learners might need help with choosing the techniques  and materials for the fabrics they have.\n Learners might need time to research information in order to be able to decide their statement and the reasoning behind it","Q:11":"2026-04-29 08:02:57","Q:622":"N/A","AB:200":"N/A","P:165":"Yes","U:561":"N/A","O:648":"N/A","U:369":"N/A","AF:410":"N/A","AC:88":"Learners identify the different actors (institution, firms, consumers) who participate in the GHG issues as a public problem. Learners recognize that public action for the environment involves different scales (local, national, European, global). Learners understand the main instruments available to public authorities through the example of GHG protocol. Learners recognize that in the presence of a common good, international negotiations and agreements related to gas emissions. The learners demonstrate that these agreements are constrained by development inequalities between developing countries and emerging markets.","AB:644":"N/A","AD:119":"No","D:741":"Student Output Form","AF:734":"8","V:753":"N/A","G:92":"AgeRange[SQ004]. Age range [13]","AE:44":"Here are some false claims: “One car doesn’t make a difference.”“Electric cars are 100% clean.” “Air pollution only affects big cities.” “Public transport is always more polluting because it’s bigger.”","AC:294":"N/A","V:396":"N/A","O:100":"No","AF:201":"N/A","X:45":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","O:305":"No","AA:356":"Explore clothes you have available to work with and place them in one pile for everyone to look at. Everyone should choose at least one piece of clothing to work with. \n \n \n Student will check the laundry labels and study the materials the fabrics are made of and where/how are those clothes made. \n \n \n Identify the different factors needed and fill out a shared comparison table of the clothing for everyone to see (suggested to be done online so it can be saved for later). This can first be done individually and then the information will be gathered into the shared table. Use the following factors in the comparison table for the learners to fill in:\n \n \n \n \n \n Piece of clothingMaterialsMade inCare instructionsProperties of the fabricHow this fabric is usually usedWhat kind of use/ technique this fabric is not suitable for(for example no ironing)The lifecycle of he fabric(manufactoring, recycling)Critically assess the product’s possible previous use and lifespanWhy was this product made?Is this or could this piece of clothing be fast fashion? What could be possible values, emotions, ethics and desires behind this productImpacts of this product (socio-economic, environment, sustainability)Solution for this piece (recycling re-using, repair, modifications)\n \n \n \n \n \n Use guide to fabrics to help with filling out the table and finding information about the fabrics:\n \n \n \n STAHLS’ ultimate guide to fabrics. Retrieved June 19, 2025 from\n https://assets.stahls.com/stahls/content/pdf/ebooks/Stahls-Ultimate-Guide-to-Fabric-Types.pdf\n Lillis, S. (2023) Avenir Museum of Design and Merchandising, Colorado State University. Artistic Clothing Textile Types & Selections. Retrieved June 19, 2025 from\n https://co4h.colostate.edu/projects/manuals/Artistic-Clothing-Textile-Types-Selections-Supplement.pdf","D:25":"Author(s)","D:145":"Keywords","AG:432":"N/A","AF:466":"N/A","T:551":"No","S:118":"Yes","AG:8":"993655471","Y:463":"N/A","AE:671":"N/A","D:191":"Material Sources","AE:306":"N/A","R:138":"industrial pollution, gas emissions, air quality sensors, debate, SSI, critical thinking, data-based decision, physics, environmental science, real-time measurements","Z:687":"N/A","W:408":"N/A","AE:670":"N/A","S:227":"N/A","S:659":"N/A","AC:628":"N/A","V:539":"No","Z:204":"N/A","Q:370":"N/A","AC:236":"N/A","G:160":"A1Number[SQ007]. Activity number in lesson [7]","AF:562":"No","D:47":"Learning Goal(s)","S:618":"N/A","AE:548":"N/A","W:274":"N/A","AE:371":"N/A","Z:697":"N/A","S:15":"Miltiadous, Georgios","T:407":"N/A","AG:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","AA:259":"N/A","AB:743":"N/A","W:466":"N/A","Z:394":"N/A","T:658":"N/A","O:606":"N/A","AA:240":"N/A","AB:289":"N/A","T:635":"N/A","U:626":"N/A","T:562":"Yes","AC:635":"N/A","R:226":"N/A","AD:198":"This activity remains unchanged and is part of the SciLMi lesson plan.","AC:553":"N/A","X:612":"N/A","V:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Z:541":"N/A","G:489":"r570q0[D4G4O2a]. HOWs [Outline steps and a timeline.]","AD:472":"N/A","AF:9":"4tYD0MQTSGkjXEU","AE:585":"N/A","V:608":"N/A","W:659":"N/A","D:166":"Activity Instruction","S:181":"N/A","AF:546":"Sit in a group with the other stakeholders. You should form groups composed of every stakeholder. The\n teacher or a student will moderate the discussion in two rounds:\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\n \n \n \n \n \n Round 1 - Stakeholder Statements:\n \n \n \n \n \n \n \n a. Each of you shares your views on the problem and your proposed\n solution.\n \n \n \n Round 2 - Open Discussion:\n \n \nRespond to others, find common ground, and evaluate whose solutions are most\n realistic or urgent.\n \n \n Instructions\n \n \n 1.  Analyze the motivations, goals, and biases of different\n stakeholders involved in food scarcity.\n \n \n 2.  Evaluate the validity and fairness of different stakeholder\n arguments and respond with justified counterpoints.\n \n \n 3.  Propose possible solutions or compromises to\n food scarcity that consider multiple stakeholder interests.\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\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:0in 5.4pt 0in 5.4pt;\n mso-para-margin-top:0in;\n mso-para-margin-right:0in;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0in;\n line-height:115%;\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}","S:620":"N/A","O:118":"No","Q:272":"N/A","AC:264":"N/A","AA:580":"N/A","AE:92":"Yes","X:751":"N/A","AE:437":"N/A","S:641":"N/A","X:273":"N/A","U:437":"N/A","P:166":"Describe the two pictures\n \n \n \n \n \n \n \n \n \n \n \n \n (picture1: a couple of older people with a small bag of food waste)\n \n \n \n \n \n \n (picture 2: a couple with two yound kids with two bags full of food waste)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Discuss the differences between the two pictures.\n \n \n \n \n \n \n \n \n \n \n \n \n Try to identify the reason that the family is producing more food waste than the old couple.\n \n https://ec.europa.eu/food/safety/food_waste/eu-food-loss-waste-prevention-hub/resources ","AC:601":"N/A","AD:497":"N/A","AA:209":"N/A","AF:490":"N/A","AA:394":"N/A","AC:256":"N/A","AC:209":"N/A","U:82":"No","V:5":"2025-06-19 16:16:14","Q:444":"N/A","W:155":"No","AG:690":"N/A","AC:354":"20","W:209":"N/A","AB:582":"N/A","U:404":"N/A","X:799":"N/A","X:465":"N/A","X:456":"N/A","G:295":"A1Hows[D4G3O3c]. HOWs [Evaluate their relevance and validity.]","O:162":"N/A","AB:5":"2025-06-20 13:56:56","AB:27":"English","V:598":"N/A","Q:232":"N/A","AD:353":"N/A","U:115":"Yes","T:614":"N/A","AA:408":"N/A","W:351":"N/A","U:84":"No","G:467":"r570q0[D4G1O4b]. HOWs [Simulate the engagement.]","AE:586":"N/A","AA:473":"N/A","Z:296":"N/A","O:467":"N/A","D:61":"Learning Outcome(s)","AE:731":"N/A","AC:579":"N/A","W:510":"N/A","X:179":"No","R:253":"N/A","R:210":"N/A","AG:623":"N/A","X:6":"25","R:366":"Evaluation / assessment criteria\n1) Identification of pollutants:\no Excellent: Correctly identifies all pollutants (PM2.5, NOx, CO₂, etc.) and explains their origin with full understanding.\no Satisfactory: Identifies most pollutants and gives basic explanations.\no Needs Improvement: Fails to identify key pollutants or gives incorrect explanations.\n2) Data Analysis:\n o Excellent: Analyses simulation data thoroughly and draws accurate, evidence-based conclusions.\no Satisfactory: Analyses data with some minor errors; conclusions are generally valid.\no Needs Improvement: Misinterprets data; conclusions are unsupported or inaccurate.\n3) Evaluation of solutions:\n o Excellent: Critically evaluates multiple solutions, considering scientific, social, and economic dimensions.\no Satisfactory: Evaluates at least one solution with limited perspective.\no Needs Improvement: Provides simplistic or superficial evaluation of solutions.\n4)Use of scientific language:\n o Excellent: Uses precise scientific terminology and communicates findings clearly with appropriate graphs or visualizations.\no Satisfactory: Uses basic scientific terms; communication is generally clear.\no Needs Improvement: Scientific language is limited or inaccurate; communication is unclear.","X:677":"N/A","AA:579":"N/A","Z:79":"No","S:495":"N/A","O:238":"N/A","G:661":"r246q0[D4G2O1c]. HOWs [Linguistic competence]","Q:606":"N/A","AD:227":"N/A","X:170":"Yes","P:609":"N/A","P:107":"Learners should have a basic understanding of environmental sustainability, particularly how human activities impact natural resources and ecosystems. Additionally, they should be familiar with concepts like food production, consumption, and basic waste management practices, including recycling and composting.","R:395":"N/A","R:724":"N/A","G:646":"r246q0[D3G4O1a]. HOWs [Checklist: Personal relation to SSI]","V:664":"N/A","AC:284":"N/A","U:467":"N/A","AE:273":"N/A","G:680":"r246q0[D4G4O2b]. HOWs [Determine success criteria.]","AG:602":"N/A","AB:282":"N/A","AG:640":"N/A","AG:463":"N/A","T:417":"N/A","R:106":"No","S:67":"No","AF:666":"N/A","W:789":"N/A","U:317":"N/A","W:651":"N/A","AG:614":"N/A","AE:118":"Yes","AA:584":"N/A","R:112":"Yes","R:14":"2025","AE:471":"N/A","U:95":"No","U:440":"N/A","P:110":"Yes","AE:733":"N/A","Z:652":"N/A","AD:467":"N/A","AF:273":"N/A","O:463":"N/A","G:14":"PublicationYear. Publication year","AC:784":"N/A","G:764":"A4Reference[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]","W: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-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-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  /* 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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n Instruction:\n \n \n \n - Evaluate a source about food waste for\n credibility.\n \n \n \n - Justify why it is or isn't trustworthy.","AG:631":"N/A","O:628":"N/A","W:538":"No","V:433":"N/A","AC:479":"N/A","T:449":"N/A","V:592":"N/A","S:9":"CiytjdRH1zkDHkn","S:725":"No","S:230":"N/A","Y:86":"Food waste: essay writing","AE:561":"N/A","Z:199":"N/A","AB:34":"No","S:453":"N/A","S:45":"Click and think critically: Select and analyse information on a socio-scientific issue.","D:180":"Resource Type","AD:795":"N/A","R:598":"N/A","AE:594":"N/A","AE:396":"N/A","U:81":"No","X:294":"N/A","W:349":"N/A","AE:796":"N/A","AC:157":"No","W:67":"No","AE:654":"N/A","G:55":"LearningOutcome6. Learning Outcome","W:630":"N/A","Z:430":"N/A","G:333":"A1SReference[S010]. Provide all sources you used in this activity [Reference / Source 10]","S:161":"N/A","Z:730":"N/A","T:58":"Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective.","X:287":"N/A","G:305":"A1SOutputForm[SQ002]. Student output form [Oral presentation]","Q:357":"N/A","AC:394":"N/A","P:498":"N/A","T:462":"N/A","D:386":"Material Sources","R:548":"Yes","G:115":"Infrastructure[SQ004]. Required infrastructure [Printer]","AF:8":"609163730","Z:14":"2025","P:608":"N/A","R:474":"N/A","Z:460":"N/A","AG:749":"N/A","AG:437":"N/A","W:435":"N/A","Z:241":"N/A","AA:293":"N/A","D:500":"Student Output Form","G:699":"r641q0[SQ004]. Media [Multimedia]","G:402":"r570q0[D1G3O1d]. HOWs [For databases and library catalogues: checklist]","AA:284":"N/A","D:739":"Student Output Form","Y:594":"N/A","T:238":"N/A","G:377":"A2Reference[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]","V:317":"N/A","G:515":"r829q0[S002]. Provide all sources you used in this activity [Reference / Source 2]","AE:6":"26","S:612":"N/A","AA:237":"N/A","X:159":"N/A","Q:404":"N/A","W:601":"N/A","G:79":"Subjects[AO14]. Subject(s) [Economics]","S:560":"N/A","R:105":"No","AE:165":"Yes","AA:483":"N/A","Y:229":"N/A","Z:482":"N/A","X:12":"178.164.177.239","S:624":"N/A","W:582":"N/A","V:506":"N/A","AF:121":"Learners' worksheets","Y:621":"N/A","AA:360":"Yes","W:111":"No","AA:7":"en","AB:619":"N/A","P:156":"No","D:326":"Material Sources","AD:262":"N/A","AF:584":"N/A","AD:307":"N/A","AC:452":"N/A","Z:614":"N/A","G:685":"r612q0[SQ002]. Student output form [Oral presentation]","P:181":"No","G:201":"A1Hows[D1G1O2a]. HOWs [Use information from different source types and different source.]","X:269":"N/A","G:199":"A1Hows[D1G1O1a]. HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","Y:275":"N/A","Z:450":"N/A","AE:282":"N/A","AA:598":"N/A","AF:478":"N/A","AC:389":"N/A","X:230":"N/A","D:50":"Learning Outcome(s)","P:542":"N/A","T:391":"N/A","S:221":"N/A","U:425":"N/A","G:566":"A3TeacherTips. Tips, tricks, and suggestions for practice","Y:622":"N/A","AF:699":"N/A","W:262":"N/A","AE:286":"N/A","X:420":"N/A","T:219":"N/A","V:179":"N/A","AB:77":"No","R:104":"No","D:80":"Subjects","AF:104":"No","Y:318":"N/A","R:622":"N/A","G:554":"A3OutputForm[other]. Student output form [Other]","AA:142":"crafts","W:420":"N/A","AE:409":"N/A","AG:617":"N/A","Z:250":"N/A","R:87":"Invisible Gases, Visible Impacts: The Science Behind Industrial Pollution","AD:436":"N/A","V:445":"N/A","Z:206":"N/A","AA:484":"N/A","Z:217":"N/A","T:597":"N/A","V:309":"N/A","AB:354":"25","AG:6":"24","V:534":"No","AD:112":"No","Q:631":"N/A","AG:506":"N/A","R:487":"N/A","O:617":"N/A","D:188":"Material Sources","Z:75":"Yes","AA:582":"N/A","Z:785":"N/A","V:391":"N/A","V:727":"Yes","G:630":"r246q0[D2G4O1b]. HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","AF:402":"N/A","AG:294":"N/A","O:7":"en","O:506":"N/A","AA:1":"41","D:54":"Learning Outcome(s)","V:29":"From Famine to Survival? Climate, crops and consequences","T:366":"Since this is the opening lesson of the lesson sequence, there is no evaluation involved here, although there should be a feedback given on how precise learners use historical facts from the article and video in order to answer their discussion question.","Q:9":"Wa2mAFCeyWSG9CY","AB:404":"N/A","T:733":"N/A","P:619":"N/A","AA:663":"N/A","S:279":"N/A","AA:453":"N/A","P:391":"N/A","U:433":"N/A","R:227":"N/A","W:104":"Yes","AF:488":"N/A","Y:246":"N/A","AA:370":"No","AF:141":"Debate","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).]","AG:256":"N/A","R:602":"N/A","Z:108":"THE CO2 EMISSIONS, GREEN HOUSE EFFECT.,  ","W:355":"Yes","R:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AE:285":"N/A","AA:411":"N/A","Z:7":"en","P:601":"N/A","W:489":"N/A","W:469":"N/A","AF:237":"N/A","S:164":"30","AG:273":"N/A","G:494":"r421q0[SQ001]. Student output form [Text]","R:408":"N/A","U:309":"N/A","W:43":"Reducing food waste through smart technology and student-driven innovation. Focus: How can learners use digital tools, sensors, or design thinking to reduce food waste at home or school?","S:658":"N/A","T:410":"N/A","Z:163":"N/A","S:462":"N/A","AF:69":"No","D:124":"Required infrastructure & Teaching Materials","AF:774":"N/A","AF:177":"Teacher-led instruction and Q&A sessions","V:210":"N/A","W:33":"No","T:349":"N/A","R:117":"Yes","W:669":"N/A","T:662":"N/A","Y:154":"Yes","AC:618":"N/A","D:319":"Resource Type","W:247":"N/A","AE:104":"No","Q:546":"Identify how different sectors (science, farming, retail) understand and respond to food waste.\n \n \n \n \n 3-5 learners per group. Each group receives one sector viewpoint. Learners read and underline the main focus of their work, reasons for food waste, actions or solutions proposed, and any data or evidence used. After that learners must answer questions: What causes food waste in this sector?\n \n What does this group say should change?\n \n Who do they blame? Who do they help?","X:609":"N/A","AC:308":"N/A","R:780":"N/A","G:727":"r800q0[SQ004]. Activity number in lesson [4]","V:666":"N/A","W:297":"N/A","P:392":"N/A","AG:794":"N/A","P:200":"N/A","G:366":"A2Evaluation. Evaluation / assessment criteria","AB:408":"N/A","AB:83":"No","G:594":"r246q0[D1G4O1b]. HOWs [Identify author and messenger.]","Y:118":"No","AB:425":"N/A","T:508":"N/A","W:184":"Miro","O:535":"N/A","AA:488":"N/A","X:222":"N/A","D:119":"Required infrastructure & Teaching Materials","R:103":"No","O:699":"N/A","X:606":"N/A","AB:88":"Learners implement previously learnt knowledge. They compare and contrast statistical data. They support their answers with mathematical reasoning. They design and construct diagrams to represent data.","AE:539":"N/A","G:247":"A1Hows[D2G3O1b]. HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","Y:168":"N/A","AA:263":"N/A","AF:445":"N/A","AD:475":"N/A","R:75":"No","G:739":"A4OutputForm[SQ003]. Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","R:203":"N/A","AA:471":"N/A","AF:483":"N/A","U:434":"N/A","AE:738":"N/A","V:672":"N/A","X:485":"N/A","X:771":"N/A","AA:71":"No","W:497":"N/A","AC:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","AD:260":"N/A","AD:215":"N/A","S:786":"N/A","O:780":"N/A","AD:589":"N/A","T:489":"N/A","Y:247":"N/A","G:167":"A1OutputForm[SQ001]. Student output form [Text]","Y:172":"N/A","V:547":"Yes","AD:663":"N/A","AE:233":"N/A","V:607":"N/A","AG:460":"N/A","AF:473":"N/A","Q:559":"N/A","Y:7":"en","Q:221":"N/A","Q:437":"N/A","Q:242":"N/A","S:686":"N/A","Y:608":"N/A","AG:725":"No","S:27":"English","AB:627":"N/A","G:262":"A1Hows[D3G3O1a]. HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","A:15":"Authors","Q:725":"No","W:410":"N/A","AF:454":"N/A","AD:539":"N/A","AE:485":"N/A","W:76":"No","G:578":"A3SciLMi. SciLMi lesson plan","AG:207":"N/A","AF:592":"N/A","R:619":"N/A","AF:203":"N/A","Z:291":"N/A","P:405":"N/A","D:700":"Resource Type","U:291":"N/A","U:163":"N/A","V:622":"N/A","AA:280":"N/A","U:777":"N/A","AB:33":"Yes","Z:73":"No","AG:800":"N/A","S:751":"N/A","X:164":"90","P:443":"N/A","AA:75":"No","T:409":"N/A","AC:757":"https://www.youtube.com/watch?v=XP6rhcQUmOs&pp=0gcJCdgAo7VqN5tD 2:35","P:666":"N/A","AD:477":"N/A","AB:543":"N/A","X:399":"N/A","AC:751":"N/A","Q:668":"N/A","AC:549":"N/A","AD:264":"N/A","W:37":"due to domestic overconsumption / throw-away habits","O:203":"No","R:74":"No","AG:545":"No","U:352":"N/A","AA:221":"N/A","AG:353":"N/A","T:676":"N/A","AD:294":"N/A","O:263":"N/A","U:476":"N/A","X:624":"N/A","S:494":"N/A","P:269":"N/A","X:536":"Yes","W:409":"N/A","G:571":"A3Reference[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:565":"Canva","AF:648":"N/A","AA:421":"N/A","X:458":"N/A","G:124":"Materials[SQ004]. Required teaching materials []","S:84":"No","S:369":"No","R:183":"Yes","G:358":"A2OutputForm[SQ002]. Student output form [Oral presentation]","AB:243":"N/A","AE:230":"N/A","Z:349":"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.]","AG:560":"N/A","G:448":"r570q0[D3G2O1a]. HOWs [Divide impacts into categories.]","G:552":"A3OutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","AB:740":"N/A","W:662":"N/A","D:370":"Resource Type","Y:626":"N/A","X:292":"N/A","AG:427":"N/A","AE:800":"N/A","X:402":"N/A","U:439":"N/A","Z:249":"N/A","Y:444":"N/A","AC:228":"N/A","AC:631":"N/A","D:377":"Material Sources","U:456":"N/A","U:596":"N/A","Y:79":"No","O:92":"No","X:628":"N/A","X:347":"N/A","S:419":"N/A","T:779":"N/A","G:584":"r246q0[D1G1O3a]. HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","G:336":"A1SReference[S013]. Provide all sources you used in this activity [Reference / Source 13]","T:446":"N/A","Z:667":"N/A","T:663":"N/A","AC:396":"N/A","AD:316":"N/A","Z:54":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","Q:407":"N/A","AA:615":"N/A","AF:442":"N/A","D:44":"Potential Misinformation in Society / Potential Learner Misconceptions to be Exploited by Manipulations Strategies","AA:83":"No","Q:391":"N/A","Q:753":"N/A","O:158":"N/A","AG:200":"N/A","W:120":"Sensor kits (e.g., Arduino, Raspberry Pi)","AF:97":"No","G:779":"r276q0[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","O:435":"N/A","Q:96":"No","T:498":"N/A","U:231":"N/A","V:310":"N/A","U:172":"N/A","AB:445":"N/A","AF:631":"N/A","U:788":"N/A","Z:640":"N/A","G:222":"A1Hows[D1G3O1b]. HOWs [Analyse textual cues indicating sponsored content → checklist]","T:548":"Yes","AF:158":"N/A","AD:787":"N/A","AC:84":"No","W:697":"N/A","P:552":"No","G:677":"r246q0[D4G3O4a]. HOWs [Checklist: Actions and initiatives to convey a message.]","P:556":"Pupils will be evaluated on their understanding of how habits related to food waste differ across generations, showing insight into factors such as shopping habits, portion sizes, and food storage. In the role-play activity, they should demonstrate creativity and engagement by realistically portraying the assigned generation and highlighting relevant behaviors. The discussion afterward will assess their ability to reflect on what modern families can learn from older generations and how these insights could help reduce food waste today.","AE:215":"N/A","G:33":"PositionLP[SQ003]. This plan's position in the sequence: [3]","AE:645":"N/A","S:592":"N/A","AA:66":"No","AG:467":"N/A","X:232":"N/A","V:687":"N/A","AB:482":"N/A","AF:35":"N/A","T:456":"N/A","X:100":"Yes","W:411":"N/A","T:88":"Learners will be able to analyze the causes, consequences, and global significance of the Great Irish Famine (1845–1849) by evaluating the interplay between environmental factors, colonial economic policies, and social structures, and will critically assess contemporary and historical responses to humanitarian crises through source analysis, debate, and comparative case studies.","AB:309":"N/A","AG:541":"N/A","T:752":"No","U:690":"N/A","O:233":"N/A","G:120":"Infrastructure[other]. Required infrastructure [Other]","Y:471":"N/A","AF:727":"Yes","Z:628":"N/A","Q:452":"N/A","Q:15":"Ruško-Elste, Vivita","U:658":"N/A","R:661":"N/A","X:256":"N/A","U:409":"N/A","P:496":"N/A","P:539":"N/A","R:284":"N/A","Z:280":"N/A","V:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","S:209":"N/A","AD:751":"N/A","P:272":"N/A","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]","S:258":"N/A","G:544":"A3Duration. Expected activity duration in minutes","X:788":"N/A","X:464":"N/A","AA:455":"N/A","P:629":"N/A","Z:285":"N/A","D:305":"Student Output Form","O:169":"No","U:294":"N/A","AC:205":"N/A","D:316":"Resource Type","AD:244":"N/A","AC:657":"N/A","Q:483":"N/A","AA:451":"N/A","V:226":"N/A","S:542":"N/A","AA:100":"No","V:508":"N/A","AF:589":"N/A","R:473":"N/A","AC:403":"N/A","U:623":"N/A","AB:547":"Yes","V:477":"N/A","AB:234":"N/A","D:77":"Subjects","O:787":"N/A","AA:687":"N/A","AB:401":"N/A","O:154":"No","G:480":"r570q0[D4G3O2b]. HOWs [Select supporting evidence for each argument.]","Q:412":"N/A","AD:482":"N/A","P:281":"N/A","AC:355":"Yes","AB:355":"No","Q:592":"N/A","AD:434":"N/A","AE:580":"N/A","AA:467":"N/A","O:791":"N/A","AD:697":"N/A","Q:218":"N/A","O:292":"N/A","AD:671":"N/A","AC:590":"N/A","AE:668":"N/A","Y:373":"N/A","U:179":"N/A","Y:319":"N/A","R:97":"No","AB:731":"N/A","Z:607":"N/A","W:674":"N/A","Y:305":"N/A","R:179":"No","V:729":"No","Q:651":"N/A","G:459":"r570q0[D4G1O1b]. HOWs [Identify gaps in existing efforts addressing these needs.]","D:68":"Subjects","R:798":"N/A","AC:725":"No","T:104":"No","W:486":"N/A","T:602":"N/A","G:461":"r570q0[D4G1O2a]. HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","X:633":"N/A","W:480":"N/A","Q:80":"No","V:217":"N/A","Z:672":"N/A","S:257":"N/A","AA:377":"https://assets.stahls.com/stahls/content/pdf/ebooks/Stahls-Ultimate-Guide-to-Fabric-Types.pdf","S:115":"No","Z:32":"No","AE:114":"Yes","G:154":"A1Number[SQ001]. Activity number in lesson [1]","AB:641":"N/A","AF:596":"N/A","P:420":"N/A","R:209":"N/A","AA:10":"2025-06-18 08:36:04","T:627":"N/A","Z:729":"N/A","Z:399":"N/A","W:249":"N/A","AF:732":"N/A","Z:298":"N/A","X:698":"N/A","R:590":"N/A","O:410":"N/A","Q:172":"N/A","AG:470":"N/A","AF:606":"N/A","AC:255":"N/A","AA:6":"3","S:799":"N/A","R:176":"Evaluation / assessment criteria\n \n The student correctly identifies both visible and invisible types of industrial pollutants.\n \n The student demonstrates understanding of long-term, indirect or cumulative effects of low-level emissions.\n \n The student is able to mention multiple stakeholders involved in industrial pollution (industry, government, public health, economy, environment).\n \n The student provides a balanced preliminary argument rather than a simplistic or one-sided opinion.\n \n The student uses scientific terminology accurately (e.g., CO₂, cumulative effects).\n \n Active participation in group discussion and collaboration.","AG:466":"N/A","AF:357":"Yes","AB:595":"N/A","O:396":"N/A","AG:169":"N/A","AA:205":"N/A","AD:95":"No","D:757":"Material Sources","AF:389":"N/A","AD:594":"N/A","Z:216":"N/A","R:359":"Yes","AB:643":"N/A","AG:582":"N/A","U:482":"N/A","AD:779":"N/A","T:580":"N/A","O:559":"N/A","R:454":"N/A","W:373":"No","S:640":"N/A","D:341":"Material Sources","AD:258":"N/A","T:657":"N/A","AD:306":"N/A","O:798":"N/A","G:436":"r570q0[D2G3O2a]. HOWs [Identify key concepts.]","G:71":"Subjects[AO06]. Subject(s) [Chemistry]","AB:96":"No","AA:286":"N/A","AC:33":"No","P:668":"N/A","Z:224":"N/A","R:66":"No","T:653":"N/A","AA:456":"N/A","AG:480":"N/A","S:790":"N/A","AF:688":"N/A","AF:665":"N/A","S:351":"N/A","R:686":"N/A","AD:157":"N/A","AE:179":"Yes","X:480":"N/A","AF:658":"N/A","S:627":"N/A","Q:547":"N/A","W:549":"Yes","S:670":"N/A","AB:507":"N/A","AC:376":"The graphic is on the Pad. \n It is projected in the class and each learner got it on his computer.","V:306":"N/A","Z:656":"N/A","AF:580":"N/A","X:178":"the power of the image/ 1 image - 1000 words\n public art as a platform for learning social scientific issues","AD:27":"English","S:391":"N/A","AA:180":"N/A","P:102":"Yes","Q:629":"N/A","P:613":"N/A","G:546":"A3Instruction. Activity instruction","Q:69":"No","G:586":"r246q0[D1G2O1a]. HOWs [Identify the scientific issue you would like to know more about.]","Z:537":"N/A","AC:534":"No","G:178":"A1Method. Briefly describe the method you use.","Q:624":"N/A","O:796":"N/A","S:292":"N/A","P:670":"N/A","O:317":"No","R:164":"20","Q:93":"No","G:673":"r246q0[D4G3O3a]. HOWs [Identify likely counter-arguments.]","P:160":"N/A","W:106":"Yes","AF:74":"No","V:248":"N/A","Q:348":"No","W:560":"No","AG:671":"N/A","Z:477":"N/A","D:339":"Material Sources","AE:393":"N/A","S:225":"N/A","D:102":"Year of Subject Learning","AF:552":"No","Q:728":"No","R:609":"N/A","T:594":"N/A","V:700":"N/A","S:651":"N/A","U:622":"N/A","X:457":"N/A","S:76":"Yes","U:568":"https://www.youtube.com/watch?v=Xh_Lk7kDrUI","X:176":"ability to understand the context that the installation brings to the audience and how we transform  the public space through contemporary art.\n that contemporary art can bring a meaningful message for modern society","G:67":"Subjects[AO02]. Subject(s) [Modern Foreign Languages]","Y:236":"N/A","Z:239":"N/A","AF:118":"Yes","AC:36":"Atmospheric pollution: gas emissions","T:678":"N/A","AC:734":"30","AD:267":"N/A","Y:199":"N/A","Z:728":"N/A","W:468":"N/A","V:619":"N/A","X:726":"N/A","U:235":"N/A","W:579":"N/A","R:393":"N/A","T:741":"No","D:361":"Student Output Form","O:663":"N/A","D:713":"Material Sources","V:488":"N/A","Q:360":"N/A","AG:285":"N/A","Y:543":"N/A","Y:307":"N/A","AG:108":"Learn about punch cards in computers. Basic order of scientific experiments.","Q:27":"English","AC:431":"N/A","Y:789":"N/A","G:534":"A3Number[SQ001]. Activity number in lesson [1]","AB:261":"N/A","D:385":"Material Sources","S:396":"N/A","AD:158":"N/A","T:162":"N/A","AD:623":"N/A","V:546":"3) Case\n Study Group Activity\n \n \n \n \n \n Learners work in small groups (3–4).\n Each gets a case study:\n \n \n \n \n \n \n  Coffee production in Ethiopia under climate stress\n  Bee population decline affecting crop pollination\n  Drought in Madagascar and its impact on rice farming\n  Coral reef loss affecting fisheries in the Pacific\n  Islands\n \n \n \n \n \n \n Each group will:\n \n \n \n \n \n \n  Summarize the case\n  Identify:\n  \n  Biodiversity affected\n  Role of climate change\n  Consequences for food production\n  \n  Propose local/global solutions\n \n Group Instructions Handout (printable or on slides)\n \n Title: Design a Resilient Food System\n Your Mission:\n Your team is a group of scientists, farmers, and policymakers. Your job is to\n propose 2–3 strategies to protect biodiversity and secure food in a\n region facing climate-related challenges.\n \n Each solution should include:\n \n \n  What is the strategy?\n  How does it protect biodiversity?\n  How does it improve food availability or stability?\n  What challenges might it face?","S:418":"N/A","Q:602":"N/A","Y:117":"No","U:247":"N/A","U:104":"No","Z:259":"N/A","AF:144":"Critical Thinking","X:495":"N/A","T:675":"N/A","W:626":"N/A","AB:57":"Critically ignore irrelevant information.","AF:656":"N/A","O:423":"N/A","V:731":"N/A","Z:787":"N/A","S:90":"No","W:243":"N/A","AD:646":"N/A","AF:542":"N/A","P:777":"N/A","R:556":"• Quality and depth of proposed action plan (scientific, social, economic aspects considered).\n• Ability to integrate knowledge from previous activities into the final proposal.\n• Clarity of oral presentation and use of visual/multimedia tools.\n• Evidence of critical thinking, argumentation and responsible decision-making.\n• Collaboration and participation during group work and discussions.\n •\nReflection on multiple stakeholder perspectives and societal consequences.","P:105":"No","AG:654":"N/A","AE:423":"N/A","P:212":"N/A","W:471":"N/A","Q:664":"N/A","Q:317":"N/A","T:442":"N/A","R:429":"N/A","AD:104":"No","G:24":"Authors[SQ010]. Author(s) [Family name, given name]","R:792":"N/A","G:346":"r373q0[SQ003]. Activity number in lesson [3]","W:207":"N/A","U:677":"N/A","AA:628":"N/A","AB:187":"https://en.wikipedia.org/wiki/Great_Famine_(Ireland)","AG:290":"N/A","Q:738":"N/A","W:667":"N/A","AA:393":"N/A","AE:182":"No","Z:770":"N/A","Z:232":"N/A","X:7":"en","AG:102":"Yes","AD:730":"N/A","S:219":"N/A","G:796":"r276q0[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","Y:735":"Yes","Y:619":"N/A","U:69":"No","AE:589":"N/A","R:605":"N/A","Q:698":"N/A","S:795":"N/A","G:315":"A1SMethod. Briefly describe the method you use.","AB:142":"consequences of decrease of biodiversity","U:534":"No","P:227":"N/A","P:654":"N/A","V:476":"N/A","T:32":"No","AD:579":"N/A","Z:664":"N/A","G:172":"A1OutputForm[SQ006]. Student output form [Product (e.g. prototype, website, etc.)]","P:228":"N/A","AC:666":"N/A","Y:227":"N/A","Y:219":"N/A","D:525":"Material Sources","AF:266":"N/A","S:753":"N/A","V:550":"No","AG:449":"N/A","AB:774":"N/A","AA:256":"N/A","O:82":"No","A:544":"Activity 3","AC:445":"N/A","AD:212":"N/A","R:167":"No","R:15":"Neofytou, Pavlos","Y:585":"N/A","V:348":"No","O:400":"N/A","AB:247":"N/A","P:182":"No","AE:259":"N/A","P:6":"24","W:9":"Eft6mYq3DQMBh6C","G:41":"Cause4. due to ...","X:796":"N/A","G:282":"A1Hows[D4G2O2a]. HOWs [Organise the arguments and supporting evidence.]","O:639":"N/A","P:423":"N/A","AC:473":"N/A","AB:388":"This activity remains unchanged and is part of the SciLMi lesson plan.","T:607":"N/A","AC:428":"N/A","AB:95":"Yes","AF:29":"From Famine to Survival? Climate, Crops and Consequences","G:696":"r641q0[SQ001]. Media [Text media]","AD:166":"Activity: How Do Our Commutes Affect the Air We Breathe?Background: In the city of Espoo, many residents commute daily to their jobs in Helsinki. Their choice of transportation—either public transit or personal car—has a direct impact on greenhouse gas emissions and contributes to atmospheric pollution.Scenario: A class is conducting a study on travel habits and sustainability. A random sample of 100 Espoo residents who work in Helsinki is surveyed. Each individual either:Uses public transportation dailyOR commutes by private carThese choices are complementary events—every person does one or the other, not both.Tasks:2. Calculate Probabilities Based on your sample:Estimate the proportion of people using public transport.Determine the probability that a randomly chosen person uses a car instead.2.Think and Share In small groups, discuss the following:What are the reasons people might choose cars over public transport?What are the environmental costs of these decisions?What changes (in policy, infrastructure, or attitudes) could encourage more people to choose eco-friendlier commuting options?3. Creative Challenge Design a campaign (poster, slogan, or digital graphic) to raise awareness in your school or community about the impact of daily travel choices on air quality.","W:35":"N/A","AA:596":"N/A","AB:535":"No","T:484":"N/A","AF:307":"N/A","Q:626":"N/A","AF:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","U:730":"N/A","AB:509":"N/A","U:774":"N/A","S:121":"None, The infrastructure is sufficient","Q:167":"N/A","AB:658":"N/A","V:349":"No","Y:245":"N/A","AC:625":"N/A","AG:734":"10","AF:781":"N/A","AA:376":"You can provide learners couple of web pages to search information from or you can ask them to find and use variety of information sources and carefully select them themselves. You can remind your learners that to the all questions there is no wrong or right answer - the most important thing is to explore the viewpoints.","Q:286":"N/A","Y:589":"N/A","O:98":"No","X:560":"N/A","O:460":"N/A","R:414":"N/A","AD:431":"N/A","AB:741":"N/A","U:259":"N/A","O:245":"N/A","W:443":"N/A","AG:776":"N/A","AA:81":"No","R:466":"N/A","P:172":"No","AA:11":"2026-05-17 11:09:55","AG:240":"N/A","O:232":"N/A","AA:798":"N/A","AD:666":"N/A","T:351":"N/A","AF:661":"N/A","AF:629":"N/A","G:395":"r570q0[D1G1O3b]. HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","S:477":"N/A","X:351":"N/A","AA:64":"Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue.","S:272":"N/A","AG:265":"N/A","Z:740":"N/A","AD:617":"N/A","Z:497":"N/A","AB:229":"N/A","D:707":"Material Sources","T:510":"N/A","G:375":"A2App[other]. App [Other]","Q:6":"2","P:799":"N/A","Y:206":"N/A","AB:640":"N/A","S:602":"N/A","Y:260":"N/A","G:492":"r980q0. Expected activity duration in minutes","AG:438":"N/A","AF:740":"No","G:675":"r246q0[D4G3O3c]. HOWs [Evaluate their relevance and validity.]","X:663":"N/A","G:249":"A1Hows[D2G4O1a]. HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","Q:686":"N/A","AD:789":"N/A","AE:235":"N/A","Q:245":"N/A","AF:689":"N/A","T:481":"N/A","AD:272":"N/A","V:749":"N/A","W:586":"N/A","AE:75":"No","U:344":"No","T:668":"N/A","AD:473":"N/A","G:57":"LearningOutcome8. Learning Outcome","O:307":"No","AF:783":"N/A","U:220":"N/A","G:751":"A4Media[SQ003]. Media [Visual media]","AC:608":"N/A","W:700":"N/A","P:433":"N/A","AA:139":"fast fashion","AE:453":"N/A","Z:161":"N/A","D:32":"Position of Lesson Plan in Sequence","R:89":"No","Q:794":"N/A","D:531":"Material Sources","Q:264":"N/A","O:588":"N/A","P:779":"N/A","AB:274":"N/A","Y:298":"N/A","AF:73":"No","T:544":"15","T:103":"Yes","AC:444":"N/A","T:780":"N/A","AG:670":"N/A","Y:629":"N/A","Z:642":"N/A","V:346":"No","O:743":"N/A","AC:637":"N/A","AD:586":"N/A","Z:582":"N/A","S:242":"N/A","G:164":"A1Duration. Expected activity duration in minutes","V:273":"N/A","W:63":"Select an action or initiative.","AE:777":"N/A","U:6":"12","W:275":"N/A","Z:214":"N/A","AF:100":"No","AB:448":"N/A","W:310":"N/A","S:615":"N/A","AD:508":"N/A","G:457":"r570q0[D3G4O2a]. HOWs [Checklist: (Re)assessing personal viewpoint on SSI]","AD:187":"Lynn Byrd et al. Cambridge Lower Secondary, Learner’s book 8: Mathematics, Cambridge university press, second edition, UK, 2021","D:577":"Material Sources","AD:548":"N/A","G:68":"Subjects[AO03]. Subject(s) [Ancient Languages]","AF:738":"No","G:687":"r612q0[SQ004]. Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","O:593":"N/A","AG:307":"N/A","W:92":"No","Z:409":"N/A","O:111":"No","S:200":"N/A","AC:769":"N/A","AG:114":"Yes","Q:479":"N/A","AA:367":"Individual Work","D:325":"Material Sources","AD:488":"N/A","AB:733":"N/A","R:290":"N/A","V:288":"N/A","V:471":"N/A","AF:317":"N/A","D:722":"Material Sources","T:616":"N/A","S:317":"N/A","AD:103":"No","Q:478":"N/A","AF:748":"The teacher uses the 3-2-1 evaluation technique to ask learners to reflect on the previous activity.","Z:552":"N/A","R:438":"N/A","AA:423":"N/A","AD:392":"N/A","T:241":"N/A","W:553":"No","AA:741":"No","AE:676":"N/A","P:410":"N/A","G:332":"A1SReference[S009]. Provide all sources you used in this activity [Reference / Source 9]","AC:317":"N/A","AB:176":"Learners discuss their solutions in pairs to provide peer support.Learnes present their solutions, explain their ideas. Evaluation is a teacher-led discussion.","P:320":"N/A","O:287":"N/A","AF:72":"No","AC:689":"N/A","W:118":"Yes","U:9":"wI8d4J94SpC010I","Q:5":"2025-06-20 09:17:05","U:649":"N/A","R:433":"N/A","Y:277":"N/A","Q:237":"N/A","X:700":"N/A","AE:663":"N/A","AE:352":"N/A","AA:756":"You can provide learners more questions and more detailed questions according to their age ","O:156":"N/A","O:490":"N/A","AA:440":"N/A","T:641":"N/A","AG:634":"N/A","AG:268":"N/A","AE:479":"N/A","Q:581":"N/A","D:374":"App","T:496":"N/A","D:354":"Duration","W:287":"N/A","AC:563":"N/A","AB:139":"food scarcity","AC:538":"N/A","AC:750":"N/A","S:552":"N/A","AF:769":"N/A","Q:99":"No","R:728":"N/A","AB:472":"N/A","AG:799":"N/A","AG:699":"N/A","P:657":"N/A","G:140":"KeyWords[SQ003]. Key words (for online filter and search function) []","AB:480":"N/A","Q:285":"N/A","T:186":"Writing a 25-word summary requires:\n \n \n \n Prioritizing key points.\n \n \n Practicing concise expression.\n \n \n Identifying central arguments and key historical content.","AE:262":"N/A","T:458":"N/A","AB:13":"android-app://com.google.android.gm/","AF:700":"N/A","G:226":"A1Hows[D1G3O3a]. HOWs [Scan the titles for keywords that match your search query.]","AD:226":"N/A","AB:611":"N/A","X:35":"N/A","P:548":"No","O:251":"N/A","AA:224":"N/A","Y:215":"N/A","P:699":"N/A","P:153":"4","G:746":"A4Evaluation. Evaluation / assessment criteria","S:452":"N/A","D:573":"Material Sources","V:449":"N/A","AF:30":"4","AB:675":"N/A","R:464":"N/A","V:439":"N/A","AG:83":"No","X:238":"N/A","AB:649":"N/A","D:65":"Learning Outcome(s)","AC:91":"No","Z:304":"N/A","W:467":"N/A","P:389":"N/A","AF:373":"Yes","R:277":"N/A","W:180":"No","T:170":"No","AC:728":"N/A","AG:663":"N/A","Q:463":"N/A","Q:643":"N/A","S:406":"N/A","AF:582":"N/A","Y:209":"N/A","AG:687":"N/A","Y:267":"N/A","D:526":"Material Sources","AC:257":"N/A","P:689":"N/A","Z:92":"No","AD:117":"Yes","W:663":"N/A","P:470":"N/A","AB:170":"Yes","Q:735":"No","X:668":"N/A","Y:611":"N/A","AE:116":"No","U:350":"N/A","AG:36":"Environmental pollution: waste","G:531":"r829q0[S018]. Provide all sources you used in this activity [Reference / Source 18]","U:445":"N/A","V:453":"N/A","S:585":"N/A","AE:592":"N/A","AG:291":"N/A","AD:535":"N/A","U:679":"N/A","P:170":"No","Y:96":"No","R:115":"Yes","P:70":"Yes","AD:540":"N/A","G:341":"A1SReference[S018]. Provide all sources you used in this activity [Reference / Source 18]","R:119":"Yes","R:657":"N/A","Z:539":"N/A","AD:580":"N/A","O:550":"N/A","W:459":"N/A","Q:644":"N/A","Y:472":"N/A","Q:350":"N/A","Q:599":"N/A","AB:485":"N/A","V:172":"N/A","O:395":"N/A","R:77":"No","Z:489":"N/A","P:211":"N/A","AG:116":"No","Z:100":"No","D:555":"Expected Outcome","X:296":"N/A","U:477":"N/A","R:201":"N/A","T:258":"N/A","W:114":"Yes","AB:669":"N/A","W:204":"N/A","AG:445":"N/A","Z:436":"N/A","V:286":"N/A","Z:798":"N/A","T:642":"N/A","R:509":"N/A","G:106":"YearsLearning[SQ008]. Year of subject learning [>7th year]","AC:661":"N/A","O:362":"N/A","R:316":"N/A","W:215":"N/A","Q:640":"N/A","AE:295":"N/A","AG:740":"N/A","W:252":"N/A","S:793":"N/A","P:252":"N/A","AE:363":"N/A","T:358":"Yes","AF:672":"N/A","Z:494":"N/A","X:163":"N/A","Y:549":"N/A","U:245":"N/A","P:67":"No","V:171":"N/A","O:548":"N/A","AD:584":"N/A","AC:14":"2025","O:231":"N/A","P:411":"N/A","O:211":"N/A","AC:232":"N/A","Z:272":"N/A","AB:463":"N/A","S:288":"N/A","Q:292":"N/A","AB:137":"90","P:600":"N/A","AA:552":"No","U:775":"N/A","AB:561":"Yes","W:460":"N/A","W:234":"N/A","AB:15":"Iflinger, Adél","Q:637":"N/A","T:31":"Yes","Q:165":"No","Y:349":"N/A","S:476":"N/A","G:570":"A3Reference[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]","Z:299":"N/A","R:223":"N/A","U:580":"N/A","Y:358":"N/A","W:499":"N/A","X:645":"N/A","T:293":"N/A","Q:642":"N/A","AE:105":"Yes","AB:178":"The teacher hands out the worksheet after a short introduction. The teacher pairs the learners together and let them work individually. The teacher is working around to provide help for the learners if needed. The evaluation is a teacher led discussion in which learners present their ideas.","X:389":"N/A","P:417":"N/A","P:241":"N/A","W:784":"N/A","U:786":"N/A","G:472":"r570q0[D4G2O2a]. HOWs [Organise the arguments and supporting evidence.]","D:151":"Keywords","S:91":"No","AB:475":"N/A","O:653":"N/A","AE:83":"No","AG:664":"N/A","AG:605":"N/A","AC:87":"Gas emissions in sustainable growth.","AA:508":"N/A","Z:31":"No","AG:589":"N/A","AF:485":"N/A","G:516":"r829q0[S003]. Provide all sources you used in this activity [Reference / Source 3]","AG:782":"N/A","Q:306":"N/A","AB:433":"N/A","P:84":"No","AA:792":"N/A","D:747":"Suggested Social Form","AD:207":"N/A","AE:258":"N/A","X:367":"Teacher-led instruction and Q&A sessions","W:119":"No","V:9":"AJqpHSo1Iw6HsMQ","AB:730":"N/A","S:655":"N/A","AF:590":"N/A","V:281":"N/A","AF:6":"10","AF:283":"N/A","G:512":"r939q0[other]. App [Other]","Y:101":"No","Q:510":"N/A","V:424":"N/A","AA:608":"N/A","R:162":"N/A","AD:489":"N/A","P:402":"N/A","U:50":"Describe the variety of information source types available today.","AD:405":"N/A","AD:545":"N/A","W:226":"N/A","AA:446":"N/A","Y:452":"N/A","X:731":"N/A","AE:629":"N/A","P:261":"N/A","P:279":"N/A","V:118":"Yes","W:437":"N/A","P:686":"N/A","W:632":"N/A","AD:610":"N/A","R:180":"No","AA:774":"N/A","AD:100":"No","W:684":"N/A","O:631":"N/A","AB:90":"No","Q:550":"N/A","W:794":"N/A","O:670":"N/A","U:153":"6","S:70":"No","AD:69":"No","AC:30":"3","AA:743":"No","X:280":"N/A","R:278":"N/A","R:247":"N/A","W:699":"N/A","AG:563":"N/A","AA:241":"N/A","G:44":"Misconcepts. Potential learner misconceptions or potential misinformation in society regarding the SSI topic","U:30":"4","X:237":"N/A","AG:163":"N/A","R:538":"N/A","AA:458":"N/A","P:176":"Pupils will be assessed on their ability to accurately and clearly describe the two pictures, focusing on key details such as the amount of food waste and the people involved. They should demonstrate analytical thinking by effectively comparing the differences between the older couple and the young family. Additionally, they will be evaluated on their reasoning skills, particularly how logically they can explain the possible reasons behind the difference in food waste between the two households.","AE:420":"N/A","Q:281":"N/A","AD:790":"N/A","S:308":"N/A","AF:200":"N/A","AC:775":"N/A","AC:248":"N/A","T:738":"No","P:246":"N/A","W:319":"N/A","S:473":"N/A","X:8":"1720184930","S:168":"N/A","R:8":"1757685164","X:476":"N/A","T:353":"N/A","AD:138":"Experimental, theoretical, probability, travel-choices, pollution, gas-emission","G:361":"A2OutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AG:7":"en","R:628":"N/A","AE:353":"N/A","V:448":"N/A","AC:278":"N/A","Y:778":"N/A","AG:70":"No","G:304":"A1SOutputForm[SQ001]. Student output form [Text]","V:291":"N/A","AD:222":"N/A","Q:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","O:199":"N/A","AC:593":"N/A","AC:578":"This activity remains unchanged and is part of the SciLMi lesson plan.","Y:673":"N/A","V:648":"N/A","W:346":"No","X:98":"No","T:421":"N/A","AB:783":"N/A","O:688":"N/A","O:731":"N/A","G:40":"Cause6. due to ...","AE:552":"N/A","G:78":"Subjects[AO13]. Subject(s) [Civics & Global Citizenship Education]","AF:254":"N/A","U:422":"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.]","AB:352":"N/A","T:213":"N/A","AB:474":"N/A","T:640":"N/A","AD:588":"N/A","P:216":"N/A","W:241":"N/A","G:171":"A1OutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","V:540":"No","Z:317":"N/A","T:166":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Parasta tabula\";\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:Arial;\n mso-bidi-theme-font:minor-bidi;\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  /* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Parasta tabula\";\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:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n \n Read an \n \n article from Encyclopædia Britannica  “Great Famine” by Joel Mokyr. (15 minutes)\n \n \n \n \n \n \n \n \n \n \n \n \n   \n Identify and write down 3\n relevant historical facts from this article. Explain why these facts are relevant. (5 minutes)  \n Write a 25-word summary of the\n article. (7 minutes)  With a partner discuss and\n answer following question (7 minutes):  How might media have influenced nationalism, political movements, or foreign perception of the crisis?\n Be ready to share your ideas with whole class. (6 minutes)","AB:259":"N/A","T:71":"No","X:563":"N/A","Y:352":"N/A","P:669":"N/A","AC:175":"More than 60% of consumers say they’d pay for a product with sustainable packaging Define the Greenwashing.\n “Greenwashing” is when a company uses marketing terms like “sustainable,” “carbon neutral,” or “eco-conscious” to appear environmentally friendly, even though their actual practices don’t live up to these claims Explain why do companies greenwash.\n They do it to attract positive publicity and to appeal to environmentally aware consumers, with minimal real investment in eco-friendly behavior. Identify two examples from the video.\n Airlines using the label “carbon neutral” without significantly reducing emissions.\n Fast fashion brands (like H&M) promoting “sustainable” clothing lines that lack meaningful transparency or action to back their claims Demonstrate which are the dangers or consequences of greenwashing?\n It deceives consumers into believing they're making a positive environmental choice.\n It undermines trust in genuine sustainability efforts, creating public skepticism Differentiate the regulatory measures are discussed in the video?\n Governments in both the U.S. and E.U. are planning new rules to penalize misleading environmental claims and require companies to substantiate their “green” promises with proof","G:308":"A1SOutputForm[SQ005]. Student output form [Practical demonstration (lab experiment, etc.)]","AG:472":"N/A","T:731":"N/A","T:202":"N/A","S:88":"Identify and understand the environmental impact of different travel options and the risks they may have.","AE:391":"N/A","Z:774":"N/A","X:613":"N/A","R:650":"N/A","V:562":"Yes","W:295":"N/A","Q:420":"N/A","AC:179":"No","O:445":"N/A","AB:534":"No","AD:280":"N/A","Q:560":"N/A","R:446":"N/A","X:687":"N/A","AA:647":"N/A","P:610":"N/A","T:604":"N/A","AG:630":"N/A","AB:307":"N/A","U:509":"N/A","U:459":"N/A","W:101":"No","O:112":"No","V:782":"N/A","AD:113":"No","Z:412":"N/A","S:430":"N/A","O:182":"No","S:239":"N/A","X:785":"N/A","P:15":"Farasopoulos, Nektarios","AE:443":"N/A","T:402":"N/A","S:232":"N/A","P:425":"N/A","AB:446":"N/A","O:262":"N/A","AG:777":"N/A","AC:305":"N/A","Z:417":"N/A","T:276":"N/A","T:360":"Yes","AB:470":"N/A","AF:612":"N/A","AA:729":"N/A","O:595":"N/A","Q:569":"Butler, S. (2024, February 1). Tesco cuts ties with food waste processor after row hits progress on environment. The Guardian. https://www.theguardian.com/business/2024/feb/01/tesco-cuts-ties-with-food-waste-processor-after-row-hits-progress-on-environment [19.06.2025.]","O:221":"N/A","AB:634":"N/A","Q:207":"N/A","Y:678":"N/A","U:361":"N/A","R:738":"N/A","Y:396":"N/A","W:787":"N/A","AA:780":"N/A","S:277":"N/A","V:207":"N/A","U:225":"N/A","AC:124":"Markers and board","AG:305":"N/A","AB:359":"N/A","G:286":"A1Hows[D4G3O1b]. HOWs [Identify a hook to grab the recipients’ attention.]","G:622":"r246q0[D2G2O3a]. HOWs [Identify the purpose behind the information. -> Checklist]","G:589":"r246q0[D1G2O3a]. HOWs [For search engine, use specific keyswords and quotation marks for exact phrases. Use Boolean operators. Use filters.]","G:388":"A2SciLMi. SciLMi lesson plan","T:559":"Yes","U:399":"N/A","AD:618":"N/A","G:51":"LearningOutcome2. 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Activity number in lesson [8]","D:576":"Material Sources","AC:800":"N/A","AD:677":"N/A","W:783":"N/A","AB:348":"N/A","V:265":"N/A","AF:212":"N/A","P:169":"No","V:489":"N/A","O:297":"N/A","Y:403":"N/A","AB:213":"N/A","T:537":"No","P:697":"N/A","Q:87":"Exploring global food waste through sector perspectives","S:244":"N/A","AC:202":"N/A","P:772":"N/A","AD:454":"N/A","S:250":"N/A","X:361":"No","AG:779":"N/A","AF:749":"Yes","AA:539":"N/A","T:223":"N/A","S:80":"No","D:29":"Lesson Sequence Title","P:616":"N/A","AE:795":"N/A","T:91":"No","V:401":"N/A","Y:793":"N/A","AE:632":"N/A","X:616":"N/A","Q:585":"N/A","AG:238":"N/A","AD:412":"N/A","AC:162":"N/A","O:551":"N/A","Y:155":"No","P:74":"No","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","V:390":"N/A","R:238":"N/A","U:484":"N/A","G:214":"A1Hows[D1G4O1b]. HOWs [Identify author and messenger.]","G:398":"r570q0[D1G2O2a]. HOWs [-> Checklist: information sources]","AA:378":"https://co4h.colostate.edu/projects/manuals/Artistic-Clothing-Textile-Types-Selections-Supplement.pdf","V:588":"N/A","AE:730":"N/A","P:585":"N/A","X:404":"N/A","X:403":"N/A","Q:304":"N/A","AD:201":"N/A","AG:547":"N/A","AE:113":"No","P:612":"N/A","P:424":"N/A","Z:780":"N/A","Q:604":"N/A","Q:597":"N/A","V:164":"10","X:676":"N/A","G:617":"r246q0[D2G2O1c]. HOWs [Identify sensational and emotional language used to influence the audience.]","AB:82":"No","T:679":"N/A","W:245":"N/A","Z:675":"N/A","R:652":"N/A","S:280":"N/A","AF:434":"N/A","V:421":"N/A","V:15":"Svanas, Charis","X:800":"N/A","AF:246":"N/A","T:249":"N/A","Y:292":"N/A","W:652":"N/A","AG:586":"N/A","AE:111":"Yes","D:359":"Student Output Form","AA:445":"N/A","AG:436":"N/A","AE:90":"No","X:111":"No","W:292":"N/A","O:319":"No","U:8":"1324337169","Q:790":"N/A","AE:657":"N/A","G:233":"A1Hows[D2G1O2c]. HOWs [Check if the information was peer-reviewed.]","S:551":"N/A","G:537":"A3Number[SQ004]. Activity number in lesson [4]","Y:205":"N/A","AG:400":"N/A","P:543":"N/A","V:112":"Yes","AD:496":"N/A","T:474":"N/A","X:435":"N/A","AF:776":"N/A","T:79":"No","Y:562":"N/A","AC:347":"No","G:777":"r276q0[D1G2O1b]. HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","Y:670":"N/A","AE:752":"N/A","AG:686":"N/A","P:655":"N/A","AE:35":"N/A","AG:316":"N/A","AC:227":"N/A","Z:83":"No","P:591":"N/A","Q:81":"No","Z:797":"N/A","R:546":"Activity instruction:\n• Formulate arguments based on scientific evidence, ethical considerations, and societal impacts regarding the ban of private cars in city centers.\n• Organize a structured classroom debate where each group represents a different stakeholder (e.g. citizens, government, environmental organizations, business owners).\n• Develop a collaborative action plan proposing specific measures to reduce air pollution while balancing economic and social needs.\n• Present each group’s proposal and engage in class-wide discussion to evaluate the feasibility of the action plans.","Y:73":"No","V:45":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","U:496":"N/A","AF:591":"N/A","Q:244":"N/A","S:93":"Yes","AC:438":"N/A","Y:417":"N/A","AA:374":"Other","U:549":"N/A","G:319":"A1SMedia[SQ004]. Media [Multimedia]","V:91":"No","AD:296":"N/A","T:244":"N/A","G:289":"A1Hows[D4G3O2a]. HOWs [Select arguments that support your message.]","P:93":"No","P:66":"Yes","O:773":"N/A","AF:741":"No","D:34":"Position of Lesson Plan in Sequence","O:235":"N/A","T:252":"N/A","Q:428":"N/A","AC:446":"N/A","U:71":"No","Y:600":"N/A","Y:171":"N/A","Q:181":"N/A","X:251":"N/A","O:371":"N/A","D:329":"Material Sources","AC:795":"N/A","P:620":"N/A","S:463":"N/A","U:463":"N/A","W:396":"N/A","Z:187":"Pixbay.com royalty free pictures","AA:320":"N/A","G:95":"AgeRange[SQ007]. Age range [16]","T:636":"N/A","O:309":"No","AF:281":"N/A","O:750":"N/A","D:181":"Resource Type","V:750":"N/A","AG:638":"N/A","U:227":"N/A","Q:356":"Discuss questions and define the lesson's aim together with a teacher. \n On the board are written questions: \"Why do people waste food? What can we do about it?\" \n \n \n The teacher asks additional questions: Who wastes food? Why? What can be done? Do you think people in different countries have different opinions about food waste?","Y:254":"N/A","AE:775":"N/A","W:646":"N/A","AA:92":"Yes","V:11":"2026-04-16 13:01:54","V:678":"N/A","R:586":"N/A","P:249":"N/A","P:9":"iakWSC5U5MzbULh","AD:98":"No","AF:660":"N/A","AG:539":"No","AF:623":"N/A","AE:307":"N/A","S:735":"No","U:265":"N/A","W:228":"N/A","AD:216":"N/A","AG:447":"N/A","Y:308":"N/A","AF:667":"N/A","AE:202":"N/A","T:362":"No","AB:624":"N/A","AD:106":"Yes","Y:534":"No","G:683":"r237q0. Activity instruction","T:652":"N/A","AD:214":"N/A","U:102":"No","G:524":"r829q0[S011]. Provide all sources you used in this activity [Reference / Source 11]","O:739":"N/A","AC:243":"N/A","O:431":"N/A","G:98":"AgeRange[SQ010]. Age range [19 ]","X:32":"No","S:438":"N/A","G:701":"r567q0. 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Key words (for online filter and search function) []","AF:259":"N/A","W:260":"N/A","AE:433":"N/A","W:169":"No","G:463":"r570q0[D4G1O2c]. HOWs [Weigh the effect of potential forms of engagement.]","AC:279":"N/A","U:205":"N/A","P:627":"N/A","Q:276":"N/A","AF:431":"N/A","Z:289":"N/A","V:665":"N/A","P:795":"N/A","AB:727":"Yes","AA:633":"N/A","D:518":"Material Sources","AB:398":"N/A","W:478":"N/A","AA:345":"Yes","Q:297":"N/A","AC:603":"N/A","Q:247":"N/A","Y:43":"Food waste","X:584":"N/A","AD:452":"N/A","AC:425":"N/A","R:270":"N/A","D:514":"Material Sources","G:81":"Subjects[AO16]. Subject(s) [Music]","T:429":"N/A","Z:657":"N/A","T:201":"N/A","AC:623":"N/A","AG:304":"N/A","AE:244":"N/A","Y:273":"N/A","AB:378":"The ideas, activities and conceptual framework presented in this work are the result of my own research and creation.","U:579":"N/A","AA:630":"N/A","O:358":"N/A","S:217":"N/A","Y:777":"N/A","AE:617":"N/A","O:230":"N/A","D:720":"Material Sources","P:643":"N/A","X:686":"N/A","AA:239":"N/A","G:183":"A1Media[SQ005]. Media [Interactive media]","G:320":"A1SMedia[SQ005]. Media [Interactive media]","R:589":"N/A","R:404":"N/A","AC:272":"N/A","AA:212":"N/A","X:474":"N/A","Z:10":"2025-06-17 23:14:48","AA:233":"N/A","Z:634":"N/A","S:443":"N/A","S:348":"N/A","G:11":"datestamp. Date last action","AD:396":"N/A","Y:390":"N/A","AB:361":"N/A","O:622":"N/A","Y:439":"N/A","Z:247":"N/A","Y:250":"N/A","Y:560":"N/A","AG:601":"N/A","P:447":"N/A","AB:422":"N/A","Q:542":"N/A","O:449":"N/A","S:731":"N/A","AF:426":"N/A","S:254":"N/A","W:242":"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).]","X:671":"N/A","AF:213":"N/A","Y:697":"N/A","Z:318":"N/A","U:768":"This activity remains unchanged and is part of the SciLMi lesson plan.","G:216":"A1Hows[D1G4O2b]. HOWs [Use verification tools to detect deep fakes.]","G:104":"YearsLearning[SQ006]. Year of subject learning [6th year]","W:606":"N/A","G:724":"r800q0[SQ001]. Activity number in lesson [1]","AA:429":"N/A","D:565":"App","U:535":"No","D:690":"Student Output Form","Y:409":"N/A","D:308":"Student Output Form","G:65":"LearningOutcome16. Learning Outcome","O:359":"N/A","U:648":"N/A","W:495":"N/A","U:799":"N/A","T:297":"N/A","AE:344":"N/A","Q:97":"No","Y:592":"N/A","AA:305":"N/A","G:674":"r246q0[D4G3O3b]. HOWs [Research evidence and logic behind the counter-arguments.]","Q:742":"N/A","W:425":"N/A","O:93":"No","AD:727":"N/A","AE:256":"N/A","P:359":"No"},"SOURCECODE":"CT","SPREADSHEETID":"1uH9YtTOQHl7olwzkaL1nkI_579V0EzcCRs774QXSUa8","SOURCENAME":"Critical Thinking"}