{"META":{"ROWSBYDISPLAY":{"keywords":[70,71,72,73,74,75,76,77,78,79,80,81,82,83,84],"duration":[133,310,486,662],"learning objective":[137,138,139,140],"learning goal(s)":[42],"year of publication":[13],"potential misinformation in society / potential learner misconceptions to be exploited by manipulations strategies":[44],"app":[442,443,618,619,794,795],"total number of lessons in the sequence":[29],"subject-specific learning goals":[67],"author(s)":[14,15,16,17,18,19,20,21,22,23,24,25],"lesson sequence title":[28],"e1 name":[1],"resource type":[437,438,439,440,441,613,614,615,616,617,789,790,791,792,793],"learner age range":[85,86,87,88,89,90,91,92,93,94],"ssi topic":[36,37,38,39,40,41],"material sources":[475,476,477,478,479,480,481,482,483,484,485,651,652,653,654,655,656,657,658,659,660,661],"lesson title":[69],"activity instruction":[447,623,799],"subject topics":[68],"required infrastructure & teaching materials":[106,107,108,109,110,111,112,113,114,115,116,117,118,119,120,121,122,123,124,125,126,127,128,129,130,131,132],"suggested social form":[444,620,796],"ssi theme":[35],"year of subject learning":[95,96,97,98,99,100,101,102],"position of lesson plan in sequence":[30,31,32,33,34],"subjects":[45,46,47,48,49,50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,65],"expected outcome":[472,648],"learning outcome(s)":[43],"student output form":[464,465,466,467,468,469,470,471,640,641,642,643,644,645,646,647],"learning outcome":[141,142,143,144,145,146,147,148,149,150,151,152,153,154,155,156]},"ACTIVITYSTARTS":[134,310,486,662],"ROWSBYG":{"lesson plan language":[26],"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]":[301,477,653],"required teaching materials []":[117,118,119,120,121,122,123,124,125,126,127,128,129,130,131,132],"expected activity duration in minutes":[134,310,486,662],"hows [examine the political climate. consider the political context at the time the information was created.]":[202,378,554,730],"media [text media]":[261,437,613,789],"total number of lessons in the sequence":[29],"differentiation matrix [basal-perceptive activity]":[283,459,635],"hows [if relevance is unclear: reflect on what source/info is compelling or surprising to you.]":[208,384,560,736],"number of activities in this lesson":[66],"student output form [practical demonstration (lab experiment, etc.)]":[292,468,644],"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]":[300,476,652],"hows [identify solutions that reduce negative impacts or enhance positive impacts or both.]":[223,399,575,751],"lesson plan language [other]":[27],"date last action":[10],"key words (for online filter and search function) []":[70,71,72,73,74,75,76,77,78,79,80,81,82,83,84],"year of subject learning [1st year]":[95],"hows [identify the ☑ purpose behind the information.]":[200,376,552,728],"hows [identify ☑ visual indications of sponsored content.]":[179,355,531,707],"year of subject learning [3rd year]":[97],"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. []":[309,485,661],"this plan's position in the sequence: [4]":[33],"subject(s) [economics]":[58],"required infrastructure [student tablets]":[108],"hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[182,358,534,710],"hows [explain the influence of algorithms on search results and on social media feeds.]":[160,336,512,688],"subject(s) [technology]":[54],"media [multimedia]":[264,440,616,792],"response id":[1],"publication year":[13],"hows [check the publication date.]":[186,362,538,714],"age range [10]":[85],"hows [determine the parties responsible for putting solutions into practice.]":[219,395,571,747],"age range [16]":[91],"who?":[3],"tips, tricks, and suggestions for practice":[298,473,650],"hows [check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]":[196,372,548,724],"student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[290,466,642],"potential learner misconceptions or potential misinformation in society regarding the ssi topic":[44],"hows [determine which parties are more susceptible to ☑ negative impacts.]":[220,396,572,748],"competence domain":[136,312,488,664],"publish? -> yes / no":[2],"required infrastructure [projector]":[114],"briefly describe the method you use.":[270,446,622,798],"hows [organise the arguments and supporting evidence.]":[240,416,592,768],"upload-ready -> yes / no":[4],"year of subject learning [4th year]":[98],"hows [explain the role ai, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]":[161,337,513,689],"year of subject learning [2nd year]":[96],"hows [research evidence and logic behind the counter-arguments.]":[251,427,603,779],"required infrastructure [internet access]":[110],"differentiation matrix [abstracting activity]":[286,462,638],"referrer url":[12],"subject(s) [history]":[56],"hows [for ☑ social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. look at engagement metrics.]":[168,344,520,696],"multiple means of engagement [incorporates real-world examples, case studies, and culturally relevant content to make learning meaningful and relatable for learners]":[277,453,629],"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.]":[228,404,580,756],"app [other]":[267,443,619,795],"subject(s) [religion and/or ethics and/or philosophy]":[61],"learning outcome(s)":[43],"hows [ break down the socio-scientific issue into key words you can use for your search.]":[165,341,517,693],"hows [recognise that your attention is a limited resource – you cannot check every claim or source in depth.]":[207,383,559,735],"required infrastructure [student computers / notebooks]":[107],"subject(s) [physics]":[52],"model solution":[296,472,648],"hows [check if multiple viewpoints are presented and who is quoted.]":[212,388,564,740],"hows [evaluate their relevance and validity.]":[252,428,604,780],"student output form [oral presentation]":[289,465,641],"hows [refer to sources.]":[242,418,594,770],"hows [develop a response and prepare alternate arguments and evidence to support your message.]":[253,429,605,781],"hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[162,338,514,690],"student output form [text]":[288,464,640],"age range [17 ]":[92],"hows [categorise ☑ information sources into different types (recipients etc.)]":[158,334,510,686],"hows [examine the use of rhetorical devices.]":[194,370,546,722],"hows [determine the recipient(s) or target group(s) of your civic engagement (who).]":[231,407,583,759],"subject(s) [physical education]":[62],"subject(s) [civics & global citizenship education]":[57],"subject(s) [ancient languages]":[47],"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]":[305,481,657],"hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[183,359,535,711],"required infrastructure [other]":[116],"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]":[302,478,654],"hows [simulate the engagement.]":[236,412,588,764],"hows [use ☑ technical tools to identify sponsored content.]":[181,357,533,709],"hows [☑ (re)assessing personal viewpoint on ssi]":[227,403,579,755],"hows [evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]":[198,374,550,726],"topic":[36,37,38,39,40,41],"hows [consider who benefits from the information being believed or spread.]":[199,375,551,727],"required infrastructure [printer]":[111],"hows [☑ actions and initiatives to convey a message.]":[254,430,606,782],"hows [☑ selecting information sources]":[166,342,518,694],"required infrastructure [document camera or visualiser]":[115],"hows [identify ☑ verbal cues that indicate arguments and evidence or examples.]":[188,364,540,716],"multiple means of representation [provides text alternatives to visual content for learners with visual impairments or those who prefer auditory learning]":[274,450,626],"hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[163,339,515,691],"required infrastructure [teacher computer]":[106],"subject(s) [first language]":[45],"lesson sequence title":[28],"hows [weigh the effect of potential forms of engagement.]":[233,409,585,761],"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]":[304,480,656],"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]":[306,482,658],"multiple means of action and expression [provides scaffolds, templates, and assistive technologies to support learners in organising their thoughts and expressing themselves coherently]":[281,457,633],"bloom's taxonomy":[272,448,624,800],"student output form [product (e.g. prototype, website, etc.)]":[293,469,645],"hows [explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]":[246,422,598,774],"hows [for ai: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]":[169,345,521,697],"multiple means of engagement [offers choice and autonomy in learning tasks, topics, and activities to promote intrinsic motivation and ownership of learning]":[278,279,454,455,630,631],"media [audio media]":[262,438,614,790],"hows [identify sensational and emotional language used to influence the audience.]":[195,371,547,723],"hows [list the different viewpoints supported by evidence-based arguments.]":[213,389,565,741],"multiple means of representation [uses diverse instructional materials such as books, articles, podcasts, and hands-on activities to accommodate varied interests and abilities]":[276,452,628],"required previous knowledge":[103],"hows [☑ communication channels]":[234,410,586,762],"multiple means of representation [offers videos, images, diagrams, and interactive simulations alongside textual explanations to appeal to different learning styles]":[275,451,627],"elaborate activity [yes, please show additional fields]":[259,435,611,787],"hows [identify verbal cues that indicate opinions or uncertainty.]":[187,363,539,715],"hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[171,347,523,699],"subject(s) [biology]":[51],"hows [identify author and messenger.]":[172,348,524,700],"learning outcome":[141,142,143,144,145,146,147,148,149,150,151,152,153,154,155,156,317,318,319,320,321,322,323,324,325,326,327,328,329,330,331,332,493,494,495,496,497,498,499,500,501,502,503,504,505,506,507,508,669,670,671,672,673,674,675,676,677,678,679,680,681,682,683,684],"ideas for following subject-specific lesson(s)":[105],"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).]":[173,349,525,701],"required infrastructure [student smartphones]":[109],"hows [be objective and concise.]":[241,417,593,769],"hows [consider the geographical and cultural ☑ context of the information.]":[201,377,553,729],"year of subject learning [7th year]":[101],"this plan's position in the sequence: [1]":[30],"hows [ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]":[209,385,561,737],"hows [evaluate the different arguments based on scientific evidence.]":[216,392,568,744],"scilmified? [this activity is designed to support a scilmi learning outcome.]":[135,311,487,663],"media [interactive media]":[265,441,617,793],"year of subject learning [5th year]":[99],"hows [determine which ☑ parties or communities are likely to benefit.]":[221,397,573,749],"hows [previous knowledge]":[238,414,590,766],"hows [identify likely counter-arguments.]":[250,426,602,778],"hows [analyse ☑ textual cues indicating sponsored content.]":[180,356,532,708],"socio-scientific issue":[35],"hows [select the type of civic engagement you would like to take (inform, argue, take action - how).]":[232,408,584,760],"subject(s) [modern foreign languages]":[46],"author(s) [family name, given name]":[14,15,16,17,18,19,20,21,22,23,24,25],"hows [divide ☑ impacts into categories.]":[217,393,569,745],"hows [other]":[258,434,610,786],"evaluation / assessment criteria":[297,474,649],"hows [identify empirical evidence.]":[189,365,541,717],"age range [11 ]":[86],"date started":[9],"hows [determine success criteria.]":[257,433,609,785],"this plan's position in the sequence: [3]":[32],"hows [☑ logical fallacies]":[203,379,555,731],"multiple means of action and expression [allows learners to choose from different assessment formats such as essays, presentations, projects, or multimedia creations based on their strengths and preferences]":[280,456,632],"hows [review similar initiatives to understand common feedback and reactions.]":[235,411,587,763],"hows [☑ intended audience investigation]":[178,354,530,706],"hows [provide background information on the socio-scientific issue.]":[245,421,597,773],"age range [13]":[88],"hows [outline steps and a timeline.]":[256,432,608,784],"subject(s) [english]":[64],"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]":[308,484,660],"app":[266,442,618,794],"hows [analyse reviews of the website, platform or media outlet.]":[176,352,528,704],"subject(s) [computer science & ict]":[55],"hows [evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]":[206,382,558,734],"hows [identify what you will be able to do.]":[255,431,607,783],"hows [identify a hook to grab the recipients’ attention.]":[244,420,596,772],"subject(s) [science]":[48],"age range [18 ]":[93],"suggestions for inclusive adjustments and adaptation ideas":[287,463,639],"start language":[7],"hows [visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]":[205,381,557,733],"suggested social form":[268,444,620,796],"hows [highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]":[211,387,563,739],"hows [identify impacts and solutions that benefit one group while meaning drawbacks for another.]":[222,398,574,750],"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.]":[192,368,544,720],"teacher instructions":[269,445,621,797],"student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[291,467,643],"hows [determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]":[215,391,567,743],"required infrastructure [loudspeaker]":[113],"subject topic":[68],"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]":[307,483,659],"activity description":[260,436,612,788],"hows [(re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]":[249,425,601,777],"subject-specific lesson goals / competences":[67],"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]":[299,475,651],"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.]":[230,406,582,758],"age range [15 ]":[90],"hows [divide potential science-based ☑ solutions to the socio-scientific issue into categories.]":[218,394,570,746],"media [visual media]":[263,439,615,791],"hows [list different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]":[157,333,509,685],"age range [12 ]":[87],"hows [use information from different source types and different sources.]":[159,335,511,687],"universal design checklist":[273,449,625],"hows [select arguments that support your message.]":[247,423,599,775],"hows [formulate a clear statement on the socio-scientific issue in a single sentence.]":[243,419,595,771],"hows [identify solutions that create new negative impacts.]":[224,400,576,752],"access code":[8],"hows [☑ use verification tools to detect deep fakes.]":[174,350,526,702],"lesson title":[69],"activity instruction":[271,447,623,799],"hows [identify gaps in existing efforts addressing these needs.]":[229,405,581,757],"hows [check if the information presents multiple viewpoints or if it seems one-sided.]":[197,373,549,725],"hows [verify if the ☑ information is supported by reliable sources and references.]":[190,366,542,718],"hows [verify the authenticity of displayed images and videos by using ☑ verification tools.]":[177,353,529,705],"hows [skim the snippets for key terms related to your query.]":[185,361,537,713],"differentiation matrix [iconic activity]":[285,461,637],"date submitted":[5],"this plan's position in the sequence: [2]":[31],"ideas for preceding subject-specific lesson(s)":[104],"hows [analyse how science on the socio-scientific issue has evolved over time.]":[214,390,566,742],"hows [check if the information was peer-reviewed.]":[191,367,543,719],"hows [examine how the information is framed.]":[193,369,545,721],"subject(s) [music]":[60],"required infrastructure [recording device and microphone]":[112],"subject(s) [geography]":[53],"this plan's position in the sequence: [5]":[34],"hows [scan the titles for keywords that match your search query.]":[184,360,536,712],"hows [analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]":[210,386,562,738],"hows [evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]":[175,351,527,703],"learning objective":[137,138,139,140,313,314,315,316,489,490,491,492,665,666,667,668],"learning goal(s)":[42],"subject(s) [arts and/or design]":[59],"differentiation matrix [enacting activity]":[284,460,636],"year of subject learning [6th year]":[100],"ip address":[11],"last page":[6],"duration in minutes":[133],"hows [assess how multiple impacts and solutions might interact or compound over time.]":[225,401,577,753],"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]":[303,479,655],"subject(s) [mathematics]":[49],"subject(s) [russian]":[65],"hows [identify key concepts.]":[204,380,556,732],"subject(s) [practical and vocational skills]":[63],"subject(s) [chemistry]":[50],"hows [apply skills of dialogue.]":[237,413,589,765],"hows [for ☑ search engine, use specific keywords and quotation marks for exact phrases. use boolean operators. use filters (more recent, country-specific, ““,…).]":[167,343,519,695],"hows [identify the scientific issue you would like to know more about.]":[164,340,516,692],"year of subject learning [>7th year]":[102],"age range [19 ]":[94],"student output form [service-learning project]":[294,470,646],"hows [☑ personal relation to the ssi]":[226,402,578,754],"age range [14]":[89],"hows [for ☑ databases and library catalogues.]":[170,346,522,698],"student output form [other]":[295,471,647],"multiple means of action and expression [offers flexible deadlines and alternative modes of participation to accommodate diverse 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issue.","P:221":"N/A","AD:183":"N/A","AG:732":"N/A","AB:290":"N/A","AJ:383":"N/A","X:594":"N/A","Y:248":"N/A","P:787":"N/A","AF:420":"N/A","AB:108":"No","P:32":"No","AH:724":"N/A","AG:409":"N/A","Z:693":"N/A","H:579":"N/A","P:186":"N/A","P:236":"N/A","Z:698":"N/A","AB:340":"N/A","AK:744":"N/A","AC:230":"N/A","Z:547":"N/A","AF:701":"N/A","G:513":"HOWs [Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]","T:179":"N/A","AF:207":"N/A","Q:382":"N/A","T:718":"N/A","AB:246":"N/A","AJ:109":"Yes","AG:534":"N/A","AJ:538":"N/A","O:376":"N/A","AH:581":"N/A","T:257":"N/A","AD:184":"N/A","AG:781":"N/A","AG:357":"N/A","O:406":"N/A","S:414":"N/A","H:440":"N/A","R:746":"N/A","U:45":"No","V:623":"/* 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 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mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n Examine one or two\n graphs from the article and note what information is shown (units, years,\n categories).\n \n \n \n Extract at least 6–12 data points by reading\n values from the graph and typing them into Excel.\n \n \n \n Create a new graph\n type in Excel (for example, change a line graph to a bar graph or a stacked bar\n to a pie chart).\n \n \n \n Compare your new graph\n with the original:\n \n \n \n \n What looks clearer now?\n What is less obvious?\n \n \n \n \n Upload both graphs to\n Padlet.\n Write a reflection explaining how the change in graph style influences\n perception.","AJ:211":"N/A","G:728":"HOWs [Identify the ☑ purpose behind the information.]","Q:749":"N/A","X:569":"N/A","O:537":"N/A","AG:9":"2025-11-05 12:18:13","G:312":"Competence Domain","Z:776":"N/A","G:125":"Required teaching materials []","AI:169":"N/A","AD:181":"N/A","O:643":"N/A","AF:424":"N/A","AI:608":"N/A","AH:33":"No","Q:47":"Yes","W:183":"N/A","Q:436":"Learnersread and analyze excerpts from two literary texts (Brave\n New World by Aldous Huxley and Frankenstein by Mary Shelley) that\n explore the ethical implications of creating life through technology. They work\n in groups to identify the authors’ perspectives and reflect on the moral\n dilemmas presented.","AB:367":"N/A","X:358":"N/A","AA:87":"No","AK:764":"N/A","AA:796":"Group work","AI:754":"N/A","AH:466":"N/A","Q:225":"N/A","AA:559":"N/A","AI:293":"No","D:131":"Required infrastructure & Teaching Materials","H:60":"N/A","G:631":"Multiple means of engagement [offers choice and autonomy in learning tasks, topics, and activities to promote intrinsic motivation and ownership of learning]","H:511":"N/A","V:438":"No","Z:358":"N/A","P:115":"No","AF:265":"N/A","R:94":"Yes","AA:296":"/* 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 \n \n \n \n \n \n \n “Microplastics are small pieces of plastic that\n enter the ocean and build up in fish, which can harm both animals and people when eaten.”","AI:596":"N/A","AH:395":"N/A","AJ:628":"N/A","AD:425":"N/A","W:759":"N/A","AF:230":"N/A","W:752":"N/A","Q:476":"Here is a characteristic passage from Brave New World that describes the creation of life through technology: “We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future…” — Aldous Huxley, Brave New World This excerpt comes from the beginning of the novel, when the Director of Hatcheries and Conditioning explains to the learners how human beings are created in the laboratory. The word “decant” replaces birth, as people are no longer born naturally but are “produced” in bottles and programmed for specific social roles. Technology here is not merely a tool, but a means of social engineering: it determines intelligence, appearance, social class, and behavior before individuals are even born. Huxley presents a society in which the creation of life has been stripped of all natural and moral context and transformed into an industrial process.","H:642":"N/A","AH:100":"Yes","AJ:392":"N/A","G:688":"HOWs [Explain the influence of algorithms on search results and on social media feeds.]","AH:602":"N/A","T:740":"N/A","R:392":"N/A","S:171":"N/A","AI:14":"Bouzga, Triantafyllia","Y:218":"N/A","AA:751":"No","AI:426":"N/A","B:1":"E2 Type","O:749":"N/A","AH:62":"Yes","AA:702":"N/A","AF:166":"N/A","W:161":"N/A","X:727":"N/A","AG:771":"N/A","P:712":"N/A","T:271":"Actively participate in the class discussion.Respond to the teacher's questions by RECALLING examples of innovations you know or use.DISCUSS with your classmates on the possible negative or unintended consequences of these technologies.Listen actively to the contributions of others.","G:111":"Required infrastructure [Printer]","X:227":"N/A","AA:311":"No","T:555":"N/A","O:379":"N/A","G:269":"Teacher instructions","Q:157":"No","AC:537":"N/A","R:423":"N/A","Y:188":"N/A","Y:165":"N/A","X:530":"N/A","AE:715":"N/A","G:275":"Multiple means of representation [offers videos, images, diagrams, and interactive simulations alongside textual explanations to appeal to different learning styles]","AI:385":"N/A","O:204":"N/A","AI:422":"N/A","AH:30":"Yes","AC:441":"N/A","AE:394":"N/A","T:454":"N/A","G:750":"HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","W:703":"N/A","AB:592":"N/A","AG:641":"N/A","AE:524":"N/A","T:588":"N/A","AF:113":"Yes","T:9":"2025-11-05 12:10:42","AD:379":"N/A","T:89":"No","AJ:60":"No","AJ:93":"Yes","AI:167":"N/A","U:760":"N/A","AK:234":"N/A","W:163":"N/A","AG:206":"N/A","AG:748":"N/A","X:629":"N/A","AK:310":"5","AI:103":"Describe major types and consequences of armed conflicts.\n \nUnderstand basic principles of human rights and international law.\n \nLocate and interpret historical sources (texts, images, videos).\n \nCollaborate effectively in small groups and use digital tools for research.\n\nExpress opinions and engage in evidence-based discussions.","AH:63":"No","X:513":"N/A","AH:530":"N/A","AD:210":"N/A","P:87":"Yes","Z:343":"N/A","AF:555":"N/A","Q:634":"No","W:562":"N/A","Z:261":"Yes","AH:528":"N/A","AE:181":"N/A","P:177":"N/A","AD:10":"2026-02-16 11:47:27","Q:769":"N/A","X:588":"N/A","X:754":"N/A","AA:261":"No","AE:695":"N/A","U:536":"N/A","O:34":"N/A","S:532":"N/A","AH:137":"Recognise your own information bubble or echo chamber.","Z:576":"No","AD:690":"N/A","H:731":"N/A","O:642":"N/A","AJ:755":"N/A","AG:642":"N/A","S:718":"N/A","Q:361":"N/A","AI:244":"N/A","G:394":"HOWs [Divide potential science-based ☑ solutions to the socio-scientific issue into categories.]","V:220":"N/A","G:743":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","H:732":"N/A","R:623":"Assuming you\n had to decide, write a diary entry as either Mr. or Mrs. Smith and try to clearly\n articulate your point of view. (If you can better understand Mr. Smith's\n position, write an entry as Mrs. Smith and vice versa.)\n \n \n \n \n \n \n \n In your diary entry you\n should:\n \n \n \n Select a position.\n \n \n \n Argue, why you support this\n position.","X:427":"N/A","AI:393":"N/A","AC:455":"N/A","R:470":"No","S:264":"N/A","AA:121":"Writing template","G:740":"HOWs [Check if multiple viewpoints are presented and who is quoted.]","R:568":"N/A","V:374":"N/A","AK:763":"N/A","W:516":"N/A","AI:376":"N/A","D:42":"Learning Goal(s)","AB:552":"N/A","P:450":"N/A","AG:780":"N/A","AB:148":"Distinguish superficial from in-depth coverage.","T:95":"No","O:175":"N/A","AH:555":"N/A","AB:751":"N/A","AK:782":"N/A","R:778":"N/A","AC:765":"N/A","G:547":"HOWs [Identify sensational and emotional language used to influence the audience.]","AB:163":"N/A","O:563":"N/A","R:451":"No","Z:410":"N/A","AB:209":"N/A","O:417":"N/A","AC:694":"N/A","T:62":"No","AA:527":"N/A","AD:35":"Waste pollution","Y:601":"N/A","O:378":"N/A","H:532":"N/A","AI:433":"N/A","V:241":"N/A","AJ:311":"Yes","W:736":"N/A","P:783":"N/A","G:504":"Learning Outcome","AB:601":"N/A","D:96":"Year of Subject Learning","R:785":"N/A","D:310":"Duration","AC:291":"N/A","O:408":"N/A","U:662":"25","AC:99":"Yes","AH:55":"No","AH:203":"N/A","U:750":"N/A","U:600":"N/A","R:427":"N/A","AB:585":"N/A","AD:203":"N/A","AJ:409":"N/A","R:368":"N/A","X:366":"N/A","R:182":"N/A","AE:421":"N/A","AE:211":"N/A","V:573":"N/A","AH:549":"N/A","Y:255":"N/A","AG:785":"N/A","AA:790":"No","AF:87":"No","Q:726":"N/A","AB:331":"Define your message.","AB:73":"economic, social and environmental impact of fash fashion","O:626":"N/A","W:422":"N/A","AC:186":"N/A","T:441":"N/A","W:600":"N/A","R:355":"N/A","D:616":"Resource Type","AH:311":"Yes","T:354":"N/A","O:583":"N/A","U:793":"No","X:512":"N/A","AK:768":"N/A","AG:215":"N/A","AK:91":"Yes","AK:770":"N/A","AA:589":"N/A","R:409":"N/A","U:162":"N/A","AE:96":"No","R:626":"N/A","AG:750":"N/A","AC:584":"N/A","H:99":"N/A","AJ:50":"No","AF:587":"N/A","AB:513":"N/A","X:114":"Yes","U:217":"N/A","R:396":"N/A","AK:631":"No","AF:224":"N/A","AH:767":"N/A","Y:559":"N/A","Z:447":"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 Brainstorming (15 min):\n \n Discuss\n what microplastics are and how they enter food chains.\n Identify\n key messages for the flyer (e.g., “Protect Our Oceans,” “Microplastics\n End Up on Our Plates,” “Reduce Plastic Use”).\n Decide\n on event details: title, date, time, venue, and purpose2.Planning the Flyer (20 min):\n \n \n \n \n Decide\n on a layout: heading, subheadings, images, and contact info.\n Choose\n a color scheme (blue/green tones for environment themes work well).\n Think\n of eye-catching slogans or facts like:\n \n \n \n \n \n \n \n “Did you know? Humans may ingest up to 5 grams of plastic per week!”\n \n \n \n \n \n \n Designing (40 min):\n \n Use Canva,\n Google Docs, PowerPoint, or paper and art supplies.\n Include visuals such as:\n \n A\n food chain diagram showing microplastic movement\n Marine animals or polluted oceans\n Recycling or plastic-free icons\n \n Make\n sure text is clear and easy to read.\n \n \n 4. Presentation (10 min):\n \n \n \n \n Learners\n present their flyers to the class.\n Classmates\n give feedback on clarity, creativity, and scientific accuracy.5.Optional Extension: (30 min)\n \n \n \n \n Display\n the best flyers around the school or post them on the school’s website or\n social media to raise awareness.","G:49":"Subject(s) [Mathematics]","R:457":"No","AE:292":"N/A","G:543":"HOWs [Check if the information was peer-reviewed.]","AC:773":"N/A","AE:417":"N/A","T:189":"N/A","Q:435":"Yes","Z:598":"N/A","AI:411":"N/A","AG:253":"N/A","Y:67":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 Learners should be able to:\n \n 1. Explain what microplastics are and how they form. \n \n 2. Identify common sources of microplastics in the\n environment.\n \n 3. Describe why microplastics are a concern, using\n simple chemical ideas.","AK:192":"N/A","H:767":"N/A","AC:595":"N/A","Y:487":"No","AA:283":"low subject complexity","T:560":"N/A","AH:163":"N/A","AK:689":"N/A","R:774":"N/A","H:159":"N/A","W:709":"N/A","P:615":"N/A","P:729":"N/A","AA:282":"Yes","AJ:292":"N/A","X:620":"Group work","Q:596":"N/A","AG:260":"Speaking and listening.\n \n \n Discuss the meaning of the word \"conflict\".\n \n \n Listening task. Ss listen to the beginning of a made up story that describes the situation and relationship of two countries and how a conflict evolves between them.","AH:415":"N/A","AI:249":"N/A","AI:620":"Group work","AB:85":"No","AI:176":"N/A","R:348":"N/A","AE:312":"Click and think critically: Select and analyse information on a socio-scientific issue.","AB:419":"Yes","AG:178":"N/A","AF:260":"The first activity aims at providing learners with basic knowledge on gene editing using the CRISPR-CAS9 method. The knowledge is needed for the activity that follows, where learners have to decide whether their source of information is credible.\n Learners watch a TED education video about the CRISPR-CAS9 method and have to answer questions about (see worksheet \"SciLMi Worksheet CRISPR\"). The video can be found here:https://www.youtube.com/watch?v=6tw_JVz_IEc","G:765":"HOWs [Apply skills of dialogue.]","AK:637":"high subject complexity","AB:711":"N/A","U:446":"The activity applies a guided discovery method within an interrupted case study framework. Learners are placed in the role of researchers and investigate protein stability through structured data interpretation and visual analysis. Using scaffolded questions and a simplified thermodynamic dataset, they analyze, interpret, and explain how environmental conditions influence molecular order and disorder. The teacher facilitates discovery through questioning and class discussion rather than direct instruction, enabling learners to construct understanding collaboratively and reflectively.","Z:346":"N/A","Z:560":"N/A","AA:13":"2025","AF:526":"N/A","V:533":"N/A","V:238":"N/A","AB:366":"N/A","Z:181":"N/A","U:764":"N/A","T:418":"N/A","V:411":"N/A","AH:196":"N/A","X:642":"N/A","AH:579":"N/A","V:13":"2026","AK:616":"No","AG:398":"N/A","T:311":"Yes","T:183":"N/A","AB:311":"Yes","AJ:317":"Describe the variety of information source types available today.","Z:274":"Yes","H:107":"N/A","H:734":"N/A","U:121":"Access to scientific and media resources","W:190":"N/A","R:336":"N/A","T:590":"N/A","G:414":"HOWs [Previous knowledge]","W:251":"N/A","R:573":"N/A","AF:90":"Yes","W:605":"N/A","Q:778":"N/A","D:467":"Student Output Form","Y:340":"N/A","AJ:172":"N/A","Q:88":"No","W:95":"No","Q:398":"N/A","AC:778":"N/A","W:414":"N/A","V:394":"N/A","V:768":"N/A","Q:731":"N/A","AH:468":"N/A","P:51":"No","T:558":"N/A","G:355":"HOWs [Identify ☑ visual indications of sponsored content.]","AJ:613":"N/A","AA:386":"N/A","P:240":"N/A","Y:394":"N/A","AJ:742":"N/A","AK:607":"N/A","P:595":"N/A","H:253":"N/A","AA:586":"N/A","AB:467":"N/A","AI:67":"Cognitive Objective:\n \nLearners will understand, through historical examples, the use of hunger as a weapon of war and will recognize its political, social, and humanitarian dimensions across different historical periods.\n \nSkills Objective:\n \nLearners will develop historical research, analysis, and source interpretation skills, as well as collaboration and creative use of digital tools to present their group findings effectively.","AH:560":"N/A","G:601":"HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","AG:778":"N/A","AF:773":"N/A","AJ:407":"N/A","AF:242":"N/A","W:790":"N/A","AC:554":"N/A","Y:112":"No","AB:334":"N/A","AF:605":"N/A","AC:289":"N/A","A:662":"Activity 3","U:634":"No","AB:237":"N/A","AC:783":"N/A","AI:511":"N/A","AD:6":"15","S:218":"N/A","G:281":"Multiple means of action and expression [provides scaffolds, templates, and assistive technologies to support learners in organising their thoughts and expressing themselves coherently]","G:625":"Universal design checklist","AE:597":"N/A","AC:95":"No","S:13":"2025","AG:573":"N/A","AJ:178":"N/A","AJ:740":"N/A","U:278":"No","AK:33":"No","Y:532":"N/A","P:520":"N/A","Y:397":"N/A","G:345":"HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","V:698":"N/A","AK:536":"N/A","W:693":"N/A","X:372":"N/A","AK:209":"N/A","AD:526":"N/A","D:99":"Year of Subject Learning","G:694":"HOWs [☑ Selecting information sources]","Y:207":"N/A","G:245":"HOWs [Provide background information on the socio-scientific issue.]","V:628":"No","AJ:90":"No","U:223":"N/A","AD:713":"N/A","G:153":"Learning Outcome","W:592":"N/A","Z:209":"N/A","AI:349":"N/A","AD:583":"N/A","AB:531":"N/A","U:134":"5","W:464":"N/A","O:384":"N/A","AB:117":"A text to introduce the concept of fast fashion (in English)","AK:276":"N/A","AD:769":"N/A","AA:95":"No","O:641":"N/A","AH:741":"N/A","AI:600":"N/A","Z:162":"N/A","Z:789":"N/A","U:528":"N/A","AK:167":"N/A","AF:703":"N/A","AD:29":"3","AK:582":"N/A","R:773":"N/A","Y:348":"N/A","T:455":"N/A","AA:96":"Yes","P:52":"No","Z:474":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n accurate and relevant scientific information\n creativity and design quality\n clear and engaging message\n proper event details includedrelevance to the Green Day themeproper grammar and spelling","AD:48":"No","AE:400":"N/A","Z:741":"N/A","Q:530":"N/A","O:201":"N/A","Z:53":"No","T:10":"2026-01-16 15:19:53","S:368":"N/A","X:193":"N/A","AE:355":"N/A","R:523":"N/A","AK:391":"N/A","AI:178":"N/A","V:556":"N/A","AA:216":"N/A","AI:782":"N/A","AK:420":"N/A","AC:93":"No","P:578":"N/A","X:708":"N/A","Y:418":"N/A","AG:57":"Yes","AJ:747":"N/A","U:414":"N/A","AK:424":"N/A","W:755":"N/A","AI:568":"N/A","AA:234":"N/A","X:342":"N/A","Q:699":"N/A","Y:526":"N/A","AK:752":"No","Z:115":"No","AB:724":"N/A","T:33":"Yes","AE:725":"N/A","AA:290":"Yes","Z:179":"N/A","AC:9":"2025-11-05 12:13:17","AI:425":"N/A","AH:333":"N/A","AJ:202":"N/A","H:744":"N/A","Z:544":"N/A","AC:630":"N/A","D:799":"Activity Instruction","H:417":"N/A","U:284":"advanced subject complexity","Q:180":"N/A","Q:715":"N/A","H:387":"N/A","T:46":"No","G:318":"Learning Outcome","R:54":"No","V:202":"N/A","AH:414":"N/A","AK:157":"N/A","AA:88":"Yes","W:729":"N/A","AF:761":"N/A","Q:740":"N/A","H:538":"N/A","S:450":"N/A","AD:196":"N/A","Q:380":"N/A","AD:568":"N/A","Z:233":"N/A","AA:662":"10","X:314":"Select the most informative and relevant search results.","W:689":"N/A","Z:589":"N/A","T:14":"Murana, Oriana","AE:431":"N/A","T:350":"N/A","S:243":"N/A","AH:689":"N/A","AH:779":"N/A","AI:414":"N/A","Q:567":"N/A","AH:242":"N/A","Z:13":"2025","G:789":"Media [Text media]","R:607":"N/A","AF:728":"N/A","G:415":"HOWs [Linguistic competence]","AI:338":"N/A","AA:564":"N/A","R:435":"Yes","D:106":"Required infrastructure & Teaching Materials","AB:113":"No","O:627":"N/A","AJ:110":"Yes","X:615":"N/A","AF:616":"N/A","AK:5":"2026-01-26 08:51:10","AG:384":"N/A","R:361":"N/A","X:718":"N/A","AC:762":"N/A","T:550":"N/A","U:698":"N/A","AA:26":"English","Z:200":"N/A","AH:750":"N/A","AA:184":"N/A","G:45":"Subject(s) [First Language]","AK:591":"N/A","Q:438":"No","AA:160":"N/A","AB:586":"N/A","P:742":"N/A","S:216":"N/A","Y:369":"N/A","AK:745":"N/A","AA:124":"Real-world objects: plastic bottle, bag, straw — for an introductory discussion","AC:192":"N/A","AC:218":"N/A","AA:759":"N/A","AG:277":"N/A","T:167":"N/A","V:792":"No","R:587":"N/A","AE:335":"N/A","U:736":"N/A","Q:793":"No","T:51":"No","W:102":"No","AB:189":"N/A","Q:48":"Yes","T:744":"N/A","O:432":"N/A","X:220":"N/A","V:544":"N/A","G:271":"Activity instruction","AH:739":"N/A","AH:34":"N/A","S:426":"N/A","AC:50":"No","X:547":"N/A","G:133":"Duration in minutes","Z:781":"N/A","U:260":"/* 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: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 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-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 In this short introductory activity, learners activate prior knowledge and practise prediction skills by brainstorming ideas around the session title “The Case of the Self‑Organizing Cell: When Order Meets Chaos”. Working in pairs or small groups, they create a mini mind map that captures their initial associations with the concepts of order, chaos, self- organisation, cell, protein structure, and stability. Each group selects 3–4 keywords and briefly explains how they relate these ideas to biological systems.\n Through shared discussion, the class identifies emerging themes setting the conceptual stage for the case study. The activity encourages curiosity, connects earlier learning on protein structure and thermodynamics to new contexts, and introduces the socio-scientific perspective that will unfold throughout the session.","X:160":"N/A","AD:172":"N/A","P:224":"N/A","AJ:265":"N/A","AF:101":"Yes","AH:769":"N/A","AE:756":"N/A","S:358":"N/A","O:764":"N/A","AC:520":"N/A","AD:689":"N/A","AK:340":"N/A","AA:108":"No","W:568":"N/A","AD:352":"N/A","W:543":"N/A","AG:524":"N/A","H:291":"N/A","AB:691":"N/A","R:627":"N/A","AD:543":"N/A","T:292":"N/A","AH:194":"N/A","AK:427":"N/A","V:451":"No","AH:57":"No","W:263":"N/A","AJ:788":"In this activity, learners synthesize insights from previous tasks to formulate and communicate their stance on human life extension. Drawing on doctrinal or philosophical perspectives explored in Activity 2 and biological facts discussed in Activity 3, learners write a short message that expresses their viewpoint on longevity. The message should include a clear opinion, reference to a belief or cultural view, and a reason or argument supported by science or ethics. The trailer from Marvel Studios’ Eternals (2021) serves as an ethical and emotional stimulus, helping learners reflect on the societal and personal implications of living longer. Learners are asked to write a message of approximately 80–100 words, which allows them to express their ideas clearly and concisely while demonstrating their ability to argue and communicate effectively. This activity supports the development of ethical reasoning, argumentation skills, and science-informed civic communication.","AE:399":"N/A","AD:389":"N/A","AE:373":"N/A","G:651":"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]","AJ:631":"N/A","T:760":"N/A","AE:719":"N/A","AI:770":"N/A","H:214":"N/A","H:247":"N/A","AA:644":"No","AH:423":"N/A","AD:530":"N/A","S:788":"Reading and text-based tasks:\n The learners get a handout of a text on AI and rising energy consumption. They work individually in their own pace.\n Choice in the text-based tasks:A use text markers to colour different parts in the text (argument, example etc.)B questions about the textC optional for fast learnersAfter about18 minutes possible results are shared in class.","H:777":"N/A","AI:738":"N/A","Y:596":"N/A","Q:441":"No","AJ:643":"N/A","U:49":"No","AG:246":"N/A","AG:626":"N/A","Z:33":"No","AI:96":"No","AE:88":"No","AI:708":"N/A","Q:296":"Observation and Interpretation“The stork symbolizes natural birth, but the barcode suggests something artificial or commercial.”“The baby looks more like a product than a person.”“The image feels cold or unsettling.”Critical Thinking and Ethical Questions“Is genetic modification leading us to ‘order’ babies?”“Who decides what a ‘perfect’ child is?”“Is it right to interfere with someone’s identity before they’re born?”Connection to Bioethics and Social Issues“The barcode might represent the commodification of life.”“If children become products, what does that mean for human dignity?”“There’s a risk of social inequality if only some people have access to these technologies.”Personal Connection and Emotional Response“It makes me feel uncomfortable. Like humanity is being lost.”“I wonder how I’d feel if I were born this way.”“The image makes me think about what it means to be unique.”","AB:519":"N/A","W:451":"N/A","H:425":"N/A","AH:254":"N/A","R:95":"No","W:590":"N/A","AJ:557":"N/A","Q:648":"Yes to Designer Babies (For)\n \n \n \n \n Prevention of genetic diseases\n Serious hereditary diseases can be prevented, reducing human suffering and healthcare costs.\n \n \n \n \n Improved quality of life\n \n \n \n \n It allows the selection of traits that promote health, resilience, or even intelligence, offering better opportunities for the child’s future.\n \n \n \n \n Scientific innovation\n \n \n \n \n It promotes research in genetics and medicine, paving the way for new treatments and technologies.\n \n \n \n \n Adaptation to future needs\n \n \n \n \n In the future, selecting certain traits could help humans adapt to environmental or social changes\n \n \n \n \n \n No to Designer Babies (Against)\n \n \n \n \n Ethical dilemmas\n \n \n \n \n The natural order, the child’s freedom, and the question of whether parents should “play God” are being challenged.\n \n \n \n \n Risk of social inequality\n \n \n \n \n These options may be available only to the wealthy, creating a genetic elite and increasing social inequalities.\n \n \n \n \n Unpredictable consequences\n \n \n \n \n Genetic modifications may have long-term effects that we cannot foresee, even in future generations.\n \n \n \n \n Pressure and social competition\n \n \n \n \n The possibility of “enhancement” may pressure parents to choose “ideal” traits, reducing acceptance of diversity.","G:717":"HOWs [Identify empirical evidence.]","T:56":"No","Q:422":"N/A","Y:366":"N/A","AG:703":"N/A","AJ:737":"N/A","W:580":"N/A","AJ:644":"N/A","AK:602":"N/A","V:249":"N/A","AC:268":"Pair work","O:90":"No","S:60":"No","Q:32":"Yes","Y:568":"N/A","H:395":"N/A","H:774":"N/A","V:256":"N/A","AJ:705":"N/A","W:6":"2","U:353":"N/A","AF:531":"N/A","Q:291":"Yes","AC:576":"N/A","U:737":"N/A","W:781":"N/A","AD:403":"N/A","T:48":"No","Y:465":"Yes","AJ:634":"N/A","U:282":"No","R:264":"No","AF:59":"No","AF:170":"N/A","AD:718":"N/A","U:192":"N/A","AK:743":"N/A","X:710":"N/A","X:759":"N/A","Z:401":"N/A","O:509":"N/A","AG:247":"N/A","AA:730":"N/A","AF:94":"No","AK:641":"No","AH:159":"N/A","AD:252":"N/A","AB:578":"N/A","AB:614":"N/A","AC:450":"N/A","AJ:612":"Learners engage in a structured discussion that begins with a short trailer from Marvel Studios’ Eternals (2021)https://www.youtube.com/watch?v=x_me3xsvDgk, which introduces immortal beings who have lived among humans for thousands of years. This fictional portrayal of immortality sets the stage for comparing doctrinal views on natural life (from Activity 2) with biological facts about aging and life extension. Learners reflect on how belief systems shape attitudes toward science and technology, and formulate their own reasoned opinion on whether humans should try to extend life. The activity fosters ethical reasoning, empathy, and argumentation skills, while encouraging respectful dialogue across scientific, cultural, and philosophical perspectives.","U:744":"N/A","O:367":"N/A","Q:760":"N/A","U:464":"No","Q:235":"N/A","AA:475":"Aadapted from “Worries about microplastics in our seafood” https://breakingnewsenglish.com/2308/230814-microplastics-in-human-heart.html","W:49":"No","Z:503":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","X:198":"N/A","D:156":"Learning Outcome","Y:203":"N/A","AJ:629":"N/A","AC:234":"N/A","O:188":"N/A","G:186":"HOWs [Check the publication date.]","AH:469":"N/A","Z:173":"N/A","W:47":"No","S:597":"N/A","AI:536":"N/A","AH:294":"N/A","AH:170":"N/A","T:282":"N/A","U:541":"N/A","AF:645":"N/A","Q:213":"N/A","H:469":"N/A","AI:240":"N/A","S:540":"N/A","R:528":"N/A","AE:184":"N/A","AH:747":"N/A","AF:790":"N/A","P:418":"N/A","AH:372":"N/A","Z:513":"N/A","AD:509":"N/A","AK:628":"Yes","AC:290":"N/A","AA:73":"Environment","AD:550":"N/A","AF:601":"N/A","X:599":"N/A","AJ:32":"No","V:456":"No","Z:733":"N/A","V:336":"N/A","W:5":"2026-03-06 16:38:47","R:231":"N/A","R:256":"N/A","AB:29":"3","P:225":"N/A","AK:342":"N/A","AJ:431":"N/A","X:562":"N/A","AF:780":"N/A","S:543":"N/A","AF:167":"N/A","O:769":"N/A","T:457":"N/A","O:391":"N/A","G:793":"Media [Interactive media]","AF:722":"N/A","AA:664":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","X:591":"N/A","AA:734":"N/A","T:220":"N/A","W:236":"N/A","AD:97":"Yes","W:594":"N/A","AG:608":"N/A","AJ:718":"N/A","AE:444":"Group work","S:376":"N/A","AC:265":"N/A","AD:175":"N/A","AJ:176":"N/A","AK:268":"Class activity","AH:85":"No","AI:343":"N/A","AI:597":"N/A","Q:365":"N/A","Z:775":"N/A","Y:179":"N/A","AA:292":"No","AC:349":"N/A","V:741":"N/A","AH:291":"N/A","AE:520":"N/A","AE:543":"N/A","Y:102":"No","S:33":"Yes","Y:686":"N/A","AG:790":"N/A","G:629":"Multiple means of engagement [incorporates real-world examples, case studies, and culturally relevant content to make learning meaningful and relatable for learners]","AH:730":"N/A","V:52":"No","Z:226":"N/A","AD:424":"N/A","Q:775":"N/A","R:107":"Yes","AD:219":"N/A","Y:515":"N/A","AH:695":"N/A","AJ:528":"N/A","V:203":"N/A","P:707":"N/A","AI:742":"N/A","H:363":"N/A","AJ:744":"N/A","AF:216":"N/A","G:60":"Subject(s) [Music]","H:763":"N/A","AH:533":"N/A","H:617":"N/A","Q:586":"N/A","AF:729":"N/A","AI:237":"N/A","AC:439":"N/A","O:720":"N/A","AA:348":"N/A","AJ:246":"N/A","X:268":"Group work","AF:559":"N/A","O:713":"N/A","AA:699":"N/A","P:385":"N/A","V:33":"No","Z:472":"- raise pupils' awareness of issues such as environmental protection and sustainability\n - strengthen their written and oral communication skills\n - encourage creativity (graphic competences, computer skills, photoshop, indesign,...)\n - work across different subjects\n - increase pupils' motivation through practical topics\n - help them become critical and responsible citizens","AC:340":"N/A","AD:791":"N/A","Y:572":"N/A","U:538":"N/A","T:774":"N/A","AJ:641":"N/A","P:334":"N/A","Q:538":"N/A","Q:158":"No","AD:191":"N/A","D:640":"Student Output Form","P:592":"N/A","V:255":"N/A","AJ:237":"N/A","AF:248":"N/A","Y:705":"N/A","T:347":"N/A","T:632":"N/A","D:662":"Duration","AI:522":"N/A","Z:473":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n 1. Define Your Goal and Audience\n \n \n Purpose first:informing and inviting\n Target audience: Design style, tone,\n and visuals should match who you’re trying to reach. (parents, headmaster)\n \n \n \n \n \n \n \n \n \n 2. Keep It\n Focused\n \n \n One main\n message—don’t overload it with information.\n Highlight key points\n only: what, when, where, why, and how.\n Use a clear call\n to action (CTA) — e.g., “Join Us!”\n \n \n \n \n \n \n \n \n 3. Make It\n Visually Striking\n \n \n Use hierarchy: Big, bold headline\n → supporting details → smaller text.\n Limit fonts: 2–3 max (one for\n headlines, one for body text, maybe one accent).\n Colors: Stick to 2–4\n complementary colors; use contrast to draw attention.\n White space: Don’t fill every\n inch—empty space helps readability.\n \n \n \n \n \n \n \n \n 4. Use High-Quality Images and Graphics\n \n \n Choose sharp,\n high-res images that align with your message.\n Avoid stock photos\n that look overly generic.\n Icons and\n illustrations can make info easier to scan.\n \n \n \n \n \n \n \n \n 5. Layout\n Tips\n \n \n Work with a grid\n — keeps everything aligned and balanced.\n Use visual flow:\n lead the reader’s eye from the headline → main image → CTA.\n Consider folds or\n margins if printing; leave safe zones near edges.\n \n \n \n \n \n \n \n \n 6. Write\n Compelling Copy\n \n \n Use short sentences\n and bullet points.\n Use active verbs and\n direct language.\n \n \n \n \n \n \n \n \n 7. Optimize for Print and Digital\n \n \n Print: Use CMYK\n color mode and at least 300 DPI resolution.\n Digital: Use RGB and\n export as JPG/PNG/PDF for easy sharing.\n Make sure text is\n readable on screens and mobile devices.\n \n \n \n \n \n \n \n \n 8. Review Before You\n Print or Publish\n \n \n Proofread everything\n — typos ruin credibility.\n Test readability\n (print a small version).\n Ask for feedback\n from a friend or coworker.\n \n \n \n \n \n \n \n \n 9. Bonus: Smart\n Design Tricks\n \n \n Add QR codes\n linking to your website, tickets, or socials.\n Use contrast\n blocks (light on dark / dark on light) to separate sections.\n make it look professional.\n If unsure: less\n is more — simplicity usually wins.","Y:548":"N/A","X:174":"N/A","AF:456":"N/A","G:322":"Learning Outcome","AI:63":"No","S:545":"N/A","V:358":"N/A","S:405":"N/A","W:362":"N/A","Y:623":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 Instructions for the practical are shown on the class's projector.\n \n 1.\n \n 1.\n Place a small spoonful of the sand and plastic mixture\n into a beaker.\n \n 2. \n \n 2.\n Add water and gently stir to mix the contents.\n \n 3. \n \n 3.\n Allow the sand to settle at the bottom.\n \n 4. \n \n 4.\n Carefully pour the water through the filter paper into\n another container.\n \n 5. \n \n 5.\n Observe what remains on the filter paper and in the\n water.\n \n During the practical fill the result table.\n \n Result TableObservation stage What did you observe?Before\n adding water After\n stirring with water After\n sand settled Material\n left on filter paper Material\n remaining in water","AG:468":"N/A","A:14":"Authors","AC:343":"N/A","U:416":"N/A","O:692":"N/A","Q:548":"N/A","AE:606":"N/A","W:100":"No","W:607":"N/A","P:558":"N/A","AB:104":"It is important to know the learners’ level of English , in order to know if there is\n necessary to prepare two versions of the text provided to the learners during\n the CLIL sequence.","AH:162":"N/A","AH:565":"N/A","AA:748":"N/A","G:300":"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]","AI:47":"No","O:31":"N/A","AH:133":"90","H:776":"N/A","AG:775":"N/A","H:600":"N/A","AK:120":"Lesson plan stages: https://docs.google.com/document/d/1ecaPtMIe_IyURgFQu3UiOoboJQZVFYtJnV1NeucZ-kU/edit?usp=sharing","AE:61":"No","AE:372":"N/A","AH:536":"N/A","T:398":"N/A","U:379":"N/A","T:368":"N/A","AG:530":"N/A","Y:736":"N/A","G:246":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","T:268":"Teacher-led instruction and Q&A sessions","AC:386":"N/A","AA:607":"N/A","H:468":"N/A","AA:441":"N/A","Z:169":"N/A","AF:66":"2","AE:229":"N/A","V:34":"N/A","X:747":"N/A","AC:193":"N/A","U:338":"N/A","AD:385":"N/A","AH:716":"N/A","AH:568":"N/A","AD:433":"N/A","T:719":"N/A","AI:207":"N/A","S:395":"N/A","AH:700":"N/A","U:735":"N/A","AH:261":"N/A","AA:649":"/* 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 \n \n \n \n \n \n \n ·\n Language accuracy: correct use of target\n structures (We should…, It’s important to…).\n \n ·\n Content relevance: solutions clearly related to\n reducing microplastics or pollution.\n \n ·\n Clarity and completeness: each sentence\n expresses a full idea with a reason or connector.\n \n ·\n Engagement: active participation in pair or\n class sharing.\n \n ·\n (Formative focus – oral and written language\n use, not graded.)","AK:560":"N/A","AA:409":"N/A","AD:370":"N/A","Z:645":"N/A","AC:26":"English","Y:470":"No","AG:212":"N/A","D:53":"Subjects","Q:387":"N/A","AC:237":"N/A","O:365":"N/A","R:779":"N/A","H:89":"N/A","S:208":"N/A","V:603":"N/A","AD:89":"Yes","G:303":"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]","AC:557":"N/A","AC:768":"N/A","AK:93":"Yes","G:403":"HOWs [☑ (Re)assessing personal viewpoint on SSI]","G:131":"Required teaching materials []","G:157":"HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","R:713":"N/A","AI:173":"N/A","Z:404":"N/A","P:744":"N/A","S:66":"5","G:713":"HOWs [Skim the snippets for key terms related to your query.]","AF:226":"N/A","AD:714":"N/A","AA:173":"N/A","AB:375":"N/A","U:385":"N/A","AJ:374":"N/A","AI:196":"N/A","W:60":"No","Z:338":"N/A","AK:578":"N/A","R:517":"N/A","AG:616":"N/A","AF:34":"N/A","Z:737":"N/A","Z:297":"Assessment Criteria: Formal Letter of Invitation\n \n Topic: Invitation to Parents\n and Headmaster for a Session on Microplastics in Food Chains\n \n \n \n \n \n Criteria\n \n \n Description\n \n \n Marks / Weighting\n \n \n \n \n \n 1. Format & Layout\n \n \n - Proper formal letter\n structure (sender’s address, date, receiver’s address, salutation, subject,\n body, complimentary close, signature). \n - Correct alignment and spacing.\n \n \n 5 marks\n \n \n \n \n 2. Salutation & Subject Line\n \n \n - Appropriate greeting\n (e.g., “Dear Headmaster,” / “Dear Parents,”). \n - Clear, concise subject line relevant to the\n topic.\n \n \n 5 marks\n \n \n \n \n 3. Purpose & Clarity of Invitation\n \n \n - Clearly states the\n purpose of the letter (inviting to an event on Microplastics in Food\n Chains). \n - Specifies details such as date, time, venue, and purpose of the event.\n \n \n 10 marks\n \n \n \n \n 4. Content Relevance\n \n \n - Information relates\n directly to microplastics in food chains (importance, awareness,\n student involvement, etc.). \n - Avoids irrelevant details.\n \n \n 10 marks\n \n \n \n \n 5. Tone & Language\n \n \n - Polite, formal, and\n respectful tone. \n - Appropriate vocabulary and grammar for a formal letter.\n \n \n 10 marks\n \n \n \n \n 6. Coherence & Organization\n \n \n - Logical flow of ideas\n (introduction → body → closing). \n - Smooth transitions between paragraphs.\n \n \n 5 marks\n \n \n \n \n 7. Grammar, Spelling & Punctuation\n \n \n - Correct sentence\n structure, spelling, and punctuation throughout.\n \n \n 5 marks\n \n \n \n \n 8. Closing & Signature\n \n \n - Proper complimentary\n close (e.g., Yours sincerely, / Yours faithfully,). \n - Correct signature and designation (e.g., Head of Science Club).\n \n \n 5 marks\n \n \n \n \n \n \n \n \n \n \n Total Marks: 55 (or scale down to 25 / 30 as needed)","AK:526":"N/A","H:292":"N/A","T:163":"N/A","V:277":"No","W:133":"110","P:69":"Being Old","AH:220":"N/A","AI:697":"N/A","AC:509":"N/A","G:84":"Key words (for online filter and search function) []","AJ:9":"2025-11-05 12:24:15","S:714":"N/A","AF:737":"N/A","AB:245":"N/A","U:699":"N/A","AC:722":"N/A","AK:213":"N/A","Y:230":"N/A","AA:245":"N/A","S:290":"N/A","AB:172":"N/A","T:30":"No","AH:538":"N/A","AI:360":"N/A","AH:69":"fighting without fighting - water is for everybody","O:565":"N/A","H:772":"N/A","AH:692":"N/A","U:598":"N/A","T:589":"N/A","AE:85":"No","G:228":"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.]","P:458":"N/A","AE:517":"N/A","AH:370":"N/A","H:401":"N/A","X:180":"N/A","AC:207":"N/A","G:449":"Universal design checklist","U:415":"N/A","V:114":"No","AA:161":"N/A","V:486":"20","P:61":"No","AH:629":"N/A","AB:264":"N/A","AF:249":"N/A","P:456":"N/A","AD:558":"N/A","U:487":"No","S:776":"N/A","X:773":"N/A","AH:368":"N/A","AB:98":"No","AJ:389":"N/A","S:583":"N/A","O:219":"N/A","U:522":"N/A","R:547":"N/A","Z:377":"N/A","O:246":"N/A","AD:439":"N/A","AA:521":"N/A","O:777":"N/A","AA:412":"N/A","H:344":"N/A","AG:134":"10","AJ:761":"N/A","Y:169":"N/A","V:53":"No","AJ:796":"Group work","V:134":"5","O:337":"N/A","AD:7":"en","AG:68":"Economic changes during wartime","V:609":"N/A","G:642":"Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","AD:561":"N/A","AC:545":"N/A","AI:186":"N/A","AJ:438":"N/A","D:661":"Material Sources","X:137":"Select the most credible information sources.","AD:444":"Group work","AD:726":"N/A","AA:789":"Yes","P:761":"N/A","AK:429":"N/A","V:689":"N/A","AF:599":"N/A","H:372":"N/A","AC:511":"N/A","G:337":"HOWs [Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]","G:64":"Subject(s) [English]","T:734":"N/A","AG:53":"Yes","AH:766":"N/A","T:613":"N/A","AB:212":"No","Z:313":"Recognise your own information bubble or echo chamber.","Z:405":"N/A","AJ:607":"N/A","AG:181":"N/A","U:374":"N/A","AE:591":"N/A","AJ:574":"N/A","R:312":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AH:781":"N/A","V:575":"N/A","V:229":"N/A","AC:44":"Nowadays learners are absorbed by virtual shopping and fast fashion online, so sometimes they don´t realise of the difference between fact or real world and opinion or biased information. They use to devote their free time watching videos of influencers and hanging out with friends at the mall buying sometimes unnecessary goods. So we , as educators, should guide them to think critically in order to become more responsible citizens.\n \n \n Most of the people don't know the hidden beast: fast fashion and textile waste and its enviromental consequences and we are the people who are responsible for explaining disadvanteges of textile overproduction.\n There are potential misconceptions on fast fashion because itimplies both positive and negative aspects, such as: accesible and affordable clothes, positive emotional experience, low quality products,economic, social, environment and ethical issues. On the other hand, there might be potential misinformation regarding fast fashion, especially because of the aggressive advertising of the fast fashion companies. So, many consumers could beeasily influenced bythe sensational language of the marketing campaigns, not taking into account the scientific evidence.","S:628":"N/A","R:331":"Define your message.","O:776":"N/A","AK:275":"N/A","W:369":"N/A","P:46":"No","AH:694":"N/A","G:493":"Learning Outcome","X:441":"N/A","R:34":"N/A","P:738":"N/A","AJ:690":"N/A","AE:576":"N/A","AK:214":"N/A","V:271":"Read through each\n vocabulary word in the list.\n \n Matcheach word\n to the correct definition.\n \n \n Be ready\n toshareone explanation with the class.Explainone term\n in your own words to your partner.Compare and\n checkyour answers with a partner.\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:\"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;}","AJ:609":"N/A","AG:219":"N/A","P:603":"N/A","P:537":"N/A","R:579":"N/A","O:91":"No","AC:312":"Click and think critically: Select and analyse information on a socio-scientific issue.","Q:199":"N/A","Q:395":"N/A","V:135":"No","W:412":"N/A","P:597":"N/A","U:518":"N/A","AK:767":"N/A","AJ:268":"Pair work","AF:220":"N/A","P:599":"N/A","Z:609":"N/A","Z:424":"N/A","Q:458":"No","S:87":"No","AD:450":"N/A","Y:422":"N/A","T:687":"N/A","AJ:404":"N/A","AK:385":"N/A","S:412":"N/A","AK:701":"N/A","AG:629":"N/A","AA:391":"N/A","Z:796":"Class activity","X:777":"N/A","S:458":"N/A","Z:347":"N/A","R:400":"N/A","G:5":"Date submitted","X:408":"N/A","G:16":"Author(s) [Family name, given name]","H:706":"N/A","AC:600":"N/A","V:196":"N/A","T:255":"N/A","AD:629":"N/A","R:420":"No","AG:426":"N/A","Z:158":"No","T:157":"N/A","AK:734":"N/A","AK:531":"N/A","H:761":"N/A","AF:464":"N/A","G:420":"HOWs [Identify a hook to grab the recipients’ attention.]","Z:231":"N/A","AK:488":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","G:738":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AF:739":"N/A","W:613":"N/A","G:665":"Learning Objective","R:700":"N/A","AH:643":"N/A","T:333":"N/A","R:763":"N/A","V:554":"N/A","O:52":"No","W:602":"N/A","Z:5":"2026-01-27 17:20:32","P:416":"N/A","V:251":"N/A","Y:61":"No","AC:251":"N/A","AA:575":"N/A","V:695":"N/A","W:421":"N/A","W:178":"N/A","AH:773":"N/A","AJ:450":"N/A","AB:350":"N/A","AA:342":"N/A","Z:51":"No","Q:447":"1. Read the provided literary excerpts carefully.\n2. Identify and underline key phrases that reflect ethical or technological concerns.\nAnalyze the author’s perspective on the\n creation of life.· Compare the two texts in terms of tone,\n message, and ethical stance.· Summarize your group’s interpretation in a\n short paragraph.· Present your findings to the class.","P:243":"N/A","Q:100":"No","AJ:693":"N/A","X:58":"No","AJ:233":"N/A","V:783":"N/A","AC:392":"N/A","P:112":"No","Z:727":"N/A","H:760":"N/A","G:192":"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:129":"Required teaching materials []","AF:560":"N/A","AF:364":"N/A","AK:634":"Yes","S:465":"N/A","W:780":"N/A","O:759":"N/A","AK:630":"Yes","S:178":"N/A","W:117":"flip chart, board, pens, glue","S:750":"N/A","AE:310":"10","AI:60":"No","AA:593":"N/A","Y:401":"N/A","H:688":"N/A","R:190":"N/A","X:604":"N/A","W:203":"N/A","AG:182":"N/A","Q:366":"N/A","AI:195":"N/A","S:30":"No","AI:728":"N/A","P:339":"N/A","AH:517":"N/A","U:214":"N/A","AC:337":"N/A","Y:799":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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. Answer the exit multiple choice quiz provided by\n choosing the correct answer from A to D.\n \n 2. Reveal the correct answer and briefly explain it,\n if possible.\n \n 3. Listen to the discussion and think about how\n today’s lesson links to real-world environmental problems.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Κανονικός πίνακας\";\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:\"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 Multiple Choice Quiz Questions\n \n 1. What are microplastics?\n \n A. Large plastic objects found in the ocean\n \n B. Tiny pieces of plastic smaller\n than 5 mm\n \n C. Natural materials found in sand\n \n D. Plastics that dissolve in water\n \n \n \n 2. Which of the following is a source of\n microplastics?\n \n A. Wooden furniture\n \n B. Glass bottles\n \n C. Washing synthetic clothes\n \n D. Paper packaging\n \n \n \n 3. What happens to plastic when it breaks down?\n \n A. It disappears completely\n \n B. It turns into a liquid\n \n C. It breaks into smaller pieces\n \n D. It changes into metal\n \n \n \n 4. Where have scientists found microplastics?\n \n A. Only in oceans\n \n B. Only in deserts\n \n C. In water, air, food, and soil\n \n D. Only in plastic factories\n \n \n \n 5. Which separation technique did we use in the\n practical activity?\n \n A. Distillation\n \n B. Chromatography\n \n C. Filtration\n \n D. Evaporation\n \n \n \n 6. Why are microplastics difficult to remove from the\n environment?\n \n A. They are very heavy\n \n B. They dissolve easily\n \n C. They are very small and spread\n widely\n \n D. They break down quickly","AB:750":"N/A","AH:369":"N/A","S:241":"N/A","Y:517":"N/A","H:9":"2025-11-03 11:56:25","AC:457":"N/A","G:411":"HOWs [Review similar initiatives to understand common feedback and reactions.]","AD:311":"Yes","G:708":"HOWs [Analyse ☑ textual cues indicating sponsored content.]","G:197":"HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","O:697":"N/A","AC:247":"N/A","AH:699":"N/A","W:728":"N/A","P:377":"N/A","G:491":"Learning Objective","O:561":"N/A","AC:7":"en","AD:468":"N/A","H:168":"N/A","AC:716":"N/A","W:217":"N/A","H:413":"N/A","O:244":"N/A","AD:337":"N/A","AF:358":"N/A","R:207":"N/A","AE:602":"N/A","AA:191":"N/A","V:180":"N/A","V:611":"Yes","G:705":"HOWs [Verify the authenticity of displayed images and videos by using ☑ verification tools.]","AG:351":"N/A","R:384":"N/A","AK:527":"N/A","G:235":"HOWs [Review similar initiatives to understand common feedback and reactions.]","S:117":"texts about AI","P:244":"N/A","AK:162":"N/A","T:7":"en","AD:613":"N/A","AE:89":"No","Z:425":"N/A","H:515":"N/A","AJ:799":"Voices on Longevity\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 In your group, write a short message expressing your stance on human life\n extension. Use ideas from previous activities: the belief system you explored,\n the biological facts you learned, and the ethical questions raised by the Eternals\n trailer. Your message should include: \n \n \n \n ·\n a clear opinion \n \n \n \n ·\n a reference to one belief or cultural view \n \n \n \n ·\n a reason or argument supported by science or\n ethics\n \n \n \n Give your message a title that captures attention. Be ready to present your\n message to the class through your group’s spokesperson. You may also create a\n visual version of your message - voluntarily (e.g. poster or digital post) to make it more\n impactful.","Q:620":"Group work","AG:174":"N/A","Y:113":"Yes","AD:230":"N/A","AC:11":"178.139.237.38","X:704":"N/A","AF:779":"N/A","S:511":"N/A","Y:787":"No","E:1":"E1 Display Name","AI:607":"N/A","R:221":"N/A","AI:394":"N/A","H:521":"N/A","AE:86":"No","T:187":"N/A","U:340":"N/A","AA:726":"N/A","AI:421":"N/A","AE:289":"N/A","AC:508":"Make a plan to execute.","S:341":"N/A","AD:766":"N/A","P:35":"Genetic engineering","X:541":"N/A","T:690":"N/A","AG:548":"N/A","AC:420":"N/A","AF:342":"N/A","Q:208":"N/A","AH:355":"N/A","Q:512":"N/A","U:276":"No","G:464":"Student output form [Text]","O:704":"N/A","AE:56":"No","Z:57":"No","P:299":"www.brainyquote.com/topics/longevity-quotes","S:733":"N/A","AD:571":"N/A","G:458":"Multiple means of action and expression [offers flexible deadlines and alternative modes of participation to accommodate diverse learning paces and needs]","AI:346":"N/A","S:334":"N/A","AD:630":"N/A","AC:184":"N/A","AI:257":"N/A","V:279":"No","AG:222":"N/A","D:84":"Keywords","W:66":"2","U:519":"N/A","AG:35":"Food and water scarcity","AG:210":"N/A","AD:754":"N/A","V:615":"Yes","R:456":"No","V:763":"N/A","W:452":"N/A","AG:90":"No","S:223":"N/A","AB:708":"N/A","AA:352":"N/A","H:262":"N/A","AI:228":"N/A","H:699":"N/A","S:367":"N/A","R:5":"2025-11-07 09:13:35","Q:700":"N/A","AE:48":"No","Q:741":"N/A","AF:366":"N/A","P:687":"N/A","W:365":"N/A","Y:290":"N/A","G:400":"HOWs [Identify solutions that create new negative impacts.]","AB:201":"N/A","V:312":"Click and think critically: Select and analyse information on a socio-scientific issue.","AB:737":"N/A","Z:160":"N/A","AC:108":"Yes","AF:757":"N/A","U:251":"N/A","AI:9":"2025-11-05 12:21:23","Y:339":"N/A","AK:226":"N/A","S:629":"N/A","AD:529":"N/A","AF:561":"N/A","R:352":"N/A","W:189":"N/A","S:415":"N/A","Y:582":"N/A","S:10":"2026-04-27 14:28:19","Y:510":"N/A","X:429":"N/A","U:543":"N/A","AE:58":"No","S:255":"N/A","T:207":"N/A","U:486":"15","X:288":"N/A","O:347":"N/A","H:98":"N/A","S:63":"No","S:570":"N/A","AF:48":"No","D:107":"Required infrastructure & Teaching Materials","AB:569":"N/A","AD:101":"No","X:248":"N/A","AA:89":"Yes","AA:750":"Yes","Z:278":"No","AD:700":"N/A","T:768":"N/A","AJ:716":"N/A","Q:561":"N/A","AC:231":"N/A","Q:240":"N/A","AK:455":"N/A","Q:46":"No","AJ:11":"193.176.126.48","AC:697":"N/A","O:542":"N/A","AA:585":"N/A","G:462":"Differentiation matrix [abstracting activity]","AC:345":"N/A","AG:759":"N/A","AE:189":"N/A","AF:469":"N/A","AE:398":"N/A","AF:720":"N/A","V:464":"No","AF:340":"N/A","V:356":"N/A","Z:1":"14","AG:292":"N/A","AJ:728":"N/A","P:710":"N/A","AA:211":"N/A","Z:63":"No","H:400":"N/A","AH:698":"N/A","AK:191":"N/A","G:8":"Access code","AD:383":"N/A","AH:539":"N/A","AG:241":"N/A","G:80":"Key words (for online filter and search function) []","AI:451":"N/A","W:116":"microscopes","Z:470":"No","V:66":"5","X:265":"N/A","Z:252":"N/A","H:259":"N/A","AI:51":"No","H:392":"N/A","T:762":"N/A","AH:191":"N/A","AB:605":"N/A","X:169":"N/A","T:232":"N/A","AJ:275":"N/A","AA:238":"N/A","AC:663":"N/A","W:214":"N/A","AA:405":"N/A","AC:182":"N/A","AE:740":"N/A","AJ:436":"Learners explore four different perspectives on natural life and longevity: Christianity, Buddhism, Islam, and Secular/Humanist. Each group receives a short doctrinal quote prepared by the teacher. After reading and discussing the quote, learners conduct a guided online search to find one additional quote or idea from the same belief system. They then share their findings with the class. This activity develops digital literacy, cultural awareness, and critical thinking about socio-scientific issues.\n \n \n Quotes provided by the teacher:\n \n \n Christianity: \n Life is a gift from God. Its natural end is part of His plan. \n Human life is sacred and finite. Interfering with death may challenge divine will.Buddhism: \n All things are impermanent. Clinging to life causes suffering. \n Longevity is not the goal – spiritual liberation is. Natural life ends when karma allows.Islam: \n No soul can die except by Allah’s permission, at a term appointed. \n Life and death are predetermined. Extending life artificially may conflict with divine timing.Secular/Humanist: \n Science can extend life – but should it? \n (A question of ethics and quality – not divine will.)","V:601":"N/A","X:601":"N/A","O:409":"N/A","P:724":"N/A","AD:525":"N/A","AI:458":"N/A","S:524":"N/A","H:428":"N/A","AC:94":"No","AB:405":"N/A","AI:281":"No","AK:8":"kata-huba-01","R:620":"Individual work","AB:185":"N/A","R:633":"N/A","X:262":"N/A","T:599":"N/A","AE:428":"N/A","AG:67":"By the end of this lesson learners will understand how wars and conflicts with disrupting food and water supply can affect the economy of several countries and they will be able to express their opinion. They will also understand that there are no winners in such a conflict.\nMastering the listening skills of deatiled information.\nEnriching vocabulary - Economics (English)\nEnhance critical thinking and also debating skills.","V:736":"N/A","AH:537":"N/A","AB:523":"N/A","R:244":"N/A","Z:366":"N/A","R:275":"Yes","S:771":"N/A","AB:107":"No","V:299":"1. Activity - vocabulary_matching_activity","O:770":"N/A","R:645":"N/A","V:31":"Yes","Z:463":"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 \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n multiple\n formats for demonstrating understanding:\n \n Written report\n Oral presentation\n Infographic or video\n Concept map or comic strip\n extended\n time or guided support for learners who need it.\n peer review\n or self-assessmen, checklists for reflection.","Y:711":"N/A","V:517":"N/A","AF:573":"N/A","U:166":"N/A","Q:570":"N/A","R:770":"N/A","AI:455":"N/A","R:172":"N/A","AI:691":"N/A","V:278":"Yes","R:371":"N/A","W:550":"N/A","Q:183":"N/A","W:277":"N/A","AH:338":"N/A","U:402":"N/A","Q:389":"N/A","AI:112":"Yes","AI:456":"N/A","Y:774":"N/A","T:406":"N/A","Z:464":"Yes","Z:744":"N/A","V:250":"N/A","AI:693":"N/A","T:412":"N/A","AC:468":"N/A","X:436":"2. Data Centres and Digital InfrastructureLearners learn how digital systems require physical infrastructure, focusing on servers, data centres, and energy usage. They explore how digital activity translates into environmental impact.","D:16":"Author(s)","U:645":"No","AC:643":"N/A","AJ:44":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 MisconceptionsLong life is only about good genes. (Ignores the role of lifestyle, environment, and\n healthcare.)\n \n Living longer always means living better. (Overlooks issues like quality of life, chronic\n illness, and social isolation.)\n \n Culture means just art and music. (Reduces culture to aesthetics, ignoring values,\n beliefs, and practices.)\n \n Culture is the same for everyone in a country; it’s fixed and doesn’t\n change. (Neglects\n diversity within societies and the evolving nature of culture.)\n \n Misinformation\n \n Miracle\n pills help. (Promotes unproven products with exaggerated claims.)\n \n Supplements\n help. (Suggests that supplements alone can extend life, without scientific\n consensus.)\n \n Extreme\n diets are useful. (Encourages harmful practices not supported by evidence.)","X:690":"N/A","G:427":"HOWs [Research evidence and logic behind the counter-arguments.]","Y:662":"10","W:547":"N/A","AF:222":"N/A","AB:71":"consumer protection","AE:163":"N/A","G:112":"Required infrastructure [Recording device and microphone]","AB:746":"N/A","O:398":"N/A","V:245":"N/A","O:736":"N/A","AH:435":"No","AF:276":"N/A","Q:694":"N/A","AF:633":"N/A","X:643":"N/A","S:400":"N/A","AC:280":"N/A","Z:468":"No","V:457":"No","X:264":"N/A","AG:717":"N/A","Q:730":"N/A","H:252":"N/A","Z:203":"N/A","S:712":"N/A","AE:205":"N/A","AJ:435":"No","G:410":"HOWs [☑ Communication channels]","AA:605":"N/A","AG:632":"N/A","AD:33":"N/A","AH:521":"N/A","AI:427":"N/A","V:406":"N/A","S:749":"N/A","AH:404":"N/A","V:739":"N/A","AJ:221":"N/A","AH:641":"N/A","AE:408":"N/A","AD:643":"N/A","AE:646":"N/A","G:91":"Age range [16]","AJ:35":"Genetic engineering","AH:431":"Yes","W:415":"N/A","T:621":"1. \"Divide the class into 4-5 small groups.\"\n \n \n \n \n 2. \"Assign each group one of the 5 'Viewpoints' listed in the plan (and on the worksheet) and share\n with all groups a graph (in link) that shows the Energy Consumption in 2024, as a reminder, to focus on the\n real issue\n \n \n \n \n 3. \"Circulate among the groups. Help them distinguish between arguments (the reasons, the 'why') and evidence (the data, the 'how').\"\n \n \n \n \n 4. \"Remind them that for the final sharing (Activity 4), they can choose their preferred format (UDL).\"\n \n \n \n \n 5. \"Manage time and call the class back for the final discussion (Activity 4).\"","AK:730":"N/A","U:367":"N/A","AK:300":"Image: https://www.freepik.com/free-photo/full-shot-woman-seaside_6930736.htm#fromView=search&page=1&position=49&uuid=47d77729-8fd1-4712-a796-72b9e8c3025e&query=longevity","AD:537":"N/A","R:213":"N/A","AG:209":"N/A","U:63":"No","AE:183":"N/A","O:225":"N/A","AE:99":"No","G:736":"HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","AC:753":"N/A","X:115":"No","AG:336":"N/A","AG:736":"N/A","AD:192":"N/A","G:217":"HOWs [Divide ☑ impacts into categories.]","V:724":"No","X:470":"N/A","AH:444":"Pair work","S:89":"No","AI:713":"N/A","AA:410":"N/A","Z:167":"N/A","Q:751":"N/A","AC:68":"THE CONCEPT OF NEED VS WISH","AB:138":"Select the most informative and relevant search results.","Q:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","Y:160":"N/A","R:718":"N/A","AE:185":"N/A","AF:516":"N/A","W:559":"N/A","R:613":"N/A","T:535":"N/A","G:468":"Student output form [Practical demonstration (lab experiment, etc.)]","AA:646":"No","T:593":"N/A","AA:215":"N/A","T:355":"N/A","AJ:242":"N/A","T:451":"N/A","AF:171":"N/A","H:741":"N/A","AI:243":"N/A","AK:724":"N/A","X:555":"N/A","X:417":"N/A","X:177":"N/A","U:611":"Yes","AD:515":"N/A","S:616":"N/A","AE:697":"N/A","AF:396":"N/A","T:85":"No","AD:521":"N/A","AF:49":"No","AB:511":"N/A","AA:697":"N/A","AD:373":"N/A","O:730":"N/A","H:32":"N/A","Q:607":"N/A","D:60":"Subjects","W:30":"No","P:531":"N/A","AK:751":"Yes","AC:451":"N/A","V:89":"No","O:552":"N/A","T:280":"N/A","AF:205":"N/A","O:281":"No","AA:226":"N/A","AD:57":"No","U:170":"N/A","AK:254":"N/A","R:255":"N/A","D:658":"Material Sources","AC:604":"N/A","AC:244":"N/A","AK:97":"No","P:60":"No","AA:570":"No","AJ:467":"N/A","V:253":"N/A","AC:543":"N/A","AJ:454":"N/A","U:113":"No","S:68":"Pros and cons of AI","AI:192":"N/A","X:551":"N/A","T:564":"N/A","AH:487":"No","P:245":"N/A","Y:167":"N/A","H:201":"N/A","P:14":"Ligurska, Jana","W:185":"N/A","AB:358":"N/A","T:556":"N/A","X:245":"N/A","W:529":"N/A","AB:726":"N/A","AG:613":"N/A","AH:595":"N/A","T:628":"N/A","G:604":"HOWs [Evaluate their relevance and validity.]","AD:68":"Sustainable consumption","V:422":"N/A","Y:356":"N/A","P:226":"N/A","X:57":"No","T:231":"N/A","AF:186":"N/A","AB:663":"N/A","Y:733":"N/A","AH:582":"N/A","AA:396":"N/A","O:344":"N/A","P:451":"N/A","AI:199":"N/A","AE:590":"N/A","X:587":"N/A","Y:386":"N/A","Y:704":"N/A","AD:411":"N/A","AC:397":"N/A","Z:746":"N/A","AI:357":"N/A","O:695":"N/A","AA:426":"N/A","AE:640":"N/A","P:310":"20","AK:96":"No","AI:30":"No","AG:109":"Yes","AF:227":"N/A","AJ:201":"N/A","AG:55":"No","Q:766":"N/A","V:407":"N/A","S:773":"N/A","AE:243":"N/A","S:454":"N/A","AE:276":"N/A","H:690":"N/A","AC:238":"N/A","AA:229":"N/A","AI:56":"Yes","U:751":"N/A","H:167":"N/A","T:379":"N/A","AH:717":"N/A","Q:511":"N/A","W:690":"N/A","W:210":"N/A","U:88":"No","AE:759":"N/A","S:747":"N/A","O:470":"N/A","AE:265":"N/A","AG:377":"N/A","O:106":"No","Y:581":"N/A","Q:227":"N/A","V:413":"N/A","Q:191":"N/A","AK:383":"N/A","AG:257":"N/A","G:170":"HOWs [For ☑ databases and library catalogues.]","S:457":"N/A","AH:772":"N/A","AI:223":"N/A","W:423":"N/A","S:621":"Introduction of important words:\n Artificial Intelligence (AI)Data centerCarbon footprintElectricity demandEfficiencyRenewable energy","Z:782":"N/A","Q:200":"N/A","P:792":"N/A","Q:56":"No","G:401":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","AG:250":"N/A","O:611":"N/A","P:168":"N/A","AG:575":"N/A","AB:413":"N/A","X:627":"N/A","AB:719":"N/A","P:633":"N/A","R:439":"No","S:567":"N/A","Y:291":"N/A","G:254":"HOWs [☑ Actions and initiatives to convey a message.]","O:352":"N/A","G:219":"HOWs [Determine the parties responsible for putting solutions into practice.]","AA:685":"N/A","W:393":"No","Y:134":"7","H:784":"N/A","X:750":"N/A","S:357":"N/A","R:513":"N/A","R:382":"N/A","AI:523":"N/A","R:558":"N/A","V:541":"N/A","W:59":"No","T:646":"N/A","Z:213":"N/A","P:356":"N/A","H:609":"N/A","P:704":"N/A","Q:663":"Yes","G:357":"HOWs [Use ☑ technical tools to identify sponsored content.]","V:101":"No","X:582":"N/A","P:430":"N/A","P:415":"N/A","AD:709":"N/A","G:390":"HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","Y:782":"N/A","W:113":"No","Z:194":"N/A","R:749":"N/A","R:606":"N/A","Z:788":"Organizing a Green Day\n \n - upcycled industrial arts\n - green collar career fair\n - workshop energy audit\n - sustainable repairs clinic\n - green building competition\n - waste to resource workshop","AJ:280":"N/A","S:162":"N/A","G:497":"Learning Outcome","AI:429":"N/A","U:44":"Learners may believe that disordered proteins are faulty or misfolded, assuming that only rigid, stable structures are functional. In fact, intrinsically disordered proteins often play vital adaptive roles, forming temporary, flexible interactions that support regulation and response.\n \n Many learners think that stability always means better function, while in biology both order and flexibility are necessary; excessive rigidity prevents adaptation, and too much disorder leads to dysfunction.\n \n A frequent misconception is that phase-separated droplets are inherently pathological. In reality, they can be beneficial when reversible, enabling efficient compartmentalisation, but harmful when they become irreversible aggregates.\n \n Regarding regenerative medicine, some assume that science is close to achieving immortality or that phase separation could “make cells young again.” Modern longevity research aims instead to maintain healthy function and delay decline, not to stop aging entirely.\n \n From the media, learners often encounter exaggerated or sensational claims, such as miracle cures, “immortality breakthroughs,” or conspiracies about hidden discoveries. These distortions simplify complex science and ignore uncertainty, shaping unrealistic expectations.\n \n Finally, some may think that scientific uncertainty means scientists are unsure or unreliable. In truth, uncertainty is an essential feature of honest, evidence-based research and a core topic of responsible science communication.","G:152":"Learning Outcome","R:588":"N/A","X:641":"N/A","P:774":"N/A","AK:716":"N/A","U:253":"N/A","Y:280":"N/A","R:362":"N/A","Q:746":"N/A","D:795":"App","AI:744":"N/A","Q:61":"No","W:591":"N/A","D:91":"Learner Age Range","R:49":"No","Y:269":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 Firstly, ask learners to quickly identify and list 2 (two)plastic items they can see or are carrying. Secondly, facilitate a hands-up\n discussion asking: What happens to plastic when it breaks? Thirdly, present the\n key question: Does plastic ever truly disappear? and then encourage brief\n student responses. Fourthly, introduce the term microplastics and explain that\n the lesson will explore what microplastics are, where they come from and why\n they are studied.","AJ:175":"N/A","Q:95":"No","AE:357":"N/A","R:702":"N/A","AB:734":"N/A","S:50":"No","AA:349":"N/A","V:402":"N/A","AC:730":"N/A","P:584":"N/A","AC:405":"N/A","AD:182":"N/A","R:514":"N/A","H:433":"N/A","AD:775":"N/A","AH:531":"N/A","H:48":"N/A","V:400":"N/A","X:360":"N/A","AA:643":"No","Y:336":"N/A","AI:233":"N/A","AI:35":"Food and water scarcity","AF:211":"N/A","AE:487":"No","Y:573":"N/A","AG:428":"N/A","T:725":"N/A","T:750":"N/A","W:279":"N/A","AB:60":"No","AG:588":"N/A","AI:221":"N/A","O:234":"N/A","Y:371":"N/A","AI:68":"the wars in history","G:762":"HOWs [☑ Communication channels]","Z:215":"N/A","AF:51":"Yes","W:193":"N/A","W:335":"N/A","AJ:573":"N/A","AA:528":"N/A","AC:614":"N/A","AA:543":"N/A","X:68":"AI and rising energy demand","AA:791":"No","P:387":"N/A","Q:256":"N/A","T:240":"N/A","Q:201":"N/A","AC:183":"N/A","S:7":"en","Y:36":"Microplastics in food chains","AI:374":"N/A","AH:195":"N/A","Y:717":"N/A","D:122":"Required infrastructure & Teaching Materials","S:260":"Warm up: Mentimeter\n \n \n The teacher starts with a mentimeter question: \"What uses a lot of energy?”\n \n \n \n \n - Learners brainstorm and use either their tablet/smartphone to write down their answers (computers, cars, air conditioners, etc.).Mentimeter https://www.mentimeter.com/auth/de-DE/login","AC:282":"N/A","D:31":"Position of Lesson Plan in Sequence","R:768":"N/A","AG:4":"No","AG:221":"N/A","AH:720":"N/A","AI:475":"history texts books","AE:562":"N/A","T:176":"N/A","W:537":"N/A","T:197":"N/A","AD:408":"N/A","Z:512":"N/A","G:236":"HOWs [Simulate the engagement.]","S:728":"N/A","G:509":"HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","T:567":"N/A","AB:755":"N/A","O:159":"N/A","G:369":"HOWs [Examine how the information is framed.]","H:746":"N/A","Q:85":"No","G:649":"Evaluation / assessment criteria","AF:199":"N/A","AD:290":"N/A","AK:236":"N/A","AD:715":"N/A","O:529":"N/A","AG:184":"N/A","Y:63":"No","AD:92":"No","AD:722":"N/A","X:447":"Data Centres and Digital Infrastructure (10 min)\n \n \n \n \n Learners learn how digital systems require physical infrastructure, focusing on servers, data centres, and energy usage. They examine how digital activity translates into environmental impact.\n \n \n \n \n 1. Examine: A diagram of a data centre and label its main components (servers, cooling system, power source).\n \n \n \n \n 2. Discuss in pairs: How electricity flows through the system and why data centres consume energy.\n \n \n \n \n 3. Answer guided questions: Examine • Which components use the most electricity? • How might AI increase energy demand?\n \n \n \n \n 4. Present: One key insight to the class using a quick visual representation (poster, sketch, or digital slide).\n \n \n \n \n - Data centre diagram - Printed or digital handouts - Whiteboard / markers","AE:383":"N/A","P:626":"N/A","V:549":"N/A","AD:338":"N/A","G:729":"HOWs [Consider the geographical and cultural ☑ context of the information.]","AE:166":"N/A","AH:690":"N/A","AD:400":"N/A","Z:174":"N/A","P:452":"N/A","O:170":"N/A","O:439":"N/A","AJ:226":"N/A","Z:429":"N/A","AI:606":"N/A","AJ:699":"N/A","Z:357":"N/A","U:255":"N/A","AB:374":"N/A","AH:615":"N/A","AH:575":"N/A","AJ:173":"N/A","S:377":"N/A","G:591":"HOWs [Linguistic competence]","Q:397":"N/A","AA:51":"No","AJ:753":"N/A","W:383":"N/A","B:133":"Activity 1","Q:487":"Yes","O:525":"N/A","AB:9":"2025-11-05 12:13:07","U:685":"N/A","X:253":"N/A","V:469":"No","AA:343":"N/A","D:146":"Learning Outcome","T:98":"No","AK:288":"N/A","AG:551":"N/A","S:113":"No","AC:185":"N/A","X:396":"N/A","O:275":"No","AD:386":"N/A","Q:45":"Yes","AK:166":"N/A","O:603":"N/A","AH:90":"No","G:15":"Author(s) [Family name, given name]","G:156":"Learning Outcome","T:470":"N/A","AI:250":"N/A","AJ:757":"N/A","AG:584":"N/A","Z:575":"No","AK:173":"N/A","Q:390":"N/A","Z:601":"N/A","AJ:379":"N/A","W:765":"N/A","U:117":"Teacher version of Interrupted Case Study","AB:394":"N/A","P:53":"No","S:135":"No","P:716":"N/A","R:472":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Task 1: \n \n The described scenario exhibits moral dimensions\n because ethical values stand incompatibly opposed to each other. On one side\n are the desire for a healthy child (and thus the value of health) and the\n well-being and happiness of the parents; on the other side are adherence to the\n protection of life and the respect for the dignity of the embryo, even in the\n case of a genetically caused illness.\n \n \n \n Task 2:\n \n a) Mr. Smith does not want to accept the death of the\n undesirable embryos as the price for a healthy child. He considers the embryos\n to be human life worthy of protection and thus their human dignity as the\n supreme value. Perhaps he is religious, and for him, selection through PGD\n represents an interference with God-willed fate. Furthermore, he considers the\n possibility that the manifestation of the disease could be mild, so that the\n predicted suffering of the child or the parents does not occur, or occurs to a\n tolerable degree. He is of the opinion that pain and illness are also part of\n human life and that it should be humanity's endeavor to deal with this\n suffering instead of trying to prevent it. In addition, in his opinion, the\n killing of sick or disabled life before birth is discriminatory against living\n disabled or sick people, as it suggests to them that people with their genetic\n makeup are not desirable.\n \n b) Mrs. Smith wants to prevent further suffering. This\n concerns both the potential suffering of a child affected by the disease and\n her own suffering and that of her husband. Her fear of not being able to cope\n with the daily life of illness and limitations a second time, or even losing a\n loved one prematurely again, dominates her desire to utilize PGD.\n \n \n \n \n \n \n \n \n \n \n Task 3:\n \n The Smith couple could either utilize PGD or have a\n child naturally, thereby accepting the risk of Cystic Fibrosis. Furthermore,\n they have the option of not having a child at all or\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n adopting\n a child. The two main courses of action are \"perform PGD\" and\n \"do not perform PGD.\" It is not possible to name consequences of the\n courses of action that will definitely occur; instead, the aim is merely to\n anticipate many possible consequences (a-d).","U:270":"/* 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: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 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-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n The activity applies an inquiry-based mind mapping method to activate prior knowledge and stimulate prediction. Using this method, learners visualise associations and collectively construct meaning around the lesson title. The teacher guides the discussion through open-ended questioning and concept linking, promoting curiosity and engagement before introducing the scientific case.","W:583":"N/A","P:209":"N/A","AD:407":"N/A","V:604":"N/A","Y:184":"N/A","AI:70":"war; hunger; history; food; water","AI:34":"N/A","AA:346":"N/A","O:711":"N/A","U:346":"N/A","Y:584":"N/A","P:510":"N/A","AG:1":"22","V:67":"Be able to represent data in different types of graphs and analyze the impact the visual representation of data has on our perception of a certain issue.","H:274":"N/A","AK:548":"N/A","AH:662":"40","S:724":"N/A","S:163":"N/A","AG:757":"N/A","AF:577":"N/A","AA:395":"N/A","AC:416":"N/A","AG:383":"N/A","AB:529":"N/A","T:115":"No","S:510":"N/A","AJ:343":"N/A","U:708":"N/A","Z:379":"N/A","S:249":"N/A","W:578":"N/A","O:386":"N/A","R:631":"N/A","AH:48":"No","AE:206":"N/A","Z:90":"Yes","U:345":"N/A","S:769":"N/A","AC:758":"N/A","O:420":"N/A","H:704":"N/A","G:580":"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.]","O:377":"N/A","O:360":"N/A","AK:198":"N/A","S:256":"N/A","X:217":"N/A","AC:361":"N/A","AG:465":"N/A","Y:462":"medium subject complexity","T:208":"N/A","Q:168":"N/A","AF:775":"N/A","AK:293":"N/A","AE:729":"N/A","AD:225":"N/A","X:350":"N/A","AE:280":"N/A","AF:380":"N/A","P:7":"en","AC:568":"N/A","AI:478":"https://www.youtube.com/watch?v=_N3QYezyHpg","V:528":"N/A","O:403":"N/A","W:170":"N/A","P:44":"Being old means suffering from illness, eg.dementia.\n \n \n \n Those who want to live long should avoid working.\n \n \n \n Older people are a burden on society and have nothing to offer.","X:377":"N/A","AE:523":"N/A","G:168":"HOWs [For ☑ social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","AK:113":"No","AD:382":"N/A","AG:433":"N/A","AD:782":"N/A","AK:696":"N/A","O:254":"N/A","AJ:567":"N/A","G:261":"Media [Text media]","G:538":"HOWs [Check the publication date.]","AF:363":"N/A","U:62":"No","AA:210":"N/A","AK:227":"N/A","Y:633":"N/A","Z:29":"4","P:254":"N/A","AF:379":"N/A","H:340":"N/A","AD:351":"N/A","AC:360":"N/A","T:784":"N/A","H:736":"N/A","T:520":"N/A","P:516":"N/A","P:362":"N/A","Y:769":"N/A","X:168":"N/A","T:433":"N/A","AD:641":"N/A","W:14":"Mast-Attlmayr, Ulrike","Q:713":"N/A","G:752":"HOWs [Identify solutions that create new negative impacts.]","H:593":"N/A","W:343":"N/A","G:93":"Age range [18 ]","S:529":"N/A","AF:367":"N/A","O:607":"N/A","AH:349":"N/A","AA:724":"N/A","AF:574":"N/A","AG:761":"N/A","AG:554":"N/A","AH:336":"N/A","G:32":"This plan's position in the sequence: [3]","AJ:196":"N/A","T:497":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","AB:191":"N/A","T:612":"GROUP\n ACTIVITY (20 MIN)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Tabella normale\";\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-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Learners, in small groups,\n analyze a specific \"Viewpoint\" (a \"solution\") assigned from\n the article. They must find the supporting arguments and evidence and assess\n their strength.","AE:97":"No","G:116":"Required infrastructure [Other]","X:454":"N/A","AI:391":"N/A","S:62":"No","X:572":"N/A","W:532":"N/A","Y:239":"N/A","S:512":"N/A","AE:765":"N/A","V:553":"N/A","R:594":"N/A","H:263":"N/A","AC:366":"N/A","Y:726":"N/A","R:260":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-ansi-language:#0C00;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n This activity uses a fictional dilemma situation to illustrate\n the ethical problem of PGD. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n Prerequisite\n knowledge for the dilemma discussion and doable through aworksheet or internet\n research:What’s cystic fibrosis?","AB:581":"N/A","V:767":"N/A","Y:252":"N/A","AJ:525":"N/A","AD:28":"DISCOVERING HIDDEN TRUTHS OF FAST FASHION","V:581":"N/A","D:58":"Subjects","AH:381":"N/A","U:203":"N/A","Q:194":"N/A","U:603":"N/A","X:391":"N/A","AI:57":"No","AK:170":"N/A","AB:757":"N/A","U:709":"N/A","AD:704":"N/A","AI:630":"N/A","R:731":"N/A","AE:67":"learn and acquire new items of vocabulary connected with ecology, civic studies, economics; master the debating skills when finding resolutions on both the fictional and real conflicts, practice reading and listening skills opening learners' minds on the conflicts and wars reasoning and the effects","W:707":"N/A","AH:706":"N/A","G:500":"Learning Outcome","AI:419":"N/A","AG:668":"Communicate your viewpoint on a socio-scientific issue: Argue.","AA:534":"N/A","Q:464":"Yes","W:347":"N/A","G:482":"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]","U:174":"N/A","P:587":"N/A","U:715":"N/A","AK:561":"N/A","G:659":"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:117":"Required teaching materials []","W:165":"No","AC:692":"N/A","AB:596":"N/A","G:645":"Student output form [Product (e.g. prototype, website, etc.)]","R:204":"N/A","O:345":"N/A","AH:29":"4","P:26":"English","S:387":"N/A","Y:343":"N/A","D:655":"Material Sources","AD:451":"N/A","AI:549":"N/A","S:631":"N/A","Y:605":"N/A","AK:291":"N/A","S:350":"N/A","Y:770":"N/A","X:255":"N/A","AF:175":"N/A","T:87":"No","AC:621":"Teacher shows the video and learners prepare a debate in class with arguments for and against this new trendy job.","AA:597":"N/A","AH:342":"N/A","U:573":"N/A","H:756":"N/A","H:604":"N/A","G:326":"Learning Outcome","V:369":"Yes","Z:263":"No","AH:457":"N/A","O:609":"N/A","Q:532":"N/A","G:412":"HOWs [Simulate the engagement.]","AB:161":"N/A","AE:221":"N/A","P:632":"N/A","AG:223":"N/A","Y:399":"N/A","AA:334":"N/A","W:62":"No","Z:604":"N/A","Q:467":"No","G:671":"Learning Outcome","AE:365":"N/A","S:339":"N/A","AC:5":"2026-01-22 10:00:35","U:607":"N/A","U:705":"N/A","AH:244":"N/A","O:571":"N/A","AI:632":"N/A","T:54":"No","V:586":"N/A","H:261":"N/A","H:333":"N/A","AH:413":"N/A","AH:608":"N/A","AD:719":"N/A","AD:380":"N/A","V:190":"N/A","AC:759":"N/A","G:307":"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]","AC:292":"N/A","AI:663":"N/A","AA:117":"Teacher presentation","T:714":"N/A","AE:432":"N/A","Y:174":"N/A","AE:66":"5","Y:595":"N/A","Q:623":"Analyze the ethical implications of genetic modification.\n \n \n \n · Construct arguments that support or oppose\n the use of technology to design human traits.\n \n \n \n · Present your group’s position clearly and\n respectfully.\n \n \n \n · Reflect on your personal values related to\n identity and choice.\n \n \n \n · Compose a short narrative imagining how you\n would design yourself before birth.\n \n \n \n · Share your reflections with the class.","U:236":"N/A","S:407":"N/A","AB:193":"N/A","AJ:69":"How long should we live?","AB:778":"N/A","Z:244":"N/A","R:239":"N/A","S:595":"N/A","AC:426":"N/A","Z:190":"N/A","AE:237":"N/A","T:181":"N/A","AK:252":"N/A","AB:116":"Paper, pens, flip chart","U:274":"No","Q:409":"N/A","Z:422":"N/A","T:561":"N/A","D:41":"SSI Topic","G:296":"Model solution","P:282":"N/A","P:582":"N/A","O:540":"N/A","AH:464":"N/A","Z:333":"Yes","Z:444":"Group work","R:109":"Yes","W:692":"N/A","AB:8":"miha-pope-01","Q:776":"N/A","AI:189":"N/A","U:589":"N/A","G:135":"SciLMified? [This activity is designed to support a SciLMi learning outcome.]","P:745":"N/A","Q:112":"No","U:747":"N/A","P:437":"N/A","AD:180":"N/A","AE:696":"N/A","AB:739":"N/A","AH:436":"Learners learn the basic capoeira step or steps.","H:703":"N/A","AC:107":"Yes","V:295":"Vocabulary list","AA:690":"N/A","W:704":"N/A","AE:217":"N/A","H:705":"N/A","G:479":"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]","AB:254":"N/A","AK:240":"N/A","AK:559":"N/A","T:235":"N/A","AF:692":"N/A","G:644":"Student output form [Practical demonstration (lab experiment, etc.)]","AI:551":"N/A","R:349":"N/A","U:592":"N/A","G:374":"HOWs [Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","AB:407":"N/A","F:1":"E1 Type","AG:536":"N/A","Z:228":"N/A","AG:381":"Yes","Z:451":"No","H:545":"N/A","AI:705":"N/A","AG:595":"N/A","AC:226":"N/A","AF:765":"N/A","O:353":"N/A","AJ:227":"N/A","R:13":"2025","AC:427":"N/A","AK:292":"N/A","AJ:274":"N/A","Q:399":"N/A","Q:260":"Learners analyze a thought-provoking image that combines traditional symbolism (a stork\n delivering a baby) with modern elements (a barcode), to explore themes of\n identity, commodification, and bioethics. This activity fosters visual literacy\n and critical thinking through individual reflection and written expression.","U:351":"N/A","AI:532":"N/A","AC:407":"N/A","AA:554":"N/A","AA:594":"N/A","Z:711":"N/A","O:366":"N/A","Z:583":"N/A","AA:538":"N/A","AG:457":"N/A","AF:400":"N/A","O:701":"N/A","D:477":"Material Sources","AB:62":"No","S:676":"Distinguish superficial from in-depth coverage.","U:792":"No","AK:789":"No","G:393":"HOWs [Divide ☑ impacts into categories.]","H:391":"N/A","AF:293":"N/A","X:37":"AI and rising energy demand","U:455":"No","AH:60":"No","Z:107":"Yes","G:194":"HOWs [Examine the use of rhetorical devices.]","AK:373":"N/A","O:433":"N/A","X:787":"No","AI:716":"N/A","G:392":"HOWs [Evaluate the different arguments based on scientific evidence.]","V:694":"N/A","AE:549":"N/A","G:775":"HOWs [Select arguments that support your message.]","X:570":"N/A","AD:763":"N/A","AH:58":"No","Q:782":"N/A","AI:183":"N/A","AK:451":"N/A","AH:201":"N/A","Y:765":"N/A","AG:251":"N/A","G:757":"HOWs [Identify gaps in existing efforts addressing these needs.]","G:386":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AE:774":"N/A","Q:278":"No","R:467":"No","AG:621":"Debate: Ss in smaller groups answer and discuss the questions. They now need to think about changes generated by the new dam on the river. Give them some minutes.\n Then, once they have finished the discussion, ask them to continue contemplating about the possible ways to make Daniellanders understand the problem and push them towards a kind of agreement.\n \n \n Ask the learners: How will this situation influence the economy of both of the countries? They work in groups of 3 or 4 and finally they have to write a brief summary and choose a speaker who will inform the whole class about the opinion.","W:177":"N/A","G:510":"HOWs [Categorise ☑ information sources into different types (recipients etc.)]","AB:438":"N/A","T:310":"15","AJ:248":"N/A","AG:417":"N/A","AJ:771":"Yes","AJ:55":"No","V:211":"N/A","U:244":"N/A","G:360":"HOWs [Scan the titles for keywords that match your search query.]","T:227":"N/A","AJ:713":"N/A","U:194":"N/A","Y:530":"N/A","Z:736":"N/A","Y:738":"N/A","AI:90":"No","Z:543":"N/A","AA:208":"N/A","V:490":"Identify biased information.","V:585":"N/A","R:311":"Yes","AD:611":"N/A","D:33":"Position of Lesson Plan in Sequence","H:785":"N/A","AK:29":"4","AK:546":"N/A","Y:796":"Individual work","AG:189":"N/A","AI:769":"N/A","T:224":"N/A","AE:621":"teachers monitors the group work","AE:686":"N/A","V:183":"N/A","AD:574":"N/A","S:384":"N/A","W:741":"N/A","AF:225":"N/A","AB:532":"N/A","Z:403":"N/A","Q:696":"N/A","T:516":"N/A","AF:439":"N/A","AB:557":"N/A","AH:465":"N/A","S:605":"N/A","P:291":"N/A","AA:236":"N/A","AA:799":"/* 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 \n \n \n \n \n \n \n ·\n Discuss who is more responsible for\n plastic pollution: people or companies.\n \n ·\n Explain your opinion using a speaking\n frame (I think… / In my opinion… / I agree because…).\n \n ·\n Brainstorm two actions your school could\n take to reduce plastic waste.\n \n ·\n Share your group’s best ideas with the\n class.","S:428":"N/A","G:446":"Briefly describe the method you use.","AA:244":"N/A","AC:598":"N/A","W:573":"N/A","AK:537":"N/A","S:439":"N/A","T:11":"151.70.23.254","U:169":"N/A","Q:421":"N/A","T:651":"https://www.iea.org/reports/energy-and-ai/energy-demand-from-ai","AE:361":"N/A","G:52":"Subject(s) [Physics]","X:378":"N/A","AI:99":"No","AB:744":"N/A","AK:452":"N/A","H:467":"N/A","AG:107":"Yes","Q:91":"No","AC:196":"N/A","AJ:559":"N/A","W:8":"ulri-mast-01","O:558":"N/A","AD:406":"N/A","U:621":"Introduce the concept of intrinsically disordered proteins (IDPs) by showing a short animation or slide comparing a folded enzyme and a flexible, disordered protein region.\n Emphasise that both can be functional, but in different ways.\n Explain key terms – charge distribution, hydrophobicity, flexibility, and molecular interactions – using colour-coded visuals or molecular diagrams to help learners visualise how sequence composition influences structure.\n Facilitate guided discussion by posing analytical questions such as:\n “What features might make a protein more flexible?”“Why would evolution keep a structure that seems unstable?”“Can flexibility ever become a disadvantage?”\n Encourage student participation by inviting short verbal hypotheses or comparisons drawn from their notes or prior knowledge. Summarise emerging ideas on the board.\n \n Conclude the scene by linking functional disorder to biological advantage - like signalling, regulation, adaptability. Highlight that this molecular balance mirrors how living systems manage change that will lead to the key idea that will return in the next action.","W:564":"N/A","T:107":"No","AB:26":"English","AG:422":"N/A","X:341":"N/A","T:519":"N/A","U:420":"N/A","AD:578":"N/A","AE:106":"Yes","AC:589":"N/A","AE:161":"N/A","AG:708":"N/A","AA:622":"/* 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 \n \n \n \n \n The\n teacher uses a guided language practice method combined with context-based\n learning. Learners first review model phrases for giving opinions and\n suggesting solutions, then apply them to the real-world issue of microplastics.\n Through scaffolding and sentence frames, learners practise using functional\n language in a meaningful context. The activity moves from teacher modelling to individual\n production and peer sharing, promoting confidence, communication, and language\n accuracy.","AE:574":"N/A","G:342":"HOWs [☑ Selecting information sources]","AE:598":"N/A","AF:690":"N/A","X:567":"N/A","P:358":"N/A","AE:466":"N/A","AG:766":"N/A","AD:723":"N/A","AK:557":"N/A","AG:431":"N/A","O:274":"No","W:216":"N/A","AG:511":"N/A","AH:344":"N/A","Z:340":"N/A","AC:611":"No","AH:45":"No","AI:100":"No","AH:245":"N/A","AH:785":"N/A","O:368":"N/A","AK:348":"N/A","AE:257":"N/A","G:96":"Year of subject learning [2nd year]","Y:740":"N/A","AC:288":"N/A","AE:475":"CHAT GPT (reading with a picture and a video recording based on Udo's story)","AH:49":"No","U:48":"Yes","AD:398":"N/A","Q:28":"Born Perfect, Inside the world of designer babies","H:587":"N/A","AC:560":"N/A","AE:390":"N/A","O:389":"N/A","O:191":"N/A","G:397":"HOWs [Determine which ☑ parties or communities are likely to benefit.]","AB:748":"N/A","R:703":"N/A","AE:279":"N/A","U:604":"N/A","U:41":"Longevity, transhumanism, and “playing God” in medicine","X:386":"Yes","U:378":"N/A","AB:784":"N/A","AE:362":"N/A","O:5":"2026-06-17 09:34:23","U:112":"No","Y:190":"N/A","AK:644":"No","AB:790":"N/A","Z:580":"N/A","AK:550":"N/A","X:376":"N/A","Q:239":"N/A","AK:426":"N/A","AE:263":"N/A","Z:522":"N/A","AF:405":"N/A","AF:269":"The aim of the worksheet is to familiarize learners with the CRISPR method and provide them with basic knowledge on the topic that is needed in the following activities.\n The social form can be varied depending on the learners need. The whole class can watch the video together as they are working on the worksheet or the video can also be watched individually, in pairs or in small groups. As the video and the tasks are in English, learners who speak English as an L2 may benefit from being able to pause and rewatch parts of the video.\n \n \n After learners have completed the activities on the worksheet, results can either be compared and talked about together in the classroom or the teacher can provide solutions.","AF:192":"N/A","S:240":"N/A","X:337":"N/A","W:768":"N/A","S:114":"Yes","Z:189":"N/A","AJ:185":"N/A","AA:715":"N/A","R:532":"N/A","H:578":"N/A","AA:262":"No","AE:384":"N/A","AA:390":"N/A","AH:559":"N/A","AD:9":"2025-11-05 12:13:00","R:566":"N/A","V:201":"N/A","P:164":"N/A","H:231":"N/A","R:512":"N/A","Y:607":"N/A","AI:634":"N/A","G:643":"Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","X:50":"No","AG:337":"N/A","V:793":"No","Z:528":"N/A","U:717":"N/A","AH:711":"N/A","R:787":"N/A","AH:410":"N/A","AJ:543":"N/A","AF:384":"N/A","AK:760":"N/A","AI:10":"2026-01-25 20:52:52","H:346":"N/A","AK:600":"N/A","V:160":"N/A","AC:736":"N/A","AE:274":"N/A","G:4":"Upload-Ready -> Yes / No","U:689":"N/A","AG:185":"N/A","AA:270":"/* 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 \n \n \n \n \n \n \n The teacher uses a guided inquiry and visual-based\n discussion approach. Learners first observe an image or infographic showing how\n microplastics move through the food chain. Through teacher-led questioning\n (“What do you see?”, “Where does the plastic go?”, “Why is this a problem?”),\n learners are encouraged to describe, identify, and explain the issue in their\n own words. The teacher scaffolds understanding by prompting observation,\n reasoning, and connection to real-world consequences. The activity concludes with\n a brief summary and lesson framing, where the teacher highlights that the class\n will explore how plastic waste affects living things and possible solutions.","D:28":"Lesson Sequence Title","V:579":"N/A","AH:745":"N/A","AI:423":"N/A","X:51":"No","U:292":"No","AF:238":"N/A","AA:519":"N/A","AH:290":"N/A","O:12":"https://s.scilmi.eu/index.php?r=surveyAdministration/rendersidemenulink&subaction=generalsettings&surveyid=997238","AJ:337":"N/A","V:523":"N/A","AA:392":"N/A","H:689":"N/A","AF:62":"No","AF:348":"N/A","T:171":"N/A","T:466":"N/A","V:61":"No","V:754":"N/A","H:456":"N/A","G:503":"Learning Outcome","AC:210":"N/A","X:348":"N/A","AG:58":"Yes","AI:598":"N/A","AF:533":"N/A","AH:190":"N/A","T:749":"N/A","AA:775":"N/A","AK:98":"No","V:285":"low subject complexity","AA:428":"N/A","Y:360":"N/A","AB:616":"N/A","D:83":"Keywords","AH:3":"Max","AG:425":"N/A","X:597":"N/A","R:403":"N/A","O:346":"N/A","O:164":"N/A","AH:545":"N/A","AK:776":"N/A","AE:623":"get into groups and identifythe disruptions of food supply caused by wars or conflicts","U:741":"N/A","Q:526":"N/A","Q:750":"N/A","S:359":"N/A","G:766":"HOWs [Previous knowledge]","AH:439":"N/A","Y:754":"N/A","D:121":"Required infrastructure & Teaching Materials","AE:269":"organises groups of 3-4 and brainstorm possible reasons and effects of wars and conflicts between countries, time limit for groupwork 5-6minutes, afterwards - one speaker from each group shares the most interesting group findings with the whole class","P:515":"N/A","AK:367":"N/A","Z:569":"N/A","P:94":"Yes","AJ:269":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 · Say: “Today we’ll explore the\n concept of longevity — what it means to live a long life, and how different\n perspectives shape our understanding of it.”\n \n · Play two short video clips (approx.\n 2 minutes each): one science-based (The Longevity (trailer) https://www.youtube.com/watch?v=CxfBKJ0DxWU)\n and one fictional (e.g. Interview with the Vampirehttps://www.youtube.com/watch?v=LIm8HfwnmVE) showing emotional\n and philosophical aspects of immortality.\n \n · After viewing, ask: “What does a\n long life mean to you?”\n \n · Ask learners to write down three\n words or phrases that come to mind.\n \n · Let learners share their ideas in\n pairs.\n \n · Invite a few volunteers to share\n with the whole class.","AB:764":"N/A","Y:772":"N/A","AH:199":"N/A","AE:599":"N/A","P:406":"N/A","AK:797":"The teacher asks the learners to copy this table into their notes:\n \n The learners have to place each area of life from the previous activity in one of the cells.\n In a whole-group discussion, the learners are asked to compare and explain their answers. Possible prompts: Where did you put education and why? Why do you think city life means \"mixed\" consequences? Do you agree?","W:250":"N/A","T:50":"No","AF:784":"N/A","G:376":"HOWs [Identify the ☑ purpose behind the information.]","S:380":"N/A","AF:47":"No","AD:160":"N/A","AK:62":"No","X:158":"N/A","P:219":"N/A","X:689":"N/A","AE:743":"N/A","AA:727":"N/A","X:282":"N/A","AB:415":"N/A","AK:774":"N/A","AC:542":"N/A","AE:760":"N/A","T:685":"N/A","AK:392":"N/A","Q:90":"No","AF:777":"N/A","AK:390":"N/A","V:531":"N/A","AF:550":"N/A","AJ:112":"No","AA:299":"European Environment Agency (EEA). (2022). “Microplastics in Europe’s seas.” Retrieved from https://www.eea.europa.eu","U:406":"N/A","AK:181":"N/A","AJ:289":"N/A","S:760":"N/A","AK:365":"N/A","AF:168":"N/A","X:557":"N/A","AH:688":"N/A","W:352":"N/A","P:581":"N/A","AB:391":"N/A","AF:292":"N/A","Y:91":"No","Z:538":"N/A","R:249":"N/A","AG:583":"N/A","G:602":"HOWs [Identify likely counter-arguments.]","T:275":"N/A","O:751":"N/A","AK:362":"N/A","Y:212":"N/A","S:134":"5","AH:554":"N/A","H:739":"N/A","AK:422":"N/A","R:30":"No","AB:385":"N/A","AJ:133":"90","U:106":"Yes","R:698":"N/A","AF:754":"N/A","Q:523":"N/A","R:59":"No","AD:364":"N/A","AC:385":"N/A","P:367":"N/A","AC:400":"N/A","U:640":"No","W:360":"N/A","R:88":"No","X:713":"N/A","X:400":"N/A","U:218":"N/A","AB:565":"N/A","Y:166":"N/A","O:536":"N/A","AB:689":"N/A","AA:287":"/* 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 \n \n \n \n \n \n \n ·\n Provide alternative text or verbal descriptions\n of the infographic for visually impaired learners.\n \n ·\n Offer a translated or simplified version of the\n questions for multilingual learners.\n \n ·\n Allow pair or group discussion before writing\n the final sentence to support learners with lower confidence or literacy\n levels.\n \n ·\n Encourage stronger learners to expand their\n explanations using cause–effect or scientific vocabulary.","G:182":"HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","U:798":"This activity uses a problem-based and debate-oriented learning method that combines collaborative inquiry with structured argumentation. Learners work in teams to analyse a scientific dilemma, interpret evidence, and construct reasoned positions supported by molecular understanding and ethical reflection. The debate format encourages critical thinking, evidence-based reasoning, and communication skills, while the teacher facilitates the process through guided questioning and moderation, ensuring that all voices are heard and respected.","R:529":"N/A","G:485":"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. []","AD:96":"No","AD:423":"N/A","AI:453":"N/A","AG:550":"N/A","G:259":"Elaborate activity [Yes, please show additional fields]","W:730":"N/A","AG:522":"N/A","AF:523":"N/A","V:96":"No","O:380":"N/A","AB:412":"N/A","AC:242":"N/A","AC:745":"N/A","G:505":"Learning Outcome","AE:541":"N/A","AC:390":"N/A","U:5":"2026-04-29 08:40:20","AG:523":"N/A","AE:438":"N/A","R:110":"Yes","Y:262":"N/A","H:783":"N/A","AB:228":"N/A","W:162":"N/A","AI:181":"N/A","G:742":"HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","V:632":"No","Z:225":"N/A","P:109":"No","P:185":"N/A","Q:509":"N/A","AE:627":"N/A","AG:590":"N/A","Y:93":"No","S:404":"N/A","G:274":"Multiple means of representation [provides text alternatives to visual content for learners with visual impairments or those who prefer auditory learning]","G:203":"HOWs [☑ Logical fallacies]","P:509":"N/A","AB:207":"N/A","X:207":"N/A","R:211":"N/A","AJ:95":"No","X:263":"N/A","P:726":"N/A","AK:212":"N/A","AI:190":"N/A","AK:241":"N/A","S:713":"N/A","AC:142":"Determine the focus (what), scope (how much), and purpose (what for) of the information need.","AK:690":"N/A","AE:553":"N/A","AG:596":"N/A","R:181":"N/A","U:512":"N/A","AG:444":"Pair work","AA:300":"https://www.nationalgeographic.com/environment/article/plastic-pollution","AE:526":"N/A","AK:771":"N/A","S:169":"N/A","AH:96":"No","AH:757":"N/A","S:464":"N/A","AG:728":"N/A","AJ:521":"N/A","V:425":"N/A","AJ:251":"N/A","S:589":"N/A","AB:575":"N/A","AD:628":"N/A","U:279":"No","R:171":"N/A","AF:345":"N/A","AE:570":"N/A","P:775":"N/A","T:450":"N/A","U:558":"N/A","T:228":"N/A","G:59":"Subject(s) [Arts and/or Design]","G:791":"Media [Visual media]","T:728":"N/A","Y:578":"N/A","Z:255":"N/A","AF:579":"N/A","R:163":"N/A","W:261":"N/A","AC:103":"Basic level of English language to understand the videos and vocabulary to work 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\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 mso-ansi-language:#0C00;\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 Try answering the question online: What is cystic fibrosis? Find information on\n a) the cause\n b) symptoms\n c) treatment\n List at least2 reliable sources you used to find the information.","O:590":"N/A","H:265":"N/A","R:595":"Yes","AB:558":"N/A","S:203":"N/A","AA:257":"N/A","AF:68":"Born perfect: Inside the world of designer babies","H:362":"N/A","Z:586":"N/A","Q:791":"No","X:789":"N/A","AE:412":"N/A","X:388":"No","G:756":"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.]","H:180":"N/A","AH:362":"N/A","AB:701":"N/A","S:441":"N/A","Z:529":"N/A","AB:406":"N/A","Q:425":"N/A","P:432":"N/A","P:104":"-","T:188":"N/A","AA:298":"·\n Keep images simple and high-contrast for\n accessibility.\n \n ·\n Pre-teach key terms (“microplastics,” “food\n chain,” “pollution”) with visuals or matching activities.\n \n ·\n Use think-pair-share to build confidence before\n whole-class sharing.\n \n ·\n Link this short observation task to a later\n hands-on or research-based activity on solutions to plastic pollution.","AD:256":"N/A","H:220":"N/A","AH:249":"N/A","AH:289":"N/A","Z:351":"N/A","Q:739":"N/A","Z:238":"N/A","Q:486":"25","X:640":"N/A","P:487":"Yes","AH:388":"N/A","Z:374":"N/A","V:420":"N/A","AE:236":"N/A","AE:224":"N/A","AK:351":"N/A","AI:627":"N/A","Y:457":"Yes","Q:294":"No","G:118":"Required teaching materials []","AD:759":"N/A","U:185":"N/A","AB:239":"N/A","AC:737":"N/A","AJ:651":"https://www.youtube.com/watch?v=x_me3xsvDgk","O:350":"N/A","S:424":"N/A","AF:393":"N/A","AK:9":"2025-11-06 09:35:35","V:703":"N/A","AI:269":"The teacher asks fron the learners to watch the video and the fotos and answer to the following questions\n \n \n \n \n What are your first feelings or reactions after watching the video and seeing these images?\n \n \n \n \n What do you think the main message of Udo’s vignette is\n \n \n \n \n In what ways do these images from different time periods (Gaza and WWII) relate to each other?\n \n \n \n \n Who are the victims in each situation, and what are they deprived of besides food?\n \n \n \n \n Why do you think hunger is sometimes used deliberately in times of war?","AB:414":"N/A","Q:54":"Yes","AK:528":"N/A","AJ:107":"No","AK:133":"90","P:594":"N/A","AG:424":"N/A","O:101":"No","AC:375":"N/A","AF:7":"en","AC:712":"N/A","AF:45":"No","V:772":"N/A","X:242":"N/A","T:206":"N/A","S:229":"N/A","AI:66":"3","AD:376":"N/A","T:606":"N/A","Q:645":"No","AB:763":"N/A","W:539":"N/A","T:242":"N/A","AF:641":"N/A","P:365":"N/A","O:768":"N/A","AH:225":"N/A","AH:646":"N/A","D:59":"Subjects","D:441":"Resource Type","AF:234":"N/A","AJ:734":"N/A","T:444":"Class activity","X:190":"N/A","H:641":"N/A","AA:747":"N/A","AB:157":"N/A","G:166":"HOWs [☑ Selecting information sources]","AH:247":"N/A","O:732":"N/A","AC:172":"N/A","AB:574":"N/A","P:444":"Individual work","AJ:554":"N/A","AA:46":"Yes","AJ:738":"N/A","D:643":"Student Output Form","H:577":"N/A","AI:193":"N/A","W:743":"N/A","AB:162":"N/A","O:608":"N/A","Y:763":"N/A","R:727":"N/A","AB:770":"N/A","G:137":"Learning Objective","AD:224":"N/A","H:726":"N/A","AC:573":"N/A","W:200":"N/A","Q:797":"· Divide\n learners into small groups and assign each group a stakeholder role.\n \n · Provide\n brief role profiles to guide learners’ perspectives.\n \n · Set\n the context: a public hearing or ethics committee meeting on the future of\n genetic modification in humans.\n \n · Encourage\n learners to use arguments based on scientific reasoning, ethical principles,\n and societal impact.\n \n · Facilitate\n a plenary discussion at the end to reflect on the diversity of viewpoints and\n the complexity of ethical decision-making.","AA:69":"Microplastics in Food Chains: Understanding, Expressing, and Acting for a Cleaner Planet","AA:133":"45","V:218":"N/A","AH:742":"N/A","T:605":"N/A","P:250":"N/A","AE:193":"N/A","Q:723":"N/A","T:609":"N/A","AG:403":"N/A","G:484":"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:117":"PPT to guide the lesson","T:633":"N/A","Y:204":"N/A","H:778":"N/A","R:191":"N/A","R:521":"N/A","X:733":"N/A","R:612":"The learners are provided a fictional situation in which the ethical problem of PGD is illustrated. Here the learners write down\n \n (in the form of a diary entry)\n what they have discussed in the previous activity.","AD:552":"N/A","AI:553":"N/A","Q:334":"N/A","O:88":"No","V:510":"N/A","Y:221":"N/A","AF:178":"N/A","G:110":"Required infrastructure [Internet access]","H:47":"N/A","H:421":"N/A","S:8":"miri-rait-01","H:55":"N/A","G:698":"HOWs [For ☑ databases and library catalogues.]","H:542":"N/A","AJ:223":"N/A","AJ:346":"N/A","Q:519":"N/A","AA:228":"N/A","H:202":"N/A","T:453":"N/A","AE:392":"N/A","S:193":"N/A","Y:412":"N/A","AE:611":"No","O:429":"N/A","T:345":"N/A","G:440":"Media [Multimedia]","Q:268":"Teacher-led instruction and Q&A sessions","Q:736":"N/A","AE:529":"N/A","Q:187":"N/A","AJ:225":"N/A","AD:758":"N/A","AG:741":"N/A","X:593":"N/A","Z:350":"N/A","AE:603":"N/A","Q:732":"N/A","Z:378":"N/A","AC:137":"Use search strategies to find (more) information sources on the socio-scientific issue.","P:554":"N/A","P:229":"N/A","O:291":"No","AK:89":"No","G:365":"HOWs [Identify empirical evidence.]","G:130":"Required teaching materials []","S:207":"N/A","G:748":"HOWs [Determine which parties are more susceptible to ☑ negative impacts.]","AF:706":"N/A","AF:791":"N/A","AC:374":"N/A","D:623":"Activity Instruction","AD:44":"Nowadays learners are absorbed by virtual shopping and fast fashion online, so sometimes they don´t realise of the difference between fact or real world and opinion or biased information. They use to devote their free time watching videos of influencers and hanging out with friends at the mall buying sometimes unnecessary goods. So we , as educators, should guide them to think critically in order to become more responsible citizens.\n \n \n \n Most of the people don't know the hidden beast: fast fashion and textile waste and its enviromental consequences and we are the people who are responsible for explaining disadvanteges of textile overproduction.\n \n \n \n \n There are potential misconceptions on fast fashion because itimplies both positive and negative aspects, such as: accesible and affordable clothes, positive emotional experience, low quality products,economic, social, environment and ethical issues. On the other hand, there might be potential misinformation regarding fast fashion, especially because of the aggressive advertising of the fast fashion companies. So, many consumers could beeasily influenced bythe sensational language of the marketing campaigns, not taking into account the scientific evidence.","T:416":"N/A","AB:94":"No","V:37":"AI and rising energy demand","W:753":"N/A","H:765":"N/A","AF:716":"N/A","Q:781":"N/A","Q:603":"N/A","AG:355":"N/A","AD:516":"N/A","AF:185":"N/A","G:301":"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]","S:105":"Writing an argumentative essay about this topic","X:393":"N/A","AJ:735":"N/A","AD:746":"N/A","AH:574":"N/A","P:634":"N/A","S:420":"N/A","U:186":"N/A","AJ:595":"Yes","AF:356":"N/A","AD:772":"N/A","AG:557":"N/A","U:447":"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 \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: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 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-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 Your first\n job is to analyze how temperature and pH influence the stability of this\n protein by interpreting the values of ΔH and ΔS in the dataset and by\n examining the provided visual guide of the protein-folding energy landscape.\n \n \n \n Sample\n \n \n pH\n \n \n Temperature\n (°C)\n \n \n ΔH_unfold\n (kJ·mol⁻¹)\n \n \n ΔS_unfold\n (kJ·mol⁻¹·K⁻¹)\n \n \n CD/Structure\n Note\n \n \n Enzyme\n Activity (% of max)\n \n \n Droplets\n \n \n \n \n \n A\n \n \n 7,4\n \n \n 25\n \n \n 160\n \n \n 0,35\n \n \n Mostly\n ordered/partially folded\n \n \n Moderate\n activity\n \n \n No\n \n \n \n \n B\n \n \n 7,4\n \n \n 45\n \n \n 150\n \n \n 0,5\n \n \n Disordered\n signal dominant\n \n \n High\n activity\n \n \n Yes\n \n \n \n \n C\n \n \n 6,2\n \n \n 37\n \n \n 120\n \n \n 0,45\n \n \n Disordered\n signal dominant\n \n \n High\n activity\n \n \n Yes\n \n \n \n \n D\n \n \n 8\n \n \n 45\n \n \n 180\n \n \n 0,4\n \n \n Mixed/partially\n ordered\n \n \n Low\n activity\n \n \n No\n \n \n \n Visual\n guide to learners:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Image source: Ichhaporia,\n Viraj. (2018). The Role of BiP Co-chaperone SIL1 in Marinesco Sjögren\n Syndrome Pathogenesis. 10.21007/etd.cghs.2018.0470.\n Guiding\n questions for learners:\n · Identify the key types of interactions\n (hydrogen bonds, hydrophobic effects, ionic interactions) that stabilize\n ordered protein structures under normal cellular conditions.·\n Explain how certain proteins can maintain\n functionality even when lacking a fixed three-dimensional structure.·\n Analyze how changes in entropy and enthalpy\n influence the balance between folded and disordered states in your\n experimental data.·\n Compare and illustrate other natural systems\n that demonstrate a similar equilibrium between order and chaos, and justify\n why such balance might be advantageous for living organisms.","Z:391":"N/A","Y:509":"N/A","AB:180":"N/A","X:405":"N/A","AF:746":"N/A","X:538":"N/A","AD:756":"N/A","AH:701":"N/A","Y:785":"N/A","AK:518":"N/A","H:430":"N/A","Y:375":"N/A","S:662":"25","AH:768":"N/A","AK:421":"N/A","S:548":"N/A","AH:396":"N/A","AF:26":"English","AH:607":"N/A","X:397":"N/A","AB:712":"N/A","Q:558":"N/A","H:87":"N/A","AB:111":"No","G:471":"Student output form [Other]","X:529":"N/A","AE:240":"N/A","S:606":"N/A","AK:101":"Yes","P:748":"N/A","V:30":"No","Q:456":"Yes","G:359":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AG:86":"No","D:149":"Learning Outcome","U:471":"Oral summary presented during class discussion.","D:110":"Required infrastructure & Teaching Materials","AG:420":"N/A","AA:761":"N/A","D:648":"Expected Outcome","S:413":"N/A","AJ:777":"N/A","AC:512":"N/A","AE:407":"N/A","Q:388":"N/A","Q:707":"N/A","O:517":"N/A","O:703":"N/A","AH:214":"N/A","Z:420":"N/A","AF:529":"N/A","O:694":"N/A","AK:49":"No","AG:360":"N/A","AH:189":"N/A","P:717":"N/A","AI:254":"N/A","Z:663":"Yes","P:162":"N/A","T:693":"N/A","G:592":"HOWs [Organise the arguments and supporting evidence.]","AH:240":"N/A","G:399":"HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","Y:243":"N/A","S:213":"N/A","T:703":"N/A","Z:390":"N/A","Y:537":"N/A","AG:645":"N/A","R:344":"N/A","R:6":"5","P:457":"N/A","G:669":"Learning Outcome","AA:427":"N/A","R:539":"N/A","AC:229":"N/A","Z:202":"N/A","AG:69":"The Economic Effects of Wars and Conflicts on a Country","AA:157":"N/A","O:215":"N/A","AA:35":"Waste pollution","P:645":"N/A","Z:428":"N/A","Y:725":"N/A","Y:719":"N/A","Y:106":"Yes","AF:767":"N/A","G:210":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","U:559":"N/A","Z:265":"No","AD:30":"No","AA:102":"No","T:111":"No","T:291":"N/A","AC:708":"N/A","G:782":"HOWs [☑ Actions and initiatives to convey a message.]","O:723":"N/A","X:720":"N/A","W:567":"N/A","P:736":"N/A","AC:269":"The teacher explains the concept of fast fashion to the class and wants learners to become conscious of their own realities and consumerism habits.\n \n \n \n \n Visual support is offered.\n \n \n \n \n Vocabulary flashcards are used.\n \n \n \n \n On the whiteboard 2 columns appear to be completed with needs and wishes.\n \n \n \n \n Learners try to fill them in in pairs.","Q:685":"N/A","Y:381":"N/A","Q:755":"N/A","Y:779":"N/A","AE:486":"10","AE:354":"N/A","Q:228":"N/A","AA:793":"No","U:298":"Start the session with curiosity rather than explanation — let learners interpret the title freely before introducing scientific terms. Encourage creative associations, including metaphors or everyday analogies, to make abstract ideas like “order” and “chaos” more tangible. Use colour coding or sticky notes on the board to cluster recurring themes. For quieter learners, allow written or visual contributions instead of oral sharing.","AB:629":"N/A","U:161":"N/A","P:778":"N/A","T:486":"20","X:101":"No","G:35":"Socio-scientific issue","Y:690":"N/A","AH:52":"No","H:422":"N/A","AG:91":"Yes","Y:642":"N/A","W:631":"N/A","Y:398":"N/A","AJ:191":"N/A","AG:435":"No","X:707":"N/A","U:727":"N/A","W:166":"N/A","AC:640":"N/A","Q:394":"N/A","Y:415":"N/A","W:339":"N/A","Y:251":"N/A","Q:474":"1. Textual UnderstandingAccurate comprehension of key excerpts from both textsIdentification of central themes (e.g., creation, ethics, control, identity)Recognition of authorial intent and historical context2. Comparative AnalysisClear comparison of how each author presents technological creation of lifeInsightful contrasts in tone, purpose, and consequencesUse of evidence from the texts to support claims3. Critical ThinkingReflection on ethical dilemmas raised by each textDiscussion of societal implications (e.g., loss of individuality, scientific hubris)Personal or group interpretation of moral messages4. Collaboration and CommunicationEffective group work: shared responsibilities, respectful dialogueClarity of presentation: organized, coherent, and engaging deliveryResponsiveness to questions or peer feedback5. Creativity and EngagementOriginal insights or connections to modern issuesUse of multimedia or creative formats (optional)Engagement with audience during presentation or discussion","Q:364":"N/A","V:262":"No","AI:279":"No","P:98":"No","AC:114":"Yes","R:411":"N/A","AG:552":"N/A","AD:402":"N/A","Q:26":"English","Q:233":"N/A","Q:784":"Yes","AC:690":"N/A","AH:710":"N/A","Y:475":"https://www.britannica.com/video/microplastics-pollution-explained/-331500","R:394":"N/A","AK:413":"N/A","V:594":"N/A","R:585":"N/A","Y:792":"N/A","T:552":"N/A","T:397":"N/A","AE:242":"N/A","V:8":"vera-kers-01","W:555":"N/A","AI:517":"N/A","P:400":"N/A","O:253":"N/A","AK:355":"N/A","Q:184":"N/A","T:702":"N/A","X:539":"N/A","Z:230":"N/A","X:26":"English","Z:548":"N/A","AK:469":"N/A","AK:418":"N/A","AC:487":"Yes","AB:403":"N/A","AI:558":"N/A","Q:411":"N/A","P:466":"N/A","O:710":"N/A","AK:513":"N/A","G:712":"HOWs [Scan the titles for keywords that match your search query.]","U:570":"N/A","AJ:584":"N/A","AI:560":"N/A","V:106":"Yes","AH:709":"N/A","AG:135":"No","G:754":"HOWs [☑ Personal relation to the SSI]","AH:407":"N/A","X:534":"N/A","AC:173":"N/A","Y:756":"N/A","T:199":"N/A","AI:722":"N/A","H:364":"N/A","O:107":"No","AB:706":"N/A","AG:745":"N/A","AK:175":"N/A","AH:744":"N/A","AA:704":"N/A","O:47":"No","R:710":"N/A","V:441":"No","W:732":"N/A","P:349":"N/A","S:578":"N/A","AI:88":"No","G:404":"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.]","AF:176":"N/A","AB:136":"Click and think critically: Select and analyse information on a socio-scientific issue.","AA:49":"No","X:172":"No","AJ:687":"N/A","AJ:65":"Yes","R:161":"N/A","Y:752":"N/A","U:710":"N/A","U:545":"N/A","AD:369":"N/A","X:202":"N/A","AI:765":"N/A","G:70":"Key words (for online filter and search function) []","Q:108":"No","S:705":"N/A","AD:247":"N/A","AE:345":"N/A","X:117":"Digital resources, data & Readings, printed materials, supplies, tools","P:239":"N/A","Q:403":"N/A","AI:602":"N/A","T:364":"Yes","Z:531":"N/A","G:593":"HOWs [Be objective and concise.]","G:287":"Suggestions for inclusive adjustments and adaptation ideas","Z:523":"N/A","AK:742":"N/A","AJ:28":"Longevity","AE:63":"No","T:603":"N/A","Z:439":"Yes","X:646":"N/A","T:526":"N/A","Q:470":"No","AH:428":"N/A","X:451":"N/A","Q:609":"N/A","Q:691":"N/A","O:422":"N/A","P:192":"N/A","T:578":"N/A","AE:545":"N/A","AK:235":"N/A","T:579":"N/A","G:715":"HOWs [Identify verbal cues that indicate opinions or uncertainty.]","G:151":"Learning Outcome","S:274":"N/A","AH:169":"N/A","H:588":"N/A","U:297":"Student participation is assessed formatively based on engagement and quality of reasoning rather than correctness. Learners demonstrate understanding by contributing relevant associations, linking prior knowledge of protein structure or thermodynamics to new concepts, and articulating their predictions clearly.","AA:5":"2026-01-21 11:54:17","Q:630":"No","AG:350":"N/A","AE:214":"N/A","AB:288":"N/A","X:257":"N/A","AK:360":"N/A","G:731":"HOWs [☑ Logical fallacies]","AA:454":"N/A","AI:513":"N/A","Y:232":"N/A","AE:226":"N/A","AA:206":"N/A","D:72":"Keywords","AJ:456":"N/A","U:189":"N/A","R:691":"N/A","Y:195":"N/A","U:691":"N/A","Z:68":"Microplastic in food chains.","AD:45":"No","G:632":"Multiple means of action and expression [allows learners to choose from different assessment formats such as essays, presentations, projects, or multimedia creations based on their strengths and preferences]","U:554":"N/A","X:385":"N/A","V:423":"N/A","AH:292":"N/A","AG:533":"N/A","AI:251":"N/A","AE:690":"N/A","AJ:218":"N/A","AK:588":"N/A","AJ:769":"N/A","Z:370":"N/A","U:706":"N/A","AE:688":"N/A","AF:346":"N/A","U:593":"N/A","AH:400":"N/A","H:645":"N/A","Z:459":"low subject complexity","AA:112":"No","AF:744":"N/A","X:96":"No","X:776":"N/A","AB:86":"No","AJ:726":"N/A","AC:67":"Explain learners the concept of “ FAST FASHION ”in our\n society.\n \n \n \n \n \n \n \n Make learners conscious ofthe importance of this concept and its consequences on environment, economy and society.\n \n \n \n \n \n \n \n Make learners reflect on the ideas of “NEED vs WISH”.\n \n \n \n \n \n \n \n Teach learners the history of fashion in Spanish\n society in the last centuries .\n \n \n \n \n \n \n \n Show learners the link between fashion and\n economical, cultural and social issues, their consequences, fake news on this issue and critical thinking.\n \n \n \n \n Practise different skills in English and adquire the social, scientific and linguistic competences to become active citizens to tackle with this SSI and be able to debate in class , arguing on the pros and cons of fast fashion, giving their opinions based on non-biased information.","AI:753":"N/A","W:257":"N/A","T:438":"N/A","X:31":"No","O:538":"N/A","O:62":"No","AB:633":"N/A","AH:714":"N/A","Y:265":"N/A","P:583":"N/A","AC:34":"N/A","G:514":"HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","W:413":"N/A","G:218":"HOWs [Divide potential science-based ☑ solutions to the socio-scientific issue into categories.]","Y:99":"No","T:177":"N/A","Z:407":"N/A","P:347":"N/A","AF:401":"N/A","G:523":"HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","AH:562":"N/A","AF:313":"Select the most credible information sources.","D:79":"Keywords","AJ:406":"N/A","AJ:160":"No","AG:275":"N/A","AI:437":"N/A","G:718":"HOWs [Verify if the ☑ information is supported by reliable sources and references.]","X:291":"N/A","R:60":"No","AD:447":"Review notes from your group discussion.\n \n \n Choose your focus (e.g., “Fast fashion and the environment”).\n \n \n \n \n \n Write a clear script introducing the topic, explaining the problem, and proposing solutions.\n \n \n Keep the language factual and concise.","Z:381":"N/A","P:188":"N/A","X:210":"N/A","AK:746":"N/A","AE:347":"N/A","S:373":"N/A","P:793":"N/A","O:95":"No","AG:450":"N/A","D:480":"Material Sources","W:192":"N/A","AA:787":"Yes","H:195":"N/A","R:26":"English","U:229":"N/A","P:589":"N/A","AE:70":"conflict war ecology resolution food","Z:777":"N/A","AE:467":"N/A","R:28":"Born Perfect - Inside the world of designer babies","X:697":"N/A","H:584":"N/A","AC:559":"N/A","Y:228":"N/A","AK:404":"N/A","V:459":"medium subject complexity","O:212":"N/A","H:687":"N/A","H:365":"N/A","AD:554":"N/A","AB:277":"N/A","AF:751":"N/A","AK:785":"N/A","AB:537":"N/A","AG:201":"N/A","AD:152":"(Re)assess your viewpoint on a socio-scientific issue.","D:23":"Author(s)","AD:91":"Yes","S:342":"N/A","AK:356":"N/A","V:382":"N/A","W:398":"N/A","U:695":"N/A","AK:615":"No","R:744":"N/A","V:359":"N/A","Q:101":"Yes","T:644":"N/A","S:598":"N/A","Q:614":"Yes","S:101":"No","AD:232":"N/A","AC:395":"N/A","AE:582":"N/A","AK:253":"N/A","Z:556":"N/A","W:377":"N/A","S:210":"N/A","O:279":"No","AG:237":"N/A","P:770":"N/A","AG:115":"No","U:109":"Yes","Z:99":"No","R:511":"N/A","AI:405":"N/A","V:605":"N/A","AI:487":"Yes","G:759":"HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","P:708":"N/A","Q:466":"No","Z:105":"Biology: microplastics in agricultural products\n History: history of microplastic in the late 1960s\n Geography: geographical and ecological facts of microplastic and environmental issues\n English: vocabulary, comprehension, articles about environmental topics","AH:279":"N/A","D:660":"Material Sources","AH:593":"N/A","AA:739":"N/A","W:186":"N/A","H:721":"N/A","AK:519":"N/A","Q:433":"N/A","U:165":"N/A","O:632":"N/A","T:571":"N/A","U:290":"No","AJ:590":"N/A","AE:50":"No","U:10":"2026-04-29 08:41:07","H:570":"N/A","V:766":"N/A","R:581":"N/A","O:237":"N/A","R:236":"N/A","T:620":"Group work","Y:722":"N/A","AA:603":"N/A","G:252":"HOWs [Evaluate their relevance and validity.]","T:200":"N/A","AK:280":"N/A","AH:627":"N/A","H:567":"N/A","D:479":"Material Sources","AA:797":"/* 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 \n \n \n \n \n \n \n 1.\n Write the discussion topic on the board: “Who\n causes plastic pollution — people or companies?”\n \n 2.\n Review or elicit useful speaking frames: I\n think… / In my opinion… / I agree because… / One solution could be…\n \n 3.\n Organize learners in pairs or trios for flexible\n participation.\n \n 4.\n Circulate to prompt quieter learners and monitor\n use of target language.\n \n 5.\n After small-group discussions, lead a brief\n plenary: ask each group to share one idea about responsibility and one possible\n school action.\n \n 6.\n Summarize key ideas on the board and link them\n to the previous “How Can We Help?” activity, showing how personal and\n collective choices connect.","S:565":"N/A","W:457":"N/A","AG:264":"N/A","AB:68":"Fast fashion and consumer protection","Y:758":"N/A","O:427":"N/A","AB:758":"N/A","AA:762":"N/A","U:394":"N/A","P:193":"N/A","AH:178":"N/A","S:470":"N/A","AF:388":"N/A","S:99":"Yes","W:392":"N/A","H:745":"N/A","AI:690":"N/A","H:737":"N/A","X:528":"N/A","AG:370":"N/A","AK:710":"N/A","AJ:539":"N/A","D:440":"Resource Type","AG:429":"N/A","AJ:103":"Language SkillsExpressing opinions clearlyGiving reasons to support argumentsResponding to others respectfully in dialogueVocabularyFamiliarity with terms such as: longevity, aging, lifestyle, quality of life, life extensionContent KnowledgeUnderstanding what longevity means in biological and societal contextsAwareness that different religions and cultures have different views on life and deathUnderstanding that culture includes beliefs, values, and practices—not just art and musicDigital SkillsAbility to search for information online using keywordsBasic evaluation of sources and digital contentCritical ThinkingAbility to distinguish between fact, opinion, and stereotype\n \n Awareness of how misinformation and misconceptions can shape public understanding","AJ:776":"N/A","H:173":"N/A","H:686":"N/A","AI:412":"N/A","T:173":"N/A","AB:772":"N/A","Z:695":"N/A","AB:252":"N/A","W:597":"N/A","Q:636":"high subject complexity","Z:581":"N/A","AJ:263":"N/A","R:762":"N/A","W:212":"N/A","AA:297":"/* 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 \n \n \n \n \n \n \n ·\n Observation and understanding of the infographic\n (Can the student identify the key issue?).\n \n ·\n Accuracy and clarity of the written or spoken\n sentence.\n \n ·\n Use of scientific vocabulary (e.g.,\n “microplastics,” “food chain,” “pollution”).\n \n ·\n Participation and engagement during discussion.\n \n ·\n (Formative, not graded — intended to assess\n comprehension and language use.)","S:469":"N/A","AH:172":"N/A","AJ:640":"N/A","O:574":"N/A","H:439":"N/A","AK:57":"No","AI:159":"N/A","R:357":"N/A","T:710":"N/A","R:346":"N/A","AC:190":"N/A","AH:99":"Yes","AB:452":"N/A","AD:162":"N/A","AE:568":"N/A","H:554":"N/A","AA:740":"N/A","U:281":"No","AJ:710":"N/A","U:370":"N/A","H:539":"N/A","AG:546":"N/A","AE:278":"N/A","AE:178":"N/A","AF:470":"N/A","S:201":"N/A","AK:769":"N/A","AB:738":"N/A","H:724":"N/A","AC:353":"N/A","Q:710":"N/A","AF:433":"N/A","T:521":"N/A","AH:784":"N/A","P:534":"N/A","AK:633":"Yes","T:781":"N/A","U:191":"N/A","AJ:91":"No","Z:426":"N/A","AK:363":"N/A","AA:518":"N/A","AH:421":"N/A","AB:685":"N/A","O:569":"N/A","AE:604":"N/A","AE:192":"N/A","H:93":"N/A","S:211":"N/A","AA:550":"N/A","AH:510":"N/A","U:46":"No","U:688":"N/A","P:566":"N/A","AF:174":"N/A","Q:504":"(Re)assess your viewpoint on a socio-scientific issue.","G:556":"HOWs [Identify key concepts.]","AC:262":"N/A","R:735":"N/A","AC:440":"N/A","O:644":"N/A","U:159":"N/A","AD:747":"N/A","AJ:451":"N/A","R:553":"N/A","AF:334":"N/A","Z:578":"N/A","P:337":"N/A","Y:700":"N/A","H:700":"N/A","AG:788":"Listen to the rest of the video (or the whole of it again) and discuss how the two countries could solve thier conflict.","AJ:159":"No","Q:627":"No","H:560":"N/A","G:670":"Learning Outcome","AI:8":"tria-bouz-01","R:752":"N/A","X:685":"N/A","Z:554":"N/A","AB:773":"N/A","AE:366":"N/A","AB:754":"N/A","AA:583":"N/A","AB:577":"N/A","Q:562":"N/A","AF:458":"N/A","T:212":"N/A","AA:757":"N/A","T:112":"No","G:211":"HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","X:423":"N/A","Z:743":"N/A","AA:600":"N/A","X:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AH:740":"N/A","Y:468":"No","S:561":"N/A","Q:745":"N/A","S:576":"N/A","Q:477":"Here is a characteristic passage from Mary Shelley's Frankenstein that describes the creation of life through science and technology: “It was on a dreary night of November, that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, I collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet.” — Mary Shelley, Frankenstein In this passage, Victor Frankenstein describes the moment he gives life to his creation. The phrase “instruments of life” suggests the use of technological and scientific means to revive a lifeless body. The “spark of being” refers to electrical energy, possibly through galvanism, which was a contemporary theory about reanimating life. Shelley presents science as a force capable of violating natural boundaries, while also warning of the moral and psychological consequences of such actions. Frankenstein does not use technology merely to explore nature, but to dominate it — a pursuit that leads to tragic outcomes.","W:348":"N/A","U:289":"No","AB:262":"N/A","AA:450":"N/A","G:224":"HOWs [Identify solutions that create new negative impacts.]","O:790":"N/A","R:518":"N/A","V:184":"N/A","P:49":"No","P:630":"N/A","A:1":"E2 Display","O:746":"N/A","G:363":"HOWs [Identify verbal cues that indicate opinions or uncertainty.]","S:623":"The teacher shows these words in canva to make sure that every student understands the key words.\n Volunteer student read the words and definitions and can give an example of their own (no translation needed)","AI:566":"N/A","AC:357":"N/A","W:28":"Microplastics in food chains","H:426":"N/A","AA:698":"N/A","AF:770":"N/A","T:118":"Digital or physical copies of the \"AI energy use creates a challenge\" article excerpts.","Q:593":"N/A","AD:597":"N/A","G:540":"HOWs [Identify ☑ verbal cues that indicate arguments and evidence or examples.]","Q:733":"N/A","AE:732":"N/A","AF:133":"90","X:769":"N/A","AE:239":"N/A","AK:31":"No","AE:101":"No","AE:615":"N/A","AK:249":"N/A","AB:563":"N/A","AE:744":"N/A","AJ:719":"N/A","AI:550":"N/A","T:113":"No","G:656":"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]","P:614":"N/A","AJ:715":"N/A","AF:371":"N/A","V:191":"N/A","G:387":"HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","V:104":"The planned lesson could be the final lesson of the topic statistics in this year group. The learners need to learn in previous lesson how to graphically display data in various ways, read of data from graphs and how to use Excel to create graphs.","Q:216":"N/A","X:289":"N/A","AI:218":"N/A","AI:163":"N/A","AA:375":"N/A","AF:642":"N/A","Y:613":"N/A","R:701":"N/A","R:452":"No","AE:701":"N/A","G:763":"HOWs [Review similar initiatives to understand common feedback and reactions.]","S:444":"Pair work","Z:626":"N/A","O:97":"No","Z:56":"No","AF:715":"N/A","AI:775":"N/A","Y:379":"N/A","S:234":"N/A","U:454":"No","X:466":"N/A","AA:382":"N/A","O:578":"N/A","T:47":"No","R:515":"N/A","Z:89":"No","AE:397":"N/A","O:515":"N/A","T:243":"N/A","AB:169":"N/A","V:49":"Yes","W:715":"N/A","X:204":"N/A","AJ:512":"N/A","G:276":"Multiple means of representation [uses diverse instructional materials such as books, articles, podcasts, and hands-on activities to accommodate varied interests and abilities]","AA:225":"N/A","R:377":"N/A","Y:783":"Yes","AE:596":"N/A","V:775":"N/A","Z:724":"N/A","O:646":"N/A","AD:36":"Fast fashion and textile waste","O:418":"N/A","S:363":"N/A","AH:39":"Conflicts and wars disrupting food supply","Z:35":"Waste pollution","S:611":"No","U:381":"N/A","Q:708":"N/A","AF:50":"No","H:397":"N/A","G:285":"Differentiation matrix [iconic activity]","U:368":"N/A","AK:160":"N/A","S:764":"N/A","G:266":"App","P:435":"No","AK:64":"Yes","R:719":"N/A","Y:32":"No","U:349":"N/A","AG:348":"N/A","AD:259":"No","V:87":"No","AF:418":"N/A","Y:420":"N/A","AD:377":"N/A","X:414":"N/A","Y:554":"N/A","Y:362":"N/A","AD:368":"N/A","G:69":"Lesson title","V:542":"N/A","AC:645":"N/A","V:777":"N/A","AJ:725":"N/A","AA:631":"Yes","AI:694":"N/A","G:664":"Competence Domain","G:710":"HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","S:179":"N/A","T:487":"Yes","AK:556":"N/A","AC:48":"No","AE:225":"N/A","AE:788":"learners are aiming at UN resolution / lobbying in between two groups - speaking activity / exchanging ideas and looking for solutions","U:120":"Materials introducing intrinsically disordered proteins","AC:70":"fast, waste, historical, tradition,habits,networks, consumerism,accummulate, outfit, influencer, shopping mall","AH:351":"N/A","AE:203":"N/A","R:510":"N/A","AJ:692":"N/A","AD:67":"Write their own solution oriented paragraph \n Present orally or digitallytheir own presentation ","V:561":"N/A","AB:240":"N/A","P:784":"N/A","Q:241":"N/A","AD:533":"N/A","AJ:697":"N/A","AE:231":"N/A","AI:546":"N/A","AG:165":"N/A","P:214":"N/A","P:384":"N/A","H:377":"N/A","O:96":"No","AF:632":"N/A","H:470":"N/A","D:644":"Student Output Form","AI:256":"N/A","AI:441":"N/A","S:378":"N/A","AC:213":"N/A","G:257":"HOWs [Determine success criteria.]","AB:231":"N/A","P:218":"N/A","V:105":"The planned lesson can be used as closing lesson for the topic statistics, so it could be followed by any other topic in the curriculum. However, if it is not used as such, another idea would be to give the learners the opportunity to research a topic of their own interest and see how the perception of this topic could change if the representation of the data/predictions change.","U:574":"N/A","AD:344":"N/A","O:99":"No","G:416":"HOWs [Organise the arguments and supporting evidence.]","AK:581":"N/A","Y:426":"N/A","V:415":"N/A","X:544":"N/A","AJ:62":"No","X:374":"N/A","R:694":"N/A","Q:134":"15","AB:364":"N/A","Z:590":"N/A","Z:361":"N/A","P:48":"No","T:772":"N/A","V:706":"N/A","Q:393":"N/A","AJ:711":"N/A","AI:259":"Yes","Y:1":"13","R:559":"N/A","W:315":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","AH:458":"N/A","AG:271":"Discuss\n \n \n Listen to the first part of the recording (0.00-14.8mp)and understand the nature of the relationship between the two countries.","AC:109":"Yes","G:237":"HOWs [Apply skills of dialogue.]","H:564":"N/A","W:455":"N/A","AI:353":"N/A","H:606":"N/A","AB:465":"N/A","G:428":"HOWs [Evaluate their relevance and validity.]","AB:427":"N/A","G:107":"Required infrastructure [Student computers / notebooks]","U:441":"No","Q:262":"No","Z:753":"N/A","Z:716":"N/A","G:640":"Student output form [Text]","AD:246":"N/A","AK:467":"N/A","W:385":"N/A","R:781":"N/A","AC:377":"N/A","V:337":"N/A","AB:580":"N/A","T:371":"N/A","AC:735":"N/A","W:737":"N/A","G:613":"Media [Text media]","Z:546":"N/A","AI:531":"N/A","P:265":"N/A","P:702":"N/A","AK:386":"N/A","S:262":"N/A","AB:275":"N/A","S:748":"N/A","AG:535":"N/A","AH:796":"Group work","Y:109":"No","D:139":"Learning Objective","AH:604":"N/A","G:128":"Required teaching materials []","Z:525":"N/A","H:347":"N/A","W:778":"N/A","AJ:190":"N/A","AG:176":"N/A","Z:34":"N/A","P:513":"N/A","U:363":"N/A","AG:279":"N/A","AG:274":"N/A","R:603":"N/A","AA:602":"N/A","AC:752":"N/A","W:387":"N/A","AJ:535":"N/A","Z:689":"N/A","S:185":"N/A","AK:69":"The social challenges of pursuing extreme longevity","R:758":"N/A","V:355":"N/A","AG:416":"N/A","AK:68":"Pursuing extreme longevity","Y:158":"N/A","U:111":"No","AI:220":"N/A","AH:774":"N/A","AH:551":"N/A","D:17":"Author(s)","AK:719":"N/A","V:718":"N/A","AC:572":"N/A","AE:791":"N/A","V:436":"/* 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:\"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 Learners individually examine sevengraphs from the \n \n IEA: Energy and AI\n \n report and answer a guided question for each graph. The questions prompt learners to read values, interpret trends, and compare regions or time periods. After completing the questions individually, learners work in small groups to compare answers, discuss differences, and clarify misunderstandings.","W:581":"N/A","W:569":"N/A","R:268":"Individual work","Y:161":"N/A","G:88":"Age range [13]","AJ:668":"Communicate your viewpoint on a socio-scientific issue: Argue.","O:49":"No","AJ:119":"youtube videos prepared","Y:201":"N/A","W:519":"N/A","AK:238":"N/A","O:413":"N/A","AH:704":"N/A","P:453":"N/A","G:452":"Multiple means of representation [uses diverse instructional materials such as books, articles, podcasts, and hands-on activities to accommodate varied interests and abilities]","G:647":"Student output form [Other]","AI:772":"N/A","O:579":"N/A","Z:524":"N/A","Y:720":"N/A","AA:181":"N/A","AA:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","Y:347":"N/A","AC:569":"N/A","AC:633":"N/A","T:688":"N/A","AG:486":"15","AF:181":"N/A","R:614":"N/A","AA:689":"N/A","AD:742":"N/A","P:557":"N/A","Q:747":"N/A","U:388":"N/A","Z:168":"N/A","AD:522":"N/A","T:708":"N/A","U:523":"N/A","AA:407":"N/A","V:193":"N/A","Z:371":"N/A","O:374":"N/A","V:108":"No","Z:98":"No","H:209":"N/A","AC:411":"N/A","R:475":"adapted from: Methoden der Präimplantationsdiagnostik – oder Haben wir ein Recht auf ein gesundes Kind? (Katja Reitschert, Corinna Hößle). S.23-26. 2015. Raabe Unterrichtsmaterialien. ANFRAGE zur Nutzung bei Dr. Josef Raabe Verlags GmbH ratsam","AB:335":"N/A","AD:557":"N/A","AF:290":"N/A","S:584":"N/A","AA:520":"N/A","V:685":"N/A","AK:134":"10","G:567":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","AI:290":"No","AE:510":"N/A","AD:206":"N/A","AD:573":"N/A","AA:549":"N/A","AE:662":"15","G:430":"HOWs [☑ Actions and initiatives to convey a message.]","Z:421":"N/A","X:167":"N/A","Z:253":"N/A","AK:533":"N/A","AB:115":"No","G:150":"Learning Outcome","T:68":"AI and energy consumption","AD:234":"N/A","AK:428":"N/A","O:466":"N/A","T:26":"English","AK:60":"No","AD:553":"N/A","Z:514":"N/A","O:640":"N/A","AE:571":"N/A","Q:761":"N/A","AA:712":"N/A","AE:133":"90","S:781":"N/A","AJ:579":"N/A","R:289":"No","AF:398":"N/A","AF:514":"N/A","AF:557":"N/A","P:728":"N/A","R:732":"N/A","G:460":"Differentiation matrix [enacting activity]","AA:33":"No","AK:277":"N/A","O:784":"N/A","Z:368":"N/A","AJ:344":"N/A","AH:200":"N/A","R:259":"Yes","Z:201":"N/A","R:621":"This is the final activity on the worksheet. It is also possible to let the learners work at home.","V:224":"N/A","V:110":"Yes","Y:715":"N/A","Y:432":"N/A","AH:588":"N/A","Y:453":"No","V:663":"Yes","H:190":"N/A","Y:775":"N/A","H:403":"N/A","AH:206":"N/A","P:204":"N/A","AK:686":"N/A","U:275":"No","G:520":"HOWs [For ☑ social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","AC:370":"N/A","Q:269":"· Display the image to the class (digitally or\n printed).\n \n \n \n \n \n · Ask learners to observe silently for 1–2\n minutes.\n \n \n \n \n \n · Facilitate a brief discussion on first\n impressions and symbolic elements.\n \n \n \n \n \n · Guide learners to consider connections\n between the image and the concept of \"designer babies.\"\n \n \n \n \n \n · Distribute a worksheet or digital space for\n learners to write a short reflection.\n \n \n \n \n \n · Optionally, invite volunteers to share their\n thoughts with the class.","AJ:455":"N/A","AK:726":"N/A","AJ:426":"N/A","AF:404":"N/A","AK:553":"N/A","Y:370":"N/A","O:789":"N/A","AA:577":"N/A","AF:53":"No","Q:540":"N/A","AJ:213":"N/A","W:107":"No","P:532":"N/A","AJ:712":"N/A","AF:600":"N/A","AH:632":"N/A","AI:562":"N/A","AD:372":"N/A","AF:282":"N/A","D:486":"Duration","AI:402":"N/A","AA:105":"/* 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 \n \n \n \n \n \n \n The next lesson (Lesson\n 3) should\n \n ·\n help learners apply what they’ve learned through\n creative communication, project-based learning, and personal action. More\n specifically, learners will use English\n \n ·\n to communicate actions and solutions that help\n reduce plastic pollution, demonstrating understanding of environmental\n responsibility.","AE:210":"N/A","AH:606":"N/A","AJ:743":"N/A","AK:784":"N/A","AJ:783":"N/A","D:90":"Learner Age Range","AC:168":"N/A","AI:749":"N/A","AF:437":"N/A","AK:530":"N/A","W:775":"N/A","AB:250":"N/A","AG:66":"6","H:213":"N/A","W:436":"film Plastic Planet, key terms, summary, word cloud, posters be creative activity","R:412":"N/A","AC:779":"N/A","AD:345":"N/A","AD:645":"N/A","Q:529":"N/A","G:634":"Multiple means of action and expression [offers flexible deadlines and alternative modes of participation to accommodate diverse learning paces and needs]","R:530":"N/A","AH:512":"N/A","AA:101":"No","AE:739":"N/A","AA:779":"N/A","S:112":"No","V:50":"No","AJ:452":"N/A","AH:789":"N/A","Q:543":"N/A","O:102":"No","W:175":"N/A","AE:513":"N/A","P:375":"N/A","W:769":"N/A","AE:748":"N/A","AJ:380":"N/A","AC:176":"N/A","Z:712":"N/A","T:70":"ai","W:361":"N/A","V:376":"N/A","Q:417":"N/A","AK:642":"No","H:390":"N/A","X:13":"2026","AA:235":"N/A","P:750":"N/A","O:390":"N/A","AD:692":"N/A","V:209":"N/A","Z:641":"N/A","AJ:422":"N/A","H:715":"N/A","Q:608":"N/A","Q:254":"N/A","AB:242":"N/A","T:757":"N/A","AF:581":"N/A","AD:456":"N/A","AE:416":"N/A","AD:90":"No","T:198":"N/A","G:502":"Learning Outcome","AA:530":"N/A","AB:210":"Yes","X:664":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","D:464":"Student Output Form","X:717":"N/A","G:202":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","V:640":"No","X:14":"Papanikolaou, Maria","AC:583":"N/A","S:513":"N/A","H:227":"N/A","U:539":"N/A","AF:111":"No","U:526":"N/A","G:650":"Tips, tricks, and suggestions for practice","AA:364":"N/A","Z:227":"N/A","AH:175":"N/A","O:456":"N/A","AB:768":"N/A","H:394":"N/A","T:540":"Yes","Q:737":"N/A","W:115":"No","G:56":"Subject(s) [History]","AE:386":"N/A","AC:528":"N/A","Q:373":"N/A","O:587":"N/A","V:427":"N/A","AA:361":"N/A","AC:486":"15","AD:609":"N/A","Z:760":"N/A","V:465":"No","U:13":"2025","Z:738":"N/A","AH:44":"Different countries give different inputs about the reasons for conflicts. There are several \"trues.\"","Q:414":"N/A","X:30":"Yes","Q:566":"N/A","W:766":"N/A","AJ:530":"N/A","AG:47":"No","Q:516":"N/A","Y:513":"N/A","X:373":"N/A","D:39":"SSI Topic","AI:645":"N/A","AE:404":"N/A","AC:706":"N/A","O:228":"N/A","V:643":"Yes","U:606":"N/A","AF:429":"N/A","AJ:182":"N/A","U:92":"Yes","AC:158":"N/A","Q:531":"N/A","R:199":"N/A","AJ:520":"N/A","AE:93":"Yes","Z:769":"N/A","AI:761":"N/A","AD:208":"N/A","W:546":"N/A","AI:297":"Active participation.\n Depth of reflection.\n Clarity of expression.\n Respectful communication.","AF:441":"N/A","AC:406":"N/A","AE:454":"N/A","V:784":"N/A","Z:573":"N/A","G:454":"Multiple means of engagement [offers choice and autonomy in learning tasks, topics, and activities to promote intrinsic motivation and ownership of learning]","AB:466":"N/A","AH:580":"N/A","AB:728":"N/A","AB:431":"N/A","AH:185":"N/A","V:752":"N/A","AJ:400":"N/A","AF:52":"No","H:757":"N/A","AD:731":"N/A","U:716":"N/A","AJ:524":"N/A","AF:244":"N/A","AI:197":"N/A","X:681":"Select the most appropriate communication channel(s) to disseminate your message on the pertinent socio-scientific issue and/or identify an action or initiative (WHERE).","AI:621":"Teacher is going around and helps each team to choose the most suitable to their intersts and capacities wayto organize and present their wor\n Encourage learners to summarize and synthesize the information they collected in the previous activity.\n Provide guidelines for time limits, length (e.g., 3–5 minutes for podcasts or presentations; 1-page article; 6–8 panels for comics), and evaluation criteria (accuracy, creativity, teamwork, clarity).\n Support each group during the creative process by helping them organize their content and connect it to the broader theme of hunger as a weapon of war.\n Facilitate a short sharing session at the end where each group presents or displays its work to the class.\n Optionally, collect all outputs (podcasts, presentations, comics, articles) in a shared digital folder or display them on a classroom board or school website.","T:720":"N/A","P:705":"N/A","AJ:727":"N/A","AA:588":"N/A","H:349":"N/A","S:754":"N/A","AA:398":"N/A","Z:532":"N/A","G:628":"Multiple means of representation [uses diverse instructional materials such as books, articles, podcasts, and hands-on activities to accommodate varied interests and abilities]","T:634":"N/A","P:11":"193.176.126.48","T:735":"N/A","T:216":"N/A","AG:685":"N/A","AE:102":"Yes","AH:208":"N/A","AA:113":"Yes","AA:542":"N/A","T:13":"2025","W:218":"N/A","W:747":"N/A","R:418":"N/A","Y:30":"Yes","AI:617":"N/A","P:663":"N/A","S:158":"N/A","AJ:181":"N/A","AC:171":"N/A","AF:96":"No","AI:398":"N/A","G:248":"HOWs [Select supporting evidence for each argument.]","U:733":"N/A","AA:509":"N/A","AJ:691":"N/A","AF:236":"N/A","AJ:334":"Yes","T:765":"N/A","Y:294":"N/A","V:740":"N/A","AD:52":"No","AK:594":"N/A","Q:792":"No","Q:796":"Pair work","AG:28":"Wars and Conficts Disrupting Food Supply","Y:185":"N/A","G:434":"HOWs [Other]","U:398":"N/A","AA:253":"N/A","AE:220":"N/A","H:733":"N/A","H:161":"N/A","AA:782":"N/A","AJ:633":"N/A","AD:735":"N/A","AC:101":"No","Y:11":"138.232.92.31","X:364":"N/A","G:760":"HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","O:186":"N/A","G:389":"HOWs [List the different viewpoints supported by evidence-based arguments.]","T:90":"Yes","T:86":"No","AI:557":"N/A","P:440":"N/A","T:431":"N/A","R:723":"N/A","X:223":"N/A","AJ:608":"N/A","G:30":"This plan's position in the sequence: [1]","AF:241":"N/A","R:67":"Demonstrate possibilities for an ethical\n evaluation about Preimplantation Genetic Diagnosis (PGD). This unit is designed to be cross-curricular, as scientific\n content and ethical questions are inseparably linked .\n \n \n \n \n \n The\n underlying principle of PGD is to determine changes in the genetic material of\n an in vitro embryo and, subsequently, either to implant it into the mother or\n to discard it.\n \n \n The evaluation of PGD primarily focuses on the question of\n whether human life, in its earliest stage, is already worthy of protection. The\n example of PGD will be used in class to promote the learners' moral\n argumentation and judgment skills.","AD:453":"N/A","AC:85":"No","V:239":"N/A","Y:56":"No","T:264":"N/A","G:691":"HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","V:246":"N/A","Y:797":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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. Explain to learners that this is a plenary activity\n to review what they have learned.\n \n 2. Give the multiple choice quiz to learners and ask\n them to answer the questions independently.\n \n 3. Circulate the room to support learners and identify\n any misconceptions.\n \n 4. Select a few learners to share their answers with\n the class.\n \n 5. Lead a short whole-class discussion to link learning back to the wider issue of environmental pollution.","AB:89":"No","U:202":"N/A","Q:220":"N/A","AG:180":"N/A","S:159":"N/A","AI:115":"No","V:799":"/* 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:\"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 1.\n Look at at\n least 4 posts on Padlet showing original and re-created graphs.\n \n 2. Note differences in\n how each graph type communicates the data:\n \n \n Shape\n Scale\n Emphasis\n Clarity\n \n \n 3. Ask yourself:\n \n \n Which version makes the change over time\n look larger? Smaller?\n Which version is easier to understand?\n \n \n 4. Share your\n observations with a partner and explain your reasoning.","H:1":"1","AJ:252":"N/A","AD:418":"N/A","AJ:209":"N/A","AE:31":"No","Q:231":"N/A","R:310":"30","O:177":"N/A","AJ:766":"N/A","AJ:378":"N/A","H:109":"N/A","AB:181":"N/A","AA:93":"No","AB:253":"N/A","G:384":"HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","AA:648":"/* 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 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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 \n \n \n \n \n \n \n ·\n We should recycle plastic bottles because it\n helps protect sea life.\n \n ·\n It’s important to use reusable bags so that we\n make less waste.\n \n ·\n People can help by cleaning beaches and throwing\n rubbish in bins.","P:404":"N/A","V:385":"N/A","AJ:59":"No","P:344":"N/A","AE:642":"N/A","Y:263":"N/A","V:509":"N/A","Z:442":"LearningApps.org","D:97":"Year of Subject Learning","AA:106":"Yes","AC:199":"N/A","AH:686":"N/A","V:468":"No","AA:174":"N/A","S:344":"N/A","S:48":"No","AA:560":"N/A","AK:48":"No","V:797":"Project Padlet on the\n board and confirm all groups have uploaded their work.\n \n \n \n \n \n Explain the purpose:\n “We are comparing how different graph types change the message the data\n communicates.”\n \n \n \n \n \n Pair learners or let\n them choose a partner.\n \n \n \n \n \n Give learners 10\n minutes to explore the Padlet and take notes.\n Encourage slow looking: “Don’t rush—notice details.”\n \n \n \n \n \n Provide 2–3 guiding\n questions on the board (included below).\n \n \n \n \n \n After the gallery\n walk, lead a short class reflection:\n \n \n \n \n \n What surprised you?\n \n \n \n \n \n Which graph changed\n the message the most? How?\n \n \n \n \n \n Transition smoothly\n into Activity 5 (whole-class discussion).\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:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n /* 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:\"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;}","S:617":"N/A","D:485":"Material Sources","AE:457":"N/A","Z:222":"N/A","U:474":"Learners are assessed on their ability to accurately analyze how temperature and pH influence protein stability using the provided thermodynamic dataset and visual guide. Evaluation focuses on how well they interpret and explain the relationship between enthalpy, entropy, and molecular behaviour, identifying conditions under which the protein remains ordered, becomes disordered, or undergoes phase separation. Credit is given for clear application of thermodynamic reasoning (linking ΔH and ΔS values to observable effects) and for scientifically precise use of terminology. The quality of communication—whether written, verbal, or visual—is also considered, with emphasis on clarity, logical structure, and correct interpretation of data. Active engagement in class discussion and the ability to reflect on how molecular “order and chaos” support adaptability in living systems contribute to the overall assessment.","W:723":"N/A","T:465":"N/A","AG:718":"N/A","V:701":"N/A","AA:249":"N/A","H:697":"N/A","AE:593":"N/A","AE:736":"N/A","H:378":"N/A","P:709":"N/A","AJ:759":"N/A","Z:568":"N/A","O:289":"No","S:247":"N/A","X:419":"N/A","G:435":"Elaborate activity [Yes, please show additional fields]","O:276":"No","O:387":"N/A","AF:771":"N/A","AH:386":"N/A","H:204":"N/A","T:116":"text-to-speech tools","AD:55":"No","Q:212":"N/A","AJ:791":"N/A","R:407":"N/A","P:99":"No","U:726":"N/A","O:597":"N/A","D:465":"Student Output Form","H:179":"N/A","T:263":"N/A","R:430":"N/A","AD:441":"N/A","AE:11":"86.111.106.106","T:711":"N/A","AA:540":"N/A","P:263":"N/A","D:444":"Suggested Social Form","H:742":"N/A","AA:717":"N/A","W:603":"N/A","D:148":"Learning Outcome","AE:516":"N/A","P:103":"-","G:2":"Publish? -> Yes / No","Q:133":"90","P:248":"N/A","P:180":"N/A","AF:712":"N/A","AF:390":"N/A","T:600":"N/A","G:139":"Learning Objective","D:115":"Required infrastructure & Teaching Materials","AK:584":"N/A","Q:359":"N/A","P:264":"N/A","AD:231":"N/A","AJ:293":"N/A","H:451":"N/A","AA:419":"N/A","W:465":"N/A","Y:706":"N/A","AH:269":"Read out the story or watch the movie and show a drawn map to illustrate.\n \n - Add the image here IMG_0009.peg -\n - Add the movie here _ \n \n \"Danielland is a country. Its neighbor's country is Udoisch. They both share a river named \"Agnes.\" Danielland decided to impound the water of the river \"Agnes\" to use it for the support of Danieltown and the agriculture of Danielland. Udoisch inhabitants, due to this, get less water.\n \n Ask the question: \"How do people feel in Udoisch? They have towns and agricultural structures as well.\n \n AI generated Version, chatGPT:\n \"The story of Danielland and Udoish begins in a rugged, mountainous region divided by the clear, winding waters of the River Agnes.\n For centuries, this river had been the lifeline for both nations. Farmers in Udoish depended on its flow to irrigate their fertile valleys, while the people of Danielland relied on it for drinking water and electricity.\n But as the climate began to change and rainfall grew more unpredictable, the higher-altitude country of Danielland faced a severe water shortage. Streams that once flowed freely from the glaciers were drying up. In desperation, Danielland’s leaders decided to build a massive dam high in the mountains, just before the river descended into Udoish.\n The project began with pride and hope. Engineers called it the “Silver Wall,” a symbol of progress and survival. Danielland’s citizens celebrated the prospect of full reservoirs and secure power. Yet, far downstream, life began to change in Udoish.\n As the dam trapped more and more water, the River Agnes shrank to a trickle on the Udoish side. Crops withered in the fields, and fishing villages that had thrived for generations found their boats stranded on dry riverbeds. Udoish farmers marched to their capital, demanding action.\n Diplomats from both sides met several times, but every discussion ended in frustration. Danielland insisted it had the right to protect its own people. Udoish argued that no nation owned a river that flowed across borders. The dispute soon turned bitter. Angry words filled the air, and soldiers were seen gathering near the frontier.\n In the midst of this tension, an old teacher from the mountain town of Elva wrote an open letter to both governments. He reminded them that the river had never belonged to anyone—it had only passed through their lands, offering life to all. His words spread quickly through newspapers and radio stations.\n Moved by public pressure, the two countries finally agreed to pause their confrontation and form a joint river council. Engineers from Danielland and Udoish began to share data, monitor the water flow, and plan a schedule for fair water release. It was only the beginning of peace, but it showed that dialogue could succeed where conflict had failed.\n And so, the River Agnes flowed again—slower than before, but freer than it had been in many months—reminding both nations that cooperation, like water itself, can carve a new path through even the hardest rock.\"\n \n Find out what the learners understood and how they feel.","AF:566":"N/A","AI:734":"N/A","V:92":"No","T:751":"N/A","AA:431":"N/A","AC:546":"N/A","U:243":"N/A","S:248":"N/A","X:241":"N/A","AH:50":"No","AF:210":"N/A","U:601":"N/A","AA:402":"N/A","X:535":"N/A","R:386":"N/A","G:657":"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]","Q:92":"Yes","AA:119":"Vocabulary worksheet","R:218":"N/A","Y:216":"N/A","U:107":"Yes","AA:336":"N/A","Z:109":"Yes","AG:577":"N/A","W:96":"No","AI:102":"Yes","V:367":"N/A","U:702":"N/A","AE:770":"N/A","W:229":"N/A","G:331":"Learning Outcome","O:171":"N/A","U:339":"N/A","W:577":"N/A","V:32":"No","X:736":"N/A","S:184":"N/A","Y:643":"N/A","Z:400":"N/A","W:749":"N/A","T:773":"N/A","H:698":"N/A","Z:718":"N/A","R:736":"N/A","W:771":"N/A","T:469":"N/A","U:465":"No","S:765":"N/A","R:137":"Use search strategies to find (more) information sources on the socio-scientific issue.","Z:553":"N/A","AE:8":"dani-szcz-01","X:592":"N/A","V:103":"data representation in various graphs, reading data off graphs, creating graphs using excel","AH:61":"No","AF:725":"N/A","AA:548":"N/A","G:379":"HOWs [☑ Logical fallacies]","AG:10":"2026-01-16 18:27:19","U:557":"N/A","AA:358":"N/A","W:641":"N/A","R:294":"No","P:242":"N/A","R:764":"N/A","V:719":"N/A","W:168":"N/A","AD:705":"N/A","U:206":"N/A","S:732":"N/A","P:544":"N/A","AC:336":"N/A","AA:344":"N/A","S:692":"N/A","T:109":"No","O:293":"No","X:394":"N/A","U:31":"No","AI:214":"N/A","Y:576":"N/A","U:762":"N/A","AB:397":"N/A","D:656":"Material Sources","R:216":"N/A","AC:685":"N/A","O:719":"N/A","H:339":"N/A","S:355":"N/A","G:380":"HOWs [Identify key concepts.]","AG:706":"N/A","T:748":"N/A","S:182":"N/A","AJ:56":"No","G:13":"Publication year","W:56":"No","X:226":"N/A","AE:767":"N/A","AG:288":"N/A","Z:102":"No","R:591":"N/A","AJ:733":"N/A","T:356":"N/A","V:645":"No","AG:692":"N/A","AG:261":"N/A","W:157":"N/A","AJ:723":"N/A","H:203":"N/A","AG:363":"N/A","AG:194":"N/A","O:741":"N/A","T:529":"N/A","AK:457":"N/A","V:765":"N/A","AK:754":"N/A","P:369":"N/A","V:716":"N/A","AC:566":"N/A","AC:437":"N/A","AB:583":"N/A","AB:50":"No","V:418":"N/A","Y:441":"No","AC:514":"N/A","AD:513":"N/A","AF:256":"N/A","AH:243":"N/A","AG:369":"N/A","AA:744":"N/A","AD:241":"N/A","U:221":"N/A","S:57":"No","Q:580":"N/A","AK:783":"N/A","U:234":"N/A","AE:776":"N/A","AA:373":"N/A","AJ:415":"N/A","AH:391":"N/A","H:580":"N/A","T:691":"N/A","P:646":"N/A","T:531":"N/A","Q:662":"20","AH:257":"N/A","G:238":"HOWs [Previous knowledge]","AE:542":"N/A","G:545":"HOWs [Examine how the information is framed.]","AH:165":"N/A","V:431":"N/A","AA:710":"N/A","AB:729":"N/A","U:756":"N/A","AH:540":"N/A","V:90":"Yes","T:572":"N/A","U:167":"N/A","O:135":"Yes","U:734":"N/A","G:240":"HOWs [Organise the arguments and supporting evidence.]","AB:604":"N/A","D:150":"Learning Outcome","AA:289":"Yes","AD:341":"N/A","AA:275":"Yes","W:556":"N/A","R:540":"N/A","U:432":"N/A","AH:193":"N/A","H:557":"N/A","Q:287":"Multiple Means of RepresentationProvide a written description of the image for learners with visual impairments or those who benefit from textual input.Offer alternative formats such as audio narration, video interpretation, or animated breakdowns of the image.Supply key vocabulary and concept explanations (e.g., identity, commodification, bioethics) to support learners with language or comprehension challenges.Multiple Means of EngagementAllow learners to choose their focus for reflection (e.g., ethical, emotional, scientific, or personal angle).Encourage learners to connect the image to their own experiences or cultural background to deepen relevance.Provide examples or model responses to inspire and guide learners who need more structure.Multiple Means of Action and ExpressionOffer options for written, oral, or visual responses (e.g., short essay, voice recording, poster, infographic).Use sentence starters, writing frames, or graphic organizers to scaffold expression for learners with learning difficulties.","D:614":"Resource Type","V:311":"Yes","AK:219":"N/A","X:99":"No","D:481":"Material Sources","AI:380":"N/A","AH:95":"No","AK:445":"The teacher asks the learners to individually write down 2 sentences: \"I'd like to live up to 100 because...\" and \"I'd not like to live up to 100 because...\". (Also on Slide 2.) They can use their notebooks or their phones, and at this point the learners are not asked to share their sentences with anyone. The point is to keep the sentences for later for further reflection.","AA:574":"N/A","X:514":"N/A","AE:566":"N/A","V:733":"N/A","U:396":"N/A","AI:26":"English","O:441":"N/A","AF:407":"N/A","P:206":"N/A","AA:199":"N/A","Z:97":"No","V:109":"Yes","AD:357":"N/A","O:250":"N/A","AI:547":"N/A","R:437":"No","V:188":"N/A","AI:556":"N/A","Q:579":"Yes","AA:126":"Access to the school’s recycling bins for demonstration or field observation","D:471":"Student Output Form","O:411":"N/A","AE:525":"N/A","AH:737":"N/A","W:609":"N/A","AD:289":"N/A","AA:103":"Learners should already know or be able to \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;}\n \n \n \n \n \n \n \n \n Usebasic\n environmental words, understand short texts, and express opinions simply.\n Know\n what pollution and food chains are, and understand basic recycling ideas.\n Participate\n in group discussion, listen to others’ views, and reflect on personal\n responsibility.","AB:615":"N/A","P:311":"No","Z:26":"English","T:739":"N/A","R:44":"Falling for Fake News concerning dystopian elements when it comes to genetic engineering (clone organ donors, Are embryos washed down the drain?)","S:165":"N/A","AC:606":"N/A","AB:447":"Step 1. The learners will watch a video about fast fashion and its economic, social and environmental impact (https://www.unep.org/news-and-stories/story/putting-brakes-fast-fashion). Then the stundents will fill in a matrix (group work). For the matrix, each group will have cards that have to be placed on the right position in the matrix:The impactPositive impactNegative impactSocial impactEconomic impactEnvironmental impactStep 2. The learners will answer to the challenge:Should the convenience and affordability of fast fashion justify its economic, social and evironmental costs?Each group of learners willformulatea clear statement on fast fashion impact in a single sentence. Then the group willchoose a way to present their view, to sustain their statement and provide arguments, by writing an article, or producing a poster, a PPT, a song, a video clip or any other material at their choice.In the end, the results of each group will be presented and the teacher and the other learners will provide a feedback.","Q:178":"N/A","U:178":"N/A","G:450":"Multiple means of representation [provides text alternatives to visual content for learners with visual impairments or those who prefer auditory learning]","V:59":"No","Z:437":"Yes","AK:740":"N/A","AB:579":"N/A","V:363":"N/A","X:165":"N/A","T:101":"No","Y:523":"N/A","AF:686":"N/A","AD:164":"N/A","V:195":"N/A","G:284":"Differentiation matrix [enacting activity]","AG:475":"CHAT GPT map","H:789":"N/A","U:773":"N/A","AH:337":"N/A","AB:522":"N/A","Q:51":"Yes","AC:310":"15","V:769":"N/A","Y:94":"No","P:455":"N/A","R:262":"No","O:762":"N/A","Q:293":"No","AI:428":"N/A","AK:354":"N/A","AK:250":"N/A","U:755":"N/A","AF:98":"Yes","AF:251":"N/A","D:116":"Required infrastructure & Teaching Materials","S:688":"N/A","Q:342":"N/A","AA:34":"N/A","H:709":"N/A","AF:572":"N/A","AD:397":"N/A","Q:701":"N/A","H:276":"N/A","Y:383":"N/A","AI:278":"No","W:171":"N/A","S:59":"No","V:634":"Yes","P:571":"N/A","AK:232":"N/A","G:288":"Student output form [Text]","G:798":"Briefly describe the method you use.","U:576":"N/A","H:361":"N/A","AH:621":"You have learned the first basic steps.\n \n Now we are adding some attacking movements and some movements to escape the attack.\n \n Check them out and practice them with your partner. You both need to know of both.\n \n https://www.mobilesport.ch/favorites-de/?lang=de&token=5a0950a33cb228c3a37f10093cad6ec5-6040348-8353026\n \n https://www.mobilesport.ch/favorites-de/?lang=de&token=2ed30bb011335738cb2fb86974d4907b-6040348-8353116\n \n Feel free to add your own movements. Put those movements together and practice them.","G:311":"SciLMified? [This activity is designed to support a SciLMi learning outcome.]","P:530":"N/A","AJ:420":"N/A","Q:765":"N/A","V:589":"N/A","AI:755":"N/A","AI:789":"N/A","AD:261":"N/A","P:117":"List with quotes about longevity","S:236":"N/A","Y:429":"N/A","AI:379":"N/A","AK:216":"N/A","Q:525":"N/A","S:541":"N/A","AK:117":"Teacher slides (PPT) to project: https://docs.google.com/presentation/d/1f_1bbSU5mv3u7ycYpu8ddjRIRIMextU0S3jT0RS1S1k/edit?usp=sharing","P:413":"N/A","AB:441":"N/A","P:791":"N/A","AG:727":"N/A","V:568":"N/A","AJ:537":"N/A","Y:257":"N/A","Q:451":"No","O:161":"N/A","S:591":"N/A","AJ:395":"N/A","AA:432":"N/A","AD:384":"N/A","AI:643":"N/A","U:360":"N/A","X:356":"N/A","AE:411":"N/A","Q:774":"N/A","AE:451":"N/A","S:759":"N/A","AA:438":"N/A","Z:133":"110","AI:612":"Learners choose the ways that they are going to express the results of their research, talk and thoughts about hunger as a weapon during the specific conflict that they ve worked with.","Z:793":"N/A","R:663":"N/A","T:697":"N/A","Z:86":"No","AK:109":"Yes","T:6":"4","H:160":"N/A","AK:532":"N/A","AF:758":"N/A","G:564":"HOWs [Check if multiple viewpoints are presented and who is quoted.]","AJ:363":"N/A","G:351":"HOWs [Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","AB:199":"N/A","AF:232":"N/A","X:104":"1. Introduction to Artificial Intelligence (AI)Understanding what AI is and how it works in everyday life.2. Data Centres and Digital InfrastructureWhere and how data is stored and processed.3. Energy Systems and SustainabilityBasics of global energy consumption and its environmental effects.4. Design Thinking / Sustainable InnovationPreparing for the solution-design stage.Each preceding lesson develops essential knowledge or competences needed for the main lesson:AI basics → Understanding the core concept.Data centres & energy → Connecting technology to energy use.Design thinking → Enabling creative, solution-oriented learning.","AI:623":"A. Podcast: Create a short audio recording discussing the historical events, causes of the conflict, ethical, economic, and humanitarian consequences, and possible ways to prevent such negative outcomes.\n B. Presentation: Prepare a visual or digital presentation (e.g., PowerPoint, Canva, etc.) about the same topics — historical background, causes, consequences, and prevention.\n C. Comic: Design a comic strip that narrates the chosen historical example, showing how hunger was used as a weapon of war and its consequences.\n D. Newspaper Article: Write an article for the school newspaper covering the historical facts, causes of the conflict, humanitarian and ethical impacts, and lessons learned for the future.\n Use your notes and the sources you gathered in the previous activity. Make sure your work is original, clear, and collaborative.","AA:578":"N/A","AK:611":"Yes","AA:417":"N/A","U:373":"N/A","AD:275":"N/A","Y:773":"N/A","AD:50":"No","P:769":"N/A","X:758":"N/A","AB:520":"N/A","S:544":"N/A","AK:486":"18","AH:409":"N/A","W:724":"N/A","AF:733":"N/A","AD:102":"No","U:99":"Yes","AJ:255":"N/A","AB:599":"N/A","T:569":"N/A","AE:10":"2026-02-08 13:03:02","AE:779":"N/A","Z:384":"N/A","X:780":"N/A","X:741":"N/A","W:445":"think tank, film review, poster session","AG:203":"N/A","R:596":"No","AG:133":"45","AA:406":"N/A","AD:401":"N/A","G:692":"HOWs [Identify the scientific issue you would like to know more about.]","AE:68":"wars and conflicts","G:291":"Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","T:158":"N/A","U:696":"N/A","Q:427":"N/A","O:634":"N/A","T:542":"N/A","V:452":"No","O:392":"N/A","AI:712":"N/A","AF:545":"N/A","O:737":"N/A","AE:5":"2026-02-08 13:03:03","O:765":"N/A","V:432":"N/A","U:173":"N/A","Y:580":"N/A","U:697":"N/A","AJ:410":"N/A","Q:541":"N/A","AE:334":"N/A","G:193":"HOWs [Examine how the information is framed.]","AC:763":"N/A","Q:545":"N/A","G:725":"HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","P:234":"N/A","Z:62":"No","U:719":"N/A","W:199":"N/A","X:520":"N/A","H:563":"N/A","P:271":"1. Select one quote that you like the most.\n \n \n \n \n 2. Describe the meaning of the quote in your own words (eg. \"An apple a day keeps the doctor away.\"\n →\n \n \n \"\n One serving of fruit every 24 hours keeps you healthy.\"). Write it down.\n \n \n 3. Read your rephrased quote to your partner. Let him/her guess which quote from the list it refers to. Then switch roles.\n \n \n \n 4. Explain to your partner why you chose the particular quote.","AD:217":"N/A","W:142":"Determine the focus (what), scope (how much), and purpose (what for) of the information need.","AJ:751":"N/A","X:336":"N/A","AF:537":"N/A","Z:268":"Pair work","Z:248":"N/A","AK:171":"N/A","X:55":"No","R:782":"N/A","U:380":"N/A","S:92":"No","W:280":"N/A","AK:186":"N/A","Y:550":"N/A","AH:433":"N/A","AB:609":"N/A","AK:732":"N/A","AJ:784":"N/A","X:311":"Yes","AD:420":"N/A","T:374":"N/A","AE:251":"N/A","H:423":"N/A","O:241":"N/A","AG:310":"10","AD:416":"N/A","AI:166":"N/A","AH:522":"N/A","G:48":"Subject(s) [Science]","AE:750":"N/A","X:455":"N/A","R:570":"N/A","R:741":"N/A","V:583":"N/A","AK:231":"N/A","AK:202":"N/A","AD:699":"N/A","T:259":"No","AD:711":"N/A","P:346":"N/A","T:172":"N/A","S:553":"N/A","U:466":"No","G:251":"HOWs [Research evidence and logic behind the counter-arguments.]","Q:135":"Yes","AF:419":"N/A","D:30":"Position of Lesson Plan in Sequence","D:126":"Required infrastructure & Teaching Materials","AI:383":"N/A","W:237":"N/A","S:214":"N/A","AK:712":"N/A","AH:452":"N/A","AD:288":"N/A","O:247":"N/A","AF:362":"N/A","G:620":"Suggested social form","G:735":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","S:563":"N/A","Y:531":"N/A","U:757":"N/A","O:782":"N/A","G:46":"Subject(s) [Modern Foreign Languages]","S:107":"No","AD:133":"30","AC:344":"N/A","Z:751":"N/A","Z:559":"N/A","AH:280":"N/A","AC:6":"15","V:357":"N/A","U:731":"N/A","X:503":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","W:615":"N/A","X:797":"Green AI SolutionsLearners apply creativity and critical thinking to design more energy-efficient technological ideas.1. Present the Design Thinking poster (Empathize → Define → Ideate → Prototype → Test).2. Explain the challenge: “How might we reduce AI’s energy consumption while keeping it useful?”3. In small teams: Make evidence based connections between AI and energy consumption,Brainstorm and communicate2–3 ways to make AI more energy-efficient (e.g., smaller models, renewable-powered data centres), propose sustainable solutions and reflect on ethical and societal implications of technology use.Sketch one idea or solution concept on paper.4. End with quick sharing:Each group presents their idea in 1 minute, highlighting its environmental benefit.Design Thinking poster or slide Paper, markers, or digital whiteboardTimer for mini-presentations","AJ:523":"N/A","Y:750":"N/A","G:565":"HOWs [List the different viewpoints supported by evidence-based arguments.]","AC:414":"N/A","Y:743":"N/A","T:389":"N/A","AC:646":"N/A","G:89":"Age range [14]","S:558":"N/A","D:653":"Material Sources","G:302":"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]","AI:312":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","O:415":"N/A","Q:583":"N/A","AH:793":"N/A","AA:268":"Teacher-led instruction and Q&A sessions","AH:754":"N/A","AA:735":"N/A","AD:169":"N/A","AC:544":"N/A","V:351":"N/A","H:92":"N/A","U:724":"N/A","P:213":"N/A","AB:409":"N/A","T:576":"N/A","O:566":"N/A","V:51":"No","O:524":"N/A","AC:45":"No","Z:235":"N/A","Q:246":"N/A","AC:201":"N/A","Q:192":"N/A","P:393":"N/A","W:758":"N/A","AF:44":"- falling for fake news concerning dystopian developments in genetic engineering\n \n \n \n \n - not being able to distinguish between what is scientifically possible at the moment and what is not\n \n \n \n \n - believing in conspiracy theories\n \n \n - believing that ready-to-order designer babies already exist\n \n \n - wrong information on what CRISPR is and what it can actually do\n \n \n - fake news concerning IVF and what you can do with it","AF:544":"N/A","W:534":"N/A","G:241":"HOWs [Be objective and concise.]","U:390":"N/A","AK:737":"N/A","AA:640":"Yes","O:397":"N/A","G:559":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","AG:413":"N/A","Y:553":"N/A","P:135":"No","V:93":"No","Z:536":"N/A","V:102":"Yes","S:534":"N/A","AA:599":"N/A","AD:419":"N/A","Z:178":"N/A","G:445":"Teacher instructions","R:688":"N/A","AD:440":"N/A","AI:748":"N/A","AJ:13":"2026","O:176":"N/A","Z:60":"No","AF:787":"N/A","AH:335":"N/A","G:455":"Multiple means of engagement [offers choice and autonomy in learning tasks, topics, and activities to promote intrinsic motivation and ownership of learning]","Q:110":"Yes","Q:406":"N/A","AF:713":"N/A","AE:377":"N/A","Y:33":"No","W:722":"N/A","Z:334":"No","X:184":"N/A","G:141":"Learning Outcome","U:421":"N/A","AG:92":"Yes","H:605":"N/A","U:57":"No","AH:264":"N/A","AI:11":"85.72.98.57","AF:760":"N/A","AA:52":"No","AB:453":"N/A","AG:205":"N/A","H:56":"N/A","AC:261":"N/A","V:470":"No","Q:768":"N/A","AF:208":"N/A","AB:135":"Yes","Q:275":"No","S:281":"N/A","AF:261":"N/A","AC:755":"N/A","AE:359":"N/A","Q:70":"Media Literacy, Language, Ethics, Debate, Role play, image","AG:159":"N/A","O:110":"No","T:387":"N/A","AI:762":"N/A","AF:341":"N/A","W:686":"N/A","H:644":"N/A","X:783":"N/A","H:711":"N/A","Z:207":"N/A","W:88":"Yes","S:393":"N/A","AB:530":"N/A","AA:104":"The preceding lesson should\n \n \n \n \n \n \n Build vocabulary and conceptual understanding (microplastics, pollution, food chains).\n \n \n Practise reading comprehension and oral interaction in a supported way.\n \n \n Prepare learners to analyse, discuss, and express solutions — which is the focus of the “Microplastics in Food Chains” lesson.","O:702":"N/A","Q:688":"N/A","AG:606":"N/A","AI:585":"N/A","Q:193":"N/A","Y:538":"N/A","AA:606":"N/A","AH:470":"N/A","AI:785":"N/A","R:641":"N/A","P:253":"N/A","AF:1":"21","T:732":"N/A","AF:310":"60","H:602":"N/A","R:783":"N/A","U:772":"N/A","Q:469":"No","AA:418":"N/A","X:410":"N/A","X:763":"N/A","Z:790":"N/A","R:376":"N/A","AJ:425":"N/A","AH:179":"N/A","AC:191":"N/A","G:596":"HOWs [Identify a hook to grab the recipients’ attention.]","P:605":"N/A","U:397":"N/A","AJ:215":"N/A","R:644":"N/A","G:143":"Learning Outcome","AB:512":"N/A","AC:469":"N/A","Z:172":"N/A","AF:190":"N/A","AC:352":"N/A","V:697":"N/A","AG:214":"N/A","AJ:748":"N/A","AE:633":"N/A","AH:594":"N/A","W:364":"N/A","R:415":"N/A","V:352":"N/A","S:467":"N/A","AF:721":"N/A","AD:567":"N/A","O:255":"N/A","AI:298":"Use short, clear sentences.\n Listen carefully to peers.\n Support ideas with evidence.\n Stay respectful and open-minded.","AI:779":"N/A","H:418":"N/A","V:696":"N/A","Y:741":"N/A","AK:439":"N/A","AE:190":"N/A","AG:96":"No","H:541":"N/A","O:760":"N/A","AE:294":"N/A","AE:595":"N/A","AC:467":"N/A","P:569":"N/A","AD:732":"N/A","T:164":"N/A","Q:777":"N/A","Q:605":"N/A","Y:159":"N/A","W:196":"N/A","AF:436":"Learners are divided into small groups.\n \n \n At the beginning of the activity, they are presented with a selection of different headlines, which they must rate based on how credible they believe each one is. After discussing their initial impressions, each group is assigned one information source to verify through online research. To guide their evaluation, learners receive a set of guideline questions that help them assess the reliability and accuracy of their source.\n \n \n Once their analysis is complete, each group assigns a credibility rating to their source and presents their findings and verdict to the class. Finally, the teacher reveals which sources were evidence-based and which contained fake news, followed by a short class discussion reflecting on the results and the indicators that helped identify credible information.","AF:747":"N/A","T:745":"N/A","R:615":"N/A","O:560":"N/A","V:169":"N/A","T:94":"No","X:49":"No","AH:571":"N/A","Y:135":"No","AG:518":"N/A","AG:362":"N/A","U:228":"N/A","W:416":"N/A","AA:416":"N/A","AK:604":"N/A","Y:196":"N/A","AD:343":"N/A","U:371":"N/A","Q:333":"N/A","AE:91":"Yes","AD:585":"N/A","AD:729":"N/A","X:215":"N/A","AC:704":"N/A","X:545":"N/A","AC:596":"N/A","AG:532":"N/A","O:722":"N/A","AE:370":"N/A","G:496":"Learning Outcome","H:569":"N/A","U:544":"N/A","Q:340":"N/A","AF:609":"N/A","Z:195":"N/A","Z:50":"No","T:426":"N/A","AF:277":"N/A","AD:46":"Yes","AE:723":"N/A","V:627":"No","AH:406":"N/A","Q:354":"N/A","R:90":"Yes","V:228":"N/A","X:260":"1. Introduction to Artificial Intelligence (AI)\n \n \n Learners explore what AI is and its energy needs. They briefly understand how AI works and how it relies on massive data and computational power. TheyIdentify examples in everyday life. They distinguish AI tasks from human tasks and discuss the benefits and limitations ofAI.","AF:275":"N/A","AD:749":"N/A","AI:286":"medium subject complexity","O:363":"N/A","G:159":"HOWs [Use information from different source types and different sources.]","T:411":"N/A","AE:792":"N/A","V:343":"N/A","R:33":"Yes","AA:404":"N/A","Y:385":"N/A","R:704":"N/A","H:633":"N/A","P:399":"N/A","AA:197":"N/A","AB:175":"N/A","AD:190":"N/A","AA:626":"Yes","S:571":"N/A","Y:744":"N/A","AI:465":"N/A","W:282":"N/A","AG:254":"N/A","AD:687":"N/A","AJ:189":"N/A","AF:549":"N/A","AK:245":"N/A","AF:349":"N/A","AJ:580":"N/A","AG:204":"N/A","G:353":"HOWs [Verify the authenticity of displayed images and videos by using ☑ verification tools.]","AI:247":"N/A","AH:181":"N/A","G:184":"HOWs [Scan the titles for keywords that match your search query.]","AJ:238":"N/A","AB:617":"N/A","U:790":"No","AC:693":"N/A","AA:731":"N/A","AJ:529":"N/A","AA:632":"Yes","AE:607":"N/A","V:408":"N/A","AH:563":"N/A","O:229":"N/A","V:770":"N/A","O:706":"N/A","V:314":"Identify biased information.","H:88":"N/A","AB:541":"N/A","H:243":"N/A","AK:788":"The learners evaluatethe impact of pursuing extreme longevity in the eight areas of life explored in the previous activity. They are asked to put each area of life in a table like according to whether it will imply more benefits than drawbacks, more drawbacks than benefits, or mixed.","R:192":"N/A","AK:551":"N/A","S:580":"N/A","W:767":"N/A","T:248":"N/A","Q:52":"No","AB:779":"N/A","AI:787":"N/A","D:437":"Resource Type","T:523":"N/A","S:425":"N/A","AA:754":"N/A","AJ:534":"N/A","H:357":"N/A","T:336":"N/A","Q:251":"N/A","Y:44":"One's person action does not matter!","U:198":"N/A","AB:430":"N/A","Z:69":"What can we do at school to protect the environment? Structure of a formal invitation letter for the event \"sustainability\" at school","R:413":"N/A","H:728":"N/A","W:198":"N/A","AA:517":"N/A","S:737":"N/A","R:157":"N/A","AB:514":"N/A","S:634":"N/A","O:205":"N/A","X:413":"N/A","AH:751":"N/A","P:55":"No","AI:778":"N/A","AG:644":"N/A","R:342":"N/A","AF:95":"No","G:639":"Suggestions for inclusive adjustments and adaptation ideas","AB:198":"N/A","W:363":"N/A","AB:192":"N/A","Y:271":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 1. (a) Look around the classroom and identify 2 (two)\n plastic items you can see or have with you.\n \n \n \n (b) Write the items down in your notebook.\n \n \n \n 2. Share your ideas about what happens to plastic when\n it breaks.\n \n \n \n 3. Describe what happens to plastics as they age .","AJ:429":"N/A","O:172":"N/A","G:637":"Differentiation matrix [iconic activity]","AG:609":"N/A","H:242":"N/A","Y:242":"N/A","AF:564":"N/A","Q:1":"4","G:587":"HOWs [Review similar initiatives to understand common feedback and reactions.]","AE:403":"N/A","G:703":"HOWs [Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","G:293":"Student output form [Product (e.g. prototype, website, etc.)]","Y:535":"N/A","U:564":"N/A","W:58":"No","AK:593":"N/A","Q:429":"N/A","V:511":"N/A","R:717":"N/A","S:701":"N/A","AE:712":"N/A","P:545":"N/A","H:94":"N/A","Z:627":"N/A","S:338":"N/A","O:726":"N/A","AK:51":"No","AD:136":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","S:28":"AI and rising energy demand","AI:534":"N/A","W:487":"N/A","AC:166":"N/A","T:715":"Yes","W:240":"N/A","AA:733":"N/A","G:433":"HOWs [Determine success criteria.]","AB:457":"N/A","S:694":"N/A","U:627":"Yes","AC:774":"N/A","AE:450":"N/A","AC:592":"N/A","P:398":"N/A","AG:234":"N/A","AB:384":"N/A","AB:376":"N/A","V:591":"N/A","AF:685":"N/A","Z:761":"N/A","R:288":"Yes","AE:351":"N/A","AI:48":"No","AE:718":"N/A","AB:100":"No","U:89":"No","G:633":"Multiple means of action and expression [provides scaffolds, templates, and assistive technologies to support learners in organising their thoughts and expressing themselves coherently]","AC:86":"No","AH:226":"N/A","Z:756":"N/A","X:721":"N/A","U:723":"N/A","R:537":"N/A","Z:585":"N/A","P:575":"N/A","T:568":"N/A","Z:114":"No","AJ:26":"English","AB:521":"N/A","V:521":"N/A","Y:279":"N/A","G:581":"HOWs [Identify gaps in existing efforts addressing these needs.]","Z:719":"N/A","AA:107":"Yes","R:48":"No","V:174":"N/A","AI:355":"N/A","AI:85":"No","R:776":"N/A","V:366":"N/A","R:281":"No","U:560":"N/A","AJ:167":"N/A","AI:435":"No","AC:617":"N/A","Q:115":"No","P:353":"N/A","T:394":"N/A","U:391":"N/A","P:754":"N/A","U:269":"/* 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: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 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-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 Introduce the title of the session — “The Case of the Self‑Organizing Cell: When Order Meets Chaos” — either on the board or projected slide.\n \n Ask learners what first comes to mind when they hear these words in a biological context. Encourage them to think freely and connect scientific ideas with broader meanings.\n Form pairs / small groups and distribute blank paper. Instruct learners to create a simple mind map containing 3–4 key associations or hypotheses related to the title.\n \n Circulate between groups, prompting deeper thinking with questions such as:\n “Can something disordered still be functional?”\n “Where might we see order and chaos co-existing in living systems?”\n \n After 2-3 minutes, invite groups to share one or two ideas aloud. Write recurring or striking concepts on the board to create a collective class map.\n \n Briefly summarise patterns that emerge, and explain that today’s session will explore how both are essential for life at the molecular level.","X:432":"N/A","AH:384":"N/A","AH:202":"N/A","T:59":"No","Y:402":"N/A","P:235":"N/A","P:701":"N/A","P:174":"N/A","AA:437":"N/A","R:212":"N/A","P:753":"N/A","X:782":"N/A","W:48":"No","S:792":"N/A","W:239":"N/A","G:706":"HOWs [☑ Intended audience investigation]","D:476":"Material Sources","AD:601":"N/A","Z:445":"Learners will design an informative and visually appealing flyer to promote the school event about the impact of microplastics in food chains.This activity helps them develop creativity, digital literacy, and communication skills while deepening their understanding of environmental issues.","G:610":"HOWs [Other]","P:758":"N/A","G:521":"HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","AI:270":"Visual analysis and guided discussion.\n Learners observe, interpret, and express ideas based on visual and audio materials to develop empathy and critical understanding.","AE:45":"No","AE:511":"N/A","T:787":"No","Y:541":"N/A","AB:159":"N/A","AA:248":"N/A","Z:85":"No","S:364":"N/A","Z:220":"N/A","G:38":"Topic","S:772":"N/A","AI:733":"N/A","AF:110":"Yes","Y:747":"N/A","AK:466":"N/A","Z:287":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n For learners with learning differences (e.g., dyslexia, ADHD)\n \n \n Provide structured\n note templates or graphic organizers.\n Use color coding\n for different trophic levels\n Break lessons into short,\n manageable chunks with clear objectives.\n \n \n For learners with physical disabilities\n \n \n Offer virtual lab\n simulations instead of requiring physical lab handling.\n Provide assistive\n devices or voice-controlled tools for note-taking or model\n manipulation.\n \n \n For learners with sensory impairments\n \n \n Provide audio\n descriptions of visuals and captions on videos.\n Use tactile\n models\n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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:298":"Tips, tricks, and suggestions for practice","AD:85":"No","G:583":"HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","G:595":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","O:402":"N/A","AB:756":"N/A","Z:269":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n “Write a letter\n inviting your parents and the principal to attend a class presentation on microplastics in the food chain.”\n Include\n details like:\n \n Purpose of the event\n Date, time, and venue\n Why the topic is important\n A polite closing and signature","G:530":"HOWs [☑ Intended audience investigation]","T:403":"N/A","Y:310":"12","W:337":"N/A","S:212":"N/A","O:685":"N/A","AA:764":"N/A","Q:430":"N/A","AC:13":"2025","AK:371":"N/A","H:338":"N/A","T:392":"N/A","AK:623":"You will get eight statements about areas of life pursuing extreme longevity will potentially impact. Fill in the gaps with the missing words. With your partner(s), discuss the following about the statements. Please make sure you talk about each statement in detail, and then feel free to move on. It is not a problem if you don't get to discuss all the statements, but it would be great if you could do at least three.\n \n \n Explain what this means for an average person.Describe one positive and one negative consequence.Identify who is impacted positively and who is impacted negatively.","AD:409":"N/A","AA:200":"N/A","AF:711":"N/A","AD:716":"N/A","AE:238":"N/A","X:552":"N/A","H:457":"N/A","S:253":"N/A","G:720":"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.]","O:696":"N/A","D:482":"Material Sources","AJ:271":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 Apply your thinking by writing three words or phrases that\n come to your mind when you hear “long life.”\n \n ·\n Share your ideas with a partner.\n \n ·\n Analyze your partner’s ideas and compare them with your own.","AJ:605":"N/A","R:225":"N/A","AD:70":"Resused clothes","R:428":"N/A","X:564":"N/A","Y:391":"N/A","AH:557":"N/A","AG:386":"N/A","P:730":"N/A","AD:336":"N/A","Y:698":"N/A","AI:381":"N/A","AB:224":"N/A","T:108":"Yes","S:586":"N/A","AJ:49":"No","D:56":"Subjects","R:422":"Yes","V:347":"N/A","S:761":"N/A","V:389":"N/A","AE:223":"N/A","S:587":"N/A","Z:431":"N/A","D:64":"Subjects","AK:204":"N/A","O:514":"N/A","AK:185":"N/A","S:411":"N/A","Z:402":"N/A","T:377":"N/A","D:125":"Required infrastructure & Teaching Materials","AH:5":"2025-11-13 11:58:00","U:629":"Yes","AB:576":"N/A","D:94":"Learner Age Range","AC:169":"N/A","AC:359":"N/A","D:657":"Material Sources","AF:719":"N/A","T:217":"N/A","Y:761":"N/A","AC:314":"Analyse the logical consistency of the information.","AH:529":"N/A","AA:595":"N/A","AE:418":"N/A","P:370":"N/A","AD:708":"N/A","V:574":"N/A","P:157":"N/A","R:1":"5","AH:746":"N/A","AG:229":"N/A","T:67":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tabella normale\";\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-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n Identify a specific viewpoint (thesis)\n within a text.\n Locate the arguments used to support\n that viewpoint.\n Analyze the evidence (data, expert\n opinions, examples) used to support those arguments.Assess the strength and validity of the evidence to\n determine if the viewpoint is well-supported.","T:49":"No","Z:310":"25","AC:177":"N/A","AG:2":"No","Y:197":"N/A","V:527":"N/A","AE:563":"N/A","Y:354":"N/A","AE:575":"N/A","AI:378":"N/A","AI:488":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","G:180":"HOWs [Analyse ☑ textual cues indicating sponsored content.]","R:550":"N/A","Y:577":"N/A","P:237":"N/A","V:410":"N/A","W:31":"No","AJ:186":"N/A","H:429":"N/A","AG:52":"No","V:467":"No","AG:311":"Yes","AD:591":"N/A","Y:606":"N/A","AE:414":"N/A","W:750":"N/A","AH:192":"N/A","V:10":"2026-01-15 19:18:43","AF:344":"N/A","R:45":"No","D:62":"Subjects","Q:50":"No","T:100":"No","AA:68":"Microplastics in Food Chains","T:367":"N/A","AJ:232":"N/A","G:330":"Learning Outcome","AF:369":"N/A","T:692":"N/A","AB:365":"N/A","AI:333":"N/A","V:758":"N/A","W:259":"No","AH:765":"N/A","W:390":"N/A","P:167":"N/A","AG:94":"Yes","Z:223":"N/A","AK:629":"Yes","H:643":"N/A","T:488":"Click and think critically: Select and analyse information on a socio-scientific issue.","AC:587":"N/A","G:723":"HOWs [Identify sensational and emotional language used to influence the audience.]","AC:204":"N/A","H:466":"N/A","AE:64":"Yes","Y:217":"N/A","AJ:696":"N/A","AG:299":"CHAT GPT - Udo's AI generated story","AK:217":"N/A","AC:224":"N/A","Z:763":"N/A","AF:264":"N/A","AD:542":"N/A","Q:346":"N/A","H:206":"N/A","U:457":"No","AG:646":"N/A","AI:342":"N/A","P:407":"N/A","R:391":"N/A","W:608":"N/A","P:640":"N/A","AA:60":"No","AE:87":"No","T:582":"N/A","T:785":"N/A","AI:49":"No","Q:641":"Yes","T:689":"N/A","AD:371":"N/A","AE:176":"N/A","W:269":"take water from the tap, the bottled water, water from the river, produce your work, create an experiment setting, analyse the water with the microscope and the UV light, take pictures","U:401":"N/A","G:732":"HOWs [Identify key concepts.]","AE:768":"N/A","AC:52":"No","AG:752":"N/A","Y:555":"N/A","AC:378":"N/A","AD:774":"N/A","AF:736":"N/A","Q:10":"2026-06-09 22:08:58","AJ:541":"N/A","Q:280":"Yes","AE:34":"N/A","U:428":"N/A","H:424":"N/A","Z:198":"N/A","AK:368":"N/A","P:607":"Yes","P:756":"N/A","Z:277":"Yes","T:430":"N/A","AI:365":"N/A","AG:715":"N/A","AE:115":"No","Z:562":"N/A","AF:14":"Parhammer, Sandra Isabella","AK:225":"N/A","Q:705":"N/A","AF:742":"N/A","S:174":"N/A","Z:359":"N/A","X:581":"N/A","AH:758":"N/A","Z:606":"N/A","O:450":"N/A","W:32":"No","T:704":"N/A","AD:755":"N/A","S:784":"N/A","AF:614":"N/A","AH:275":"N/A","G:431":"HOWs [Identify what you will be able to do.]","P:642":"N/A","Z:96":"Yes","AD:342":"N/A","AD:109":"No","AK:260":"Live mindmap: The learners create a live mindmap around their first reactions to living 20-30 years longer than the current average life expectancy, each student contributing one item (word, drawing, emoji, gesture, posture, etc.) to it.\n At the end of the activity, the teacher introduces the topic of the lesson with the help of a slide showing different images, inforgraphics, and headlines around the theme of pursuing extreme longevity .","R:228":"N/A","AG:32":"Yes","AA:202":"N/A","AG:572":"N/A","AK:103":"basic health-related vocabulary in Englishvocabulary to discuss different life stagesa clear understanding aging as a concepta clear understanding of what areas of a person's life and society local and global changes impact","AK:447":"After your first reactions to living much longer and the images on the slide, define why you would and why you wouldn't like to live up to 100. Finish the following sentences in writing:\n \n \n \"I'd like to live up to 100 because...\"\"I'd not like to live up to 100 because...\"\n Work alone. You can use your notebook or your phone. At this point you don't have to share these sentences with anyone. We'll keep them for later.","X:90":"Yes","O:541":"N/A","H:111":"N/A","S:190":"N/A","X:706":"N/A","R:339":"N/A","AF:61":"No","AF:162":"N/A","V:742":"N/A","G:551":"HOWs [Consider who benefits from the information being believed or spread.]","AG:464":"N/A","Y:48":"No","Y:115":"No","W:232":"N/A","AH:277":"N/A","Q:573":"N/A","P:703":"N/A","W:53":"Yes","Q:185":"N/A","G:770":"HOWs [Refer to sources.]","W:698":"N/A","W:110":"Yes","Q:473":"Tips for Deep Literary AnalysisFocus on authorial intent: Ask why the author chose to present technology in a certain way. What message are they sending about science, society, or ethics?Track recurring motifs: Look for repeated imagery (e.g., electricity, machinery, birth metaphors) that reinforce the theme.Context matters: Consider the historical and cultural background—Shelley wrote during the rise of Romanticism and scientific exploration; Huxley during the interwar period and industrial expansion.Use direct quotes: Support your analysis with short, powerful excerpts. One or two lines can anchor a whole argument.\ud83d\udd0dTricks for Comparing TextsCreate a comparison chart: Use categories like motivation, method of creation, consequences, and societal reaction.Use “mirroring” questions: How does Victor Frankenstein’s personal ambition mirror the World State’s institutional control?Look for contrasts in tone: Shelley’s tone is gothic and tragic; Huxley’s is satirical and clinical.Ask “what if” questions: What if Frankenstein’s creature were born in Huxley’s world? How would society treat him?✍️Suggestions for Practice ActivitiesGroup debates: Assign teams to defend or critique each author’s portrayal of technology.Creative writing: Rewrite a scene from one book in the style of the other.Role-play interviews: One student plays Victor Frankenstein or a World State scientist; others ask ethical questions.Visual timelines: Map out key events in each story that relate to the creation of life and its consequences.","O:734":"N/A","AF:67":"understandwhat gene editing (e.g., CRISPR-Cas9) is and describe its potential applications and limitations in humans.\n \n \n understandcommon misconceptions and misinformation surrounding genetics and “designer babies.”\n \n \n understand the difference between evidence-based scientific communication and sensationalized or fake news articles.understand the differencebetween credible and unreliable scientific information;\n \n understand why some headlines are misleading;\n \n discuss ethical and social implications of gene editing in humans.","AE:531":"N/A","X:430":"N/A","T:775":"N/A","G:600":"HOWs [Select supporting evidence for each argument.]","AF:411":"N/A","AC:727":"N/A","AF:33":"No","Q:190":"N/A","V:798":"Gallery Walk & Comparative Visual Analysis\n Instead of working at desks, learners move (physically or virtually through Padlet) and actively compare how presentation influences meaning.\n The focus is on interpretive reasoning, not just reading numbers.","AK:337":"N/A","U:58":"No","X:166":"N/A","AE:700":"N/A","AF:165":"N/A","AJ:53":"No","AK:753":"No","AC:627":"N/A","AA:469":"N/A","Y:274":"N/A","AB:725":"N/A","P:760":"N/A","AK:775":"N/A","O:416":"N/A","AD:362":"N/A","G:231":"HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","Z:176":"N/A","S:100":"Yes","D:40":"SSI Topic","V:236":"N/A","T:796":"Class activity","AF:359":"N/A","AB:205":"N/A","P:191":"N/A","H:412":"N/A","AB:435":"No","AI:354":"N/A","AG:405":"N/A","AE:264":"N/A","Z:375":"N/A","AF:763":"N/A","Q:633":"No","D:95":"Year of Subject Learning","AI:581":"N/A","AC:541":"N/A","O:601":"N/A","Q:537":"N/A","D:138":"Learning Objective","U:182":"N/A","G:294":"Student output form [Service-learning project]","AC:605":"N/A","P:737":"N/A","Z:662":"25","AK:577":"No","U:540":"N/A","AI:55":"No","O:465":"N/A","AF:280":"N/A","R:32":"No","P:711":"N/A","R:61":"Yes","AJ:419":"N/A","AH:787":"No","AD:330":"Tailor the content to the target audience and communication channel.","P:488":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AB:370":"N/A","R:92":"Yes","P:621":"Instruct the learners to divide into groups of 3–4 learners and sit together. In their groups, the learners will work on the assigned tasks related to planning a meeting with real senior citizens in their community (or immediate surroundings).\n \n \n \n \n \n \n \n \n \n \n The tasks for learners:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Identifyelderly people in their family / immediate surroundings (neighbours, friends).Identifyat least one person they will eithermeet with in personor at leastcall on the phone.Prepare interview questionsfocused on the elderly person's feelings, needs, message for the young generation.Discusswith your classmateshowthe people being interviewedmightrespond. Reflect on what challenges might arise and how you would address them.As homeworkorganize the meetingwith the elderly person.Aterwards, write down yourimpressionsfrom the meeting with the elderly person, which you will then present at school to their group in the following lecture. Describe in writing thefeelings, needs, message for the young generation. \n \n Suggest how you can help the elderly people even more.\n It is recommended toset a minimum word count for the written work (e.g., minimum 300 words), depending on your learners´abilities.\n \n \n \n \n \n \n \n \n The written assignments will be discussed in the next lesson.\n \n \n Extra task for quick learners: formulate a new quotation connected to longevity\n \n \n \n Further task adaptations: The outcome of the meeting can also be presented as a video, an audio recording, or photographs arranged into a comic strip.","R:571":"N/A","AJ:5":"2026-05-19 09:45:55","AE:685":"N/A","U:33":"Yes","AD:587":"N/A","AB:776":"N/A","H:782":"N/A","AJ:411":"N/A","Q:224":"N/A","H:57":"N/A","W:26":"English","AC:754":"N/A","AE:348":"N/A","AD:236":"N/A","AE:100":"No","AI:310":"40","AD:771":"N/A","AA:159":"N/A","AG:347":"N/A","AK:539":"N/A","X:768":"N/A","G:533":"HOWs [Use ☑ technical tools to identify sponsored content.]","Z:453":"Yes","AF:223":"N/A","G:490":"Learning Objective","S:743":"N/A","Y:407":"N/A","X:92":"No","AA:397":"N/A","U:257":"N/A","H:755":"N/A","AG:651":"Canva presentation slide 7, Picture: Economic impact of war","H:607":"N/A","Z:620":"Pair work","X:632":"N/A","O:577":"N/A","X:224":"N/A","Q:137":"Recognise your own information bubble or echo chamber.","AD:632":"N/A","AF:528":"N/A","AJ:439":"N/A","AD:464":"N/A","AJ:184":"N/A","AE:275":"N/A","AD:642":"N/A","AA:176":"N/A","AC:586":"N/A","Q:374":"N/A","U:419":"N/A","R:440":"No","AB:510":"N/A","G:615":"Media [Visual media]","H:520":"N/A","AJ:258":"Activating personal thinking and preparing for deeper exploration of socio-scientific perspectives.","G:36":"Topic","Y:164":"N/A","Y:59":"No","AD:171":"N/A","AG:731":"N/A","Q:702":"N/A","AJ:262":"N/A","AF:108":"Yes","AJ:789":"N/A","X:748":"N/A","T:165":"N/A","S:777":"N/A","AJ:134":"10","D:14":"Author(s)","X:187":"N/A","AB:628":"N/A","AB:646":"N/A","U:647":"Written notes based on the teacher’s presentation and the guided class discussion.","AI:238":"N/A","AK:542":"N/A","Q:763":"N/A","W:566":"N/A","AC:550":"N/A","AI:594":"N/A","AC:66":"3","AA:788":"/* 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 \n \n \n \n \n \n \n ·\n Learners take part in a short guided discussion\n about who is responsible for plastic pollution — individuals or companies — and\n brainstorm realistic actions the school community can take to help reduce\n waste. The focus is on expressing opinions respectfully and supporting ideas\n with reasons.","V:57":"No","G:668":"Learning Objective","AG:787":"No","AA:486":"10","X:742":"N/A","AD:518":"N/A","Q:372":"N/A","AG:106":"Yes","G:243":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","O:419":"N/A","AI:341":"N/A","Y:372":"N/A","H:601":"N/A","AC:208":"N/A","AK:61":"No","R:759":"N/A","X:725":"N/A","AF:5":"2026-04-27 19:12:38","Z:414":"N/A","AG:571":"N/A","AD:615":"N/A","U:199":"N/A","Q:288":"No","H:634":"N/A","AB:31":"No","R:689":"N/A","O:469":"N/A","AK:372":"N/A","O:58":"No","AK:369":"N/A","AD:520":"N/A","P:740":"N/A","R:697":"N/A","S:700":"N/A","AJ:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AE:413":"N/A","H:416":"N/A","Z:94":"No","T:253":"N/A","AC:212":"N/A","T:626":"N/A","Y:237":"N/A","Y:311":"No","O:428":"N/A","AK:223":"N/A","U:122":"Learner version of the case","AD:593":"N/A","S:721":"N/A","AG:527":"N/A","AG:439":"N/A","R:555":"N/A","W:179":"N/A","X:537":"N/A","Z:722":"N/A","R:337":"N/A","T:369":"N/A","AH:227":"N/A","AE:339":"N/A","Q:252":"N/A","Q:401":"N/A","AI:31":"Yes","P:714":"N/A","W:512":"N/A","AG:792":"N/A","AG:95":"No","AA:700":"N/A","AE:54":"No","V:580":"N/A","O:401":"N/A","U:359":"N/A","O:227":"No","AB:721":"N/A","X:401":"N/A","W:94":"No","AH:616":"N/A","O:543":"N/A","U:108":"No","AA:218":"N/A","AB:540":"N/A","AI:97":"No","P:568":"N/A","AA:99":"No","AD:599":"N/A","AE:248":"N/A","G:97":"Year of subject learning [3rd year]","U:336":"N/A","P:268":"Pair work","AK:568":"N/A","AG:231":"N/A","AG:175":"N/A","Q:161":"N/A","P:527":"N/A","Y:461":"medium subject complexity","W:599":"N/A","AD:93":"No","G:474":"Evaluation / assessment criteria","R:592":"N/A","Q:106":"No","AG:544":"N/A","AE:644":"N/A","X:586":"N/A","AB:109":"No","G:344":"HOWs [For ☑ social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","AJ:510":"N/A","Z:392":"N/A","T:783":"N/A","O:29":"1","Z:767":"N/A","AE:208":"N/A","AG:85":"No","R:257":"N/A","X:770":"N/A","S:785":"N/A","R:398":"N/A","V:85":"No","U:612":"In this activity, learners explore how proteins can remain functional despite lacking a fixed three-dimensional structure. The teacher leads a short presentation and guided discussion introducing intrinsically disordered proteins (IDPs) and the sequence features—charge patterning, hydrophobicity, and flexibility—that determine their behaviour. Using visual examples and short excerpts from current research, learners compare ordered and disordered regions, identify the molecular factors that stabilise or destabilise structures, and discuss why evolution might preserve such flexibility.\n The activity develops conceptual understanding of how “chaos” in molecular form can support control and regulation in living systems, preparing learners for the ethical and problem-based debate in the next action.\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: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 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-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;}","R:333":"N/A","T:230":"N/A","G:714":"HOWs [Check the publication date.]","T:554":"N/A","Z:467":"Yes","V:773":"N/A","X:345":"N/A","H:290":"N/A","S:96":"No","AB:533":"N/A","Q:515":"N/A","G:385":"HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","AI:629":"N/A","AG:3":"Max (i guess its a great lesson but i just dont get the structure. I spend more than one hour trying to uunderstand it.","G:196":"HOWs [Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","Y:692":"N/A","T:509":"N/A","O:709":"N/A","AH:782":"N/A","V:639":"Provide a partially completed Excel template and allow learners to extract fewer data points if needed. Support collaboration by assigning clear group roles (data reader, graph creator, reflection writer).","AD:569":"N/A","AH:553":"N/A","O:599":"N/A","O:689":"N/A","X:468":"N/A","AH:59":"No","AI:780":"N/A","D:100":"Year of Subject Learning","G:612":"Activity description","AF:182":"N/A","S:614":"N/A","AB:567":"N/A","AB:166":"N/A","G:744":"HOWs [Evaluate the different arguments based on scientific evidence.]","AH:527":"N/A","U:521":"N/A","AF:397":"N/A","AI:745":"N/A","Q:385":"N/A","X:589":"N/A","W:135":"Yes","AK:177":"N/A","Q:773":"N/A","AD:34":"N/A","R:733":"N/A","U:636":"medium subject complexity","Y:163":"N/A","AH:188":"N/A","AB:30":"No","AA:439":"N/A","AH:68":"capoeira","AI:528":"N/A","V:463":"/* 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:\"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 website could be\n summarized and only text added that is absolutely necessary for the learners to\n understand the graphs. There could also be multiple choice answer option\n for the learners to make it easier to answer the questions.","V:466":"No","X:85":"No","P:596":"N/A","AJ:746":"N/A","AJ:741":"N/A","AA:701":"N/A","Y:590":"N/A","Y:408":"N/A","V:552":"N/A","R:205":"N/A","S:767":"N/A","R:421":"No","Y:406":"N/A","Y:268":"Teacher-led instruction and Q&A sessions","V:535":"N/A","AJ:548":"N/A","S:663":"Yes","H:528":"N/A","T:225":"N/A","O:60":"No","Y:529":"N/A","AF:723":"N/A","W:710":"N/A","V:371":"No","U:188":"N/A","AC:59":"No","AD:360":"N/A","P:108":"No","AF:687":"N/A","G:695":"HOWs [For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, ““,…).]","Y:178":"N/A","AI:226":"N/A","G:122":"Required teaching materials []","AJ:663":"Yes","Y:575":"N/A","H:441":"N/A","AE:612":"Learners discuss (in pairs or groups of three) the given fictional situation in the reading/video in order to identify the disruptions of food supply caused by wars or conflicts","AF:88":"No","H:628":"N/A","P:580":"N/A","AH:101":"Yes","AG:172":"N/A","Q:29":"4","AC:57":"No","G:784":"HOWs [Outline steps and a timeline.]","AD:390":"N/A","AF:778":"N/A","AB:693":"N/A","W:227":"N/A","Q:727":"N/A","AK:702":"N/A","U:184":"N/A","O:113":"No","O:544":"N/A","H:191":"N/A","AC:699":"N/A","Y:47":"No","Z:510":"N/A","AB:777":"N/A","AI:395":"Yes","T:536":"N/A","AG:513":"N/A","Y:193":"N/A","AK:731":"N/A","Y:519":"N/A","Y:455":"Yes","Q:780":"N/A","P:396":"N/A","O:716":"N/A","Q:757":"N/A","AK:259":"No","AC:552":"N/A","W:341":"N/A","AA:777":"N/A","S:402":"N/A","S:556":"N/A","R:543":"N/A","X:91":"Yes","W:770":"N/A","X:509":"N/A","X:357":"N/A","AJ:336":"N/A","AA:752":"No","W:201":"N/A","AE:703":"N/A","AA:31":"Yes","AG:592":"N/A","AE:249":"N/A","R:726":"N/A","AH:357":"N/A","V:227":"N/A","AH:743":"N/A","AD:445":"Allow learners to choose roles that match their strengths (e.g., nonverbal learners can edit, learners with mobility challenges can research or\n \n \n \n \n Ensure access to devices for all learners\n \n \n Allow use of simple tools (e.g., PowerPoint video, Canva, or phone recording) for learners with limited tech skills.\n \n \n Allow bilingual or simplified scripts for learners with limited language proficiency.\n \n \n Encourage visuals, symbols, or subtitles to support comprehension.\n \n \n Offer teacher facilitation or peer support for communication and organization.","AH:218":"N/A","O:216":"N/A","AA:45":"No","AA:746":"N/A","U:250":"N/A","AA:604":"N/A","AG:756":"N/A","X:699":"N/A","AH:644":"N/A","AG:404":"N/A","AG:599":"N/A","AB:349":"N/A","T:99":"No","U:239":"N/A","G:161":"HOWs [Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]","Y:630":"N/A","Q:41":"Designer babies and ethical controversies","Z:713":"N/A","AF:197":"N/A","R:254":"N/A","AK:289":"N/A","AJ:164":"N/A","Q:109":"No","Y:564":"N/A","Q:234":"N/A","AG:59":"No","W:378":"N/A","AA:556":"N/A","Q:243":"N/A","W:54":"No","X:407":"N/A","P:382":"N/A","AB:455":"N/A","P:274":"N/A","AF:291":"N/A","AH:642":"N/A","O:207":"N/A","G:697":"HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","Q:588":"N/A","S:518":"N/A","U:59":"No","AI:375":"N/A","R:560":"N/A","G:519":"HOWs [For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, ““,…).]","Y:421":"N/A","H:758":"N/A","G:200":"HOWs [Identify the ☑ purpose behind the information.]","U:262":"No","AF:731":"N/A","AC:240":"N/A","Y:58":"No","AB:45":"No","T:664":"Click and think critically: Select and analyse information on a socio-scientific issue.","AB:183":"N/A","S:768":"N/A","AG:515":"N/A","AF:792":"N/A","U:233":"N/A","U:631":"No","Q:299":"phorum.com.gr/viewtopic.php?t=47258","U:692":"N/A","R:248":"N/A","AI:6":"15","AJ:581":"N/A","AJ:578":"N/A","W:98":"No","AH:733":"N/A","AD:94":"No","Z:542":"N/A","AI:700":"N/A","H:226":"N/A","S:593":"N/A","AH:4":"No","Z:710":"N/A","AG:402":"N/A","S:690":"N/A","AH:346":"N/A","AJ:517":"N/A","AE:544":"N/A","AE:772":"N/A","G:611":"Elaborate activity [Yes, please show additional fields]","AA:694":"N/A","AE:601":"N/A","U:531":"N/A","AH:451":"N/A","S:372":"N/A","S:525":"N/A","T:546":"N/A","O:180":"N/A","AF:91":"Yes","AJ:702":"N/A","AG:591":"N/A","AA:70":"Microplastics","AC:488":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","Y:631":"N/A","W:706":"N/A","AC:607":"N/A","S:394":"N/A","AI:368":"N/A","AJ:756":"N/A","G:800":"Bloom's Taxonomy","AG:716":"N/A","AG:709":"N/A","Y:9":"2025-11-05 12:12:10","AG:394":"N/A","R:551":"N/A","AK:620":"Pair work","S:379":"N/A","W:89":"Yes","D:51":"Subjects","AE:380":"N/A","D:52":"Subjects","R:184":"N/A","AD:572":"N/A","W:548":"N/A","S:176":"N/A","G:569":"HOWs [Divide ☑ impacts into categories.]","P:201":"N/A","AF:70":"designer babies, genetic engineering, genetic modification, biology, fake news, fact vs fiction in biology","W:253":"N/A","Z:47":"No","O:351":"N/A","R:200":"N/A","T:278":"N/A","W:105":"take action, bring your own plastic free snacks to school, invite other classes/parents/authorities to inform about your activities and outputs, share with collegues, give a presentation e.g. poster session, high subject complexity","Q:535":"N/A","AI:177":"N/A","AK:524":"N/A","H:225":"N/A","S:353":"N/A","AE:519":"N/A","AK:394":"N/A","S:579":"N/A","AG:564":"N/A","U:663":"No","Q:568":"N/A","T:566":"N/A","AB:469":"N/A","G:753":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","U:355":"N/A","Y:388":"N/A","AG:87":"No","Q:600":"N/A","AF:99":"Yes","AA:620":"Individual work","Z:240":"N/A","O:530":"N/A","AA:703":"N/A","AH:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","H:113":"N/A","AE:751":"N/A","AG:578":"N/A","AD:161":"N/A","AC:771":"N/A","AJ:708":"N/A","D:63":"Subjects","AE:749":"N/A","AG:199":"N/A","AE:358":"N/A","U:180":"N/A","AJ:352":"N/A","U:712":"N/A","H:244":"N/A","V:630":"Yes","AA:536":"N/A","Y:278":"N/A","X:310":"40","Z:103":"Brainstorming: What can we do at school to protect the\n environment?Film: Plastic Planet","H:370":"N/A","AG:161":"N/A","AE:33":"Yes","D:796":"Suggested Social Form","AC:780":"N/A","P:438":"N/A","AH:524":"N/A","AF:409":"N/A","Z:762":"N/A","AI:172":"N/A","T:102":"No","H:614":"N/A","AE:164":"N/A","R:159":"N/A","Q:107":"Yes","H:727":"N/A","U:87":"No","W:288":"N/A","S:445":"Let the student work in pairs; person sitting next to them or choose partners with classroom screen","Z:735":"N/A","W:208":"N/A","AC:732":"N/A","S:756":"N/A","AC:711":"N/A","Y:456":"No","AF:239":"N/A","Z:283":"low subject complexity","AI:743":"N/A","G:483":"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]","W:634":"N/A","G:495":"Learning Outcome","AF:743":"N/A","AC:362":"N/A","AB:450":"N/A","S:392":"N/A","P:371":"N/A","R:245":"N/A","AI:265":"No","X:409":"N/A","AI:50":"No","U:785":"N/A","R:549":"N/A","H:186":"N/A","X:312":"Click and think critically: Select and analyse information on a socio-scientific issue.","X:113":"No","AF:752":"N/A","AG:263":"N/A","AE:458":"N/A","AH:520":"N/A","T:338":"N/A","Y:357":"N/A","G:31":"This plan's position in the sequence: [2]","AE:464":"N/A","D:1":"E1 Name","X:688":"N/A","AK:567":"N/A","X:88":"No","H:53":"N/A","AI:514":"N/A","S:581":"N/A","R:367":"N/A","AG:769":"N/A","O:114":"No","AE:194":"N/A","AB:279":"N/A","R:604":"N/A","AE:255":"N/A","W:366":"N/A","AG:574":"N/A","AB:524":"N/A","Q:544":"N/A","AC:62":"No","W:222":"N/A","H:334":"N/A","D:21":"Author(s)","Q:689":"N/A","P:606":"N/A","H:31":"N/A","AJ:427":"N/A","AJ:387":"N/A","Z:264":"No","P:735":"N/A","AB:687":"N/A","W:536":"N/A","S:509":"N/A","AG:352":"N/A","AK:58":"No","AJ:736":"N/A","S:723":"N/A","X:602":"N/A","AE:253":"N/A","AK:338":"N/A","Q:31":"No","AI:415":"N/A","Y:208":"N/A","V:225":"N/A","AK:456":"N/A","AA:114":"Yes","AK:761":"N/A","W:521":"N/A","AK:10":"2026-01-26 09:02:49","R:166":"Yes","AJ:549":"N/A","Z:234":"N/A","AB:164":"N/A","AH:587":"N/A","AB:587":"N/A","Y:540":"N/A","AD:703":"N/A","H:255":"N/A","AA:639":"/* 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 \n \n \n \n \n \n \n ·\n Provide sentence starters and visual prompts\n (e.g., recycling icons, ocean images) to support lower-level or visual\n learners.\n \n ·\n Allow oral instead of written responses for\n learners with writing difficulties.\n \n ·\n Encourage stronger learners to extend sentences\n using connectors (because, so that, in order to).\n \n ·\n Offer pair work for shy or lower-confidence\n learners.\n \n ·\n Give extra vocabulary support or bilingual\n glossaries if needed.","AG:361":"N/A","V:450":"No","AC:46":"Yes","H:599":"N/A","T:777":"N/A","AA:424":"N/A","AF:519":"N/A","Y:760":"N/A","AK:52":"No","H:415":"N/A","S:186":"N/A","AB:184":"N/A","T:288":"N/A","H:646":"N/A","AG:696":"N/A","AK:229":"N/A","G:501":"Learning Outcome","U:687":"N/A","U:770":"N/A","AK:650":"Some learners may need more support with the vocabulary. The statements can be simplified and a different vocab task can be created out of them too. If the learners work with the gap-fill task on Wordwall first, they can check their answers, but the teacher can check the solutions together too, before moving on to the pair discussion. Doing the discussion in a gallery wall format helps energize the learners and discuss the implications in a more focused way, while they can also choose those statements they would like to discuss in more detail.","AB:458":"N/A","U:222":"N/A","AH:234":"N/A","X:369":"N/A","Q:8":"kyri-paid-01","AF:735":"N/A","W:761":"N/A","V:651":"Power Point: 3. - 5. SSI - Activity 3 to 5","Z:567":"N/A","G:473":"Tips, tricks, and suggestions for practice","D:642":"Student Output Form","U:91":"Yes","Z:335":"N/A","AI:746":"N/A","U:347":"N/A","AA:14":"Mitsiou, Angelo","O:252":"N/A","R:282":"No","O:545":"N/A","Q:650":"Encourage respectful disagreement and active listeningUse color-coded annotation for categorizing argumentsAllow time for silent reflection before writing","AF:594":"N/A","G:335":"HOWs [Use information from different source types and different sources.]","H:527":"N/A","R:187":"N/A","AE:216":"N/A","AK:453":"N/A","A:310":"Activity 1","AG:730":"N/A","AF:756":"N/A","Z:535":"N/A","R:296":"Cystic fibrosis is an incurable hereditary disease characterized by an excessive secretion of viscous glandular secretions in vital organs. Sufferers experience shortness of breath, bronchitis, and digestive disorders. Furthermore, there is an increased susceptibility to infection and a limited life expectancy.","AJ:424":"N/A","V:247":"N/A","AC:582":"N/A","Z:608":"N/A","S:437":"N/A","AG:553":"N/A","AC:51":"No","S:527":"N/A","D:132":"Required infrastructure & Teaching Materials","AJ:219":"N/A","AB:707":"N/A","O:168":"N/A","AG:338":"N/A","P:373":"N/A","AF:31":"No","AE:387":"N/A","AE:46":"Yes","X:579":"N/A","H:523":"N/A","Z:416":"N/A","S:703":"N/A","X:760":"N/A","AB:120":"Cards with information on the economic, social and environment impact of fast fashion","AJ:54":"No","T:581":"N/A","X:162":"N/A","U:718":"N/A","AD:743":"N/A","X:744":"N/A","T:357":"N/A","Y:224":"N/A","AJ:200":"N/A","Z:457":"No","AE:51":"No","AI:740":"N/A","Q:358":"N/A","U:605":"N/A","AK:189":"N/A","AJ:282":"N/A","AA:109":"No","AF:417":"N/A","AD:189":"N/A","AK:224":"N/A","AD:245":"N/A","G:745":"HOWs [Divide ☑ impacts into categories.]","AG:245":"N/A","AH:387":"N/A","T:490":"Differentiate between fact and opinion.","AD:725":"N/A","AI:283":"high subject complexity","Z:591":"N/A","AK:256":"N/A","Z:95":"No","AD:631":"N/A","O:336":"N/A","Z:28":"Microplastic in food chains","Y:89":"Yes","AF:586":"N/A","P:163":"N/A","S:630":"N/A","AH:8":"udo-vo-01","X:53":"No","AD:176":"N/A","AB:338":"N/A","AA:566":"N/A","Q:622":"Structured debate \n Learners participate in an organized discussion, taking on roles or positions. This method develops skills in argumentation, active listening, and respectful disagreement. It fosters critical thinking and scientific reasoning.Exploration of a socio-scientific issue (SSI) \n The topic of genetic modification and designer babies integrates scientific knowledge with social and ethical dimensions. Learners are encouraged to evaluate a controversial issue from multiple perspectivesCreative writing with reflective focus \n The second part of the activity invites learners to express personal thoughts, emotions, and values through creative writing. This supports emotional intelligence, self-awareness, and the connection between science and personal identity.Interdisciplinary approach \n The activity links biology (genetics), ethics (values, rights), philosophy (identity, human nature), and language arts (creative writing).Student-centered and experiential learning \n Learners actively participate, express personal viewpoints, and create original content, enhancing autonomy and intrinsic motivation.","H:165":"N/A","AF:410":"N/A","AB:644":"N/A","V:524":"N/A","AI:7":"en","O:100":"No","AG:376":"N/A","AF:201":"N/A","X:45":"No","AA:356":"N/A","AB:695":"N/A","AJ:231":"N/A","D:145":"Learning Outcome","X:196":"N/A","H:178":"N/A","AH:738":"N/A","AG:432":"N/A","V:340":"N/A","T:551":"N/A","S:118":"opinion signs","AG:8":"agne-mesz-01","W:408":"N/A","S:227":"N/A","V:539":"N/A","S:720":"N/A","D:47":"Subjects","S:56":"No","Z:697":"N/A","AK:233":"N/A","AE:747":"N/A","AG:768":"N/A","Z:766":"N/A","AA:259":"Yes","W:466":"N/A","Z:394":"N/A","O:606":"N/A","AA:240":"N/A","AB:289":"N/A","AH:703":"N/A","AJ:259":"No","U:626":"No","Z:541":"N/A","V:578":"N/A","X:612":"3. Energy Systems and SustainabilityLearners explore global energy consumption patterns, renewable vs. non-renewable sources, and the environmental effects of energy use.","O:192":"N/A","AF:9":"2025-11-05 12:16:25","AJ:722":"N/A","AD:56":"No","AJ:762":"N/A","Y:712":"N/A","X:751":"N/A","S:641":"N/A","U:713":"N/A","U:437":"Yes","AC:601":"N/A","Q:444":"Group work","Y:53":"No","AC:354":"N/A","U:404":"N/A","X:799":"Design Thinking / Sustainable Innovation (Green AI Solutions) (10 min)Learners apply creativity and critical thinking to design more energy-efficient technological ideas using the Design Thinking process.1. Present: Design Thinking poster (Empathise → Define → Ideate → Prototype → Test).2. Explain the challenge: “How might we reduce AI’s energy consumption while keeping it useful?”3. In small teams: • Make evidence based connections between AI and energy consumption,Brainstorm and communicate 2–3 ways to make AI more energy-efficient (e.g., smaller models, renewable-powered data centres), propose sustainable solutions and reflect on ethical and societal implications of technology use. • Sketch one idea or solution concept on paper.4. Share: Each group presents its idea in 1 minute, highlighting its environmental benefit. | - Design Thinking poster or slide - Paper, markers, or digital whiteboard - Timer for mini-presentations |","X:456":"N/A","G:295":"Student output form [Other]","O:162":"N/A","AG:379":"N/A","AK:412":"N/A","Q:232":"N/A","H:282":"N/A","AD:353":"N/A","U:115":"No","AJ:203":"N/A","T:614":"N/A","AA:408":"N/A","W:351":"N/A","G:467":"Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","Z:296":"Project-Based Learning (PBL)– learners create a real-world product (the invitation letter).Discussion and Inquiry-Based Learning– to explore microplastic topicsWriting Workshop– to practice formal writing skills.","D:61":"Subjects","AE:731":"N/A","H:708":"N/A","S:385":"N/A","AH:585":"N/A","T:192":"N/A","R:210":"N/A","Z:745":"N/A","AI:134":"15","AK:208":"N/A","AE:135":"No","AA:579":"N/A","O:238":"N/A","Q:606":"N/A","AD:227":"Yes","X:170":"N/A","P:609":"N/A","G:646":"Student output form [Service-learning project]","V:664":"Click and think critically: Select and analyse information on a socio-scientific issue.","AJ:254":"N/A","U:467":"No","G:680":"Learning Outcome","V:342":"N/A","Q:756":"N/A","AJ:560":"N/A","T:417":"N/A","AH:397":"N/A","S:67":"The learners can understand texts in English about AI and rising energy demands.\n They will be able to use words related to AI and answer text-based questions. They can discuss and give their opinion about the impacts of AI","H:748":"N/A","AI:767":"N/A","AG:614":"N/A","R:112":"No","AK:264":"N/A","P:110":"No","AE:733":"N/A","AA:335":"N/A","H:294":"N/A","Z:759":"N/A","G:14":"Author(s) [Family name, given name]","AK:597":"N/A","AI:792":"N/A","W:356":"N/A","AH:416":"N/A","AK:662":"10","T:60":"No","AH:535":"N/A","Q:379":"N/A","S:230":"N/A","AE:561":"N/A","Z:199":"N/A","S:453":"N/A","S:45":"No","Z:754":"N/A","AE:594":"N/A","W:349":"N/A","AI:486":"35","AE:796":"Group work","AC:157":"N/A","AK:379":"N/A","AH:722":"N/A","O:61":"No","Y:701":"N/A","Z:430":"N/A","Z:730":"N/A","Q:357":"N/A","AK:590":"N/A","AI:718":"N/A","AG:749":"N/A","Z:55":"No","AK:717":"N/A","AG:437":"N/A","W:435":"No","Z:241":"N/A","H:722":"N/A","AA:293":"No","T:238":"N/A","P:56":"No","H:713":"N/A","G:377":"HOWs [Consider the geographical and cultural ☑ context of the information.]","AD:367":"N/A","Y:55":"No","AE:6":"15","S:612":"Introduction of important vocabulary - flashcard with icons/definitions at canva (or the blackboard is used to do so).","Q:404":"N/A","X:159":"N/A","G:79":"Key words (for online filter and search function) []","W:601":"N/A","Y:229":"N/A","AI:61":"No","AG:747":"N/A","W:582":"N/A","H:771":"N/A","AA:360":"N/A","W:111":"No","AA:7":"en","AJ:614":"N/A","H:590":"N/A","AD:262":"N/A","AC:452":"N/A","Z:614":"N/A","G:685":"HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","P:181":"N/A","X:269":"Watch a short video “what is AI?” and list 3–5 AI tools or applications you watched, use or know (e.g., voice assistants, recommendation systems).Share one example with the class, explaining why it counts as AI and classify whether each example involves automation, prediction, or decision-making.Discuss in groupshow these tools make life easier or more efficient.Pose the key inquiry: Do you think AI has an environmental cost?”Display a simple infographic or video showing AIs growing energy footprint, highlighting that data centres already use 1-1.5% of global electricity.","AI:198":"N/A","AH:427":"N/A","P:178":"N/A","Z:450":"Yes","AF:525":"N/A","AA:598":"N/A","H:419":"N/A","AA:134":"5","AH:735":"N/A","X:230":"N/A","AC:389":"N/A","AK:121":"Activity 6 Table: https://docs.google.com/document/d/1wgLEpwjjAnLlh4z1CR6JE8E_VFN9uag3/edit?usp=sharing&ouid=111133304153534185280&rtpof=true&sd=true","U:425":"N/A","Y:49":"No","X:135":"Yes","T:375":"N/A","R:334":"N/A","S:719":"N/A","W:262":"N/A","Z:337":"N/A","X:420":"N/A","T:219":"N/A","V:179":"N/A","AE:558":"N/A","AF:104":"Biology\n - Basic genetics\n \n \n \n \n \n \n \n \n - Mendelian inheritance\n \n \n \n \n \n \n \n \n - DNA and the information encoded in it\n \n \n \n \n \n \n \n \n - In-vitro fertilization","G:554":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","AI:750":"N/A","W:531":"N/A","W:420":"N/A","AE:409":"N/A","AF:28":"Born perfect: Inside the world of designer babies","AG:617":"N/A","H:586":"N/A","R:87":"No","AD:436":"After\n completing the group discussion on fast fashion, each group will plan, script,\n and produce a 2–4 minute video. The video should communicate key\n findings from their discussion, highlight one major issue (e.g., environmental pollution,\n labor exploitation, overconsumption), and present practical solutions.","Z:217":"N/A","Y:367":"N/A","AB:354":"N/A","H:550":"N/A","AG:6":"9","S:54":"No","AJ:64":"Yes","Q:631":"Yes","AA:582":"N/A","Z:785":"N/A","V:391":"N/A","AJ:99":"No","R:714":"N/A","AF:402":"N/A","AG:294":"N/A","O:7":"en","AF:759":"N/A","AI:781":"N/A","H:632":"N/A","AA:1":"16","D:54":"Subjects","T:733":"N/A","AA:663":"Yes","AH:429":"N/A","AA:453":"N/A","P:391":"N/A","U:433":"N/A","AB:713":"N/A","G:405":"HOWs [Identify gaps in existing efforts addressing these needs.]","R:602":"N/A","AK:549":"N/A","V:518":"N/A","W:355":"N/A","AA:411":"N/A","Z:7":"en","P:601":"N/A","H:735":"N/A","Z:387":"N/A","S:164":"N/A","AJ:511":"N/A","Z:765":"N/A","R:408":"N/A","T:410":"N/A","AF:69":"The science behind designer babies. Distinguishing between fact and fiction based on scientific evidence.","D:124":"Required infrastructure & Teaching Materials","AF:774":"N/A","V:210":"N/A","AI:114":"Yes","W:33":"Yes","R:117":"Worksheet (Print-out)","T:662":"15","R:707":"N/A","Q:546":"N/A","V:666":"Identify biased information.","P:392":"N/A","AK:529":"N/A","P:200":"N/A","AB:408":"N/A","G:594":"HOWs [Refer to sources.]","Y:118":"Beakers, water, stirring rods, filter paper and funnels","AD:767":"N/A","W:184":"N/A","O:535":"N/A","AA:488":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","R:103":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n Prerequisite\n knowledge for the lesson and doable through worksheets or internet\n research: \n \n \n \n \n \n 1)How does a\n fertilized egg (or ovum) develop?\n \n \n \n \n \n 2)What’s the difference: Preimplantation Genetic Diagnostics (PGD) and\n Prenatal Diagnostics?","O:699":"N/A","X:606":"N/A","AB:88":"No","AE:539":"N/A","G:247":"HOWs [Select arguments that support your message.]","AJ:57":"Yes","T:694":"N/A","Y:168":"N/A","AA:263":"Yes","AK:53":"No","AK:541":"N/A","X:761":"N/A","Q:693":"N/A","R:203":"N/A","AI:545":"N/A","Q:554":"N/A","AE:738":"N/A","AI:689":"N/A","X:771":"N/A","H:464":"N/A","AG:765":"N/A","AD:260":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normal Tablo\";\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 Learners are\n divided into groups to discuss their personal shopping habits. Then, an\n infographic showing the environmental impacts of fast fashion is displayed on\n the smart board. After examining the chart, learners discuss how their own\n shopping habits may affect the environment. Using Miro, they create a problem\n statement map to visualize these impacts with their own shopping experiences. Finally, each student writes a short\n reflective paragraph about possible changes they can make to their personal\n shopping habits to reduce environmental harm.","O:780":"N/A","Y:175":"N/A","G:167":"HOWs [For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, ““,…).]","V:547":"No","Q:559":"N/A","Y:7":"en","X:189":"N/A","S:686":"N/A","AC:334":"N/A","O:572":"N/A","AI:160":"N/A","W:410":"N/A","AF:454":"N/A","AD:539":"N/A","AH:590":"N/A","AI:444":"Group work","AG:207":"N/A","AF:592":"N/A","AF:203":"N/A","H:96":"N/A","P:405":"N/A","V:515":"N/A","H:510":"N/A","P:63":"No","V:622":"/* 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:\"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 Data Re-Representation & Visual Comparison\n \n \n Learners learn that graphs are not neutral; the way data is visualized influences perception. By changing the graph format themselves, learners experience how emphasis, scale, and clarity shift.","AA:280":"Yes","AC:746":"N/A","X:164":"N/A","T:409":"N/A","AC:757":"N/A","AB:543":"N/A","AH:712":"N/A","Q:668":"Take action to become a responsible democratic citizen.","AC:549":"N/A","O:203":"N/A","AG:545":"N/A","AA:221":"N/A","AJ:507":"Define your message.","Q:533":"N/A","AJ:689":"N/A","AG:333":"N/A","Y:569":"N/A","AG:767":"N/A","AK:349":"N/A","Q:343":"N/A","G:124":"Required teaching materials []","AH:389":"N/A","U:572":"N/A","AC:492":"Take action to become a responsible democratic citizen.","Z:349":"N/A","G:773":"HOWs [Provide background information on the socio-scientific issue.]","T:343":"N/A","AB:740":"N/A","Y:626":"N/A","X:292":"N/A","AC:714":"N/A","AG:427":"N/A","X:402":"N/A","AA:381":"N/A","U:439":"Yes","AJ:433":"N/A","AC:631":"N/A","AB:336":"N/A","O:92":"No","H:34":"N/A","T:663":"Yes","AI:611":"No","AC:396":"N/A","Q:407":"N/A","Z:193":"N/A","H:452":"N/A","Q:391":"N/A","AG:200":"N/A","G:779":"HOWs [Research evidence and logic behind the counter-arguments.]","O:435":"N/A","Q:96":"No","AJ:279":"N/A","Y:333":"N/A","AG:531":"N/A","AF:631":"N/A","AB:718":"N/A","R:711":"N/A","U:788":"In this scene, learners encounter a new development in the case — the disordered protein they have been studying begins to form liquid-like droplets, indicating the process of liquid–liquid phase separation. Guided by the narrative, they learn that this phenomenon may either represent a protective mechanism or signal early pathological aggregation. Working in teams, learners analyse the situation and prepare to defend one of two interpretations: stabilising droplets for regeneration or disrupting them to prevent degeneration.\n The activity culminates in a decision debate, where each team presents a short poster and oral argument supported by molecular reasoning and ethical reflection. The task deepens understanding of reversible self-organisation as a cellular survival strategy and introduces the socio-scientific question of whether such mechanisms could be harnessed in regenerative medicine or longevity research.","Z:640":"N/A","G:222":"HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","T:548":"N/A","AJ:488":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AD:787":"N/A","W:697":"N/A","G:677":"Learning Outcome","P:556":"N/A","AE:215":"N/A","G:33":"This plan's position in the sequence: [4]","X:232":"N/A","AI:351":"N/A","T:456":"N/A","X:100":"No","R:574":"N/A","T:88":"No","X:554":"N/A","Q:452":"No","Q:754":"N/A","AI:413":"N/A","X:256":"N/A","U:409":"N/A","P:539":"N/A","P:381":"N/A","S:209":"N/A","P:272":"2","AF:518":"N/A","AI:784":"N/A","G:544":"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.]","AA:455":"N/A","AI:539":"N/A","O:169":"N/A","U:294":"No","AD:244":"N/A","P:722":"N/A","S:542":"N/A","AA:100":"No","AB:547":"N/A","D:77":"Keywords","O:787":"N/A","O:714":"N/A","AA:687":"N/A","AB:401":"N/A","Q:412":"N/A","P:281":"N/A","AC:197":"N/A","AC:355":"N/A","AB:355":"N/A","Q:592":"N/A","AE:580":"N/A","Q:218":"N/A","AH:312":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","O:292":"No","AC:590":"N/A","AJ:261":"N/A","AE:567":"N/A","R:97":"Yes","AB:731":"N/A","R:179":"N/A","X:712":"N/A","AH:518":"N/A","AJ:161":"No","AH:422":"N/A","AC:725":"N/A","AH:343":"N/A","T:104":"None\n There is no need for previous lessons","T:602":"N/A","W:757":"N/A","AK:700":"N/A","V:217":"N/A","AH:217":"N/A","G:154":"Learning Outcome","AF:596":"N/A","AA:10":"2026-01-21 11:54:16","AC:760":"N/A","T:627":"N/A","Z:729":"N/A","W:249":"N/A","AJ:563":"N/A","AJ:179":"N/A","AI:552":"N/A","AG:529":"N/A","Z:298":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n Connect the topic to\n learners’ daily lives — discuss plastics in packaged foods, bottled\n drinks, or local waterways.\n Encourage action-based\n projects, like designing posters to reduce plastic use or conducting a\n local litter audit.\n Include ethical\n and emotional engagement, inviting learners to reflect on\n responsibility and sustainability.","R:590":"N/A","O:410":"N/A","Q:172":"N/A","AG:470":"N/A","AF:606":"N/A","AA:6":"15","AC:255":"N/A","H:381":"N/A","AF:357":"N/A","AB:595":"N/A","AA:205":"N/A","AF:389":"N/A","Z:216":"N/A","R:359":"N/A","AG:582":"N/A","O:559":"N/A","R:454":"No","AK:515":"N/A","AI:476":"https://www.greeknewsagenda.gr/the-unknown-famine-athens-1941-1942-exhibition-conference/","AK:246":"N/A","G:436":"Activity description","AC:517":"N/A","G:71":"Key words (for online filter and search function) []","AC:33":"N/A","S:177":"N/A","Z:224":"N/A","R:66":"3","Z:354":"N/A","H:770":"N/A","S:790":"N/A","AI:646":"N/A","S:708":"N/A","AD:157":"N/A","AD:524":"N/A","W:549":"N/A","AK:402":"N/A","H:385":"N/A","H:512":"N/A","U:61":"No","AC:376":"N/A","AI:628":"N/A","S:391":"N/A","AA:180":"N/A","P:102":"Yes","P:613":"N/A","G:546":"HOWs [Examine the use of rhetorical devices.]","Z:537":"N/A","G:586":"HOWs [☑ Communication channels]","G:178":"HOWs [☑ Intended audience investigation]","AK:414":"N/A","S:292":"N/A","AI:135":"No","R:142":"Select possible information sources.","P:160":"N/A","V:248":"N/A","Q:348":"N/A","H:350":"N/A","AE:393":"N/A","D:102":"Year of Subject Learning","T:594":"N/A","S:722":"N/A","V:700":"N/A","S:651":"Canva","U:622":"This scene applies a teacher-led, guided discovery method that combines short presentation segments with interactive discussion. Through visual modelling, questioning, and peer exchange, learners construct understanding of how protein sequence composition relates to flexibility and function. The approach integrates direct instruction for conceptual clarity with inquiry prompts that encourage learners to analyse, compare, and reason from evidence.","AE:527":"N/A","X:176":"N/A","G:67":"Subject-specific lesson goals / competences","Y:236":"N/A","Z:239":"N/A","AJ:278":"N/A","AC:36":"Fast fashion and textile waste","U:529":"N/A","AC:734":"N/A","Y:199":"N/A","AJ:773":"Yes","Z:728":"N/A","W:468":"N/A","X:726":"N/A","W:579":"N/A","T:741":"N/A","H:236":"N/A","V:488":"Click and think critically: Select and analyse information on a socio-scientific issue.","Q:360":"N/A","Y:543":"N/A","AB:197":"N/A","Y:789":"N/A","G:534":"HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","AB:261":"N/A","AD:158":"N/A","T:162":"N/A","T:522":"N/A","AH:250":"N/A","U:247":"N/A","H:368":"N/A","AG:683":"Suggest appropriate actions and initiatives based on your message.","V:714":"N/A","AJ:515":"N/A","H:594":"N/A","W:626":"N/A","V:571":"N/A","AF:134":"30","AB:57":"No","D:619":"App","AC:530":"N/A","O:423":"N/A","V:731":"N/A","Z:787":"No","H:254":"N/A","S:90":"Yes","S:702":"N/A","P:777":"N/A","R:556":"N/A","AE:423":"N/A","P:212":"N/A","O:766":"N/A","H:293":"N/A","AI:768":"N/A","AI:452":"N/A","R:429":"N/A","AD:104":"Lesson on natural resources and human impact on the environment.","AI:95":"No","G:24":"Author(s) [Family name, given name]","R:792":"N/A","R:754":"N/A","AI:271":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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 Watch\n the animated vignette by Udo.\n \n \n Observe the images of starving children from Gaza and the Jews in the concetration camps.\n \n \n Describe your impressions to the class\n Express your thoughts about the relation of thw vidro and the photosduring the discussion.\n \n \n Reflect on the meaning of hunger as a weapon\n of war.\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:\"Κανονικός πίνακας\";\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;}","Z:191":"N/A","AH:282":"N/A","AG:290":"N/A","AI:33":"No","Q:738":"N/A","T:721":"N/A","H:408":"N/A","T:574":"N/A","AE:182":"N/A","AA:338":"N/A","S:219":"N/A","G:796":"Suggested social form","Y:735":"N/A","U:69":"The Case of the Self-Organising Cell – When Order Meets Chaos","Q:698":"N/A","Q:514":"N/A","AA:385":"N/A","Y:194":"N/A","U:534":"N/A","P:227":"N/A","Z:664":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","P:228":"N/A","Z:708":"N/A","Y:227":"N/A","Y:219":"N/A","U:175":"N/A","S:753":"N/A","V:550":"N/A","P:695":"N/A","H:402":"N/A","O:400":"N/A","AB:247":"N/A","AE:259":"No","Y:702":"N/A","AI:53":"No","W:9":"2025-11-05 12:11:07","X:796":"Group work","G:282":"Multiple means of action and expression [offers flexible deadlines and alternative modes of participation to accommodate diverse learning paces and needs]","W:338":"N/A","AF:387":"N/A","AF:29":"4","AA:125":"Mini-poster paper or recycled materials for creative outputs","AD:166":"N/A","W:35":"Waste pollution","AF:766":"N/A","AC:574":"N/A","U:774":"N/A","H:548":"N/A","AJ:204":"N/A","Q:167":"N/A","AI:420":"N/A","V:349":"N/A","Y:245":"N/A","AF:691":"N/A","X:61":"No","AF:781":"N/A","W:188":"N/A","Y:589":"N/A","AI:430":"N/A","AB:741":"N/A","AJ:368":"N/A","AD:514":"N/A","R:466":"Yes","P:172":"N/A","AA:11":"46.199.15.94","X:339":"N/A","AA:798":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\n 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Learners\n work in small groups to share and justify their opinions on responsibility for\n plastic pollution. The teacher provides speaking frames and visual supports to\n scaffold participation, ensuring that all learners can contribute. Through peer\n interaction and critical dialogue, learners practise expressing opinions,\n reasoning, and proposing practical solutions, linking scientific understanding\n with social responsibility.","AK:41":"Longevity, transhumanism, and “playing God” in medicine","AH:334":"N/A","Q:703":"N/A","T:351":"N/A","AK:679":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","Y:191":"N/A","G:395":"HOWs [Determine the parties responsible for putting solutions into practice.]","AA:64":"Yes","X:527":"N/A","Z:740":"N/A","AD:617":"N/A","AB:229":"N/A","Q:6":"4","AB:640":"N/A","S:602":"N/A","AF:740":"N/A","S:554":"N/A","G:675":"Learning Outcome","R:734":"N/A","H:576":"N/A","Q:686":"N/A","AD:789":"N/A","Q:245":"N/A","Q:57":"No","Z:365":"N/A","U:344":"N/A","G:57":"Subject(s) [Civics & Global Citizenship Education]","AF:783":"N/A","AA:365":"N/A","U:220":"N/A","AJ:569":"N/A","Z:533":"N/A","AC:608":"No","W:700":"N/A","Z:161":"N/A","AK:525":"N/A","P:779":"N/A","AA:758":"N/A","AI:326":"For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively. Consider geographical, socio-economic, cultural and demographic factors.","O:743":"N/A","AD:586":"N/A","W:374":"N/A","G:164":"HOWs [Identify the scientific issue you would like to know more about.]","W:63":"No","AH:106":"No","P:529":"N/A","U:6":"2","AI:337":"N/A","Z:214":"N/A","AF:100":"Yes","Q:744":"N/A","AE:734":"N/A","AC:380":"Yes","W:310":"50","AJ:188":"N/A","S:615":"N/A","AD:187":"N/A","G:68":"Subject topic","H:218":"N/A","G:687":"HOWs [Use information from different source types and different sources.]","O:593":"N/A","W:92":"No","Z:409":"N/A","O:111":"No","S:200":"N/A","AG:114":"Yes","AA:513":"N/A","O:174":"N/A","AB:733":"N/A","H:692":"N/A","Z:520":"N/A","AC:341":"N/A","R:290":"No","V:288":"No","S:716":"N/A","AI:431":"N/A","AD:103":"Awareness of environmental issues (pollution, sustainability, recycling).Basic knowledge of natural and synthetic materials (e.g., cotton, polyester).","H:101":"N/A","S:744":"N/A","AF:748":"N/A","AB:705":"N/A","Z:552":"N/A","AC:531":"N/A","AD:392":"N/A","T:241":"N/A","W:553":"N/A","P:410":"N/A","AB:176":"N/A","H:182":"N/A","AC:689":"N/A","Q:5":"2026-06-09 21:48:25","R:433":"N/A","U:649":"Assessment focuses on learners’ conceptual understanding and ability to reason from evidence rather than memorisation. Strong performance is demonstrated by clear, accurate notes that capture the relationship between sequence composition, flexibility, and function. Learners should be able to explain, in their own words, how intrinsic disorder can both support and endanger biological activity.\n Participation in the guided discussion is evaluated through the relevance and depth of contributions, as well as the ability to make connections between molecular behaviour and biological purpose.","AE:352":"N/A","AA:63":"No","AA:756":"N/A","AJ:700":"N/A","AD:334":"N/A","AF:702":"N/A","AA:440":"N/A","AG:634":"N/A","AH:392":"N/A","AH:356":"N/A","H:598":"N/A","AH:91":"Yes","AF:769":"N/A","Q:99":"No","R:728":"N/A","AG:799":"How did they finally resolve the conflict? Was it the right choice?","G:140":"Learning Objective","T:186":"N/A","H:216":"N/A","T:458":"N/A","AF:571":"N/A","O:356":"N/A","AI:389":"N/A","AB:611":"N/A","X:35":"Atmospheric pollution","Y:215":"N/A","AC:575":"N/A","P:699":"N/A","G:746":"HOWs [Divide potential science-based ☑ solutions to the socio-scientific issue into categories.]","D:65":"Subjects","AI:579":"N/A","P:389":"N/A","AF:373":"N/A","R:277":"No","W:180":"N/A","T:170":"N/A","H:583":"N/A","Q:643":"Yes","S:406":"N/A","AF:582":"N/A","Y:209":"N/A","AG:687":"N/A","AG:526":"N/A","AJ:228":"N/A","Q:714":"N/A","S:568":"N/A","T:763":"N/A","AC:257":"N/A","AI:603":"N/A","P:689":"N/A","Z:92":"No","W:663":"N/A","P:470":"N/A","AK:59":"No","Y:611":"No","U:350":"N/A","G:531":"HOWs [Identify ☑ visual indications of sponsored content.]","U:445":"/* 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 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differentiation by allowing visual learners to annotate the folding funnel and verbal learners to explain reasoning aloud.\n Expected outcomes:\n Learners will be able to:\n • identify main stabilizing forces,\n • interpret thermodynamic data qualitatively,\n • and relate the concept of “controlled disorder” to biological adaptability.","V:453":"Yes","AE:592":"N/A","AG:291":"N/A","AD:535":"N/A","Y:96":"Yes","AK:585":"N/A","AJ:207":"N/A","G:341":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","H:513":"N/A","AK:54":"No","AD:354":"N/A","Q:350":"N/A","Q:599":"N/A","AJ:358":"N/A","T:314":"Differentiate between fact and opinion.","AG:116":"paper, felt tip pens, charts","AA:571":"N/A","Z:707":"N/A","AK:748":"N/A","W:114":"No","Z:436":"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 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\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 Design a Flyer for the School Awareness Event\n \n Title:\n “Microplastics in Our Meals: Awareness Campaign”","T:642":"N/A","AJ:68":"Longevity","R:509":"N/A","G:106":"Required infrastructure [Teacher computer]","O:362":"N/A","W:215":"N/A","AK:663":"Yes","Q:640":"No","AG:740":"N/A","W:252":"N/A","H:537":"N/A","P:252":"N/A","P:67":"- weigh learners´viewpoints\n \n \n - rephrase the idea using synonyms\n \n \n - establish a closer connection with an elderly person in the community","O:548":"N/A","AD:584":"N/A","O:231":"N/A","R:531":"N/A","P:411":"N/A","S:745":"N/A","O:211":"N/A","AC:232":"N/A","S:288":"N/A","Q:292":"No","AJ:177":"N/A","P:600":"N/A","AA:552":"N/A","U:775":"N/A","V:713":"N/A","AK:603":"N/A","T:31":"No","Q:165":"N/A","Y:349":"N/A","P:718":"N/A","U:580":"N/A","Y:358":"N/A","AK:380":"N/A","T:293":"N/A","P:417":"N/A","P:241":"N/A","W:784":"N/A","G:472":"Model solution","H:663":"N/A","S:91":"Yes","AG:664":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AG:605":"N/A","AJ:754":"N/A","Q:721":"N/A","AG:589":"N/A","AE:191":"N/A","AB:433":"N/A","AD:207":"N/A","AJ:264":"N/A","AI:311":"Yes","AH:10":"2025-11-13 11:58:00","Z:364":"N/A","X:367":"N/A","V:9":"2025-11-05 12:10:51","AB:730":"N/A","Y:337":"N/A","AK:90":"Yes","Y:335":"N/A","AH:26":"English","V:281":"Yes","AH:141":"Describe the variety of information source types available today.","S:528":"N/A","AC:533":"N/A","G:512":"HOWs [Explain the influence of algorithms on search results and on social media feeds.]","Y:101":"No","AH:424":"N/A","R:162":"N/A","U:50":"No","AD:405":"N/A","AD:545":"N/A","W:226":"N/A","X:731":"N/A","AE:629":"N/A","P:261":"N/A","AA:57":"No","W:437":"N/A","AD:734":"N/A","AI:289":"Yes","Q:550":"N/A","S:70":"AI","AD:69":"English","AC:30":"Yes","AA:743":"N/A","X:280":"N/A","R:278":"No","Z:141":"Describe the variety of information source types available today.","AB:516":"N/A","X:237":"N/A","AG:163":"N/A","R:538":"N/A","AA:458":"N/A","AE:420":"N/A","Q:281":"No","AJ:739":"N/A","AD:790":"N/A","Q:377":"N/A","AH:732":"N/A","AF:200":"N/A","AC:248":"N/A","S:168":"N/A","G:361":"HOWs [Skim the snippets for key terms related to your query.]","AG:61":"No","R:628":"N/A","AA:123":"Optional video","AE:353":"N/A","Y:778":"N/A","AF:714":"N/A","Q:188":"N/A","AI:711":"N/A","O:108":"No","Z:519":"N/A","V:291":"No","H:239":"N/A","O:199":"N/A","AI:101":"No","AC:593":"N/A","AC:578":"N/A","AH:6":"15","AJ:341":"N/A","W:346":"N/A","X:98":"Yes","O:731":"N/A","AC:133":"50","G:40":"Topic","AE:552":"N/A","G:78":"Key words (for online filter and search function) []","U:422":"N/A","X:716":"N/A","AB:352":"N/A","T:213":"N/A","P:216":"N/A","W:241":"N/A","G:171":"HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","Z:317":"Describe the variety of information source types available today.","T:166":"N/A","AB:259":"No","T:71":"energy consumption","X:563":"N/A","H:380":"N/A","AK:11":"89.8.236.122","X:568":"N/A","U:135":"No","T:731":"N/A","T:202":"N/A","S:88":"No","AI:191":"N/A","Q:420":"N/A","AB:534":"N/A","T:746":"N/A","Q:560":"N/A","X:687":"N/A","AK:464":"N/A","T:604":"N/A","AG:630":"N/A","AI:703":"N/A","U:509":"N/A","W:101":"No","AH:548":"N/A","O:112":"No","V:782":"N/A","AK:733":"N/A","S:430":"N/A","S:239":"N/A","T:402":"N/A","AH:56":"No","AG:777":"N/A","T:276":"N/A","T:360":"N/A","AB:470":"N/A","AB:343":"N/A","P:764":"N/A","AA:729":"N/A","Q:569":"N/A","H:248":"N/A","AB:634":"N/A","R:738":"N/A","Y:396":"N/A","W:787":"N/A","AA:780":"N/A","V:207":"N/A","AF:56":"No","O:693":"N/A","O:715":"N/A","AB:359":"N/A","Y:714":"N/A","G:589":"HOWs [Apply skills of dialogue.]","AJ:749":"N/A","P:514":"N/A","AC:609":"Yes","AH:210":"N/A","W:255":"N/A","AG:164":"N/A","AI:180":"N/A","R:784":"N/A","AF:355":"N/A","R:747":"N/A","T:729":"N/A","AB:225":"N/A","G:22":"Author(s) [Family name, given name]","AB:426":"N/A","AI:730":"N/A","AG:455":"N/A","R:425":"N/A","AC:271":"It is a brainstorming activity for warming up and set the topic.\n \n \n Learners can also stand up and go to the board to write their needs /wishes. Collaborative work.","AI:400":"N/A","H:740":"N/A","X:416":"N/A","AI:350":"N/A","Z:165":"N/A","AK:114":"Yes","D:78":"Keywords","T:595":"N/A","G:541":"HOWs [Identify empirical evidence.]","V:265":"No","P:169":"N/A","Y:403":"N/A","X:60":"No","S:244":"N/A","AK:180":"N/A","Q:87":"No","AH:94":"Yes","P:772":"N/A","AD:454":"N/A","S:250":"N/A","X:361":"N/A","Y:51":"No","AG:514":"N/A","AA:539":"N/A","P:616":"N/A","T:91":"Yes","Y:793":"N/A","AK:237":"N/A","X:616":"N/A","Q:585":"N/A","AG:238":"N/A","V:710":"N/A","O:551":"N/A","G:268":"Suggested social form","AC:767":"N/A","G:398":"HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","AA:378":"N/A","V:588":"N/A","AJ:247":"N/A","AE:730":"N/A","P:585":"N/A","AD:201":"N/A","H:396":"N/A","AG:547":"N/A","AE:113":"Yes","P:511":"N/A","Z:780":"N/A","Q:597":"N/A","G:617":"Media [Interactive media]","W:245":"N/A","S:280":"N/A","V:421":"N/A","AG:570":"N/A","Y:292":"N/A","AE:111":"Yes","AG:436":"Learners now work in pairs and read the rest of the story, until the point when Danielland builds a dam on the river. Now discuss the possible negative or positive impacts of the dam on the River Agnes and how it might influence the life in Udoish. They only need to gather those pieces of information that they have learnt in economics classes or by using their common knowledge.","AJ:468":"N/A","AK:706":"N/A","G:233":"HOWs [Weigh the effect of potential forms of engagement.]","W:187":"N/A","Z:382":"N/A","G:537":"HOWs [Skim the snippets for key terms related to your query.]","S:758":"N/A","AK:796":"Individual work","X:435":"No","O:575":"N/A","AF:776":"N/A","AE:572":"N/A","Y:562":"N/A","AE:745":"N/A","AI:571":"N/A","AE:35":"Food and water scarcity","AC:227":"N/A","P:591":"N/A","H:169":"N/A","V:45":"No","AF:591":"N/A","U:549":"N/A","V:91":"Yes","AI:417":"N/A","T:244":"N/A","G:289":"Student output form [Oral presentation]","O:773":"N/A","S:133":"60","D:34":"Position of Lesson Plan in Sequence","AE:337":"N/A","AG:367":"N/A","T:252":"N/A","Q:428":"N/A","Y:171":"N/A","Y:512":"N/A","AC:364":"N/A","R:195":"N/A","O:371":"N/A","AI:470":"N/A","AI:182":"N/A","Z:386":"N/A","W:396":"N/A","AA:177":"N/A","V:750":"N/A","Q:175":"N/A","Q:356":"N/A","AE:775":"N/A","H:450":"N/A","AF:184":"N/A","AA:92":"No","AI:535":"N/A","AH:453":"N/A","V:11":"83.175.66.184","R:586":"N/A","P:249":"N/A","AK:608":"N/A","AK:187":"N/A","AG:539":"N/A","S:735":"N/A","W:228":"N/A","W:554":"N/A","AK:555":"N/A","AK:344":"N/A","Y:516":"N/A","AH:224":"N/A","W:342":"N/A","AK:55":"No","AD:106":"No","Y:534":"N/A","G:683":"Learning Outcome","AD:214":"N/A","AJ:522":"N/A","AC:243":"N/A","O:431":"N/A","X:32":"No","S:220":"N/A","Z:749":"N/A","V:735":"N/A","X:293":"N/A","AF:204":"N/A","AE:405":"N/A","AA:745":"N/A","R:370":"N/A","V:345":"N/A","AB:32":"Yes","AK:759":"N/A","AJ:440":"N/A","U:14":"Abrankó-Rideg, Nóra","S:537":"N/A","P:533":"N/A","H:694":"N/A","AF:194":"N/A","H:595":"N/A","AE:557":"N/A","V:205":"N/A","AF:617":"N/A","AH:455":"N/A","W:444":"Group work","AF:627":"N/A","H:716":"N/A","AE:200":"N/A","AE:439":"N/A","AE:430":"N/A","U:311":"No","AK:94":"Yes","AI:248":"N/A","AI:580":"N/A","Q:445":"· Begin with a brief discussion on the concept\n of “designer babies” and current technological capabilities (e.g. CRISPR).\n \n \n \n \n \n · Distribute selected excerpts from Brave\n New World and Frankenstein\n \n \n \n \n \n · Ask learners to highlight phrases that\n provoke ethical or emotional reactions.\n \n \n \n \n \n · Divide the class into small groups (3–4\n learners).\n \n \n \n \n \n · Each group discusses the texts using guiding\n questions:\n \n \n \n \n \n · How\n is technology portrayed?\n \n \n \n \n \n · What\n ethical concerns arise?\n \n \n \n \n \n · What\n is the author’s stance on human intervention in life?\n \n \n \n \n \n · Facilitate a plenary discussion where each\n group shares their insights.\n \n \n \n \n \n · Encourage learners to connect literary themes\n with contemporary bioethical debates.","AI:582":"N/A","G:144":"Learning Outcome","G:463":"Suggestions for inclusive adjustments and adaptation ideas","AJ:421":"N/A","P:627":"N/A","Q:386":"N/A","AF:431":"N/A","AE:385":"N/A","Z:289":"No","W:702":"N/A","AC:703":"N/A","AA:633":"Yes","AB:398":"N/A","AC:425":"N/A","AD:452":"N/A","G:81":"Key words (for online filter and search function) []","T:429":"N/A","AC:623":"Class debate.\n Analyse the video and take action as responsible active citizens.\n Listening and speaking skills are practised in this activity , subtitles are offered in the video and images of several popular influencers to understan the topic.","AE:244":"N/A","AB:378":"N/A","U:579":"N/A","O:358":"N/A","S:217":"N/A","AE:617":"N/A","O:230":"N/A","P:643":"N/A","R:761":"N/A","H:2":"No","X:686":"N/A","AA:239":"N/A","G:183":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AI:516":"N/A","AH:519":"N/A","AA:212":"N/A","AJ:695":"N/A","O:185":"N/A","AA:233":"N/A","S:348":"N/A","AD:174":"N/A","P:524":"N/A","Y:556":"N/A","Y:439":"No","T:321":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","Y:250":"N/A","Y:560":"N/A","AG:601":"N/A","AB:422":"Yes","P:447":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 You will create a text sequentially based on 4 different stages of\n human life.Describe the feelings, joys, and worries of a\n person at that particular age. The teacher will explain the contextto you in detail.","R:57":"No","S:254":"N/A","AH:721":"N/A","V:194":"N/A","G:787":"Elaborate activity [Yes, please show additional fields]","AF:213":"N/A","AJ:586":"N/A","Y:697":"N/A","U:190":"N/A","U:768":"N/A","W:606":"N/A","G:724":"HOWs [Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","AB:515":"N/A","Y:566":"N/A","G:65":"Subject(s) [Russian]","H:58":"N/A","U:648":"Learners’ notes should indicate that intrinsically disordered proteins (IDPs) lack a fixed structure yet remain functional due to their flexible, dynamic regions. They should recognise that this flexibility allows interaction with multiple targets and rapid adaptation, but also increases the risk of instability or aggregation under stress. An exemplary answer highlights the biological balance — disorder supports regulation and adaptability, while excessive flexibility can lead to malfunction.","U:799":"/* 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: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 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-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 Read the\n scene carefully and discuss within your group what is happening when the\n protein forms bright, liquid-like droplets.\n Your task is\n to decide how the research team should proceed:\n \n Option A: Stabilise the\n droplets to promote regeneration and repair.\n Option B: Disrupt the\n droplets to prevent pathological aggregation.\n \n With your\n group, analyse the evidence provided and brainstorm molecular and ethical\n arguments for your assigned option. Consider how charge pattern, flexibility,\n hydrophobicity, temperature, or ionic strength might influence droplet\n behaviour.\n Prepare a mini\n research poster (A3 paper or digital slide) that summarises:\n \n The key molecular reasoning behind\n your position.\n The expected biological outcome of\n your approach.\n The possible benefits and risks\n related to regenerative medicine or aging research.\n \n Be ready to present\n your argument in a class debate following these rules:\n \n 3 minutes for your presentation, 2\n minutes for rebuttal, 1 minute for closing remarks.\n Focus on evidence and reasoning —\n be respectful and concise.\n \n After all\n groups have presented, take brief notes during the discussion to prepare for\n the class reflection on how molecular flexibility can support or threaten\n life.","V:762":"N/A","AH:359":"N/A","G:674":"Learning Outcome","Q:742":"N/A","O:93":"No","AE:256":"N/A","P:359":"N/A","AG:742":"N/A","AD:577":"N/A","AK:183":"N/A","AE:395":"N/A","Q:345":"N/A","Q:553":"N/A","AJ:428":"N/A","AE:196":"N/A","W:572":"N/A","R:101":"No","AI:445":"Choose a different historical example in which hunger was used as a weapon of war \n \n \n \n \n Each group should work on a different example.\n \n (German occupation of Greece, Fall off Messologhi, Bulgarian occuation in north Greece( Komotini, Thrace), Peloponnesian War – the conquest of Athens by the Spartans\n \n Collect information in the collaborative document, exploring the historical context, causes, ethical, economic, and humanitarian consequences\n \n \n \n \n Take notes in the shared document.\n Use the two sources provided in your material folder for your chosen example, and select one additional reliable source to support your research.","O:236":"N/A","X:778":"N/A","AF:221":"N/A","P:454":"N/A","H:613":"N/A","S:170":"N/A","P:379":"N/A","R:450":"No","AB:203":"N/A","H:367":"N/A","X:175":"N/A","Y:627":"N/A","AH:86":"No","AH:278":"N/A","O:589":"N/A","AC:346":"N/A","G:278":"Multiple means of engagement [offers choice and autonomy in learning tasks, topics, and activities to promote intrinsic motivation and ownership of learning]","AD:110":"Yes","W:782":"N/A","H:335":"N/A","T:294":"N/A","AG:615":"N/A","AH:228":"N/A","AA:135":"Yes","H:585":"N/A","O:452":"N/A","Y:542":"N/A","AG:561":"N/A","AI:348":"N/A","AJ:277":"N/A","U:746":"N/A","AC:686":"N/A","AI:492":"Communicate established viewpoints on a socio-scientific issue: Inform.","AI:215":"N/A","AJ:398":"N/A","P:29":"4","AC:393":"N/A","Z:418":"N/A","H:769":"N/A","Y:427":"N/A","AC:464":"N/A","P:31":"No","AJ:197":"N/A","V:189":"N/A","P:768":"N/A","Q:384":"N/A","AC:733":"N/A","W:429":"N/A","AB:1":"17","O:744":"N/A","AI:69":"hunger as a weapon","H:63":"N/A","R:340":"N/A","U:310":"20","U:183":"N/A","Y:351":"N/A","AC:211":"N/A","Y:688":"N/A","S:549":"N/A","U:567":"N/A","AG:581":"N/A","U:615":"Yes","AK:220":"N/A","W:688":"N/A","V:616":"No","AH:89":"No","AK:736":"N/A","P:700":"N/A","P:45":"Yes","AA:198":"N/A","Z:631":"N/A","AH:633":"N/A","U:595":"N/A","Y:634":"N/A","AC:435":"No","AC:741":"N/A","AK:206":"N/A","Z:101":"No","Q:263":"Yes","V:516":"N/A","AF:243":"N/A","V:569":"N/A","X:112":"No","V:69":"Data representation","AD:358":"N/A","AC:424":"N/A","T:390":"N/A","AF:541":"N/A","Z:572":"N/A","P:195":"N/A","Y:732":"N/A","AH:791":"N/A","AI:361":"N/A","T:583":"N/A","AE:440":"N/A","AI:757":"N/A","AE:694":"N/A","AF:413":"N/A","G:702":"HOWs [☑ Use verification tools to detect deep fakes.]","AF:109":"Yes","X:765":"N/A","U:520":"N/A","AH:197":"N/A","AE:631":"N/A","H:540":"N/A","H:337":"N/A","AB:526":"N/A","Q:209":"N/A","AI:200":"N/A","AD:61":"No","AG:358":"N/A","O:340":"N/A","AK:210":"N/A","Q:418":"N/A","G:29":"Total number of lessons in the sequence","AA:231":"N/A","AC:792":"N/A","AD:582":"N/A","P:790":"N/A","Y:400":"N/A","AE:234":"N/A","AC:194":"N/A","AE:735":"N/A","AH:614":"N/A","AC:465":"N/A","H:420":"N/A","S:386":"N/A","G:101":"Year of subject learning [7th year]","AD:265":"N/A","AE:174":"N/A","H:738":"N/A","Z:218":"N/A","AG:487":"No","G:383":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","W:376":"N/A","AB:241":"N/A","AJ:240":"N/A","P:464":"N/A","V:233":"N/A","X:194":"N/A","P:220":"N/A","AE:422":"N/A","AE:793":"N/A","AK:729":"N/A","AD:781":"N/A","R:695":"N/A","AG:451":"N/A","Z:646":"N/A","AK:720":"N/A","W:211":"N/A","W:642":"N/A","H:529":"N/A","U:263":"No","Y:473":"1. Read Before You\n Watch:Learners are asked to spend 30–60 seconds reading the worksheet questions\n before the video starts.\n \n \n \n \n 2. Pause-and-Predict:Pause of the video once halfway through and a quick question such as:“What do you think the video will explain next?” is asked.Learners jot down a short prediction or discuss with a partner.\n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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;}","AA:111":"Yes","Y:69":"What are microplastics?","AF:271":"See worksheet \"SciLMi Worksheet CRISPR\"","R:96":"No","H:752":"N/A","Y:34":"N/A","D:22":"Author(s)","AF:547":"N/A","AE:356":"N/A","AF:378":"N/A","AK:104":"to revise of life stages and typical characteristicsto read and discuss an article on agingto explain what aging means and to identify an aging person's physical and cognitive changes","AI:564":"N/A","AE:532":"N/A","AG:418":"N/A","P:208":"N/A","O:57":"No","O:633":"N/A","H:608":"N/A","Q:589":"N/A","R:552":"N/A","AH:7":"en","AC:409":"N/A","AD:421":"N/A","X:48":"No","AH:263":"N/A","AC:749":"N/A","P:179":"N/A","V:543":"N/A","AI:601":"N/A","W:134":"60","G:25":"Author(s) [Family name, given name]","W:158":"N/A","Y:718":"N/A","D:143":"Learning Outcome","X:695":"N/A","U:208":"N/A","W:628":"N/A","AB:548":"N/A","AE:512":"N/A","X:240":"N/A","AA:667":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","AA:573":"N/A","U:451":"Yes","V:399":"N/A","Y:288":"N/A","Z:205":"N/A","AK:45":"No","R:542":"N/A","AG:56":"Yes","Q:798":"Role-play simulation:Learners take on the roles of various societal stakeholders and participate in a simulated public discussion or bioethics committee. This dramatization fosters empathy and helps learners understand diverse perspectives.\n Active and experiential approach: \n The activity requires active participation, personal engagement, and authentic communication, strengthening the learner’s connection to the topic.","W:785":"N/A","AB:56":"No","H:779":"N/A","AK:709":"N/A","AH:103":"functional movements\n rhythm\n dancing","G:672":"Learning Outcome","AK:215":"N/A","AB:293":"N/A","G:34":"This plan's position in the sequence: [5]","AJ:587":"N/A","U:98":"Yes","W:388":"N/A","AF:352":"Yes","D:155":"Learning Outcome","Y:745":"N/A","O:725":"N/A","AE:692":"N/A","Z:588":"N/A","P:57":"No","U:594":"N/A","AC:276":"N/A","AF:11":"83.215.106.75","AC:700":"N/A","R:544":"N/A","Q:368":"N/A","AE:469":"N/A","AH:547":"N/A","AI:404":"N/A","G:204":"HOWs [Identify key concepts.]","W:438":"N/A","AA:569":"Yes","R:708":"N/A","AC:776":"N/A","AI:224":"N/A","AJ:642":"N/A","S:47":"No","AK:617":"Yes","AB:256":"N/A","V:789":"No","H:743":"N/A","X:702":"N/A","AB:428":"N/A","R:98":"Yes","AK:228":"N/A","AK:279":"N/A","AK:799":"Copy this table into your notes:\n \n \n \n \n Use your ideas from the previous activity and put each area of life pursuing exteme longevity will potentially impact in the cell where you think it belongs.","Y:691":"N/A","AF:399":"N/A","W:265":"N/A","AD:549":"N/A","S:410":"N/A","AG:213":"N/A","AG:762":"N/A","AI:1":"24","AA:8":"ange-mits-01","AJ:100":"No","AJ:29":"4","Y:684":"Select an action or initiative.","X:5":"2026-01-28 12:14:58","Z:395":"N/A","AD:720":"N/A","AG:220":"N/A","O:686":"N/A","Y:282":"N/A","G:187":"HOWs [Identify verbal cues that indicate opinions or uncertainty.]","Z:411":"N/A","U:639":"Provide alternative ways for learners to access and process information. Offer verbal explanations for all visuals and animations and ensure key concepts are summarised in plain, accessible language. Encourage collaborative note-taking. Give extra time or scaffolding questions to help all learners formulate their reasoning during class discussion.","AC:178":"N/A","AG:225":"N/A","Y:646":"N/A","AH:609":"N/A","Z:58":"No","AK:738":"N/A","W:289":"N/A","AJ:354":"N/A","G:94":"Age range [19 ]","V:522":"N/A","S:371":"N/A","U:530":"N/A","AG:224":"N/A","T:44":"Science is always separate from ethics\n \n \n \n \n \n Lack of connection to personal experience\n \n \n \n \n \n Spread of \"fake news\"","AE:742":"N/A","R:693":"N/A","O:89":"No","AK:358":"N/A","D:654":"Material Sources","P:90":"Yes","H:171":"N/A","P:641":"N/A","AK:265":"N/A","AE:588":"N/A","AC:311":"Yes","AE:727":"N/A","O:194":"N/A","O:528":"N/A","AF:235":"N/A","AG:228":"N/A","AK:384":"N/A","AG:359":"N/A","S:429":"N/A","T:759":"N/A","S:340":"N/A","AA:189":"N/A","AB:160":"N/A","T:378":"N/A","W:354":"N/A","AC:8":"raqu-gonz-01","H:530":"N/A","V:525":"N/A","AG:280":"N/A","AB:249":"N/A","AH:756":"N/A","G:272":"Bloom's Taxonomy","U:578":"N/A","AD:165":"N/A","R:720":"N/A","AA:222":"N/A","V:269":"/* 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:\"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 Introduce the activity\n by explaining that learners will learn key vocabulary needed to understand the\n graphs about AI and energy demand. Hand out the vocabulary matching worksheet.\n Give learners a few minutes to match each term with its definition individually.\n Then have them compare answers with a partner and discuss any differences.\n Finally, review quickly as a class, clarifying difficult terms and ensuring\n everyone can explain at least one term in their own words.\n \n Key points to\n remember:\n \n \n Explain that the vocabulary will be\n important for interpreting graphs later.\n Let learners worksilently first,\n thendiscuss in pairs.\n Clarify misunderstandings during the\n whole-class check","AJ:540":"N/A","W:91":"No","S:337":"N/A","AA:567":"N/A","AI:225":"N/A","T:709":"N/A","T:408":"N/A","X:421":"N/A","AD:177":"N/A","X:290":"N/A","H:353":"N/A","T:133":"60","AD:427":"N/A","Y:447":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 1. Read the worksheet questions before the video\n starts.\n \n \n \n \n \n \n \n \n \n \n \n \n \n 2. Watch the video carefully and listen for key\n information.\n \n \n \n \n \n \n \n \n \n \n \n \n \n 3. Answer the worksheet questions as you watch.\n \n \n \n \n \n \n \n \n \n \n \n \n \n 4. If the video is paused, use the time to complete or\n check your answers.\n \n \n \n \n \n \n \n \n \n \n \n \n \n 5. Be ready to share one fact you learned from the\n video if asked.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Worksheet: What Are\n Microplastics?\n \n \n \n \n \n \n \n \n \n \n \n \n \n Video: Microplastics Explained\n (Britannica)\n \n \n \n \n \n \n \n \n \n \n \n \n \n Watch the video carefully and answer the questions\n below in full sentences where possible.\n \n \n \n \n \n \n \n \n \n \n \n \n \n Part A: Key Ideas (While Watching)\n \n \n \n \n \n \n \n \n \n \n \n \n \n 1. \n \n 1.Define the term microplastics.\n \n \n \n \n \n \n \n \n \n \n \n \n \n 2. \n \n 2.State about how small microplastics are.\n \n \n \n \n \n \n \n \n \n \n \n \n \n ☐\n Smaller than a grain of rice\n \n \n \n \n \n \n \n \n \n \n \n \n \n ☐ The\n size of a plastic bottle\n \n \n \n \n \n \n \n \n \n \n \n \n \n ☐ As\n large as a shopping bag\n \n \n \n \n \n \n \n \n \n \n \n \n \n 3. \n \n 3.\n Select how microplastics are formed. (Tick all that\n apply).\n \n \n \n \n \n \n \n \n \n \n \n \n \n ☐\n Breakdown of larger plastic items\n \n \n \n \n \n \n \n \n \n \n \n \n \n ☐\n Washing synthetic clothes\n \n \n \n \n \n \n \n \n \n \n \n \n \n ☐\n Natural materials like wood\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Κανονικός πίνακας\";\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:\"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 Part B: Understanding the 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 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Κανονικός πίνακας\";\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:\"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 1. \n \n 1.Explain the reason plastics do not completely disappear when they\n break down.\n \n \n \n \n \n \n \n \n \n 2. \n \n 2.\n Name two places where microplastics are found,\n according to the video.\n \n \n \n \n \n \n \n \n \n (a) ________________________________\n \n \n \n \n \n \n \n \n \n (b) ________________________________\n \n \n \n \n \n \n \n \n \n 3. List scientific tools or methods scientists use to\n study microplastics.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Part C:\n Chemistry Connection\n \n \n \n \n \n \n \n \n \n 1. \n \n 1.\n Discuss two reasons chemistry is important for identifying\n microplastics.\n \n \n \n \n \n \n \n \n \n 2. \n \n 2.\n Match the term to its correct meaning:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Κανονικός πίνακας\";\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:\"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 Term Meaning\n \n \n \n \n \n \n \n \n \n Polymer ☐ A\n chemical substance that breaks down plastic\n \n \n \n \n \n \n \n \n \n Microplastic ☐ A\n long chain of repeating molecules\n \n \n \n \n \n \n \n \n \n Degradation ☐ A\n very small piece of plastic\n \n \n \n \n \n \n Part D: Think and Reflect\n \n \n \n \n \n \n 1.\n \n 1.\n Identify why scientists are concerned about\n microplastics in food and water.\n \n \n \n \n \n \n \n \n \n 2. \n \n 2.\n One thing I learned from the video that surprised me\n was: \n \n \n \n \n \n \n Challenge Question (Optional)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Κανονικός πίνακας\";\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:\"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 Suggest one way people could reduce the amount of\n microplastics entering the environment.\n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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;}","AK:781":"N/A","O:30":"N/A","Q:349":"N/A","AB:276":"N/A","AA:576":"N/A","AG:314":"Analyse the logical consistency of the information.","O:761":"N/A","S:698":"N/A","AA:464":"N/A","AK:197":"N/A","G:264":"Media [Multimedia]","AC:571":"N/A","AK:70":"longevity, living longer, health, aging, aging society, 100-year life, challenges of longevity","V:289":"No","AI:724":"N/A","AJ:717":"N/A","AB:399":"N/A","AI:203":"N/A","AI:692":"N/A","AD:66":"2","O:522":"N/A","AC:180":"N/A","AI:396":"Yes","R:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","V:178":"N/A","Z:465":"Yes","P:395":"N/A","X:353":"N/A","H:228":"N/A","W:738":"N/A","S:173":"N/A","AA:246":"N/A","AD:596":"N/A","X:395":"N/A","G:382":"HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","Q:279":"No","AJ:351":"N/A","AB:99":"No","R:133":"120","O:712":"N/A","X:105":"1. Green Technology Innovations\n \n \n \n \n \n \n Exploring real-world sustainable tech solutions.\n \n \n \n \n \n \n Renewable energy technologies, energy-efficient computing, circular design.Activities: Research and presentation on a green innovation (e.g., solar-powered data centres, biodegradable hardware).Skills Developed: Research, critical evaluation, and innovation awareness.Sustainable AI Design\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 2.Sustainable AI Design\n \n \n \n \n \n \n Applying design thinking to make AI systems more energy-efficient.\n \n \n \n \n \n \n Key Topics: Algorithm optimization, eco-friendly computing, responsible AI development.Activities: Team project — “Design a sustainable AI product or service.”Skills Developed: System thinking, sustainable design, collaborative problem-solving.\n \n \n \n \n \n \n 3. Life Cycle Assessment in Technology\n \n \n \n \n \n \n Evaluating the environmental footprint of products and technologies.\n \n \n \n \n \n \n Key Topics: Resource extraction, production, energy use, and disposal of AI hardware.Activities: Conduct a mini life cycle analysis (LCA) for a digital device.Skills Developed: Analytical thinking, environmental literacy, quantitative reasoning.\n \n \n \n \n \n \n 4. Technology for Sustainable Futures\n \n \n \n \n \n \n Synthesising knowledge through project-based learning.\n \n \n \n \n \n \n Key Topics: Integrating AI, sustainability, and ethics.Activities: Design a final prototype or awareness campaign promoting sustainable technology use.Skills Developed: Research, creativity, teamwork, reflection, and civic responsibility.","AF:191":"N/A","AI:776":"N/A","R:385":"N/A","S:167":"N/A","U:261":"No","O:687":"N/A","R:347":"N/A","G:260":"Activity description","AD:135":"Yes","AG:707":"N/A","Z:46":"No","AC:365":"N/A","G:590":"HOWs [Previous knowledge]","P:465":"N/A","AH:454":"N/A","AG:537":"N/A","G:372":"HOWs [Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","Q:60":"No","AF:196":"N/A","AJ:763":"N/A","AI:574":"N/A","Z:292":"No","Q:250":"N/A","R:214":"N/A","AC:591":"N/A","Y:425":"N/A","AJ:141":"Recognise the importance of using a variety of information source types and carefully selecting them.","AA:553":"N/A","P:368":"N/A","Q:94":"No","U:743":"N/A","AB:248":"N/A","AI:747":"N/A","W:225":"N/A","AH:251":"N/A","H:97":"N/A","AG:721":"N/A","AG:388":"N/A","AJ:366":"N/A","R:379":"N/A","V:723":"No","V:360":"N/A","AJ:626":"N/A","AJ:592":"N/A","AC:535":"N/A","W:588":"N/A","AJ:30":"No","R:431":"N/A","O:600":"N/A","Z:566":"N/A","AG:784":"N/A","R:753":"N/A","G:711":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AI:509":"N/A","D:35":"SSI Theme","AB:528":"N/A","AD:349":"N/A","T:513":"N/A","AC:31":"No","AA:371":"N/A","G:85":"Age range [10]","W:687":"N/A","AA:192":"N/A","AA:201":"N/A","AA:388":"N/A","AH:664":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","P:445":"Ask learners if they have ever kept a diary/journal. Emphasize that a diary is a personal matter and is not meant to be read in public. Diary entries often concern not only experiences but also the writer's inner feelings. Ask the learners to prepare a pen and paper. Explain to them that they will be writing four different diary entries. This text will not be read by anyone without their permission, and spelling mistakes will not be corrected. The diary will contain entries from the childhood, youth, adulthood, and old age of a single writer. The learners' task will be to imagine how a person feels at a certain age, what brings them joy, and what worries them. The teacher should first introduce the contextto the learners, then stress that they must first write the date and year in the diary. They will then have 3 minutes for writing for each context (age).\n \n \n \n \n \n \n \n \n \n \n \n \n Introduction of the context:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 1.You are a small child. You have recently learned to write. You have received a beautiful new notebook. On the first page, you will write the date. State the year in which you learned to write. Start to write your diary. You have 3 minutes to write.\n \n \n \n \n \n \n \n \n \n \n \n \n After 3 minutes, prompt the learners to finish their sentence and then stop writing. Then you continue to introduce another context.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 2.\n Several years have passed. You are a teenager. You have just found your old diary/journal. Write today's date and continue writing. Describe your situation, your feelings, what you like, what you enjoy, what you look forward to, and what you are afraid of. Again, you have 3 minutes to write.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 3.A lot of time has passed. You are 30 years older. Imagine, how old you are. You are a middle-aged person. Your life has changed a lot. Write a new date and continue writing.\n \n You have another 3 minutes for that.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 4.Time marches relentlessly on. You are 30 years older. \n \n You have been retired for several years.\n Your body feelsthe burden of old age.\n \n You are thinking about your long life, which hasn't always been easy.\n Write a date and continue with the very last writing in your diary.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 Learners with different first language: The learners translate the quotes into their first language (with the help of your\n smartphone) and choose one which you like the most. Learners prepare a few\n sentences about their choice and translate them into the teaching language.\n \n Learners with hearing loss/hard of hearing: The teacher will provide instructions in written form.","Z:208":"N/A","AI:339":"N/A","X:438":"N/A","AK:757":"N/A","U:240":"N/A","AH:634":"N/A","Z:486":"25","T:239":"N/A","P:355":"N/A","Y:235":"N/A","W:719":"N/A","AK:168":"N/A","AB:747":"N/A","R:233":"N/A","AB:766":"N/A","AK:598":"N/A","R:240":"N/A","V:748":"N/A","AG:208":"N/A","O:388":"N/A","AC:104":"Ideas of wasting, hanging out and adopt new habits different from the past.\n \n \n \n \n Social and cultural knowledge to understand better the topic of the lesson.\n History, social and civic studies,Arts,Economy and biology.","AC:721":"N/A","AI:92":"Yes","AI:28":"Food and water scarcity","V:788":"/* 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:\"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 Learners explore the collection of original and re-created graphs posted to Padlet by peers. They compare how graph type affects the viewer’s interpretation of the same data. Learners take observation notes and discuss in pairs or small groups how visualization choices can make trends appear more or less significant. This prepares them for the final class discussion.","U:215":"N/A","O:54":"No","AH:316":"Take action to become a responsible democratic citizen.","AK:749":"N/A","AD:765":"N/A","R:557":"N/A","AH:350":"N/A","AI:216":"N/A","AE:536":"N/A","D:117":"Required infrastructure & Teaching Materials","W:440":"N/A","Y:533":"N/A","AD:378":"N/A","AD:605":"N/A","AG:510":"N/A","Z:9":"2025-11-05 12:12:49","AI:185":"N/A","H:773":"N/A","G:10":"Date last action","S:596":"N/A","AA:688":"N/A","R:432":"N/A","AJ:611":"No","AB:699":"N/A","P:576":"N/A","AA:120":"Discussion support sheet","AE:573":"N/A","AD:517":"N/A","X:213":"N/A","AK:107":"No","AC:580":"N/A","W:763":"N/A","V:26":"English","AH:92":"Yes","AK:565":"N/A","W:36":"Microplastics in food chains","AK:645":"No","AF:247":"N/A","T:335":"N/A","AF:509":"N/A","P:351":"N/A","U:337":"N/A","Q:789":"Yes","U:515":"N/A","U:212":"N/A","Q:646":"No","G:18":"Author(s) [Family name, given name]","W:424":"N/A","Z:372":"N/A","AE:782":"N/A","P:378":"N/A","P:733":"N/A","AH:556":"N/A","Y:628":"N/A","Y:192":"N/A","AK:705":"N/A","Q:205":"N/A","AA:736":"N/A","P:528":"N/A","AA:641":"Yes","AF:568":"N/A","AG:281":"N/A","AK:13":"2026","Z:243":"N/A","AD:770":"N/A","Q:229":"N/A","Y:728":"N/A","T:376":"N/A","AB:697":"N/A","AD:512":"N/A","AI:162":"N/A","AA:339":"N/A","AH:164":"N/A","U:224":"N/A","G:102":"Year of subject learning [>7th year]","AJ:555":"N/A","AB:218":"N/A","AB:299":"United Nations Guidelines for Consumer Protection, UNITED NATIONS, New York and Geneva, 2016","AJ:430":"N/A","Q:182":"N/A","Z:579":"N/A","AI:525":"N/A","AG:585":"N/A","G:588":"HOWs [Simulate the engagement.]","AC:163":"N/A","AK:32":"Yes","W:633":"N/A","AB:291":"N/A","AF:102":"Yes","G:769":"HOWs [Be objective and concise.]","G:560":"HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","AK:398":"N/A","AE:293":"N/A","V:221":"N/A","AI:570":"N/A","Q:719":"N/A","AK:302":"Scientific article title/author: https://pmc.ncbi.nlm.nih.gov/articles/PMC5684504/","X:363":"N/A","G:270":"Briefly describe the method you use.","R:169":"N/A","U:563":"N/A","Z:688":"N/A","R:739":"N/A","AB:704":"N/A","Q:439":"No","S:263":"N/A","AI:242":"N/A","D:98":"Year of Subject Learning","G:486":"Expected activity duration in minutes","U:288":"Yes","G:432":"HOWs [Outline steps and a timeline.]","AD:706":"N/A","G:693":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","T:372":"N/A","U:365":"N/A","AI:409":"N/A","AJ:372":"N/A","O:213":"N/A","AH:599":"N/A","Q:253":"N/A","AB:562":"N/A","W:246":"N/A","Z:773":"N/A","Q:632":"Yes","AD:760":"N/A","X:561":"N/A","O:214":"N/A","AJ:397":"N/A","H:406":"N/A","AE:465":"N/A","AI:543":"N/A","AA:749":"N/A","AA:693":"N/A","T:557":"N/A","O:266":"Other","G:340":"HOWs [Identify the scientific issue you would like to know more about.]","Y:157":"N/A","S:666":"Select the most informative and relevant search results.","Y:107":"Yes","W:345":"N/A","AB:347":"N/A","H:717":"N/A","S:215":"N/A","AB:722":"N/A","AI:702":"N/A","AG:791":"N/A","U:452":"No","W:777":"N/A","P:33":"No","O:771":"N/A","V:785":"N/A","AA:523":"N/A","AC:113":"No","S:562":"N/A","AD:339":"N/A","X:437":"N/A","AJ:606":"N/A","V:529":"N/A","AH:727":"N/A","V:365":"N/A","AI:62":"No","AC:555":"N/A","Z:748":"N/A","AK:523":"N/A","AJ:391":"N/A","AB:92":"No","AA:621":"/* 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 \n \n \n \n \n \n \n 1.\n Present or write key opinion and solution\n phrases on the board:\n We should… / It’s important to… / People can help by… / I think we need to…\n \n 2.\n Model a few examples connected to the previous\n reading (e.g., We should recycle plastic bottles, It’s important to\n use less plastic).\n \n 3.\n Distribute a short worksheet or display prompts\n (e.g., “reduce plastic waste,” “protect sea animals,” “use reusable bags”).\n \n 4.\n Encourage A2 learners to complete the sentence\n frames using simple ideas.\n \n 5.\n Challenge B1 learners to expand their sentences\n with reasons or connectors (e.g., because, so that, in order\n to).\n \n 6.\n Conclude with a brief class discussion—learners\n read their sentences aloud and identify common ideas.","AB:559":"N/A","AK:201":"N/A","G:797":"Teacher instructions","AI:760":"N/A","X:352":"N/A","R:50":"No","AI:206":"N/A","W:740":"N/A","AF:510":"N/A","AG:770":"N/A","G:316":"Learning Objective","O:224":"N/A","X:103":"Basic understanding of Artificial Intelligence (AI) and everyday digital technologies.Awareness of energy use, renewable vs. non-renewable sources, and climate change impacts.Basic digital literacy and collaboration skills for research, discussion, and group work.","V:240":"N/A","AK:378":"N/A","AG:797":"Now, watch and listen to the video again, and understand, how the conflict was solved.","X:772":"N/A","Q:522":"N/A","AI:699":"N/A","R:102":"No","Q:576":"N/A","P:723":"N/A","AD:86":"No","AC:277":"N/A","T:447":"Activity:\n Let's read (with multiple modalities) the first section\n of the article.\n \n \n \n Together,\n let's\n identify\n the problem\n the article\n raises\n Applying\n V-A-E to the Problem\n \n \n \n Now,\n let's\n analyze\n the first part of the article\n (AI's\n energy consumption)\n together\n Usethe V-A-E framework on the board.","S:590":"N/A","AG:652":"https://www.economicshelp.org/blog/2180/economics/economic-impact-of-war/","AG:252":"N/A","X:46":"No","AA:541":"N/A","S:69":"AI and the rising demand of electricity","AE:634":"N/A","V:35":"Atmospheric pollution","H:407":"N/A","AK:387":"N/A","R:593":"N/A","T:120":"(Optional) Tools for creating concept maps (paper, markers, or software).","Q:419":"N/A","S:706":"N/A","AK:430":"N/A","G:624":"Bloom's Taxonomy","D:447":"Activity Instruction","W:238":"N/A","W:535":"N/A","AF:430":"N/A","P:721":"N/A","AG:580":"N/A","G:138":"Learning Objective","AI:741":"N/A","O:334":"N/A","O:190":"N/A","U:575":"N/A","Y:663":"Yes","AF:724":"N/A","AD:633":"N/A","AJ:418":"N/A","AC:60":"No","AK:627":"Yes","O:645":"N/A","Q:68":"Designer babies and ethical controversies","AE:530":"N/A","Y:587":"N/A","AA:650":"/* 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 \n \n \n \n \n \n \n ·\n Start with a model sentence on the board and\n have learners complete it with their own ideas.\n \n ·\n Encourage collaboration—learners can help each\n other check grammar and vocabulary.\n \n ·\n Use sentence strips or cards for kinesthetic\n learners to match starters and endings.\n \n ·\n Record learners’ oral sentences as a mini class\n podcast or post-lesson reflection.\n \n ·\n End with a class poster summarising their best\n ideas for reducing microplastics.","T:215":"N/A","AF:585":"N/A","V:6":"15","U:738":"N/A","T:210":"N/A","S:199":"N/A","G:244":"HOWs [Identify a hook to grab the recipients’ attention.]","AC:164":"Yes","AA:182":"N/A","P:408":"N/A","AH:783":"Yes","V:244":"N/A","O:51":"No","U:407":"N/A","AA:368":"N/A","W:45":"No","O:36":"Fast fashion and textile waste","V:63":"No","V:526":"N/A","AJ:575":"N/A","H:753":"N/A","Z:8":"marg-egge-01","H:454":"N/A","S:198":"N/A","AD:173":"N/A","Y:721":"N/A","AJ:701":"N/A","AB:456":"N/A","AE:7":"en","T:673":"Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.","W:565":"N/A","Y:177":"N/A","AK:382":"N/A","AE:382":"N/A","Z:196":"N/A","S:421":"N/A","X:231":"N/A","Y:392":"N/A","AK:281":"N/A","T:184":"N/A","AI:372":"N/A","W:87":"Yes","AJ:760":"N/A","Q:34":"N/A","G:362":"HOWs [Check the publication date.]","AG:197":"N/A","X:244":"N/A","AI:756":"N/A","Q:98":"No","T:608":"N/A","V:593":"N/A","AF:607":"N/A","AA:532":"N/A","T:737":"N/A","D:75":"Keywords","Q:196":"N/A","V:644":"No","Z:605":"N/A","W:359":"N/A","AA:347":"N/A","AH:268":"Teacher-led instruction and Q&A sessions","V:567":"N/A","AJ:703":"N/A","AK:435":"No","X:247":"N/A","V:219":"N/A","Q:113":"No","G:783":"HOWs [Identify what you will be able to do.]","H:453":"N/A","U:694":"N/A","V:662":"10","AA:357":"N/A","Q:353":"N/A","AE:706":"N/A","H:46":"N/A","AI:246":"N/A","AA:188":"N/A","AD:527":"N/A","D:101":"Year of Subject Learning","AJ:114":"Yes","Q:611":"Yes","O:527":"N/A","AB:410":"N/A","T:277":"N/A","R:486":"30","AF:593":"N/A","AI:731":"N/A","V:384":"N/A","AK:580":"N/A","AJ:585":"N/A","AB:333":"N/A","X:439":"N/A","X:516":"N/A","AI:604":"N/A","AC:597":"N/A","W:520":"N/A","V:333":"N/A","U:293":"No","AJ:6":"2","V:14":"Kerschdorfer, Vera","AI:605":"N/A","X:221":"N/A","V:428":"N/A","P:789":"N/A","Y:98":"No","Y:459":"medium subject complexity","AD:469":"N/A","T:543":"N/A","P:419":"N/A","AC:348":"N/A","R:634":"N/A","AK:535":"N/A","O:573":"N/A","R:58":"No","G:127":"Required teaching materials []","R:10":"2025-11-07 10:05:43","AI:436":"Team work,Learners choose\n \n (lottery)\n \n \n a different historical example of Greek historyin which hunger was used as a weapon of war ( German occupation of Greece, Fall off Messologhi, Bulgarian occuation in northern Greece( Komotini, Thrace), Peloponnesian War – the conquest of Athens by the Spartans, Each group works on a different example from the greek history.They collect information in the collaborative googledocument, exploring the historical context, causes, ethical, economic, and humanitarian consequences","O:414":"N/A","AI:758":"N/A","G:576":"HOWs [Identify solutions that create new negative impacts.]","R:198":"N/A","V:70":"AI","AI:91":"Yes","O:166":"N/A","Z:574":"No","D:108":"Required infrastructure & Teaching Materials","V:263":"Yes","Q:396":"N/A","AA:691":"N/A","AA:276":"Yes","P:68":"Longevity","AC:713":"N/A","G:456":"Multiple means of action and expression [allows learners to choose from different assessment formats such as essays, presentations, projects, or multimedia creations based on their strengths and preferences]","AE:605":"N/A","X:600":"N/A","U:749":"N/A","AI:554":"N/A","AD:602":"N/A","R:406":"N/A","H:374":"N/A","G:627":"Multiple means of representation [offers videos, images, diagrams, and interactive simulations alongside textual explanations to appeal to different learning styles]","AI:739":"N/A","AD:534":"N/A","AD:470":"N/A","R:206":"N/A","AF:159":"N/A","Y:70":"microplastics, polymer chemistry, pollution, human health, sustainability","O:421":"N/A","W:432":"N/A","D:118":"Required infrastructure & Teaching Materials","S:466":"N/A","X:109":"Yes","R:369":"N/A","P:590":"N/A","AE:94":"Yes","V:446":"This is a\n worksheet-led analysis of graphs on IA and energy consumption. The learners\n should first work individually and then share their solutions in a group.","V:704":"N/A","V:405":"N/A","AC:351":"N/A","G:321":"Learning Outcome","G:177":"HOWs [Verify the authenticity of displayed images and videos by using ☑ verification tools.]","U:431":"N/A","AC:260":"Learners make a list of needs and wishes in pairs regarding fashion and fast consumerism.\n \n \n \n \n Flashcards with ideas and vocabulary related to the SSI:\n \n \n https://gemini.google.com/share/54d7975cf05d\n \n \n \n \n Then talk about their results ansd share with the rest of the class.","Z:564":"N/A","AK:361":"N/A","AD:99":"No","Z:30":"Yes","R:690":"N/A","X:740":"N/A","P:88":"Yes","AF:386":"N/A","G:132":"Required teaching materials []","AH:486":"20","Q:170":"N/A","AI:592":"N/A","AA:260":"Activity Description: Learners are introduced to the socio-scientific issue of microplastics in food chains. They briefly discuss what microplastics are, where they come from, and why they might be a problem for people and the environment.","Z:279":"No","AC:55":"No","Y:111":"No","Q:371":"N/A","AA:389":"N/A","D:645":"Student Output Form","AK:440":"N/A","X:510":"N/A","AJ:724":"N/A","R:651":"adapted from: Methoden der Präimplantationsdiagnostik – oder Haben wir ein Recht auf ein gesundes Kind? (Katja Reitschert, Corinna Hößle). S.23-26. 2015. Raabe Unterrichtsmaterialien. ANFRAGE zur Nutzung bei Dr. Josef Raabe Verlags GmbH ratsam!","G:476":"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]","AC:742":"N/A","O:173":"N/A","AB:35":"Waste pollution","X:766":"N/A","W:571":"N/A","AG:763":"N/A","G:75":"Key words (for online filter and search function) []","Z:288":"Yes","X:705":"N/A","AE:447":"contrast by reading the text given, watching video of the story.distinguish in the class the different types of story based on the language used in the reading and the video, if you happen to come across dificulties undestarnding any items of vocabulry - underline and ask the teacher to define it to the whole class afterwards","Q:718":"N/A","T:401":"N/A","X:161":"N/A","X:746":"N/A","AJ:373":"N/A","Q:211":"N/A","AG:454":"N/A","O:370":"N/A","AD:393":"N/A","AF:540":"N/A","H:775":"N/A","S:206":"N/A","S:519":"N/A","AA:264":"No","O:167":"N/A","AE:32":"No","AC:548":"N/A","R:354":"N/A","H:281":"N/A","AD:115":"No","S:354":"N/A","AB:538":"N/A","H:222":"N/A","G:265":"Media [Interactive media]","S:375":"N/A","Y:430":"N/A","AG:430":"N/A","AC:198":"N/A","U:613":"Yes","U:753":"N/A","AA:223":"N/A","AF:157":"N/A","X:738":"N/A","AG:39":"Conflicts and wars disrupting food supply","V:721":"Yes","G:100":"Year of subject learning [6th year]","AD:428":"N/A","AF:453":"N/A","AH:365":"N/A","V:780":"N/A","P:111":"Yes","G:155":"Learning Outcome","R:712":"N/A","P:573":"N/A","G:678":"Learning Outcome","AI:736":"N/A","R:168":"N/A","Z:694":"N/A","AA:91":"No","T:512":"N/A","AF:444":"Group work","Z:367":"N/A","X:724":"N/A","AI:157":"N/A","AA:232":"N/A","AE:533":"N/A","Y:365":"N/A","T:344":"N/A","G:707":"HOWs [Identify ☑ visual indications of sponsored content.]","G:109":"Required infrastructure [Student smartphones]","Q:638":"high subject complexity","AJ:249":"N/A","AG:103":"Learners must be familiar with the definitions and meaning of the following vocabulary: war, conflict, shortage, supply, dependency, cooperation, blokade, bribe, blackmail, infuence, peace, peace treaty, resistance, sactions, humanitarian, refugee, peacemaker, military intervention, peace negotiations, civilian casualties, peacekeeping mission and other possible expressions in their L1\n \n (If the techer decides to do this activity later on L2, then they also have to have a list of vocabulary in L2 in order to use them properly. They have also learned the words and expressions.)\n \n They have also prepared a mind-map of the useful vocabulary that is / are on display in the classroom.\n \nThey have already learnt how to debate and discuss topics. They know how to react politely to something they do not agree with.","AH:157":"No","AK:431":"N/A","AG:517":"N/A","R:687":"N/A","W:431":"N/A","Y:376":"N/A","AG:342":"N/A","AK:777":"N/A","AE:781":"N/A","AI:168":"N/A","AA:623":"/* 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 \n \n \n \n \n \n \n ·\n Complete the sentence: We should…\n \n ·\n Complete the sentence: It’s important\n to…\n \n ·\n Complete the sentence: People can help\n by…\n \n ·\n Expand your sentences by adding a reason\n or connector (e.g., because, so that).\n \n ·\n Share one of your sentences with your\n partner.","AF:608":"N/A","AB:278":"N/A","AK:195":"N/A","P:101":"Yes","H:62":"N/A","H:95":"N/A","AB:767":"N/A","AB:468":"N/A","G:323":"Learning Outcome","AA:219":"N/A","X:261":"N/A","AH:366":"N/A","AB:310":"50","H:616":"N/A","AF:451":"N/A","AH:14":"Voss, Udo","Z:771":"N/A","AF:312":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AJ:8":"kate-rezn-01","W:773":"N/A","AK:163":"N/A","Q:787":"Yes","AF:376":"N/A","O:740":"N/A","P:757":"N/A","S:752":"N/A","AG:549":"N/A","AG:202":"N/A","AC:516":"N/A","H:158":"N/A","Z:423":"N/A","P:734":"N/A","P:525":"N/A","AD:333":"N/A","U:34":"N/A","G:317":"Learning Outcome","AI:188":"N/A","AJ:377":"N/A","AE:717":"N/A","AA:137":"Use search strategies to find (more) information sources on the socio-scientific issue.","P:551":"N/A","AJ:386":"N/A","AD:205":"N/A","Z:561":"N/A","P:257":"N/A","AE:522":"N/A","AE:168":"N/A","G:605":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","AB:423":"N/A","AA:175":"N/A","AH:780":"N/A","W:382":"N/A","AB:167":"N/A","X:371":"N/A","D:142":"Learning Outcome","V:712":"N/A","X:467":"N/A","T:161":"N/A","T:388":"N/A","AH:211":"N/A","AC:136":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AK:409":"N/A","AF:245":"N/A","R:269":"In worksheet form: Gathered information from credible sources on Cystic Fibrosis.\n As research activity: Ask learners to resarch about the disease (symptoms etc)","AE:587":"N/A","AJ:720":"N/A","AC:259":"No","X:691":"N/A","R:766":"N/A","P:747":"N/A","AC:222":"N/A","O:202":"N/A","U:168":"N/A","AC:159":"N/A","V:444":"Individual work","T:511":"N/A","W:99":"No","U:752":"N/A","AK:311":"No","AE:773":"N/A","H:369":"N/A","W:748":"N/A","AF:391":"N/A","AG:356":"N/A","Q:639":"Multiple Means of RepresentationProvide summarized notes or visual diagrams to support understanding of key concepts (e.g., genetic modification, designer babies).Use videos or podcasts to present ethical dilemmas, supporting learners with reading difficulties.Offer key vocabulary lists and examples to help learners grasp ideas related to identity and values.Multiple Means of EngagementAllow learners to choose their role in the debate (e.g., scientist, parent, child, religious leader) based on their interests or comfort level.Encourage learners to incorporate personal experiences or cultural references into the creative writing task for deeper connection.Provide alternative writing prompts to accommodate different sensitivities and perspectives.Multiple Means of Action and ExpressionAllow oral presentations instead of written texts for learners with writing challenges.Use visual tools (e.g., mind maps, storyboards) to help learners organize their thoughts before writing.Provide writing scaffolds (sentence starters, paragraph structures) to support learners with learning difficulties.Offer the option of collaborative writing in pairs or small groups.","AB:418":"N/A","Q:257":"N/A","AJ:551":"N/A","U:510":"N/A","U:118":"Lesson plan outline and scene overview","AK:758":"N/A","AK:44":"The first person to live to 150 is already alive.\n \n Aging is a disease we can cure.\n Living longer means suffering longer.\n Life extension is only for the rich.\n \n \n Cryonics can bring you back to life.\n \n \n \n Brain uploading is around the corner.","X:428":"N/A","Y:223":"N/A","U:470":"No","Y:431":"N/A","AH:799":"Work in groups.\n \n Basic rhythm: https://www.mobilesport.ch/capoeira-escolar/capoeira-escolar-im-rhythmus/\n \n Clap it.\n \n Learners build a circle. Two learners are fighting in the middle; the rest of the group claps the rhythm.\n \n Learners show the action and reaction they practiced before. If one wants to get out, he joins the circle, and another student moves into action.\n \n At the end of the lesson:\n \n After fighting: Find out who might be the winner. What could be better than to fight?\n \n What did work out fine? What didn't.\n \n What could be the end of the story?\n \n Read out the rest of the story: In the midst of this tension, an old teacher from the mountain town of Elva wrote an open letter to both governments. He reminded them that the river had never belonged to anyone—it had only passed through their lands, offering life to all. His words spread quickly through newspapers and radio stations.\n \n Moved by public pressure, the two countries finally agreed to pause their confrontation and form a joint river council. Engineers from Danielland and Udoish began to share data, monitor the water flow, and plan a schedule for fair water release. It was only the beginning of peace, but it showed that dialogue could succeed where conflict had failed.\n \n And so, the River Agnes flowed again—slower than before, but freer than it had been in many months—reminding both nations that cooperation, like water itself, can carve a new path through even the hardest rock.","S:517":"N/A","AB:219":"N/A","X:44":"Misconnections\n AI is just software, so it doesn’t use energyUsing AI is cleaner than manual work, because is digitalPersonal use of AI doesn’t affect the environmentCloud computing is eco friendly, because is virtualAI automatically makes systems more efficient\n Misinformation\n Tech companies are carbon neutralAI consumes less power than other digital technologiesThe environmental footprint of AI is too small to matterBig data and AI are automatically good for society","AI:583":"N/A","O:425":"N/A","P:572":"N/A","Y:244":"N/A","X:211":"N/A","G:267":"App [Other]","G:648":"Model solution","AC:644":"N/A","O:181":"N/A","Y:458":"No","P:776":"N/A","AG:423":"N/A","W:112":"No","X:281":"N/A","P:781":"N/A","P:383":"N/A","AG:643":"N/A","H:514":"N/A","V:774":"N/A","AB:222":"N/A","P:293":"N/A","AK:619":"Wordwall","U:354":"N/A","AF:553":"N/A","Z:435":"Yes","U:386":"N/A","Z:388":"N/A","AG:419":"N/A","X:97":"No","AC:410":"N/A","P:782":"N/A","AH:684":"Select an action or initiative.","S:455":"N/A","P:560":"N/A","AH:231":"N/A","S:695":"N/A","V:455":"No","AF:423":"N/A","AB:710":"N/A","R:401":"N/A","AJ:388":"N/A","AJ:688":"N/A","W:61":"No","V:726":"N/A","U:400":"N/A","Q:7":"en","U:241":"N/A","AD:738":"N/A","AE:173":"N/A","G:700":"HOWs [Identify author and messenger.]","AJ:394":"N/A","H:404":"N/A","AE:188":"N/A","S:98":"No","AA:122":"Visual Aids","AF:414":"N/A","G:662":"Expected activity duration in minutes","P:741":"N/A","H:205":"N/A","S:191":"N/A","G:163":"HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","S:577":"N/A","T:771":"N/A","AC:10":"2026-01-22 10:00:34","AB:400":"N/A","H:91":"N/A","AJ:169":"N/A","AF:32":"No","AA:9":"2025-11-05 12:12:57","R:338":"N/A","G:74":"Key words (for online filter and search function) []","X:701":"N/A","R:373":"N/A","AF:374":"N/A","T:770":"N/A","AB:195":"N/A","G:408":"HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","AE:514":"N/A","AK:400":"N/A","Z:616":"N/A","R:534":"N/A","AE:349":"N/A","AI:202":"N/A","AD:139":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","Y:238":"N/A","AC:293":"N/A","T:274":"N/A","P:361":"N/A","AC:724":"N/A","AG:198":"N/A","AA:544":"N/A","Z:779":"N/A","AH:204":"N/A","G:3":"Who?","V:274":"No","V:162":"N/A","AA:171":"N/A","T:793":"N/A","W:470":"N/A","AK:735":"N/A","AF:522":"N/A","AI:526":"N/A","AD:576":"N/A","AK:112":"No","P:541":"N/A","AJ:340":"N/A","V:545":"No","AB:110":"Yes","Z:312":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AK:458":"N/A","AH:586":"N/A","O:518":"N/A","R:173":"N/A","Q:378":"N/A","AC:739":"N/A","G:229":"HOWs [Identify gaps in existing efforts addressing these needs.]","Z:383":"N/A","AC:715":"N/A","AG:607":"N/A","R:279":"No","V:711":"N/A","AB:546":"N/A","AK:87":"No","AH:728":"N/A","H:629":"N/A","V:268":"Individual work","AD:11":"176.216.201.166","AH:367":"N/A","X:590":"N/A","AC:415":"N/A","V:204":"N/A","H:256":"N/A","AB:134":"50","R:29":"4","AF:58":"No","U:424":"N/A","AG:612":"Debate: Ss in smaller groups answer and discuss the questions. They now need to think about changes generated by the new dam on the river.\n \n \n Then, once they have finished the discussion, they continue contemplating about the possible ways to make Daniellanders understand the problem and push them towards a kind of agreement.\n \n \n The Ss will now discuss the problem comprehensively from an economics point of view in groups of 3 or 4. They now discuss how the building of the dam and the regulation of the waterflow will influence differently the economy of the two countries. The Ss also have to write a brief summary of the situation and choose a speaker, who will represent the gruop.","H:174":"N/A","G:205":"HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","O:157":"N/A","P:588":"N/A","X:275":"N/A","AC:747":"N/A","V:409":"N/A","AB:373":"N/A","U:333":"N/A","H:166":"N/A","Q:30":"No","Y:520":"N/A","P:338":"N/A","AK:251":"N/A","AH:66":"4","G:536":"HOWs [Scan the titles for keywords that match your search query.]","AI:408":"N/A","AE:368":"N/A","AD:564":"N/A","G:371":"HOWs [Identify sensational and emotional language used to influence the audience.]","AB:607":"N/A","O:582":"N/A","Y:521":"N/A","AD:417":"N/A","Q:102":"No","Q:347":"N/A","X:422":"N/A","P:260":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 Learners will receive a list of 10 diverse quotes on\n longevity. They will read them and choose one that they like the most. Then,\n they must rephrase the chosen quote into one sentence using their own words and\n write it down. This is followed by pair work. A student reads his/her rephrased\n sentence to the partner. The partner attempts to guess which quote from the list\n the sentence refers to. Then they switch roles for the guessing. Subsequently,\n they candiscuss why they chose the particular quote.\n \n \n \n \n If there are learners with special needs, proposals for task modification are set in \"Teachers instructions\"","Q:475":"• Huxley, Aldous. Brave New World. London: Chatto & Windus, 1932. • Shelley, Mary. Frankenstein; or, The Modern Prometheus. London: Lackington, Hughes, Harding, Mavor & Jones, 1818.","AJ:58":"No","AC:738":"N/A","AK:755":"N/A","O:781":"N/A","G:242":"HOWs [Refer to sources.]","AI:723":"N/A","AJ:408":"N/A","Y:780":"N/A","T:178":"N/A","AF:372":"N/A","Y:92":"No","X:703":"N/A","AC:245":"N/A","U:633":"No","AH:221":"N/A","Y:413":"N/A","AK:554":"N/A","AF:644":"N/A","AA:591":"N/A","G:146":"Learning Outcome","Z:419":"N/A","S:362":"N/A","AJ:764":"N/A","AA:525":"N/A","AF:93":"Yes","W:570":"N/A","U:628":"No","AA:708":"N/A","T:528":"N/A","AG:755":"N/A","X:525":"N/A","AH:223":"N/A","AI:382":"N/A","Y:586":"N/A","Q:590":"N/A","G:174":"HOWs [☑ Use verification tools to detect deep fakes.]","U:732":"N/A","AF:217":"N/A","P:175":"N/A","AJ:106":"Yes","AB:251":"N/A","O:33":"N/A","AA:372":"N/A","U:207":"N/A","D:89":"Learner Age Range","AJ:593":"N/A","G:422":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","AD:239":"N/A","AD:279":"N/A","Q:339":"N/A","P:517":"N/A","G:188":"HOWs [Identify ☑ verbal cues that indicate arguments and evidence or examples.]","V:192":"N/A","AC:701":"N/A","O:594":"N/A","AJ:205":"N/A","AA:728":"N/A","AD:268":"Group work","S:487":"No","Q:173":"N/A","W:627":"N/A","T:174":"N/A","AE:109":"No","U:204":"N/A","O:115":"No","AC:418":"N/A","Z:385":"N/A","AK:713":"N/A","G:258":"HOWs [Other]","AB:594":"N/A","AI:107":"Yes","U:514":"N/A","AH:550":"N/A","T:399":"N/A","Z:742":"N/A","Q:376":"N/A","Q:594":"N/A","T:236":"N/A","R:583":"N/A","AF:252":"N/A","AK:566":"N/A","AH:445":"They are so angry that they start to fight. But because they are clever, they just fight one against one.\n Take a look at the input video: Learners have to learn the basic movements. They practice alone and with a partner.","AG:340":"N/A","Z:747":"N/A","Y:395":"N/A","AG:528":"N/A","O:464":"N/A","AB:11":"92.82.186.212","R:224":"N/A","T:380":"N/A","S:108":"Yes","T:175":"N/A","AF:548":"N/A","AB:281":"N/A","AA:279":"Yes","S:573":"N/A","AG:441":"N/A","AH:399":"N/A","Z:594":"N/A","AF:57":"No","AF:253":"N/A","R:567":"N/A","Y:389":"N/A","AF:117":"Worksheets, laptops","G:487":"SciLMified? [This activity is designed to support a SciLMi learning outcome.]","V:566":"N/A","D:129":"Required infrastructure & Teaching Materials","V:161":"N/A","AD:616":"N/A","AG:760":"N/A","G:173":"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).]","Y:256":"N/A","AD:299":"https://carbontrail.net/blog/fast-fashion-and-its-environmental-impact-in-2025/","G:585":"HOWs [Weigh the effect of potential forms of engagement.]","R:243":"N/A","AF:595":"N/A","Y:454":"No","R:561":"N/A","U:588":"N/A","AK:688":"N/A","Z:175":"N/A","Y:60":"No","Y:561":"N/A","AB:168":"N/A","AA:94":"No","G:76":"Key words (for online filter and search function) []","AG:374":"N/A","O:779":"N/A","Q:362":"N/A","O:767":"N/A","AF:578":"N/A","AK:416":"N/A","AD:159":"N/A","G:599":"HOWs [Select arguments that support your message.]","V:412":"N/A","AK:28":"Longevity","U:571":"N/A","AC:525":"N/A","AJ:194":"N/A","AK:632":"No","H:780":"N/A","AK:622":"The statements help focus on different areas of life pursuing extreme longevity will potentially impact. The gap-fill task enhances learners' vocabulary on the topic, while the statements encourage learners to further explore the different positive and negative effects of longevity.\n \n \n This activity allows for different work modes. The gap-fill task can be done individually or in pairs, online or on a handout. If the vocabulary task is done on Wordwall, learners will see the correct solutions without the help of the teacher too. The discussion is best done in pairs or groups of three. Doing this in a gallery walk format helps energize the learners and discuss the implications in a more focused way, while they can also choose those statements they would like to discuss in more detail.","S:594":"N/A","O:278":"No","AE:799":"weight the possible solutions for the problem caused by war or conflict, find allies who support your suggested solution","Q:282":"No","O:242":"N/A","D:152":"Learning Outcome","G:325":"Learning Outcome","AG:469":"N/A","AD:733":"N/A","P:763":"N/A","AI:686":"N/A","H:371":"N/A","AA:355":"N/A","AC:642":"N/A","AE:227":"N/A","AA:179":"N/A","AC:743":"N/A","AC:570":"N/A","H:611":"N/A","AI:252":"N/A","X:276":"N/A","P:574":"N/A","V:520":"N/A","W:604":"N/A","W:401":"N/A","H:355":"N/A","S:538":"N/A","V:626":"No","P:159":"N/A","AG:722":"N/A","P:203":"N/A","Q:44":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Table Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin:0cm;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Many\n believe genetically modified babies are already widespread.(Germline editing in humans is rare, heavily regulated, often experimental).Selecting traits like intelligence is simple and well‑understood (Many traits are polygenic, complex and poorly predicted — selection is very uncertain).Gene editing only benefits the child (Interventions affect families, societies, future generations and can widen inequality).Editing embryos is entirely safe and risk‑free. (Significant risks remain — mosaicism, unintended edits, long‑term unknowns).Genetically‑edited babies are already walking around with super‑traits. (No verified case of intentional trait‑enhanced babies with known results and broad ethical oversight).Editing embryos is entirely safe and risk‑free.” (Significant risks remain — mosaicism, unintended edits, long‑term unknowns).Some\n learners may dismiss ethical debates as irrelevant in a scientific age.Others\n may conflate therapeutic editing (e.g. removing disease risk) with enhancement,\n rejecting both.Learners\n may assume that scientific capability should override ethical or societal\n concerns","AA:72":"Plastic Pollution","U:216":"N/A","U:100":"Yes","AE:613":"N/A","V:756":"N/A","H:526":"N/A","AD:293":"N/A","AG:627":"N/A","U:614":"No","O:581":"N/A","AB:525":"N/A","V:613":"Yes","AH:380":"N/A","AA:558":"N/A","AI:184":"N/A","O:373":"N/A","Y:565":"N/A","AA:707":"N/A","Q:517":"N/A","X:390":"N/A","Y:579":"N/A","AD:170":"N/A","W:164":"Yes","AD:347":"N/A","O:206":"N/A","AI:299":"https://www.renderforest.com/watch-110590883?quality=0 , https://news.un.org/en/gallery/1147417","AD:560":"N/A","AH:583":"N/A","AJ:405":"N/A","AK:352":"N/A","X:711":"N/A","AA:512":"N/A","W:290":"N/A","R:108":"Yes","AC:562":"N/A","Y:552":"N/A","AK:606":"N/A","U:427":"N/A","AG:568":"N/A","AF:240":"N/A","V:755":"N/A","P:690":"N/A","AD:565":"N/A","V:642":"No","AA:546":"N/A","AJ:664":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","U:66":"6","AC:433":"N/A","X:546":"N/A","Y:350":"N/A","G:419":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AG:217":"N/A","AC:793":"N/A","AA:362":"N/A","U:103":"Learners should have a foundational understanding of protein structure and function, including the levels of protein organisation (primary to quaternary) and the role of non-covalent interactions in maintaining stability. They are expected to be familiar with basic thermodynamic concepts such as enthalpy, entropy, and Gibbs free energy, as well as the general principles of enzyme activity and denaturation. A preliminary awareness of how scientific research is communicated through academic and popular media will also support engagement with the socio-scientific aspects of the lesson.","Z:242":"N/A","AJ:785":"N/A","AG:269":"Let Ss come up with ideas on their own.\n \n \n They may answer some questions:\n \n \n \n \n \n What does conflict mean to you? Come up with synonym meaning words. Have you ever experienced any conflicts? What was it like?\n \n \n \n \n \n \n \n \n Play the introductiry part of the recording twice and make sure the Ss understand the core of the conflict. Use comprehension checking questions.\n \n \n \n \n \n \n \n \n \n \n \n There are two countries involved in the conflict. Y/N\n \n \n \n \n \n \n \n \n \n \n Udoish is the country to the north. Y/N\n \n \n \n \n \n \n \n \n The river has dam built on it.\n \n Y/N\n \n \n \n \n \n \n \n \n \n Danielland regulates the water flow of the river.\n \n Y/N\n \n \n \n \n \n \n \n \n \n Udoish does not mind the building of the dam on the river.\n \n Y/N\n \n \n \n \n \n \n \n \n \n Udoish suffers from the regulation.\n \n Y/N","Q:563":"N/A","AC:111":"No","W:50":"No","Z:345":"N/A","D:69":"Lesson Title","AH:293":"N/A","AC:239":"N/A","P:194":"N/A","Z:701":"N/A","Q:114":"Yes","D:55":"Subjects","AF:180":"N/A","Q:462":"high subject complexity","AK:244":"N/A","U:158":"N/A","G:598":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","AK:396":"N/A","AI:344":"N/A","AB:337":"N/A","AJ:1":"25","D:468":"Student Output Form","X:229":"N/A","AG:391":"N/A","AF:403":"N/A","AE:608":"N/A","AI:174":"N/A","AA:766":"N/A","AD:199":"N/A","W:701":"N/A","S:600":"N/A","AH:361":"N/A","U:646":"No","X:277":"N/A","O:585":"N/A","AI:211":"N/A","AB:487":"N/A","AE:360":"N/A","G:165":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","X:208":"N/A","AF:377":"N/A","T:545":"N/A","AC:97":"No","Q:58":"No","O:261":"No","W:391":"N/A","AI:759":"N/A","S:693":"N/A","AF:107":"Yes","AK:563":"N/A","AK:605":"N/A","AD:111":"No","AD:455":"N/A","S:717":"N/A","Q:687":"N/A","AF:206":"N/A","O:556":"N/A","X:752":"N/A","AF:558":"N/A","Q:189":"N/A","W:540":"N/A","O:87":"No","O:455":"N/A","AB:119":"PPT with information about United Nations Organization principles towards consumer protection","AC:35":"Waste pollution","AG:179":"N/A","Y:776":"N/A","P:161":"N/A","AJ:94":"Yes","AE:746":"N/A","V:234":"N/A","W:744":"N/A","AC:620":"Class activity","AB:28":"Discovering the Hidden Truths of Fast Fashion","V:779":"N/A","Y:615":"N/A","P:294":"N/A","H:572":"N/A","AF:554":"N/A","AE:643":"N/A","AA:642":"Yes","Y:355":"N/A","O:520":"N/A","H:194":"N/A","AK:410":"N/A","Z:557":"N/A","G:794":"App","Z:413":"N/A","AI:44":"Biased perception of food and water scarcity","AG:521":"N/A","S:53":"No","S:245":"N/A","AD:698":"N/A","AK:30":"No","D:92":"Learner Age Range","P:628":"N/A","Q:160":"N/A","AD:291":"N/A","P:766":"N/A","O:405":"N/A","AD:58":"No","AK:106":"Yes","S:599":"N/A","AE:336":"N/A","AA:74":"Sustainability","AJ:714":"N/A","AB:703":"N/A","S:238":"N/A","T:312":"Click and think critically: Select and analyse information on a socio-scientific issue.","AG:93":"Yes","AJ:552":"N/A","G:443":"App [Other]","W:194":"N/A","V:165":"N/A","G:792":"Media [Multimedia]","G:548":"HOWs [Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.]","R:375":"N/A","AC:710":"N/A","Q:697":"N/A","AJ:31":"No","AF:696":"N/A","X:412":"N/A","Y:104":"1. \n \n Introduction to polymers (What polymers are, including examples of natural and synthetic polymers, basic chemical structure of plastics and how monomers form polymers, properties of different polymers such as flexibility, durability, density.)\n \n \n \n \n \n \n \n 2.Materials in the environment (Investigation of different types of everyday materials, e.g. metal, glass, plastic, wood, biodegradability and persistence of materials in nature.)\n \n \n \n \n \n 3.Pollution and Human Impact (General pollution types (air, water, soil) and how human activity affects ecosystems.)","X:66":"4","T:359":"N/A","G:349":"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:167":"N/A","AA:337":"N/A","G:438":"Media [Audio media]","AA:555":"N/A","AD:361":"N/A","AF:726":"N/A","AA:115":"No","AC:1":"18","Y:451":"Yes","AI:688":"N/A","AB:749":"N/A","AH:167":"N/A","Y:598":"N/A","AF:279":"N/A","AA:401":"N/A","V:362":"N/A","AC:417":"N/A","Z:257":"N/A","AC:398":"N/A","O:629":"N/A","AA:709":"N/A","W:70":"microplastic, environment, food chain, plastic planet","AK:618":"Other","X:605":"N/A","AB:517":"N/A","AK:85":"No","Q:311":"No","O:615":"N/A","AD:592":"N/A","W:779":"N/A","AA:679":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","AH:382":"N/A","AA:269":"Show a short image or infographic illustrating how microplastics enter the food chain (e.g., from plastic waste → ocean → fish → humans). Guide learners with simple questions such as:“What do you see?”,“Where does the plastic go?”,“Why is this a problem?”Summarise by stating that this lesson will explore how plastic waste affects living things and what we can do about it.","AJ:163":"N/A","AD:777":"N/A","AJ:229":"N/A","Z:684":"Select an action or initiative.","P:89":"Yes","O:457":"N/A","T:35":"Atmospheric pollution","AJ:63":"No","X:775":"N/A","AI:287":"Provide\n visual captions or subtitles for videos.\n Offer\n image descriptions for visually impaired learners.\n Allow\n oral or written reflection responses.\n Use\n small-group discussion for shy learners.\n Provide\n vocabulary support or glossary for EAL learners.Ensure a safe, respectful atmosphere for sharing\n feelings","AE:53":"No","AA:243":"N/A","O:591":"N/A","Y:749":"N/A","AE:158":"N/A","R:237":"N/A","O:338":"N/A","Z:66":"4","U:778":"N/A","P:486":"20","AH:93":"Yes","S:109":"No","H:289":"N/A","AK:647":"Pair and then whole-group discussion.","S:608":"N/A","AG:218":"N/A","P:335":"N/A","H:630":"N/A","AI:527":"N/A","R:175":"N/A","S:276":"N/A","AG:235":"N/A","P:688":"N/A","H:45":"N/A","AF:193":"N/A","AA:763":"N/A","S:226":"N/A","V:776":"N/A","R:692":"N/A","AJ:362":"N/A","Y:213":"N/A","AD:437":"N/A","AF:695":"N/A","AB:49":"No","Q:628":"Yes","Y:547":"N/A","O:264":"No","H:375":"N/A","AF:179":"N/A","AH:584":"N/A","V:743":"N/A","AD:53":"No","H:543":"N/A","S:422":"N/A","AK:99":"Yes","AC:688":"N/A","O:165":"N/A","O:586":"N/A","AB:377":"N/A","AC:135":"Yes","Z:705":"N/A","AE:402":"N/A","AI:29":"4","AI:464":"N/A","AC:719":"N/A","AD:626":"N/A","T:533":"N/A","P:696":"N/A","Z:260":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Writing task:Each group writes their own letter to\n parents and the headmaster inviting them to an ‘Environmental Education Day’.","AD:26":"English","AI:710":"N/A","G:425":"HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","AG:633":"N/A","V:641":"No","P:47":"No","R:35":"Genetic engineering","AC:203":"N/A","Z:696":"N/A","AC:565":"N/A","G:679":"Learning Outcome","V:252":"N/A","AD:430":"N/A","P:692":"N/A","G:722":"HOWs [Examine the use of rhetorical devices.]","AC:456":"N/A","AI:264":"No","Y:249":"N/A","AA:196":"N/A","AH:180":"N/A","D:81":"Keywords","V:173":"N/A","S:388":"N/A","AJ:445":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 Introduce the topic of longevity and explain that learners\n will explore how different belief systems view natural life and death.\n \n ·\n Display the four doctrinal quotes (Christianity, Buddhism,\n Islam, Secular/Humanist) using printed cards or a projector.\n \n ·\n Use ClassroomScreen or another digital tool to randomly divide\n learners into four groups. Each group is assigned one belief\n system.\n \n ·\n Ask learners to read and discuss their assigned quote to\n ensure understanding.\n \n ·\n Each group then conducts a guided online search to find one\n additional idea or reflection related to their belief system (not a new quote).\n \n ·\n Learners write their insights, thoughts, or reflections on a\n large sheet of paper — not just copying quotes, but expressing understanding or\n questions.\n \n ·\n Each group selects a captain or spokesperson who will present\n their reflections to the class.\n \n ·\n Encourage learners to evaluate the credibility of the sources\n they use during their search.\n \n ·\n Facilitate a brief whole-class reflection on the diversity of\n views and how digital tools help us access and compare them.","AG:410":"N/A","P:223":"N/A","AF:333":"N/A","Z:511":"N/A","T:34":"N/A","AK:218":"N/A","AB:390":"N/A","AG:525":"N/A","AE:388":"N/A","X:623":"Energy Systems and Sustainability (10 min)\n Learners explore global energy consumption patterns, renewable vs. non-renewable sources, and the environmental effects of energy use.\n 1. Review: A world map or infographic showing Global Energy Consumption by Source (IEA, 2024).\n 2. Identify: The top three energy sources in your country and discuss their environmental impact.\n 3. Work in small groups: List one benefit and one challenge of renewable vs. non-renewable energy.\n 4. Share: Findings within the class and justify reasoning using data from the infographic.\n 5. Connect ideas: Discuss how AI’s rapid growth increases global electricity use, especially in data centres.\n - Infographic: Global Energy Consumption by Source (IEA)\n - Student worksheets or notebooks","AJ:349":"N/A","AE:789":"N/A","AC:422":"N/A","AJ:432":"N/A","T:341":"N/A","H:551":"N/A","AH:398":"N/A","R:629":"N/A","AD:185":"N/A","O:11":"93.199.188.208","AA:183":"N/A","G:786":"HOWs [Other]","H:388":"N/A","AB:260":"/* 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 The activity is based on two steps:\n \n Step 1: Introducing the concept of fast fashion\n \n Step 2: Think critically on consumers’ rights\n set up by the United Nations Organization and answer the following question:\n Does fast fashion respect consumer rights?","Y:445":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 1. Explain to learners that they will watch a short\n video explaining microplastics.\n \n \n \n 2. Hand out the worksheet “What Are Microplastics?”\n before starting the video.\n \n \n \n 3. Instruct learners to read the questions first so\n they know what to listen for.\n \n \n \n 4. Play the Britannica video: “Microplastics\n Explained”.\n \n \n \n 5. Pause the video once or twice, if needed, to allow\n learners time to write answers.\n \n \n \n 6. After the video, briefly check understanding by\n asking 1–2 verbal questions.\n \n \n \n 7. Clarify any misconceptions before moving on to the\n practical activity.","AC:413":"N/A","AJ:685":"N/A","S:574":"N/A","Y:609":"N/A","O:778":"N/A","D:109":"Required infrastructure & Teaching Materials","AI:161":"N/A","T:169":"N/A","AG:382":"No","AE:261":"N/A","V:744":"N/A","AA:771":"N/A","X:518":"N/A","AA:207":"N/A","Y:746":"N/A","AH:9":"2025-11-05 12:18:24","R:113":"No","Q:53":"No","Q:552":"N/A","AI:477":"https://users.sch.gr/gker/sapes2/selides.istorias/boylgar.katoxi.41.44.html,","AG:349":"N/A","AH:719":"N/A","Y:567":"N/A","V:730":"N/A","Y:231":"N/A","S:486":"5","AH:115":"No","AK:510":"N/A","P:403":"N/A","O:763":"N/A","V:629":"No","AF:536":"N/A","H:410":"N/A","AE:364":"No","AD:186":"N/A","AE:547":"N/A","AJ:158":"N/A","AC:49":"No","AE:540":"N/A","R:345":"N/A","S:685":"N/A","Y:724":"N/A","Q:63":"No","AG:227":"N/A","G:158":"HOWs [Categorise ☑ information sources into different types (recipients etc.)]","Z:702":"N/A","V:602":"N/A","AC:423":"N/A","U:436":"In the first task of this interrupted case study, learners take on the role of researchers investigating an unusual protein that appears disordered yet remains functional. Working individually, they analyze a simplified dataset containing ΔH and ΔS values at different temperatures and pH levels and interpret how these thermodynamic factors influence structural stability. Using the provided protein-folding energy-landscape illustration, they compare four experimental conditions to determine when the protein remains ordered, becomes disordered, or undergoes liquid–liquid phase separation. Learners then explain the relationship between enthalpy, entropy, and protein behaviour.\n Their understanding is consolidated through a class discussion facilitated by the teacher.\n Analyze (interpret ΔH/ΔS patterns and environmental effects)Evaluate (judge relative stability and functional outcomes)Create (formulate a conceptual explanation of order–disorder balance)\n Expected student output:\n During the teacher-led discussion, learners articulate how variations in ΔH and ΔS relate to order, disorder, and liquid–liquid phase separation, supported by references to the dataset and the folding-energy illustration. Their reasoning is summarized collaboratively in a shared concept map.","AD:563":"N/A","AI:640":"N/A","U:395":"N/A","P:562":"N/A","AC:249":"N/A","R:756":"N/A","AC:195":"N/A","G:437":"Media [Text media]","AA:178":"N/A","W:103":"pollution, renewable resources, microplastic, environmental hazards, food chains","G:61":"Subject(s) [Religion and/or Ethics and/or Philosophy]","AB:357":"N/A","P:731":"N/A","P:540":"N/A","AG:555":"N/A","Z:685":"N/A","AE:741":"N/A","AF:646":"N/A","O:604":"N/A","Y:378":"N/A","U:417":"N/A","R:261":"Yes","H:791":"N/A","AG:453":"N/A","P:388":"N/A","H:546":"N/A","AJ:14":"Režná, Kateřina","Z:427":"N/A","AB:61":"No","G:134":"Expected activity duration in minutes","R:455":"No","T:404":"N/A","R:791":"N/A","R:642":"N/A","Y:730":"N/A","Q:186":"N/A","R:276":"No","S:572":"N/A","AH:238":"N/A","AG:44":"Discussion: what should be understood by the word conflict?\nBiased misconception that conflicts and their impact on food supply and economy.","AB:382":"N/A","AJ:291":"N/A","S:736":"N/A","AI:764":"N/A","P:1":"3","AC:429":"N/A","AJ:313":"Recognise your own information bubble or echo chamber.","AD:487":"N/A","X:762":"No","O:248":"N/A","AD:254":"N/A","P:376":"N/A","V:72":"rising energy demand","AA:354":"N/A","H:238":"N/A","G:406":"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.]","AF:361":"N/A","Y:54":"No","W:46":"No","Z:182":"N/A","Q:283":"medium subject complexity","AF:543":"N/A","AE:415":"N/A","X:183":"N/A","R:578":"N/A","S:157":"N/A","G:327":"Learning Outcome","R:251":"N/A","AE:711":"N/A","Z:110":"Yes","AH:542":"N/A","G:466":"Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","W:381":"N/A","AA:29":"4","AC:379":"N/A","X:95":"No","U:268":"Pair work","P:100":"Yes","R:62":"No","AF:764":"N/A","O:394":"N/A","Y:110":"Yes","O:592":"N/A","AA:363":"N/A","U:383":"N/A","Z:266":"LearningApps.org","S:294":"N/A","U:602":"N/A","AJ:662":"25","AD:105":"Sustainable fashion: eco-friendly fabrics, upcycling, and ethical brands.\n \n Project-based learning: designing a sustainable clothing item or awareness campaign.","Z:615":"N/A","AH:467":"N/A","AF:421":"N/A","V:514":"N/A","X:608":"N/A","AB:439":"N/A","AK:601":"N/A","G:607":"HOWs [Identify what you will be able to do.]","Q:117":"texts, articles, images, books, PC,","AA:778":"N/A","AE:369":"N/A","AG:538":"N/A","AC:615":"N/A","G:73":"Key words (for online filter and search function) []","AD:426":"N/A","AC:770":"N/A","AF:772":"N/A","AB:10":"2026-01-16 17:03:49","R:69":"Born Healthy - The moral dilemma of preimplantation genetic diagnostics (PGD)","D:37":"SSI Topic","H:189":"N/A","AJ:778":"N/A","AI:717":"N/A","AK:468":"N/A","G:175":"HOWs [Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","AI:165":"N/A","X:531":"N/A","AB:223":"N/A","AG:278":"N/A","AJ:780":"N/A","S:278":"N/A","AE:537":"N/A","Y:220":"N/A","R:524":"N/A","V:379":"N/A","W:10":"2026-03-06 16:39:35","G:6":"Last page","AK:239":"N/A","AA:457":"N/A","X:236":"N/A","AC:246":"N/A","V:637":"advanced subject complexity","AC:399":"N/A","AF:643":"N/A","AF:381":"N/A","AB:379":"N/A","V:437":"Yes","W:524":"N/A","AG:160":"N/A","X:596":"N/A","Y:180":"N/A","Z:211":"N/A","Y:414":"N/A","AA:62":"No","AA:772":"N/A","P:278":"N/A","U:701":"N/A","Z:112":"No","Z:336":"N/A","D:133":"Duration","AJ:208":"N/A","AC:709":"N/A","AK:648":"The learners fill in the gaps online, on a handout, or during the gallery walk. The teacher keeps monitoring their work and helps them with words if necessary. Each pair will discuss a minimum of three statements. At the end, the teacher asks different pairs to choose one area of life to share what positive and negative consequences they discussed, and their impact on different people.","O:339":"N/A","U:413":"N/A","B:14":"Based on the idea of","AA:753":"No","W:254":"N/A","AE:160":"N/A","Q:684":"Make a plan to execute.","Z:466":"No","G:741":"HOWs [List the different viewpoints supported by evidence-based arguments.]","AJ:707":"N/A","AH:51":"No","AI:791":"N/A","AI:164":"N/A","AH:405":"N/A","W:544":"N/A","AK:263":"N/A","Z:254":"N/A","AA:54":"No","AK:639":"The gap-fill task can be done individually or in pairs, online, on a handout, or as a gallery walk activity. It is possible to allow learners to make their own choice.\n It is not necessary for learners to be able to discuss every single statement. They can make their own decisions about which statements they will discuss in more detail.","V:158":"N/A","P:693":"N/A","AD:253":"N/A","V:97":"No","U:797":"/* 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: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 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-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 Organise\n teamwork: Divide the class into small groups or pairs, assigning each team\n one interpretation. Provide the debate poster template and instructions for\n preparing short arguments based on thermodynamic reasoning (enthalpy–entropy\n balance, hydrophobicity, charge distribution) and ethical implications\n (medical use vs. biological risk).\n \n Reintroduce\n the narrative: Begin by reading or summarising the scene in which the\n disordered protein forms dynamic droplets. Emphasise that this is a realistic\n example of liquid–liquid phase separation (LLPS) — a process that can be both\n beneficial and harmful depending on cellular context.\n \n Clarify the\n dilemma: Present the two competing interpretations on the board or slide:\n Interpretation\n A – Adaptive self-organisation (stabilise for regeneration)Interpretation\n B – Degenerative trap (disrupt for protection)\n Explain that\n both are scientifically valid perspectives grounded in the balance between\n order and flexibility.\n \n Explain the\n debate structure and rules:\n ·\n Each team represents one interpretation (A or\n B).·\n Teams have 15–20 minutes to prepare a mini\n research poster summarising their argument, supported by molecular and\n ethical reasoning.·\n During the debate, each team has 3 minutes to\n present, 2 minutes for rebuttal, and 1 minute for a closing statement.·\n Respectful discourse is mandatory — arguments\n should focus on evidence, not individuals.·\n Learners are encouraged to listen actively and\n may take short notes during others’ presentations for the final synthesis.\n \n Guide\n research and reasoning: Circulate among groups and support critical thinking\n with teacher-led prompts such as:\n ·\n “What molecular evidence would support your\n position?”·\n “What could go wrong if this process is\n overstabilised or overcontrolled?”·\n “How would your interpretation connect to\n regenerative medicine or aging research?”\n \n Moderate the\n debate: Act as Dr Ren, inviting each team to present their poster (2–3\n minutes), followed by rebuttals and open discussion. Keep tone respectful,\n focusing on reasoning and evidence.\n \n Synthesis and\n reflection: After all teams present, lead a brief plenary discussion.\n Summarise that both stabilisation and disruption are necessary in different\n contexts and that science often advances by exploring such tensions between\n innovation and risk.","AA:214":"N/A","R:71":"dilemma discussion","AE:342":"N/A","Z:515":"N/A","AF:435":"No","G:381":"HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AK:778":"N/A","R:387":"N/A","W:191":"N/A","AK:780":"N/A","T:237":"N/A","V:361":"N/A","AB:436":"This activity focussed on economic, social and environmental impact of fast fashion. It will be organized in 2 steps:1. The stundents will watch a video about fast fashion and its economic, social and environmental impact and then they will fill in a matrix (group work).\n \n \n \n 2. The challenge for the learners is:Should the convenience and affordability of fast fashion justify its economic,\n social and evironmental costs?Each group of learners will\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 formulate a clear statement on fast fashion impact in a single sentence. Then the\n group will choose a way to present their view, to sustain their statement and provide arguments, by writing\n an article, or producing a poster, a PPT, a song, a video clip or any other\n material at their choice. \n \n \n \n In the end, the results of each group will be presented.","X:182":"N/A","AB:280":"N/A","AH:572":"N/A","AJ:765":"N/A","AK:432":"N/A","AE:534":"N/A","G:439":"Media [Visual media]","P:231":"N/A","Q:704":"N/A","Y:211":"N/A","O:32":"N/A","AB:369":"N/A","AA:706":"N/A","P:280":"N/A","H:183":"N/A","AA:781":"N/A","AG:113":"No","D:153":"Learning Outcome","AB:593":"N/A","H:50":"N/A","AK:773":"N/A","AH:726":"N/A","X:487":"Yes","H:589":"N/A","U:562":"N/A","AG:262":"N/A","O:257":"N/A","AA:776":"N/A","AD:238":"N/A","T:713":"N/A","AF:556":"N/A","AB:102":"No","O:63":"No","H:215":"N/A","Z:563":"N/A","AJ:402":"N/A","AA:295":"Interactive ( small group discussion)","Z:11":"195.254.237.68","Z:111":"Yes","AB:103":"/* Style Definitions */\n table.MsoNormalTable\n 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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 Begin the activity by showing the trailer from Marvel Studios’ Eternals\n (2021), available on YouTube: Watch here. The trailer introduces immortal\n beings and raises ethical questions about living forever, which helps set the\n tone for the discussion.\n \n \n \n ·\n Briefly present biological facts about aging and current life-extension\n technologies (e.g. telomeres, anti-aging research, longevity statistics).\n \n \n \n ·\n Ask learners to revisit the quotes and reflections from Activity 2.\n \n \n \n ·\n Pose a central question: “Should humans try to extend life?”\n \n \n \n ·\n Use a visible structure (e.g. ClassroomScreen’s random name picker or traffic\n light cards) to guide discussion.\n \n \n \n ·\n Encourage learners to compare perspectives, express empathy, and support their\n opinions with reasoned arguments.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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;}","AD:757":"N/A","Z:369":"N/A","G:119":"Required teaching materials []","AD:604":"N/A","AE:784":"N/A","AD:394":"N/A","AF:524":"N/A","Q:230":"N/A","AB:208":"N/A","AE:378":"N/A","R:751":"N/A","Q:454":"No","D:73":"Keywords","Z:256":"N/A","AI:633":"N/A","W:86":"No","AF:750":"N/A","H:251":"N/A","H:701":"N/A","V:88":"No","Y:474":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 Explain what microplastics are in their own words.Name at least two sources of microplastics mentioned in the video.Identify one or more places where microplastics are found (e.g. water,\n food, air).Explain what happens to plastic when it breaks down instead of\n disappearing.Use key science words correctly, such as plastic, microplastic, polymer,\n or filter.Stay focused during the video and listen for important information.","G:58":"Subject(s) [Economics]","AD:702":"N/A","G:378":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","G:215":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","AK:159":"N/A","R:374":"N/A","Y:411":"N/A","AG:783":"N/A","S:111":"Yes","X:234":"N/A","AC:181":"N/A","W:705":"N/A","AC:447":"Implementation of the knowledge of fashion from a cultural, historical and linguistic perspective.\n \n \n Learners argue, value and weigh the importance of the clothes we are wearing and investigate on the main changes of image throughout the times in Spain.\n There will be a follow up activity suggested by the teacher: a swip wardrobe, learners will have to bring some clothes or complements into the school and exchange them with other learners.","G:279":"Multiple means of engagement [offers choice and autonomy in learning tasks, topics, and activities to promote intrinsic motivation and ownership of learning]","P:751":"N/A","H:522":"N/A","H:250":"N/A","V:487":"Yes","AD:607":"N/A","Q:595":"N/A","O:249":"N/A","V:538":"N/A","AF:395":"N/A","U:226":"N/A","O:407":"N/A","T:281":"N/A","AC:791":"N/A","AE:268":"Group work","D:88":"Learner Age Range","R:522":"N/A","R:793":"N/A","S:29":"4","O:239":"N/A","G:212":"HOWs [Check if multiple viewpoints are presented and who is quoted.]","AG:371":"N/A","V:392":"N/A","U:356":"N/A","AI:609":"N/A","AA:203":"N/A","AK:687":"N/A","W:264":"N/A","AG:519":"N/A","X:566":"N/A","AA:310":"15","U:403":"N/A","AH:598":"N/A","W:389":"N/A","AA:59":"No","AI:245":"N/A","G:370":"HOWs [Examine the use of rhetorical devices.]","AB:411":"N/A","U:197":"N/A","AB:631":"N/A","AC:105":"Trends in fashion, culture and economical issues such as powerful brands making profit of low paid people who work overproducing clothes of poor quality.\n \n \n \n \n Reflect on ethics and sustainable practices to avoid waste and gas emissions pollution.\n \n \n Become conscious of the drawbacks and negative aspects of fast fashion.\n Follow up activities at a cross curricular level, to understan more deeply the consequences of overproduction and shopping habits.","O:753":"N/A","Q:383":"N/A","AC:29":"3","AG:711":"N/A","AG:724":"N/A","X:469":"N/A","AA:561":"N/A","Z:599":"N/A","AK:88":"No","AC:338":"N/A","AB:233":"N/A","V:555":"N/A","U:357":"N/A","P:232":"N/A","AD:686":"N/A","AA:562":"N/A","X:225":"N/A","S:237":"N/A","AJ:412":"N/A","AF:513":"N/A","AD:365":"N/A","H:559":"N/A","AG:365":"N/A","V:107":"Yes","AI:599":"N/A","AB:55":"No","AC:165":"No","AD:31":"Yes","AC:200":"N/A","AI:288":"No","AG:733":"N/A","AG:392":"N/A","U:393":"N/A","AB:396":"N/A","T:467":"N/A","O:277":"No","AA:522":"N/A","AB:72":"consumer rights","AJ:235":"N/A","Z:488":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","X:63":"No","V:693":"N/A","H:278":"N/A","AG:344":"N/A","AI:255":"N/A","AH:603":"N/A","H:712":"N/A","AD:457":"N/A","T:352":"N/A","Q:440":"No","AD:575":"N/A","Z:348":"N/A","Z:617":"N/A","AD:179":"N/A","AF:198":"N/A","AB:645":"N/A","AK:408":"N/A","X:259":"No","AA:433":"N/A","AF:551":"N/A","U:389":"N/A","AG:372":"N/A","P:336":"N/A","AD:693":"N/A","O:724":"N/A","T:105":"This could be the first of three lessons. One for each year of philosophy studies. This will allow for a deeper understanding.\n Especially the last one could be linked to the thinking of contemporary philosophers, who have dealt with this topic.","AG:746":"N/A","R:7":"en","X:630":"N/A","Y:183":"N/A","P:436":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 This activity is based on the method of creativewriting on a given topic for a set time.\n \n \n \n \n \n \n \n \n \n \n \n Learners will write a diary entries, sequentially based on 4 different stages of\n human life (a young child, a teenager, a middle-aged person, a very old\n person). Learners will describe the feelings, joys, and worries of a\n person at that particular age.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normální tabulka\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"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 If there are learners with special needs, proposals for task\n modification are set in \"Teachers instructions\".","AK:405":"N/A","R:721":"N/A","X:745":"N/A","S:557":"N/A","Y:759":"N/A","T:742":"N/A","Q:722":"N/A","S:95":"No","U:196":"N/A","AK:334":"N/A","G:421":"HOWs [Provide background information on the socio-scientific issue.]","W:711":"N/A","AG:774":"N/A","X:611":"No","W:108":"No","S:34":"N/A","H:725":"N/A","U:707":"N/A","G:54":"Subject(s) [Technology]","S:739":"Yes","V:98":"No","O:546":"N/A","AB:454":"N/A","U:582":"N/A","Q:601":"N/A","G:488":"Competence Domain","AE:626":"N/A","Y:703":"N/A","G:442":"App","AF:320":"Evaluate the credibility of the website, platform or media outlet.","AC:632":"N/A","R:705":"N/A","AA:614":"No","AK:178":"N/A","R:242":"N/A","X:719":"N/A","AE:714":"N/A","AE:630":"N/A","Q:410":"N/A","AA:380":"N/A","AH:640":"N/A","AG:30":"No","AF:707":"N/A","AC:161":"N/A","Z:545":"N/A","AK:707":"N/A","U:271":"Look at the title of today’s session: “The Case of the Self‑Organizing Cell: When Order Meets Chaos”Working with your partner or group, discuss what this title might mean in the context of biology.Think about ideas such as structure, flexibility, balance, or control.\n On your paper create a simple mind map starting from the title in the centre. Add 3–4 keywords or short phrases that describe what you think the topic will involve.Choose one branch of your mind map and write a short explanation (1–2 sentences) of why you think that idea fits.Be ready to share one key idea with the class when the teacher invites discussion","AG:593":"N/A","AH:246":"N/A","W:458":"N/A","AA:254":"N/A","Q:613":"Yes","T:563":"N/A","U:475":"Ichhaporia, Viraj. (2018). The Role of BiP Co-chaperone SIL1 in Marinesco Sjögren Syndrome Pathogenesis. 10.21007/etd.cghs.2018.0470.","AF:567":"N/A","AG:751":"N/A","AG:282":"N/A","AA:452":"N/A","W:68":"micropastic in food chains","AF:54":"No","AA:55":"No","D:57":"Subjects","R:364":"N/A","D:618":"App","V:796":"Group work","H:49":"N/A","Y:182":"N/A","V:60":"No","V:722":"No","T:400":"N/A","X:250":"N/A","T:194":"N/A","AF:85":"No","Y:710":"N/A","R:353":"N/A","AJ:709":"N/A","S:119":"mentimeter","S:110":"No","AG:743":"N/A","AF:440":"N/A","AB:215":"N/A","AG:354":"N/A","V:498":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","AD:410":"N/A","T:386":"N/A","AI:450":"N/A","AE:55":"No","Y:259":"No","AG:99":"No","G:83":"Key words (for online filter and search function) []","S:409":"N/A","S:555":"N/A","AD:762":"N/A","AA:379":"N/A","AJ:770":"N/A","AJ:382":"N/A","AI:642":"N/A","Z:180":"N/A","AJ:793":"N/A","S:427":"N/A","AE:175":"N/A","O:349":"N/A","S:49":"No","S:343":"N/A","T:435":"No","AE:47":"No","W:727":"N/A","O:717":"N/A","Q:709":"N/A","S:265":"N/A","U:765":"N/A","AH:352":"N/A","S:389":"N/A","X:415":"N/A","V:187":"N/A","W:611":"N/A","V:596":"N/A","V:790":"No","Z:406":"N/A","V:159":"N/A","AK:791":"No","AK:715":"N/A","AF:422":"N/A","G:424":"HOWs [Select supporting evidence for each argument.]","Z:294":"No","AJ:168":"N/A","AA:400":"N/A","R:229":"N/A","X:607":"N/A","G:12":"Referrer URL","X:595":"N/A","AJ:239":"N/A","W:206":"N/A","AK:176":"N/A","Q:219":"N/A","R:632":"N/A","V:646":"No","X:730":"N/A","O:775":"N/A","Z:768":"N/A","AG:63":"No","O:707":"N/A","U:758":"N/A","S:782":"N/A","G:213":"HOWs [List the different viewpoints supported by evidence-based arguments.]","Q:169":"N/A","AG:117":"Story - audio-visual, maps","Y:644":"N/A","U:632":"No","P:409":"N/A","X:235":"N/A","T:196":"N/A","H:51":"N/A","AH:353":"N/A","O:311":"N/A","X:216":"N/A","AB:158":"N/A","AK:407":"N/A","O:526":"N/A","AB:432":"N/A","AG:415":"N/A","W:400":"N/A","AH:339":"N/A","O:294":"No","AG:110":"Yes","R:597":"No","W:291":"N/A","AD:761":"N/A","AC:401":"N/A","U:408":"N/A","AD:458":"N/A","AJ:10":"2026-05-19 09:46:20","X:574":"No","AI:219":"N/A","R:533":"N/A","AA:545":"N/A","AC:241":"N/A","AE:555":"N/A","V:213":"N/A","R:519":"N/A","Q:298":"Introduce visual literacy strategies: Teach learners to observe, infer, and interpret before jumping to conclusions. Use prompts like “What do you notice?”, “What might this symbolize?”, “Who is represented or excluded?”Activate prior knowledge: Before showing the image, briefly discuss traditional symbols of birth (e.g., stork) and modern associations with technology and identity. This builds context and curiosity.Use guiding questions: Provide open-ended prompts such as:“What emotions does this image evoke?”“What message might the artist be sending?”“How does this image relate to current bioethical debates?”Encourage multiple interpretations","R:56":"No","AE:311":"Yes","R:730":"N/A","AB:255":"N/A","Z:596":"N/A","G:579":"HOWs [☑ (Re)assessing personal viewpoint on SSI]","Y:591":"N/A","AG:440":"N/A","AD:221":"N/A","P:561":"N/A","AD:536":"N/A","Q:799":"Adopt the role assigned to you and study the provided profile.\n \n · Prepare arguments that reflect your role’s\n perspective on designer babies.\n \n · Participate in the role-play discussion and\n present your viewpoint clearly.\n \n · Listen actively to others and respond\n respectfully to opposing views.\n \n · Reflect on how ethical, scientific, and\n social factors influence decision-making.","AB:220":"N/A","AI:58":"No","Y:437":"No","D:443":"App","U:181":"N/A","Q:524":"N/A","G:719":"HOWs [Check if the information was peer-reviewed.]","AK:425":"N/A","AJ:390":"N/A","Q:174":"N/A","AC:90":"No","Y:368":"N/A","AH:252":"N/A","Z:344":"N/A","AA:274":"Yes","W:223":"N/A","AK:222":"N/A","X:784":"N/A","AF:628":"N/A","R:601":"N/A","AG:598":"N/A","AG:414":"N/A","X:452":"N/A","G:522":"HOWs [For ☑ databases and library catalogues.]","V:1":"9","T:251":"N/A","R:93":"Yes","AI:641":"N/A","AK:487":"Yes","AD:282":"N/A","AJ:335":"N/A","AD:178":"N/A","AI:336":"N/A","AA:547":"N/A","AF:532":"N/A","AD:432":"N/A","H:275":"N/A","AH:534":"N/A","U:232":"N/A","AG:11":"31.46.202.111","AH:237":"N/A","O:412":"N/A","AB:257":"N/A","AJ:732":"N/A","V:757":"N/A","W:224":"N/A","V:163":"N/A","S:269":"Prepares mentimeter:\"What uses a lot of energy?”","AF:570":"N/A","U:767":"N/A","T:346":"N/A","U:789":"Yes","P:739":"N/A","AF:106":"No","V:380":"N/A","Q:692":"N/A","AJ:545":"N/A","X:444":"Class activity","AB:402":"N/A","AG:373":"N/A","D:438":"Resource Type","G:17":"Author(s) [Family name, given name]","AI:262":"No","AI:235":"N/A","W:574":"N/A","U:86":"No","Y:751":"N/A","AA:425":"N/A","Y:45":"No","Z:360":"N/A","AC:519":"N/A","AH:256":"N/A","AD:213":"N/A","AG:705":"N/A","U:47":"No","AE:728":"N/A","AE:98":"No","W:439":"N/A","U:392":"N/A","D:76":"Keywords","AF:583":"N/A","D:478":"Material Sources","AB:182":"N/A","Q:255":"N/A","Q:202":"N/A","AD:88":"No","AI:5":"2026-01-25 20:52:52","W:167":"N/A","P:288":"N/A","AH:440":"N/A","X:644":"N/A","R:630":"N/A","AI:615":"N/A","U:754":"N/A","AE:564":"N/A","AI:187":"N/A","V:397":"N/A","AF:219":"N/A","AH:753":"N/A","H:710":"N/A","T:414":"N/A","AH:340":"N/A","O:793":"N/A","U:565":"N/A","O:747":"N/A","AK:271":"Define what the average life expectancy is in your country.\n \n \n \n \n \n \n I’ve read an article that it’s possible that we will be living much longer, like 20-30 years longer. State what the first thing is that comes to your mind about this. You will get a piece of paper and can choose to jot down a word, an emoji, draw something, or instead of using taking the paper, mime an emotion or pose in a posture.\n \n \n \n \n \n \n Now let's get together in the middle and create a \"live mindmap\". Hold up your paper or show your gesture. If you have the same reaction as somebody else, stand together. If you think your reactions are connected, stand close to each other.\n \n \n \n \n \n \n To 1-1 student: Repeat your reaction. Explain why you wrote this. Explain why you are standing there.\n \n \n \n \n \n \n Thank you very much for your first reactions.\n \n Today we are going to further explore what may happen if people live much longer than the current life expectancy. You can see different images, inforgraphics, and headlines around this theme.\n \n Additional questions: Explain what you think these images represent. 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At the end, the central philosophical question on \"moral\n responsibility\" will be intriduced.","AE:518":"N/A","AC:115":"No","T:72":"lesson plan","AI:367":"N/A","AG:558":"N/A","AD:359":"N/A","O:333":"N/A","AA:629":"Yes","AA:291":"Yes","AC:100":"No","AI:701":"N/A","Z:170":"N/A","R:372":"N/A","O:554":"N/A","AA:760":"N/A","G:557":"HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","G:99":"Year of subject learning [5th year]","G:508":"Learning Outcome","H:208":"N/A","AI:577":"N/A","Q:197":"N/A","AF:228":"N/A","AB:344":"N/A","Y:345":"N/A","AB:451":"N/A","AF:135":"No","AE:689":"N/A","AI:282":"No","S:601":"N/A","AI:416":"N/A","G:609":"HOWs [Determine success criteria.]","AG:559":"N/A","AD:263":"N/A","AF:347":"N/A","H:356":"N/A","Q:103":"Learners\n should be familiar with:\n \n \n Basic genetics:\n concepts such as DNA, genes, inheritance, and mutation.\n Understanding of\n biotechnology: how gene editing works, especially technologies like\n CRISPR.\n Introduction to ethical\n reasoning: what ethical dilemmas are and how decisions are evaluated\n based on values and consequences.\n Visual literacy skills:\n how to analyze images and symbols to identify social messages.","O:178":"N/A","AD:510":"N/A","G:478":"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]","V:532":"N/A","AB:787":"N/A","AH:759":"N/A","Z:549":"N/A","W:695":"N/A","Y:419":"N/A","W:7":"en","AK:247":"N/A","AH:182":"N/A","AK:691":"N/A","U:513":"N/A","X:252":"N/A","T:203":"N/A","Y:729":"N/A","R:219":"N/A","Q:35":"Genetic engineering","AD:391":"N/A","T:790":"N/A","AI:709":"N/A","X:491":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","AJ:253":"N/A","Z:732":"N/A","AB:771":"N/A","S:727":"N/A","Q:400":"N/A","G:339":"HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","Y:527":"N/A","AF:163":"N/A","W:173":"N/A","U:517":"N/A","Y:341":"N/A","AI:89":"No","V:771":"N/A","AG:565":"N/A","W:312":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AJ:300":"https://www.youtube.com/watch?v=LIm8HfwnmVE","G:313":"Learning Objective","T:423":"N/A","AA:227":"N/A","AG:62":"Yes","T:724":"N/A","Y:716":"N/A","AK:389":"N/A","Z:6":"15","H:749":"N/A","AI:695":"N/A","AA:725":"N/A","G:329":"Learning Outcome","AE:177":"N/A","U:237":"N/A","AK:102":"Yes","AG:509":"N/A","Q:424":"N/A","G:77":"Key words (for online filter and search function) []","V:206":"N/A","H:535":"N/A","Y:293":"N/A","V:587":"N/A","X:735":"N/A","R:777":"N/A","O:399":"N/A","W:734":"N/A","AK:714":"N/A","AG:406":"N/A","U:586":"N/A","AI:706":"N/A","AF:360":"N/A","T:700":"N/A","O:513":"N/A","AE:162":"N/A","T:92":"No","AA:770":"N/A","X:89":"No","X:214":"N/A","V:530":"N/A","G:343":"HOWs [For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, ““,…).]","AC:215":"N/A","W:745":"N/A","T:717":"N/A","AG:191":"N/A","R:716":"N/A","AF:452":"N/A","AJ:245":"N/A","R:416":"N/A","R:293":"No","Q:86":"No","X:558":"N/A","Y:226":"N/A","AB:518":"N/A","AE:59":"No","S:607":"N/A","AA:213":"N/A","V:296":"1. Activity - vocabulary_matching_activity - solutions","W:397":"N/A","C:14":"list (;)","AD:606":"N/A","O:86":"No","X:59":"No","AD:511":"N/A","AF:268":"Class activity","T:119":"\"Viewpoint, Argument, Evidence\" worksheet (the worksheet.md file already created)","G:704":"HOWs [Analyse reviews of the website, platform or media outlet.]","Y:788":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 Learners consolidate their understanding of microplastics\n by completing a short exit multiple choice quiz as well as participating in a\n brief discussion. This activity checks learning, reinforces key vocabulary, and\n allows the teacher to assess student understanding before the end of the\n lesson.","AI:418":"N/A","AG:620":"Group work","S:192":"N/A","X:757":"N/A","V:242":"N/A","T:384":"N/A","O:354":"N/A","AI:263":"Yes","AB:591":"N/A","Y:790":"N/A","Y:210":"N/A","AD:784":"N/A","G:577":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","Y:570":"N/A","H:582":"N/A","AK:573":"N/A","X:246":"N/A","AJ:729":"N/A","H:257":"N/A","AI:277":"Yes","R:397":"N/A","W:353":"N/A","AE:197":"N/A","Q:549":"N/A","AG:719":"N/A","AH:573":"N/A","G:638":"Differentiation matrix [abstracting activity]","AF:450":"N/A","AH:67":"rhythm\n multiple movements, functional movements\n own limits","AD:614":"N/A","V:536":"N/A","AI:369":"N/A","AH:28":"capoeira - fighting without a fight","AE:57":"No","AJ:98":"No","AB:686":"N/A","D:46":"Subjects","O:385":"N/A","S:6":"6","G:441":"Media [Interactive media]","V:761":"N/A","AC:458":"N/A","U:60":"No","AC:782":"N/A","U:114":"Yes","Z:440":"No","V:674":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","X:157":"N/A","AE:343":"N/A","T:363":"Yes","AG:796":"Group work","G:62":"Subject(s) [Physical Education]","G:653":"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]","AB:544":"N/A","S:346":"N/A","AA:414":"N/A","Z:629":"N/A","AF:160":"N/A","Q:457":"No","AB:226":"N/A","AC:102":"No","O:785":"N/A","G:391":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","G:256":"HOWs [Outline steps and a timeline.]","T:63":"No","AC:510":"N/A","V:732":"N/A","Y:108":"No","Q:743":"N/A","P:259":"No","Z:355":"N/A","AF:338":"N/A","V:393":"N/A","AI:397":"Yes","Q:271":"· Observe the image carefully and identify\n symbolic elements.\n \n \n \n · Interpret the meaning of the barcode in the\n context of birth and identity.\n \n \n \n · Reflect on how technology may influence human\n life and ethics.\n \n \n \n · Write a short paragraph expressing your\n thoughts and emotional response.\n \n \n \n ·\n Use\n precise language and avoid generalizations","V:339":"N/A","Y:338":"N/A","W:791":"N/A","W:357":"N/A","D:123":"Required infrastructure & Teaching Materials","AE:201":"N/A","S:774":"N/A","U:376":"N/A","T:631":"N/A","AF:161":"N/A","R:389":"N/A","U:516":"N/A","V:381":"N/A","V:364":"N/A","G:621":"Teacher instructions","AB:63":"No","P:366":"N/A","Q:729":"N/A","AK:592":"N/A","AA:28":"Microplastics in Food Chains","AJ:338":"N/A","D:147":"Learning Outcome","AD:590":"N/A","S:360":"N/A","AH:762":"N/A","U:384":"N/A","AJ:683":"Define your message.","W:552":"N/A","V:170":"N/A","H:691":"N/A","AA:422":"N/A","W:726":"N/A","AB:690":"N/A","AB:342":"N/A","AJ:299":"https://www.youtube.com/watch?v=CxfBKJ0DxWU","AK:205":"N/A","Y:88":"No","U:643":"No","W:447":"watch the film Plastic Planet , create a word cloud, design a poster in groups, Think tank setting","AI:194":"N/A","AH:393":"N/A","G:253":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","W:433":"N/A","U:644":"No","AJ:294":"N/A","AH:358":"N/A","U:617":"No","AC:220":"N/A","P:685":"N/A","P:106":"No","AC:613":"N/A","AD:595":"N/A","AF:530":"N/A","U:94":"Yes","H:200":"N/A","X:791":"N/A","AD:541":"N/A","AC:536":"N/A","AA:359":"N/A","H:591":"N/A","U:722":"N/A","AE:720":"N/A","W:751":"N/A","AC:698":"N/A","AB:545":"N/A","V:95":"No","P:92":"Yes","T:440":"N/A","AB:735":"N/A","AH:385":"N/A","AG:232":"N/A","V:231":"N/A","D:128":"Required infrastructure & Teaching Materials","G:550":"HOWs [Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","AA:230":"N/A","O:10":"2026-06-17 09:34:36","AI:590":"Yes","AH:187":"N/A","U:461":"high subject complexity","W:256":"N/A","X:728":"N/A","H:754":"N/A","AB:217":"N/A","X:249":"N/A","Z:135":"Yes","Y:668":"Take action to become a responsible democratic citizen.","P:412":"N/A","V:606":"N/A","T:591":"N/A","AG:101":"No","Y:764":"N/A","X:749":"N/A","AE:762":"N/A","AI:424":"N/A","AG:187":"N/A","Z:438":"Yes","G:136":"Competence Domain","AC:134":"10","Z:750":"N/A","X:69":"AI and rising energy demand","Z:184":"N/A","AE:187":"N/A","AA:713":"N/A","X:614":"N/A","W:742":"N/A","AI:133":"90","S:416":"N/A","R:135":"Yes","AB:789":"N/A","R:356":"N/A","D:483":"Material Sources","AA:187":"N/A","AI:231":"N/A","S:440":"N/A","Q:369":"N/A","G:123":"Required teaching materials []","AA:413":"N/A","AE:778":"N/A","H:693":"N/A","AD:350":"N/A","AA:341":"N/A","W:717":"N/A","AF:60":"No","AA:616":"No","W:69":"environment pollution","U:590":"N/A","S:797":"Teacher hand out text with 3 tasks (last task optional)\n \n \n \n \n and different coloured text-markers are provided if learners didn't bring their own\n Possible solutions are added to the material.","S:696":"N/A","U:759":"N/A","S:521":"N/A","AI:519":"N/A","W:372":"N/A","AI:432":"N/A","Z:88":"No","Z:398":"N/A","AF:172":"N/A","AE:721":"N/A","AJ:88":"No","V:764":"N/A","U:342":"N/A","V:387":"N/A","G:147":"Learning Outcome","AH:596":"N/A","Z:117":"books, youtube videos, film: Plastic Planet, short source pack (posters, diary fragments, witness reports, interviews, maps","AH:173":"N/A","AE:186":"N/A","S:642":"N/A","AC:567":"N/A","X:548":"N/A","AG:49":"No","AE:445":"the teacher distributes copies of the two different texts, tells the learners to read their story and then plays the video of the story when learners are done reading. when learners finish reading and watching TV, the teacher asks learners to distinguish the differences in the language used. should the need be, any new/unknown items of vocabulary noticed in the text are defined by the teacher in English.","V:548":"No","Q:336":"N/A","G:667":"Learning Objective","U:164":"N/A","AJ:34":"N/A","H:115":"N/A","Y:334":"N/A","AK:203":"N/A","AE:112":"No","D:93":"Learner Age Range","AJ:583":"N/A","Z:210":"N/A","AA:531":"N/A","T:420":"N/A","AE:29":"4","Z:219":"N/A","X:793":"N/A","AI:707":"N/A","G:568":"HOWs [Evaluate the different arguments based on scientific evidence.]","AF:13":"2025","Q:111":"No","AB:105":"/* 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 The lesson can be followed by:\n - a creative activity where the\n learners are encouraged to produce posters on the following topic: Does fast\n fashion respect the consumer rights?\n - a feedback and evaluation session on the materials created by the learners during ,,Speak out activity” (50 minutes)","AJ:67":"Message definition task\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Writing short messages expressing learners’ views and presenting it.\n \n \n Learners formulate and communicate their personal stance on human life extension by:\n \n \n – writing a concise message (Activity 4)\n \n \n – presenting it to the class (Activity 5)\n \n \n – deepening their reflection through teacher-led discussion and individual response (Activity 6)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Includes:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n · A clear personal or group opinion about longevity and natural life, \n \n \n \n \n \n \n \n \n \n \n \n \n \n · reference to at least one belief system or cultural\n view (religious, secular...),\n \n \n \n \n \n \n \n \n \n \n \n \n \n · support their message with a reason or argument,\n \n \n \n \n \n \n \n \n \n \n \n \n · use respectful and thoughtful language (speaking about life, aging, death, belief...)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n By the end of this lesson, learners will be able to:\n \n \n \n \n \n \n \n \n Reflect on the concept of longevity from biological, ethical, and cultural perspectives.Identify and challenge misconceptions and misinformation related to life extension.Express and defend personal or group views using structured argumentation.Engage in respectful dialogue informed by diverse belief systems.Apply digital literacy skills to evaluate sources and claims.","H:237":"N/A","G:498":"Learning Outcome","AJ:195":"N/A","V:370":"No","AB:52":"No","R:215":"N/A","AA:110":"Yes","AC:756":"N/A","X:47":"No","G:28":"Lesson sequence title","AC:281":"N/A","H:135":"N/A","W:792":"N/A","AI:294":"No","AB:606":"N/A","W:426":"N/A","AF:438":"N/A","X:28":"AI and Rising Energy Consumption","AG:29":"4","AC:167":"N/A","P:759":"N/A","X:191":"N/A","Q:164":"N/A","AH:102":"No","AC:585":"N/A","V:417":"N/A","T:598":"N/A","P:205":"N/A","AD:366":"N/A","AF:427":"N/A","AI:569":"N/A","Z:739":"N/A","P:535":"N/A","AF:630":"N/A","Y:103":"1. Atoms, molecules, and compounds\n \n 2. States of matter and simple material properties\n \n 3. Basic understanding of polymers \n \n 4. Concept of pollution and its effects on ecosystems","P:292":"N/A","W:344":"N/A","Y:90":"No","AD:523":"N/A","AC:381":"No","X:349":"N/A","P:133":"45","G:221":"HOWs [Determine which ☑ parties or communities are likely to benefit.]","T:1":"7","Q:759":"N/A","S:436":"Learners discuss their ideas about the energy use of AI. Learners collect their ideas in pairs.Share their ideas in class","AA:58":"No","R:769":"N/A","H:61":"N/A","T:788":"Discussion &\n Wrap-up (10-15 min):\n \n \n \n Each group shares its findings (in their chosen\n format).\n Final plenary discussion on the central question, connecting the\n groups' findings.","P:773":"N/A","G:42":"Learning Goal(s)","AE:424":"N/A","AB:93":"No","O:109":"No","W:585":"N/A","X:781":"N/A","AK:540":"N/A","Q:259":"Yes","AA:32":"No","AB:793":"N/A","U:375":"N/A","U:581":"N/A","AK:419":"N/A","O:453":"N/A","AK:200":"N/A","V:560":"N/A","AB:588":"N/A","AK:282":"N/A","AC:254":"N/A","AI:213":"N/A","D:472":"Expected Outcome","AE:250":"N/A","AB:600":"N/A","AC:529":"N/A","U:201":"N/A","AE:180":"N/A","AJ:206":"N/A","AA:436":"Learners read the text about microplastics in food, highlight key vocabulary, then complete comprehension and discussion tasks to deepen understanding of the issue.","P:536":"N/A","Y:66":"4","AB:572":"N/A","R:444":"Pair work","AJ:356":"N/A","D:70":"Keywords","Q:274":"Yes","AG:242":"N/A","P:187":"N/A","V:377":"N/A","R:767":"N/A","AK:692":"N/A","W:358":"N/A","G:481":"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]","X:384":"N/A","AH:113":"No","AI:392":"N/A","AJ:616":"N/A","Y:416":"N/A","S:530":"N/A","AK:522":"N/A","AD:257":"N/A","R:185":"N/A","P:644":"N/A","AA:278":"Yes","R:194":"N/A","X:67":"Understand how AI technologies function and their relationship with energy consumption and environmental impact.Apply design and problem-solving skills to propose energy-efficient or “Green AI” solutions.Communicate and collaborate effectively in diverse, inclusive teams, using digital literacy to support informed decisions.","AC:92":"No","T:776":"N/A","AD:5":"2026-02-16 11:47:27","T:233":"N/A","Z:221":"N/A","AG:737":"N/A","T:643":"N/A","AD:348":"N/A","AD:780":"N/A","X:723":"N/A","AH:345":"N/A","AH:363":"N/A","U:469":"No","AH:265":"N/A","AJ:371":"N/A","AK:437":"N/A","AF:218":"N/A","D:45":"Subjects","Q:363":"N/A","P:340":"N/A","P:233":"N/A","U:739":"N/A","W:528":"N/A","AG:244":"N/A","AH:253":"N/A","AG:98":"No","AI:469":"N/A","AH:760":"N/A","Z:731":"N/A","S:741":"N/A","D:469":"Student Output Form","Y:768":"N/A","Y:695":"N/A","AH:578":"N/A","AF:105":"- Fake news checks for different topics in science\n \n \n - Discussing \"news\" learners are exposed to on social media\n - CRISPR in Action - From Bacteria to Biotechnology\n - Genes, Traits and the Myth of Perfection\n - Ethical Dimensions of Gene Editing\n - The Future of Human Evolution\n - Assessing Socio-Scientific Issues: Making Informed Decisions","X:694":"N/A","AG:688":"N/A","O:184":"N/A","H:342":"N/A","AJ:589":"N/A","U:230":"N/A","AC:526":"N/A","AI:727":"N/A","G:528":"HOWs [Analyse reviews of the website, platform or media outlet.]","AF:565":"N/A","AC:350":"N/A","AA:47":"No","AH:354":"N/A","U:472":"/* 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: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 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-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 Data set\n analysis:\n ·\n At 45 °C, pH 7.4 (B):\n T·ΔS outweighs ΔH → ΔG_unfold slightly negative →\n disordered but active; droplets present, matching the scene.\n ·\n At 25 °C, pH 7.4 (A):\n T·ΔS smaller → ΔG_unfold\n positive → more ordered; no droplets.\n ·\n At 37 °C, pH 6.2 (C):\n protonation reduces electrostatic repulsion; ΔH\n smaller and ΔS still high → ΔG_unfold\n negative → disordered, droplets present.\n ·\n At 45 °C, pH 8.0 (D):\n stronger enthalpic stabilization (ΔH larger) and\n slightly lower ΔS → ΔG_unfold\n more positive → mixed/partially ordered, lower\n activity, no droplets.\n 1)\n Learners should list and briefly describe:\n ·\n Hydrogen bonds – maintain α-helices and\n β-sheets.\n ·\n Hydrophobic interactions – drive non-polar\n residues toward the protein interior.\n ·\n Ionic (electrostatic) interactions / salt\n bridges – link oppositely charged side chains.\n ·\n van der Waals forces – fine-tune packing in\n the core.\n ·\n Disulfide bridges – covalent cross-links that\n add rigidity.\n Together\n these interactions minimize free energy and stabilize the folded\n conformation.\n 2) Expected answers:\n ·\n Intrinsically disordered proteins (IDPs) do not adopt a single stable\n conformation but exist as flexible ensembles.\n ·\n Their conformational adaptability allows binding to multiple partners\n or transient targets.\n ·\n Function often depends on disorder-to-order transitions upon binding\n (“folding upon contact”).\n ·\n Flexibility enables regulatory and signalling roles, especially in\n dynamic cellular environments.\n 3)\n Expected answer:\n ·\n Folding is typically enthalpy-driven (ΔH <\n 0) due to formation of stabilizing interactions, but entropy-opposed (ΔS <\n 0) because structure reduces randomness.\n ·\n Unfolding is entropy-driven (ΔS > 0) as\n disordered chains gain configurational freedom.\n ·\n In this protein, small or positive ΔS during\n “unfolding” suggests entropic compensation—the unfolded state remains\n partially organized or interacts favourably with solvent.\n ·\n Therefore, the free energy change (ΔG = ΔH −\n TΔS) may stay near zero, allowing reversible transitions between structured\n and disordered states.\n 4)\n Expected answer:\n ·\n Cell membranes: lipid bilayers undergo phase\n transitions between ordered (gel) and disordered (fluid) states to regulate\n permeability.\n ·\n Chromatin organisation: dynamic packing of DNA\n permits both stability and flexibility for transcription.\n ·\n Ecological or climatic systems: maintain\n homeostasis through controlled fluctuations.\n ·\n Biological advantage: systems poised between\n order and chaos are adaptive—stable enough to function, flexible enough to\n respond to change (homeostasis, resilience).","AE:724":"N/A","V:71":"data representation","Z:613":"N/A","W:525":"N/A","X:368":"N/A","AG:628":"N/A","AI:542":"N/A","S:689":"N/A","AG:720":"N/A","AB:761":"N/A","AE:755":"N/A","T:422":"N/A","Z:432":"N/A","AJ:591":"N/A","U:703":"N/A","H:100":"N/A","Z:389":"N/A","Z:446":"teacher led instructions\n brain storming\n source reading in pairs/groups\n presentation skills\n whole class structured discussions and closing refelctions","G:169":"HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","S:55":"No","AG:375":"N/A","G:103":"Required previous knowledge","Q:59":"No","R:217":"N/A","AH:161":"N/A","X:556":"N/A","AE:260":"warm-up\n learners brainstorm in groups of 3-4possible reasons for wars and conflicts and their possible results/effects, afterwards share the most interesting with the whole class","T:575":"N/A","AJ:339":"N/A","AC:787":"N/A","AF:375":"N/A","AC:515":"N/A","H:386":"N/A","G:768":"HOWs [Organise the arguments and supporting evidence.]","V:691":"N/A","AJ:170":"N/A","Q:616":"No","S:365":"N/A","AI:347":"N/A","AG:738":"N/A","V:383":"N/A","AC:174":"N/A","Q:105":"After\n the scenario, the following lessons can deepen understanding:\n \n \n Creative writing or\n essay composition:\n \n Writing a personal\n position statement or opinion article.\n Creating a poster or\n awareness campaign.\n \n Interdisciplinary STEAM\n approach:\n \n Designing a fictional\n \"genetic lab\" with ethical constraints.\n Analyzing films or\n literature related to genetic engineering (e.g., Gattaca).\n \n Public debate or\n discussion:\n \n Structuring arguments\n for and against designer babies.","U:438":"No","G:774":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","AA:67":"/* 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 \n \n \n \n \n \n \n \n Learners will develop their ability to read, discuss, and\n write about environmental issues in English, using appropriate vocabulary and\n structures to express opinions, suggest solutions, and show awareness of global\n challenges related to microplastics.\n \n \n \n By the end of the lesson learners will be able to:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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 \n \n \n \n \n \n \n \n ·Understand texts or visuals explaining\n microplastics in food chains.\n \n \n \n ·\n Use environmental vocabulary to describe\n problems and suggest solutions.\n \n \n \n ·\n Express personal opinions and propose actions\n using simple English structures.\n \n \n \n ·\n Write a short paragraph or letter proposing\n action against plastic pollution.\n \n \n \n ·\n Reflect on how individual choices impact the\n environment.","Q:166":"N/A","T:701":"N/A","AG:421":"N/A","W:427":"N/A","Q:468":"No","V:168":"N/A","G:354":"HOWs [☑ Intended audience investigation]","AK:393":"N/A","AK:694":"N/A","R:696":"N/A","AJ:281":"N/A","AG:339":"N/A","O:222":"N/A","AJ:87":"No","U:548":"N/A","H:59":"N/A","AK:95":"No","G:185":"HOWs [Skim the snippets for key terms related to your query.]","G:772":"HOWs [Identify a hook to grab the recipients’ attention.]","AA:204":"N/A","AF:263":"N/A","AG:162":"N/A","T:159":"N/A","R:291":"No","AJ:492":"Communicate your viewpoint on a socio-scientific issue: Argue.","P:5":"2026-05-19 10:58:59","AD:248":"N/A","U:372":"N/A","R:46":"No","T:767":"N/A","AA:617":"No","AI:573":"N/A","X:239":"N/A","Y:364":"N/A","V:222":"N/A","S:787":"No","AE:713":"N/A","P:564":"N/A","AB:781":"N/A","X:185":"N/A","AG:50":"No","O:342":"N/A","U:532":"N/A","AH:417":"N/A","Z:518":"N/A","AB:440":"N/A","X:200":"N/A","AB:389":"N/A","AA:568":"N/A","R:445":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:Arial;\n mso-bidi-theme-font:minor-bidi;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-ansi-language:#0C00;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n These tasksare to be worked on in pairs\n or groups. Groups should not consist of more than four people.","O:197":"N/A","P:602":"N/A","AK:118":"Slips of paper to print - All collected here: https://docs.google.com/document/d/1AnpSwl3f58nXeU2J5XQGd46qiL0jj3yCGrHmHpX6_jg/edit?usp=sharing","S:789":"N/A","AJ:214":"N/A","AD:566":"N/A","AG:562":"N/A","AD:559":"N/A","AJ:45":"No","Z:734":"N/A","AF:353":"Yes","S:202":"N/A","AD:335":"N/A","V:584":"N/A","AD:640":"N/A","U:195":"N/A","AJ:782":"N/A","P:86":"No","AK:725":"N/A","R:234":"N/A","AD:717":"N/A","G:561":"HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","AE:1":"20","Q:176":"N/A","V:760":"N/A","G:636":"Differentiation matrix [enacting activity]","AJ:627":"N/A","R:335":"N/A","AC:335":"N/A","W:405":"N/A","D:111":"Required infrastructure & Teaching Materials","V:232":"N/A","AJ:66":"6","V:261":"Yes","S:699":"N/A","AG:104":"History - different wars and conflicts that have happened throughout the course of history.\nEconomics - what factors can have an effect on the economy of a country.\nGeography - the geographical situation of a country - be in power / be dependent on.\nEnglish - B2 Matura vocabulary concerning the topic - War and Peace\nEthics - Ss understand the ethical doubts behind any warefare.\nSports - games are based on win or lose","T:549":"N/A","U:90":"No","S:352":"N/A","Z:530":"N/A","AI:212":"N/A","AG:236":"N/A","O:547":"N/A","W:244":"N/A","AC:214":"N/A","V:373":"N/A","AI:595":"N/A","G:747":"HOWs [Determine the parties responsible for putting solutions into practice.]","O:700":"N/A","AB:118":"Work papers for learners","AI:506":"Tailor the content to the target audience and communication channel.","AE:333":"N/A","O:193":"N/A","S:613":"N/A","Z:603":"N/A","AH:450":"N/A","G:626":"Multiple means of representation [provides text alternatives to visual content for learners with visual impairments or those who prefer auditory learning]","AC:540":"N/A","AH:525":"N/A","AH:183":"N/A","V:344":"N/A","AH:630":"N/A","AD:243":"N/A","O:364":"N/A","Z:723":"N/A","Q:772":"N/A","X:279":"N/A","AK:184":"N/A","Z:521":"N/A","P:526":"N/A","H:427":"N/A","AC:170":"N/A","W:712":"N/A","AJ:355":"N/A","AG:689":"N/A","AF:785":"N/A","AB:424":"N/A","AJ:243":"N/A","P:547":"N/A","T:439":"N/A","G:348":"HOWs [Identify author and messenger.]","AG:611":"No","AJ:790":"N/A","AK:538":"N/A","AE:232":"N/A","AH:276":"N/A","Y:253":"N/A","AH:364":"N/A","P:431":"N/A","X:792":"N/A","AG:368":"N/A","AI:520":"N/A","U:11":"138.232.92.3","AF:274":"N/A","U:527":"N/A","W:511":"N/A","S:456":"N/A","P:401":"N/A","AC:188":"N/A","X:779":"N/A","Y:563":"N/A","U:587":"N/A","AA:165":"No","X:580":"N/A","X:199":"N/A","AA:686":"N/A","Z:611":"No","G:597":"HOWs [Provide background information on the socio-scientific issue.]","AJ:370":"N/A","AA:515":"N/A","Z:185":"N/A","G:749":"HOWs [Determine which ☑ parties or communities are likely to benefit.]","W:760":"N/A","AG:112":"Yes","G:145":"Learning Outcome","H:565":"N/A","W:395":"N/A","S:188":"N/A","AF:187":"N/A","AI:46":"No","T:195":"N/A","AC:731":"N/A","Q:226":"N/A","S:195":"N/A","H:196":"N/A","AH:546":"N/A","V:186":"N/A","AB:630":"N/A","AA:581":"N/A","S:403":"N/A","O:772":"N/A","Q:159":"N/A","T:726":"N/A","P:158":"N/A","AC:223":"N/A","AH:348":"N/A","AK:1":"27","AK:50":"No","AJ:767":"N/A","AA:285":"medium subject complexity","AE:698":"N/A","AJ:118":"writing papers, pens and highlighters","AK:105":"to read and discuss an article or articles covering different points of views on aging and pursuing extreme longevityto read and discuss articles covering possible technological advancements boosting longevityto prepare for and conduct a debate around the benefits and drawbacks of pursuing extreme longevityto dig deeper into the Stanford Center on Longevity's The New Map of Life (https://longevity.stanford.edu/the-new-map-of-life-report/), to analyze their infographics, to create new infographics on different aspects of pursuing extreme longevityto make a poster/do a presentation/shoot a video/write a proposal on one local policy recommendation to maximize the benefits of extreme longevity while minimizing the drawbacks","U:7":"en","S:447":"Teacher introduces the topic: “Do you know AI also uses a lot of energy? What is it used for?\"(question is seen incanva)\n \n \n \n \n Understand: Learners discuss their pre-knowledge and explain what they already know to each other.","AF:425":"N/A","AJ:250":"N/A","AE:551":"N/A","T:256":"N/A","AE:560":"N/A","R:577":"N/A","H:574":"N/A","T:534":"N/A","R:640":"N/A","U:209":"N/A","O:290":"No","AE:60":"No","Q:14":"Paidaraki, Kyriakitsa","AJ:115":"No","AK:115":"No","AI:292":"No","AK:787":"Yes","AH:589":"N/A","AK:110":"Yes","V:182":"N/A","AH:425":"N/A","Y:404":"N/A","AB:188":"N/A","G:690":"HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","T:596":"N/A","AH:729":"N/A","AF:615":"N/A","S:609":"N/A","W:563":"N/A","Q:177":"N/A","S:261":"N/A","Z:380":"N/A","AA:220":"N/A","W:248":"N/A","X:406":"N/A","G:189":"HOWs [Identify empirical evidence.]","P:469":"N/A","T:452":"N/A","Y:689":"N/A","Y:438":"No","AB:268":"Group work","D:791":"Resource Type","Z:408":"N/A","AK:433":"N/A","AC:233":"N/A","W:97":"Yes","Z:534":"N/A","T:342":"N/A","R:134":"50","H:487":"N/A","AF:467":"N/A","AF:465":"N/A","Y:557":"N/A","U:435":"Yes","U:364":"N/A","R:745":"N/A","X:565":"N/A","AI:340":"N/A","T:262":"N/A","H:185":"N/A","T:250":"N/A","S:26":"English","AG:540":"N/A","V:558":"N/A","S:691":"N/A","D:13":"Year of Publication","W:399":"N/A","T:577":"N/A","S:31":"No","AD:63":"No","AH:341":"N/A","P:508":"Select an action or initiative.","O:383":"N/A","W:220":"N/A","AG:729":"N/A","H:411":"N/A","AA:551":"N/A","Z:212":"N/A","P:28":"Longevity","V:600":"N/A","O:437":"N/A","AA:466":"N/A","S:432":"N/A","AD:188":"N/A","V:565":"N/A","AJ:310":"20","Q:415":"N/A","H:277":"N/A","G:453":"Multiple means of engagement [incorporates real-world examples, case studies, and culturally relevant content to make learning meaningful and relatable for learners]","W:542":"N/A","AB:263":"N/A","AE:702":"N/A","Z:171":"N/A","AE:252":"N/A","V:707":"N/A","AA:127":"Online interactive tools (e.g., National Geographic Kids “Plastic Pollution” activity)","R:492":"Communicate your viewpoint on a socio-scientific issue: Argue.","Z:587":"N/A","AG:239":"N/A","AG:385":"N/A","T:370":"N/A","O:9":"2025-11-05 08:57:38","V:111":"No","V:590":"N/A","G:198":"HOWs [Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","X:522":"N/A","Q:571":"N/A","T:514":"N/A","Z:621":"Common approaches including pre- and post-tests, field trip reports, environmental literarcy","Y:435":"Yes","T:261":"N/A","Y:393":"N/A","AK:779":"N/A","P:553":"N/A","AK:135":"No","G:549":"HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","AA:563":"N/A","AI:217":"N/A","AC:556":"N/A","U:776":"N/A","AE:578":"N/A","AB:598":"N/A","Q:513":"N/A","AK:703":"N/A","S:520":"N/A","AK:335":"N/A","AE:579":"N/A","U:546":"N/A","V:577":"N/A","U:782":"N/A","AI:268":"Class activity","AJ:396":"N/A","D:20":"Author(s)","Y:544":"N/A","AG:248":"N/A","AG:31":"No","S:291":"N/A","X:634":"N/A","AE:212":"N/A","AA:611":"Yes","AD:544":"N/A","AJ:348":"N/A","W:645":"N/A","AH:513":"N/A","AE:14":"Szczygieł, Daniel","AD:54":"No","H:536":"N/A","AE:110":"No","AK:450":"N/A","X:324":"Distinguish superficial from in-depth coverage.","AJ:566":"N/A","V:100":"No","AC:368":"N/A","Y:71":"socioscientific issues, food chain, chemistry education","AF:511":"N/A","AK:278":"N/A","V:44":"That IA is clean and does not have an environmental impact","AJ:531":"N/A","W:340":"N/A","AJ:212":"N/A","AG:393":"N/A","X:188":"N/A","G:66":"Number of activities in this lesson","S:431":"N/A","AB:362":"N/A","H:264":"N/A","AI:13":"2026","S:268":"Class activity","T:437":"N/A","P:550":"N/A","G:582":"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:214":"N/A","W:394":"Yes","X:355":"N/A","AG:230":"N/A","AE:425":"N/A","AG:33":"No","G:785":"HOWs [Determine success criteria.]","AC:382":"No","X:218":"N/A","AC:466":"N/A","W:386":"N/A","G:90":"Age range [15 ]","AK:401":"N/A","AD:233":"N/A","AG:173":"N/A","AD:764":"N/A","R:360":"N/A","R:715":"N/A","AK:552":"N/A","R:790":"N/A","H:729":"N/A","AB:782":"N/A","AD:707":"N/A","AC:602":"N/A","AF:588":"N/A","U:458":"No","W:350":"N/A","AE:277":"N/A","AK:722":"N/A","AA:387":"N/A","W:441":"N/A","D:113":"Required infrastructure & Teaching Materials","O:757":"N/A","V:472":"2. Activity - worksheet - solutions","AC:225":"N/A","O:152":"(Re)assess your viewpoint on a socio-scientific issue.","AB:58":"Yes","AD:195":"N/A","AC:691":"N/A","AI:386":"N/A","T:755":"N/A","AI:548":"N/A","AJ:536":"N/A","AH:233":"N/A","W:453":"N/A","U:277":"No","AH:177":"N/A","S:791":"N/A","T:584":"N/A","Y:361":"N/A","W:756":"N/A","W:182":"N/A","D:789":"Resource Type","AI:406":"N/A","O:468":"N/A","W:402":"N/A","Y:469":"No","W:454":"N/A","H:85":"N/A","T:586":"N/A","AJ:444":"Group work","R:390":"N/A","AG:195":"N/A","AE:577":"N/A","AI:732":"N/A","O:718":"N/A","G:475":"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]","Y:344":"N/A","P:521":"N/A","U:780":"N/A","AB:589":"N/A","D:141":"Learning Outcome","AK:711":"N/A","AJ:694":"N/A","AB:792":"N/A","Z:784":"N/A","P:173":"N/A","AI:205":"N/A","AC:274":"N/A","Q:431":"N/A","AK:415":"N/A","AJ:750":"N/A","G:230":"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.]","AF:793":"N/A","AC:342":"N/A","D:127":"Required infrastructure & Teaching Materials","S:762":"N/A","AC:726":"N/A","AH:360":"N/A","AC:436":"Learners watch a video (5 ') on fashion, about the history of fashion in Spain from the 18th century till today.\n \n \n \n \n After watching the video, learners make a list of terms related to fashion in a collaborative way, sharing their results with the group. There is a final question in the last part of the video \" What are your clothes saying about you? \".\n \n \n \n \n \n \n Learners have to write a brief piece of text about them and their outfits.\n \n \n \n \n https://youtu.be/uEmMmDFJl20","R:742":"N/A","AC:53":"No","S:397":"N/A","O:55":"No","AJ:620":"Group work","AF:412":"N/A","D:82":"Keywords","Q:381":"N/A","AB:597":"N/A","AC:112":"No","AH:623":"Work in pairs. You have learned the first basic steps.\n \n Now we are adding some attacking movements and some movements to escape the attack.\n \n Check them out and practice them with your partner. You both need to know at least three of both kinds. \n \n https://www.mobilesport.ch/favorites-de/?lang=de&token=5a0950a33cb228c3a37f10093cad6ec5-6040348-8353026\n \n https://www.mobilesport.ch/favorites-de/?lang=de&token=2ed30bb011335738cb2fb86974d4907b-6040348-8353116\n \n Feel free to add your own movements. Put those movements together and practice them.","AF:455":"N/A","AE:199":"N/A","AG:193":"N/A","O:160":"N/A","AK:571":"N/A","G:563":"HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","Q:575":"N/A","AH:239":"N/A","AB:106":"Yes","R:575":"N/A","AD:435":"No","G:367":"HOWs [Check if the information was peer-reviewed.]","AH:31":"No","U:238":"N/A","AC:63":"No","U:761":"N/A","AI:388":"N/A","X:511":"N/A","AJ:217":"N/A","Y:8":"char-char-01","U:105":"Subsequent lessons could extend the topic toward molecular mechanisms of disease and repair, examining how protein misfolding, aggregation, and phase separation contribute to neurodegenerative disorders such as Alzheimer’s or Parkinson’s. Learners could explore biomedical strategies for protein stabilisation or targeted degradation, linking basic biochemistry to therapeutic design. Another follow-up lesson might focus on stem-cell biology and regenerative technologies, reinforcing the scientific and ethical dimensions of manipulating self-organisation in living systems.","AK:345":"N/A","P:394":"N/A","S:233":"N/A","Z:245":"N/A","AK:512":"N/A","AB:177":"N/A","S:120":"canva short presentation","AD:237":"N/A","Y:214":"N/A","AK:169":"N/A","Q:472":"\ud83e\uddec Common GroundArtificial creation of life: Both authors describe the birth of human life not as a natural process, but as the result of scientific or technological intervention.Ethical dilemmas: Each work raises questions about the consequences of human interference with nature—whether driven by personal ambition (Shelley) or mass social engineering (Huxley).Absence of natural birth: Natural reproduction is replaced by laboratory procedures, with technology assuming the role of nature.⚡️ DifferencesAspectFrankensteinBrave New WorldMotivation for creationPersonal ambition and scientific curiosity of VictorState control and social stabilityMeans of creationScientific experiments, electricity, galvanismBiotechnology, incubation, social programmingCreator’s reactionFear, guilt, repulsionAcceptance, pride, institutional normalizationSociety’s reactionRejection of the creature as a monsterAcceptance of artificial life as normalMoral messageWarning against scientific hubrisCritique of loss of individuality and freedom\ud83e\udde0 In SummaryShelley focuses on the individual scientist who violates nature’s boundaries and pays the price for his hubris. Huxley, on the other hand, presents a systematized society where technology is fully integrated and used to control and shape people from birth.Both authors invite us to ask: What are the limits of technology when it comes to life—and who gets to define them?","O:580":"N/A","G:50":"Subject(s) [Chemistry]","R:789":"N/A","AH:515":"N/A","X:243":"N/A","O:755":"N/A","AI:175":"N/A","V:113":"No","P:50":"No","P:421":"N/A","AJ:359":"N/A","G:338":"HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","AJ:562":"N/A","X:10":"2026-01-28 12:19:33","Q:163":"N/A","W:685":"N/A","AD:374":"N/A","U:242":"N/A","U:51":"No","AK:651":"The statements were created by the creator of the lesson plan with the help of Gemini, extracting information from the report of the Stanford Center on Longevity: https://longevity.stanford.edu/wp-content/uploads/2022/04/Short-Report-2.pdf","AK:562":"N/A","S:44":"AI is clean and innovative\n \n \n \n \n \n \n AI doesn't cause environmental problems\n \n \n \n \n Cloud-based AI has no environmental cost","P:275":"N/A","AH:241":"N/A","X:133":"40","S:46":"Yes","X:445":"Examine a diagram of a data centre and label its key components (servers, cooling system, power source).In pairs, discuss how electricity flows through the system and why data centres consume energy.Answer guided questions: Examine “Which components use the most electricity?” and “How AI might increase its energy demand?”Present one key insight to the class using visual representation (poster or slide).","Z:281":"No","R:399":"N/A","S:166":"N/A","X:379":"N/A","AE:641":"N/A","Q:236":"N/A","AA:167":"N/A","X:693":"N/A","Z:792":"N/A","AH:592":"N/A","O:240":"N/A","G:195":"HOWs [Identify sensational and emotional language used to influence the audience.]","AE:172":"N/A","T:565":"N/A","W:57":"No","H:631":"N/A","P:715":"N/A","R:196":"N/A","AC:432":"N/A","AI:685":"N/A","T:45":"No","AB:221":"N/A","G:781":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","V:290":"No","G:555":"HOWs [☑ Logical fallacies]","AJ:745":"N/A","AB:437":"N/A","V:198":"N/A","AG:773":"N/A","H:199":"N/A","V:54":"No","T:5":"2026-01-16 14:56:08","H:781":"N/A","G:309":"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. []","AA:56":"No","Z:704":"N/A","S:347":"N/A","AJ:361":"N/A","AI:45":"Yes","AE:170":"N/A","AH:628":"N/A","H:311":"N/A","P:579":"N/A","AC:421":"N/A","AD:281":"N/A","O:487":"N/A","AE:314":"Differentiate between fact and opinion.","U:620":"Teacher-led instruction and Q&A sessions","AK:67":"By the end of the lesson, learners will have improved their vocabulary to understand and reflect on the social aspects of pursuing extreme longevity.\n \n \n \n \n By the end of the lesson, learners will have become better able to discuss and evaluate the social impacts and implications of longevity.","S:35":"Atmospheric pollution","S:550":"N/A","AD:163":"N/A","O:381":"N/A","S:310":"10","AB:714":"N/A","G:776":"HOWs [Select supporting evidence for each argument.]","Y:359":"N/A","W:205":"N/A","AI:86":"No","AB:527":"N/A","Z:93":"No","AJ:192":"N/A","U:97":"No","AD:107":"No","AK:514":"N/A","AC:89":"No","R:11":"83.175.75.219","AH:53":"No","AI:236":"N/A","AG:772":"N/A","AD:750":"N/A","AD:255":"N/A","AB:211":"No","P:171":"N/A","O:226":"N/A","V:725":"N/A","T:135":"No","AA:447":"/* 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 \n \n \n \n \n \n \n ·\n Read the text carefully.\n \n ·\n Highlight the words: microplastics, waste,\n pollution, food chain, recycle, protect.\n \n ·\n Write one sentence that explains how\n microplastics can enter our food chain.\n \n ·\n Write one sentence that summarises why\n microplastics are a concern for people or the environment.\n \n ·\n In pairs, discuss one action you and your family\n could take to reduce microplastics in food.","AC:96":"No","Z:67":"Writing and Communication Goals\n \n \n Learners will write a formal invitation letter with correct structure (greeting, introduction, body, closing, signature).\n \n \n Learners will clearly state the purpose of the invitation (e.g., inviting guests)\n \n \n Learners will use persuasive and polite language appropriate for an invitation.\n \n \n Learners will maintain clarity and coherence, ensuring ideas flow logically from introduction to conclusion.\n \n \n Language and Style Goals\n \n \n Learners will use topic-specific vocabulary such as microplastics, pollution, ecosystem, contamination, marine life, and food web.\n \n \n Learners will apply correct grammar, punctuation, and spelling.\n \n \n Learners will adjust tone and formality depending on the intended audience (e.g., principal, parents, classmates,teachers, major of the town, city)\n \n \n Creative and Critical Thinking Goals\n \n \n Learners will show creativity in designing for the invitation\n \n \n Learners will critically connect the topic to real-world issues, encouraging readers to care about microplastics and take action.","AH:418":"N/A","AB:393":"N/A","AB:363":"N/A","G:681":"Learning Outcome","AK:182":"N/A","V:276":"No","AH:723":"N/A","AG:569":"N/A","P:743":"N/A","X:583":"N/A","G:9":"Date started","AF:613":"N/A","W:172":"N/A","AC:785":"N/A","AJ:582":"N/A","S:566":"N/A","R:380":"N/A","S:423":"N/A","AE:62":"No","AI:94":"Yes","AK:491":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","AE:538":"N/A","G:603":"HOWs [Research evidence and logic behind the counter-arguments.]","Q:748":"N/A","Y:640":"N/A","AG:177":"N/A","R:177":"N/A","R:772":"N/A","AJ:413":"N/A","Z:772":"N/A","R:441":"No","AH:374":"N/A","V:322":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","G:328":"Learning Outcome","AG:168":"N/A","Z:197":"N/A","Z:509":"N/A","AA:252":"N/A","H:766":"N/A","G:771":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","V:243":"N/A","V:512":"N/A","AA:294":"No","G:227":"HOWs [☑ (Re)assessing personal viewpoint on SSI]","AB:53":"No","S:1":"6","V:599":"N/A","Y:685":"N/A","U:426":"N/A","S:475":"Canva","H:592":"N/A","AG:408":"N/A","H:7":"en","AH:748":"N/A","X:362":"N/A","Q:527":"N/A","AH:612":"Learning the movements to attack","T:753":"N/A","AH:576":"N/A","R:580":"N/A","AH:702":"N/A","AB:732":"N/A","Y:599":"N/A","Z:725":"N/A","AK:564":"N/A","Q:402":"N/A","U:740":"N/A","T:383":"N/A","AG:45":"Yes","T:365":"N/A","AE:764":"N/A","S:715":"N/A","AJ:706":"N/A","AA:537":"N/A","AB:769":"N/A","Z:276":"No","P:202":"N/A","AB:47":"No","G:689":"HOWs [Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]","W:181":"N/A","G:470":"Student output form [Service-learning project]","P:631":"N/A","H:172":"N/A","AE:761":"N/A","P:752":"N/A","AJ:772":"Yes","AG:412":"N/A","Q:66":"4","U:264":"No","AF:415":"N/A","U:200":"N/A","AG:579":"N/A","P:247":"N/A","D:24":"Author(s)","AC:253":"N/A","AF:46":"No","W:380":"N/A","AK:211":"N/A","AG:259":"No","V:58":"No","G:726":"HOWs [Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.]","Y:753":"N/A","O:745":"N/A","AE:559":"N/A","U:784":"N/A","W:593":"N/A","T:218":"N/A","AI:275":"Yes","U:53":"No","Y:424":"N/A","T:666":"Differentiate between fact and opinion.","U:334":"N/A","X:335":"N/A","V:338":"N/A","Z:700":"N/A","AJ:781":"N/A","R:526":"N/A","O:533":"N/A","V:282":"No","AG:452":"N/A","AH:663":"Yes","AC:412":"N/A","AF:368":"N/A","H:747":"N/A","Y:545":"N/A","AH:375":"N/A","W:629":"N/A","T:254":"N/A","AH:274":"N/A","S:196":"N/A","O:256":"N/A","X:134":"40","V:215":"N/A","T:743":"N/A","R:378":"N/A","Q:238":"N/A","D:87":"Learner Age Range","AD:278":"N/A","Q:779":"N/A","S:175":"N/A","U:555":"N/A","O:584":"N/A","V:177":"N/A","AI:373":"N/A","O:218":"N/A","O:557":"N/A","Q:591":"N/A","AA:491":"Explore impacts and solutions as well as the parties affected by the socio-scientific issue.","Y:632":"N/A","H:568":"N/A","S:539":"N/A","D:114":"Required infrastructure & Teaching Materials","R:699":"N/A","AD:570":"N/A","AG:697":"N/A","P:593":"N/A","AC:275":"N/A","AK:569":"N/A","W:109":"Yes","AH:543":"N/A","G:721":"HOWs [Examine how the information is framed.]","AK:199":"N/A","AG:411":"N/A","AB:590":"N/A","AK:612":"Learners receive statements about eight areas of lifethat might be impacted by pursuing extreme longevity. In pairs or groups of three, they have to fill in one gap in each statement with one word from a word list, as well as engage in a discussion around the positive and negative effects the statements imply.","AF:534":"N/A","AI:447":"Choose a different historical example in which hunger was used as a weapon of war ( German occupation of Greece, Peloponnesian War – the conquest of Athens by the Spartans, \n \n Fall off Messologhi, Bulgarian occuation in northern Greece( Komotini, Thrace).\n \n \n \n \n \n \n Each group should work on a different example.\n Collect information in the collaborative document, exploring the historical context, causes, ethical, economic, and humanitarian consequences..\n \n \n \n \n \n \n Take notes in the shared document.\n Use the two sources provided in your material folder for your chosen example, and select one additional reliable source to support your research.","AE:30":"No","AB:383":"N/A","G:686":"HOWs [Categorise ☑ information sources into different types (recipients etc.)]","O:602":"N/A","R:616":"N/A","U:35":"Genetic engineering","U:246":"N/A","AH:209":"N/A","U:783":"N/A","T:524":"N/A","Z:633":"N/A","Z:159":"N/A","AD:249":"N/A","AK:626":"Yes","X:387":"No","Z:555":"N/A","Q:783":"N/A","R:564":"N/A","U:411":"N/A","G:179":"HOWs [Identify ☑ visual indications of sponsored content.]","X:209":"N/A","AJ:70":"life, death, belief, culture, longevity, transhumanism,","AB:642":"N/A","X:549":"N/A","S:194":"N/A","X:108":"Yes","AK:596":"N/A","D:120":"Required infrastructure & Teaching Materials","Y:762":"N/A","R:611":"No","AJ:721":"N/A","AH:770":"N/A","T:629":"N/A","X:107":"Yes","G:72":"Key words (for online filter and search function) []","D:74":"Keywords","V:341":"N/A","G:207":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","AC:363":"N/A","V:395":"N/A","G:37":"Topic","U:686":"N/A","T:340":"N/A","U:177":"N/A","G:299":"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]","S:390":"N/A","AA:162":"N/A","AE:581":"N/A","Y:522":"N/A","V:199":"N/A","P:617":"N/A","D:36":"SSI Topic","Q:423":"N/A","AF:626":"N/A","W:174":"N/A","Y:551":"N/A","W:558":"N/A","AD:792":"N/A","AB:70":"fast fashion","AA:333":"N/A","AF:103":"Learners already/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normale Tabelle\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin:0cm;\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 ... understand basic\n genetics\n \n … understand the\n fundamental principles of heredity (Mendelian inheritance)\n \n … know what DNA is and what\n information is encoded in it\n \n … understand how some\n illnesses are hereditary and can be found in one’s DNA\n \n … understand how pregnancy and\n in-vitro fertilization work","AH:232":"N/A","R:465":"No","Y:198":"N/A","G:121":"Required teaching materials []","AD:276":"N/A","U:219":"N/A","H:561":"N/A","AG:51":"No","Q:215":"N/A","AE:159":"N/A","AD:600":"N/A","AC:626":"N/A","V:435":"Yes","AJ:561":"N/A","X:398":"N/A","Z:356":"N/A","AI:366":"N/A","R:737":"N/A","H:177":"N/A","X:171":"Yes","AG:341":"N/A","AE:376":"N/A","X:344":"N/A","O:605":"N/A","S:336":"N/A","T:615":"N/A","AB:573":"N/A","V:212":"N/A","Z:415":"N/A","R:252":"N/A","U:32":"No","AE:410":"N/A","AA:723":"N/A","W:281":"N/A","AB:716":"N/A","AJ:475":"The doctrinal quotes used in this activity were freely paraphrased by the teacher for educational purposes. They are based on publicly available religious and philosophical ideas and do not reproduce any copyrighted material.","P:197":"N/A","O:735":"N/A","AI:232":"N/A","AD:739":"N/A","V:610":"Examine how the information could be framed differently","T:93":"No","AI:576":"N/A","AK:164":"N/A","X:576":"No","AG:171":"N/A","U:721":"N/A","AE:207":"N/A","Q:767":"N/A","Q:771":"N/A","Z:246":"N/A","AH:87":"No","AG:216":"N/A","T:229":"N/A","AH:569":"N/A","AB:775":"N/A","AD:346":"N/A","AG:566":"N/A","AG:594":"N/A","AG:458":"N/A","AH:219":"N/A","X:729":"N/A","Z:236":"N/A","S:738":"No","AD:312":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AA:716":"N/A","AC:333":"N/A","R:235":"N/A","T:645":"N/A","AH:1":"23","Y:514":"N/A","Z:44":"one person's action does not matter","AH:693":"N/A","AK:194":"N/A","Z:592":"N/A","AB:570":"N/A","AK:374":"N/A","AC:371":"N/A","AH:111":"No","AE:350":"N/A","O:630":"N/A","AA:487":"Yes","AK:589":"N/A","AH:332":"Select an action or initiative.","AC:513":"N/A","T:185":"N/A","G:148":"Learning Outcome","G:761":"HOWs [Weigh the effect of potential forms of engagement.]","AF:428":"N/A","AF:354":"N/A","W:326":"Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue.","AI:783":"N/A","AE:797":"teacher assists monitoring progress, helps with the structure of phrases they use, gives some items of vocabulary that they might need","G:176":"HOWs [Analyse reviews of the website, platform or media outlet.]","AK:756":"N/A","AJ:369":"N/A","AJ:787":"No","AK:165":"N/A","X:626":"N/A","AF:257":"N/A","O:189":"N/A","AA:85":"No","AA:557":"N/A","T:395":"N/A","AC:369":"N/A","W:731":"N/A","AB:244":"N/A","W:417":"N/A","Z:45":"Yes","Q:455":"No","AI:363":"N/A","AI:253":"N/A","AE:456":"N/A","X:753":"N/A","V:386":"N/A","O:774":"N/A","T:432":"N/A","Y:68":"Environmental Chemistry – Plastics and Polymers","AA:502":"Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue.","V:334":"N/A","W:278":"N/A","V:559":"N/A","P:767":"N/A","O:210":"N/A","AK:704":"N/A","AH:668":"Take action to become a responsible democratic citizen.","AD:696":"N/A","AA:645":"No","AK:613":"No","O:534":"N/A","AH:790":"N/A","Y:748":"N/A","H:435":"N/A","Z:454":"No","W:404":"N/A","X:696":"N/A","AH:108":"Yes","Y:105":"1. 1.Microplastic impacts on organisms (Explore how\n microplastics affect marine life and humans. Discuss chemical toxicity, bioaccumulation\n and food chain contamination.)\n \n \n 2.Methods of detecting and analyzing microplastics (Introduce\n laboratory techniques such as filtration, microscopy and chemical analysis. Discuss\n the limitations and challenges of measuring microplastics in the environment.)\n \n \n \n \n \n \n 3.Reducing microplastic pollution (Practical strategies\n for reducing microplastics, for example alternatives to single-use plastics,\n washing machine filters and evaluate sustainability practices and global\n efforts.)\n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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 /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Κανονικός πίνακας\";\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:\"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;}","G:778":"HOWs [Identify likely counter-arguments.]","AG:396":"N/A","H:232":"N/A","AC:764":"N/A","S:103":"know some words related to AI\n \n \n ability to discuss different topics in English\n abilty to read, understand English texts and distinguish between genres/ types of texts","G:658":"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]","G:758":"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.]","AJ:86":"No","AD:87":"No","T:385":"N/A","AH:271":"Listen to the story.\n \"The story of Danielland and Udoish begins in a rugged, mountainous region divided by the clear, winding waters of the River Agnes.\n For centuries, this river had been the lifeline for both nations. Farmers in Udoish depended on its flow to irrigate their fertile valleys, while the people of Danielland relied on it for drinking water and electricity.\n But as the climate began to change and rainfall grew more unpredictable, the higher-altitude country of Danielland faced a severe water shortage. Streams that once flowed freely from the glaciers were drying up. In desperation, Danielland’s leaders decided to build a massive dam high in the mountains, just before the river descended into Udoish.\n The project began with pride and hope. Engineers called it the “Silver Wall,” a symbol of progress and survival. Danielland’s citizens celebrated the prospect of full reservoirs and secure power. Yet, far downstream, life began to change in Udoish.\n As the dam trapped more and more water, the River Agnes shrank to a trickle on the Udoish side. Crops withered in the fields, and fishing villages that had thrived for generations found their boats stranded on dry riverbeds. Udoish farmers marched to their capital, demanding action.\n Diplomats from both sides met several times, but every discussion ended in frustration. Danielland insisted it had the right to protect its own people. Udoish argued that no nation owned a river that flowed across borders. The dispute soon turned bitter. Angry words filled the air, and soldiers were seen gathering near the frontier.\"\n Try to find out how people feel in Udoisch.","Z:342":"N/A","W:371":"N/A","AF:789":"N/A","Z:690":"N/A","W:93":"No","Q:690":"N/A","AJ:457":"N/A","AE:455":"N/A","P:276":"N/A","G:191":"HOWs [Check if the information was peer-reviewed.]","AJ:220":"N/A","T:518":"N/A","AA:351":"N/A","X:173":"N/A","AH:212":"N/A","AI:32":"No","U:728":"N/A","AI:261":"Yes","G:43":"Learning Outcome(s)","AG:389":"N/A","AB:420":"No","V:781":"N/A","G:418":"HOWs [Refer to sources.]","AJ:111":"No","W:714":"N/A","O:510":"N/A","AB:551":"N/A","Z:290":"No","V:688":"N/A","AC:56":"No","X:233":"N/A","AF:215":"N/A","AC:532":"N/A","W:721":"N/A","AA:247":"N/A","V:720":"N/A","AI:87":"No","W:614":"N/A","V:157":"N/A","AA:755":"N/A","Y:694":"N/A","AB:265":"N/A","O:404":"N/A","AE:769":"N/A","AB:356":"N/A","AG:693":"N/A","S:197":"N/A","Y:100":"No","P:352":"N/A","W:197":"N/A","V:353":"N/A","AH:281":"N/A","V:7":"en","R:160":"N/A","AD:414":"Yes","Q:344":"N/A","AE:39":"Conflicts and wars disrupting food supply","AE:218":"N/A","V:692":"N/A","AA:217":"N/A","AI:54":"No","P:372":"N/A","O:341":"N/A","H:696":"N/A","AK:366":"N/A","AG:739":"N/A","AK:579":"N/A","T:247":"N/A","W:11":"130.226.139.2","Z:799":"- create functional items or art from workshop metal, wood or plastic- invite local businesses to talk about careers in renewable energy- propose energy - saving improvements- organize a fix-it day where learners repair broken items- design small - scale, energy - efficient models using sustainable materials- create a composting system for cafeteria waste or a recyling program for technical materials (paper, plastic, metals)","P:62":"No","U:693":"N/A","AD:773":"N/A","Z:397":"N/A","G:641":"Student output form [Oral presentation]","T:204":"N/A","AC:612":"Learners watch a video on influencers online, they have to reflect on this new job and their message sometimes biased and targeted to buy compulsively and consume with no limits.\n https://www.ted.com/talks/vishakha_holsambre_under_the_influence_rise_of_social_media_influencers\n \n \n Learners think and weigh the pros and cons of this job so popular among young people but bear in mind the dangers and drawbacks they have among some young people in terms of self image and self-esteem.","U:551":"N/A","Q:615":"Yes","X:774":"N/A","AD:538":"N/A","X:70":"AI, ENERGY, ENVIRONMENT","Y:276":"N/A","O:348":"N/A","Y:189":"N/A","Y:233":"N/A","S:401":"N/A","V:216":"N/A","AF:730":"N/A","O:690":"N/A","AD:531":"N/A","Q:179":"N/A","V:690":"N/A","P:210":"N/A","U:256":"N/A","S:644":"N/A","AK:558":"N/A","AD:701":"N/A","H:405":"N/A","AI:613":"N/A","T:538":"N/A","R:743":"N/A","T:623":"Your\n Turn: Analyze\n the Solutions\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Work in small groups (4-5 learners).Each\n group will\n be assigned\n a different\n \"Viewpoint\"\n (a solution)\n from the article\n to analyze.\n \n Inyourgroup,readthearticleand focus on the'Viewpoint' (solution)youwereassignedFindatleastoneArgumenttheauthorusesto supportthisviewpoint.FindthespecificEvidence(data,expertquotes,examples) theauthorusesto supportthatargumentUse\n the V-A-E framework (on your\n worksheet\n or\n by creating\n a map\n or whatever\n you\n prefer)\n to analyze\n your\n solutionor create a mind map.Discuss\n amongst\n yourselves\n whether\n this\n evidence\n seems\n strong\n or weak\n and why\n (your\n Assessment).Prepare\n to share your\n findings\n with the class in 1-2 minutes, answering these 2 questions:\n \n \n •Do\n the solutions\n presented\n seem\n effective?\n \n \n •