{"META":{"ROWSBYDISPLAY":{"subject-specific lesson goals":[76],"keywords":[79,80,81,82,83,84,85,86,87,88,89,90,91,92,93],"duration":[142,304,465,626,787],"scilmi learning goal 2":[47],"year of publication":[13],"potential misinformation in society / potential learner misconceptions to be exploited by manipulations strategies":[50],"app":[275,276,436,437,597,598,758,759],"scilmi domain 1":[42],"total number of lessons in the sequence":[29],"scilmi learning outcome 1":[44],"author(s)":[14,15,16,17,18,19,20,21,22,23,24,25],"scilmi domain 2":[46],"lesson sequence title":[28],"e1 name":[1],"resource type":[270,271,272,273,274,431,432,433,434,435,592,593,594,595,596,753,754,755,756,757],"learner age range":[94,95,96,97,98,99,100,101,102,103],"scilmi how 1":[45],"ssi topic":[36,37,38,39,40,41],"material sources":[293,294,295,296,297,298,299,300,301,302,303,454,455,456,457,458,459,460,461,462,463,464,615,616,617,618,619,620,621,622,623,624,625,776,777,778,779,780,781,782,783,784,785,786],"lesson title":[78],"activity instruction":[280,441,602,763],"subject topics":[77],"required infrastructure & teaching materials":[115,116,117,118,119,120,121,122,123,124,125,126,127,128,129,130,131,132,133,134,135,136,137,138,139,140,141],"suggested social form":[277,438,599,760],"scilmi learning outcome 2":[48],"ssi theme":[35],"year of subject learning":[104,105,106,107,108,109,110,111],"scilmi learning goal 1":[43],"position of lesson plan in sequence":[30,31,32,33,34],"subjects":[51,52,53,54,55,56,57,58,59,60,61,62,63,64,65,66,67,68,69,70,71,72,73,74],"expected outcome":[451,612,773],"student output form":[282,283,284,285,286,287,288,289,443,444,445,446,447,448,449,450,604,605,606,607,608,609,610,611,765,766,767,768,769,770,771,772],"scilmi how 2":[49]},"ACTIVITYSTARTS":[143,304,465,626,787],"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]":[295,456,617,778],"required teaching materials []":[126,127,128,129,130,131,132,133,134,135,136,137,138,139,140,141],"expected activity duration in minutes":[143,304,465,626,787],"hows [examine the political climate. consider the political context at the time the information was created.]":[210,372,533,694],"media [text media]":[270,431,592,753],"total number of lessons in the sequence":[29],"hows [if relevance is unclear: reflect on what source/info is compelling or surprising to you.]":[216,378,539,700],"number of activities in this lesson":[75],"student output form [practical demonstration (lab experiment, etc.)]":[286,447,608,769],"scilmi domain 2":[46],"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]":[294,455,616,777],"hows [identify solutions that reduce negative impacts or enhance positive impacts or both.]":[231,393,554,715],"lesson plan language [other]":[27],"date last action":[10],"key words (for online filter and search function) []":[79,80,81,82,83,84,85,86,87,88,89,90,91,92,93],"year of subject learning [1st year]":[104],"hows [identify the ☑ purpose behind the information.]":[208,370,531,692],"hows [identify ☑ visual indications of sponsored content.]":[187,349,510,671],"year of subject learning [3rd year]":[106],"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. []":[303,464,625,786],"this plan's position in the sequence: [4]":[33],"subject(s) [economics]":[64],"required infrastructure [student tablets]":[117],"hows [identify well-known and reputable domains (.edu / .gov, etc.).]":[190,352,513,674],"hows [explain the influence of algorithms on search results and on social media feeds.]":[168,330,491,652],"subject(s) [technology]":[60],"media [multimedia]":[273,434,595,756],"response id":[1],"publication year":[13],"hows [check the publication date.]":[194,356,517,678],"age range [10]":[94],"hows [determine the parties responsible for putting solutions into practice.]":[227,389,550,711],"age range [16]":[100],"who?":[3],"tips, tricks, and suggestions for practice":[292,453,614,775],"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.]":[204,366,527,688],"student output form [interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]":[284,445,606,767],"potential learner misconceptions or potential misinformation in society regarding the ssi topic":[50],"competence domain":[267,306,467,628,789],"hows [determine which parties are more susceptible to ☑ negative impacts.]":[228,390,551,712],"publish? -> yes / no":[2],"required infrastructure [projector]":[123],"briefly describe the method you use.":[279,440,601,762],"hows [organise the arguments and supporting evidence.]":[248,410,571,732],"upload-ready -> yes / no":[4],"year of subject learning [4th year]":[107],"hows [explain the role ai, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]":[169,331,492,653],"year of subject learning [2nd year]":[105],"hows [research evidence and logic behind the counter-arguments.]":[259,421,582,743],"required infrastructure [internet access]":[119],"referrer url":[12],"subject(s) [history]":[62],"hows [for ☑ social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. look at engagement metrics.]":[176,338,499,660],"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.]":[236,398,559,720],"app [other]":[276,437,598,759],"subject(s) [religion and/or ethics and/or philosophy]":[67],"hows [ break down the socio-scientific issue into key words you can use for your search.]":[173,335,496,657],"hows [recognise that your attention is a limited resource – you cannot check every claim or source in depth.]":[215,377,538,699],"required infrastructure [student computers / notebooks]":[116],"subject(s) [physics]":[58],"model solution":[290,451,612,773],"hows [check if multiple viewpoints are presented and who is quoted.]":[220,382,543,704],"hows [evaluate their relevance and validity.]":[260,422,583,744],"student output form [oral presentation]":[283,444,605,766],"scilmi learning outcome 1":[44],"hows [refer to sources.]":[250,412,573,734],"hows [develop a response and prepare alternate arguments and evidence to support your message.]":[261,423,584,745],"hows [recognise the possibility to fall for and (un)intentionally share misinformation.]":[170,332,493,654],"student output form [text]":[282,443,604,765],"age range [17 ]":[101],"hows [categorise ☑ information sources into different types (recipients etc.)]":[166,328,489,650],"hows [examine the use of rhetorical devices.]":[202,364,525,686],"hows [determine the recipient(s) or target group(s) of your civic engagement (who).]":[239,401,562,723],"subject(s) [physical education]":[68],"subject(s) [civics & global citizenship education]":[63],"subject(s) [ancient languages]":[53],"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]":[299,460,621,782],"hows [look for established institutions (e.g. universities, journals) and well-known media outlets.]":[191,353,514,675],"required infrastructure [other]":[125],"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]":[296,457,618,779],"hows [simulate the engagement.]":[244,406,567,728],"hows [use ☑ technical tools to identify sponsored content.]":[189,351,512,673],"hows [☑ (re)assessing personal viewpoint on ssi]":[235,397,558,719],"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.]":[206,368,529,690],"topic":[36,37,38,39,40,41],"hows [consider who benefits from the information being believed or spread.]":[207,369,530,691],"required infrastructure [printer]":[120],"hows [☑ actions and initiatives to convey a message.]":[262,424,585,746],"hows [☑ selecting information sources]":[174,336,497,658],"required infrastructure [document camera or visualiser]":[124],"hows [identify ☑ verbal cues that indicate arguments and evidence or examples.]":[196,358,519,680],"hows [examine possible consequences for uninformed and misinformed individuals and societies.]":[171,333,494,655],"required infrastructure [teacher computer]":[115],"subject(s) [first language]":[51],"lesson sequence title":[28],"hows [weigh the effect of potential forms of engagement.]":[241,403,564,725],"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]":[298,459,620,781],"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]":[300,461,622,783],"bloom's taxonomy":[281,442,603,764],"student output form [product (e.g. prototype, website, etc.)]":[287,448,609,770],"hows [explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]":[254,416,577,738],"hows [for ai: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]":[177,339,500,661],"media [audio media]":[271,432,593,754],"hows [identify sensational and emotional language used to influence the audience.]":[203,365,526,687],"hows [list the different viewpoints supported by evidence-based arguments.]":[221,383,544,705],"required previous knowledge":[112],"hows [☑ communication channels]":[242,404,565,726],"elaborate activity [yes, please show additional fields]":[268,429,590,751],"hows [identify verbal cues that indicate opinions or uncertainty.]":[195,357,518,679],"hows [identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]":[179,341,502,663],"subject(s) [biology]":[57],"hows [identify author and messenger.]":[180,342,503,664],"learning outcome":[149,150,151,152,153,154,155,156,157,158,159,160,161,162,163,164,311,312,313,314,315,316,317,318,319,320,321,322,323,324,325,326,472,473,474,475,476,477,478,479,480,481,482,483,484,485,486,487,633,634,635,636,637,638,639,640,641,642,643,644,645,646,647,648,794,795,796,797,798,799,800],"ideas for following subject-specific lesson(s)":[114],"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).]":[181,343,504,665],"required infrastructure [student smartphones]":[118],"hows [be objective and concise.]":[249,411,572,733],"hows [consider the geographical and cultural ☑ context of the information.]":[209,371,532,693],"year of subject learning [7th year]":[110],"this plan's position in the sequence: [1]":[30],"scilmi learning goal 2":[47],"hows [ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]":[217,379,540,701],"subject(s) [german]":[72],"scilmi domain 1":[42],"subject(s) [media literacy education]":[73],"hows [evaluate the different arguments based on scientific evidence.]":[224,386,547,708],"scilmified? [this activity is designed to support a scilmi learning outcome.]":[144,305,466,627,788],"media [interactive media]":[274,435,596,757],"year of subject learning [5th year]":[108],"scilmi how 1":[45],"hows [determine which ☑ parties or communities are likely to benefit.]":[229,391,552,713],"hows [previous knowledge]":[246,408,569,730],"hows [identify likely counter-arguments.]":[258,420,581,742],"hows [analyse ☑ textual cues indicating sponsored content.]":[188,350,511,672],"socio-scientific issue":[35],"hows [select the type of civic engagement you would like to take (inform, argue, take action - how).]":[240,402,563,724],"subject(s) [modern foreign languages]":[52],"author(s) [family name, given name]":[14,15,16,17,18,19,20,21,22,23,24,25],"hows [divide ☑ impacts into categories.]":[225,387,548,709],"hows [other]":[266,428,589,750],"evaluation / assessment criteria":[291,452,613,774],"hows [identify empirical evidence.]":[197,359,520,681],"age range [11 ]":[95],"date started":[9],"hows [determine success criteria.]":[265,427,588,749],"this plan's position in the sequence: [3]":[32],"hows [☑ logical fallacies]":[211,373,534,695],"hows [review similar initiatives to understand common feedback and reactions.]":[243,405,566,727],"hows [☑ intended audience investigation]":[186,348,509,670],"hows [provide background information on the socio-scientific issue.]":[253,415,576,737],"age range [13]":[97],"hows [outline steps and a timeline.]":[264,426,587,748],"subject(s) [english]":[70],"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]":[302,463,624,785],"app":[275,436,597,758],"hows [analyse reviews of the website, platform or media outlet.]":[184,346,507,668],"subject(s) [computer science & ict]":[61],"hows [evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]":[214,376,537,698],"hows [identify what you will be able to do.]":[263,425,586,747],"hows [identify a hook to grab the recipients’ attention.]":[252,414,575,736],"subject(s) [science]":[54],"age range [18 ]":[102],"start language":[7],"hows [visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]":[213,375,536,697],"suggested social form":[277,438,599,760],"hows [highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]":[219,381,542,703],"hows [identify impacts and solutions that benefit one group while meaning drawbacks for another.]":[230,392,553,714],"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.]":[200,362,523,684],"teacher instructions":[278,439,600,761],"student output form [visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]":[285,446,607,768],"hows [determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]":[223,385,546,707],"required infrastructure [loudspeaker]":[122],"subject topic":[77],"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]":[301,462,623,784],"activity description":[269,430,591,752],"hows [(re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]":[257,419,580,741],"subject-specific lesson goals / competences":[76],"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]":[293,454,615,776],"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.]":[238,400,561,722],"age range [15 ]":[99],"hows [divide potential science-based ☑ solutions to the socio-scientific issue into categories.]":[226,388,549,710],"media [visual media]":[272,433,594,755],"hows [list different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]":[165,327,488,649],"age range [12 ]":[96],"hows [use information from different source types and different sources.]":[167,329,490,651],"hows [formulate a clear statement on the socio-scientific issue in a single sentence.]":[251,413,574,735],"hows [select arguments that support your message.]":[255,417,578,739],"hows [identify solutions that create new negative impacts.]":[232,394,555,716],"access code":[8],"hows [☑ use verification tools to detect deep fakes.]":[182,344,505,666],"lesson title":[78],"activity instruction":[280,441,602,763],"hows [identify gaps in existing efforts addressing these needs.]":[237,399,560,721],"hows [check if the information presents multiple viewpoints or if it seems one-sided.]":[205,367,528,689],"hows [verify if the ☑ information is supported by reliable sources and references.]":[198,360,521,682],"hows [verify the authenticity of displayed images and videos by using ☑ verification tools.]":[185,347,508,669],"scilmi learning outcome 2":[48],"hows [skim the snippets for key terms related to your query.]":[193,355,516,677],"date submitted":[5],"this plan's position in the sequence: [2]":[31],"ideas for preceding subject-specific lesson(s)":[113],"scilmi learning goal 1":[43],"hows [analyse how science on the socio-scientific issue has evolved over time.]":[222,384,545,706],"hows [check if the information was peer-reviewed.]":[199,361,522,683],"hows [examine how the information is framed.]":[201,363,524,685],"subject(s) [music]":[66],"required infrastructure [recording device and microphone]":[121],"scilmi how 2":[49],"subject(s) [geography]":[59],"this plan's position in the sequence: [5]":[34],"hows [scan the titles for keywords that match your search query.]":[192,354,515,676],"hows [analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]":[218,380,541,702],"hows [evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]":[183,345,506,667],"learning objective":[145,146,147,148,307,308,309,310,468,469,470,471,629,630,631,632,790,791,792,793],"subject(s) [arts and/or design]":[65],"year of subject learning [6th year]":[109],"ip address":[11],"subject(s) [health education]":[71],"last page":[6],"duration in minutes":[142],"hows [assess how multiple impacts and solutions might interact or compound over time.]":[233,395,556,717],"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]":[297,458,619,780],"subject(s) [mathematics]":[55],"hows [identify key concepts.]":[212,374,535,696],"subject(s) [practical and vocational skills]":[69],"subject(s) [chemistry]":[56],"hows [apply skills of dialogue.]":[245,407,568,729],"hows [for ☑ search engine, use specific keywords and quotation marks for exact phrases. use boolean operators. use filters (more recent, country-specific, ““,…).]":[175,337,498,659],"hows [identify the scientific issue you would like to know more about.]":[172,334,495,656],"year of subject learning [>7th year]":[111],"age range [19 ]":[103],"student output form [service-learning project]":[288,449,610,771],"hows [☑ personal relation to the ssi]":[234,396,557,718],"age range [14]":[98],"hows [for ☑ databases and library catalogues.]":[178,340,501,662],"student output form [other]":[289,450,611,772],"subject(s) [literature]":[74],"hows [select supporting evidence for each argument.]":[256,418,579,740],"hows [linguistic competence]":[247,409,570,731]},"PLANCOLUMNS":["O","P","Q","R","S","T","U","V","W","X","Y","Z","AA","AB","AC","AD","AE","AF","AG","AH","AI","AJ","AK","AL","AM","AN","AO","AP","AQ","AR","AS"]},"TAB":"Media Literacy","SOURCE":"google:ML","CELLS":{"AP:718":"N/A","AP:676":"N/A","Q:536":"N/A","T:381":"N/A","AP:328":"N/A","AI:735":"N/A","U:742":"N/A","AP:184":"N/A","Q:587":"N/A","AE:341":"N/A","S:61":"No","AM:552":"N/A","X:426":"N/A","G:623":"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]","AJ:180":"N/A","AA:251":"N/A","AQ:557":"N/A","AJ:285":"N/A","Y:660":"N/A","AP:333":"N/A","AG:576":"N/A","Z:692":"N/A","AE:95":"No","V:270":"No","AB:700":"N/A","AP:717":"N/A","T:539":"N/A","AO:767":"N/A","Y:737":"Yes","AF:231":"N/A","AG:226":"N/A","S:94":"No","AA:435":"N/A","R:545":"N/A","AE:672":"N/A","AJ:526":"N/A","AN:518":"N/A","AE:272":"Yes","AA:514":"N/A","AE:401":"N/A","Y:583":"N/A","AO:683":"N/A","R:280":"Student InstructionsFor the Presenting TeamBefore the presentation:Organize the information from your research and the pre-lessons to prepare your content.Discuss with your group members to decide who will explain each part of the presentation.Design and develop a presentation with your group members Prepare to speak for about 4 minutes in total.Test the presentation with your group before the presenting day.During the presentation:Report your findings to the class.Explain your group's findings using the facts, figures, causes, consequences and stories you found.Communicate your ideas clearly and loudly so everyone can hear you.After the presentation:Analyze the highlight and question post-it notes from your peers.Formulate replies to the questions you received. You do not need to answer every question.Reflect on the feedback you received and discuss it with the class. For the Audience: During the presentation:Listen actively and focus on the information being presented.Identify the most interesting points or the best moments of the presentation.Formulate your highlights on the yellow post-it notes.After the presentation:Create questions about the presenting team's content or ideas on the blue post-it notes.Analyze their performance using the evaluation rubric to evaluate their teamwork and clarity.Discuss in the final discussion.","Y:258":"N/A","AI:501":"N/A","AL:512":"N/A","W:176":"N/A","AL:720":"N/A","AF:500":"N/A","U:211":"N/A","AE:757":"N/A","AI:454":"https://anothercoolro.wordpress.com/2012/03/18/la-blouse-roumaine-a-story-started-by-matisse/?utm_source=chatgpt.com","AL:94":"No","AK:108":"Yes","AD:466":"N/A","AB:659":"N/A","AG:243":"N/A","AB:608":"No","AK:765":"N/A","AR:55":"No","U:248":"N/A","AI:335":"N/A","D:765":"Student Output Form","AN:34":"N/A","G:423":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","AH:222":"N/A","S:251":"N/A","R:274":"Yes","AK:574":"N/A","T:695":"N/A","AD:659":"N/A","R:569":"N/A","S:547":"N/A","U:176":"N/A","P:221":"N/A","AD:183":"N/A","AG:732":"N/A","AJ:383":"N/A","AC:304":"55","X:594":"N/A","AO:424":"N/A","O:142":"90","AL:708":"N/A","Y:248":"N/A","P:787":"5","AP:247":"N/A","AF:420":"N/A","AB:108":"No","P:32":"Yes","AL:746":"N/A","AH:724":"N/A","AG:409":"N/A","Z:693":"N/A","AL:232":"N/A","P:186":"N/A","P:236":"N/A","Z:698":"Yes","AB:340":"N/A","AK:744":"N/A","AC:230":"N/A","P:78":"Living Longer with Supplements","Z:547":"N/A","AF:701":"N/A","G:513":"HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","T:179":"N/A","AF:207":"N/A","Q:382":"N/A","T:718":"N/A","AQ:576":"N/A","AB:246":"N/A","AP:194":"N/A","AK:652":"N/A","AG:534":"N/A","AJ:109":"No","AJ:538":"N/A","O:376":"N/A","AH:581":"N/A","T:257":"N/A","AG:84":"Emotional appeal","AD:184":"N/A","AG:357":"N/A","O:406":"N/A","S:414":"N/A","AL:466":"No","R:746":"N/A","AQ:680":"N/A","AE:500":"N/A","AC:330":"N/A","AL:366":"N/A","AJ:211":"N/A","G:728":"HOWs [Simulate the engagement.]","AM:332":"N/A","Q:749":"N/A","X:569":"N/A","O:537":"N/A","AG:9":"2025-09-03 09:13:26","G:312":"Learning Outcome","G:125":"Required infrastructure [Other]","AD:181":"N/A","AI:169":"N/A","T:649":"N/A","AF:424":"N/A","AI:608":"N/A","AP:180":"N/A","AH:33":"No","S:283":"N/A","W:183":"N/A","AB:367":"N/A","X:358":"N/A","AI:754":"N/A","AH:466":"N/A","Q:225":"N/A","AA:559":"N/A","AI:293":"https://padlet.com/goron_mirela/fast-fashion-lzw64j91lm4a","D:131":"Required infrastructure & Teaching Materials","G:631":"Learning Objective","AN:173":"N/A","V:438":"Pair work","Z:358":"N/A","P:115":"Yes","AF:265":"N/A","R:94":"No","AQ:735":"N/A","AP:387":"N/A","AI:596":"N/A","AH:395":"N/A","AD:425":"N/A","AF:230":"N/A","W:752":"Vocabulary and argumentative sample sentences practice","AP:302":"[Website] - Crafting a Marketing Strategy for Electronics Retailers – Highlights online and offline marketing methods including content marketing, SEO, and influencer partnerships - https://newpathdigital.com/marketing-mix-distribution-strategy/","AH:100":"No","AJ:392":"N/A","AP:256":"N/A","G:688":"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.]","T:740":"N/A","R:392":"N/A","S:171":"N/A","AI:14":"Goron, Ana-Mirela","Y:218":"N/A","AA:751":"N/A","AI:426":"Yes","B:1":"E2 Display","O:749":"N/A","AH:62":"No","AA:702":"N/A","AP:664":"N/A","AM:720":"N/A","AJ:660":"N/A","AF:166":"N/A","X:727":"N/A","AG:771":"N/A","AP:730":"N/A","P:712":"N/A","AI:493":"N/A","O:78":"Why Do Humans Want to Live Forever?","T:271":"No","G:111":"Year of subject learning [>7th year]","X:227":"N/A","T:555":"N/A","AL:423":"N/A","O:379":"N/A","G:269":"Activity description","AO:115":"N/A","AC:537":"N/A","AQ:592":"N/A","O:508":"N/A","R:423":"N/A","Y:188":"N/A","Y:165":"N/A","X:530":"N/A","AG:296":"https://www.tricider.com/brainstorming/2tvux2MTk4N","AE:715":"N/A","G:275":"App","AI:385":"N/A","O:204":"N/A","AI:422":"N/A","AH:30":"No","AE:394":"N/A","AC:441":"While watching the program, pay attention to the types of claims made about fast fashion and its impacts. These claims may relate to, for example, the amount of fashion production or waste, the environmental effects of fashion, or the working conditions of employees. Write down the claims as you watch the program.After watching, compile the claims you found into a single list.Under the teacher’s guidance, divide into groups. Each group will be assigned one of the claims from the program to investigate. Using various internet sources, try to find out whether the claim is accurate. Present your findings to the rest of the class.","G:750":"HOWs [Other]","AN:209":"N/A","W:703":"N/A","AB:592":"Yes","AE:524":"N/A","T:588":"N/A","AF:113":"-","AO:666":"N/A","T:9":"2025-09-03 09:12:18","AD:379":"N/A","AJ:60":"No","AO:178":"N/A","AI:167":"N/A","AK:234":"N/A","AG:206":"N/A","AG:748":"N/A","AI:103":"No","AF:328":"N/A","AH:63":"No","X:513":"N/A","AL:343":"N/A","AH:530":"N/A","P:671":"N/A","AR:63":"No","AM:256":"N/A","AR:434":"No","AD:210":"N/A","AF:555":"N/A","Z:343":"N/A","W:562":"N/A","Y:491":"N/A","Z:261":"N/A","AH:528":"N/A","AE:181":"N/A","P:177":"N/A","AH:270":"N/A","AD:10":"2025-12-18 09:56:11","Q:769":"N/A","X:588":"N/A","X:754":"N/A","AA:261":"N/A","AR:103":"No","AE:695":"N/A","U:536":"N/A","O:34":"N/A","S:532":"N/A","Z:576":"N/A","AD:690":"N/A","AL:410":"N/A","AJ:755":"N/A","AJ:658":"N/A","AC:658":"N/A","S:718":"N/A","Q:361":"N/A","AI:244":"N/A","AP:564":"N/A","G:394":"HOWs [Identify solutions that create new negative impacts.]","V:220":"N/A","G:743":"HOWs [Research evidence and logic behind the counter-arguments.]","X:427":"N/A","AI:393":"N/A","AQ:8":"luan-fogl-02","AL:517":"N/A","S:264":"N/A","AA:121":"N/A","G:740":"HOWs [Select supporting evidence for each argument.]","R:568":"N/A","V:374":"N/A","AK:763":"You will now sum up the discussion with the class. You will also try to come up with your answer to this question:\n How would you explain what fast fashion is to your friend in one sentence?","AN:398":"N/A","W:516":"N/A","AI:376":"N/A","D:42":"SciLMi Domain 1","AB:552":"N/A","AP:562":"N/A","T:95":"No","O:175":"N/A","AH:555":"N/A","AB:751":"N/A","AC:765":"N/A","G:547":"HOWs [Evaluate the different arguments based on scientific evidence.]","O:563":"N/A","AO:676":"N/A","Z:410":"N/A","AB:209":"N/A","O:417":"N/A","AC:694":"N/A","AL:562":"N/A","U:610":"N/A","T:62":"No","AJ:675":"N/A","AA:527":"N/A","AM:493":"N/A","R:287":"No","V:332":"N/A","Y:601":"Learners first think individually about a key question or topic (e.g., the functions of interest groups). They then pair upto share and discuss their ideas, comparing perspectives and noting new insights. Finally, pairs share their findings with the whole class, allowing for a plenary discussion that connects individual and group reflections to broader concepts in democracy.","AD:35":"Waste pollution","AQ:447":"N/A","O:378":"N/A","AI:433":"No","V:241":"N/A","AL:649":"N/A","AP:671":"N/A","AP:239":"N/A","W:736":"N/A","G:504":"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).]","Q:492":"N/A","AB:601":"The most effective method used here is - a verbal method. There is group work to motivate collaboration and sharing among learners. \n \n \n \n \n Another one is active listening since they will be listening to each other carefully to identify relevant and irrelevant pieces of information.","D:96":"Learner Age Range","O:408":"N/A","U:662":"N/A","AC:99":"Yes","AH:55":"No","AH:203":"N/A","R:427":"N/A","AB:585":"N/A","AD:203":"N/A","AR:14":"[Author(s)] Wir, wir","AJ:409":"N/A","R:368":"N/A","X:366":"N/A","AQ:580":"N/A","R:182":"N/A","AE:421":"N/A","AE:211":"N/A","AO:722":"N/A","V:573":"N/A","AH:549":"N/A","Y:255":"N/A","AQ:104":"No","AL:536":"N/A","V:304":"25","AM:665":"N/A","Q:726":"N/A","AB:331":"N/A","AB:73":"Yes","Y:116":"No","O:626":"25","AK:36":"Fast fashion and textile waste","W:422":"N/A","AC:186":"N/A","AL:385":"N/A","W:600":"Write onto the whiteboard:\n CLAIM + because + REASON + EXAMPLE\n Example:\n Public transport is better because it is cheaper and reduces pollution.\n \n Learners write own example sentences.","R:355":"N/A","D:616":"Material Sources","AP:379":"N/A","T:354":"N/A","O:583":"N/A","X:512":"N/A","AL:176":"N/A","AK:768":"N/A","AG:215":"N/A","AN:567":"N/A","AO:730":"N/A","AK:770":"N/A","AL:115":"Yes","AM:521":"N/A","R:409":"N/A","X:122":"No","AE:96":"No","AN:97":"No","AC:584":"N/A","Y:37":"Private car use vs. public transport expansion","AJ:50":"- Recycling e-waste is easy and always safe.\n - Old electronics don't affect the environment much.\n - It is only a problem in poor countries.\n - Throwing away one phone doesn't matter.","AF:587":"N/A","AB:513":"N/A","X:114":"Awareness will end up in Action:\n Learners after understanding, analysing, evaluating are suggested to take action as active citizents and in groups (according to their preferences and skills) start a campaign: they use the material they have collected and make;\n \nposters/infographics/presentations/video/ newsletters/blogposts/ organise a swap party etc.; in order to spread the gained knowledge,inform the school community and change attitudes.","U:217":"N/A","X:496":"N/A","R:396":"N/A","AB:284":"N/A","AN:403":"N/A","AQ:710":"N/A","AF:224":"N/A","AH:767":"N/A","Y:559":"N/A","AL:788":"N/A","Z:447":"No","G:49":"SciLMi HOW 2","AQ:732":"N/A","AE:292":"The teacher should promote class discussion at the end of the activity. Some questions to facilitate learners' interventions can be:\n - What types of sources have generally proven to be more reliable, and why?\n - What are the main factors that distinguish a highly reliable source from a less reliable one?\n - Do you think your rating would change, and how, if the subject were different (e.g., medicine, economics)?","G:543":"HOWs [Check if multiple viewpoints are presented and who is quoted.]","AM:170":"N/A","AE:417":"N/A","AO:667":"N/A","T:327":"N/A","T:189":"N/A","AJ:143":"10","Q:435":"N/A","D:760":"Suggested Social Form","AI:411":"N/A","AG:253":"N/A","AO:402":"N/A","AQ:574":"N/A","AP:336":"N/A","Y:67":"No","D:461":"Material Sources","AK:192":"N/A","T:683":"N/A","AC:595":"N/A","AC:664":"N/A","S:150":"Select possible information sources.","V:78":"Don´t start a wildfire!","AA:283":"N/A","AD:443":"N/A","T:560":"N/A","AK:689":"N/A","AJ:121":"No","W:709":"N/A","AQ:705":"N/A","P:615":"https://youtube.com/shorts/W4Yl9E_ei5M?si=uKnVcIDPaGNAGuMD","P:729":"N/A","AA:282":"N/A","AO:260":"N/A","AP:549":"N/A","AO:210":"N/A","Q:596":"N/A","AG:260":"N/A","AH:415":"N/A","AI:249":"N/A","Z:681":"N/A","U:495":"N/A","AI:176":"N/A","AN:557":"N/A","R:348":"N/A","Q:674":"N/A","AQ:368":"N/A","AB:419":"N/A","AG:178":"N/A","AF:260":"N/A","G:765":"Student output form [Text]","AB:711":"N/A","U:446":"N/A","Z:346":"N/A","Z:560":"N/A","AI:36":"Fast fashion and textile waste","U:79":"Digital consumerism; Recycling; waste; electronics","AF:526":"Yes","V:533":"N/A","V:238":"N/A","AB:366":"N/A","Z:181":"N/A","T:418":"N/A","V:411":"N/A","AH:196":"N/A","AK:287":"N/A","AM:383":"N/A","AH:579":"N/A","AD:285":"N/A","V:13":"2025","AG:398":"N/A","AJ:283":"N/A","T:183":"Yes","Z:274":"No","AG:270":"No","U:121":"No","AP:36":"Electronic waste and digital consumerism","AL:358":"N/A","W:190":"N/A","R:336":"N/A","T:590":"N/A","AO:388":"N/A","G:414":"HOWs [Identify a hook to grab the recipients’ attention.]","W:251":"N/A","R:573":"N/A","W:605":"Yes","Y:340":"N/A","AJ:172":"N/A","AL:304":"35","W:95":"No","Q:398":"N/A","W:414":"N/A","V:394":"N/A","AM:679":"N/A","V:41":"People displaced by floods, wildfires, and rising sea levels","V:768":"N/A","Q:731":"N/A","P:51":"No","T:558":"N/A","G:355":"HOWs [Skim the snippets for key terms related to your query.]","AA:386":"N/A","P:240":"N/A","Y:394":"N/A","AJ:742":"N/A","AK:607":"N/A","P:595":"No","AA:586":"N/A","AB:467":"Click and think critically: Select and analyse information on a socio-scientific issue.","AI:67":"No","AH:560":"N/A","G:601":"Briefly describe the method you use.","AJ:407":"N/A","AF:242":"N/A","AC:554":"N/A","AF:507":"N/A","AN:359":"N/A","AN:515":"N/A","AQ:235":"N/A","Y:112":"Learners should know that the Deutschlandticket is a low-cost public transport pass introduced in 2023 to promote environmentally friendly mobility. Politically, it shows how the government responds to social and ecological goals. They should also have a basic understanding of other key players in politics (e.g., lobby groups, local councils, political parties) and general knowledge of the lawmaking process, so they understand how policies are developed and influenced.From science class, learners will already have learned about CO₂ emissions and compared different transport options. This can lead to questions like: What can we, as a society, do to reduce emissions? Authentic texts will support this exploration.","AB:334":"N/A","AF:605":"Yes","AC:681":"N/A","AB:237":"N/A","AI:511":"N/A","AB:494":"N/A","AD:6":"13","S:218":"N/A","G:281":"Bloom's Taxonomy","G:625":"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. []","AC:95":"No","AN:680":"N/A","AP:216":"N/A","S:13":"2025","AG:573":"N/A","AJ:178":"N/A","AJ:740":"N/A","U:278":"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:\"Tabela 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 \n \n \n \n \n \n \n \n \n Preparation (before the lesson)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Materials:\n Provide A2 paper, markers, and\n basic art supplies for posters.\n Ensure access to\n internet-connected devices or library resources for group research.\n \n Space: reserve the school library\n or another space suitable for displaying posters and holding a gallery\n walk.\n Timing: The activity can be run across\n 2 lessons (45 minutes each) + homework:\n \n Lesson 1: initial discussion; group research; poster preparation.Homework: completion of the poster.\n Lesson 2: Gallery Walk + presentations.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lesson 1\n – Personal inventory & discussion (English + Citizenship focus)\n \n \n \n \n \n \n \n \n 1. Briefly discuss this questions as a\n class: How often do we change electronic devices? Why? What happens\n to them?\n \n \n \n \n \n \n \n \n 2. Divide learners into five\n groups of 4-5 and assign each group one stage of the device lifecycle:\n \n \n \n \n \n \n \n \n Group 1: Mineral extraction (conflict minerals)Group 2: Manufacturing & labor conditionsGroup 3: Distribution & marketingGroup 4: Consumption patternsGroup 5: Disposal & recycling\n \n \n \n \n \n \n \n \n 3. Provide each group with guiding questions in English (e.g., Where do the materials come from? What are the working conditions?).\n \n \n \n \n \n \n \n \n 4. Monitor progress: circulate,\n answer questions, and check learners are using English to share\n information.\n \n \n \n \n \n \n \n \n 5. Encourage groups to collect 3–4\n key facts, 1 striking image, and keywords for their\n posters.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Homework – Poster Creation (English + Creativity)\n \n \n \n \n 1. Distribute A2 sheets and\n markers.\n \n \n \n \n \n \n \n \n \n 2. Instruct\n groups to:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Write a clear title in\n English.Include 3–4 main points,\n visuals, and keywords.Keep text concise but\n accurate.\n \n \n \n \n \n \n Remind them the posters will be\n displayed in the school library, so clarity and visual appeal matter.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lesson 2 – Gallery Walk & Presentations (English + Citizenship)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Display the posters in the\n library.\n Organize a gallery walk:\n each group stands by their poster and presents their findings in English\n (2–3 minutes).\n Encourage the audience to ask at\n least one question per group.\n Conclude with a class\n discussion: What surprised you? How do our personal choices connect to\n global issues?","AK:33":"No","Y:532":"N/A","P:520":"N/A","Y:397":"N/A","G:345":"HOWs [Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","V:698":"N/A","AK:536":"N/A","W:693":"N/A","X:372":"N/A","AK:209":"N/A","AD:526":"N/A","S:332":"N/A","AO:393":"N/A","D:99":"Learner Age Range","Q:3":"Max","AL:170":"N/A","R:493":"N/A","G:694":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","Y:207":"N/A","AE:126":"Materials selected or prepared by the teacher (research articles, official reports, web information, ....)","G:245":"HOWs [Apply skills of dialogue.]","U:223":"N/A","AA:610":"N/A","AD:713":"N/A","G:153":"Learning Outcome","W:592":"No","Z:209":"N/A","AI:349":"N/A","AD:583":"N/A","S:668":"N/A","AI:656":"N/A","AB:531":"N/A","O:384":"N/A","AB:117":"No","AP:697":"N/A","AD:769":"N/A","AA:95":"N/A","AL:186":"No","AH:741":"N/A","AL:600":"The pupils should now begin reading the texts and note down arguments for and against consuming salmon from Norwegian aquaculture in bullet points. Once they have at least two arguments for and against that cover the various aspects of sustainability, the pupils enter these into the argumentation seesaw. They can continue to change the entries as they wish. Once they are satisfied with the arrangement, they try to formulate a conclusion and answer the question of whether salmon from Norwegian aquaculture should be offered in the canteen.","AC:677":"N/A","U:659":"N/A","AQ:515":"N/A","AJ:505":"N/A","U:528":"N/A","AM:252":"N/A","AK:167":"N/A","AM:171":"N/A","AF:703":"N/A","AD:29":"4","AK:582":"N/A","Y:348":"N/A","AQ:670":"N/A","AA:96":"N/A","P:52":"No","AE:400":"N/A","Z:741":"N/A","AR:68":"No","Q:530":"N/A","O:201":"N/A","T:10":"2026-05-08 10:31:49","Z:53":"No","S:368":"N/A","X:193":"N/A","AP:405":"N/A","AE:355":"N/A","X:449":"No","R:523":"N/A","AK:391":"N/A","AI:178":"N/A","AB:65":"No","V:556":"N/A","AA:216":"N/A","AQ:96":"No","O:64":"No","AM:690":"N/A","AK:420":"N/A","AH:120":"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":"No","AI:568":"N/A","AA:234":"N/A","AQ:346":"N/A","X:342":"N/A","Q:699":"N/A","Y:526":"N/A","AK:752":"A discussion follow-up + topic evaluation","AP:744":"N/A","Z:115":"Yes","AB:724":"N/A","T:33":"No","AI:505":"N/A","AE:725":"N/A","Z:179":"N/A","U:491":"N/A","AC:9":"2025-09-03 09:13:00","AI:425":"N/A","AH:333":"N/A","AJ:202":"N/A","AS:52":"No","Z:544":"N/A","U:284":"No","Q:180":"N/A","Q:715":"N/A","AO:224":"N/A","AL:525":"N/A","G:318":"Learning Outcome","R:54":"No","V:202":"N/A","AB:653":"N/A","AH:414":"N/A","AM:388":"N/A","W:729":"N/A","Q:740":"N/A","AL:766":"N/A","AP:722":"N/A","AE:680":"N/A","AD:196":"N/A","Q:380":"N/A","AD:568":"N/A","Z:233":"N/A","AA:662":"N/A","V:329":"N/A","W:689":"N/A","P:659":"N/A","T:14":"Fogli, Luana","AE:431":"Yes","T:350":"N/A","S:243":"N/A","R:666":"N/A","AH:689":"N/A","AC:673":"N/A","AR:45":"Identify analogue and digital information environments, i.e. places, platforms, media, and situations in which people encounter information that shapes their viewpoints and actions.","A:304":"Activity 2","AI:414":"N/A","Q:567":"N/A","AH:242":"N/A","Z:13":"2025","G:789":"Competence Domain","R:607":"N/A","AF:728":"N/A","G:415":"HOWs [Provide background information on the socio-scientific issue.]","AI:338":"N/A","AA:564":"N/A","V:121":"No","R:435":"N/A","D:106":"Year of Subject Learning","AB:113":"Previous classes: topics to be covered\n \n \n - searching the web\n \n \n - choosing credible sources\n \n \n - sharing information on the internet\n - pollution","O:627":"No","X:659":"N/A","AJ:110":"No","AL:248":"N/A","T:332":"N/A","AK:5":"2026-05-19 08:07:05","AG:384":"N/A","AN:207":"N/A","R:361":"N/A","X:718":"N/A","T:550":"N/A","U:698":"N/A","AR:1":"33","AK:285":"N/A","AO:500":"N/A","AN:593":"N/A","Z:200":"N/A","AA:682":"N/A","AA:184":"N/A","G:45":"SciLMi HOW 1","AK:591":"Role-play discussion with opinionated characters - discussion performed from the point of view of certain roles.","Q:438":"Teacher-led instruction and Q&A sessions","AM:53":"N/A","AC:12":"https://s.scilmi.eu/index.php?r=survey/index&sid=125966","AL:352":"N/A","AN:179":"N/A","AK:676":"N/A","AP:731":"N/A","AD:332":"N/A","AB:586":"N/A","AN:527":"N/A","P:742":"N/A","AM:537":"N/A","S:216":"N/A","Y:369":"N/A","AK:745":"N/A","AQ:610":"N/A","D:272":"Resource Type","AA:124":"N/A","AC:192":"N/A","AC:218":"N/A","AG:277":"Pair work","T:167":"N/A","R:587":"N/A","AN:684":"N/A","AE:335":"N/A","U:736":"N/A","AM:183":"N/A","T:51":"No","P:65":"No","AC:669":"N/A","AB:479":"Critically ignore irrelevant information.","AM:268":"N/A","W:102":"Yes","AQ:420":"N/A","V:327":"N/A","AB:189":"N/A","T:744":"N/A","O:432":"No","X:220":"N/A","V:544":"N/A","AP:274":"N/A","G:271":"Media [Audio media]","AH:739":"N/A","AH:34":"N/A","S:426":"N/A","AC:50":"1. Individual consumption choices have little or no wider consequences.\n2. The consequences of purchasing, wearing, and disposing of clothing are not interconnected.\n3. Ethical decisions are simply “right” or “wrong,” without considering different types of consequences and perspectives.","P:656":"N/A","X:547":"N/A","G:133":"Required teaching materials []","U:260":"N/A","AN:415":"N/A","AD:172":"N/A","P:224":"N/A","AJ:265":"N/A","T:272":"No","AR:110":"Yes","Z:680":"N/A","AF:101":"No","AH:769":"N/A","AP:353":"N/A","AE:756":"N/A","AP:683":"N/A","S:358":"N/A","AC:520":"N/A","AD:689":"N/A","AP:349":"N/A","AO:721":"N/A","AG:76":"1)Learners will identify and mark at least 3 facts and 2 opinions in media texts about overfishing.\n 2)Learners will recognize and explain 2 examples of biased or misleading information related to ocean sustainability.\n 3)Learners will analyse 2–3 instances of persuasive language (emotional appeal, exaggeration, framing) in texts or videos and explain their effect on the audience.\n 4)Learners will interpret at least 1 statistic from media sources and explain how it supports an argument about overfishing.\n 5)Learners will explain in writing or orally how media discourse can influence environmental policy and public attitudes.\n 6)Learners will create a short speech or presentation (1–2 minutes) about overfishing using persuasive techniques, and peers will assess which strategies were used.","AK:340":"N/A","AC:650":"N/A","AA:108":"N/A","W:568":"N/A","AD:352":"N/A","W:543":"N/A","AG:524":"N/A","AB:691":"N/A","R:627":"N/A","Y:272":"Yes","AN:693":"N/A","AD:543":"N/A","T:292":"Tip: Insert two different types of blogs in the excerpt set, so that Ss can distinguish a well informed knowledge from the ideologically oriented one.","AK:427":"N/A","AH:194":"N/A","V:451":"Your poster should include:\n \n \n \n \n A title (Wildfires in Europe).\n \n \n At least 3 causes (both natural and human-made).\n \n \n At least 3 consequences (environmental, social, economic, or political).\n \n \n Pictures or symbols (drawings or printed images) that make your message clear.\n \n \n A short source reference (write where you found the information – AI tool, search engine, Wikipedia, etc.).","AQ:607":"N/A","U:494":"N/A","AH:57":"No","W:263":"N/A","AJ:788":"N/A","AE:399":"N/A","AD:389":"N/A","AE:373":"N/A","AP:579":"N/A","G:651":"HOWs [Use information from different source types and different sources.]","AP:249":"N/A","AQ:94":"No","AE:719":"N/A","AI:770":"N/A","X:508":"N/A","AH:423":"N/A","AL:179":"N/A","AD:530":"N/A","S:788":"N/A","AM:583":"N/A","AI:738":"N/A","Y:596":"No","Q:441":"1. Novel introduction\nThe activity is designed as a book review to provide learners with a contextual understanding of the novel. A Canva presentation is projected, containing information about the author, the dystopian genre and its characteristics, as well as the main themes and symbols of the book.\nhttps://www.canva.com/design/DAG8OJ3I2rA/Qg-8oLcbMsc-Pb_9oUxRng/edit\n2. The learners are instructed to take notes while following the presentation and to focus on key aspects such as dystopian characteristics, narrative perspective, main themes, and the development of the story’s conflict.\n3. Narrative conflict introduction\nLearners are introduced to the plot structure and central conflict through the guided presentation. They learn about the two-stage development of the story: first, Klara as a companion to the sick Josie, and second, the revelation that Klara is intended to replace Josie if she dies. This provides the narrative context needed to complete the assigned tasks and understand character motivations.\n\nStudent Task\n\nTake notes in order to:\nList three characteristics of dystopian fiction.\nIdentify who narrates the story and from what perspective.\nRecall the main themes presented in the slideshow.\nDescribe in two sentences how Klara’s AI perspective differs from human vision and narration.\nFollow the narrative conflict presentation and take short notes in order to:\nExplain why Josie is sick (consequence of genetic lifting procedure).\nSummarize the relationship between lifted and unlifted children in this society.\nInterpret why Chrissie wants Klara to replace Josie (grief over Sal’s death, inability to cope with losing another child).\nExamine the escalation of the conflict.","AN:547":"N/A","AO:408":"N/A","AG:246":"N/A","Z:33":"N/A","AI:96":"No","AM:336":"N/A","AI:708":"N/A","Z:676":"N/A","AB:519":"N/A","AM:682":"N/A","AM:402":"N/A","AH:254":"N/A","AQ:387":"N/A","R:95":"No","W:590":"Yes","AP:586":"N/A","Y:449":"No","AJ:557":"N/A","Z:448":"No","G:717":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","T:56":"No","Q:422":"N/A","Y:366":"N/A","AG:703":"N/A","AJ:737":"N/A","W:580":"N/A","Q:443":"N/A","U:302":"[Website] - Crafting a Marketing Strategy for Electronics Retailers – Highlights online and offline marketing methods including content marketing, SEO, and influencer partnerships - https://newpathdigital.com/marketing-mix-distribution-strategy/","AK:602":"A) Preparation and introduction\n1. The teacher divides the learners into five groups and gives each group one role description (see below).\n2. The teacher writes the newspaper headline \"Global Ban on Fast Fashion Factories by 2030\" on the board.\n3. The teacher introduces the scenario: Learners imagine they read this headline and have to react from the perspective of their assigned character.\n\nB) Group preparation\n1. Learners read their role descriptions and prepare arguments from their character’s point of view.\nTask: Discuss whether the ban is a good or bad thing. Focus on the positive and negative effects the ban would have on your role.\n2. Learners prepare at least two statements their character would make if fast fashion factories closed by 2030.\nLearners use topic-specific vocabulary from previous activities and discussion phrases:\nFrom my point of view as a… / My biggest concern is… / I think this ban is fair/unfair because… / I agree/disagree with you because…\nLearners have eight minutes to prepare. \n3. The teacher supports learners with vocabulary and explanations if needed.\n\nC) Role-play discussion\n1. The teacher acts as a government representative and asks the different roles for their opinions.\n2. Learners present their arguments and react to other viewpoints while staying in their assigned roles.\n2. The teacher moderates the discussion and encourages learners to use English discussion phrases.\n\nD) Reflection\n1. The teacher reflects on the different perspectives and summarizes the main arguments discussed.\n\nRole Descriptions\n\nFashion Influencer\nYou are a popular TikTok fashion influencer with thousands of followers. You love sharing stylish outfits and promoting affordable fast fashion brands like Zara and H&M. You want your followers to stay trendy and buy new clothes easily. However, you know that fast fashion is criticized because of its impact on the environment and workers. You believe fast fashion allows many people to enjoy fashion without spending too much money.\n\nSingle Mum\nYou are a single mother raising twin daughters on a tight budget. You depend on affordable fast fashion clothes because you cannot afford expensive brands. Your children grow quickly and need new clothes regularly. You worry about the quality and safety of cheap clothes, but you appreciate the low prices. Some clothes wear out quickly and have to be thrown away.\n\nFashion Factory Worker\nYou work long hours in a fast fashion factory in a developing country. Your job is poorly paid, and the working conditions are difficult. The factory is crowded and sometimes unsafe. Although you want better working conditions, your job helps you support your family. If the factory closes, you fear losing your income.\n\nFashion Factory Owner\nYou own a fast fashion factory that employs many local workers. You want to make a profit but also want to keep your employees. A ban on fast fashion factories threatens your business. You argue that fast fashion creates jobs and supports local economies, but you are also under pressure to improve working conditions and reduce environmental damage.\n\nEnvironmental Activist\nYou are an environmental activist campaigning against pollution and climate change. You believe fast fashion is a major threat to the planet because it uses large amounts of water, creates pollution, and produces huge amounts of textile waste. You support closing fast fashion factories to protect the environment, but you also worry about people losing their jobs.","D:294":"Material Sources","V:249":"N/A","AC:268":"No","AC:659":"N/A","S:60":"No","Q:32":"No","Y:568":"N/A","V:256":"N/A","AJ:705":"N/A","W:6":"6","AQ:507":"N/A","AM:527":"N/A","U:353":"N/A","AL:565":"N/A","AF:531":"N/A","AC:576":"N/A","U:737":"N/A","AC:498":"N/A","AL:342":"N/A","AD:403":"N/A","Y:465":"20","AN:498":"N/A","U:282":"No","R:264":"N/A","O:273":"No","AF:59":"No","AF:170":"N/A","AD:718":"N/A","U:192":"N/A","D:293":"Material Sources","AK:743":"N/A","X:710":"N/A","AJ:329":"N/A","AQ:651":"N/A","Z:401":"N/A","AO:305":"N/A","O:509":"N/A","Z:12":"https://s.scilmi.eu/?r=bit-mil","AG:247":"N/A","AA:730":"N/A","AF:94":"No","AQ:66":"No","AD:252":"N/A","AB:578":"N/A","AB:614":"Use shorter texts with younger learners.","AP:563":"N/A","AN:446":"N/A","AN:250":"N/A","AL:443":"No","U:744":"N/A","O:367":"N/A","Q:760":"Class activity","AM:64":"N/A","Q:235":"N/A","O:683":"N/A","AO:124":"N/A","AD:664":"N/A","Z:503":"N/A","X:198":"N/A","Y:203":"N/A","AO:661":"N/A","AC:234":"N/A","O:188":"N/A","G:186":"HOWs [☑ Intended audience investigation]","Z:173":"N/A","AI:536":"N/A","AH:170":"N/A","AQ:734":"N/A","T:282":"No","AA:665":"N/A","U:541":"N/A","AN:751":"N/A","Q:213":"N/A","AM:708":"N/A","AI:240":"N/A","S:540":"N/A","R:528":"N/A","AE:184":"N/A","AH:747":"N/A","AD:788":"N/A","AB:678":"N/A","P:418":"N/A","AH:372":"N/A","AL:692":"N/A","D:304":"Duration","Z:513":"N/A","AD:509":"N/A","AK:628":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AD:550":"N/A","AF:601":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n During\n this activity you are using a combination a many teaching methods: active\n Learning (Interactive Quiz), Formative Assessment, Gamification, Scaffolding\n (Gradual Release of Responsibility), Reflective Discussion, Technology\n Integration (H5P/Google Forms)","AJ:32":"Yes","AN:588":"N/A","AJ:286":"N/A","Z:733":"N/A","V:336":"N/A","W:5":"2026-05-13 08:45:58","R:231":"N/A","O:123":"No","S:675":"N/A","R:256":"N/A","AB:29":"4","P:225":"N/A","AK:342":"N/A","X:142":"50","AJ:431":"N/A","X:562":"N/A","S:543":"N/A","AF:167":"N/A","O:769":"N/A","AN:499":"N/A","X:506":"N/A","AP:517":"N/A","O:391":"N/A","G:793":"Learning Objective","AF:722":"N/A","AA:664":"N/A","AO:270":"N/A","AA:734":"N/A","T:220":"N/A","W:236":"N/A","AD:97":"No","W:594":"No","AG:608":"N/A","AP:649":"N/A","AJ:718":"N/A","AE:444":"Yes","Y:76":"Learners evaluate the motives of different lobby groups (e.g., financial gain, political influence, image)\n \n \n Learners explain the function of lobby groups (aggregation, information, mediation, articulation of interests) in a pluralistic democracy.\n \n \n \n \n \n Learners develop a critical perspective on political influence (e.g. lobby groups) in democratic systems. ","AQ:397":"N/A","AP:363":"N/A","S:376":"N/A","V:670":"N/A","AC:265":"N/A","AD:175":"N/A","AJ:176":"N/A","AK:268":"No","AR:35":"[SSI Theme] Waste Polution","AI:343":"N/A","AP:367":"N/A","AO:498":"N/A","W:653":"N/A","Q:365":"N/A","Y:179":"N/A","AC:349":"N/A","D:271":"Resource Type","V:741":"N/A","AM:707":"N/A","AE:520":"N/A","AE:543":"N/A","X:284":"N/A","Y:102":"Yes","S:33":"N/A","Y:686":"N/A","AO:554":"N/A","G:629":"Learning Objective","AH:730":"N/A","V:52":"No","AD:424":"N/A","Z:226":"N/A","AP:202":"N/A","R:107":"No","AD:219":"N/A","Y:515":"N/A","AR:106":"No","AH:695":"N/A","AJ:528":"N/A","V:203":"N/A","AM:725":"N/A","AM:421":"N/A","P:707":"N/A","AI:742":"N/A","AD:273":"N/A","AJ:744":"N/A","T:495":"N/A","G:60":"Subject(s) [Technology]","AF:216":"N/A","AH:533":"N/A","AL:345":"N/A","Q:586":"N/A","AF:729":"N/A","AO:696":"N/A","AI:237":"N/A","AC:439":"Watch a documentary related to the topic from local sources or YouTube. In Finland, for example, Yle Areena offers Pikamuotisokki (episode 2 of the series Jätesokki), originally the Norwegian Aleksandra Joners Klessjok (episode 2 of the series Sløsesjokket). You may use any available program that discusses fast fashion and its negative impacts. There are also many suitable programs available on YouTube. Pikamuotisokki is approximately 25 minutes long. A shorter program can also work well.During the program, learners will list claims made about fast fashion. Write these claims on the board. Afterwards, learners will work in small groups to verify the accuracy of the claims by researching other sources. This part should take about 10–15 minutes. Each group will then briefly present their findings to the rest of the class – whether the claims were supported by other sources.","O:720":"N/A","AE:120":"Yes","AA:348":"N/A","AL:513":"N/A","AJ:246":"N/A","W:612":"learners' own answers","AF:559":"N/A","X:268":"No","R:662":"N/A","AO:350":"N/A","AA:496":"N/A","AD:669":"N/A","AP:715":"N/A","O:713":"N/A","AA:699":"N/A","AO:657":"N/A","AE:506":"N/A","P:385":"N/A","V:33":"No","AC:340":"N/A","Y:572":"N/A","U:538":"N/A","AL:687":"N/A","P:334":"N/A","AN:341":"N/A","Q:538":"N/A","AD:191":"N/A","P:592":"Yes","AA:660":"N/A","V:255":"N/A","AJ:237":"N/A","AF:248":"N/A","AP:678":"N/A","Y:705":"N/A","AS:436":"H5P","T:347":"N/A","AI:522":"N/A","Z:473":"Select possible information sources.","Y:548":"N/A","X:174":"N/A","G:322":"Learning Outcome","AH:505":"N/A","AI:63":"No","S:545":"N/A","U:683":"N/A","W:434":"N/A","AM:714":"N/A","AG:649":"N/A","V:358":"N/A","S:405":"N/A","W:362":"N/A","AO:509":"N/A","AE:304":"90","AP:218":"N/A","AM:202":"N/A","AL:434":"No","V:283":"No","Y:304":"20","A:14":"Authors","AC:343":"N/A","U:416":"N/A","AM:251":"N/A","O:692":"N/A","Q:548":"N/A","AE:606":"N/A","Y:123":"Yes","W:100":"Yes","W:607":"No","P:558":"N/A","AR:436":"H5P","AM:177":"N/A","AP:197":"N/A","AB:104":"Yes","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 8]","O:31":"No","AQ:504":"N/A","AP:217":"N/A","AO:376":"N/A","V:117":"No","AK:120":"Yes","AE:61":"No","AO:708":"N/A","W:675":"N/A","AQ:627":"N/A","D:608":"Student Output Form","AE:372":"N/A","AQ:236":"N/A","AH:536":"N/A","T:398":"N/A","U:379":"N/A","T:368":"N/A","AG:530":"N/A","X:672":"N/A","Y:736":"No","G:246":"HOWs [Previous knowledge]","T:268":"Yes","AL:683":"N/A","AC:386":"N/A","AA:607":"N/A","AO:435":"N/A","Z:169":"N/A","AQ:681":"N/A","AF:66":"No","AO:574":"N/A","AF:332":"N/A","AO:257":"N/A","AE:229":"N/A","V:34":"N/A","X:747":"N/A","AC:193":"N/A","U:338":"N/A","AO:507":"N/A","AD:385":"N/A","AG:502":"N/A","AH:716":"N/A","AH:568":"N/A","AD:433":"N/A","T:719":"N/A","AL:305":"Yes","AI:207":"N/A","S:395":"No","W:666":"N/A","AH:700":"N/A","U:735":"N/A","AD:490":"N/A","AH:261":"N/A","AA:649":"N/A","AK:560":"N/A","AA:409":"N/A","AD:370":"N/A","AM:656":"N/A","AC:26":"English","AG:212":"N/A","AP:740":"N/A","D:53":"Subjects","AO:580":"N/A","AQ:392":"N/A","Q:387":"N/A","AO:751":"N/A","AN:263":"N/A","AN:260":"N/A","AE:669":"N/A","AC:237":"N/A","O:365":"N/A","AM:653":"N/A","O:443":"No","AN:746":"N/A","S:208":"N/A","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. []","W:490":"N/A","AC:557":"N/A","AC:768":"N/A","Y:508":"N/A","G:403":"HOWs [Weigh the effect of potential forms of engagement.]","G:131":"Required teaching materials []","G:157":"Learning Outcome","AN:264":"N/A","AD:655":"N/A","R:713":"N/A","AI:173":"N/A","AQ:286":"No","Z:404":"N/A","AQ:424":"N/A","P:744":"N/A","S:66":"No","AO:466":"N/A","G:713":"HOWs [Determine which ☑ parties or communities are likely to benefit.]","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","AP:524":"N/A","W:60":"No","AP:404":"N/A","Z:338":"N/A","AK:578":"N/A","AM:553":"N/A","R:517":"N/A","AK:675":"N/A","AF:34":"N/A","Z:737":"N/A","AK:526":"N/A","AL:519":"N/A","V:277":"Teacher-led instruction and Q&A sessions","V:501":"N/A","AS:120":"No","P:69":"No","AH:220":"N/A","AI:697":"N/A","AC:509":"N/A","G:84":"Key words (for online filter and search function) []","AJ:9":"2025-09-03 09:15:52","AO:528":"N/A","S:714":"N/A","AP:174":"N/A","AF:737":"N/A","AB:245":"N/A","U:699":"N/A","AC:722":"N/A","AK:213":"N/A","AO:579":"N/A","Y:230":"N/A","W:13":"2025","Q:434":"N/A","AA:245":"N/A","AB:172":"N/A","AN:444":"N/A","T:30":"No","AH:538":"N/A","AI:360":"N/A","AH:69":"No","O:565":"N/A","O:493":"N/A","AH:692":"N/A","G:228":"HOWs [Determine which parties are more susceptible to ☑ negative impacts.]","AK:497":"N/A","AE:517":"N/A","AH:370":"N/A","X:180":"N/A","AC:207":"N/A","G:449":"Student output form [Service-learning project]","U:415":"N/A","V:114":"Starter: “True or False” quiz on European summer weather (e.g., “Southern France can exceed 40 °C in summer”).\n \n \n \n Main Input: Teacher explains drought: link between heat, evaporation, and reduced soil/vegetation moisture.\n \n \n Activity: Learners use climate graphs (e.g., Greece, Spain, France) to compare summer conditions → highlight risk factors for wildfires.Plenary: Think-pair-share → “Why might hotter, drier summers lead to bigger fires?”","P:61":"No","AO:253":"N/A","AB:264":"N/A","AF:249":"N/A","AD:558":"N/A","AH:368":"N/A","AB:98":"No","AJ:389":"N/A","AM:606":"N/A","Q:118":"Yes","S:583":"N/A","AP:504":"N/A","O:219":"N/A","U:522":"N/A","R:547":"N/A","AM:699":"N/A","AM:721":"N/A","Z:377":"N/A","O:246":"N/A","AO:494":"N/A","S:3":"Max","AN:14":"Trainer, Test","AA:521":"N/A","X:489":"N/A","Q:499":"N/A","O:777":"Spring, J. (2019). Transhumanism. https://www.classicalpoets.org/transhumanism-and-other-poetry-by-joe-spring/","AL:596":"No","AL:569":"N/A","AM:120":"N/A","AA:412":"N/A","Y:169":"N/A","V:53":"No","AQ:520":"N/A","D:451":"Expected Outcome","AP:491":"N/A","AM:176":"N/A","O:337":"N/A","X:679":"N/A","AD:7":"en","AG:68":"No","V:609":"No","T:443":"N/A","G:642":"Learning Outcome","AD:561":"N/A","AN:237":"N/A","AC:545":"N/A","AI:186":"N/A","AJ:438":"Group work","AQ:765":"N/A","AD:444":"N/A","R:332":"N/A","AN:244":"N/A","AL:104":"No","AD:726":"N/A","AR:285":"N/A","P:761":"Collect the aspects and methods the learners find in plenum.","AK:429":"No","AQ:102":"No","V:689":"N/A","AF:599":"Teacher-led instruction and Q&A sessions","D:626":"Duration","AC:511":"N/A","G:337":"HOWs [For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, ““,…).]","G:64":"Subject(s) [Economics]","T:734":"N/A","AO:734":"N/A","AD:78":"Scrolling, Buying, Polluting: Teaching Teens the Hidden Cost of Electronics","AG:53":"No","AH:766":"N/A","AB:212":"N/A","U:507":"N/A","Z:405":"N/A","AM:728":"N/A","AJ:607":"N/A","AP:271":"N/A","AO:587":"N/A","AG:181":"N/A","U:374":"N/A","Z:41":"People displaced by floods, wildfires, and rising sea levels","AQ:579":"N/A","AJ:574":"N/A","AG:495":"N/A","V:575":"N/A","V:229":"N/A","AC:44":"The student understands that actions have different consequences.","R:331":"N/A","AM:744":"N/A","O:776":"Kringstad, K. (2022, juni 15). Hvordan leve lenge? Amerikanske forskere mener et visst tankesett er viktig. NRK. https://www.nrk.no/trondelag/hvordan-leve-lenge_-amerikanske-forskere-mener-et-visst-tankesett-er-viktig-1.16000358 [nrk.no]","AO:231":"N/A","W:369":"N/A","AO:220":"N/A","AM:341":"N/A","AH:694":"N/A","P:126":"Copies","G:493":"HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","X:441":"1. Collaborative learning: Learners in pairs work together and share findings with peers. \n 2. Problem-based: learners investigate a real-world issue.\n 3. Inquiry-based learning: learners actively investigate, research, and solve questions.\n 4. Learner-centred: learners search and interpret information.\n \n \n FAST\n FASHION: Quick Info SearchSearch Work with your partner: Using a search engine locate one extra source about the environmental impact of Fast Fashion. Analyse how it compares to the TED-ed \"The Lifecycle of a T-shirt\". (Following the steps and filling the blank spaces in the chart will be helful)\n \n \n\n \n Step\n \n \n Task \n \n \n Your Notes\n \n \n \n \n \n 1. Search\n \n \n Formulate your search query (ex fast fashion AND\n pollution)\n locate one extra source\n about the environmental impact of fast fashion. \n \n \n Search query:\n ______________________________________ \n Link to source: ______________________________________\n \n \n \n \n 2. Check Your Source\n \n \n Identify details about your source.\n \n \n Title:\n __________________________________________\n Type (news, blog, scientific…):\n ________________ \n Date of publication: ______________________________ Author/Organization:\n ______________________________\n \n \n \n \n 3. Compare with theTED-Ed Video\n \n \n Summarize what your source says. \n Analyze how it compares to The Lifecycle of a\n T-Shirt. \n \n \n Summary:\n ________________________________________ \n Comparison (confirms / adds /\n differs: ____________ \n \n \n \n \n 4. Share\n \n \n Present one interesting fact or insight to your\n classmates.\n \n \n Key point\n to share: _________________________________\n \n \n 1. Collaborative learning: Learners in pairs work together and share findings with peers. \n 2. Problem-based: learners investigate a real-world issue.\n 3. Inquiry-based learning: learners actively investigate, research, and solve questions.\n 4. Learner-centred: learners search and interpret information.","R:34":"N/A","P:738":"N/A","AJ:690":"N/A","AE:576":"N/A","AK:214":"N/A","AB:674":"N/A","V:271":"No","AJ:609":"N/A","AG:219":"N/A","P:537":"No","R:579":"N/A","Q:199":"N/A","AH:498":"N/A","P:285":"No","Q:395":"No","AL:393":"N/A","W:412":"N/A","U:518":"N/A","AO:258":"N/A","AQ:692":"N/A","AK:767":"N/A","AQ:355":"N/A","AJ:268":"No","AF:220":"N/A","P:599":"Individual work","Z:609":"N/A","Z:424":"N/A","U:680":"N/A","AP:97":"No","Y:422":"N/A","AG:258":"N/A","AM:212":"N/A","T:687":"N/A","AJ:404":"N/A","AK:385":"N/A","S:412":"N/A","AK:701":"N/A","AP:650":"N/A","AA:391":"N/A","Z:347":"N/A","R:400":"N/A","G:5":"Date submitted","AM:576":"N/A","X:408":"N/A","G:16":"Author(s) [Family name, given name]","AG:669":"N/A","AN:226":"N/A","D:433":"Resource Type","O:104":"No","AC:600":"Teacher Instructions:Return to the topic of learners’ own clothing. Ask them to reflect on the item they examined at the beginning of the lesson and consider the consequences of purchasing it.Learners should think about the impact of the purchase at three different points in time.\n \n Model Answer:NowFor you: I get a new piece of clothing that I like and want to wear.For the person who made it: They may have worked long hours for low pay in poor conditions.For nature: Resources like water and energy were used, and pollution may have been caused during production.In one monthFor you: The excitement of the new item may fade, and I might not wear it as often.For the person who made it: Their situation likely hasn’t changed – they continue working under the same conditions.For nature: If the item is not used much, it becomes waste more quickly, adding to environmental problems.In five yearsFor you: The clothing might be thrown away or forgotten, contributing to textile waste.For the person who made it: The long-term effects of fast fashion may continue to impact workers globally.For nature: The item may end up in landfill, releasing microplastics or other harmful substances.","T:493":"N/A","V:196":"N/A","T:255":"N/A","R:420":"N/A","AM:390":"N/A","AO:731":"N/A","D:610":"Student Output Form","AG:426":"N/A","AE:332":"N/A","AK:734":"N/A","AK:531":"N/A","G:420":"HOWs [Identify likely counter-arguments.]","Z:231":"N/A","AI:649":"N/A","S:506":"N/A","AN:734":"N/A","AK:488":"N/A","G:738":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","AF:739":"N/A","W:613":"The sentences should contain a CLAIM + because + reason.","G:665":"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).]","AI:332":"N/A","AM:683":"N/A","R:700":"N/A","AP:171":"N/A","T:333":"N/A","V:554":"N/A","O:52":"No","W:602":"Listen to the rules carefully. Understand how to form simple argumentative sentences. Write one argumentative sentence of your own.","Z:5":"2026-04-21 13:27:08","AL:416":"N/A","P:416":"N/A","V:251":"N/A","AA:499":"N/A","Y:61":"No","AC:251":"N/A","AA:575":"N/A","V:695":"N/A","W:421":"N/A","AM:448":"N/A","W:178":"N/A","AM:97":"N/A","AB:350":"N/A","AN:268":"No","AA:342":"N/A","Z:51":"Yes","Q:447":"N/A","Q:653":"N/A","P:243":"N/A","Q:100":"Yes","AJ:693":"N/A","X:58":"No","AP:507":"N/A","AJ:233":"N/A","AP:514":"N/A","AC:392":"N/A","P:112":"Learners should know what genes are and how they work.","AQ:669":"N/A","Z:727":"N/A","G:192":"HOWs [Scan the titles for keywords that match your search query.]","G:129":"Required teaching materials []","P:494":"N/A","AL:651":"N/A","AN:514":"N/A","AP:435":"N/A","AF:560":"N/A","AG:142":"45","AF:364":"Yes","AN:342":"N/A","AP:78":"O impacto do nosso apetite digital: do consumismo digital ao lixo eletrónico","S:465":"15","S:178":"N/A","AN:205":"N/A","W:494":"N/A","W:117":"No","AI:60":"No","AA:593":"N/A","Y:401":"N/A","AA:671":"N/A","Q:78":"I Am Elevated, Thus I Exist","R:190":"N/A","X:604":"N/A","W:203":"N/A","AJ:331":"N/A","AN:491":"N/A","AG:182":"N/A","Q:366":"N/A","AI:195":"N/A","S:30":"N/A","AI:728":"N/A","P:339":"N/A","AH:517":"N/A","AN:531":"N/A","U:214":"N/A","AC:337":"N/A","AH:508":"N/A","AP:515":"N/A","AH:369":"N/A","AB:650":"N/A","S:241":"N/A","Y:517":"N/A","AL:424":"N/A","G:411":"HOWs [Be objective and concise.]","G:708":"HOWs [Evaluate the different arguments based on scientific evidence.]","G:197":"HOWs [Identify empirical evidence.]","O:697":"N/A","AC:247":"N/A","AH:699":"N/A","W:728":"N/A","P:377":"N/A","G:491":"HOWs [Explain the influence of algorithms on search results and on social media feeds.]","AQ:31":"Yes","O:561":"N/A","AC:7":"en","R:672":"N/A","AC:716":"N/A","AM:181":"N/A","W:217":"N/A","O:244":"N/A","AD:337":"N/A","AF:358":"N/A","U:267":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","R:207":"N/A","AA:191":"N/A","V:180":"N/A","G:705":"HOWs [List the different viewpoints supported by evidence-based arguments.]","AG:351":"N/A","AM:242":"N/A","R:384":"N/A","AL:188":"N/A","AK:527":"N/A","G:235":"HOWs [☑ (Re)assessing personal viewpoint on SSI]","S:117":"Yes","P:244":"N/A","T:7":"en","Z:425":"N/A","AQ:339":"N/A","AG:174":"N/A","AO:713":"N/A","Y:113":"1. The German Party SystemObjective: Understand the main political parties in Germany and their ideological positions.Content: Overview of CDU/CSU, SPD, Greens, FDP, Left, AfD.Activity Ideas:Party profiles: learners match party logos, core values, and recent policy positions.Quick debate: which party would support measures like the Deutschlandticket and why?2. Role of Political Parties in the German SystemObjective: Explain how parties influence legislation and government formation.Content: Bundestag, coalition building, role of parties in shaping laws.Activity Ideas:Flowchart: how a bill becomes law in Germany and where parties exert influence.Group discussion: how parties represent citizens’ interests.3. Social Movements and Civic ParticipationObjective: Examine how grassroots movements influence politics.Content: Examples like Fridays for Future, Letzte Generation,environmental NGOs, or local initiatives.Activity Ideas:Case study analysis: impact of social movements on policy decisions.Brainstorm: other ways citizens can influence politics beyond voting.4. Junior / Youth Political EngagementObjective: Introduce ways young people can participate politically.Content: Junior parties, youth councils, school projects, volunteering in campaigns.Activity Ideas:Role-play: learners form a “junior party” and propose a small policy.Discussion: why youth participation matters for democracy.5. Elections and VotingObjective: Understand how elections work in Germany and their democratic significance.Content: Federal vs. state elections, proportional representation, first and second votes.Activity Ideas:Mock election in class with simplified ballots.Analyze how voter turnout and party choices influence lawmaking.","AL:102":"No","AD:230":"N/A","AC:11":"178.164.177.239","X:704":"N/A","S:511":"N/A","X:304":"35","AL:719":"N/A","AL:222":"N/A","E:1":"E1 Display Name","AI:607":"N/A","AQ:328":"N/A","AK:123":"Yes","R:221":"N/A","AI:394":"N/A","X:123":"Yes","Z:661":"N/A","T:187":"N/A","U:340":"N/A","AA:726":"N/A","AQ:490":"N/A","AI:421":"N/A","AP:129":"Marcadores e outro material de escrita/ilustração","AC:508":"N/A","S:341":"N/A","AD:766":"N/A","W:649":"N/A","X:541":"N/A","T:690":"N/A","AG:548":"N/A","AM:396":"N/A","AC:420":"N/A","D:766":"Student Output Form","AF:342":"N/A","Q:208":"N/A","AH:355":"N/A","Q:512":"N/A","G:464":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. []","O:704":"N/A","AM:184":"N/A","AE:56":"No","Z:57":"Yes","S:733":"N/A","AD:571":"N/A","G:458":"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]","AI:346":"N/A","S:334":"N/A","AC:184":"N/A","AI:257":"N/A","V:279":"Use an AI tool, search for sources on the Internet, working in pair","W:286":"N/A","Y:124":"Yes","AG:222":"N/A","W:66":"No","D:84":"Keywords","U:519":"N/A","AG:35":"Food and water scarcity","AG:210":"N/A","AD:754":"N/A","AK:492":"N/A","AQ:337":"N/A","AG:90":"Stakeholders","S:223":"N/A","AB:708":"N/A","AA:352":"N/A","AI:228":"N/A","AQ:199":"N/A","R:285":"No","S:367":"N/A","R:5":"2026-04-21 16:06:54","Q:700":"N/A","Q:741":"N/A","AF:366":"No","P:687":"N/A","W:365":"N/A","Y:290":"Main Questions & Expected OutcomesDescribe all visible details, including people, actions, objects, and the background.Expected Outcome: Learners should note elements such as: people holding signs or tickets, the environment (bus/train/station), and other objects that indicate a public transport context.Explain the political context of the Deutschlandticket debate.Expected Outcome: Learners should link the image to: the 2025 Deutschlandticket discussion, government policies on affordable public transport, environmental goals, and social inclusion.Analyze the motives of the VCD.Expected Outcome: Motives include promoting sustainable mobility, reducing CO₂ emissions, increasing public transport use, and advocating affordable access.Reflect on the effectiveness of the VCD’s actions.Expected Outcome: Learners should evaluate whether campaigns, petitions, lobbying, and social media influence public opinion or policy decisions.","G:400":"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.]","AP:226":"N/A","AB:201":"N/A","AB:737":"N/A","AC:108":"No","AF:757":"N/A","U:251":"N/A","AI:9":"2025-09-03 09:14:15","AK:226":"N/A","Y:339":"N/A","AD:529":"N/A","AN:552":"N/A","AF:561":"N/A","R:352":"N/A","AH:273":"N/A","Y:582":"N/A","W:189":"N/A","S:415":"N/A","S:10":"2026-05-05 14:48:17","Y:510":"N/A","X:429":"Yes","U:543":"N/A","AE:58":"No","S:255":"N/A","T:207":"N/A","AH:448":"N/A","AN:204":"N/A","AC:306":"Click and think critically: Select and analyse information on a socio-scientific issue.","Q:305":"Yes","AQ:413":"N/A","X:288":"N/A","O:347":"N/A","S:63":"Yes","S:570":"N/A","AQ:375":"N/A","D:107":"Year of Subject Learning","AB:569":"N/A","AM:231":"N/A","AD:101":"Yes","X:248":"N/A","Z:278":"Watch one of the videos provided in your group and sum up the main information. \n Select the main contents and compare to others (group mixed) ","AD:700":"N/A","T:768":"N/A","AJ:716":"N/A","Q:561":"N/A","AC:231":"N/A","Q:240":"N/A","AA:655":"N/A","AO:443":"N/A","AL:725":"N/A","AP:530":"N/A","AJ:11":"193.176.126.32","AC:697":"N/A","O:542":"N/A","AA:585":"N/A","AB:683":"N/A","G:462":"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]","AP:59":"No","AC:345":"N/A","AR:115":"Yes","AE:189":"N/A","AF:469":"Identify biased information.","AP:50":"Equívoco 1: «Não há problema em deitar pequenos aparelhos eletrónicos no lixo comum. São demasiado pequenos para fazer diferença.»\n Equívoco 2: «Os resíduos eletrónicos são uma pequena parte do problema global do lixo.»\n Equívoco3: «O aterro local tem revestimentos modernos, por isso é seguro deitar lá os aparelhos eletrónicos.»\n Equívoco 4: «Se eu deixar os meus aparelhos eletrónicos numa «recicladora» ou numa caixa de caridade, eles serão reciclados de forma responsável.»\n Equívoco 5: «A reciclagem é uma solução perfeita e limpa.»\n Equívoco 6: «É melhor guardar aparelhos eletrónicos antigos numa gaveta do que arriscar reciclá-los de forma errada.»\n Equívoco 7: «Comprar um novo dispositivo «ecológico» ou energeticamente eficiente anula o impacto de descartar o antigo.»\n Equívoco 8: «O lixo eletrónico é da exclusiva responsabilidade do consumidor.»\n Equívoco 9: «Doar aparelhos eletrónicos antigos é sempre a melhor opção.»","AE:398":"N/A","AF:720":"N/A","AF:340":"N/A","V:356":"N/A","Z:1":"13","AL:747":"N/A","AG:292":"Look for evidence: If a statement can be proven with data or research, it’s likely a fact. If it shows someone’s feelings or beliefs, it’s an opinion.\n \n Use key words: Include fact, opinion, and because in your answers to clearly explain your reasoning.\n \n Ask WH-questions: Always ask What is it? and Why do you think so? to deepen your analysis.\n \n Compare posts: Look at what classmates wrote and think, “Do I agree or not?” Then justify your answer briefly.\n \n Practice short explanations: Don’t just write one word, add one sentence explaining your choice.\n \n Use examples: Relate facts or opinions to real-life situations, e.g., “Overfishing reduces fish populations in the ocean.”\n \n Reflect: After commenting, write a sentence about what you learned about facts and opinions in media.\n \n Be respectful: When you disagree with classmates, explain your reasoning politely.\n \n Start small: Begin with one post, then gradually analyze 2–3 more.\n \n Check carefully: Sometimes opinions can sound like facts, look for evidence to be sure.","AO:203":"N/A","AJ:728":"N/A","AC:682":"N/A","P:710":"N/A","AK:677":"N/A","AA:211":"N/A","R:677":"N/A","AM:766":"N/A","O:497":"N/A","Z:63":"Yes","AH:698":"N/A","AK:191":"N/A","G:8":"Access code","AD:383":"N/A","AH:539":"N/A","AG:241":"N/A","Y:12":"https://s.scilmi.eu/?r=bit-mil","P:122":"Yes","G:80":"Key words (for online filter and search function) []","V:12":"https://s.scilmi.eu/?r=bit-mil","AI:451":"Recycled textile objects","W:116":"No","V:66":"No","AN:380":"N/A","X:265":"N/A","Z:252":"N/A","AI:51":"No","AM:435":"N/A","AH:191":"N/A","AB:605":"No","AP:704":"N/A","X:169":"N/A","AL:541":"N/A","AD:76":"Learners should being able to analyze advertisments from electronic companies.","T:232":"N/A","AA:238":"N/A","AC:663":"N/A","AF:659":"N/A","W:214":"N/A","AA:405":"N/A","AM:410":"N/A","V:671":"N/A","AC:182":"N/A","AE:740":"N/A","V:601":"A walking gallery is a class/group activity where learners practice presenting and explaining their choice of sources and how the content is relevant to the wildfire assignment","O:409":"N/A","P:724":"N/A","AD:525":"N/A","AQ:142":"60","S:524":"Yes","AC:94":"No","AB:405":"N/A","AO:563":"N/A","AL:97":"No","AP:399":"N/A","AP:359":"N/A","AK:8":"luci-leto-01","AB:185":"N/A","AG:674":"N/A","W:122":"No","X:262":"N/A","AG:67":"No","V:736":"N/A","AH:537":"N/A","AM:399":"N/A","Y:492":"N/A","AB:523":"N/A","AE:283":"Yes","D:445":"Student Output Form","R:244":"N/A","AM:492":"N/A","Z:366":"N/A","AQ:200":"N/A","S:771":"N/A","AB:107":"No","O:770":"N/A","V:31":"Yes","D:302":"Material Sources","Y:711":"N/A","V:517":"N/A","AF:573":"N/A","AL:495":"N/A","U:166":"N/A","Q:570":"N/A","AJ:501":"N/A","R:770":"N/A","AO:433":"N/A","AS:280":"1. Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum. Stet clita kasd gubergren, no sea takimata sanctus est Lorem ipsum dolor sit amet.[Activity Instruction ]","R:172":"N/A","AI:691":"N/A","X:610":"N/A","V:278":"Prepare the lesson by connecting to the projector and finding an image on the internet that shows a wildfire in Europe. Show the image as an introduction for the learners and explain today’s theme: wildfires.\n Prepare an AI tool where you can demonstrate to the learners how and where they should enter their prompts.\n If your classroom has a timer, you can start the activity with a countdown to the next task.\n Divide the class into pairs to work together with computers and papers. If you want to facilitate you as a teacher can give the learners the prompting instruction. \"Find information about wildfires, how they start, causes and consequenses, positive and negative effects, the three sources has to be reliable and traceable. Organis´ze the anser into colums\"","R:371":"N/A","W:550":"N/A","Q:183":"N/A","AF:496":"N/A","W:277":"Class activity","AH:338":"N/A","U:402":"N/A","S:309":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","AI:123":"Yes","Q:389":"N/A","AI:112":"Learners use their previous knowledge of natural and synthetic fibers, as well as their understanding of sustainability and pollution from earlier lessons.","Y:774":"1. Participation in Sic-Sac Discussion (Group Work)Active engagement: Student contributes relevant arguments and listens to partner.Use of judgment criteria: Student applies the Urteilskriterien to support their position.Respectful interaction: Student responds politely, considers counterarguments, and maintains focus.2. Quality of ArgumentsEvidence-based reasoning: Arguments are supported with examples from M3, M4, or other sources.Clarity and coherence: Arguments are logical, structured, and easy to follow.Balance and nuance: Student acknowledges opposing viewpoints or provides a nuanced position.3. Individual Political Judgment (Politisches Urteil)Application of criteria: The final political judgment explicitly refers to the Urteilskriterien.Justification: The student clearly explains why they hold this position.Connection to democratic principles: The judgment reflects understanding of pluralism, legitimacy, and citizen participation.Clarity of expression: Written judgment is coherent, concise, and well-structured.Scoring (Optional)Participation & discussion: 30%Quality of arguments: 30%Individual political judgment: 40%","AQ:345":"N/A","AL:735":"N/A","T:406":"N/A","Z:744":"N/A","V:250":"N/A","O:150":"Determine the focus (what), scope (how much), and purpose (what for) of the information need.","AI:693":"N/A","O:673":"N/A","AK:673":"N/A","T:412":"N/A","AK:284":"N/A","D:16":"Author(s)","AN:768":"N/A","X:690":"N/A","Y:662":"N/A","G:427":"HOWs [Determine success criteria.]","W:547":"N/A","U:283":"No","AF:222":"N/A","AM:11":"87.139.132.177","G:112":"Required previous knowledge","AB:746":"N/A","O:398":"N/A","D:105":"Year of Subject Learning","V:245":"N/A","O:736":"N/A","AH:435":"N/A","AF:276":"canva","Q:694":"N/A","S:400":"N/A","AC:280":"In pairs or as a whole class: Look at where your clothing was made. Each student can choose one item of clothing, for example a shirt. The information about the country of manufacture is usually found on the care label.","Z:468":"Use search strategies to find (more) information sources on the socio-scientific issue.","AO:421":"N/A","AQ:55":"No","X:264":"N/A","AM:736":"N/A","AG:717":"N/A","Q:730":"N/A","Z:203":"N/A","S:712":"N/A","AE:205":"N/A","AJ:435":"N/A","AM:449":"N/A","AL:449":"No","AA:605":"N/A","G:410":"HOWs [Organise the arguments and supporting evidence.]","AF:670":"N/A","AD:33":"No","AN:424":"N/A","AH:521":"N/A","AI:448":"No","AI:427":"No","AJ:669":"N/A","AP:232":"N/A","V:406":"N/A","S:749":"N/A","AH:404":"N/A","AL:189":"N/A","V:739":"N/A","AJ:221":"N/A","AE:408":"N/A","S:672":"N/A","AH:446":"N/A","T:503":"N/A","AP:57":"No","G:91":"Key words (for online filter and search function) []","AJ:35":"Waste pollution","AH:431":"N/A","W:415":"N/A","AK:730":"N/A","U:367":"N/A","AD:537":"N/A","R:213":"N/A","AG:209":"N/A","AE:183":"N/A","U:63":"Yes","O:225":"N/A","AL:769":"N/A","AE:99":"No","G:736":"HOWs [Identify a hook to grab the recipients’ attention.]","AC:753":"N/A","AF:508":"N/A","X:115":"Yes","AG:336":"N/A","Y:143":"10","AG:736":"N/A","AM:273":"N/A","AD:192":"N/A","AA:680":"N/A","G:217":"HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","V:724":"N/A","AH:444":"N/A","AN:186":"N/A","AM:748":"N/A","AI:713":"N/A","AL:587":"N/A","AA:410":"N/A","Z:167":"N/A","Q:751":"No","AC:68":"No","AP:581":"N/A","R:718":"N/A","AE:185":"N/A","AF:516":"N/A","U:502":"N/A","AL:53":"No","AO:593":"N/A","W:559":"N/A","R:489":"N/A","AK:674":"N/A","T:535":"N/A","O:675":"N/A","G:468":"Learning Objective","AC:481":"Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue.","T:593":"N/A","AA:215":"N/A","AM:706":"N/A","AO:749":"N/A","T:355":"N/A","AJ:242":"N/A","AF:171":"N/A","AM:186":"N/A","AL:492":"N/A","AI:243":"N/A","AK:724":"N/A","X:555":"N/A","X:417":"N/A","X:177":"N/A","AD:515":"N/A","AE:697":"N/A","AF:396":"N/A","AB:332":"N/A","AI:670":"N/A","AD:521":"N/A","V:330":"N/A","AB:511":"N/A","AP:329":"N/A","AA:697":"N/A","AD:373":"N/A","O:730":"N/A","Q:607":"N/A","AQ:364":"N/A","D:60":"Subjects","W:30":"No","P:531":"N/A","AK:751":"No","AC:672":"N/A","O:552":"N/A","T:280":"Your group has been provided with 4 different chunks of texts coming from as many different sites.\n\nBy using the checklist provided, please:\n \n1. Identify the web sources and write the links in the table.\n3. Compare them: put the cross in correspondence of the best description of them ( government website, scientific article, publication with a strong ideological orientation,personal blog)\n4. Discuss in your group what is the most reliable one. Put them in order from the most reliable to the least reliable one\n5. Summarize the key message (for each excerpt) that relates to the way to provide ourselves with proteins\n6. Find two sites you are interested in which relate to the sites cathegories\n7. Compare your results with the other groups\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Source 1\n \n \n \n \n \n \n \n \n \n \n Background: Protein may have both beneficial and\n detrimental effects on bone health depending on a variety of factors, including\n protein source.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Objective: The aim was to conduct a systematic review\n (…) evaluating the effects of animal versus plant protein intake on bone\n mineral density (BMD), bone mineral content (BMC) and select bone biomarkers in\n healthy adults.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Results:Meta-analysis results showed on average, the differences\n between Soy+ and animal protein groups were close to zero and not significant\n for BMD outcomes . All meta-analyses had\n no statistical heterogeneity.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Conclusions: These results do not support soy protein\n consumption as more advantageous than animal protein, or vice versa. Future\n studies are needed examining the effects of different protein sources in\n different populations on BMD, BMC, and fracture.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Source 2\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Essential amino acids must be obtained through food, as the\n body cannot produce them. “Complete” proteins that have all essential amino\n acids and are generally higher quality, come most often from animal sources.\n Animal proteins also tend to be higher in branched-chain amino acids,\n especially leucine, which is key for stimulating muscle growth. That said, you\n can still get all essential amino acids by combining a variety of plant-based\n proteins, and some—like soy and rice—are good sources of leucine.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The good news is that you don’t have to exclude plant-based\n proteins from your diet—they can contribute to your total daily intake. If you\n follow a mostly plant-based diet, be sure to eat a variety of plant proteins to\n get all essential amino acids. If you’re open to animal proteins, Bonci\n suggests this as your best option for protein quality and digestibility: “I am\n a fan of less and more—less quantity and more quality, so a smaller amount of\n animal-sourced protein such as dairy milk, yogurt or whey protein isolate may\n be easier to tolerate.”\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Source 3\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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \"\"In the two models, the dairy food group was\n replaced with dairy-free nutrient-dense options included in the 2020-2025 DGA,\n which are fortified soy milk and soy yogurt. Additionally, for the vegan model,\n eggs servings were replaced with equal proportions of vegetarian protein foods,\n including soy products, nuts and seeds, and beans, peas, and lentils,\"\n said Dr. Hess.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThe results of this study found that amounts of many\n nutrients changed very little between the original Healthy Vegetarian Dietary\n Pattern and the vegan and dairy-free vegetarian adaptations. The vegan and\n dairy-free vegetarian diets had slightly more calories and slightly higher\n levels of some nutrients like vitamin D, vitamin B12, and choline. They\n provided less protein, sodium, cholesterol, phosphorus, and zinc than the\n original Healthy Vegetarian Dietary Pattern, though. The only nutrient that was\n below recommended levels in the dairy-free vegetarian and vegan diets was zinc\n (for adult males only). \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \"The DGA is intended to provide guidance on healthy\n diets for all healthy Americans, including healthy adults following dairy-free\n vegetarian and vegan diets\" said Dr. Hess.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Hess also stated that while this study does not provide\n evidence that a vegan dietary pattern will be nutritionally adequate for\n everyone, it shows that it is possible to eat a nutritionally adequate vegan\n dietary pattern with careful planning.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The study was recently published in The Journal of\n Nutrition.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Source 4\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Which Protein\n Type is Best? \n \n \n \n \n \n There are studies that have shown\n that our western obsession with protein may actually be hazardous to our\n health. That’s right – more isn’t always better when it comes to protein. \n \n \n \n \n \n When it comes to animal or plant\n protein sources, evidence indicates it’s best to get most (if not all) of your\n protein from plant-based foods. In fact, research shows that high animal protein intake can increase your\n risk for early death from things like heart disease, type 2 diabetes, and\n cancer.\n \n \n \n \n \n What’s more, the concern about\n getting too much protein overall appears to be negated when your diet is\n primarily made up of plant-based protein. \n \n \n \n \n \n A 2014 study found that overall, a high-protein diet (at least 20%\n of calories from protein) came with a 74% higher likelihood of death from any\n cause within the 20-year study period than a low-protein diet (fewer than 10%\n of calories from protein). Plus, the authors found that negative health\n associations of a high-protein diet were reduced or eliminated if the protein\n came from plant foods. ","AF:205":"N/A","AB:489":"N/A","X:653":"N/A","AA:226":"N/A","AD:57":"No","U:170":"N/A","AK:254":"N/A","AL:194":"N/A","R:255":"N/A","AC:604":"N/A","O:491":"N/A","AE:678":"N/A","AC:244":"N/A","AK:97":"No","P:60":"No","AA:570":"N/A","V:253":"N/A","AC:543":"N/A","AH:492":"N/A","AJ:454":"UNEP & UNITAR. (2019). The Global E-waste Monitor 2019. United Nations University.","U:113":"Discuss issues such as child labor in mining, e-waste dumping, and environmental justice.","S:68":"No","AI:192":"N/A","X:551":"N/A","AK:332":"N/A","T:564":"N/A","AD:673":"N/A","P:245":"N/A","AP:559":"N/A","Y:167":"N/A","S:128":"3. Digital Tools • Access to internet or prepared screenshots for searching reliable information. • Interactive whiteboard or projector for showing visuals/statistics. • Simple digital tools for creating posters/presentations (e.g., Canva, PowerPoint).","P:14":"Haller, Reinhold","W:185":"N/A","AB:358":"N/A","T:556":"N/A","X:245":"N/A","AK:494":"N/A","AA:676":"N/A","W:529":"N/A","O:788":"Yes","AB:726":"N/A","AJ:678":"N/A","AH:595":"N/A","G:604":"Student output form [Text]","AD:68":"No","V:422":"N/A","Y:356":"N/A","P:226":"N/A","X:57":"No","T:231":"N/A","AF:186":"N/A","Q:502":"N/A","AB:663":"N/A","AR:435":"No","AN:703":"N/A","Y:733":"N/A","AH:582":"N/A","AA:396":"N/A","O:344":"N/A","AI:199":"N/A","AE:590":"N/A","AP:627":"N/A","X:587":"N/A","Y:386":"N/A","AH:36":"Microplastics in oceans","Y:704":"N/A","AB:656":"N/A","AD:411":"N/A","AC:397":"N/A","Z:746":"N/A","R:681":"N/A","AL:488":"N/A","AH:496":"N/A","AI:357":"N/A","O:695":"N/A","AA:426":"N/A","AO:537":"N/A","AJ:499":"N/A","O:495":"N/A","AN:346":"N/A","AK:96":"No","AI:30":"No","AG:109":"No","AF:227":"N/A","AJ:201":"N/A","AG:55":"Yes","Q:766":"N/A","AN:673":"N/A","V:407":"N/A","AE:243":"N/A","S:454":"No external sources were used in the development of this activity.","AE:276":"No App will be used","AB:664":"N/A","AC:238":"N/A","AN:690":"N/A","AA:229":"N/A","AI:56":"No","U:751":"N/A","T:379":"N/A","AH:717":"N/A","Q:511":"N/A","W:690":"N/A","R:496":"N/A","AN:178":"N/A","W:210":"N/A","S:747":"N/A","AN:105":"No","AN:375":"N/A","AE:265":"N/A","AG:377":"N/A","O:106":"No","AQ:30":"No","Y:581":"N/A","AM:377":"N/A","AN:248":"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 [Recognise the possibility to fall for and (un)intentionally share misinformation.]","AN:525":"N/A","AN:329":"N/A","AI:223":"N/A","W:423":"N/A","Q:200":"N/A","Q:56":"No","AQ:423":"N/A","G:401":"HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","AG:250":"N/A","AO:686":"N/A","V:658":"N/A","AM:234":"N/A","O:611":"Discussion","P:168":"N/A","AG:575":"N/A","AB:413":"N/A","X:627":"N/A","AL:548":"N/A","AQ:176":"N/A","AB:719":"N/A","S:567":"N/A","Y:291":"Evaluation / Assessment Criteria: Analyzing a Political ImageCriteriaExcellent (3 pts)Satisfactory (2 pts)Needs Improvement (1 pt)Description of the imageAll relevant details are accurately and clearly described, including people, actions, objects, and background.Most relevant details are described, with minor omissions or inaccuracies.Few details are described; important elements are missing or unclear.Political contextClearly explains the political context, linking the image to the Deutschlandticket debate, policy goals, and key actors.Explains the political context, but some links to debate or actors are missing.Limited or unclear explanation of political context; weak connections to the debate.Analysis of VCD motivesThoroughly identifies motives and explains their significance.Identifies motives, but explanation is partial or superficial.Motives are missing, incorrect, or not explained.Reflection on effectivenessProvides well-reasoned evaluation of VCD actions, discussing legitimacy and impact; connects to personal choices.Provides some evaluation, but reasoning or connection to personal choices is limited.Minimal or no evaluation; connections to effectiveness or personal choices are unclear.Use of scaffolding (“Tipp”)Fully uses scaffolding prompts to support answers; responses are structured and complete.Uses some scaffolding prompts; responses are partially complete.Scaffolding prompts are ignored or responses are incomplete.Scoring (German system):13–15 pts → Excellent understanding9–12 pts → Satisfactory understanding0–8 pts → Needs improvement","AF:146":"Identify biased information.","G:254":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","O:352":"N/A","AN:254":"N/A","G:219":"HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","Z:77":"Number of wildfires in the federal state of Hesse 2025 as a result of climate changing","AA:685":"N/A","AQ:558":"N/A","W:393":"N/A","AL:78":"The Salmon Dilemma: Should Salmon be on the Menue in our School Canteen?","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","Z:213":"N/A","AO:101":"N/A","P:356":"N/A","AO:413":"N/A","P:704":"N/A","AM:724":"N/A","Q:663":"N/A","G:357":"HOWs [Identify verbal cues that indicate opinions or uncertainty.]","V:101":"No","X:582":"N/A","AG:284":"Yes","P:430":"Learners read the transcript of the video.","P:415":"N/A","AD:709":"N/A","G:390":"HOWs [Determine which parties are more susceptible to ☑ negative impacts.]","W:113":"specific knowledge about cars and vehicles","AM:443":"N/A","AQ:593":"N/A","Z:194":"N/A","R:749":"N/A","R:606":"N/A","AN:1":"27","Z:788":"No","AJ:280":"- Observe the image carefully.\n \n \n \n \n \n - Record your first ideas about e-waste.\n \n \n \n \n \n - Share your ideas with a partner.\n \n \n \n \n \n - Choose who you think should take the main responsibility for e-waste.\n \n \n \n \n \n - Explain your choice briefly.","G:497":"HOWs [☑ Selecting information sources]","AI:429":"Yes","Y:653":"N/A","G:152":"Learning Outcome","R:588":"N/A","AG:81":"Opinion","AK:124":"No","AK:716":"N/A","AF:443":"No","AS:53":"No","Z:674":"N/A","AF:650":"N/A","U:253":"N/A","Y:280":"Main Questions for the picture analysis\n Describe all visible details, including people, actions, objects, and the background.Tip: Observe the picture carefully.Explain the political context of the Deutschlandticket debate.Tip: Identify the actors shown in the image.Analyze possible motives of the VCD.Tip: List the means the VCD uses to influence politics.Reflect on the effectiveness of the VCD’s actions.Tip: Connect the activity to your personal choices regarding sustainable transport and participation.","R:362":"N/A","Q:746":"N/A","AI:744":"N/A","AA:673":"N/A","AP:723":"N/A","Q:61":"No","W:591":"Grammar activity: argumentative sentences.","AA:507":"N/A","AO:501":"N/A","D:91":"Keywords","Y:269":"Activity: Learners analyze a political image: https://www.vcd.org/artikel/das-deutschlandticket-so-wird-es-zum-fahrschein-der-zukunft?utm_source=chatgpt.com \n \n \n · Step 1: Description – Learners describe the picture in detail, including the people, actions, objects, and the background. They pay attention to everything visible to create a clear and complete description.\n \n \n · Step 2: Political Context – Learners place the image in the political debate around the Deutschlandticket in Germany (summer 2025). They identify the actors depicted and consider their roles, interests, and motives.\n \n \n · Step 3: Focus on the VCD – Learners examine the motives of the Verkehrsclub Deutschland (VCD), such as promoting sustainable mobility, reducing CO₂ emissions, and supporting affordable public transport. They analyze the means the VCD uses, including campaigns, petitions, lobbying, social media, and events.\n \n \n · Step 4: Reflection – Learners discuss briefly how the VCD’s goals relate to the Deutschlandticket debate, evaluate the legitimacy and effectiveness of their actions, and reflect on their own position regarding such influence in democracy. ","AJ:175":"N/A","Q:95":"No","AE:357":"N/A","AQ:527":"N/A","R:702":"N/A","AB:677":"N/A","AO:770":"N/A","AB:734":"N/A","AB:328":"N/A","S:50":"Many learners may believe that the oceans have unlimited fish resources and cannot be depleted. Some may think that sustainable fishing only affects fishermen, not consumers or society as a whole.There is a common misconception that aquaculture (fish farming) automatically solves the problem of overfishing without creating new environmental challenges.","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","AH:531":"N/A","Z:506":"N/A","O:678":"N/A","R:649":"N/A","V:400":"N/A","X:360":"N/A","AN:431":"N/A","D:596":"Resource Type","Y:336":"N/A","AI:233":"N/A","AM:417":"N/A","AI:35":"Waste pollution","AA:658":"N/A","AF:211":"N/A","AO:186":"N/A","AQ:596":"N/A","Y:573":"N/A","T:725":"N/A","AL:609":"No","AB:60":"No","AM:530":"N/A","AG:588":"N/A","AI:221":"N/A","O:234":"N/A","Y:371":"No","AP:389":"N/A","AH:327":"N/A","AO:426":"N/A","AI:68":"No","G:762":"Briefly describe the method you use.","Z:215":"N/A","AF:505":"N/A","AF:51":"No","W:193":"N/A","AH:283":"N/A","D:436":"App","W:335":"N/A","AP:288":"N/A","AJ:573":"N/A","AA:528":"N/A","AM:768":"N/A","AA:543":"N/A","AM:124":"N/A","X:68":"No","S:321":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","AE:507":"N/A","P:387":"N/A","AF:124":"No","Q:256":"N/A","AP:554":"N/A","T:240":"N/A","Q:201":"N/A","AO:519":"N/A","AC:183":"N/A","S:7":"en","AI:374":"N/A","AH:195":"N/A","Y:717":"N/A","AM:364":"N/A","D:122":"Required infrastructure & Teaching Materials","S:260":"N/A","AC:282":"N/A","D:31":"Position of Lesson Plan in Sequence","R:768":"N/A","AG:221":"N/A","P:327":"N/A","AL:29":"3","AH:720":"N/A","AH:504":"N/A","AL:381":"N/A","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 [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.]","S:728":"N/A","AO:559":"N/A","X:657":"N/A","AQ:357":"N/A","AP:592":"N/A","G:509":"HOWs [☑ Intended audience investigation]","T:567":"N/A","AH:656":"N/A","AD:13":"2025","AB:755":"N/A","Q:676":"N/A","G:369":"HOWs [Consider who benefits from the information being believed or spread.]","G:649":"HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","D:449":"Student Output Form","AF:199":"N/A","X:306":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AK:236":"N/A","AD:715":"N/A","O:529":"N/A","AG:184":"N/A","Y:63":"Yes","AD:722":"N/A","X:447":"No","P:626":"5","AE:383":"N/A","V:549":"N/A","AD:338":"N/A","G:729":"HOWs [Apply skills of dialogue.]","AE:166":"N/A","AH:690":"N/A","AD:400":"N/A","Z:174":"N/A","O:170":"N/A","O:439":"Make sure the learners get a little time to read the questions individually and that it is clear who they are collaborating with.","AJ:226":"N/A","Z:429":"Yes","AN:694":"N/A","AI:606":"N/A","AM:595":"N/A","AJ:699":"N/A","Z:357":"N/A","AL:376":"N/A","U:255":"N/A","AP:788":"N/A","AK:126":"printed material for discussion","AB:374":"N/A","T:507":"N/A","AN:516":"N/A","AH:575":"N/A","AJ:173":"N/A","S:377":"N/A","G:591":"Activity description","Q:397":"N/A","AJ:655":"N/A","X:493":"N/A","AA:51":"N/A","AJ:753":"N/A","O:610":"No","W:383":"N/A","AP:448":"N/A","O:525":"N/A","AB:9":"2025-09-03 09:12:59","AP:168":"N/A","U:685":"N/A","T:500":"N/A","X:253":"N/A","AA:343":"N/A","T:98":"No","X:258":"N/A","AM:548":"N/A","AK:288":"N/A","AG:551":"N/A","W:329":"N/A","S:113":"1. Introduction to Nature and Resources: Focus on vocabulary building (sea, fish, boat, coast, nature, resources). Activities: Short texts about the sea and fishing in Norway. Learners share what natural resources are important in their home countries.\n2. Food Culture and Fishing Traditions: Focus on linking everyday life and culture. Activities: Discuss traditional dishes with fish/seafood in Norway and learners’ countries.\n3. Introduction to Sustainability: Focus on a general understanding of human impact on the environment. Activities:Sorting activity: “Good for the environment / Bad for the environment.”\n4. Balancing Needs (Trade-offs): Focus on building awareness of economy vs. environment. Activities:Role-play: Fisherman vs.environmental activist.“What is more important – jobs or nature?”","AC:185":"N/A","W:661":"N/A","X:396":"N/A","X:501":"N/A","AM:673":"N/A","AD:386":"N/A","AK:166":"N/A","AL:694":"N/A","AL:573":"N/A","G:15":"Author(s) [Family name, given name]","G:156":"Learning Outcome","AI:250":"N/A","AJ:757":"N/A","AG:584":"N/A","Z:575":"N/A","AK:173":"N/A","Q:390":"N/A","AJ:379":"N/A","W:765":"No","AQ:273":"Yes","X:331":"N/A","AN:184":"N/A","U:117":"Yes","AB:394":"N/A","P:53":"No","AP:705":"N/A","P:716":"N/A","U:270":"No","W:583":"N/A","P:209":"N/A","AD:407":"N/A","AP:414":"N/A","V:604":"No","Y:184":"N/A","AO:53":"N/A","AN:410":"N/A","AR:97":"No","D:299":"Material Sources","AI:34":"N/A","AA:346":"N/A","O:711":"N/A","U:346":"N/A","Y:584":"N/A","AL:227":"N/A","AO:565":"N/A","P:510":"N/A","S:661":"N/A","AG:1":"20","V:67":"No","AK:548":"N/A","AH:662":"N/A","S:724":"N/A","X:116":"Yes","AG:757":"N/A","AF:577":"N/A","R:258":"N/A","AA:395":"N/A","AF:446":"Yes","AQ:191":"N/A","D:763":"Activity Instruction","AC:416":"N/A","AG:383":"N/A","AB:529":"N/A","AN:550":"N/A","T:115":"Yes","AO:107":"N/A","P:667":"N/A","S:510":"N/A","AJ:343":"N/A","AL:339":"N/A","U:708":"N/A","AD:678":"N/A","Z:379":"N/A","S:249":"N/A","W:578":"N/A","O:386":"N/A","AE:206":"N/A","U:345":"N/A","S:769":"N/A","AN:345":"N/A","O:420":"N/A","AE:117":"No","AO:104":"N/A","G:580":"HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","O:377":"N/A","O:360":"N/A","AK:198":"N/A","S:256":"N/A","AD:670":"N/A","X:217":"N/A","AC:361":"No","T:208":"N/A","Q:168":"N/A","AA:501":"N/A","Q:681":"N/A","AR:444":"N/A","AR:451":"I am a perfect model solution -> expected outcome.","AK:293":"perplexity.ai","AE:729":"N/A","W:678":"N/A","S:667":"N/A","AE:267":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AD:225":"N/A","X:350":"N/A","AE:280":"Each group of learners has 30\n minutes to complete the following tasks:\n \n \n \n \n \n \n \n \n \n \n - \n Read all materials provided to\n your group\n \n \n \n \n \n \n \n \n \n - \n Identify the different types\n of pollutants mentioned\n \n \n \n \n \n \n \n \n \n - Using the checklist in the\n worksheet, assess the reliability of each material considering the\n following parameters: \n \n \n \n \n \n \n \n \n \n 1. \n Publication date\n \n \n \n \n \n \n \n \n \n 2. \n Authors' credentials and\n expertise\n \n \n \n \n \n \n \n \n \n 3. \n Source/publisher reputation\n \n \n \n \n \n \n \n \n \n 4. \n \n Review process and editorial quality \n \n \n \n \n \n \n \n \n \n 5. \n Presence and quality of citations\n \n \n \n \n \n \n \n \n \n 6. \n Declared conflicts of interest\n \n \n \n \n \n \n \n \n \n - Give a\n score to each parameter, sum up the scores and rank \n the sources from most to\n least reliable.\n \n \n \n \n \n \n \n \n \n - \n Select your most reliable\n source. \n \n \n \n \n \n \n \n \n \nHome activity: Based on the most reliable source selected by the group, each group\n prepares a brief presentation to share with the class the main facts about\n vehicle pollutants and the reasons whythe selected source is considered trustable. Each group presents to the\n class (5-10 min).","AF:380":"N/A","P:7":"en","AC:568":"N/A","V:528":"N/A","O:403":"N/A","W:170":"N/A","X:377":"N/A","AF:142":"50","AO:692":"N/A","AE:523":"N/A","G:168":"HOWs [Explain the influence of algorithms on search results and on social media feeds.]","AK:113":"Previous lessons can discuss the topic of:\n fashion, human rights, global issues, waste and pollution","AD:382":"N/A","AG:433":"N/A","AK:696":"N/A","O:254":"N/A","AJ:567":"N/A","G:261":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","G:538":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","AL:391":"N/A","AQ:746":"N/A","AF:363":"Yes","U:62":"No","AA:210":"N/A","AJ:36":"Electronic waste and digital consumerism","AE:492":"N/A","AK:227":"N/A","Z:29":"2","P:254":"N/A","AF:379":"N/A","O:448":"No","AD:351":"N/A","AC:360":"Yes","AO:121":"N/A","T:520":"N/A","P:516":"N/A","P:362":"N/A","Y:769":"No","X:168":"N/A","T:433":"N/A","W:14":"Tari, Erika","U:497":"N/A","Q:713":"N/A","G:752":"Activity description","W:343":"N/A","G:93":"Key words (for online filter and search function) []","S:682":"N/A","AO:687":"N/A","AQ:542":"N/A","AS:58":"No","S:529":"N/A","AF:367":"N/A","O:607":"No","AH:349":"N/A","AA:724":"N/A","AF:574":"N/A","AG:554":"N/A","Z:639":"Ensure that the logically follows and does not contradict itself.","AH:336":"N/A","AL:243":"N/A","G:32":"This plan's position in the sequence: [3]","AJ:196":"N/A","T:497":"N/A","AB:191":"N/A","Q:656":"N/A","AB:497":"N/A","AQ:334":"N/A","AP:29":"4","AE:97":"No","P:665":"N/A","G:116":"Required infrastructure [Student computers / notebooks]","X:454":"Davis, N. (2020, April 7). Fast fashion speeding toward environmental disaster, report warns. The Guardian. https://www.theguardian.com/fashion/2020/apr/07/fast-fashion-speeding-toward-environmental-disaster-report-warns","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","AC:366":"N/A","Y:726":"N/A","R:260":"N/A","AB:273":"N/A","AB:581":"N/A","V:767":"N/A","Y:252":"N/A","AJ:525":"N/A","V:581":"N/A","D:58":"Subjects","AL:5":"2026-04-30 13:09:19","AH:381":"N/A","AA:490":"N/A","U:80":"Electronic waste","U:203":"N/A","Q:194":"N/A","V:122":"Yes","AJ:653":"N/A","X:391":"N/A","V:124":"No","AN:305":"N/A","AI:57":"Yes","AK:170":"N/A","AB:757":"N/A","U:709":"N/A","AD:704":"N/A","R:731":"N/A","AE:67":"No","T:660":"N/A","W:707":"N/A","AH:706":"N/A","G:500":"HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","AL:332":"N/A","AI:419":"N/A","AG:668":"N/A","AA:534":"N/A","W:347":"N/A","G:482":"Learning Outcome","U:174":"N/A","P:587":"N/A","U:715":"N/A","AK:561":"N/A","G:659":"HOWs [For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, ““,…).]","S:284":"N/A","G:117":"Required infrastructure [Student tablets]","AP:106":"No","AF:316":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","W:165":"N/A","AC:692":"N/A","AB:596":"No","G:645":"Learning Outcome","O:345":"N/A","R:204":"N/A","AH:29":"4","P:26":"English","S:387":"N/A","Y:343":"N/A","AI:666":"N/A","AP:377":"N/A","AI:549":"N/A","Y:605":"No","S:350":"N/A","Y:770":"No","X:255":"N/A","AF:175":"N/A","AH:342":"N/A","U:573":"N/A","AQ:737":"N/A","AM:378":"N/A","G:326":"Learning Outcome","V:369":"N/A","Z:263":"N/A","O:609":"No","Q:532":"N/A","G:412":"HOWs [Refer to sources.]","AE:221":"N/A","AG:223":"N/A","Y:399":"N/A","AQ:287":"No","AP:557":"N/A","AA:334":"N/A","W:62":"No","Z:604":"N/A","Q:467":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","G:671":"HOWs [Identify ☑ visual indications of sponsored content.]","AE:365":"Yes","AH:497":"N/A","S:285":"N/A","S:339":"N/A","AC:5":"2026-05-19 08:22:17","U:607":"N/A","U:705":"N/A","AH:244":"N/A","O:571":"N/A","T:54":"No","V:586":"N/A","AH:413":"N/A","AR:76":"[Subject-Specific Lesson Goals] Learners describe something in detail.","AH:653":"N/A","AO:575":"N/A","AQ:573":"N/A","AH:608":"N/A","AD:719":"N/A","AD:380":"N/A","V:190":"N/A","AN:383":"N/A","AN:609":"N/A","G:307":"Learning Objective","AI:663":"N/A","AP:7":"en","AA:117":"N/A","AE:78":"Wheel of change!","T:714":"N/A","AE:432":"No","Y:174":"N/A","AE:490":"N/A","AE:66":"No","Y:595":"No","AR:273":"No","U:236":"N/A","AL:380":"N/A","S:407":"N/A","AB:193":"N/A","AJ:69":"No","AH:272":"N/A","AK:2":"Yes","Z:244":"N/A","S:595":"N/A","R:239":"N/A","AC:426":"N/A","Z:190":"N/A","AE:237":"N/A","T:181":"N/A","AQ:71":"Educazione alimentare","AK:252":"N/A","AQ:224":"N/A","AB:116":"No","AN:343":"N/A","D:621":"Material Sources","U:274":"No","Q:409":"N/A","Z:422":"N/A","AN:170":"N/A","T:561":"N/A","D:41":"SSI Topic","G:296":"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]","AJ:446":"N/A","AK:656":"N/A","AQ:277":"Group work","AN:426":"N/A","AL:731":"N/A","P:282":"No","P:582":"N/A","P:490":"N/A","AK:657":"N/A","O:540":"N/A","AO:608":"N/A","Z:333":"N/A","Z:444":"Yes","R:109":"No","W:692":"N/A","Y:651":"N/A","AB:8":"mari-rasi-01","AS:100":"Yes","U:651":"N/A","AI:189":"N/A","Q:667":"N/A","P:64":"No","AN:13":"2025","AL:572":"N/A","AQ:60":"No","AN:546":"N/A","AN:488":"N/A","G:135":"Required teaching materials []","P:745":"N/A","AN:236":"N/A","AS:270":"Yes","Q:112":"Understanding of literary operational concepts: “literary themes”, “narrative conflict”\nCapacity to identify the themes of a literary text and to operate with analytical concepts to explore literary themes\nUnderstanding of basic concepts: literary themes, narrative conflict, character portrayal, narrative perspective\nAbility to identify themes in a literary text\nAbility to analyse and interpret literary excerpts and to use analytical concepts to explore literary themes\nAbility to support interpretations with textual evidence (quotes)\n\nLearners need basic literary analysis skills (identifying themes, understanding character and conflict, using textual evidence). All specialized content (dystopian features, transhumanism concepts, ethical frameworks) will be introduced during the lesson.","U:747":"N/A","AN:681":"N/A","V:673":"N/A","AD:180":"N/A","AR:117":"No","AE:696":"N/A","AB:739":"N/A","AL:267":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AC:107":"No","AA:690":"N/A","W:704":"N/A","AE:217":"N/A","G:479":"Learning Outcome","AB:254":"N/A","AK:240":"N/A","AK:559":"N/A","AQ:280":"SCHEDA DI LAVORO SULLE SCIENTIFIC MEDIA-LITERACIES\n \n \n \n Il tuo gruppo ha ricevuto 4 diversi frammenti di testo\n provenienti da altrettanti differentisiti.\n \n \n \n \n \n \n \n Utilizzando la check-list fornita:\n \n \n \n \n \n \n \n \n Identifica\n le fonti web e scrivi i link nella tabella.\n Confrontale:\n metti una croce in corrispondenza della descrizione più appropriata per\n ciascuna (sito web governativo, articolo scientifico, pubblicazione con un\n forte orientamento ideologico, blog personale). COMPITO 1\n Discuti\n nel tuo gruppo qual è la fonte più affidabile e perché. \n Metti\n gli estratti in ordine dal più affidabile al meno affidabile. COMPITO 2\n Riassumi\n il messaggio chiave (per ogni estratto) relativo al modo di procurarsi\n le proteine. COMPITO 3Trova 2 siti di tuo interesse che possano rientrare nelle categorie presentate. 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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 /* 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: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:\"Griglia tabella\";\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 \n \n \n \n \n \n \n \n \n \n Tipologie di Siti\n \n \n \n Sito governativo\n \n \n \n Sito scientifico\n \n \n \n Sito orientato ideologicamente\n \n \n \n Blog personale\n \n \n \n \n \n 1\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 2\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 3\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 4\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Tabella di\n Punteggio Affidabilità Sito Web \ud83d\udea6\n \n \n \n \n \n Utilizzare questa check-list per valutare se un sito web/articolo/spot\n è affidabile, parzialmente affidabile o inaffidabile.\n Spunta la casella appropriata per ciascun criterio, quindi calcola il punteggio\n totale.\n \n \n \n \n \n \n \n \n \n Criteri\n \n \n Sì (2 pt)\n \n \n Parzialmente\n / Non chiaro (1 pt)\n \n \n No (0 pt)\n \n \n \n \n \n Autore e\n Fonte – Autore chiaro, credenziali, istituzione autorevole?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Prove e\n Riferimenti – Supportato da dati, ricerche, rapporti ufficiali?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Scopo e\n Pregiudizi – Informativo, tono equilibrato, assenza di finalità commerciali?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Accuratezza\n e Tempestività – Aggiornato, senza errori, coerente con fonti\n attendibili?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Chiarezza e\n Linguaggio – Scrittura professionale, senza errori gravi?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Punteggio\n Totale: ___ / 10\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Interpretazione \ud83d\udea6\n \n \n \n \n \n \n 8–10 punti → Affidabile\n (Verde) ✅\n 5–7 punti → Usare\n con cautela (Giallo) ⚠️\n 0–4 punti → Inaffidabile\n (Rosso) ❌\n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n Sito\n \n \n PUNTEGGIO\n \n \n \n \n 1\n \n \n \n \n \n \n \n 2\n \n \n \n \n \n \n \n 3\n \n \n \n \n \n \n \n 4\n \n \n \n \n \n \n \n \n \n \n \nArticoli o estratti di siti web: \n \n \n \n \n \n \n https://pubmed.ncbi.nlm.nih.gov/29474360/ Titolo:\n Revisione sistematica e meta-analisi degli effetti delle proteine animali\n rispetto a quelle vegetali sulla salute delle ossa negli adulti sani)\n \n \n \n \n \n \n Contesto: Le proteine possono avere\n effetti sia benefici che dannosi sulla salute delle ossa a seconda di una\n varietà di fattori, inclusa la fonte proteica. Obiettivo: Lo scopo era\n condurre una revisione sistematica (...) che valutasse gli effetti\n dell'assunzione di proteine animali rispetto a quelle vegetali sulla densità\n minerale ossea (BMD), sul contenuto minerale osseo (BMC) e su specifici\n biomarcatori ossei in adulti sani. Risultati: I risultati della\n meta-analisi hanno mostrato che, in media, le differenze tra i gruppi con Soia+\n e proteine animali erano prossime allo zero e non significative per i risultati\n relativi alla BMD. Tutte le meta-analisi non presentavano eterogeneità\n statistica. Conclusioni: Questi risultati non supportano il consumo di\n proteine di soia come più vantaggioso rispetto alle proteine animali, o\n viceversa. Sono necessari studi futuri che esaminino gli effetti di diverse\n fonti proteiche in diverse popolazioni su BMD, BMC e fratture.\n \n \n \n \n \n 2.https://www.eatingwell.com/does-protein-timing-matter-for-muscle-growth-11798883?)\n \n \n \n \n \n Gli aminoacidi essenziali devono essere ottenuti\n attraverso il cibo, poiché il corpo non può produrli. Le proteine\n \"complete\", che contengono tutti gli aminoacidi essenziali e sono\n generalmente di qualità superiore, provengono più spesso da fonti animali.\n Le proteine animali tendono anche ad essere più ricche di aminoacidi a catena\n ramificata, specialmente la leucina, che è fondamentale per stimolare la\n crescita muscolare. Detto questo, è comunque possibile ottenere tutti gli\n aminoacidi essenziali combinando una varietà di proteine di origine vegetale, e\n alcune—come la soia e il riso—sono buone fonti di leucina. La buona notizia è\n che non è necessario escludere le proteine vegetali dalla propria dieta:\n possono contribuire all'apporto giornaliero totale. Se segui una dieta\n prevalentemente a base vegetale, assicurati di mangiare una varietà di proteine\n vegetali per ottenere tutti gli aminoacidi essenziali. Se sei aperto alle\n proteine animali, Bonci suggerisce questa come l'opzione migliore per qualità e\n digeribilità proteica: \"Sono un sostenitore del 'meno e più'—meno quantità\n e più qualità- quindi una quantità minore di proteine di origine animale come\n latte, yogurt o proteine isolate del siero di latte può essere più facile da\n tollerare.\"\n \n \n \n \n \n3. https://www.ars.usda.gov/news-events/news/research-news/2022/scientist-evaluates-dietary-food-patterns-for-healthy-adults-eating-dairy-free-vegetarian-or-vegan-diets/\n \n \n \n \n \n\"Nei due modelli, il gruppo alimentare\n dei latticini è stato sostituito con opzioni senza latticini ricche di\n nutrienti incluse nelle Linee Guida Alimentari (DGA) 2020-2025, che sono latte\n di soia fortificato e yogurt di soia. Inoltre, per il modello vegano, le\n porzioni di uova sono state sostituite con pari proporzioni di alimenti\n proteici vegetariani, inclusi prodotti a base di soia, noci e semi, e fagioli,\n piselli e lenticchie,\" ha affermato il Dott. Hess. I risultati di questo\n studio hanno evidenziato che le quantità di molti nutrienti sono cambiate molto\n poco tra il Piano Alimentare Vegetariano Sano originale e gli adattamenti\n vegani e vegetariani senza latticini. Le diete vegane e vegetariane senza\n latticini avevano leggermente più calorie e livelli leggermente più elevati di\n alcuni nutrienti come la vitamina D, la vitamina B12 e la colina. Tuttavia,\n fornivano meno proteine, sodio, colesterolo, fosforo e zinco rispetto al Piano\n Alimentare Vegetariano Sano originale. L'unico nutriente al di sotto dei livelli\n raccomandati nelle diete vegetariane senza latticini e vegane era lo zinco\n (solo per i maschi adulti). \"Le DGA hanno lo scopo di fornire indicazioni\n su diete sane per tutti gli Americani sani, inclusi gli adulti sani che seguono\n diete vegetariane e vegane senza latticini,\" ha detto il Dott. Hess. Il\n Dott. Hess ha anche affermato che sebbene questo studio non fornisca la prova\n che un piano alimentare vegano sia nutrizionalmente adeguato per tutti, mostra\n che è possibile seguire una dieta vegana nutrizionalmente adeguata con\n un'attenta pianificazione. Lo studio è stato recentemente pubblicato su The\n Journal of Nutrition.”\n \n \n \n \n \n 4 https://www.ironmanager.academy/guida/proteine-animali-vs-proteine-vegetali-un_analisi-dettagliata/\n \n \n \n \n \n “In conclusione, le proteine animali non\n fanno male se inserite all’interno di un piano nutrizionale ben bilanciato e\n rapportato al livello di attività fisica quotidiana. Sia le proteine animali che quelle vegetali hanno\n i loro pro e i loro contro. La scelta di quale tipo di proteine consumare\n dovrebbe dipendere dalle esigenze nutrizionali individuali, dalle preferen","T:235":"N/A","AO:197":"N/A","S:498":"N/A","AM:397":"N/A","AF:692":"N/A","G:644":"Learning Outcome","AI:551":"N/A","AQ:189":"N/A","R:349":"N/A","U:592":"N/A","AL:412":"N/A","G:374":"HOWs [Identify key concepts.]","AB:407":"N/A","F:1":"E1 Type","AG:536":"N/A","AQ:343":"N/A","X:36":"Fast fashion and textile waste","Z:228":"N/A","AG:381":"N/A","Z:451":"The learners do a report and share ideas about the questions. The resuts need to be structured and summarized.","AI:705":"N/A","AG:595":"N/A","AC:226":"N/A","AL:655":"N/A","AO:533":"N/A","AF:765":"N/A","O:353":"N/A","AJ:227":"N/A","R:13":"2025","AC:427":"N/A","AG:679":"N/A","AP:111":"Yes","AJ:274":"N/A","Q:399":"N/A","Q:260":"N/A","AB:129":"notebooks","U:351":"N/A","AI:532":"N/A","AL:712":"N/A","AA:594":"N/A","AA:554":"N/A","AC:407":"N/A","V:505":"N/A","Z:711":"N/A","Z:583":"N/A","O:366":"N/A","AA:538":"N/A","AG:457":"https://share.google/E223FQjv9WVIVfbrg","AL:96":"No","AF:400":"N/A","O:701":"N/A","AG:283":"No","AB:62":"No","U:656":"N/A","S:676":"N/A","G:393":"HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","AF:293":"www.lagazettefrance.frarticlefeux-de-foret-le-pouvoir-de-prevention-du-maire","AQ:335":"N/A","R:330":"N/A","AH:60":"No","Z:107":"No","G:194":"HOWs [Check the publication date.]","AK:373":"N/A","O:433":"No","AL:335":"N/A","AM:697":"N/A","AI:716":"N/A","G:392":"HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","D:753":"Resource Type","AF:501":"N/A","V:694":"N/A","AE:549":"N/A","G:775":"Tips, tricks, and suggestions for practice","X:570":"N/A","AH:58":"No","AI:183":"N/A","AK:116":"No","AH:201":"N/A","AD:448":"N/A","Y:765":"No","X:77":"Environment / Sustainability, Consumerism","AG:251":"N/A","AL:405":"N/A","G:757":"Media [Interactive media]","G:386":"HOWs [Evaluate the different arguments based on scientific evidence.]","AM:693":"N/A","Q:278":"- Start with twoopening questions and a vote process: \" Imagine you are a parent with a very sick childand you have the technology to intervene to save his life. Intervențion consists in the possibility to upload your child's mind to an AF ( artificial friend), a sort of a robot which at its turn has to abandon its initial body and to take the form of your child via a sort of a marionette. Would you do that?\"\n \n \n \" Imagine your are an AF ( artificial friend\", a designed robot capable to replicate the behavior of a child). You have your own artificial body and you are asked in the eventuality of death of the child that you were trained to observe for a long time , to continue his life, abandoning your own initial designed artificial body and accepting the uploading of the child's mind to your data. Would you do that? \"\n \n \n Collect the yes/ no answers and count them.\n \n \n -Introduce the subject of the lesson : \" Today we'll explore how literature, particularly the novel \" Klara and the sun\" by Kazuo Ishiguro ,helps us think critically about scientific innovation and its ethical implications. We'll begin by establishing the terminology framework\"\n \n \n \n \n - Project the following key-terms on the digital board, read the definitions with learners , mention that the key words are crucial for understanding the relationship between novel's characters and their interaction during the action depicted in the novel's excerpts that learners will work with. \n \n \n \n \n Key Terms to Define:\n \n \n \n \n \"Genetic Intervention/Human Genetic Engineering\": Medical procedures that alter human DNA to enhance physical or cognitive abilities;\"Transhumanism\": A movement advocating for using advanced technology to transcend current human limitations and extend lifespan/cognitive abilities; \n \n \n \n \n \n \n \"Bioenhancement\": The use of biomedical technologies to improve human capabilities beyond typical functioning;\"Playing God in medicine\": The ethical concern about humans making fundamental decisions about life, death, and human nature that were traditionally considered divine domains;Genetic Enhancement/Lifting Modification of human DNA to improve intellectual capacity, physical abilities, or other traits;Mind Uploading Theoretical process of transferring human consciousness into artificial substrates/Digital consciousness preservation projects;Cloning Creating a genetically identical copy of a biological entity; in the novel's context, attempting to replicate/continue a person's identity and consciousness through artificial meansArtificial Intelligence (AI) Machine systems capable of performing tasks requiring human-like intelligence","W:177":"N/A","T:330":"N/A","G:510":"HOWs [Identify ☑ visual indications of sponsored content.]","AB:438":"Teacher-led instruction and Q&A sessions","AJ:248":"N/A","AN:569":"N/A","AG:417":"N/A","AJ:771":"N/A","AJ:55":"No","V:211":"N/A","U:244":"N/A","G:360":"HOWs [Verify if the ☑ information is supported by reliable sources and references.]","T:227":"N/A","AL:627":"N/A","AP:6":"3","AO:546":"N/A","AJ:713":"N/A","U:194":"N/A","Y:530":"N/A","AP:688":"N/A","Z:736":"N/A","Y:738":"Yes","AR:102":"Yes","AR:48":"Identify deceptive tactics","Y:119":"Yes","Z:543":"N/A","AA:208":"N/A","V:490":"N/A","AI:499":"N/A","V:585":"N/A","AF:327":"N/A","AN:769":"N/A","D:33":"Position of Lesson Plan in Sequence","AK:29":"4","Z:332":"N/A","AK:546":"N/A","AG:189":"N/A","AI:769":"N/A","AS:108":"Yes","T:224":"N/A","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","AE:503":"N/A","AD:116":"Yes","T:516":"N/A","AF:439":"Normal\n 0\n \n \n \n 21\n \n \n false\n false\n false\n \n FR-BE\n X-NONE\n X-NONE\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n Show a social media post\n (e.g., a tweet or Instagram post) about wildfires, including text and\n an image. Example:\n \n \n \n \n \n \n \"Another\n catastrophic wildfire is ravaging our forests! Heartbreaking scenes as families\n flee for their lives. The government must act NOW before it’s too late!\n #WildfireCrisis #SaveOurForests\" (Include a dramatic image of a wildfire.)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n Ask: \"What do you see\n in this post? What words or images stand out to you?\"\n Discuss Emotional Impact\n Ask: \"How does this\n post make you feel? Why?\"\n List learners’ emotional\n responses on the board (e.g., scared, angry, sad).\n Highlight\n Emotionally Charged Language\n Discuss: \"Why do you\n think the author used these words? How do they influence how you feel\n about the wildfire?\"\n Identify Exaggeration and\n Loaded Language:\n \n Ask: \"Are there any\n words or phrases that seem exaggerated or try to persuade you to think a\n certain way?\"\n Example: \"The\n government must act NOW before it’s too late!\" (creates\n urgency and blame).\n Ask: \"If you saw this\n post on social media, would you share it? Why or why not?\"\n Briefly explain: \"Posts\n like this can be powerful, but it’s important to ask: Is this trying to\n inform me or influence me?\"\n \n \n \n \n \n \n \n Write on the board three manipulation strategies: emotional\n appeal, loaded Language, framing.\n Ask: \"Which of these\n strategies do you see in this post?\n Transition to Next Activity: \"Now that we’ve\n spotted the emotional language, let’s dig deeper and check if the facts in\n this post are accurate or if they’ve been twisted!\"","AB:557":"N/A","AO:448":"N/A","S:605":"N/A","P:291":"The second answer should be repeated in plenary.","AA:236":"N/A","AN:224":"N/A","G:446":"Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","AA:244":"N/A","Q:79":"genetic enhancing; moral perception; Playing God in medicine”; bioenhancement; transhumanism","W:573":"N/A","AK:537":"N/A","X:2":"Yes","S:439":"Present briefly the two perspectives: scientific (overfishing threatens fish stocks) and social (fishing provides jobs and culture).\n \n \n Organize learners in small groups and ask them to identify one advantage and one disadvantage of limiting fishing.\n \n \n Guide the discussion and encourage learners to use both scientific and social arguments in their statements.","T:11":"138.232.92.15","U:169":"N/A","Q:421":"N/A","T:651":"N/A","AO:594":"N/A","AM:406":"N/A","AE:361":"N/A","G:52":"Subject(s) [Modern Foreign Languages]","X:378":"N/A","AI:99":"Yes","AB:744":"N/A","U:128":"A2 paper sheets (one per group)","AG:107":"No","Z:284":"No","AL:114":"In the lesson plan: \n \n \n \n \n Write a letter to the canteen management explaining why salmon should or should not be offered, based on the arguments you have found. Your conclusion should be based on the arguments and not on your personal preferences.\n \n \n \n \n The structure should be: short introduction, main section with arguments (pros and cons), conclusion.\n \n \n For further classes on sustainability\n \n \n \n \n \n \n Other examples like \n \n \n - the sustainability of (fair trade/organic) roses from Africa (e.g. Kenia) \n \n \n - Carbon dioxide emissions from the cultivation, transport and storage of food (e.g. tomatoes, apples or avocados)","AC:196":"N/A","AJ:559":"N/A","AO:274":"N/A","W:8":"erik-tari-01","O:558":"N/A","AD:406":"N/A","AN:579":"N/A","W:564":"N/A","T:107":"No","AB:26":"English","AG:422":"N/A","AP:686":"N/A","X:341":"N/A","T:519":"N/A","U:420":"N/A","AD:578":"N/A","AE:106":"No","AP:121":"No","AG:708":"N/A","AE:574":"N/A","AQ:425":"N/A","AQ:50":"I giovani sono influenzati dai media nelle loro scelte\n alimentari, che, a partire dall'adolescenza, si manifestano spesso\n attraverso esclusioni impulsive o selezioni compulsive. Molti individui, sia\n giovani che adulti, diventano facile preda di tendenze che eliminano\n completamente certi nutrienti o categorie di alimenti, salvo rivolgersi poi al\n mercato degli integratori, costosi e spesso inutili, acquistabili online\n da chiunque. Dietro queste 'tendenze' si nascondono spesso posizioni\n ideologicamente motivate, prive di basi solide e scientifiche.\n \n \n \n Potrebbero provare arrivare ad escludere lacarne o le verdure, compensando\n con cibo spazzatura o con integratori farmaceutici.\n \n \n \n Convinzioni errate comuni:\n \n \n \n \n Le proteine\n vegetali sono sufficienti/insufficienti per la nutrizione umana;\n I giovani\n atleti necessitano di una massiccia integrazione proteica;\n Una dieta\n iperproteica porta a una salute migliore;\n Una dieta\n completamente carnivora/vegana è migliore per la salute umana.","G:342":"HOWs [Identify author and messenger.]","AF:690":"N/A","X:567":"N/A","P:358":"N/A","D:593":"Resource Type","AP:258":"N/A","AE:466":"N/A","P:332":"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","AL:378":"N/A","R:273":"No","AG:511":"N/A","W:283":"N/A","AQ:770":"N/A","W:491":"N/A","AH:344":"N/A","Z:340":"N/A","AG:129":"https://youtube.com/shorts/KY2sh2k6hzM?si=u23PhToI-JKtwaPA","AN:11":"93.199.177.148","AI:100":"No","AH:245":"N/A","AN:220":"N/A","O:368":"N/A","AK:348":"N/A","S:65":"No","AE:257":"N/A","G:96":"Age range [12 ]","Y:740":"N/A","AC:288":"N/A","V:258":"N/A","AF:12":"https://s.scilmi.eu/?r=bit-mil","U:126":"Printed copies of the English questionnaire (one per student).","AD:398":"N/A","Q:28":"Forever Young?","AC:560":"N/A","AE:390":"N/A","O:389":"N/A","O:191":"N/A","G:397":"HOWs [☑ (Re)assessing personal viewpoint on SSI]","AB:748":"N/A","AP:513":"N/A","AL:399":"N/A","R:703":"N/A","AM:119":"N/A","AE:279":"Collaborative Learning: Small group work promotes peer discussion and\n knowledge sharing\n Inquiry-Based Learning: Learners actively investigate and evaluate\n informationCritical Thinking: Source evaluation develops analytical skills","X:505":"N/A","D:276":"App","AL:605":"No","U:604":"N/A","X:386":"N/A","U:378":"N/A","AE:362":"N/A","O:5":"2026-05-08 09:28:43","AQ:665":"N/A","U:112":"Learners use their previous knowledge of online search strategies, source selection, information evaluation, and media literacy. They can apply search techniques such as using specific keywords, quotation marks, Boolean operators, and filters. They are familiar with comparing information from different sources, evaluating the credibility of websites and authors through lateral reading, and using verification tools to assess the reliability of digital content.","Y:190":"N/A","Z:580":"N/A","AK:550":"No","X:376":"N/A","AK:426":"N/A","Q:239":"N/A","AE:263":"N/A","AN:529":"N/A","Z:522":"N/A","AF:405":"N/A","AF:269":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Introduce the concept of media manipulation and\n the importance of critical thinking by defining wildfires and exploring why\n people share news about them on social media. \n \n By recognizing that information can be shared\n not just to inform but also to persuade or manipulate, learners take their\n first step toward becoming informed, discerning citizens. This activity\n highlights the importance of questioning sources, understanding motives, and\n thinking critically—skills that are essential for engaging in civic debates,\n advocating for change, and making responsible decisions in their communities\n and beyond.","AF:192":"N/A","S:240":"N/A","X:337":"Yes","AP:407":"N/A","AP:63":"Yes","W:768":"No","AP:569":"N/A","AQ:538":"N/A","S:114":"Decision-Making and Trade-Offs: Focus on understanding different perspectives (fishermen, politicians, consumers, environmental activists). Activities: Role-play: learners take on roles in a town meeting about fishing quotas.","Z:189":"N/A","AJ:185":"N/A","AA:715":"N/A","R:532":"N/A","AA:262":"N/A","AE:384":"N/A","R:490":"N/A","AA:390":"N/A","AA:497":"N/A","AC:118":"No","AH:559":"N/A","AM:144":"N/A","AD:9":"2025-09-03 09:13:00","R:566":"N/A","V:201":"N/A","R:512":"N/A","G:643":"Learning Outcome","Y:607":"No","AQ:11":"151.43.172.150","X:50":"1. Trusting “eco-friendly” garments or “green collections” promoted by chain stores and retailers, though they might be greenwashing products. \r\n2. The misbelief that donating or buying second-hand always reduces waste while overproduction still remains. \r\n3. Overestimating the impact of individual consumer choices while underestimating the role of systemic change (industry regulations, production limits). \r\n4. Believing that fast fashion garments are cheap because companies are efficient, ignoring low wages, pollution, working conditions, and child labour. \r\n5. Confusing biodegradable with recyclable fabrics. \r\n6. Considering cotton as a healthy and “innocent” material for fabrics.","AI:508":"N/A","AG:337":"N/A","Z:528":"N/A","U:717":"N/A","AH:711":"N/A","AH:410":"N/A","AJ:543":"N/A","AF:384":"N/A","AN:122":"No","AK:760":"Class activity","AI:10":"2026-05-18 16:10:55","AP:432":"N/A","AK:600":"@page { size: 21cm 29.7cm; margin: 2cm }\n p { line-height: 115%; margin-bottom: 0.25cm; background: transparent }\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 1. PREPARE THE ACTIVITY:\n \n \n \n \n \n \n \n \n \n \n Divide your learners into 5 groups. \n \n \n \n \n \n \n \n \n \n \n Cut the paper with role descriptions and give each group one role description. (you find the role descriptions below).\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Write\n the newspaper headline on the board: Global\n Ban on Fast\n Fashion Factories\n by\n 2030.\n \n \n \n \n \n \n \n \n 2. INTRODUCE IT:\n \n \n \n \n \n \n \n \n \n \n \n \n Tell your learners: \"Imagine, you are reading a newspaper and you come across this headline: \"Global Ban on Fast Fashion Factories by 2030\". Step into your role and think how you would react to this headline as a single mother, environmental activist or a factory worker...\"\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The\n learners will take part in a discussion in which they will pretend to be the role you gave them.\n They will try to come up with arguments for the discussion from the\n point of view of their role. Remind them it is not their opinion, it should be the opinion of the character they play.\n \n \n \n \n \n \n \n \n 3. WHAT YOU WANT FROM THEM:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n First, they should discuss if they think the ban is a good or bad thing. \n \n \n \n \n \n \n \n \n \n \n Next, they should step into their roles. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Tell them to concentrate on the positive and negative effects the ban has on their role. Here are some sentence beginnings which they can use for their arguments:\n \n \n \n \n \n \n From my point of view as a…My biggest concern is…I think this ban is fair/unfair because…What worries me most is…I agree/disagree with you because…\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Tell\n them that each of them should present at least 2 statements their role would come up with if the\n factories really closed by 2030.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Give\n them 8 minutes to read the role description and to come up with their statements.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Learners could use or address some of the phrases/terms from the previous activity.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { line-height: 115%; margin-bottom: 0.25cm; background: transparent }\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Also\n tell them to ask you for translation if they don´t understand words\n in their role description.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n ROLE DESCRIPTIONS: \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { line-height: 115%; margin-bottom: 0.25cm; background: transparent }\n strong { font-weight: bold }\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Fashion\n Influencer\n You\n are a popular TikTok fashion influencer with thousands of\n followers. You love sharing stylish outfits and promoting affordable\n fast\n fashion\n brands like\n Zara, H&M\n and etc.\n You\n want your followers to stay trendy and get new clothes easily, but\n you also know some people criticize fast fashion for harming the\n environment and workers. You believe fast fashion helps many people\n enjoy fashion without spending too much.\n Single\n Mum\n You\n are a single mother trying to raise your small\n twin\n daughters\n on a tight budget. You rely on affordable fast fashion clothes for\n yourself and your children\n because you cannot afford expensive brands. Your\n children\n grow quickly and need new clothes every few months. You\n worry about the quality and safety of these clothes but appreciate\n the low prices. Pepco\n always has nice dresses for your daughters. You often have to throw their shirts or dresses away as they wear out quickly and there are holes because the clothes were not sewn properly. \n Fashion\n Factory Worker\n You\n work long hours in a Primark\n factory\n in a developing country. Your job pays very little, and there\n is no air conditioning in your factory. There are too many\n workers which makes the environment you work in\n dangerous. Despite\n all this, your job helps you support your family. If the\n factory\n closes,\n you fear losing your income and not being able to feed\n your family.\n You want safer working conditions but worry about losing your job if\n the industry changes too quickly.\n Fashion\n Factory Owner\n You\n own a\n Victoria´s\n Secret\n factory that employs many local workers. You aim to make a huge\n profit\n but also want to keep your workers employed. A ban on fast fashion\n factories by 2030 threatens your business. You claim\n that\n fast fashion creates jobs and supports local economies. You also\n face pressure to improve labour\n and environmental policies but believe banning fast\n fashion factories\n is too extreme.\n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { line-height: 115%; margin-bottom: 0.25cm; background: transparent }\n strong { font-weight: bold }\n \n \n \n Environmental\n Activist\n You\n are\n an\n environmental activist who works on campaigns against pollution and climate\n changes.\n You believe fast fashion is one of the biggest threats to the planet\n because it uses huge amounts of water, produces chemical waste, and\n creates tons of textile garbage every year. You argue that fast\n fashion encourages people to buy more clothes than they need, which\n harms the environment. You want fast\n factories to close to\n protect nature and reduce global waste, but you worry that some\n people will lose jobs unless governments create new opportunities.(text adapted from ChatGPT)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 4. LISTEN TO THE OUTCOME\n \n \n \n \n \n \n After the time is up, start the discussion. Tell them the government wants to ban fast fashion factories. You act as the government representative and would like to ask individual roles for their opinions. \n \n \n \n \n \n \n \n \n If the group is advanced, you can suggest that individual roles will react to the arguments of other roles.\n \n \n \n \n \n \n \n \n \n \n \n \n You have a magic mic or some other object (a softball) they can pass to the person who wants to speak. This way you avoid learners shouting and distractions in the class. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n You lead the discussion and encourage all learners to share their statements or arguments. Ideally, the discussion will develop and the learners will want to express their opinion. \n \n \n \n \n \n \n \n \n If the class doesn´t want to have a real discussion, just ask individual groups for the arguments their group came up with. \n \n \n \n \n \n \n \n \n Allow 7 minutes for the discussion. Reflect on what your learners say. ","AC:736":"N/A","AE:274":"No","G:4":"Upload-Ready -> Yes / No","U:689":"N/A","AM:652":"N/A","AG:185":"N/A","AA:270":"N/A","D:28":"Lesson Sequence Title","AM:389":"N/A","V:579":"N/A","AH:745":"N/A","AI:423":"N/A","X:51":"No","AL:68":"No","AP:771":"N/A","AF:238":"N/A","AN:347":"N/A","AM:684":"N/A","AA:519":"N/A","AL:240":"N/A","O:12":"https://s.scilmi.eu/?r=bit-mil","AJ:337":"N/A","AB:286":"N/A","AG:659":"N/A","V:523":"N/A","AA:392":"N/A","AN:230":"N/A","AF:62":"No","T:171":"N/A","AF:348":"N/A","T:466":"N/A","V:61":"No","V:754":"N/A","G:503":"HOWs [Identify author and messenger.]","X:348":"N/A","AC:210":"N/A","AP:182":"N/A","AM:10":"2025-09-03 09:16:35","S:681":"N/A","V:655":"N/A","AG:58":"Yes","AM:696":"N/A","AF:533":"N/A","AH:190":"N/A","T:749":"N/A","AA:675":"N/A","AK:98":"Yes","AJ:610":"N/A","V:285":"No","AB:616":"https://www.bbc.com/serbian/lat/svet-47041841","AO:209":"N/A","Y:360":"N/A","D:83":"Keywords","AG:425":"N/A","R:403":"N/A","AN:120":"No","O:346":"N/A","AN:284":"N/A","AB:64":"No","AM:247":"N/A","AH:545":"N/A","AR:47":"Read between the lines & spot manipulation","AK:776":"ChatGPT adaptation of texts","U:741":"N/A","Q:526":"N/A","AL:307":"Use search strategies to find (more) information sources on the socio-scientific issue.","S:359":"N/A","G:766":"Student output form [Oral presentation]","Y:754":"No","D:121":"Required infrastructure & Teaching Materials","AE:269":"Working in groups, learners will analyze various source materials to learn about different\n types of pollutants emitted by gasoline vehicles. They will build\n scientific knowledge about automotive emissions and at the same time they will evaluate\n source credibility and reliability.","AM:659":"N/A","P:515":"N/A","AN:241":"N/A","AK:367":"N/A","Z:569":"N/A","P:94":"No","AJ:269":"Learners observe an image of e-waste, record first impressions, share with peers, and decide who should take responsibility.\n\n Teacher displays an image of an e-waste dump showing global e-waste production. \n \n Teacher asks:\n \n \n \n \n - What do you see in the picture?\n \n \n - \n \n What do you think happens to electronic waste after we throw it away?\n \n \n - \n \n Who do you think should take responsibility: individuals, companies, or governments?\n \n \n \n \n \n Learners write down their first idea, then share with a partner.\n \n \n \n Teacher asks for a quick class vote on responsibility (hands up for each option).","AN:395":"N/A","Y:772":"group discussion","AH:199":"N/A","P:406":"N/A","W:250":"N/A","AN:540":"N/A","T:50":"Young people are influenced by the media in their dietary choices, which, starting\n from adolescence, often manifest through impulsive exclusions or compulsive\n selections. As a result, many individuals, both young and old, become easy prey\n to trends that completely eliminate certain nutrients or food categories, only\n to fall into the trap of using expensive and often useless supplements that can\n be purchased online by anyone. Behind these \"trends\" often lie\n ideologically-driven positions lacking solid and scientific foundations.\n \n As a result, they could try to eat or to avoid completely alternatively meat or\n vegetables, and compensating with junk food or suppliers.\n \n \nCommon misconceptions: \n \n Vegetal proteins are sufficient/insufficient for human nutrition;Young athletes need massiveprotein integration;High protein diet leads to a better health; A complete carnivore/vegan diet is better for human health","G:376":"HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","D:782":"Material Sources","S:380":"N/A","AM:669":"N/A","Z:493":"N/A","AC:283":"N/A","AK:62":"No","P:219":"N/A","AP:741":"N/A","X:689":"N/A","AF:680":"N/A","AE:743":"N/A","AA:727":"N/A","X:282":"N/A","AB:415":"N/A","AO:342":"N/A","AC:542":"N/A","T:685":"N/A","AD:661":"N/A","AK:392":"N/A","W:677":"N/A","AK:390":"N/A","V:531":"N/A","AO:403":"N/A","AF:550":"N/A","AJ:112":"English level of B1","AB:654":"N/A","AC:75":"3","AM:116":"N/A","AM:363":"N/A","AQ:588":"N/A","AP:118":"Yes","AQ:14":"Fogli, Luana","U:406":"N/A","R:670":"N/A","AK:181":"N/A","AK:365":"N/A","AF:168":"N/A","AN:211":"N/A","X:557":"N/A","AH:688":"N/A","W:352":"N/A","AD:654":"N/A","P:581":"N/A","U:505":"N/A","AB:391":"N/A","Z:538":"N/A","G:602":"Activity instruction","AG:583":"N/A","R:249":"N/A","S:75":"3","O:751":"No","AK:362":"N/A","Y:212":"N/A","AH:554":"N/A","AK:422":"N/A","R:30":"No","AF:306":"Click and think critically: Select and analyse information on a socio-scientific issue.","AO:502":"N/A","AB:385":"N/A","U:106":"No","R:698":"N/A","AF:754":"N/A","Q:523":"N/A","R:59":"No","AN:607":"N/A","AL:210":"N/A","AD:364":"N/A","AC:385":"N/A","AC:400":"N/A","P:367":"N/A","W:360":"N/A","X:713":"N/A","X:400":"N/A","U:218":"N/A","AM:491":"N/A","AB:565":"N/A","AL:506":"N/A","AN:677":"N/A","Y:166":"N/A","O:536":"N/A","W:657":"N/A","AB:689":"N/A","AA:287":"N/A","G:182":"HOWs [☑ Use verification tools to detect deep fakes.]","AM:712":"N/A","R:529":"N/A","G:485":"Learning Outcome","AD:96":"No","AO:658":"N/A","AD:423":"N/A","G:259":"HOWs [Research evidence and logic behind the counter-arguments.]","AG:550":"N/A","W:730":"N/A","AG:522":"N/A","AF:523":"N/A","V:96":"No","O:380":"N/A","AL:557":"N/A","AB:412":"N/A","AN:354":"N/A","AC:242":"N/A","AC:745":"N/A","G:505":"HOWs [☑ Use verification tools to detect deep fakes.]","AE:541":"N/A","AC:390":"N/A","U:5":"2026-05-05 15:05:40","AM:342":"N/A","AM:261":"N/A","AG:523":"N/A","AE:438":"Group work","R:110":"No","Y:262":"N/A","AQ:241":"N/A","AB:228":"N/A","AI:181":"N/A","G:742":"HOWs [Identify likely counter-arguments.]","Z:225":"N/A","P:109":"Yes","AP:511":"N/A","P:185":"N/A","Q:509":"N/A","AE:627":"N/A","AE:121":"No","AG:590":"No","AF:308":"Identify biased information.","S:404":"N/A","G:274":"Media [Interactive media]","AP:396":"N/A","G:203":"HOWs [Identify sensational and emotional language used to influence the audience.]","W:78":"Smart Travel: the pros and cons of cars and public transport","P:509":"N/A","AB:207":"N/A","X:207":"N/A","R:211":"N/A","AJ:95":"No","P:651":"N/A","X:263":"N/A","AN:274":"N/A","P:726":"N/A","AK:212":"N/A","AI:190":"N/A","AK:241":"N/A","S:713":"N/A","AC:142":"75","AK:690":"N/A","AG:596":"N/A","AE:553":"N/A","R:181":"N/A","U:512":"N/A","U:660":"N/A","AG:444":"N/A","AO:539":"N/A","AE:526":"N/A","AK:771":"N/A","S:652":"N/A","S:169":"N/A","AH:96":"No","AH:757":"N/A","AP:416":"N/A","AI:143":"25","AG:728":"N/A","AJ:521":"N/A","AM:668":"N/A","V:425":"N/A","AJ:251":"N/A","AI:684":"N/A","AB:575":"N/A","AH:12":"https://s.scilmi.eu/?r=bit-mil","R:656":"N/A","AB:270":"N/A","AG:677":"N/A","R:171":"N/A","AF:345":"N/A","AE:570":"N/A","AP:376":"N/A","AF:76":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n Identify\n biased information","U:558":"N/A","T:228":"N/A","AP:273":"N/A","G:59":"Subject(s) [Geography]","G:791":"Learning Objective","T:728":"N/A","Y:578":"N/A","Z:255":"N/A","AF:579":"N/A","AP:721":"N/A","W:261":"N/A","AC:103":"No","AI:696":"N/A","Z:683":"N/A","S:383":"N/A","AK:572":"N/A","T:296":"https://www.whitneyerd.com/2021/05/animal-vs-plant-protein-whats-better-for-health.html","AE:687":"N/A","U:286":"No","AI:59":"No","AE:583":"N/A","AF:681":"N/A","X:333":"N/A","R:53":"No","Y:187":"N/A","Z:121":"No","O:756":"N/A","AN:682":"N/A","AD:242":"N/A","AC:339":"N/A","AH:255":"N/A","AI:147":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","W:334":"N/A","Y:727":"N/A","AB:753":"N/A","X:515":"N/A","AL:35":"Food and water scarcity","P:207":"N/A","S:224":"N/A","W:676":"N/A","AR:101":"Yes","AN:698":"N/A","AE:556":"N/A","AD:387":"N/A","AQ:569":"N/A","AN:447":"N/A","Q:249":"N/A","S:5":"2026-05-05 14:33:08","O:679":"N/A","Z:666":"N/A","AA:144":"N/A","AM:572":"N/A","R:51":"Yes","AE:65":"No","AO:51":"N/A","AK:586":"N/A","AK:207":"N/A","AQ:166":"N/A","Q:720":"N/A","AR:66":"No","R:271":"No","O:590":"Yes","AC:660":"N/A","AP:77":"Desenvolvimento sustentável","AM:195":"N/A","R:595":"N/A","AB:558":"N/A","S:203":"N/A","AA:257":"N/A","AF:68":"No","Z:586":"N/A","AE:412":"N/A","X:388":"N/A","G:756":"Media [Multimedia]","AL:360":"N/A","AH:362":"N/A","AB:701":"N/A","AJ:328":"N/A","AO:513":"N/A","S:441":"1. The teacher introduces the activity by explaining that learners will discuss scientific and social arguments for and against limiting fishing in Norway. The goal is to practice evaluating different perspectives, considering trade-offs, and forming an informed opinion.\n2. The teacher presents two perspectives to the class:\nScientific perspective: Overfishing threatens fish populations and marine ecosystems.\nSocial perspective: Fishing provides jobs, income, and is an important part of Norwegian culture.\n3. Learners work in small groups of three to four people. Each group discusses and writes down one advantage and one disadvantage of limiting fishing.\n4. Each student writes a short statement beginning with: “I think Norway should/should not limit fishing more because…” The statement must include one scientific argument and one social argument.\n5. The activity ends with a short plenary discussion. Learners discuss which arguments were most convincing and how scientific and social knowledge can be balanced when making decisions.","Z:529":"N/A","AB:406":"N/A","Q:425":"N/A","P:432":"No","P:104":"No","P:676":"N/A","T:188":"N/A","AN:740":"N/A","AD:256":"N/A","AL:660":"N/A","P:449":"No","AH:249":"N/A","O:120":"No","Z:351":"N/A","AQ:105":"Yes","Q:739":"N/A","Z:238":"N/A","AL:369":"N/A","AN:443":"N/A","O:666":"N/A","AQ:221":"N/A","AH:388":"N/A","Z:374":"N/A","V:420":"N/A","AE:236":"N/A","AE:224":"N/A","AL:287":"No","AI:627":"N/A","AK:351":"N/A","Y:457":"https://www.lobbyregister.bundestag.de/suche/R001837/59448?backUrl=%2Fsuche%3Fq%3DVCD%26pageSize%3D25%26sort%3DRELEVANCE_DESC","AO:175":"N/A","G:118":"Required infrastructure [Student smartphones]","U:185":"N/A","AB:239":"N/A","AC:737":"N/A","AJ:651":"N/A","O:350":"N/A","S:424":"N/A","AF:393":"N/A","AO:710":"N/A","AK:9":"2025-09-03 09:16:19","V:703":"N/A","AI:269":"Learners analyze the label of their own T-shirt, identify the material and country of production, estimate the distance to the consumer, and reflect on the environmental and social impact of fast fashion. They share their results on Padlet and compare them in a class discussion.","AB:414":"N/A","Q:54":"No","AK:528":"N/A","AJ:107":"No","AD:660":"N/A","AK:499":"N/A","V:499":"N/A","P:594":"No","AG:424":"N/A","O:101":"Yes","AC:375":"N/A","AF:7":"en","AC:712":"N/A","Y:331":"N/A","AP:658":"N/A","W:270":"N/A","X:242":"N/A","T:206":"N/A","S:229":"N/A","AI:66":"No","AD:376":"N/A","T:606":"N/A","W:539":"N/A","T:242":"N/A","P:365":"N/A","O:768":"N/A","AH:225":"N/A","D:59":"Subjects","D:441":"Activity Instruction","AM:123":"N/A","AF:234":"N/A","AD:680":"N/A","AJ:734":"N/A","T:444":"N/A","O:654":"N/A","AN:560":"N/A","X:190":"N/A","AA:747":"N/A","AD:679":"N/A","AQ:400":"N/A","G:166":"HOWs [Categorise ☑ information sources into different types (recipients etc.)]","AH:247":"N/A","AP:743":"N/A","O:732":"N/A","AC:172":"N/A","AL:771":"N/A","AB:574":"N/A","P:444":"No","AJ:554":"N/A","AJ:738":"N/A","AI:193":"N/A","W:743":"N/A","O:608":"No","Y:763":"TasksInterest groups are just as legitimate as political parties! Take a position on this statement (M3, M4).AufgabenInteressenverbände sind genauso legitim wie politische Parteien! Nehmen Sie Stellung zu dieser Aussage (M3, M4).","AQ:722":"N/A","R:727":"N/A","O:144":"Yes","AB:770":"N/A","G:137":"Required teaching materials []","AD:224":"N/A","AC:573":"N/A","W:200":"N/A","AL:561":"N/A","AN:581":"N/A","AA:69":"N/A","V:218":"N/A","AO:232":"N/A","AH:742":"N/A","AA:652":"N/A","T:605":"N/A","AK:678":"N/A","P:250":"N/A","AE:193":"N/A","Q:723":"N/A","T:609":"N/A","AN:754":"N/A","AG:403":"N/A","G:484":"Learning Outcome","AO:204":"N/A","T:117":"Yes","Y:204":"N/A","R:191":"N/A","R:521":"N/A","X:733":"N/A","AD:552":"N/A","AI:553":"N/A","AN:538":"N/A","Q:334":"N/A","V:510":"N/A","Z:144":"Yes","Y:221":"N/A","AF:178":"N/A","G:110":"Year of subject learning [7th year]","AM:235":"N/A","S:8":"nata-aase-01","AP:605":"N/A","AQ:446":"N/A","G:698":"HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","AL:237":"N/A","AJ:223":"N/A","AJ:346":"N/A","AA:228":"N/A","Q:519":"N/A","AE:392":"N/A","S:193":"N/A","Y:412":"N/A","AC:76":"Learners will be able to understand that actions have different consequences.","O:429":"Yes","T:345":"N/A","G:440":"Briefly describe the method you use.","Q:268":"No","AQ:655":"N/A","Q:736":"N/A","AE:529":"N/A","Q:187":"N/A","AJ:225":"N/A","AG:741":"N/A","AK:610":"N/A","X:593":"N/A","Z:350":"N/A","Q:732":"N/A","Z:378":"N/A","AN:5":"2026-05-01 13:33:01","P:554":"N/A","P:229":"N/A","O:291":"The goal is not to assess the learners in this activity.","AG:494":"N/A","G:365":"HOWs [Identify sensational and emotional language used to influence the audience.]","G:130":"Required teaching materials []","S:207":"N/A","Z:443":"No","G:748":"HOWs [Outline steps and a timeline.]","AF:706":"N/A","AP:707":"N/A","AP:188":"N/A","AC:374":"N/A","D:623":"Material Sources","AR:448":"N/A","T:416":"N/A","AL:401":"N/A","AB:94":"No","V:650":"N/A","W:753":"No","AF:716":"N/A","AG:355":"N/A","AQ:728":"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 9]","AL:95":"No","AQ:604":"N/A","S:105":"Yes","AQ:556":"N/A","X:393":"N/A","AM:166":"N/A","AJ:735":"N/A","AD:746":"N/A","AP:214":"N/A","AH:574":"N/A","W:305":"No","S:420":"N/A","U:186":"N/A","AJ:595":"N/A","AF:356":"N/A","AG:557":"N/A","AG:488":"N/A","U:447":"N/A","Z:391":"N/A","AP:283":"N/A","Y:509":"N/A","AB:180":"N/A","X:405":"N/A","AF:746":"N/A","X:538":"N/A","D:786":"Material Sources","AD:756":"N/A","AH:701":"N/A","AS:119":"Yes","AK:518":"N/A","Y:375":"N/A","U:675":"N/A","AO:531":"N/A","S:662":"N/A","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","X:443":"Yes","AB:712":"N/A","Q:558":"N/A","AB:111":"No","G:471":"Learning Objective","AP:342":"N/A","X:529":"N/A","AE:240":"N/A","T:659":"N/A","S:606":"N/A","AQ:386":"N/A","AK:101":"Yes","P:748":"N/A","V:30":"No","G:359":"HOWs [Identify empirical evidence.]","AG:86":"Framing","AA:506":"N/A","D:110":"Year of Subject Learning","AG:420":"N/A","AB:76":"The learners will learn to identify relevant from irrelevant information.","AJ:657":"N/A","AC:503":"N/A","S:413":"N/A","U:116":"Yes","AC:512":"N/A","AE:407":"N/A","Q:388":"N/A","Y:649":"N/A","Q:707":"N/A","AQ:373":"N/A","O:517":"N/A","AP:196":"N/A","O:703":"N/A","AH:214":"N/A","P:478":"Ensure that the logically follows and does not contradict itself.","AQ:721":"N/A","AM:227":"N/A","Z:420":"N/A","AF:529":"N/A","AC:258":"N/A","O:694":"N/A","AG:360":"N/A","AH:189":"N/A","AO:755":"N/A","P:717":"N/A","AI:254":"N/A","Z:663":"N/A","T:693":"N/A","AO:248":"N/A","G:592":"Media [Text media]","AF:610":"No","AH:240":"N/A","G:399":"HOWs [Identify gaps in existing efforts addressing these needs.]","Y:243":"N/A","AL:586":"N/A","S:213":"N/A","T:703":"N/A","Z:390":"N/A","Y:537":"N/A","R:344":"N/A","R:6":"1","AQ:679":"N/A","G:669":"HOWs [Verify the authenticity of displayed images and videos by using ☑ verification tools.]","AA:427":"N/A","AQ:267":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AF:267":"Click and think critically: Select and analyse information on a socio-scientific issue.","R:539":"N/A","AC:229":"N/A","Z:202":"N/A","AG:69":"No","S:492":"N/A","AN:652":"N/A","AN:523":"N/A","AO:330":"N/A","AG:327":"N/A","AJ:287":"N/A","O:215":"N/A","AL:520":"N/A","Y:725":"N/A","Y:719":"N/A","Y:106":"No","Q:489":"N/A","AQ:226":"N/A","AF:767":"N/A","G:210":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","U:559":"N/A","Z:265":"N/A","AD:30":"No","AA:102":"N/A","T:111":"No","U:499":"N/A","T:291":"1 -2-4 tasks:CriteriaExcellent (4)Good (3)Developing (2)Needs Improvement (1)Source AuthorityClearly identifies author(s), credentials, and institutional or governmental affiliation; recognizes peer-reviewed sources.Identifies author/organization, but limited discussion of credentials or authority.Mentions author/organization vaguely; does not assess authority critically.Does not identify author/organization; accepts source at face value.Evidence & ReferencesAccurately checks if claims are supported by studies, data, or official reports; distinguishes between evidence and opinion.Notes some references or data, but does not always evaluate their quality.Mentions evidence superficially, without verifying reliability.Fails to check for evidence; assumes all claims are true.Bias & PurposeDetects bias, tone (sensationalism, marketing, opinion), and intended audience; explains how bias affects reliability.Recognizes some bias or tone but does not fully explain impact.Notices emotional language but struggles to link it to reliability.Does not recognize bias or assumes neutrality.Accuracy & ConsistencyCross-checks information with at least one reliable source; identifies contradictions and inaccuracies.Attempts some cross-checking, but incomplete or inconsistent.Rarely compares with other sources; relies mainly on single website.Accepts information without cross-checking or verification.Clarity of EvaluationProvides clear, well-structured justification for classifying site as reliable/unreliable, with examples.Provides justification with some examples, but lacks depth.Gives a vague or general justification without specific examples.No justification or reasoning given.\n \n \n \n \n \n \n \n \n Scoring Guide\n \n \n \n \n \n \n 18–20 points → Excellent: Student shows strong critical thinking and source evaluation.\n \n \n 14–17 points → Good: Student can generally distinguish reliable vs. unreliable sites.\n \n \n 10–13 points → Developing: Student shows partial understanding; needs support in analyzing evidence.\n \n \n <10 points → Needs Improvement: Student struggles to evaluate credibility; tends to accept information uncritically.","AC:708":"N/A","AH:494":"N/A","G:782":"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]","O:723":"N/A","X:720":"N/A","O:26":"English","W:567":"N/A","AK:490":"N/A","P:736":"N/A","AC:269":"Finding out the origin of our clothes","Q:685":"N/A","AM:237":"N/A","Y:381":"N/A","Q:755":"N/A","AM:375":"N/A","AE:354":"N/A","Q:228":"N/A","U:298":"[Video] - Inside Apple's iPhone Factory In China - https://www.youtube.com/watch?v=9XkX6EGk_CA","W:328":"N/A","X:101":"Yes","G:35":"Socio-scientific issue","Y:690":"N/A","AH:52":"No","AG:91":"Fact vs opinion","Q:284":"N/A","R:494":"N/A","Y:398":"N/A","AJ:191":"N/A","AG:435":"N/A","AO:111":"N/A","X:707":"N/A","U:727":"N/A","W:166":"N/A","AM:533":"N/A","AP:362":"N/A","Q:394":"No","AF:684":"N/A","Y:415":"N/A","W:339":"N/A","Y:251":"N/A","Q:364":"N/A","V:262":"N/A","AI:279":"The activity applies an inquiry-based learning method combined with collaborative online work (Padlet). Learners use real-life examples (their own clothes) to investigate, share their findings, and reflect critically during discussions.","AK:481":"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.","P:98":"No","AC:114":"The student understands ethical theories and can justify actions based on them:Deontological ethics (duty-based ethics)UtilitarianismVirtue ethicsConsequentialism","R:411":"N/A","AR:98":"Yes","AQ:753":"N/A","AG:552":"N/A","AS:432":"No","AQ:369":"N/A","AD:402":"N/A","Q:26":"English","Q:233":"N/A","AO:233":"N/A","AC:690":"N/A","AH:710":"N/A","AP:409":"N/A","Y:144":"No","AM:339":"N/A","AL:199":"N/A","AC:678":"N/A","R:394":"N/A","AK:413":"N/A","V:594":"No","R:585":"N/A","AL:554":"N/A","T:552":"N/A","T:397":"N/A","AE:242":"N/A","AR:105":"No","V:8":"toma-magn-01","W:555":"N/A","R:328":"N/A","AI:517":"N/A","P:400":"N/A","AL:559":"N/A","AN:425":"N/A","O:253":"N/A","AK:355":"N/A","Q:184":"N/A","T:702":"N/A","X:539":"N/A","AF:679":"N/A","Z:230":"N/A","X:26":"English","AN:65":"No","Z:548":"N/A","AL:535":"N/A","O:268":"Yes","AK:418":"N/A","AB:403":"N/A","AI:558":"N/A","AM:502":"N/A","Q:411":"N/A","X:65":"No","P:466":"Yes","O:710":"N/A","AK:513":"N/A","G:712":"HOWs [Determine which parties are more susceptible to ☑ negative impacts.]","U:570":"N/A","Y:270":"No","AJ:584":"N/A","AO:712":"N/A","AI:560":"N/A","V:106":"No","AH:709":"N/A","G:754":"Media [Audio media]","AH:407":"N/A","AQ:366":"N/A","X:534":"N/A","D:605":"Student Output Form","AC:173":"N/A","Y:756":"No","T:199":"N/A","S:653":"N/A","AI:722":"N/A","O:107":"No","AM:106":"N/A","AB:706":"N/A","AG:745":"N/A","AK:175":"N/A","AH:744":"N/A","AA:704":"N/A","R:710":"N/A","V:441":"Instructions: Create a poster on Wildfires\n \n \n \n \n \n \n \n Task:Create a poster with your partner. Work with your partner to create a poster that shows the causes and consequences of wildfires. Use the CEPS perspectives (Cultural, Economic, Political, Social) as a guide.\n \n \n \n \n \n \n \n \n Steps:\n \n \n \n \n \n \n \n \n \n \n Develop your perspective – Your teacher will assign you one CEPS perspective (e.g., Economic, Social, Political, or Cultural).\n \n \n Define – Write down the main causes and consequences of wildfires related to your perspective.\n \n \n Example: Economic → Costs of firefighting, damage to tourism, loss of jobs.\n \n \n \n \n Design your poster – On paper, clearly divide your poster into two sections:\n \n \n Causes\n \n \n Consequences\n \n \n \n \n Develop with visuals – Use drawings, symbols, or keywords to make your poster clear and engaging.\n \n \n Demonstrate – Be ready to explain your poster to the class. Each pair will share their perspective.\n \n \n \n \n \n \n \n \n \n \n Materials provided: Paper, colored pens, scissors.\n \n \n \n \n \n \n \n \n Time: 20 minutes (watch the classroom timer).\n \n \n \n \n \n \n \n \n Technical termsCEPS perspectivesCultural - Culture is the way of life of a group of people, including their beliefs, customs, language, arts, and social rulesEconomic - The economic perspective looks at how people and society use money, resources, and goods, and how this affects daily life and the environmentPolitical - The political perspective looks at how rules are made, leaders govern, and decisions affect people in societySocial - The social perspective looks at how people live together, interact, and support each other in society. It´s also about men/ women, rich/ poor, young/ old","W:732":"N/A","P:349":"N/A","AS:59":"No","AL:439":"The question will now be examined in greater depth. To this end, the pupils will research information themselves. As they will be assessing the quality of the information themselves, it is important that they use search engines and evaluate the sources they find according to the specified criteria (schoolbook, worksheet). They should save the links so that they can continue working with the sources. \n At the end of the activity, the results are compared (Smartboard or Beamer)and, if necessary, sources are sorted and/or shared.","S:578":"N/A","G:404":"HOWs [☑ Communication channels]","AF:176":"N/A","AL:418":"N/A","X:172":"N/A","AE:145":"Select the most credible information sources.","Q:669":"N/A","AJ:687":"N/A","AJ:65":"No","S:679":"N/A","AL:588":"N/A","Y:752":"1. Read M3 and M4 carefully.\n 2. Review the judgment criteria (Urteilskriterien).\n 3. Take a position (agree or disagree) on the statement.\n 4. Discuss your position with a group, using the criteria to support arguments.\n 5. Listen carefully to your partner and respond respectfully.\n 6. After discussion, write your individual Urteil using the criteria.\n 7. Optionally, share key points in a plenary reflection.","AM:722":"N/A","U:301":"[Website] Critical ads about consumerism - https://www.adbusters.org","U:710":"N/A","U:545":"N/A","AD:369":"N/A","X:202":"N/A","AJ:144":"Yes","AI:765":"N/A","G:70":"Subject(s) [English]","Q:108":"No","AJ:504":"N/A","S:705":"N/A","AD:247":"N/A","AE:345":"N/A","AE:677":"N/A","AN:661":"N/A","X:117":"No","AQ:79":"proteine, aminoacidi,salute, dieta,longevità","P:239":"N/A","Q:403":"N/A","X:669":"N/A","T:364":"N/A","Z:531":"N/A","G:593":"Media [Audio media]","G:287":"Student output form [Product (e.g. prototype, website, etc.)]","Z:523":"N/A","AK:742":"N/A","AG:650":"N/A","Y:283":"No","AJ:28":"THE HIDDEN JOURNEY OF OUR DEVICES","AE:63":"No","Z:439":"Questions\n \n What do you think are possible/main reasons for wildfires in our region?Do you think that the weather is a probable reason for wildfires?Depending on the answers: What do you acually know about climate change?","AQ:115":"Yes","T:526":"N/A","Q:470":"Evaluate the trade-offs between the scientific, social and ethical dimensions.","X:451":"/* 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-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 /* 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-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n FAST\n FASHION: Quick Info Search\n \n \n \n \n Step\n \n \n Task \n \n \n Your Notes\n \n \n \n \n \n 1. Search\n \n \n Formulate your search query (ex fast fashion AND\n pollution)\n locate one extra source\n about the environmental impact of fast fashion. \n \n \n Search query: fast fashion AND pollution \n Link to source: https://www.theguardian.com/fashion/2020/apr/07/fast-fashion-speeding-toward-environmental-disaster-report-warns\n \n \n \n \n \n 2. Check Your Source\n \n \n Identify details about your source.\n \n \n Title: Fast fashion speeding toward\n environmental disaster, report warns\n Type (news, blog, scientific…): News article (The Guardian)\n Date of publication: April 7, 2020\n Author/Organization: Nicola Davis/The Guardian\n \n \n \n \n 3. Compare with TED-Ed Video\n \n \n Summarize what your source says. \n Analyze how it compares to The Lifecycle of a\n T-Shirt. \n \n \n Summary: fast fashion industry consumes large\n amounts of water, emits greenhouse\n gases, creates waste thus threatens the environment. \n Comparison (confirm / add /\n different): Confirms: highlights pollution, waste, and resource use. ---Adds: The Guardian article includes warnings\n from experts about the speed of the industry.\n \n \n \n \n 4. Share\n \n \n Present one interesting fact or insight to your\n classmates.\n \n \n Key point to share: Common findings: Fast fashion contributes\n significantly to climate change through greenhouse gas emissions, waste and\n pollution","Q:609":"N/A","Q:691":"N/A","O:422":"N/A","P:192":"N/A","T:578":"N/A","AE:545":"N/A","AM:503":"N/A","AN:103":"No","AK:235":"N/A","T:579":"N/A","G:715":"HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","Y:665":"N/A","AE:123":"Yes","G:151":"Learning Outcome","S:274":"N/A","AH:169":"N/A","U:297":"[Report] (student-friendly excerpt): Fairphone – A fairer phone: how we try to change electronics industry - https://www.fairphone.com/en/story/","AG:350":"N/A","AE:214":"N/A","AB:288":"N/A","X:257":"N/A","AK:360":"N/A","G:731":"HOWs [Linguistic competence]","AP:490":"N/A","R:148":"Communicate established viewpoints on a socio-scientific issue: Inform.","AI:513":"N/A","Y:232":"N/A","AE:226":"N/A","AA:206":"N/A","D:72":"Subjects","AJ:456":"Grant, K. et al. (2013). Health consequences of exposure to e-waste: A systematic review. Environmental Health Perspectives, 121(9), 1069–1077.","U:189":"N/A","AP:294":"Amnesty International – Cobalt mining in Congo - https://www.amnesty.org/en/latest/news/2016/01/child-labour-behind-smart-phone-and-electric-car-batteries","R:691":"N/A","Y:195":"N/A","R:499":"N/A","AF:653":"N/A","U:691":"N/A","Z:68":"No","G:632":"Learning Objective","U:554":"N/A","X:385":"N/A","AL:254":"N/A","V:423":"N/A","AG:533":"N/A","AI:251":"N/A","AE:690":"N/A","AJ:218":"N/A","AM:232":"N/A","AK:588":"N/A","AJ:769":"N/A","Z:370":"N/A","U:706":"N/A","AE:688":"N/A","U:593":"N/A","AF:346":"N/A","AQ:711":"N/A","AH:400":"N/A","AP:95":"No","AM:769":"N/A","AF:744":"N/A","X:96":"No","AO:525":"N/A","AJ:726":"N/A","AQ:422":"N/A","AC:67":"Yes","AE:658":"N/A","AI:753":"N/A","W:257":"N/A","X:31":"Yes","O:538":"N/A","O:62":"No","AH:714":"N/A","AI:273":"No","Y:265":"N/A","AP:62":"No","P:583":"N/A","AC:34":"N/A","G:514":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AL:494":"N/A","W:413":"N/A","AF:331":"N/A","G:218":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","Y:99":"No","T:177":"N/A","Z:407":"N/A","P:347":"N/A","AF:401":"N/A","G:523":"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.]","AH:562":"N/A","AL:533":"N/A","D:79":"Keywords","AN:733":"N/A","AE:661":"N/A","AJ:406":"N/A","AG:275":"Other","AI:500":"N/A","AN:349":"N/A","AN:502":"N/A","AL:364":"N/A","G:718":"HOWs [☑ Personal relation to the SSI]","R:60":"No","AQ:179":"N/A","AD:447":"N/A","Z:381":"N/A","P:188":"N/A","AC:119":"Yes","AL:658":"N/A","X:210":"N/A","AB:504":"N/A","AK:746":"N/A","V:503":"N/A","AE:347":"N/A","S:373":"N/A","O:95":"No","AB:79":"information, relevant, waste, pollution","AJ:680":"N/A","AP:508":"N/A","W:192":"N/A","AL:718":"N/A","U:229":"N/A","R:26":"English","AL:695":"N/A","AL:599":"Group work","AP:116":"Yes","AN:167":"N/A","AN:217":"N/A","AB:123":"Yes","AQ:69":"No","AL:379":"N/A","X:697":"N/A","AC:559":"N/A","Y:228":"N/A","AK:404":"N/A","AN:504":"N/A","O:212":"N/A","AJ:330":"N/A","AM:585":"N/A","AQ:54":"No","AD:554":"N/A","AB:277":"Teacher-led instruction and Q&A sessions","AF:751":"N/A","AB:537":"N/A","AG:201":"N/A","AG:153":"Verify the reliability of the arguments and evidence using (domain-specific) knowledge.","D:23":"Author(s)","AQ:492":"N/A","S:342":"N/A","AK:356":"N/A","D:597":"App","W:398":"N/A","V:382":"N/A","U:695":"N/A","AK:615":"ChatGPT adaptation of texts","R:744":"N/A","V:359":"N/A","Q:101":"No","S:101":"Yes","AQ:561":"N/A","AD:232":"N/A","AC:395":"N/A","AO:572":"N/A","AE:582":"N/A","AK:253":"N/A","Z:556":"N/A","W:377":"N/A","S:210":"N/A","AO:360":"N/A","O:279":"Teacher-guided activity. ","AG:237":"N/A","P:770":"No","AG:115":"Yes","U:109":"Yes","Z:99":"No","R:511":"N/A","AI:405":"N/A","D:273":"Resource Type","AP:81":"Obsolescência planeada","V:605":"Yes","G:759":"App [Other]","P:708":"N/A","Q:466":"Yes","Z:105":"No","AH:593":"N/A","AR:275":"H5P","AA:739":"N/A","W:186":"N/A","AL:245":"N/A","AK:519":"N/A","AQ:217":"N/A","AQ:305":"N/A","Q:433":"N/A","U:165":"N/A","AL:257":"N/A","T:571":"N/A","U:290":"Group 1 – Mineral extraction (conflict minerals)\nIdentify the main minerals used in phones and laptops.Describe where these minerals are usually mined.Explain the working conditions of miners.Explain why these minerals are sometimes called “conflict minerals.”Summarize the environmental impacts of mining.\nGroup 2 – Manufacturing & labor conditions\n Identify the main countries where devices are manufactured.Describe typical working conditions in electronic factories.Explain the environmental impact of the production process (energy, water, chemicals).Identify some problems workers face (long hours, low wages, health risks).Suggest one possible improvement for factory conditions.\nGroup 3 – Distribution & marketing\nIdentify how devices are transported around the world before reaching consumers.Explain the role of branding and advertising in promoting new devices.Describe strategies companies use to make people buy new models.Explain the concept of “planned obsolescence.”Give one example of how marketing influences consumer choices.\nGroup 4 – Consumption patterns (users’ choices)\nIdentify how often people change their phones, laptops, or consoles.Describe common reasons why people replace their devices.Explain what usually happens to old devices in households.Identify one psychological factor (e.g., FOMO, fashion, peer pressure) behind upgrades.Suggest one way consumers can extend the life of their devices.\nGroup 5 – Disposal & recycling (e-waste)\nIdentify what usually happens to devices after disposal.Explain the difference between formal and informal recycling.Describe the health and environmental risks of e-waste in developing countries.Identify one problem with exporting e-waste abroad.Suggest one better solution for managing old electronics.","AJ:590":"No","U:10":"2026-05-05 15:06:01","V:766":"N/A","AA:677":"N/A","R:581":"N/A","X:285":"N/A","O:237":"N/A","R:236":"N/A","AJ:490":"N/A","Y:722":"N/A","G:252":"HOWs [Identify a hook to grab the recipients’ attention.]","T:200":"N/A","AP:568":"N/A","AK:280":"1. The teacher writes \"FAST FASHION\" on the board.\n2. The teacher asks learners to discuss the term fast fashion in pairs for one minute and to think about everything they already know or what they believe the term could mean.\n3. During the pair discussion, learners write down words or short phrases they associate with fast fashion in their exercise books.\n4. After one minute, the teacher invites several pairs to share their ideas with the class and briefly reflects on their responses.\n(5. If necessary, the teacher explains that the term may be unfamiliar and acknowledges that learners may not have many associations yet.)\n6. The teacher provides a short introduction to the concept of fast fashion, explaining that it refers to the rapid and inexpensive production of fashionable clothing to keep up with trends. The explanation also highlights both the advantages (e.g., affordable and trendy clothing) and the disadvantages (e.g., environmental pollution, textile waste, and poor working conditions).\n7. The teacher links the introduction to the lesson by explaining that learners will explore the topic of fast fashion in greater depth throughout the lesson.","AH:627":"N/A","S:116":"No","Y:661":"N/A","AQ:398":"N/A","S:565":"N/A","AG:264":"N/A","AB:68":"No","AC:507":"N/A","AN:699":"N/A","D:779":"Material Sources","O:681":"N/A","O:427":"N/A","P:491":"N/A","W:671":"N/A","U:394":"N/A","P:193":"N/A","AJ:80":"global problems","AO:68":"N/A","AN:247":"N/A","AO:489":"N/A","AH:178":"N/A","Z:65":"No","AF:388":"N/A","AQ:394":"N/A","S:99":"No","AO:738":"N/A","AI:496":"N/A","AI:489":"N/A","W:392":"N/A","AI:690":"N/A","X:528":"N/A","AG:370":"N/A","AK:710":"N/A","AJ:539":"N/A","AM:103":"N/A","AG:429":"No","AJ:103":"No","O:69":"No","AP:209":"N/A","AL:106":"No","AB:670":"N/A","AI:412":"N/A","AR:107":"No","T:173":"N/A","Z:695":"N/A","P:446":"No","AB:252":"N/A","AL:669":"N/A","Z:581":"N/A","AD:493":"N/A","AJ:263":"N/A","W:212":"N/A","S:469":"Identify biased information.","AJ:672":"N/A","AH:172":"N/A","AH:659":"N/A","O:574":"N/A","AA:448":"N/A","AD:81":"Greenwashing","AK:57":"No","R:357":"N/A","T:710":"N/A","R:346":"N/A","AC:190":"N/A","AQ:118":"Yes","AH:99":"No","AQ:497":"N/A","AM:335":"N/A","AE:568":"N/A","AL:584":"N/A","AA:740":"N/A","AJ:710":"N/A","U:370":"N/A","AE:278":"· Preliminarily prepare different source materials about air pollution due to\n vehicle emissions, like: \n \n \n \n \n \n \n \n \n \n Government agency\n reports (eg. EPA)\n Academic papers\n Newspaper Articles from\n magazines/newspapers not specialized in the sector\n YouTube videos from\n educational channels\n Automotive industry articles\n Environmental\n organization publications\n \n \n \n \n \n \n \n \n \n · Prepare worksheets with checklistto be filled in by the learners during lesson to assess\n source reliability.\n \n \n \n \n \n \n \n · At the beginning of lesson give a brief overview of the topic and introduce\n the concept of source reliability (10 min). Then divide the class into groups\n of 4/5 learners. Provide each group with different source materials and with\n the worksheets; give instructions about the activity (5 min)\n \n \n \n \n \n \n \n · At the end of lesson facilitate class discussion on source reliability\n criteria (10 min).","AG:546":"N/A","AE:178":"N/A","AR:49":"Identify one-sided presentations that are disguised as neutral reporting","Q:121":"No","AL:610":"No","S:201":"N/A","AK:769":"N/A","AB:738":"N/A","AM:689":"N/A","AC:353":"N/A","Q:710":"N/A","Z:677":"N/A","AF:433":"Yes","AF:304":"20","T:521":"N/A","P:534":"N/A","AA:504":"N/A","AN:406":"N/A","U:191":"N/A","AP:518":"N/A","AP:265":"N/A","AD:64":"Yes","S:490":"N/A","AD:682":"N/A","Z:426":"N/A","AL:585":"N/A","AK:363":"N/A","S:488":"N/A","AA:518":"N/A","AO:788":"N/A","AH:421":"N/A","AB:685":"N/A","AO:185":"N/A","AE:604":"N/A","O:569":"N/A","AE:192":"N/A","AM:580":"N/A","AO:32":"N/A","AE:679":"N/A","S:211":"N/A","AA:550":"N/A","AH:510":"N/A","Y:493":"N/A","AH:675":"N/A","U:688":"N/A","P:566":"N/A","X:329":"N/A","AF:174":"N/A","AN:330":"N/A","Q:504":"N/A","G:556":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","AC:262":"N/A","R:735":"N/A","AO:700":"N/A","AM:498":"N/A","R:682":"N/A","AP:725":"N/A","AD:747":"N/A","R:553":"N/A","AF:334":"N/A","Z:578":"N/A","P:337":"N/A","Y:700":"N/A","AG:788":"N/A","AO:560":"N/A","R:501":"N/A","Q:627":"No","G:670":"HOWs [☑ Intended audience investigation]","AP:710":"N/A","AI:8":"anam-goro-01","X:685":"N/A","AL:699":"N/A","AQ:512":"N/A","AQ:52":"No","Z:554":"N/A","AE:366":"No","AQ:745":"N/A","X:492":"N/A","AB:754":"N/A","AA:583":"N/A","AB:577":"N/A","Q:562":"N/A","AA:500":"N/A","T:212":"N/A","AA:757":"N/A","T:112":"Subjects specific requirements:\nOrganic Molecules; Biomolecules and their role in the human metabolism.\n\nMedia literacies:\nUsing a check-list as a tool; Being able to distinguish the different domains.","G:211":"HOWs [☑ Logical fallacies]","X:423":"N/A","AP:543":"N/A","Z:743":"N/A","AH:740":"N/A","AL:664":"N/A","S:561":"N/A","Q:745":"N/A","S:576":"N/A","AM:715":"N/A","W:348":"N/A","AP:528":"N/A","AB:262":"N/A","AQ:173":"N/A","G:224":"HOWs [Evaluate the different arguments based on scientific evidence.]","O:790":"Select the most credible information sources.","R:518":"N/A","V:184":"N/A","A:1":"E2 Name","O:746":"N/A","G:363":"HOWs [Examine how the information is framed.]","AI:566":"N/A","AC:357":"N/A","AD:79":"Advertising","W:28":"Smart Travel: the pros and cons of cars and public transport","AE:660":"N/A","AA:698":"N/A","AF:770":"N/A","AL:577":"N/A","T:118":"Yes","Q:593":"N/A","G:540":"HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","Q:733":"N/A","AE:732":"N/A","AO:345":"N/A","X:769":"N/A","AL:172":"N/A","AE:239":"N/A","AK:31":"No","Y:656":"N/A","AE:101":"Yes","AK:249":"N/A","AB:563":"N/A","AE:744":"N/A","AJ:719":"N/A","AI:550":"N/A","T:113":"1. Carbohydrates\n2. Fats\n3. Essential and non-essential aminoacids and where we can find them","AP:651":"N/A","G:656":"HOWs [Identify the scientific issue you would like to know more about.]","T:75":"1","AJ:715":"N/A","AM:577":"N/A","AJ:500":"N/A","AF:371":"N/A","T:284":"No","V:191":"N/A","G:387":"HOWs [Divide ☑ impacts into categories.]","AL:144":"Yes","V:104":"No","AE:665":"N/A","Q:216":"N/A","AI:218":"N/A","AE:77":"Environmental chemistry","AA:375":"N/A","AQ:383":"N/A","AS:51":"No","Y:613":"Evaluation / Assessment Criteria – Interest GroupsCriteriaExcellent (3 pts)Satisfactory (2 pts)Needs Improvement (1 pt)Identification of FunctionsCorrectly identifies all main functions of interest groups (articulation, aggregation, mediation, information) and explains them clearly.Identifies most functions but explanations are partial or unclear.Few or no functions identified; explanations missing or incorrect.Use of Examples / MaterialsSupports explanations with examples from M3, M4, or Info box; links theory to concrete cases.Uses some examples, but links to materials are incomplete.Little or no use of examples; connections missing.Understanding PluralismClearly explains how interest groups contribute to pluralism and citizen participation.Partial explanation of pluralism; some links missing.Pluralism not addressed or explanation is unclear.Clarity and OrganizationAnswers are structured, easy to follow, and complete.Some structure, but parts of the answer are confusing or incomplete.Answers are disorganized, incomplete, or difficult to understand.Reflection / Critical ThinkingReflects on why interest groups are important for democracy and connects to broader societal impact.Reflection is basic or only partially connected.Reflection missing or unclear; connections not made.Scoring Guide:13–15 pts → Excellent understanding9–12 pts → Satisfactory understanding5–8 pts → Needs improvement","R:701":"N/A","AN:707":"N/A","AE:701":"N/A","AM:193":"N/A","G:763":"Activity instruction","S:444":"N/A","Z:626":"20","O:272":"No","O:97":"No","Z:56":"No","AL:112":"Concept of sustainability (e.g. triangle of sustainability: economy, ecology and social issues)\n How to check sources for their reliability","AF:715":"N/A","Y:379":"N/A","S:234":"N/A","AL:566":"N/A","X:466":"N/A","AA:382":"N/A","AM:490":"N/A","O:578":"N/A","R:515":"N/A","AE:397":"N/A","O:515":"N/A","T:243":"N/A","AB:169":"N/A","AP:443":"N/A","W:715":"N/A","X:204":"N/A","AP:572":"N/A","AJ:512":"N/A","AP:494":"N/A","Z:653":"N/A","AA:225":"N/A","G:276":"App [Other]","R:377":"N/A","S:491":"N/A","AO:228":"N/A","AM:258":"N/A","AE:596":"N/A","R:283":"Yes","Z:724":"N/A","AM:380":"N/A","O:667":"N/A","AN:435":"N/A","AD:36":"Electronic waste and digital consumerism","O:418":"N/A","S:363":"N/A","AH:284":"N/A","AE:143":"90","Z:35":"Climate migration","U:381":"N/A","Q:708":"N/A","AP:297":"[Report] (student-friendly excerpt): Fairphone – A fairer phone: how we try to change electronics industry - https://www.fairphone.com/en/story/","AF:50":"--","G:285":"Student output form [Visualisation (e.g. poster, infographic, mind map, diagramme, etc.)]","U:368":"N/A","AL:283":"No","G:266":"HOWs [Other]","P:435":"No","AK:64":"No","R:719":"N/A","AA:443":"N/A","Y:32":"No","U:349":"N/A","AG:348":"N/A","Q:142":"90","AD:259":"N/A","Y:420":"N/A","AF:418":"N/A","AM:185":"N/A","AD:377":"N/A","X:414":"N/A","Y:554":"N/A","Y:362":"N/A","AD:368":"N/A","AE:448":"No","AO:387":"N/A","AQ:145":"Select the most credible information sources.","G:69":"Subject(s) [Practical and Vocational Skills]","AB:667":"N/A","V:542":"N/A","AJ:725":"N/A","AI:694":"N/A","G:664":"HOWs [Identify author and messenger.]","G:710":"HOWs [Divide potential science-based ☑ solutions to the socio-scientific issue into categories.]","AL:356":"N/A","S:179":"N/A","AQ:331":"N/A","AK:556":"N/A","AE:225":"N/A","AE:788":"N/A","AB:75":"3","U:120":"Yes","R:508":"N/A","AH:351":"N/A","AE:203":"N/A","R:510":"N/A","Q:507":"N/A","AG:144":"Yes","AJ:692":"N/A","AD:67":"No","V:561":"N/A","AB:240":"N/A","Q:241":"N/A","AD:533":"N/A","AJ:697":"N/A","AG:72":"Yes","R:660":"N/A","AE:231":"N/A","AI:546":"N/A","AG:165":"N/A","O:285":"No","O:677":"N/A","P:214":"N/A","P:384":"N/A","O:96":"No","AG:82":"Biased information","AI:256":"N/A","AI:441":"Organize a clothing swap event (exchange used clothes instead of buying new ones).","S:378":"N/A","AC:213":"N/A","G:257":"HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","AB:231":"N/A","P:218":"N/A","V:105":"No","AM:662":"N/A","AM:409":"N/A","AO:499":"N/A","AN:766":"N/A","U:574":"N/A","AD:344":"N/A","O:99":"Yes","AK:581":"N/A","G:416":"HOWs [Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.]","AN:253":"N/A","Y:426":"N/A","V:415":"N/A","X:544":"N/A","AJ:62":"No","R:78":"Wildfires: Facts, Consequences & Future Solutions","X:374":"N/A","AN:505":"N/A","R:694":"N/A","AL:272":"No","AP:361":"N/A","Z:590":"No","AB:364":"N/A","Z:361":"N/A","AL:496":"N/A","V:706":"N/A","Q:393":"No","AJ:711":"N/A","AM:355":"N/A","AI:259":"N/A","AO:732":"N/A","Y:1":"12","AM:738":"N/A","Y:446":"Yes","T:665":"N/A","R:559":"N/A","AG:271":"No","AC:109":"No","G:237":"HOWs [Identify gaps in existing efforts addressing these needs.]","S:665":"N/A","AI:353":"N/A","AP:588":"N/A","AB:465":"20","AE:683":"N/A","P:119":"No","AO:569":"N/A","G:428":"HOWs [Other]","AA:653":"N/A","V:494":"N/A","AB:427":"N/A","G:107":"Year of subject learning [4th year]","AP:687":"N/A","Q:262":"N/A","Z:116":"Yes","AN:366":"N/A","AN:53":"No","Z:753":"N/A","Z:716":"N/A","G:640":"Learning Outcome","Z:665":"N/A","AD:246":"N/A","AK:467":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AQ:202":"N/A","W:385":"N/A","AC:377":"N/A","AB:580":"N/A","V:337":"N/A","T:371":"N/A","AC:735":"N/A","AN:664":"N/A","W:737":"N/A","D:594":"Resource Type","W:502":"N/A","G:613":"Evaluation / assessment criteria","AQ:377":"N/A","Z:546":"N/A","AI:531":"N/A","P:265":"N/A","P:702":"N/A","AK:386":"N/A","AO:212":"N/A","S:262":"N/A","AL:704":"N/A","AR:94":"No","AM:555":"N/A","S:748":"N/A","AG:535":"N/A","Y:109":"Yes","AO:536":"N/A","D:139":"Required infrastructure & Teaching Materials","S:448":"N/A","AQ:501":"N/A","AH:604":"N/A","G:128":"Required teaching materials []","AE:504":"N/A","Z:525":"N/A","AL:111":"No","AQ:575":"N/A","AE:144":"Yes","AJ:190":"N/A","AG:176":"N/A","Z:34":"N/A","P:513":"N/A","U:363":"N/A","AG:279":"This activity uses an interactive, inquiry-based method through the Tricider platform.\n Learners analyze posts (from videos or highlighted phrases) to distinguish between facts and opinions. They identify at least three examples, justify their choices by answering What? and Why?, and use key words such as fact, opinion, and because. Learners then comment on peers’ posts, express agreement or disagreement with short feedback, and finally reflect on what they learned about recognizing facts and opinions in media.\n The teacher facilitates by preparing the Tricider board, modeling thoughtful responses, and guiding learners toward clear reasoning and respectful interaction.","AG:274":"Yes","AL:431":"No","W:387":"N/A","AJ:535":"N/A","Z:689":"N/A","AI:680":"N/A","AP:556":"N/A","S:185":"N/A","R:124":"No","AI:327":"N/A","AK:69":"No","V:355":"N/A","AG:416":"N/A","AK:68":"No","AF:654":"N/A","AM:403":"N/A","AN:116":"No","U:111":"Yes","AI:220":"N/A","AN:108":"No","AH:551":"N/A","D:17":"Author(s)","AK:719":"N/A","V:718":"N/A","AC:572":"N/A","AP:108":"Yes","AL:109":"Yes","W:581":"N/A","W:569":"N/A","R:268":"Yes","AC:670":"N/A","G:88":"Key words (for online filter and search function) []","AO:586":"N/A","AQ:411":"N/A","AH:610":"N/A","AN:26":"English","AJ:668":"N/A","AN:501":"N/A","AQ:228":"N/A","AP:54":"No","AJ:119":"Yes","Y:201":"N/A","W:519":"N/A","AK:238":"N/A","O:413":"N/A","AJ:661":"N/A","X:504":"N/A","AH:704":"N/A","G:452":"Evaluation / assessment criteria","G:647":"Learning Outcome","W:304":"3","O:579":"N/A","Z:524":"N/A","Y:720":"N/A","AA:181":"N/A","Y:347":"N/A","AC:569":"N/A","AO:259":"N/A","AP:694":"N/A","T:688":"N/A","AF:181":"N/A","D:758":"App","AA:689":"N/A","AN:95":"No","AD:742":"N/A","P:557":"N/A","Q:747":"N/A","AL:165":"N/A","AQ:671":"N/A","AO:268":"N/A","U:388":"N/A","Z:168":"N/A","O:680":"N/A","AD:522":"N/A","T:708":"N/A","AN:190":"N/A","U:523":"N/A","AA:407":"N/A","V:193":"N/A","Q:666":"N/A","Z:371":"N/A","O:374":"N/A","V:108":"No","Z:98":"Yes","AL:368":"N/A","AP:551":"N/A","AC:411":"N/A","AF:79":"-","AB:335":"N/A","AN:234":"N/A","AD:557":"N/A","V:84":"pbl","AM:556":"N/A","AF:290":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n 1. Flash\n Definition\n \n Teacher\n Action:\n \n \n Display a striking image of\n a wildfire (e.g., a forest fire with visible flames and smoke, but not\n too frightening).\n Ask: \"What is a\n wildfire?\"\n Pause for 3-5 seconds to let\n learners think.\n \n \n Possible Student Responses:\n \n \n \"It’s a big fire in the\n forest!\"\n \"It’s when trees and grass\n burn.\"\n \"It happens in hot\n weather.\"\n \n \n Teacher Response:\n \n \n \"Great observations! A\n wildfire is an uncontrolled fire that spreads quickly through forests,\n grasslands, or other natural areas. It can be caused by natural events,\n like lightning, or by human activity, like campfires or cigarettes that\n aren’t put out properly.\"\n Point to the image: \"This\n is an example of a wildfire. Notice how it spreads across a large\n area?\"\n \n \n Visual Support:\n \n \n Use a Canva slide or\n printout with the image and the definition: \n \n \n \"Wildfire:\n An uncontrolled fire that spreads quickly through forests, grasslands, or other\n natural areas, often caused by lightning or human activity.\"\n \n 2. Quick\n Think\n \n Teacher\n Action:\n \n \n Ask: \"Why do you think\n people share news about wildfires on social media?\"\n Give learners 10 seconds to\n think, then call on 2-3 learners.\n \n \n Possible Student Responses:\n \n \n \"To warn people to stay\n safe.\"\n \"To show how bad it\n is.\"\n \"Because it’s scary and\n they want others to see.\"\n \"To ask for help or\n donations.\"\n \n \n Teacher Response:\n \n \n \"Exactly! People share\n news about wildfires for lots of reasons: to warn others, raise awareness,\n or even express their feelings. But sometimes, people share news not just\n to inform, but also to influence or persuade you. This is called media\n manipulation. Today, we’ll learn how to spot it!\"\n Write the term \"media\n manipulation\" on the board and underline it.\n \n \n\n \n 3.\n Transition to the next activity\n \n Teacher\n Action:\n \n \n \"Now that we know what\n wildfires are and why people share news about them, let’s see how we can\n become detectives and tell the difference between true information and\n manipulation!\"\n Gesture to a poster or slide\n with a magnifying glass and the words: \"Media Detectives: Spot the\n Truth!\"","S:584":"N/A","AA:520":"N/A","V:685":"N/A","D:435":"Resource Type","AP:113":"Discutir questões como trabalho infantil na mineração, despejo de lixo eletrónico e justiça ambiental.","G:567":"HOWs [Simulate the engagement.]","AL:336":"No","AP:245":"N/A","AI:290":"Material: 100% polyester.\n \n \n Country of production: BangladeshEstimated distance: 6,500 km.\n \n Impact: Long-distance transport → high CO₂ emissions; polyester → microplastic pollution.\n \n \n Opinion: Cheap clothes are attractive, but their hidden cost for the environment and workers is too high.\n https://padlet.com/goron_mirela/fast-fashion-lzw64j91lm4a","AE:510":"N/A","AD:206":"N/A","D:287":"Student Output Form","AD:573":"N/A","AA:549":"N/A","AE:662":"N/A","U:661":"N/A","G:430":"Activity description","AP:386":"N/A","AH:651":"N/A","V:649":"N/A","Z:421":"N/A","X:167":"N/A","AN:382":"N/A","AM:407":"N/A","Z:253":"N/A","AO:651":"N/A","AK:533":"N/A","AS:445":"N/A","AB:115":"Yes","G:150":"Learning Outcome","T:68":"No","AD:234":"N/A","O:466":"No","T:26":"English","AP:691":"N/A","AK:60":"No","AP:706":"N/A","AD:553":"N/A","Z:514":"N/A","AE:571":"N/A","Q:761":"a. Wordwall activity part\n \n \n Use the following Wordwall \" match up\" exercise to resume learners' reflection :Wordwall, https://wordwall.net/resource/105282010. Once you access it via this link you can share the automatically generated QR code with learners for their individual work on smart phones, tablets or you can choose to project questions on the digital board and solve the quiz as a class activity alongg with learners.\n \n \n \n \n Tell learners: \"Let's test what you've learned today! This Wordwallwill cover terminology, plot understanding, character analysis, and ethical concepts we've explored. \"\n \n \n \n \n Display questions on the digital board and/or share the link/QR code with learners as well. \n \n \n \n \n No Wordwall account required. \n \n \n \n \n b. Play trailer: https://www.youtube.com/watch?v=QNgdXFupbjIAsk few questions \"Watch the 2026 film adaptation trailer. Does it capture the novel's themes? , \"What was your first reaction?, \"Did the trailer show the ethical dilemmas we discussed?\", \"Would you want to see this film? Why or why not?\"c. Bridging with the opening questions Return to the opening poll questions from Activity 1 and revisit them: \" At the beginning of class, we voted on two scenarios:Would you, as a parent, upload your child's mind to an AF to save them?Would you, as an AF, agree to abandon your body to continue a child's life?Let's vote again. Have your answers changed after analyzing the novel?\"Re-poll the learners (show of hands or digital poll)Compare results with the initial pollAsk volunteers who changed their answers: \"What made you change your mind?\"Ask volunteers who kept the same answer: \"What reinforced your position?\"Collect answers and close with a final statement \" The questions this novel raises—about consciousness, identity, genetic enhancement—aren't just fiction. Nextgenerations will face these choices. Literature helps us practice thinking critically before we're confronted with these decisions in reality.\"","AA:712":"N/A","AJ:579":"N/A","AF:398":"N/A","Y:672":"N/A","AM:122":"N/A","AF:514":"N/A","AN:198":"N/A","AF:557":"N/A","AO:219":"N/A","P:728":"N/A","R:732":"N/A","G:460":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 7]","AA:33":"N/A","AK:277":"Pair work","AE:308":"Identify biased information.","AP:35":"Waste pollution","Z:368":"N/A","AJ:344":"N/A","AH:200":"N/A","R:259":"N/A","Z:201":"N/A","V:224":"N/A","V:110":"No","Y:715":"N/A","Y:432":"No","AC:652":"N/A","AH:588":"N/A","Y:453":"Read carefully: Focus on your lobby group’s position, motives, and beneficiaries.teacher gan give tips/scaffolding: A) Position zur Preiserhöhung\n • Befürwortet die Lobbygruppe eine Preiserhöhung des Deutschlandtickets? Lehnt sie diese ab? Oder nimmt sie eine differenzierte Position ein?\n B) Analyse der Motive\n Geht bei der Analyse über allgemeine Begriffe hinaus und beschreibt die Motive möglichst genau:\n • Finanziell: Will die Lobbygruppe Kosten für Staat oder Unternehmen reduzieren? Will sie Gewinne sichern oder neue Einnahmen schaffen?\n • Politisch: Will sie Einfluss auf die Gesetzgebung nehmen? Eine bestimmte Partei oder Ideologie unterstützen? Ihre Rolle als Interessenvertreter stärken?\n • Sozial: Geht es um die Unterstützung bestimmter Bevölkerungsgruppen (z. B. Familien, Pendler, Geringverdiener)? Oder um mehr gesellschaftliche Teilhabe?\n • Ökologisch/Klimapolitisch: Welche Rolle spielen Umwelt- oder Klimaziele in der Argumentation?\n • Image/Öffentlichkeitsarbeit: Will die Gruppe durch ihre Forderung ihr Ansehen als „sozial“, „wirtschaftsnah“ oder „umweltbewusst“ stärken?\n C) Begünstigte Personengruppen\n • Überlegt, welche Gruppen konkret profitieren würden, wenn die Forderungen der Lobbygruppe umgesetzt würden (z. B. Unternehmen, Steuerzahler, Familien, Jugendliche, Umweltbewegung)\n EnglishA) Position on the Price IncreaseDoes the lobby group support a price increase for the Deutschlandticket? Do they oppose it? Or do they take a more nuanced position?B) Analysis of MotivesGo beyond general terms and describe the motives as precisely as possible:Financial: Does the lobby group want to reduce costs for the state or companies? Do they aim to secure profits or generate new revenue?Political: Do they want to influence legislation? Support a specific party or ideology? Strengthen their role as interest representatives?Social: Is it about supporting certain groups (e.g., families, commuters, low-income people)? Or increasing social participation?Environmental / Climate Policy: What role do environmental or climate goals play in their argumentation?Image / Public Relations: Does the group want to enhance its reputation as “social,” “business-oriented,” or “environmentally conscious”?C) Benefiting GroupsConsider which groups would concretely benefit if the lobby group’s demands were implemented (e.g., companies, taxpayers, families, young people, environmental movement).Think about connections: Link what you read to CO₂, transport, and social issues.Reflect personally: Consider how your own choices relate to the debate.Share and discuss: Listen to other groups and compare positions.","V:663":"N/A","Y:775":"· Ensure learners use the criteria to guide their arguments.· Remind learners to listen actively and respond respectfully.· Encourage clear reasoning and use of examples from M3 and M4.· After the Sic-Sac, give time for individual reflection and writing of the final political judgement.","AH:206":"N/A","AL:217":"N/A","P:204":"N/A","AK:686":"N/A","G:520":"HOWs [Identify empirical evidence.]","AC:370":"N/A","Z:327":"N/A","Q:269":"Terminology FoundationThe teacher announces the subject of the lesson and establishes the context .The teacher projects the definitions of the key terminology on the digital board , read definitions with learners and asks learners to take notes.The teacher specifies that this terminology is crucial for understanding the relationship between novel's characters and their interactionduring the action depicted in the novel's excerpts that learners will work with.","O:797":"Evaluate the credibility of the author and/or messenger.","AJ:455":"UNEP & ITU. (2024). The Global E-waste Monitor 2024. International Telecommunication Union.","AK:726":"N/A","AJ:426":"N/A","AF:404":"N/A","AM:565":"N/A","AK:553":"N/A","D:296":"Material Sources","U:448":"N/A","Y:370":"Yes","O:789":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AS:304":"90","AA:577":"N/A","AF:53":"No","Q:540":"N/A","AJ:213":"N/A","W:107":"No","AM:110":"N/A","D:284":"Student Output Form","Z:508":"N/A","P:532":"N/A","AJ:712":"N/A","AF:600":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n Explain: \"Now, you’ll\n put your detective skills to the test! You’ll take a quiz to spot bias,\n emotional language, and manipulation in social media posts about\n wildfires. Ready?\"\n Use H5P or a simple\n Google Form\n Create an interactive quiz with\n 5-7 questions. \n Imaginequestions which assess learners’ ability\n to identify\n emotionally charged words, recognize exaggeration or loaded language,\n Distinguish between factual and persuasive content.\n Review and Discuss \n Go over the answers as a class.\n Ask: \"Which questions\n were tricky? Why is it important to spot these things in social media\n posts?\"\n Reinforce: \"Being a\n media detective helps you make smart decisions about what to believe and\n share!\"\n \n \n · \n Transition\n to Next Activity: \"Great job, detectives! Now that you’ve\n practiced spotting bias, let’s explore how to fact-check posts and find the\n truth!\"","AI:562":"N/A","AD:372":"N/A","AF:282":"No","AN:585":"N/A","AI:402":"N/A","AA:105":"N/A","AE:210":"N/A","AH:606":"N/A","AJ:743":"N/A","D:90":"Keywords","AC:168":"N/A","AI:749":"N/A","AF:437":"canva","AK:530":"N/A","AL:54":"No","AB:250":"N/A","AG:66":"No","R:412":"N/A","AD:345":"N/A","AC:494":"N/A","Q:529":"N/A","G:634":"Learning Outcome","R:530":"N/A","AH:512":"N/A","AA:101":"N/A","AE:739":"N/A","AO:108":"N/A","AR:445":"N/A","U:272":"No","S:112":"Learners should be able to use basic vocabulary to describe elements of nature, environment, and everyday life. Read and understand short factual texts and extract simple information. Talk about personal experiences and give simple opinions related to sustainability. Show awareness of how human activity can affect the natural environment.","V:50":"Misconception: Learners may not consider long-term effects.\n \n \n Clarification: Fires leave behind soil erosion risks, reduced water quality, habitat loss, and smoke-related health issues long after the flames are gone.\n \n \n \n \n “Firefighters can always control fires quickly.”\n \n \n Misconception: Learners may underestimate the scale of modern megafires.\n \n \n Clarification: Drought, heatwaves, and strong winds often make suppression extremely difficult—even with planes and thousands of firefighters.\n \n \n \n \n \n \n \n \n “Climate change has nothing to do with wildfires.”\n \n \n Misinformation spread by denial groups.\n \n \n Reality: Hotter summers, less rainfall, and stronger winds linked to climate change increase wildfire frequency and intensity.\n \n \n \n \n “Wildfires are just caused by careless people, not larger problems.”\n \n \n Simplified blame narrative.\n \n \n Reality: While some start from careless actions, larger structural factors—climate, land abandonment, urban sprawl into forests—make fires worse.\n \n \n \n \n “Wildfire smoke only harms people nearby.”\n \n \n Misinformation: Thinking smoke only affects local towns.\n \n \n Reality: Smoke can travel hundreds of kilometers, worsening asthma, heart disease, and air quality across entire countries.\n \n \n \n \n “Reforestation always solves the problem.”\n \n \n Misinformation: Planting trees is seen as the only solution.\n \n \n Reality: Replanting without planning can create new fire risks (dense, same-age forests = more fuel). Natural regeneration is sometimes better.\n \n \n \n \n “Europe is safe—wildfires are only an issue in the USA or Australia.”\n \n \n Misinformation: Media focus may make European learners believe fires aren’t local.\n \n \n Reality: Summer 2025 saw record fires in France, Greece, Turkey, Cyprus, and Spain, killing dozens and displacing thousands.\n \n \n \n \n \n By tackling these misconceptions and misinformation narratives, learners can:\n \n \n Critically evaluate news and social media claims.\n \n \n Understand wildfires as complex socio-scientific issues (not just natural disasters).\n \n \n Link the science of fire behavior with social, economic, and environmental decision-making.","Q:543":"N/A","O:102":"Yes","W:175":"N/A","AK:659":"N/A","AE:513":"N/A","P:375":"N/A","R:667":"N/A","AP:767":"N/A","AR:78":"Hier steht ein ganz toller Lesson Titel von Lesson 1 in der Sequence","W:769":"No","AE:748":"N/A","AJ:380":"N/A","AP:365":"N/A","AC:176":"N/A","Z:712":"N/A","AF:286":"No","W:361":"N/A","AL:372":"N/A","AO:227":"N/A","V:376":"N/A","Q:417":"N/A","X:13":"2025","AA:235":"N/A","O:390":"N/A","AD:692":"N/A","V:209":"N/A","AJ:422":"N/A","Q:608":"N/A","Q:254":"N/A","AB:242":"N/A","T:757":"N/A","AF:581":"N/A","AE:416":"N/A","T:198":"N/A","AN:57":"No","AA:328":"N/A","AR:123":"Yes","G:502":"HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","X:120":"No","AA:530":"N/A","AB:210":"N/A","X:664":"N/A","AN:336":"N/A","D:464":"Material Sources","X:717":"N/A","G:202":"HOWs [Examine the use of rhetorical devices.]","X:14":"Gkouvatsou, Glykeria","AL:732":"N/A","AC:583":"N/A","S:513":"N/A","U:539":"N/A","AF:111":"No","P:284":"No","U:526":"N/A","G:650":"HOWs [Categorise ☑ information sources into different types (recipients etc.)]","AA:364":"N/A","Z:227":"N/A","AH:175":"N/A","AN:610":"N/A","AM:516":"N/A","AO:522":"N/A","AB:768":"N/A","AP:219":"N/A","T:540":"N/A","AQ:730":"N/A","Q:737":"N/A","W:115":"Yes","G:56":"Subject(s) [Chemistry]","AP:8":"carl-pinh-02","AP:181":"N/A","AJ:682":"N/A","AN:191":"N/A","AS:99":"Yes","AE:386":"N/A","AC:528":"N/A","AL:183":"N/A","AP:410":"N/A","AL:545":"N/A","AP:303":"Website] - The Evolution of Distributors in the Digital Age – Details how digital tools and customer-facing online strategies affect electronics distribution - https://www.b2bea.org/insights-advice/the-evolution-of-distributors-in-the-digital-age","Q:373":"N/A","O:587":"N/A","V:427":"N/A","AA:361":"N/A","AD:609":"N/A","Z:760":"Group work","V:465":"10","U:13":"2025","Z:738":"N/A","AO:340":"N/A","Y:671":"N/A","Q:414":"N/A","X:30":"No","Q:566":"N/A","W:766":"No","AJ:530":"N/A","Q:516":"N/A","Y:513":"N/A","AD:494":"N/A","X:373":"N/A","D:39":"SSI Topic","T:680":"N/A","AL:580":"N/A","AE:404":"N/A","AC:706":"N/A","O:228":"N/A","AI:671":"N/A","AN:660":"N/A","U:606":"N/A","AF:429":"Yes","AJ:182":"N/A","P:507":"N/A","Q:531":"N/A","R:199":"N/A","AJ:520":"N/A","AL:435":"No","Q:119":"Yes","Z:769":"N/A","AD:208":"N/A","W:546":"N/A","AN:233":"N/A","R:116":"Yes","Y:489":"N/A","AS:446":"N/A","AF:441":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n - \n Describe\n in pairs the social media post the post’s text, image, and\n hashtags about wildfires presented by the teacher (e.g., a tweet or Instagram\n post with text and image) \n \n - \n Discuss about what they see on the social media posts\n \n - \n Share one\n observation with the class\n \n - \n Recognize words that\n evoke strong emotions (e.g., “devastating,” “catastrophic,” “heartbreaking”).\n \n - \n Underline or highlight words that evoke strong emotions (e.g., \"catastrophic,\"\n \"heartbreaking,\" \"ravaging,\" \"flee for their\n lives\").\n \n - \n Identify exaggeration,\n loaded language, or appeals to emotion.","AC:406":"N/A","AE:454":"I have used Claude.ai (free resource) to develop an as exhaustive as possible check-list","V:126":"paper","AM:288":"N/A","T:331":"N/A","Z:573":"N/A","G:454":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 1]","D:754":"Resource Type","AB:466":"Yes","AH:580":"N/A","AB:728":"N/A","AB:431":"N/A","AH:185":"N/A","AJ:400":"N/A","AF:52":"No","AD:731":"N/A","U:716":"N/A","AJ:524":"N/A","AF:244":"N/A","AI:197":"N/A","X:681":"N/A","T:720":"N/A","P:705":"N/A","AJ:727":"N/A","AL:396":"N/A","AJ:665":"N/A","AA:588":"N/A","S:754":"N/A","G:628":"Competence Domain","AA:398":"N/A","Z:532":"N/A","P:11":"193.176.126.41","T:735":"N/A","T:216":"N/A","AG:685":"N/A","AN:662":"N/A","AL:526":"N/A","Z:504":"N/A","AE:102":"Yes","AP:352":"N/A","AH:208":"N/A","W:680":"N/A","AA:542":"N/A","T:13":"2025","W:218":"N/A","AQ:263":"N/A","W:747":"N/A","R:418":"N/A","Y:30":"No","P:663":"N/A","AQ:530":"N/A","AJ:181":"N/A","AC:171":"N/A","AF:96":"Yes","AI:398":"N/A","G:248":"HOWs [Organise the arguments and supporting evidence.]","U:733":"N/A","AA:509":"N/A","AR:69":"No","AJ:691":"N/A","AF:236":"N/A","AJ:334":"N/A","T:765":"N/A","AM:571":"N/A","Y:294":"https://www.bpb.de/kurz-knapp/lexika/das-junge-politik-lexikon/320738/lobby-lobbyismus/","V:740":"N/A","U:500":"N/A","AQ:358":"N/A","AB:128":"pens","T:287":"No","AD:52":"No","AK:594":"N/A","AG:28":"Voices from the Deep: Language, Oceans & Society","Y:185":"N/A","G:434":"Media [Multimedia]","U:398":"N/A","AN:524":"N/A","AA:253":"N/A","AE:220":"N/A","AM:96":"N/A","AO:100":"N/A","AD:735":"N/A","AC:101":"No","Y:11":"138.232.92.15","X:364":"N/A","G:760":"Suggested social form","O:186":"N/A","AO:58":"N/A","AM:535":"N/A","AQ:344":"N/A","G:389":"HOWs [Determine the parties responsible for putting solutions into practice.]","AH:649":"N/A","AI:557":"N/A","AO:105":"N/A","T:431":"N/A","R:723":"N/A","P:675":"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":"No","AP:260":"N/A","S:305":"Yes","Y:56":"No","V:239":"N/A","T:264":"N/A","G:691":"HOWs [Consider who benefits from the information being believed or spread.]","V:246":"N/A","U:202":"N/A","AO:283":"N/A","Q:220":"N/A","AG:180":"N/A","AI:115":"Yes","AM:677":"N/A","AO:183":"N/A","AQ:78":"Bistecche, fagioli o salmone?","AJ:252":"N/A","AD:418":"N/A","AN:705":"N/A","Y:497":"N/A","AJ:209":"N/A","AM:686":"N/A","AL:667":"N/A","AE:31":"No","Q:231":"N/A","AA:683":"N/A","AQ:608":"N/A","O:177":"N/A","AJ:766":"N/A","AJ:378":"N/A","AB:181":"N/A","AB:253":"N/A","Q:661":"N/A","V:143":"15","G:384":"HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","AE:666":"N/A","Z:328":"N/A","P:404":"N/A","T:661":"N/A","V:385":"N/A","AJ:59":"No","P:344":"N/A","Y:263":"N/A","V:509":"N/A","D:97":"Learner Age Range","AA:106":"N/A","Y:507":"N/A","AC:199":"N/A","AH:686":"N/A","AA:174":"N/A","AQ:53":"No","Z:650":"N/A","S:344":"N/A","AI:664":"N/A","AA:560":"N/A","AA:656":"N/A","AP:76":"Compreender o ciclo de vida de um dispositivo eletrónico, desde a extração de recursos até ao descarte. \nAnalisar criticamente as estratégias de marketing e de comunicação social que promovem o consumismo digital e a obsolescência percebida. \nDesenvolver competências de literacia mediática para desconstruir mensagens publicitárias. \nRefletir sobre a responsabilidade individual e coletiva (cidadania) na geração de resíduos eletrónicos e na adoção de práticas sustentáveis. \nProduzir materiais de comunicação para a defesa e sensibilização da comunidade escolar.","Z:222":"N/A","W:285":"N/A","W:723":"N/A","AQ:95":"No","AN:246":"N/A","AG:718":"N/A","V:701":"N/A","AP:357":"N/A","AA:249":"N/A","AE:593":"N/A","AP:681":"N/A","AQ:186":"N/A","AE:736":"N/A","AN:544":"N/A","P:709":"N/A","Z:568":"N/A","S:247":"N/A","X:419":"N/A","G:435":"Media [Interactive media]","AS:69":"No","AP:702":"N/A","O:387":"N/A","AQ:327":"N/A","AF:771":"N/A","AH:386":"N/A","T:116":"Yes","AD:55":"No","Q:212":"N/A","R:407":"N/A","AO:284":"N/A","P:99":"No","U:674":"N/A","U:726":"N/A","O:597":"Other","D:465":"Duration","T:263":"N/A","AE:11":"138.232.92.15","AF:493":"N/A","T:711":"N/A","AN:606":"N/A","AA:540":"N/A","P:263":"N/A","AL:244":"N/A","D:444":"Student Output Form","AQ:714":"N/A","AN:575":"N/A","AA:717":"N/A","AE:516":"N/A","P:103":"Yes","G:2":"Publish? -> Yes / No","P:248":"N/A","AF:655":"N/A","AC:665":"N/A","R:665":"N/A","AL:221":"N/A","P:180":"N/A","AF:712":"N/A","AF:390":"N/A","G:139":"Required teaching materials []","D:115":"Required infrastructure & Teaching Materials","AK:584":"N/A","Q:359":"N/A","P:264":"N/A","AL:740":"N/A","AL:450":"table","AD:231":"N/A","AJ:293":"Gerteam, “E-waste statistics: What the numbers say”","AA:419":"N/A","Y:654":"N/A","W:465":"5","AO:681":"N/A","Y:706":"N/A","AM:197":"N/A","AF:566":"N/A","AI:734":"N/A","AN:414":"N/A","T:751":"N/A","AA:431":"N/A","AC:546":"N/A","U:243":"N/A","S:248":"N/A","X:241":"N/A","AF:210":"N/A","AE:331":"N/A","AL:546":"N/A","V:507":"N/A","R:505":"N/A","AA:402":"N/A","X:535":"N/A","R:386":"N/A","G:657":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AA:119":"N/A","R:218":"N/A","Y:216":"N/A","U:107":"No","AA:336":"N/A","Z:109":"No","AG:577":"N/A","AI:102":"No","W:96":"No","V:367":"N/A","U:702":"N/A","AE:770":"N/A","W:229":"N/A","G:331":"HOWs [Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]","AM:246":"N/A","O:171":"N/A","O:65":"No","AO:724":"N/A","U:339":"N/A","W:577":"No","V:32":"No","X:736":"N/A","AL:672":"N/A","S:184":"N/A","AM:549":"N/A","Z:400":"N/A","W:749":"N/A","AL:748":"N/A","Z:718":"N/A","AL:375":"N/A","R:736":"N/A","W:771":"No","S:765":"N/A","Z:553":"N/A","AE:8":"alma-more-01","X:592":"N/A","AM:187":"N/A","V:103":"No","AH:61":"No","AO:395":"N/A","AF:725":"N/A","AA:548":"N/A","G:379":"HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","AM:581":"N/A","W:65":"No","AG:10":"2026-04-30 18:38:11","U:557":"N/A","AA:358":"N/A","AQ:332":"N/A","AK:661":"N/A","AQ:203":"N/A","U:671":"N/A","P:242":"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","X:394":"N/A","U:31":"No","AI:214":"N/A","Y:576":"N/A","AB:397":"N/A","AO:425":"N/A","R:216":"N/A","AC:685":"N/A","O:719":"N/A","AK:328":"N/A","S:355":"N/A","AQ:177":"N/A","G:380":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","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","AE:501":"N/A","AG:288":"No","Z:102":"No","AJ:733":"N/A","T:356":"N/A","AG:692":"N/A","AG:261":"N/A","AJ:723":"N/A","AC:77":"Ethical choices","AG:363":"N/A","AG:194":"N/A","O:741":"N/A","U:503":"N/A","AN:123":"No","AL:67":"No","AO:206":"N/A","AN:249":"N/A","T:529":"N/A","AO:411":"N/A","U:77":"Sustainable development","V:765":"N/A","AK:754":"N/A","P:369":"N/A","V:716":"N/A","AC:566":"N/A","AP:259":"N/A","AM:381":"N/A","AB:583":"N/A","AB:50":"One of the misconceptions is that old devices are useless. One potential misinformation is that e-waste is well managed and it is safe.","AK:660":"N/A","V:418":"N/A","Y:441":"all texts have been shortened and translated into English by claude.ai\n sources: \n https://wirtschaftsrat.de/de/presse/wr-intern/das-deutschlandticket-ein-projekt-im-rohbau/ \n https://www.campact.de/verkehr/deutschlandticket/\n https://www.vcd.org/artikel/das-deutschlandticket-so-wird-es-zum-fahrschein-der-zukunft\n https://www.vhu.de/themen/verkehr-und-logistik/deutschlandticket-3\n \n \n \n \n \n English version \n Info: In Germany, the Deutschlandticket—a monthly ticket for local public transport—has been widely discussed, especially after its price increased from €49 to €58 per month at the beginning of 2025. Various lobby groups have supported or criticized the increase depending on their interests, emphasizing issues such as social justice, affordability, sustainability, and individual freedom.\n Task:Read the materials (Lobby Register + Statement/Press Release) for your assigned lobby group and extract the following information for the table below:\n A) Identify the position of your lobby group regarding the price increase of the Deutschlandticket (M2).B) Analyze the motives of your lobby group (e.g., financial benefit, political gain, social support, public image) expressed in its press releases about the Deutschlandticket. Consider which group of people would specifically benefit from your lobby group’s position (M2).C) Present your findings to your group so that everyone learns about all four lobby groups. Complete the table with the results.\n Lobby group PositionMotives (social, financial, political, image)Benefiting GroupCampact VCD(Verkehrsclub Deutschland) VHU Wirtschaftsrat der CDU \n\n\n Wirtschaftsrat der CDU e.V.\n M1 Overview from the German Lobby RegisterNumber of members: 12,364 members as of 31 December 2024Type of organization: Professional associationPolitical orientation/sector: Economy/EntrepreneurshipPolitical affiliation: CDU (explicitly stated in the name)Financial expenditures for lobbying activities: €5,320,001 to €5,330,000 (2024)Means: Representation of the professional and occupational interests of entrepreneurial members; realization and further development of the social market economy.\n The Wirtschaftsrat (Economic Council) is tasked with representing and coordinating the professional and occupational interests of its entrepreneurial members and, for this purpose, participating in the realization and further development of the economic and social order in the spirit of the social market economy. The association’s work is guided by the model of the honorable merchant, who combines commitment to performance, personal responsibility, and social obligation.\n The association’s purpose is served in particular by:a) Implementing and promoting measures to support free and socially responsible entrepreneurship based on the principles of the social market economy.b) Cooperating with parliaments, authorities, associations, and other institutions in all professional and economic policy matters.c) Advising economic policy expert committees.d) Organizing events, seminars, and working groups on professional and economic policy issues.e) Publishing and disseminating relevant results of its work.f) Conducting related public relations activities.\n M2 Statement: The Deutschlandticket – A Project Under ConstructionIn principle, the approach of establishing a low-threshold public transport system with a simple ticket structure and attractive pricing for users is to be welcomed and, above all, supported. This corresponds to a long-standing demand of the Wirtschaftsrat.\n However, the ticket was introduced in a completely rushed manner, with its long-term financing postponed to the future. Even before the Deutschlandticket was introduced, revenues from ticket sales covered only about 58.5 percent of operating costs. The existing public transport system has become a serious burden on the state budget.\n Most federal states rarely allocate the federal funds made available for local transport entirely to the financing of public transport. Only greater cost transparency can lead to a more efficient use of billions in tax money within the public transport system.\n Above all, transport authorities must also recognize private mobility providers as part of the solution. A cheap public transport ticket helps little if the bus only runs twice a day.\n For the upcoming negotiations, the guiding principle must be: Money only in exchange for reforms!\n \n Campact e.V.\n M1 Overview from the German Lobby RegisterNumber of members: 12 members, but over 4.25 million people support the campaignsPolitical orientation/sector: Civil society/campaign organization, progressive orientationPolitical affiliation: No explicit party affiliation, but progressive politicsFinancial expenditures for lobbying activities: €7,370,001 to €7,380,000 (2024)Description: Campaign organization for progressive politics, combating the climate crisis, hate speech, right-wing extremism, and racism.\n Means: Campact e.V. is a campaign organization that engages with citizens as well as representatives of other civil society organizations, media, academia, and politics. Through online appeals (petitions) and campaigns, Campact directly addresses decision-makers in parliament and government. The organization also organizes demonstrations, local actions, petition handovers, and open letters. Additionally, it creates dialogue formats to debate with elected representatives.\n M2 Statement: Campact – Final Stop for the Deutschlandticket?Germany’s most popular ticket is in danger. The €58 ticket could become even more expensive. If the price of the Deutschlandticket rises again, many people will return to using cars – a setback for millions of commuters and for climate protection.\n The ticket enables millions of people to enjoy affordable and straightforward mobility throughout Germany. It relieves commuters, makes everyday life easier for many families, and ensures that public transport remains accessible to everyone. At the same time, the ticket is a real driver of climate protection: it moves more people from cars to buses and trains and saves between 4.2 and 6.5 million tons of CO₂ annually.\n Many people without cars could lose access: if they can no longer afford the ticket, mobility – and thus social participation – will become more difficult for them.\n The federal and state governments must agree on permanent funding for the Deutschlandticket – and keep the price stable, or better yet, lower it. To encourage even more people to use public transport, a nationwide youth, trainee, and social ticket for a maximum of €29 is also needed.\n \n Verkehrsclub Deutschland (VCD) e.V.\n M1 Overview from the German Lobby RegisterNumber of members: Around 55,000 members, activists, and donorsType of organization: Nonprofit private organizationPolitical orientation/sector: Environment/Transport, ecologically orientedPolitical affiliation: No explicit party affiliation, but ecological orientationFinancial expenditures for lobbying activities: €390,001 to €400,000 (2023)Description: Advocates for a transport transition toward socially and environmentally sustainable mobility (by bus, train, bicycle, on foot, and through shared vehicles).\n Means: With our projects, we bring the issue of sustainable mobility to the agenda and develop concrete solutions for people-centered mobility. We take the transport transition into our own hands through actions and campaigns. We put pressure on political decision-makers to bring about real change. Our goal is a future where mobility is comfortable, safe, affordable, and climate-friendly—free of harmful emissions and accidents.\n M2 Statement: Deutschlandticket – A Question of PriceSince 1 January 2025, the Deutschlandticket costs €58. The monthly price rose from €49 to €58—an increase of 18%, far higher than the price increases for fuel or heating. We consider this decision wrong.\n An important step toward a socially fair Deutschlandticket would be the introduction of a youth, trainee, and social fare of a maximum of €29. In addition, children under 14 should travel for free on local and regional transport, which would ease the burden on families.\n Affordable mobility! It must not become a luxury. We need a mobility guarantee for all, because mobility is part of public services and a basic human need. We are fighting for safe, child-friendly, accessible, and climate-friendly mobility that is affordable for everyone.\n The CO₂ emissions were reduced by 6.7 million tons in one year – equivalent to 4.7% of the total annual emissions in the entire transport sector. While our government claims that urgently needed funds for local transport are lacking, billions continue to flow every year into new motorways and climate-damaging subsidies. So it is not a lack of money, but a lack of political will.\n \n Vereinigung der hessischen Unternehmerverbände (VhU) e.V.\n M1 Overview from the German Lobby RegisterNumber of members: 86 members as of 23 August 2024, all legal entitiesType of organization: Employers’ associationPolitical orientation/sector: Economy/EmployersPolitical affiliation: No explicit party affiliation, but pro-business orientationFinancial expenditures for lobbying activities: Information not availableDescription: Representation of the interests of Hessian businesses.\n Means of influence: Advising member associations on social and economic policy matters through discussions, publications, written correspondence, public events, company visits, and public relations work. The VhU provides cross-sector political advocacy for its member associations, which represent around 100,000 companies employing 1.5 million people. It is the voice of the voluntarily organized Hessian business community.\n M2 Statement: Deutschlandticket – Price Increase Creates Too Little Room for ImprovementChristoph Schäfer, Chairman of the Transport Committee of the VhU:“The price of the Deutschlandticket should have been increased much more significantly to create greater financial room for expanding bus and rail services.”\n “Instead of heavily subsidizing tickets, public funds should be spent on repairing the deteriorating network and expanding services – that is, on denser train schedules and nighttime operations, more rail lines, better signal technology, more attractive stations, longer platforms, and modern information systems – in both urban and rural areas.”\n At present, with around 11 million ticket users, the financial burden on public budgets is reduced by about €1.2 billion per year. The annual costs for compensating revenue shortfalls for federal and state governments in 2025 amount to around €4 billion – in addition to the already high public costs for public transport.\n\n---\n Arbeitsanweisung (Deutsch)\n Info: In Deutschland wird das Deutschlandticket – eine Monatskarte für den öffentlichen Nahverkehr – viel diskutiert, vor allem, nachdem sein Preis Anfang 2025 von 49 € auf 58 € pro Monat erhöht wurde. Verschiedene Lobbygruppen haben die Erhöhung je nach ihren Interessen befürwortet oder kritisiert und dabei Themen wie soziale Gerechtigkeit, Erschwinglichkeit, Nachhaltigkeit und individuelle Freiheit hervorgehoben.\n Aufgabe:Lesen Sie die Materialien (Lobbyregister + Stellungnahme/Pressemitteilung) zu Ihrer Lobbygruppe und arbeiten Sie die folgenden Informationen für die Tabelle heraus:\n A) Identifizieren Sie die Position Ihrer Lobbygruppe zur Preiserhöhung des Deutschlandtickets (M2).B) Analysieren Sie die Motive Ihrer Lobbygruppe (z. B. finanzieller Vorteil, politischer Gewinn, soziale Unterstützung, Image) in ihren Pressemitteilungen zum Deutschlandticket. Überlegen Sie, welche Personengruppe von der Umsetzung der Position Ihrer Lobbygruppe konkret profitieren würde (M2).C) Präsentieren Sie Ihre Ergebnisse Ihrer Gruppe, damit alle etwas über alle vier Lobbygruppen erfahren. Ergänzen Sie die Ergebnisse in der Tabelle.\n VerbandPositionMotive(sozial, finanziell, politisch, Image)Begünstigte PersonengruppeCampact VCD(Verk","U:299":"[Article] - ‘A mountain that just keeps growing.’ What to know about the e-waste left behind by your gadgets - https://edition.cnn.com/2022/07/31/tech/electronic-waste-explainer","AM:369":"N/A","U:666":"N/A","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","U:234":"Yes","AA:373":"N/A","AE:328":"N/A","AJ:415":"N/A","AS:64":"No","AH:391":"N/A","T:691":"N/A","T:531":"N/A","Q:662":"N/A","AO:654":"N/A","AM:730":"N/A","AG:500":"N/A","AH:257":"N/A","G:238":"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.]","AE:542":"N/A","G:545":"HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","AD:77":"Communication strategy","AH:165":"N/A","V:431":"No","AA:710":"N/A","Z:330":"N/A","AB:729":"N/A","AK:283":"N/A","U:756":"N/A","D:771":"Student Output Form","AH:540":"N/A","T:572":"N/A","U:167":"N/A","U:734":"N/A","AJ:493":"N/A","G:240":"HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","AN:433":"N/A","AO:706":"N/A","AB:604":"Yes","Y:681":"N/A","AQ:606":"N/A","AD:341":"N/A","U:124":"No","AR:58":"No","W:556":"N/A","R:540":"N/A","U:432":"N/A","AH:193":"N/A","Q:287":"N/A","AI:497":"N/A","AQ:252":"N/A","AK:219":"N/A","X:99":"Yes","AI:380":"N/A","AH:95":"No","AA:574":"N/A","AK:445":"N/A","Z:495":"N/A","AK:77":"fashion","X:514":"N/A","AE:566":"N/A","V:733":"N/A","U:396":"N/A","AI:26":"English","O:441":"1. The teacher writes the following questions on the board and reads them aloud to the class: “Why do you think humans wish to live longer?” and “Do you know any examples of texts (movies, books, articles, etc.) that deal with the theme of living forever or prolonging life?”\n2. The learners compare their ideas and examples of texts dealing with longevity and immortality.\n3. The learners analyze the questions in pairs and discuss them with their learning partner, while the teacher supports and guides the discussion.","AF:407":"N/A","P:206":"N/A","AA:199":"N/A","Z:97":"No","V:109":"No","AD:357":"N/A","O:250":"N/A","AI:547":"N/A","V:188":"N/A","AI:556":"N/A","AI:661":"N/A","Q:579":"N/A","O:411":"N/A","AE:525":"N/A","AH:737":"N/A","W:609":"No","D:756":"Resource Type","AA:103":"N/A","AB:615":"https://sr.wikipedia.org/wiki/Електронски_отпад","Z:26":"English","T:739":"N/A","AP:110":"Yes","T:12":"https://s.scilmi.eu/?r=bit-mil","AL:690":"N/A","P:649":"N/A","AP:509":"N/A","AO:585":"N/A","S:165":"N/A","AC:606":"N/A","AB:447":"N/A","Q:178":"N/A","U:178":"N/A","G:450":"Student output form [Other]","AN:429":"N/A","V:59":"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","AO:553":"N/A","V:195":"N/A","G:284":"Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","O:75":"8","V:79":"wildfires","AH:337":"N/A","AB:522":"N/A","Q:51":"Yes","AL:411":"N/A","V:769":"N/A","Y:94":"No","R:262":"N/A","Q:293":"Definitions of key terms were generated with AI - Claude.","AO:123":"N/A","AK:354":"N/A","AK:250":"N/A","U:755":"N/A","AF:98":"No","AO:517":"N/A","AH:305":"N/A","AR:304":"45","AF:251":"N/A","D:116":"Required infrastructure & Teaching Materials","S:688":"N/A","Q:342":"N/A","AB:684":"N/A","AM:676":"N/A","AO:668":"N/A","P:680":"N/A","AA:34":"N/A","AF:572":"N/A","AD:397":"N/A","Q:701":"N/A","Y:383":"N/A","AI:278":"Introduce the concept of fast fashion with real-life examples (brands, prices, trends)\n \n Present the issue of textile waste and its environmental and social impact.Guide the learners through the Padlet activity.Encourage debate and reflection at the end of the activity.","W:171":"N/A","S:59":"No","Y:677":"N/A","V:659":"N/A","R:788":"N/A","P:571":"N/A","AK:232":"N/A","G:288":"Student output form [Service-learning project]","G:798":"Learning Outcome","U:576":"N/A","AO:216":"N/A","AN:503":"N/A","AC:491":"N/A","W:331":"N/A","AQ:51":"No","X:500":"N/A","G:311":"Learning Outcome","P:530":"N/A","AJ:420":"N/A","Q:765":"N/A","AI:755":"N/A","AB:673":"N/A","AD:261":"N/A","P:117":"Yes","S:236":"N/A","V:493":"N/A","Y:429":"Yes","AI:379":"N/A","AK:216":"N/A","Q:525":"N/A","AL:745":"N/A","AL:212":"N/A","AC:655":"N/A","S:541":"N/A","AK:117":"No","P:413":"N/A","AN:168":"N/A","AC:121":"No","AB:441":"Discuss the habit of buying the devices.\nDescribe the devices you have at home.\nExplain what you do with the used devices.\n\nLearners will watch a program about fast fashion and note down claims about its production, waste, environmental impact, and working conditions. The claims will then be compiled into a shared list.\nIn groups, learners will investigate one claim using online sources to assess its accuracy. Finally, each group will present its findings to the class.","AG:727":"N/A","V:568":"N/A","AJ:537":"N/A","Q:331":"N/A","AP:682":"N/A","R:495":"N/A","AG:123":"Yes","Y:257":"N/A","W:144":"No","S:591":"Instagram Post (emotive text overlay):\n “3 billion people depend on the ocean for protein. That’s why ... Our mission is to end overfishing. If we want to feed the world without harming our oceans, we have to fish sustainably.”\n : “What feelings do the words ‘3 billion depend…’ and ‘we have to fish sustainably’ evoke?”\n \n \n During viewing: Learners note emotionally charged words and reflect on their effect.\n \n \n Post‐viewing discussion:\n \n \n How does the figure '3 billion' influence your perception?\n \n \n Does the moral imperative (‘we have to…’) feel persuasive? Why?\n \n \n Compare this to fact-only statements (e.g., “X million tonnes are overfished”). Which made you feel more concerned?\n \n \n \n \n 3. Comparative Perspective Activity\n \n \n Group task: Side-by-side analysis:Emotional vs factual toneUse of statistics or moral appealsFraming of responsibility (e.g., “we must act” vs “here are the data”)\n \n \n Norway’s angle: Have learners find a social media post or NGO campaign from Norway (e.g., Norad or Fisheries Ministry) with messaging about sustainable oceans or quotas.Home country: Learners locate a post (e.g., from their government, an NGO, or news social media) about overfishing or marine protection in their home country.","AJ:395":"N/A","AC:500":"N/A","AA:432":"N/A","AD:384":"N/A","AM:501":"N/A","AP:373":"N/A","U:360":"N/A","AO:555":"N/A","X:356":"N/A","AO:172":"N/A","AE:411":"N/A","AE:451":"Actual Emissions Comparison:\n \n \n Private Car: ~120-200g CO₂ per\n passenger-km\n Bus: ~20-80g CO₂ per\n passenger-km (depending on occupancy)\n Train/Metro: ~10-40g CO₂ per passenger-km\n Public transport typically 50-80% lower emissions\n per passenger\n \n \n The bias identified will depend on the specific\n materials used. \n \n \n The check list developed for this activity is reported in paragraph \"Evaluation / assessment criteria\".","AN:659":"N/A","AM:536":"N/A","R:663":"N/A","T:697":"N/A","AP:523":"N/A","AK:109":"Yes","T:6":"3","AK:532":"N/A","AG:496":"N/A","G:564":"HOWs [Weigh the effect of potential forms of engagement.]","AJ:363":"N/A","Z:78":"Wildfires - A Normal Phenomenon in Our Times?","U:129":"Markers, colored pencils, and highlighters","AK:669":"N/A","G:351":"HOWs [Use ☑ technical tools to identify sponsored content.]","AB:199":"N/A","AF:232":"N/A","X:104":"No","AN:203":"N/A","AP:662":"N/A","AO:364":"N/A","AS:269":"This is the activtiy description...","AA:578":"N/A","AA:417":"N/A","U:373":"N/A","AP:177":"N/A","AQ:215":"N/A","Y:773":"Model Solution (Sample Arguments)Criteria-Based Arguments:· Democratic functions (Articulation, Aggregation, Mediation, Information – M3) support legitimacy.· Citizen participation through interest groups is indirect but meaningful (M4).· Comparison to political parties: Parties shape governments; interest groups influence policy.· Pluralism: Both are necessary for a healthy democracy.Sample political judgments:· “Interest groups are equally legitimate because they allow citizens to influence policy and represent diverse societal interests.”· “Political parties are more legitimate because they hold electoral power, but interest groups are still important.”· “Both are legitimate in different ways; parties shape government while interest groups shape policy and represent specific interests.”","S:684":"N/A","Z:123":"Yes","P:769":"No","AO:354":"N/A","AL:353":"N/A","AB:520":"N/A","S:544":"N/A","AH:409":"N/A","W:724":"N/A","AF:733":"N/A","AD:102":"Yes","U:99":"Yes","AJ:255":"No","AB:599":"Group work","T:569":"N/A","AM:560":"N/A","AE:10":"2026-05-13 09:21:06","Z:384":"N/A","X:434":"Yes","X:741":"N/A","AP:236":"N/A","W:445":"N/A","AG:203":"N/A","R:596":"N/A","AG:133":"https://answergarden.ch/5031586","AD:401":"N/A","AA:406":"N/A","G:692":"HOWs [Identify the ☑ purpose behind the information.]","AE:68":"No","G:291":"Evaluation / assessment criteria","U:696":"N/A","Q:427":"N/A","AL:169":"N/A","O:444":"No","AP:653":"N/A","AL:440":"The pupils conduct their own research on the internet and evaluate their results.","U:672":"N/A","V:452":"Give oral feedback as the posters are presented. Encourage learners to also provide peer feedback by commenting on the clarity, relevance, and creativity of their classmates’ work","T:542":"N/A","O:392":"N/A","AI:712":"N/A","AK:653":"N/A","AF:545":"N/A","O:737":"N/A","AE:5":"2026-05-13 09:11:18","O:765":"N/A","U:655":"N/A","V:432":"No","U:173":"N/A","Y:580":"N/A","U:697":"N/A","AJ:410":"N/A","AQ:733":"N/A","Q:541":"N/A","AE:334":"N/A","AS:287":"N/A","G:193":"HOWs [Skim the snippets for key terms related to your query.]","W:506":"N/A","Q:545":"N/A","G:725":"HOWs [Weigh the effect of potential forms of engagement.]","AO:691":"N/A","AM:660":"N/A","P:234":"N/A","Z:62":"No","U:719":"N/A","AM:274":"N/A","T:273":"Yes","W:199":"N/A","X:520":"N/A","AO:566":"N/A","P:271":"No","AD:217":"N/A","W:142":"45","AJ:751":"N/A","X:336":"N/A","AO:252":"N/A","AF:537":"N/A","Z:268":"Yes","Z:248":"N/A","AK:171":"N/A","X:55":"No","AP:385":"N/A","AM:358":"N/A","U:380":"N/A","W:280":"Listen and answer the teacher's questions.\n Watch the video and listen carefully to the topic of the video.","AN:556":"N/A","AK:186":"N/A","AJ:494":"N/A","Y:550":"N/A","AH:433":"N/A","AN:719":"N/A","AB:609":"No","AB:434":"N/A","AK:732":"N/A","AD:420":"N/A","T:374":"N/A","AN:701":"N/A","AE:251":"N/A","O:241":"N/A","T:682":"N/A","R:671":"N/A","AD:416":"N/A","AI:166":"N/A","AH:522":"N/A","G:48":"SciLMi Learning Outcome 2","X:678":"N/A","AQ:34":"N/A","AQ:652":"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":"N/A","U:258":"N/A","AD:711":"N/A","W:656":"N/A","P:346":"N/A","T:172":"N/A","S:553":"N/A","AN:238":"N/A","AO:334":"N/A","U:466":"N/A","G:251":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AF:419":"N/A","D:30":"Position of Lesson Plan in Sequence","AO:9":"2025-09-30 05:57:33","D:126":"Required infrastructure & Teaching Materials","AI:383":"N/A","AL:273":"No","W:237":"N/A","S:214":"N/A","AQ:701":"N/A","AK:712":"N/A","Y:657":"N/A","AD:288":"N/A","O:247":"N/A","V:83":"forests","AM:259":"N/A","AF:362":"N/A","AO:688":"N/A","G:620":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 6]","G:735":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","AD:651":"N/A","S:563":"N/A","Y:531":"N/A","U:757":"N/A","G:46":"SciLMi Domain 2","AL:652":"N/A","AF:119":"Yes","S:107":"No","AP:375":"N/A","AC:344":"N/A","AM:241":"N/A","Z:751":"No","Z:559":"N/A","AR:64":"No","S:327":"N/A","W:498":"N/A","R:448":"N/A","AC:6":"13","V:82":"AI tool","V:357":"N/A","U:731":"N/A","X:503":"N/A","AM:496":"N/A","AJ:523":"N/A","G:565":"HOWs [☑ Communication channels]","AO:390":"N/A","AP:726":"N/A","AC:414":"N/A","Y:743":"N/A","U:498":"N/A","T:389":"N/A","AM:680":"N/A","G:89":"Key words (for online filter and search function) []","S:558":"N/A","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 10]","O:415":"N/A","AH:13":"2025","Q:583":"N/A","AA:268":"N/A","AH:754":"N/A","AA:735":"N/A","Q:677":"N/A","V:305":"No","AD:169":"N/A","AA:329":"N/A","O:76":"Learners will be able to explore and reflect on how texts from the Modernist tradition portray human beings and the human condition. They will be able to critically explore, evaluate, and assess a variety of sources, and analyse expressions and meaning in multimodal texts across different media. Learners will be able to apply subject-specific knowledge and rhetorical skills effectively in debates and presentations. Furthermore, they will be able to reflect on and analyse non-fiction texts, taking into account the rhetorical situation and the context in which these texts were produced.","AC:544":"N/A","V:351":"N/A","U:724":"N/A","P:213":"N/A","T:576":"N/A","AB:409":"N/A","O:566":"N/A","AQ:264":"N/A","V:51":"No","O:524":"N/A","Z:235":"N/A","Q:246":"N/A","AC:201":"N/A","AN:286":"N/A","AO:226":"N/A","AP:173":"N/A","P:393":"N/A","Q:192":"N/A","AM:221":"N/A","AF:544":"N/A","W:534":"N/A","AD:684":"N/A","G:241":"HOWs [Weigh the effect of potential forms of engagement.]","U:390":"N/A","AK:737":"No","O:397":"N/A","G:559":"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.]","AP:673":"N/A","X:4":"Yes","AG:413":"N/A","Y:553":"N/A","AN:687":"N/A","AL:76":"@page { size: 21cm 29.7cm; margin: 2cm }\n p { margin-bottom: 0.25cm; line-height: 115%; background: transparent }\n a:link { color: #000080; so-language: zxx; text-decoration: underline }\n a:visited { color: #800000; so-language: zxx; text-decoration: underline }Geographical, German Subject requirements\n \n \n \n \n \n \n F (S2) Analyse the complex interaction of geofactors in a\n geosystem under the influence of land/sea use as an intervention in\n geoecological cycles.\n \n \n \n \n \n \n \n \n \n \n \n \n ∙ K (S2) Analyse discourses that express\n different perceptions in their\n argumentation logic and stylistic devices.\n ∙ K (S2) prepare and present\n research on aspects of global change in a comprehensive manner\n ∙\n B (S1) evaluate interventions against the\n backdrop of\n sustainability dimensions with a view to the future\n and intergenerational dimensions of sustainability \n \n \n \n \n SciLMi\n \n \n \n \n Identify primary infoarmation sources to distinguish author and messenger\n \n \n \n \n How: identify primary infoarmation sources to distinguish author and messenger","Z:536":"N/A","V:102":"No","S:534":"N/A","AD:419":"N/A","AH:681":"N/A","Z:178":"N/A","G:445":"Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","R:688":"N/A","AI:748":"N/A","AJ:13":"2025","AD:672":"N/A","O:176":"N/A","AP:246":"N/A","Z:60":"No","AO:355":"N/A","AH:335":"N/A","AO:230":"N/A","S:489":"N/A","AJ:443":"N/A","G:455":"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]","AP:370":"N/A","Q:110":"No","AQ:99":"Yes","Q:406":"N/A","AF:713":"N/A","AE:377":"N/A","AN:747":"N/A","Y:33":"N/A","R:497":"N/A","W:722":"N/A","Z:334":"N/A","X:184":"N/A","G:141":"Required teaching materials []","AN:689":"N/A","AL:69":"No","AM:512":"N/A","U:421":"N/A","AP:327":"N/A","Y:674":"N/A","U:57":"No","AQ:704":"N/A","AH:264":"N/A","AI:652":"N/A","AI:11":"178.164.177.239","AO:1":"30","AN:706":"N/A","AM:352":"N/A","AA:52":"N/A","AF:77":"Spotting emotionally charged vocabulary and how it shapes readers’ opinions","AG:205":"N/A","AC:261":"N/A","T:122":"No","P:501":"N/A","AG:286":"No","Q:768":"N/A","AF:208":"N/A","AB:671":"N/A","AM:566":"N/A","AF:261":"N/A","AC:755":"N/A","AE:359":"N/A","O:110":"Yes","Q:682":"N/A","T:387":"N/A","AH:443":"N/A","AF:341":"N/A","W:686":"N/A","AP:506":"N/A","AM:609":"N/A","D:282":"Student Output Form","AM:32":"N/A","Z:207":"N/A","AP:424":"N/A","S:393":"Yes","AG:657":"N/A","AB:530":"N/A","AS:115":"Yes","AA:104":"N/A","O:702":"N/A","AD:327":"N/A","AM:228":"N/A","Q:688":"N/A","AG:606":"N/A","AI:585":"N/A","Q:193":"N/A","Y:538":"N/A","Z:492":"N/A","AP:660":"N/A","AA:606":"N/A","Q:258":"N/A","T:123":"Yes","AL:374":"N/A","AR:77":"[Subject Topics] Fast fashin, ethics","P:253":"N/A","AF:1":"19","D:303":"Material Sources","T:732":"N/A","AO:329":"N/A","AK:502":"N/A","AA:418":"N/A","X:410":"N/A","AI:272":"No","AP:734":"N/A","R:376":"N/A","AB:676":"N/A","AJ:425":"N/A","AH:179":"N/A","AC:191":"N/A","P:605":"No","G:596":"Media [Interactive media]","AP:685":"N/A","T:448":"N/A","U:397":"N/A","AM:393":"N/A","AJ:215":"N/A","AL:608":"No","AN:563":"N/A","AL:414":"N/A","G:143":"Expected activity duration in minutes","AB:512":"N/A","Z:172":"N/A","AF:190":"N/A","AC:352":"N/A","AK:286":"N/A","V:697":"N/A","AG:214":"N/A","AJ:748":"N/A","AH:594":"N/A","W:364":"N/A","R:415":"N/A","V:352":"N/A","AL:351":"N/A","AO:122":"N/A","S:467":"Click and think critically: Select and analyse information on a socio-scientific issue.","AF:721":"N/A","AD:567":"N/A","O:255":"N/A","AG:122":"Yes","V:696":"N/A","Y:741":"N/A","AK:439":"Tell the learners that they are going to watch a short video about fast fashion to learn a bit more about the topic. \n \n \n \n \n \n Play a video called \"The Problem with Fast Fashion\" (time 2:10) by Huff Post accessible via YouTube to the learners. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n After the video, ask your learners if any of the words they came up in the previous discussion appeared in the video. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Let them explain their words or phrases, react to comments. This should take up to 6 minutes.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { color: #000000; line-height: 115%; orphans: 2; widows: 2; margin-bottom: 0.25cm; direction: ltr; background: transparent }\n p.western { font-family: \"Liberation Serif\", \"Times New Roman\", serif; font-size: 12pt; so-language: en-GB }\n p.cjk { font-family: \"NSimSun\"; font-size: 12pt; so-language: zh-CN }\n p.ctl { font-family: \"Lucida Sans\", sans-serif; font-size: 12pt; so-language: hi-IN }\n a:link { color: #000080; so-language: zxx; text-decoration: underline }\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { color: #000000; line-height: 115%; orphans: 2; widows: 2; margin-bottom: 0.25cm; direction: ltr; background: transparent }\n p.western { font-family: \"Liberation Serif\", \"Times New Roman\", serif; font-size: 12pt; so-language: en-GB }\n p.cjk { font-family: \"NSimSun\"; font-size: 12pt; so-language: zh-CN }\n p.ctl { font-family: \"Lucida Sans\", sans-serif; font-size: 12pt; so-language: hi-IN }\n a:link { color: #000080; so-language: zxx; text-decoration: underline }\n \n \n \n \n \n \n \n Give\n your learners a paper with these 10 phrases written in one column. (these\n phrases are taken from the short video):\n \n \n \n \n \n \n \n \n developing\n countries\n cheap\n labour\n living\n wage\n dangerous\n conditions\n drinking\n water pollution\n textile\n waste\n clothing\n industry\n child\n labour\n increase\n profits\n fast fashion\n \n \n \n \n \n \n \n \n Put\n these explanations of the terms (they are in a mixed order) in a\n column next to the first one.\n \n \n \n \n \n \n \n \n sum\n of money workers need to earn to be able to pay for food, housing\n and other basic needs\n making\n more money by selling more products, sometimes by cutting costs\n clothes\n that are not sold or donated and end up in landfills\n nations\n with lower income, underdeveloped industry and infrastructure\n cheap\n trendy clothes, often of low quality that people wear only a few\n times\n people\n who are paid little money for their work, unable to cover their\n living costs\n contamination\n of water sources with chemical substances that make the water not\n suitable for drinking\n conditions\n that are unsafe and not suitable for work, often causing accidents\n business\n manufacturing and selling clothes on a large scale\n children\n working instead of going to school\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { color: #000000; line-height: 115%; orphans: 2; widows: 2; margin-bottom: 0.25cm; direction: ltr; background: transparent }\n p.western { font-family: \"Liberation Serif\", \"Times New Roman\", serif; font-size: 12pt; so-language: en-GB }\n p.cjk { font-family: \"NSimSun\"; font-size: 12pt; so-language: zh-CN }\n p.ctl { font-family: \"Lucida Sans\", sans-serif; font-size: 12pt; so-language: hi-IN }\n a:link { color: #000080; so-language: zxx; text-decoration: underline }\n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { color: #000000; line-height: 115%; orphans: 2; widows: 2; margin-bottom: 0.25cm; direction: ltr; background: transparent }\n p.western { font-family: \"Liberation Serif\", \"Times New Roman\", serif; font-size: 12pt; so-language: en-GB }\n p.cjk { font-family: \"NSimSun\"; font-size: 12pt; so-language: zh-CN }\n p.ctl { font-family: \"Lucida Sans\", sans-serif; font-size: 12pt; so-language: hi-IN }\n a:link { color: #000080; so-language: zxx; text-decoration: underline }\n \n \n \n Ask\n your learners to match the terms with their explanations. Give them 5 minutes to complete the task. Some of the words might be difficult, so\n tell the learners to underline the words in the numbered column that\n they don’t know. Walk around the classroom and provide translations\n into their first language to help them understand the terms and find\n the correct meanings more easily. \n \n \n \n \n \n When\n the learners are done, go through the terms with them and make sure\n they all matched the terms and explanations correctly. This will take about 2 minutes.\n \n \n \n \n \n \n \n Correct\n answers: 1D, 2F, 3A, 4H, 5G, 6C, 7I, 8J, 9B, 10E.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n This way, learners will gather some knowledge about fast fashion and will be able to learn some phrases connected to this topic. They will later use these phrases in a discussion.\n Now that they know the terms and their explanations, ask them about some terms you find important. Find out whether they know what it means. Ask them to explain it in their own words. Make them think about this topic. Ideal time is 5 minutes. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n @page { size: 21cm 29.7cm; margin: 2cm }\n p { line-height: 115%; margin-bottom: 0.25cm; background: transparent }","AM:627":"N/A","AE:190":"N/A","AG:96":"No","AN:604":"N/A","AO:361":"N/A","O:760":"Individual work","AE:595":"N/A","AC:467":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","P:569":"N/A","AD:732":"N/A","AO:610":"N/A","Q:605":"N/A","R:668":"N/A","AL:715":"N/A","W:196":"N/A","AQ:689":"N/A","AF:436":"Other","V:656":"N/A","AF:747":"N/A","T:745":"N/A","O:560":"N/A","AC:315":"Verify the reliability of the arguments and evidence using (domain-specific) knowledge.","V:169":"N/A","T:94":"No","AH:571":"N/A","AG:518":"N/A","AG:362":"N/A","X:670":"N/A","U:228":"N/A","W:416":"N/A","AA:416":"N/A","AK:604":"N/A","AQ:683":"N/A","Y:196":"N/A","AJ:78":"The Hidden Cost of Electronics","AD:343":"N/A","U:371":"N/A","Y:667":"N/A","Q:333":"N/A","AD:585":"N/A","AL:208":"N/A","AN:466":"N/A","AD:729":"N/A","T:2":"Yes","X:215":"N/A","AC:704":"N/A","AC:596":"N/A","X:545":"N/A","AM:414":"N/A","AG:532":"N/A","O:722":"N/A","AS:277":"Teacher-led instruction","AE:370":"N/A","G:496":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AQ:7":"en","U:544":"N/A","Q:340":"N/A","AF:609":"No","Z:195":"N/A","Z:50":"Misunderstandings around the relationship between climate change and migration are fairly common, especially because the issue is complex and multifaceted.\n \n \n \n 1. Climate Change as the Sole Cause of Migration\n \n \n \n Misunderstanding: Some learners might assume that climate change is the only factor driving migration.\n \n \n \n Reality: While climate change plays a significant role, migration is often the result of a combination of factors, including economic hardship, political instability, conflict, and social factors. Climate change can exacerbate existing issues like resource scarcity or land degradation, but it is rarely the sole cause of migration.\n \n 2. Migration is Always Sudden or Immediate\n \n \n Misunderstanding: There may be an assumption that people affected by climate change, like those in drought-stricken areas, will immediately migrate as soon as their environment is impacted.\n Reality: Migration due to climate change is often slow and gradual. People might start with temporary migrations or internal displacement, and it can take years or even decades before they make the decision to migrate permanently. The process can be highly incremental, and people often migrate in stages rather than in one large wave.\n \n \n 3. Climate Migrants Are Only from the Global South\n \n \n Misunderstanding: Some learners might think that climate migration only happens in developing countries or \"the Global South.\"\n Reality: Climate change impacts are global, and people in developed countries can also be forced to migrate due to rising sea levels, wildfires, floods, and other extreme weather events. For example, the U.S. has seen internal migration due to hurricanes and floods, and countries like the UK are dealing with sea-level rise threatening coastal communities.\n \n \n 4. All Climate Migrants Are Refugees\n \n \n Misunderstanding: There might be a misconception that people displaced by climate change are legally considered \"refugees.\"\n Reality: Under international law, refugees are defined as individuals who flee their country due to fear of persecution (e.g., for reasons of race, religion, nationality, or political opinion). Climate migrants are typically not recognized as refugees under international law, even though they may face similar risks. As of now, there is no formal legal status for \"climate refugees,\" though this is an ongoing area of debate in global policy.\n \n \n 5. Climate Change Affects All Regions Equally\n \n \n Misunderstanding: Some learners may think that climate change will lead to migration in all regions of the world in the same way.\n Reality: The impacts of climate change are unevenly distributed. Some regions, like small island nations, coastal areas, or arid regions, are more vulnerable to the impacts of climate change (e.g., rising sea levels, droughts). Other regions may face fewer immediate threats, and migration patterns will depend on how different communities are affected.\n \n \n 6. Climate Migration Means People Are Moving Only Within Their Own Country\n \n \n Misunderstanding: Learners may believe that climate migration only involves people moving internally (within their own countries).\n Reality: While many climate migrants are displaced within their countries, others may cross borders to seek refuge in neighboring nations. The United Nations High Commissioner for Refugees (UNHCR) and other agencies have pointed out that international migration due to climate change is increasing, especially for regions like the Caribbean, South Asia, and parts of Africa.\n \n \n 7. Migration Due to Climate Change is Always Forced\n \n \n Misunderstanding: A common misconception is that all migration due to climate change is forced, meaning people have no choice but to leave.\n Reality: While many people do migrate due to the harsh conditions created by climate change, some do so voluntarily to seek better opportunities or improved quality of life in other regions. For instance, farmers in drought-prone areas might move to urban centers for better economic prospects, not out of desperation but as a strategy for adapting to changing conditions.\n \n \n 8. Climate Change Migration is Permanent\n \n \n Misunderstanding: There’s a belief that people who migrate due to climate change never return to their homes or previous regions.\n Reality: In some cases, migration may be temporary. People may move for seasonal work or to escape short-term climate impacts like floods or droughts, but they might return when conditions improve. In other cases, migration can be permanent, especially when environmental damage is irreversible.\n \n \n 9. Climate Change Is a Problem of the Future, Not the Present\n \n \n Misunderstanding: Some learners may see climate migration as a problem that will affect future generations, not understanding the urgency of the issue today.\n Reality: Climate-induced migration is already happening. Millions of people are currently displaced due to extreme weather events and environmental degradation. For instance, communities in the Pacific Islands are already planning for displacement due to rising sea levels. The present-day impacts of climate change on migration should be acknowledged and addressed.\n \n \n 10. Migration Will Always Solve the Problem\n \n \n Misunderstanding: Some learners might think that migration can serve as a catch-all solution for climate change, where moving to a new area will simply fix the problems caused by climate impacts.\n Reality: Migration often presents its own challenges. Migrants may face discrimination, lack of resources, or inadequate access to services in their new locations. Moreover, migration may not always be feasible, especially for those who cannot afford to leave or who lack the legal means to migrate. The global community needs to focus on both mitigation (reducing emissions) and adaptation (helping communities cope with impacts) to address the root causes of migration.\n \n \n 11. Climate Migration Will Only Affect Poor People\n \n \n Misunderstanding: Some learners might believe that only the poor or those in developing countries will be affected by climate-related migration.\n Reality: While vulnerable populations are often the most affected, climate change can disrupt the lives of people across different socio-economic groups. Wealthier nations or communities may also face migration issues due to extreme weather events like hurricanes, wildfires, or heatwaves. In fact, middle-class people in wealthier countries may also face displacement, especially if they live in disaster-prone areas.\n \n \n \n \n \n By clarifying these misunderstandings, learners can gain a more accurate and nuanced understanding of how climate change and migration are interconnected. It’s crucial to convey that migration in the context of climate change is a multi-dimensional, dynamic process influenced by a variety of factors, not just environmental ones.\n In this context it is essential that climate change has an impact on wildfires and that wildfires are not only a phenomenon in other regions of the world but also in Europe and in your local area as well.\n \n In short, climate change is making wildfires more frequent, intense, and harder to control. The relationship between climate change and wildfires is an urgent concern, and addressing it requires both mitigation efforts (reducing greenhouse gas emissions) and adaptation strategies (like better forest management and fire prevention efforts). As the climate continues to warm, the risk of increasingly devastating wildfires will likely grow, affecting ecosystems, communities, and economies worldwide.\n \n \n \n \n \n \n It is important in this teaching series that we focus the local phenomenon and the effects as well as the European or global phenomenon.","T:426":"N/A","AF:277":"Teacher-led instruction and Q&A sessions","AE:723":"N/A","V:627":"N/A","AH:406":"N/A","AP:122":"No","Q:354":"N/A","AN:118":"No","AS:66":"No","AH:434":"N/A","V:228":"N/A","X:260":"N/A","AQ:283":"No","AF:275":"Other","R:673":"N/A","O:499":"N/A","AD:749":"N/A","AI:286":"No","O:363":"N/A","G:159":"Learning Outcome","T:411":"N/A","V:343":"N/A","AF:305":"Yes","AE:329":"N/A","AQ:676":"N/A","AM:709":"N/A","AM:511":"N/A","S:499":"N/A","R:33":"Yes","AA:404":"N/A","Y:385":"N/A","R:704":"N/A","W:660":"N/A","AR:99":"Yes","P:399":"N/A","AA:197":"N/A","AB:175":"N/A","AD:190":"N/A","S:571":"N/A","Y:744":"N/A","AQ:278":"Contesto (ma adattabile proporzionalmente)\n \n \n \n \n Classe\n di 20 studenti;\n Numero\n di studenti per gruppo: 4\n Numero\n di gruppi: 5\n Aula\n di Informatica\n Fornire\n la scheda di lavoro sia in forma\n cartacea sia in versione digitale\n (caricandola sulla classe virtuale ad esempio )in modo che gli studenti\n possano visualizzare i siti completamente e velocemente dai link forniti;\n PRECISARE che vogliamo solo valutare\n l’attendibilità delle fonti e NON la correttezza delle informazioni (per\n esempio un nutrizionista potrebbe gestire una pagina fornendo notizie non\n necessariamente scorrette ma poco certificate.","AJ:270":"N/A","D:624":"Material Sources","S:449":"N/A","W:282":"N/A","AG:254":"N/A","AD:687":"N/A","AP:654":"N/A","AC:493":"N/A","AJ:189":"N/A","AF:549":"N/A","AK:245":"N/A","AF:349":"N/A","AP:282":"N/A","AO:225":"N/A","AJ:580":"N/A","AG:204":"N/A","AC:680":"N/A","G:353":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AI:247":"N/A","AH:181":"N/A","G:184":"HOWs [Analyse reviews of the website, platform or media outlet.]","AH:117":"No","AJ:238":"N/A","AQ:6":"4","AC:693":"N/A","AA:731":"N/A","AG:306":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AG:287":"No","AJ:529":"N/A","AE:607":"N/A","V:408":"N/A","AH:563":"N/A","O:229":"N/A","V:770":"N/A","O:706":"N/A","AP:413":"N/A","AB:541":"N/A","AK:788":"N/A","R:192":"N/A","AK:551":"Yes","S:580":"N/A","AL:386":"N/A","W:767":"No","T:248":"N/A","Q:52":"No","D:437":"App","T:523":"N/A","AS:438":"Teacher-led instruction","S:425":"N/A","AA:754":"N/A","AJ:534":"N/A","AM:685":"N/A","T:336":"N/A","Q:251":"N/A","U:198":"N/A","AB:430":"The teacher ask 4 questions on e waste.\n The learners answer the questions and take part in the discussion.","Z:69":"No","R:413":"N/A","AM:546":"N/A","AL:503":"N/A","AP:746":"N/A","T:610":"N/A","W:198":"N/A","AB:327":"N/A","AA:517":"N/A","V:657":"N/A","S:737":"N/A","AE:659":"N/A","AB:514":"N/A","AB:496":"N/A","O:205":"N/A","AO:338":"N/A","X:413":"N/A","AL:373":"N/A","AH:751":"N/A","P:55":"No","AO:256":"N/A","R:342":"N/A","AF:95":"No","G:639":"Learning Outcome","AB:198":"N/A","AB:192":"N/A","W:363":"N/A","AJ:681":"N/A","Y:271":"No","AJ:429":"No","O:172":"No","G:637":"Learning Outcome","Z:651":"N/A","AG:609":"N/A","AF:564":"N/A","Y:242":"N/A","AE:284":"No","AP:561":"N/A","Q:1":"4","G:587":"HOWs [Outline steps and a timeline.]","AE:403":"N/A","G:703":"HOWs [Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.]","G:293":"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:535":"N/A","U:564":"N/A","AM:305":"N/A","W:58":"No","AN:495":"N/A","AK:593":"N/A","Q:429":"No","V:511":"N/A","R:717":"N/A","S:701":"N/A","AQ:379":"N/A","AE:712":"N/A","P:545":"N/A","Z:627":"Yes","S:338":"N/A","O:726":"N/A","AK:51":"No","AM:387":"N/A","S:28":"Voices from the Deep: Language, Oceans & Society.","AI:534":"N/A","AC:166":"N/A","AP:495":"N/A","T:715":"N/A","W:240":"N/A","AR:443":"[Student Output Form]","AP:126":"Cópias em papel de informação sobre o trabalho","AI:674":"N/A","S:503":"N/A","AA:733":"N/A","G:433":"Media [Visual media]","S:694":"N/A","U:627":"N/A","AC:592":"N/A","P:398":"N/A","AO:508":"N/A","AG:234":"N/A","AB:384":"N/A","V:591":"Walking gallery presentation in the classroom, describing the causes and consequences of wildfires from cultural, economic, political, and social perspectives","AB:376":"N/A","AF:685":"N/A","Z:761":"Reasons for wildfires in Hesse beside rainfall and climate change\n \n \n Groups have an internal discussion and come to a common result","R:288":"No","AE:351":"N/A","AQ:237":"N/A","AE:718":"N/A","AB:100":"No","G:633":"Learning Outcome","AP:221":"N/A","AH:226":"N/A","Z:756":"N/A","X:721":"N/A","U:723":"N/A","Y:13":"2025","R:537":"N/A","Z:585":"N/A","P:575":"N/A","AQ:282":"No","AL:270":"No","AN:649":"N/A","T:568":"N/A","Z:114":"Organize a project week. Stay close to a forest area (Sababurg, Taunus, Rhön, Odenwald, Lake Edersee (!), Reinhardswald (in combination with Kassel) \n Take in account the meaning of the forest as an ecosystem (according to Co2, as a local recreation area, local wildlife) and concerning econonomic asepects (wood processing, every day life, sustainable use)","AJ:26":"English","AB:521":"N/A","V:521":"N/A","Y:279":"Method Description:The activity uses picture analysis combined with guided discussion and reflection. Learners first observe and describe a visual stimulus in detail, linking it to prior knowledge from Science class. They then place the image in a political context, identifying actors, motives, and means, with a focus on the VCD and the Deutschlandticket debate. Finally, learners reflect individually or in pairs on legitimacy, effectiveness, and their personal choices, while plenary discussions connect the activity to broader civic and scientific concepts. This method integrates observation, analysis, critical thinking, and personal reflection and engagement, to deepen understanding of political participation.","AL:738":"N/A","G:581":"HOWs [Identify likely counter-arguments.]","Z:719":"N/A","AA:107":"N/A","V:174":"N/A","AI:355":"N/A","AN:370":"N/A","V:366":"N/A","AC:143":"10","AR:67":"No","AI:495":"N/A","U:560":"N/A","U:449":"N/A","AJ:167":"N/A","AI:435":"No","Q:115":"Yes","AM:416":"N/A","P:353":"N/A","T:394":"N/A","U:391":"N/A","P:754":"No","U:269":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tabela 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 \n In this\n activity, learners will reflect on their own digital habits and connect them to\n the global journey of electronic devices.\n \n \n \n \n \n Personal inventory: each student makes a list of the electronic devices they own or use at home (phones, tablets, laptops, game consoles, etc.). Afterwards, they discuss their consumption habits in class: How often do they replace their phone or console? Why? What happens to the old device?\n Group research: learners are\n divided into five groups of 4-5 learners. Each group investigates one stage\n of a device’s life cycle:\n \n Group 1: Mineral extraction\n (focus on conflict minerals).\n Group 2: Manufacturing and labor conditions.\n Group 3: Distribution and marketing strategies.\n Group 4: Consumption patterns\n (why people upgrade, advertising, FOMO).\n Group 5: Disposal and recycling (including informal recycling and shipping to developing\n countries).\n \n Poster creation:each group\n summarizes its findings on an A2 poster using key words, images, and\n diagrams.\n Gallery walk: the posters are\n displayed in the school library. In a guided tour, each group stands by\n their poster and presents their conclusions to classmates, explaining what\n they learned and answering questions.","X:432":"No","V:653":"N/A","AH:384":"N/A","AH:202":"N/A","AC:120":"No","T:59":"No","AK:270":"N/A","Y:402":"N/A","P:235":"N/A","P:701":"N/A","AN:605":"N/A","P:174":"N/A","V:142":"50","AL:122":"No","AO:412":"N/A","R:212":"N/A","AN:732":"N/A","P:753":"Yes","AN:401":"N/A","W:239":"N/A","X:667":"N/A","AO:659":"N/A","AO:247":"N/A","AQ:571":"N/A","G:706":"HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","AN:573":"N/A","G:610":"Student output form [Service-learning project]","Z:445":"No","AM:214":"N/A","G:521":"HOWs [Verify if the ☑ information is supported by reliable sources and references.]","AQ:262":"N/A","AI:270":"Yes","AE:511":"N/A","Y:541":"N/A","AA:248":"N/A","S:364":"N/A","Z:220":"N/A","G:38":"Topic","AI:733":"N/A","AF:110":"No","Y:747":"N/A","AK:466":"Yes","T:295":"https://www.ars.usda.gov/news-events/news/research-news/2022/scientist-evaluates-dietary-food-patterns-for-healthy-adults-eating-dairy-free-vegetarian-or-vegan-diets/","Z:287":"No","G:298":"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]","AN:98":"No","G:583":"HOWs [Evaluate their relevance and validity.]","G:595":"Media [Multimedia]","O:402":"N/A","AB:756":"N/A","Z:269":"The activity is to get entered into the topic based on reports in public media, given by the teacher.\n The learners find out that there a re several reasons ","G:530":"HOWs [Consider who benefits from the information being believed or spread.]","T:403":"N/A","W:337":"N/A","S:212":"N/A","O:685":"N/A","Q:430":"Novel introductionThe activity is designed as a book review, in order to create a context for understanding for learners. The teacher projects the Canva presentation containig an info pack about the author, the type of novel ( dystopian)and its characteristics, the main themes and symbols of the book. \n Narrative conflict introduction \n \n This part of theactivity introduces learners to the plot structure and central conflict through a guided presentation. The teacher presents a narrative overview that reveals the story's two-stage development: first, Klara as a companion to the sick Josie, and second, the shocking revelation that Klara is meant to completely replace Josie if she dies. This activity prepares learners to analyze the ethical implications in subsequent activities by ensuring they understand the narrative context and character motivations.","AN:413":"N/A","AC:13":"2025","AK:371":"N/A","T:392":"N/A","AD:409":"N/A","AA:200":"N/A","AF:711":"N/A","AD:716":"N/A","AP:531":"N/A","AE:238":"N/A","X:552":"N/A","S:253":"N/A","G:720":"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:696":"N/A","AJ:271":"N/A","AJ:605":"N/A","R:225":"N/A","X:507":"N/A","O:330":"N/A","X:564":"N/A","Y:391":"N/A","AH:557":"N/A","O:103":"Yes","AG:386":"N/A","P:730":"N/A","AD:336":"N/A","AJ:495":"N/A","AL:40":"Overfishing and sustainable marine protection","Y:698":"N/A","AL:394":"N/A","AI:381":"N/A","AP:516":"N/A","AB:224":"N/A","T:108":"No","S:586":"N/A","D:56":"Subjects","R:422":"N/A","V:347":"N/A","T:677":"N/A","V:389":"N/A","AQ:503":"N/A","AE:223":"N/A","AM:737":"N/A","S:587":"N/A","AH:507":"N/A","Z:431":"No","D:64":"Subjects","AK:204":"N/A","AO:406":"N/A","AM:229":"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","AQ:182":"N/A","AN:407":"N/A","AB:576":"N/A","D:94":"Learner Age Range","AC:169":"N/A","AQ:771":"N/A","AC:359":"No","AL:119":"Yes","AF:719":"N/A","T:217":"N/A","Y:761":"1. Introduce the statement: “Interest groups are just as legitimate as political parties.”2. Distribute M3, M4, and a set of judgment criteria (Urteilskriterien).3. Organize learners into Sic-Sac pairs (two learners take opposing positions).4. Explain the discussion rules: each student presents arguments, responds to the partner, and uses the criteria to evaluate.5. Circulate and support reasoning, asking guiding questions:o Which democratic functions support legitimacy?o How do interest groups complement or differ from political parties?6. After discussion, have each student write their own final Urteil using the criteria.7. Conduct a brief plenary to reflect on different perspectives.","AD:683":"N/A","AA:595":"N/A","AH:529":"N/A","AE:418":"N/A","P:370":"N/A","AD:708":"N/A","V:574":"N/A","R:1":"5","AH:746":"N/A","AP:661":"N/A","AG:229":"N/A","T:67":"No","AC:177":"N/A","Y:197":"N/A","V:527":"N/A","AE:563":"N/A","Y:354":"N/A","AE:575":"N/A","AI:378":"N/A","AN:532":"N/A","AI:488":"N/A","AQ:712":"N/A","G:180":"HOWs [Identify author and messenger.]","Y:577":"N/A","R:550":"N/A","P:237":"N/A","AL:253":"N/A","V:410":"N/A","W:31":"No","AJ:186":"N/A","AS:274":"No","AG:52":"Yes","AG:311":"Recognise the importance of using a variety of information source types and carefully selecting them.","AP:100":"Yes","AL:680":"N/A","Y:606":"No","AE:414":"N/A","AR:120":"No","AH:192":"N/A","R:503":"N/A","AM:98":"N/A","V:10":"2026-04-30 12:19:47","AF:344":"N/A","D:62":"Subjects","Q:50":"Learners may think mind uploading is already real or near-future technology, instead of a speculative idea. They might also believe Klara is fully human-like conscious, rather than an AI perspective shaped by programming. Another misconception is reducing the story to a simple good vs. bad judgment about technology, instead of seeing its ethical complexity. Learners may also miss that “lifting” creates social inequality, not just medical risk. Finally, they might confuse fictional ideas with real scientific fact, especially regarding consciousness transfer and replacement of humans.","AL:438":"Group work","T:100":"No","AA:68":"N/A","T:367":"N/A","AJ:232":"N/A","G:330":"HOWs [Explain the influence of algorithms on search results and on social media feeds.]","AL:711":"N/A","AF:369":"N/A","T:692":"N/A","AR:272":"Yes","AB:365":"N/A","AI:333":"N/A","AQ:702":"N/A","W:259":"N/A","AQ:29":"4","X:675":"N/A","AH:765":"N/A","W:390":"N/A","AM:218":"N/A","P:167":"N/A","AG:94":"No","Z:223":"N/A","AO:741":"N/A","AP:567":"N/A","P:682":"N/A","T:488":"N/A","AC:587":"N/A","AQ:26":"Italian","AQ:62":"No","G:723":"HOWs [Determine the recipient(s) or target group(s) of your civic engagement (WHO).]","AC:204":"N/A","S:610":"N/A","AE:64":"No","Y:217":"N/A","AJ:696":"N/A","AK:217":"N/A","AP:550":"N/A","AC:224":"N/A","Z:763":"create a poster file that shows the results you agree onresults","AF:264":"N/A","AD:542":"N/A","Q:346":"N/A","AQ:391":"N/A","AP:711":"N/A","AI:342":"N/A","R:391":"N/A","P:407":"N/A","W:608":"No","AA:60":"N/A","AO:223":"N/A","AP:496":"N/A","T:582":"N/A","AM:444":"N/A","T:689":"N/A","AK:493":"N/A","AA:668":"N/A","AD:371":"N/A","AE:176":"N/A","W:269":"Lead-in activity","U:401":"N/A","G:732":"HOWs [Organise the arguments and supporting evidence.]","AE:768":"N/A","R:654":"N/A","AC:52":"No","Y:555":"N/A","AC:378":"N/A","Q:448":"N/A","AF:736":"N/A","Q:10":"2026-05-08 10:15:55","AJ:541":"N/A","Q:280":"1. Learners answer two ethical questions by voting yes or no on scenarios involving a sick child and the possibility of transferring consciousness into an artificial friend (AF). They participate in a short reflection based on the collected results.\n\nParent scenario:\n“Imagine you are a parent of a very sick child and you have the technology to save their life by uploading their mind into an Artificial Friend (AF), a robot that would then take on your child’s identity and form. Would you do that?”\nArtificial Friend (AF) scenario:\n“Imagine you are an Artificial Friend (AF), a robot designed to imitate a child’s behaviour. You are asked, in the event of the child’s death after long-term observation, to give up your own artificial identity and accept the uploading of the child’s mind into your system, effectively continuing their life. Would you do that?”\n\n2. Learners are introduced to the topic of the lesson and the ethical focus related to scientific innovation in Klara and the Sun by Kazuo Ishiguro. They prepare to work with key terminology.\n3. Learners read, listen to, and take notes on key terminology presented on the digital board.\n4. Learners record and learn key concepts such as genetic intervention, transhumanism, bioenhancement, “playing God” in medicine, genetic enhancement, mind uploading, cloning, and artificial intelligence, which are used to understand character relationships and interactions in the upcoming novel excerpts.\n\nKey terms to define:\n“Genetic Intervention / Human Genetic Engineering”: Medical procedures that alter human DNA to enhance physical or cognitive abilities.\n“Transhumanism”: A movement advocating the use of advanced technology to transcend human limitations and extend lifespan and cognitive abilities.\n“Bioenhancement”: The use of biomedical technologies to improve human capabilities beyond normal functioning.\n“Playing God in medicine”: The ethical concern that humans are making fundamental decisions about life, death, and human nature.\n“Genetic Enhancement / Lifting”: Modification of human DNA to improve intellectual, physical, or other traits.\n“Mind Uploading”: Theoretical transfer of human consciousness into artificial substrates.\n“Cloning”: Creating a genetically identical copy of a biological entity, in this context used to replicate or continue a person’s identity through artificial means.\n“Artificial Intelligence (AI)”: Machine systems capable of performing tasks that normally require human-like intelligence.","AE:34":"N/A","Z:198":"N/A","AE:449":"No","AK:368":"N/A","P:607":"No","P:756":"No","AM:217":"N/A","Z:277":"Group work","AI:365":"N/A","O:143":"5","AG:715":"N/A","AA:434":"N/A","AE:115":"Yes","Z:562":"N/A","AF:14":"Topala, Oana","AE:656":"N/A","AK:225":"N/A","Q:705":"N/A","AF:742":"N/A","S:174":"Yes","Z:359":"N/A","X:581":"N/A","AN:729":"N/A","Z:606":"N/A","O:450":"Discussion","W:32":"Yes","T:704":"N/A","AD:755":"N/A","W:496":"N/A","AN:419":"N/A","AQ:238":"N/A","AG:126":"https://youtu.be/kDviREAKy64?si=nB2nzqngjXETn-Mr","G:431":"Media [Text media]","Z:96":"No","AD:342":"N/A","AD:109":"No","AK:260":"N/A","U:488":"N/A","R:228":"N/A","AG:32":"N/A","AA:202":"N/A","AG:572":"N/A","AK:103":"No","AK:447":"N/A","O:541":"N/A","S:190":"N/A","X:706":"N/A","AI:682":"N/A","D:432":"Resource Type","AO:401":"N/A","R:339":"N/A","AF:61":"No","AP:541":"N/A","X:654":"N/A","R:144":"Yes","AL:216":"N/A","V:742":"N/A","AD:653":"N/A","G:551":"HOWs [Determine which parties are more susceptible to ☑ negative impacts.]","P:650":"N/A","Y:115":"No","W:232":"N/A","Q:573":"N/A","P:703":"N/A","W:53":"No","Q:185":"N/A","G:770":"Student output form [Product (e.g. prototype, website, etc.)]","W:698":"N/A","W:110":"No","O:734":"N/A","U:673":"N/A","AF:67":"No","AE:531":"N/A","X:430":"Mini Research Task: Learners, in pairs, search online. \n \n \n They are assigned to find at least one additional source on Fast Fashion’s environmental impact.\n \n \n They compare what they have found with the TED-Ed video of the Activity 1: they reflect if it confirms the message, adds something new, or shows a different angle/perspective. \n \n \n They briefly present their findings to the class.","G:600":"Teacher instructions","AN:377":"N/A","AM:211":"N/A","AF:411":"N/A","AC:727":"N/A","AF:33":"N/A","Q:190":"N/A","AN:517":"N/A","AK:337":"N/A","AM:733":"N/A","U:58":"No","X:166":"N/A","AE:700":"N/A","AP:267":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AF:165":"N/A","AJ:53":"No","AK:753":"N/A","AC:627":"N/A","Y:274":"No","AB:725":"N/A","R:610":"N/A","P:760":"Individual work","O:327":"N/A","O:416":"N/A","AD:362":"N/A","G:231":"HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","Z:176":"N/A","S:100":"Yes","D:40":"SSI Topic","V:236":"N/A","AF:359":"N/A","AB:205":"N/A","P:191":"N/A","AB:435":"N/A","AI:354":"N/A","AG:405":"N/A","AE:264":"N/A","Z:375":"N/A","AQ:534":"N/A","AA:657":"N/A","D:95":"Learner Age Range","AN:519":"N/A","AI:581":"N/A","AC:541":"N/A","AN:535":"N/A","O:601":"Video and learning partner discussion. ","AA:674":"N/A","Q:537":"N/A","D:138":"Required infrastructure & Teaching Materials","AB:666":"N/A","U:182":"N/A","G:294":"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:605":"N/A","AQ:491":"N/A","P:737":"N/A","AA:661":"N/A","Z:662":"N/A","AK:577":"N/A","U:540":"N/A","AP:269":"Aula 1. Exploração do temaQuestões para debate 1. Aquecimento/Exploração inicialObjetivo: ativar conhecimentos prévios e promover a participação inicial.Que tipo de dispositivos eletrónicos utilizas diariamente?Com que frequência trocas de telemóvel, computador ou auriculares? Porquê?O que te leva, normalmente, a comprar um novo equipamento — necessidade real ou vontade de ter o mais recente?Achas que a tecnologia atual é feita para durar ou para ser substituída rapidamente? 2. Consumismo digitalObjetivo: refletir sobre hábitos de consumo e influência das estratégias de mercado.As marcas tecnológicas influenciam as nossas decisões de compra? Como?De que forma a publicidade e as redes sociais promovem o consumo digital?Achas que o consumismo digital é uma forma de dependência?Qual é o papel dos “influencers” e das campanhas de lançamento de produtos neste ciclo de consumo?A inovação tecnológica é sempre positiva, ou pode também ter consequências negativas para o ambiente e a sociedade? 3. Lixo eletrónico (e-waste)Objetivo: compreender as consequências ambientais e sociais do consumo tecnológico.Sabes o que acontece aos equipamentos eletrónicos quando deixam de funcionar?O que é o “lixo eletrónico”?Para onde vão os telemóveis, tablets ou computadores que deixamos de usar?Quais são os impactos ambientais e sociais do lixo eletrónico?Sabes se há locais ou programas de recolha e reciclagem de equipamentos na tua área? 4. Responsabilidade individual e coletivaObjetivo: promover pensamento crítico e ético.Temos responsabilidade individual no problema do lixo eletrónico?Que papel devem ter as empresas tecnológicas na gestão do ciclo de vida dos seus produtos?Acreditas que a educação pode ajudar a reduzir o consumismo digital? Como?Como equilibrar a vontade de inovação com o dever de sustentabilidade? 5. Perspetiva futura e soluçõesObjetivo: fomentar o pensamento criativo e propositivo.Que alternativas existem ao consumo desenfreado de tecnologia?Como poderiam os jovens contribuir para reduzir o lixo eletrónico?Imagina uma campanha de sensibilização para a tua escola sobre este tema — que mensagem principal teria?Como pode a inteligência artificial ou outras tecnologias ajudar a tornar o consumo digital mais sustentável?Aula 2. Elaboração de um cartazDivisão da turma em 5 grupos;Cada grupo deverá preparar-se para responder às questões orientadoras associadas ao seu grupo;Adicionar à ferramenta de IA NotebookLM os recursos selecionados para cada grupo e procurar as respostas para as questões orientadoras;Validar os resultados obtidos na ferramenta IA com as fontes indicadas;Preparar um cartaz em tamanho A3 sobre o tema do grupo. O cartaz deverá incluir, de forma sintética (por exemplo, lista de tópicos), a resposta às questões orientadoras. Sugestão de ferramenta para elaborar o cartaz: Canva.Os cartazes devem ser revistos por um dos professores antes de serem impressos.Aula 3. Passeio pela galeriaCada grupo imprime (na biblioteca da escola) e expõe o seu cartaz no painel de exposições na biblioteca.Cada grupo apresenta oralmente o seu cartaz aos restantes alunos da turma (todos os membros do grupo deverão tomar a palavra).Preenchimento de um inquérito de avaliação sobre o impacto da atividade.","AI:55":"No","AJ:75":"3","O:465":"10","AF:280":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n - \n Describe\n shortly what is on the images\n \n - \n Define\n what is a wildfire\n \n - \n State\n the reason people share news about wildfires on social media","R:32":"No","P:711":"N/A","AL:142":"90","R:61":"No","AJ:419":"N/A","AN:541":"N/A","AH:683":"N/A","AD:330":"N/A","P:488":"N/A","AB:370":"N/A","AA:503":"N/A","R:571":"N/A","AJ:5":"2026-05-19 12:55:44","AO:383":"N/A","AE:685":"N/A","AP:427":"N/A","U:33":"Yes","AO:272":"N/A","AD:587":"N/A","D:434":"Resource Type","AQ:124":"No","AJ:411":"N/A","Q:224":"N/A","W:26":"English","AC:754":"N/A","AE:348":"N/A","AD:236":"N/A","AE:100":"Yes","Z:126":"regularlar course books, computers","AI:310":"Take action to become a responsible democratic citizen.","AD:771":"N/A","AG:347":"N/A","AK:539":"N/A","X:768":"N/A","AP:769":"N/A","G:533":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","Z:453":"Guided conversation","AF:223":"N/A","G:490":"HOWs [Use information from different source types and different sources.]","S:743":"N/A","Y:407":"N/A","AA:397":"N/A","AQ:214":"N/A","U:257":"N/A","AG:651":"N/A","O:488":"N/A","O:577":"N/A","X:224":"N/A","AF:528":"N/A","AJ:439":"* Divide the class into 3 groups. \n \n \n Group A - Teenagers\n \n \n Group B - Parents\n \n \n Group C - Government officials\n \n \n * \n \n Distribute the fact sheet.\n \n \n \n * \n \n Write a model argument structure on the board: \n \n Claim + Evidence + Audience Link\n \n \n Claim: Parents should recycle electronic waste.\n \n \n \n \n Evidence: Old phones and laptops contain toxic chemicals that can harm children’s health.\n \n \n \n \n Audience Link: Recycling e-waste helps protect your own family from dangerous toxins.\n \n \n \n \n * \n \n Circulate to support language and reasoning.","AQ:662":"N/A","AJ:184":"N/A","AE:275":"Other","AA:176":"N/A","AQ:116":"Yes","AC:586":"N/A","Q:374":"N/A","AO:347":"N/A","U:419":"N/A","D:776":"Material Sources","AB:510":"N/A","G:615":"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:258":"N/A","G:36":"Topic","AN:210":"N/A","Y:59":"No","AD:171":"N/A","AG:731":"N/A","Q:702":"N/A","AA:330":"N/A","AJ:262":"N/A","AF:108":"No","AL:681":"N/A","X:748":"N/A","T:165":"N/A","O:674":"N/A","AO:545":"N/A","AN:422":"N/A","D:14":"Author(s)","X:499":"N/A","X:187":"N/A","AC:4":"Yes","AO:211":"N/A","AI:238":"N/A","AK:542":"N/A","Q:763":"1. Learners complete a Wordwall “match up” activity to review and consolidate their learning. The quiz covers terminology, plot understanding, character analysis, and ethical concepts explored in the lesson. It can be completed individually via QR code on mobile devices or as a whole-class activity with the teacher projecting the questions. https://wordwall.net/resource/105282010 \n2. Learners watch the trailer for the 2026 film adaptation: https://www.youtube.com/watch?v=QNgdXFupbjI After watching, learners discuss guided questions: Does the trailer capture the novel’s themes? What was your first reaction? Did the trailer reflect the ethical dilemmas discussed in class? Would you want to watch this film? Why or why not? \n3. Learners return to the opening questions from the beginning of the lesson: Would you, as a parent, upload your child’s mind to an AF to save them? Would you, as an AF, agree to abandon your body to continue a child’s life? Learners vote again to see whether their answers have changed. \n4. The class compares the new results with the initial poll. \n5. Volunteers explain why they changed their opinion or why they kept the same position. \n6. The lesson ends with a final reflection by the teacher, emphasizing that the ethical questions raised in the novel (consciousness, identity, genetic enhancement) are not purely fictional but may become real societal issues.","Q:75":"4","AN:697":"N/A","W:566":"N/A","AC:550":"N/A","AI:594":"N/A","AC:66":"No","AA:788":"N/A","AQ:664":"N/A","V:57":"No","G:668":"HOWs [Analyse reviews of the website, platform or media outlet.]","V:495":"N/A","X:742":"N/A","AD:518":"N/A","Q:372":"N/A","AG:106":"No","AO:399":"N/A","G:243":"HOWs [Review similar initiatives to understand common feedback and reactions.]","AD:449":"N/A","O:419":"N/A","AI:341":"N/A","X:328":"N/A","Y:372":"No","AC:208":"N/A","AK:61":"No","X:725":"N/A","W:665":"N/A","AF:5":"2026-04-21 13:05:07","AM:563":"N/A","Z:414":"N/A","AG:571":"N/A","W:504":"N/A","U:199":"N/A","Q:288":"N/A","AB:31":"No","R:689":"N/A","AQ:64":"No","AL:505":"N/A","AO:382":"N/A","AK:372":"N/A","O:58":"No","AK:506":"N/A","AG:508":"N/A","AK:369":"N/A","AD:520":"N/A","P:740":"N/A","AL:465":"45","R:697":"N/A","S:700":"N/A","Q:116":"Yes","AQ:418":"N/A","AE:413":"N/A","AB:657":"N/A","AQ:9":"2025-11-30 21:23:54","AQ:663":"N/A","AO:373":"N/A","Z:94":"No","T:253":"N/A","AC:212":"N/A","Y:237":"N/A","AK:223":"N/A","U:122":"No","AI:677":"N/A","AD:593":"N/A","S:721":"N/A","AG:527":"N/A","AG:439":"Select 3 short videos (3 videos from the previous activity) on the same topic presenting different perspectives. Prepare the AnswerGarden link and the question: “Identify any biased or emotionally charged statement from the video.” Note a few biased statements (emotional appeal, exaggeration, framing) as examples. Show all three videos to the class; learners watch carefully without submitting answers yet. Learners discuss in small groups and identify biased statements from any of the videos. Each group submits their examples in AnswerGarden. Conduct a short whole-class discussion: What makes these statements biased? Why is it important? Choose a few statements and reframe them into balanced, factual versions as a class. Reflect on why comparing multiple sources helps avoid bias and form well-rounded opinions.","AO:351":"N/A","R:555":"N/A","AQ:396":"N/A","W:179":"N/A","AQ:349":"N/A","X:537":"N/A","Z:722":"N/A","R:337":"N/A","Y:65":"No","T:369":"N/A","AH:227":"N/A","AE:339":"N/A","Q:252":"N/A","Q:401":"N/A","AI:31":"No","P:714":"N/A","W:512":"N/A","AG:95":"No","AA:700":"N/A","AR:111":"Yes","AE:54":"Yes","V:580":"N/A","O:401":"N/A","AP:224":"N/A","U:359":"N/A","AM:359":"N/A","O:227":"N/A","AB:443":"N/A","AB:721":"N/A","X:401":"N/A","W:94":"No","O:543":"N/A","T:684":"N/A","AP:383":"N/A","AL:262":"N/A","U:108":"Yes","AA:218":"N/A","AB:540":"Yes","AI:97":"No","P:568":"N/A","AN:99":"No","AA:99":"N/A","AN:109":"No","AE:248":"N/A","AO:238":"N/A","G:97":"Age range [13]","U:336":"N/A","P:268":"Yes","Q:493":"N/A","AR:284":"N/A","AK:568":"N/A","AP:388":"N/A","AG:231":"N/A","AG:175":"N/A","P:527":"N/A","Y:461":"https://wirtschaftsrat.de/de/presse/wr-intern/das-deutschlandticket-ein-projekt-im-rohbau/","AS:107":"No","W:599":"Class activity","AL:361":"N/A","AQ:121":"No","AS:1":"34","G:474":"Learning Outcome","D:103":"Learner Age Range","R:592":"N/A","Q:106":"No","AG:544":"N/A","X:586":"N/A","AB:109":"No","G:344":"HOWs [☑ Use verification tools to detect deep fakes.]","AJ:510":"N/A","Z:392":"N/A","O:29":"4","Z:767":"N/A","AP:521":"N/A","AE:208":"N/A","AB:305":"No","AP:210":"N/A","AG:85":"Exaggeration","R:257":"N/A","AG:678":"N/A","X:770":"N/A","R:398":"N/A","R:333":"N/A","T:230":"N/A","AN:30":"No","G:714":"HOWs [Identify impacts and solutions that benefit one group while meaning drawbacks for another.]","AR:274":"No","T:554":"N/A","Z:467":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","X:345":"N/A","X:78":"Fast Fashion's Environmental Footprint: Analysing the Lifecycle of a Cotton T-Shirt","S:96":"No","AB:533":"N/A","Q:515":"N/A","AP:593":"N/A","G:385":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","G:196":"HOWs [Identify ☑ verbal cues that indicate arguments and evidence or examples.]","Y:692":"N/A","AL:555":"N/A","T:509":"N/A","AN:716":"N/A","AL:682":"N/A","T:126":"1. Excerpts from different kinds of sites (focused on the same topic) on different sheets. Photocopies.","O:709":"N/A","AD:569":"N/A","AH:553":"N/A","O:599":"Class activity","S:654":"N/A","AL:422":"N/A","AS:61":"No","O:689":"N/A","AH:59":"No","U:443":"N/A","D:100":"Learner Age Range","G:612":"Model solution","AF:182":"N/A","AB:567":"N/A","AB:166":"N/A","G:744":"HOWs [Evaluate their relevance and validity.]","AH:527":"N/A","U:521":"N/A","AF:397":"N/A","AI:745":"N/A","Q:385":"N/A","AP:369":"N/A","AK:177":"N/A","AD:34":"N/A","R:733":"N/A","AS:275":"H5P","AH:188":"N/A","AB:30":"No","P:499":"N/A","AH:68":"No","P:258":"N/A","AI:528":"N/A","AM:215":"N/A","AM:270":"N/A","V:466":"No","AQ:32":"No","X:85":"Waste management","AL:611":"table","AL:445":"No","Z:679":"N/A","P:596":"No","AO:199":"N/A","AJ:746":"N/A","AJ:741":"N/A","AA:701":"N/A","Y:590":"Yes","Y:408":"N/A","AP:301":"[Website] Critical ads about consumerism - https://www.adbusters.org","V:552":"N/A","R:205":"N/A","S:767":"N/A","AO:418":"N/A","R:421":"N/A","Y:406":"N/A","AA:116":"N/A","AG:675":"N/A","Y:268":"Yes","V:535":"N/A","AQ:513":"N/A","AJ:548":"N/A","S:663":"N/A","AN:183":"N/A","T:225":"N/A","O:60":"No","AI:328":"N/A","Y:529":"N/A","AF:723":"N/A","W:710":"N/A","V:371":"N/A","U:188":"N/A","P:116":"Yes","AC:59":"No","AD:360":"N/A","P:108":"No","AF:687":"N/A","W:284":"N/A","G:695":"HOWs [☑ Logical fallacies]","Y:178":"N/A","AI:226":"N/A","G:122":"Required infrastructure [Loudspeaker]","AJ:663":"N/A","Y:575":"N/A","AO:409":"N/A","AP:250":"N/A","P:580":"N/A","AH:101":"No","AG:172":"N/A","Q:29":"4","AC:57":"No","G:784":"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]","AD:390":"N/A","R:121":"No","AL:205":"N/A","AL:79":"overfishing, sustainability, aquaculture, research, reliability of sources","AB:693":"N/A","W:227":"N/A","Q:727":"N/A","AK:702":"N/A","U:184":"N/A","O:544":"N/A","AD:674":"N/A","AN:285":"N/A","AC:699":"N/A","AD:329":"N/A","Z:510":"N/A","P:495":"N/A","AI:395":"N/A","T:672":"N/A","T:536":"N/A","AQ:126":"Estratti da siti di diverso tipo sullo stesso tipo di argomento, su diversi fogli. Fotocopie.","AG:513":"N/A","Q:124":"No","Y:193":"N/A","AK:731":"N/A","Y:519":"N/A","O:328":"N/A","AP:305":"N/A","Y:455":"https://www.lobbyregister.bundestag.de/suche/R001837/59448?backUrl=%2Fsuche%3Fq%3DVCD%26pageSize%3D25%26sort%3DRELEVANCE_DESC","P:396":"N/A","O:716":"N/A","AL:721":"N/A","Q:757":"N/A","AK:259":"N/A","AC:552":"N/A","W:341":"N/A","AQ:119":"Yes","AI:434":"No","S:402":"N/A","S:556":"N/A","R:543":"N/A","W:770":"No","X:509":"N/A","X:357":"N/A","U:670":"N/A","AL:529":"N/A","R:506":"N/A","AJ:336":"N/A","AM:427":"N/A","D:457":"Material Sources","AM:354":"N/A","W:201":"N/A","AE:703":"N/A","AA:31":"N/A","AG:592":"N/A","AE:249":"N/A","R:726":"N/A","AP:536":"N/A","AH:357":"N/A","AM:534":"N/A","AQ:541":"N/A","V:227":"N/A","AH:743":"N/A","AD:445":"N/A","AH:218":"N/A","O:216":"N/A","AL:551":"N/A","AA:746":"N/A","U:250":"N/A","AA:604":"N/A","Z:669":"N/A","AN:68":"No","AG:756":"N/A","X:699":"N/A","AG:404":"N/A","AF:78":"Wildfires: True or False? Become a Cross-Country News Detective","AB:349":"N/A","AL:181":"N/A","AP:393":"N/A","P:283":"Yes","AO:694":"N/A","T:99":"Yes","W:507":"N/A","AL:452":"Oral feedback after the presentation of the chosen sources.","AP:689":"N/A","AB:449":"N/A","U:239":"N/A","G:161":"Learning Outcome","Z:713":"N/A","AM:111":"N/A","AF:197":"N/A","R:254":"N/A","AQ:682":"N/A","S:649":"N/A","Q:109":"No","Y:316":"Consider the context in which the information was created.","AJ:496":"N/A","Y:564":"N/A","Q:234":"N/A","O:271":"No","AG:59":"Yes","W:378":"N/A","AA:556":"N/A","AI:490":"N/A","Q:243":"N/A","W:54":"No","AP:537":"N/A","AM:520":"N/A","X:407":"N/A","P:382":"N/A","AO:655":"N/A","P:274":"No","AF:291":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n Accuracy\n of answers.\n Participation\n in the discussion.","O:207":"N/A","AS:111":"Yes","AI:665":"N/A","G:697":"HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AL:705":"N/A","Q:588":"N/A","S:518":"N/A","U:59":"No","S:656":"N/A","AI:375":"N/A","R:560":"N/A","G:519":"HOWs [Identify ☑ verbal cues that indicate arguments and evidence or examples.]","Y:421":"N/A","AL:757":"N/A","T:494":"N/A","AM:238":"N/A","G:200":"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.]","U:262":"N/A","AM:544":"N/A","AF:731":"N/A","AC:240":"N/A","AS:36":"[SSI Topic] Fast fashion and textile waste","Y:58":"No","T:664":"N/A","AB:183":"N/A","S:768":"N/A","AG:515":"N/A","AO:363":"N/A","U:233":"N/A","U:692":"N/A","R:248":"N/A","AI:6":"13","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","U:681":"N/A","O:658":"N/A","S:593":"N/A","Z:710":"N/A","AG:402":"N/A","S:690":"N/A","AH:346":"N/A","AJ:517":"N/A","AE:544":"N/A","AJ:659":"N/A","AO:63":"N/A","AO:653":"N/A","G:611":"Student output form [Other]","AA:694":"N/A","U:531":"N/A","AQ:75":"1","S:372":"N/A","S:525":"No","Z:64":"Yes","T:546":"N/A","O:180":"N/A","AO:61":"N/A","AO:673":"N/A","AJ:702":"N/A","AC:488":"N/A","AP:540":"N/A","AE:287":"No","W:706":"N/A","AC:607":"N/A","AM:179":"N/A","AN:596":"N/A","S:394":"Yes","AI:368":"N/A","AJ:756":"N/A","G:800":"Learning Outcome","AG:716":"N/A","AG:709":"N/A","Y:9":"2025-09-03 09:12:46","AI:657":"N/A","AG:394":"N/A","R:551":"N/A","S:379":"N/A","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 [Previous knowledge]","P:201":"N/A","AP:449":"N/A","W:253":"N/A","Q:64":"No","O:351":"N/A","R:200":"N/A","T:278":"Environment (but adaptable proportionally)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Classgroup of 20 learners;\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Number of learners per group\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Number of groups: 5\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Materials:\n \n \n \n \n \n \n4 excerpts (1 for each student of the group) from articles coming from different websites promoting various views on the origins of proteins in one's diet.Check-list:\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:10.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n table.MsoTableGrid\n {mso-style-name:\"Griglia tabella\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-priority:59;\n mso-style-unhide:no;\n border:solid windowtext 1.0pt;\n mso-border-alt:solid windowtext .5pt;\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-border-insideh:.5pt solid windowtext;\n mso-border-insidev:.5pt solid windowtext;\n mso-para-margin:0cm;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Cambria\",serif;\n mso-ascii-font-family:Cambria;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Cambria;\n mso-hansi-theme-font:minor-latin;\n mso-ansi-language:EN-US;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Website Reliability Scoring Table \ud83d\udea6\n \n Use this checklist to evaluate if a website\n is reliable, partly reliable, or unreliable. Tick the appropriate box for each\n criterion, then calculate the total score.\n \n \n \n \n Criteria\n \n \n Yes (2 pts)\n \n \n Partly / Not clear (1 pt)\n \n \n No (0 pts)\n \n \n \n \n Author & Source – Clear author, credentials, reputable\n institution?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Evidence & References – Supported by data, research, official\n reports?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Purpose & Bias – Informative, balanced tone, no commercial\n agenda?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Accuracy & Timeliness – Up-to-date, no errors, consistent with\n trusted sources?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n Clarity & Language – Professional writing, no major mistakes?\n \n \n ⬜\n \n \n ⬜\n \n \n ⬜\n \n \n \n \n \n Total Score: ___ / 10\n \n Interpretation \ud83d\udea6\n \n 8–10 points → Reliable (Green) ✅\n \n 5–7 points → Use with caution (Yellow) ⚠️\n \n 0–4 points → Unreliable (Red) ❌\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Excerpt from Websources: \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The excerpts will include a working link so that learners can practice strategies to verify the the reliablility of the sourcessources.\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Excerpt 1 (i.e.government website)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Excerpt 2 (i.e. scientific publication)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Excerpt 3 (i.e. publication with a strong ideological orientation)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Excerpt 4 (i.e. personal blog or facebook account)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Sites \n \n \n Government site\n \n \n Scientific site\n \n \n Ideologically oriented site\n \n \n Personal blog\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ss tasks: \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ss will complete the table above, discussing in their own groups by using the checklist; TASK 1Ss will rate the sites reliability putting them in order from the most reliable to the least; TASK 2Each student has to summarize in their own words one of the given excerpt;Ss will discuss their conclusions all together; TASK 3Each student has to find two sites they are interested in which relate to the cathegories above. TASK 4\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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: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;}","AN:374":"N/A","W:105":"No","Q:535":"N/A","AI:177":"N/A","AF:674":"N/A","AK:524":"N/A","R:143":"30","O:492":"N/A","AS:105":"No","S:353":"N/A","AE:519":"N/A","Y:499":"N/A","V:116":"Yes","AM:188":"N/A","AM:199":"N/A","AK:394":"N/A","S:579":"N/A","AG:564":"N/A","U:663":"N/A","Q:568":"N/A","T:566":"N/A","AB:469":"Select the most informative and relevant search results.","AM:333":"N/A","G:753":"Media [Text media]","V:144":"Yes","AF:677":"N/A","AP:411":"N/A","AO:375":"N/A","U:355":"N/A","Y:388":"N/A","AG:87":"Environmental policy","Q:600":"Teacher announces : \"We will now analyze the crucial revelation scene where the truth is unveiled to Klara. This excerpt contains the novel's central ethical conflict and raises profound questions about identity, consciousness, and human uniqueness. Guide learners through careful reading, ensuring they support all interpretations with textual evidence. Emphasize that there are multiple valid interpretations, but all must be grounded in the text.\"Distribute the excerpt learners handout or display on screenRead aloud or have learners read silently the key passage (10 minutes)Guide annotation process using color-coding systemCirculate during independent work to support struggling learnersFacilitate brief pair-share discussions before whole-class synthesisPrepare to collect written responses for assessment","AF:99":"No","Z:240":"N/A","O:530":"N/A","AA:703":"N/A","AE:751":"N/A","AP:714":"N/A","AL:717":"N/A","AG:578":"N/A","AO:180":"N/A","AC:771":"N/A","AJ:708":"N/A","D:63":"Subjects","AE:749":"N/A","AG:199":"No","AE:358":"N/A","U:180":"N/A","AJ:352":"N/A","U:712":"N/A","AA:536":"N/A","Y:278":"1. Setup: Display the picture clearly to all learners (projected or printed).\n \n \n \n \n 2. Link to Prior Knowledge:\n \n \n \n \n a. Ask learners: “Do you have a Deutschlandticket or other public transport ticket yourself? How often do you use it?”\n \n \n \n \n b. Prompt them to connect their personal experience to what they learned in Science class about CO₂ emissions and sustainable transport.\n \n \n \n \n 3. Activity Guidance:\n \n \n \n \n a. Learners describe the picture in detail (people, actions, background).\n \n \n \n \n b. Prompt: “What do you notice about the actors in the picture? What are they doing, and why?”\n \n \n \n \n c. Encourage linking to the Deutschlandticket debate: “Which political issues or policies might this image represent?”\n \n \n \n \n 4. Focus on Key Actors (VCD):\n \n \n \n \n a. Discuss the motives of the VCD: promoting sustainable mobility, reducing emissions, affordable transport.\n \n \n \n \n b. Discuss means: campaigns, petitions, lobbying, events.\n \n \n \n \n c. Guiding question: “Why might the VCD choose these strategies? Are they effective? Are they legitimate?”\n \n \n \n \n 5. Plenary Discussion:\n \n \n \n \n a. Prompt: “How do the VCD’s actions compare to other ways citizens can influence politics, like protests or petitions?”\n \n \n \n \n b. Prompt: “How do your personal choices (e.g., transport habits) relate to the political debates we’ve studied?”\n \n \n \n \n c. Encourage reflection on connections between science, policy, and civic participation: “How do scientific findings about CO₂ shape political decisions, and how can citizens influence those decisions?”\n \n \n Explain interest groups (link below). \n Bestimmte Interessen vertretenDas englische Wort „Lobby“ bezeichnete ursprünglich den Vorraum oder die Eingangshalle des englischen Parlamentsgebäudes. Dort unterhielten sich die Abgeordneten mit Personen, die keine gewählten Abgeordneten waren und daher nicht in den Sitzungssaal durften. Heute bezeichnet der Begriff \"Lobby\" eine Interner Link: Interessenvertretung in der Politik. Diejenigen, die für eine Lobby arbeiten, nennt man \"Lobbyisten\".Einfluss auf Entscheidungen nehmenDie Lobby kann zum Beispiel einen Wirtschaftszweig vertreten, einen Sportverband oder eine Umweltschutzorganisation. Auch Mitglieder von Schülervertretungen oder Lehrerverbänden, die wollen, dass mehr Lehrer eingestellt und die Klassen kleiner werden, können Lobby-Arbeit machen. Lobbyisten versuchen, Einfluss auf Entscheidungen von Politikern zu nehmen. Für die Politiker ist es wichtig, mit den Lobbyisten zu sprechen, weil sie von ihnen viele Informationen bekommen, die ihnen helfen, ihre Entscheidungen zu treffen. Der Lobbyismus spielt deshalb in Deutschland eine große Rolle bei politischen Entscheidungen.\n \n · The English word “lobby” originally referred to the anteroom or entrance hall of the British Parliament building. There, members of parliament spoke with people who were not elected representatives and therefore were not allowed into the chamber. Today, the term “lobby” refers to interest representation in politics. Those who work for a lobby are called lobbyists.\n · Exert influence on decisions\n · A lobby can represent, for example, an economic sector, a sports association, or an environmental organization. Members of student councils or teachers’ associations who want more teachers hired and smaller classes can also engage in lobbying. Lobbyists try to influence politicians’ decisions. For politicians, it is important to speak with lobbyists because they provide valuable information that helps them make decisions. Therefore, lobbying plays a significant role in political decision-making in Germany.","AM:554":"N/A","Z:103":"No","AE:33":"N/A","AP:669":"N/A","P:438":"Individual work","AS:63":"No","AH:524":"N/A","AQ:549":"N/A","AF:409":"N/A","AO:704":"N/A","AO:7":"en","AI:172":"N/A","T:102":"No","C:1":"E2 Type","AN:389":"N/A","AL:542":"N/A","AK:668":"N/A","Q:107":"No","W:288":"N/A","AP:417":"N/A","S:445":"N/A","Z:735":"N/A","W:208":"N/A","AC:732":"N/A","S:756":"N/A","D:280":"Activity Instruction","AC:711":"N/A","Y:456":"https://www.lobbyregister.bundestag.de/suche/R001837/59448?backUrl=%2Fsuche%3Fq%3DVCD%26pageSize%3D25%26sort%3DRELEVANCE_DESC","AF:239":"N/A","Z:283":"No","AI:743":"N/A","AM:666":"N/A","G:483":"Learning Outcome","G:495":"HOWs [Identify the scientific issue you would like to know more about.]","AQ:687":"N/A","O:496":"N/A","AF:743":"N/A","AC:362":"No","X:76":"Learners will be able to understand, analyse, and compare information about fast fashion presented in different English-language media. They can use topic-specific vocabulary and appropriate search strategies to identify relevant information and communicate key findings in English.","S:392":"Yes","P:371":"N/A","AL:595":"Yes","Y:501":"N/A","AP:175":"N/A","R:245":"N/A","AI:265":"N/A","X:409":"N/A","AI:50":"Learners may think that cheap clothes are inexpensive only because companies make less profit, rather than because of low wages, cheap materials, and environmental costs.\nSome learners may believe that all clothes are produced under fair working conditions.\nLearners may think that buying cheap clothes has no major environmental impact because individual purchases seem small.\nSome learners may assume that synthetic fibers are always worse than natural fibers, or that natural fibers are always sustainable.\nLearners may believe that recycling clothes completely solves the problem of textile waste.\nLearners may not realize that the price of clothing often does not include the social and environmental costs of production.","R:549":"N/A","X:312":"Formulate tailored search queries for the selected information sources.","AG:490":"N/A","X:113":"1. A text (ex an article from a newspaper- reading comprehension) as an introduction to the issue. It will familiarise learners with the relevant vocabulary and terms.\n \n \n \n \n \n \n 2. a pre-teaching vocabulary activity either in the form of a matching exercise (word - synonym) or gap-filling or a game using H5P (for ex.Crossword or \n \n \"Drag the Words\" )","AG:263":"N/A","AH:520":"N/A","AC:489":"N/A","AN:337":"N/A","T:338":"N/A","Y:357":"N/A","G:31":"This plan's position in the sequence: [2]","AF:671":"N/A","D:1":"E1 Name","X:688":"N/A","AK:567":"N/A","AH:287":"N/A","AB:287":"N/A","AI:514":"N/A","AQ:443":"N/A","S:581":"N/A","R:367":"N/A","AG:769":"N/A","O:114":"Debate-session","P:677":"N/A","AE:194":"N/A","AG:682":"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","D:21":"Author(s)","Q:689":"N/A","X:658":"N/A","P:606":"No","AM:605":"N/A","W:658":"N/A","AJ:427":"N/A","AJ:387":"N/A","Z:264":"N/A","P:735":"N/A","AP:167":"N/A","AB:687":"N/A","W:536":"N/A","O:258":"N/A","S:509":"N/A","AG:352":"N/A","AK:58":"No","AJ:736":"N/A","S:723":"N/A","AE:253":"N/A","AK:338":"N/A","Q:31":"No","AI:415":"N/A","AG:684":"N/A","Y:208":"N/A","AB:680":"N/A","V:225":"N/A","AK:761":"1. The teacher reads out reflection questions about the topic and the activities.\n2. Learners react to each question by showing thumbs up or thumbs down to express their opinion.\n\nPossible questions:\nDid you understand the main idea of fast fashion from the video?\nDo you understand why some people are for and some are against fast fashion?\nHas your opinion on fast fashion changed?\nDid you learn something new today?\nWould you still buy clothes from fast fashion companies?\nDo you think closing fast fashion factories would be a good idea?\nDid you enjoy playing different characters?\nWould you feel confident discussing this topic with friends?\n\n3. The teacher asks learners to summarize their understanding of the topic by answering the question:\n\nHow would you explain what fast fashion is to a friend in one sentence?\n\n4. Learners formulate their own explanation of fast fashion and share their answers with the class.","W:521":"N/A","AK:10":"2026-05-19 08:11:23","R:166":"N/A","AJ:549":"N/A","O:672":"N/A","Z:234":"N/A","AP:52":"Yes","AH:587":"N/A","AB:587":"N/A","Y:540":"N/A","AN:594":"N/A","AF:498":"N/A","AD:703":"N/A","AG:361":"N/A","AG:661":"N/A","AA:424":"N/A","AF:519":"N/A","AO:261":"N/A","Y:760":"Group work","AK:52":"Yes","S:186":"N/A","AB:184":"N/A","T:288":"No","AG:696":"N/A","AQ:65":"No","AK:229":"N/A","G:501":"HOWs [For ☑ databases and library catalogues.]","Y:75":"4","U:687":"N/A","AQ:657":"N/A","U:770":"N/A","AK:650":"N/A","AB:272":"N/A","AL:665":"N/A","U:222":"N/A","AH:234":"N/A","X:369":"N/A","AR:95":"No","Q:8":"miha-cond-01","AF:735":"N/A","AE:142":"180","W:761":"Revise useful vocabulary of the topic:\n \n Private car: convenient, comfortable, flexible, expensive, traffic jams, pollution\n Public transport: cheap, eco-friendly, reliable, slower, crowded, timetablesRevise useful linking words:\n \n \n \n \n \n first of all, in addition, moreover, however, on the other hand, as a result\n Discuss sample argumentative sentences in this topic:\n \n A) private car PROs\n 1. Having a private car is more convenient because you can travel whenever you want.\n 2. Driving is more comfortable than using public transport because you don’t have to wait for buses or trains.\n 3. Private cars save time as they usually take you directly to your destination.\n \n B) public transport PROs\n 1. Public transport is better for the environment because it reduces air pollution.\n 2. Using buses and trains is cheaper, so it helps people save money.\n 3. Public transport reduces traffic jams because fewer cars are on the road.","V:651":"N/A","W:679":"N/A","X:674":"N/A","Z:567":"N/A","P:788":"Yes","AQ:76":"· \n Comprensione del\n ruolo delle proteine e degli amminoacidi nella dieta umana;\n \n · \n Identificazione\n delle origini proteiche più salutari (animali e vegetali);\n \n · \n Riflessione su come\n il fabbisogno e l'assunzione di proteine dovrebbero cambiare nel corso della\n vita per evitare danni alla salute;\n \n · \n Capacità di prendere\n decisioni informate ed equilibrate riguardo alla propria nutrizione.","G:473":"Learning Outcome","AQ:110":"No","Z:335":"N/A","AI:746":"N/A","AP:334":"N/A","U:347":"N/A","O:252":"N/A","AO:97":"N/A","R:282":"No","O:545":"N/A","AO:723":"N/A","AP:75":"1","AP:120":"Yes","Q:650":"N/A","AF:594":"Yes","G:335":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","AN:533":"N/A","R:187":"N/A","AE:216":"N/A","O:122":"No","AG:730":"N/A","AO:581":"N/A","Z:660":"N/A","AF:756":"N/A","Z:535":"N/A","AN:121":"No","AM:723":"N/A","AJ:424":"N/A","V:247":"N/A","AC:582":"N/A","Z:608":"N/A","AN:554":"N/A","AG:553":"N/A","AC:51":"No","U:657":"N/A","S:527":"No","X:82":"Textile production","U:285":"Yes","D:132":"Required infrastructure & Teaching Materials","AJ:219":"N/A","AO:583":"N/A","AQ:231":"N/A","AB:707":"N/A","O:168":"N/A","AL:1":"25","X:84":"Carbon footprint","U:501":"N/A","AH:124":"No","AG:338":"N/A","D:431":"Resource Type","AG:658":"N/A","P:373":"N/A","AF:31":"No","AP:708":"N/A","AC:495":"N/A","AE:387":"N/A","X:579":"N/A","Z:416":"N/A","S:703":"N/A","Q:76":"Learners will be able to analyse dystopian fiction in Klara and the Sun by identifying how narrative structure and characterisation develop key themes such as genetic enhancement, transhumanism, and artificial intelligence.\nLearners can critically evaluate ethical arguments in literary and non-literary texts by distinguishing facts, claims, and opinions and by formulating and defending their own reasoned viewpoints in oral and written form.","AP:610":"N/A","U:76":"Learners will be able to describe the life cycle of electronic devices, from resource extraction to disposal.\nLearners will be able to analyse marketing and media strategies that encourage digital consumerism and perceived obsolescence.\nLearners will be able to evaluate advertising messages and their influence on consumer behavior.\nLearners will be able to reflect on individual and collective responsibility in relation to e-waste and sustainable practices.\nLearners will be able to create communication materials to raise awareness about e-waste and promote sustainable practices within the school community.","AM:385":"N/A","AB:120":"Yes","AJ:54":"No","T:581":"N/A","T:143":"60","U:718":"N/A","AD:743":"N/A","AM:30":"N/A","X:744":"N/A","T:357":"N/A","Y:224":"N/A","AJ:200":"N/A","AE:51":"No","AI:740":"N/A","Q:358":"N/A","AP:576":"N/A","U:605":"N/A","AJ:282":"N/A","AK:189":"N/A","AA:109":"N/A","AF:417":"N/A","AD:189":"N/A","AP:402":"N/A","AK:224":"N/A","AD:245":"N/A","G:745":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","O:651":"N/A","AG:245":"N/A","AH:387":"N/A","Z:610":"N/A","AN:577":"N/A","T:490":"N/A","AD:725":"N/A","AI:283":"Yes","AM:254":"N/A","Z:591":"Research the internet for relevant information","AK:256":"N/A","Z:95":"No","O:336":"N/A","AM:9":"2025-09-03 09:16:35","Z:28":"Wildfires - a normal phenomenon in our times in Hesse?","AF:586":"N/A","AO:431":"N/A","AH:8":"mari-steg-01","X:53":"No","AD:176":"N/A","AB:338":"N/A","AA:566":"N/A","AN:526":"N/A","AL:168":"N/A","AF:410":"N/A","AP:69":"No","AL:226":"N/A","V:524":"N/A","AI:7":"en","AL:659":"N/A","O:100":"Yes","AG:376":"N/A","AF:201":"Yes","AA:356":"N/A","AB:695":"N/A","AJ:231":"N/A","Q:4":"Yes","X:196":"N/A","AH:738":"N/A","AG:432":"N/A","AH:499":"N/A","AQ:367":"N/A","V:340":"N/A","AN:571":"N/A","T:551":"N/A","S:118":"No","AG:8":"yana-tsyk-01","W:408":"N/A","S:227":"N/A","S:659":"N/A","V:539":"N/A","D:606":"Student Output Form","S:720":"N/A","D:47":"SciLMi Learning Goal 2","S:56":"No","AM:767":"N/A","Z:697":"No","AK:233":"N/A","AE:747":"N/A","AG:768":"N/A","AL:509":"N/A","Z:766":"N/A","AN:417":"N/A","AA:259":"N/A","W:466":"Yes","AN:218":"N/A","Z:394":"N/A","O:606":"No","AA:240":"N/A","AO:728":"N/A","AH:703":"N/A","AJ:259":"N/A","Y:329":"N/A","V:578":"N/A","Z:541":"N/A","O:192":"N/A","AF:9":"2025-09-03 09:13:17","AJ:722":"N/A","AD:56":"No","O:118":"No","AQ:35":"Genetic engineering","Q:272":"N/A","Y:712":"N/A","X:751":"N/A","X:273":"N/A","U:713":"N/A","AQ:250":"N/A","AO:264":"N/A","U:327":"N/A","AP:719":"N/A","AN:63":"No","AL:654":"N/A","AD:497":"N/A","AL:530":"N/A","Q:444":"N/A","AL:430":"The pupils conduct research on the Internet using search engines such as Google, Startpage, Bing, etc., and copy useful links into the appropriate field on their worksheet.","Y:53":"No","AC:354":"N/A","U:130":"Glue sticks and scissors","U:404":"N/A","AA:332":"N/A","G:295":"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]","AG:379":"N/A","AK:412":"N/A","AQ:253":"N/A","Q:232":"N/A","AL:367":"N/A","AD:353":"N/A","U:115":"Yes","AP:82":"Ciclo de vida dos dispositivos eletrónicos","AJ:203":"N/A","AA:408":"N/A","W:351":"N/A","AL:429":"Yes","G:467":"Competence Domain","AI:653":"N/A","D:61":"Subjects","AE:731":"N/A","S:385":"N/A","AH:585":"N/A","AQ:427":"N/A","T:192":"N/A","R:210":"N/A","Z:745":"N/A","O:145":"Use search strategies to find (more) information sources on the socio-scientific issue.","AQ:432":"N/A","AK:208":"N/A","AO:189":"N/A","AH:506":"N/A","AM:700":"N/A","AL:691":"N/A","AA:579":"N/A","Z:79":"climate change, wildfires, Wildfires in hesse 2025,","O:238":"N/A","Q:606":"N/A","AD:227":"N/A","X:170":"N/A","P:609":"No","G:646":"Learning Outcome","V:664":"N/A","AQ:690":"N/A","AJ:254":"N/A","AN:584":"N/A","AE:273":"Yes","AM:593":"N/A","AD:681":"N/A","AQ:57":"Yes","G:680":"HOWs [Identify ☑ verbal cues that indicate arguments and evidence or examples.]","V:342":"N/A","Q:756":"N/A","AJ:560":"N/A","AN:385":"N/A","T:417":"N/A","AH:397":"N/A","S:67":"No","AF:666":"N/A","W:651":"N/A","AI:767":"N/A","R:112":"Before starting this lesson on wildfires, learners should have been introduced to the topic in the subjects of Civics, Geography and Biology. This includes:Content knowledge: The learners' previous knowledge should be based on a brief, pre-lesson introduction to the topic of wildfires. This includes:Geography: Identifying European regions most affected by wildfires, compare and contrast statistics.Biology: Understanding how wildfires impact the environmentCivics: Identifying fake news about fires and analyzing news critically Basic key vocabulary: Learners should recognize and understand basic terms related to wildfires, such as: wildfire, fire, smoke, forest, climate, drought, heatwave, wind, and temperature.Language proficiency: As learners are learning English as their main foreign language and are at an intermediate level (A2/B1), they should be able to:Understand simple written texts and spoken sentences about the topic.Participate in basic brainstorming activities and simple class discussions.Connect English keywords with matching images.Formulate simple sentences to describe what they observe in photos or videos.","AK:264":"N/A","AP:176":"N/A","P:110":"No","AE:733":"N/A","AA:335":"N/A","AO:753":"N/A","G:14":"Author(s) [Family name, given name]","W:356":"N/A","AH:416":"N/A","AK:662":"N/A","AN:423":"N/A","W:124":"No","T:60":"No","AH:535":"N/A","Q:379":"N/A","S:230":"N/A","AE:561":"N/A","Z:199":"N/A","Z:754":"N/A","AE:594":"N/A","AM:361":"N/A","W:349":"N/A","AK:379":"N/A","W:64":"No","AI:660":"N/A","AH:722":"N/A","O:61":"No","Y:701":"N/A","Z:430":"Teacher based questions and summary on the blackboard","Z:730":"N/A","X:287":"N/A","Q:357":"N/A","AK:590":"No","AR:280":"[Activity Instruction ] 1. Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum. Stet clita kasd gubergren, no sea takimata sanctus est Lorem ipsum dolor sit amet. \n\n2. Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum. Stet clita kasd gubergren, no sea takimata sanctus est Lorem ipsum dolor sit amet.","AO:685":"N/A","AI:718":"N/A","V:120":"No","AG:749":"N/A","Z:55":"No","AK:717":"N/A","AJ:650":"N/A","W:435":"N/A","Z:241":"N/A","D:604":"Student Output Form","T:238":"N/A","AQ:532":"N/A","P:56":"No","G:377":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","AO:119":"N/A","AD:367":"N/A","Y:55":"No","AE:6":"13","Q:404":"N/A","W:601":"Teacher writes the rule and the example onto the whiteboard. Learners listen carefully. Learners learn the structure. Then learners write own sentences. (1 sentence per student)","G:79":"Key words (for online filter and search function) []","O:124":"No","Y:229":"N/A","AI:61":"No","AG:747":"N/A","W:582":"N/A","AJ:332":"N/A","V:506":"N/A","AA:360":"N/A","W:111":"Yes","AA:7":"en","AQ:249":"N/A","AP:727":"N/A","AD:262":"N/A","G:685":"HOWs [Examine how the information is framed.]","P:181":"N/A","X:269":"Learners watch an interactive video about the lifecycle of a cottonT shirt and its impact on the environment, to get an idea of the issue and the way a T shirt may harm the environment in five (5) stages. There are pauses with interval questions to assure learners understanding of key ideas (e.g., production process, environmental impacts, recycling options).","AM:330":"N/A","AI:198":"N/A","AH:427":"N/A","AE:505":"N/A","AO:592":"N/A","P:178":"N/A","AF:525":"Yes","AH:735":"N/A","X:230":"N/A","AC:389":"N/A","AK:121":"No","U:425":"N/A","T:375":"N/A","AP:248":"N/A","R:334":"N/A","S:719":"N/A","W:262":"N/A","Z:337":"N/A","AN:421":"N/A","AE:286":"No","X:420":"N/A","T:219":"N/A","V:179":"N/A","AE:558":"N/A","AF:104":"No","AN:572":"N/A","G:554":"HOWs [Identify solutions that reduce negative impacts or enhance positive impacts or both.]","AO:348":"N/A","AO:369":"N/A","W:531":"N/A","W:420":"N/A","AE:409":"N/A","AF:28":"Wildfires","AP:580":"N/A","AN:521":"N/A","AP:445":"N/A","Z:217":"N/A","Y:367":"N/A","AB:354":"N/A","AG:6":"15","S:54":"No","AJ:64":"No","AG:506":"N/A","AL:173":"N/A","S:122":"No","AL:256":"N/A","AQ:697":"N/A","Z:75":"6","AA:582":"N/A","AS:50":"[Potential Misinformation in Society / Potential Learner Misconceptions to be Exploited by Manipulations Strategies]","V:391":"N/A","AJ:99":"Yes","R:714":"N/A","AF:402":"N/A","AG:294":"https://youtube.com/shorts/mR5HP5xIWWc?si=NS25icZcEte-vbZy","O:7":"en","O:506":"N/A","AA:1":"14","D:54":"Subjects","AL:11":"138.232.92.15","AO:717":"N/A","T:733":"N/A","AA:663":"N/A","AH:429":"N/A","P:391":"N/A","U:433":"N/A","AB:713":"N/A","AL:263":"N/A","AF:488":"N/A","G:405":"HOWs [Review similar initiatives to understand common feedback and reactions.]","AK:549":"N/A","V:518":"N/A","W:355":"N/A","AL:193":"N/A","AQ:740":"N/A","AA:411":"N/A","Z:7":"en","W:489":"N/A","Z:387":"N/A","AJ:511":"N/A","Z:765":"N/A","R:408":"N/A","T:410":"N/A","AF:69":"No","D:124":"Required infrastructure & Teaching Materials","V:210":"N/A","AI:114":"Recycling and upcycling of textiles. Alternatives to fast fashion: slow fashion, sustainable brands, second-hand.","W:33":"N/A","R:117":"No","T:662":"N/A","AI:119":"Yes","R:707":"N/A","AM:674":"N/A","Q:546":"N/A","V:666":"N/A","AO:328":"N/A","P:392":"N/A","AK:529":"N/A","P:200":"N/A","AP:237":"N/A","AM:716":"N/A","AB:408":"N/A","G:594":"Media [Visual media]","Y:118":"No","AD:767":"N/A","W:184":"N/A","T:508":"N/A","O:535":"N/A","AA:488":"N/A","R:103":"No","O:699":"N/A","X:606":"N/A","AE:539":"N/A","G:247":"HOWs [Linguistic competence]","AJ:57":"No","T:694":"N/A","Y:168":"N/A","AQ:673":"N/A","AA:263":"N/A","AK:53":"No","AK:541":"N/A","AM:62":"N/A","Q:693":"N/A","R:203":"N/A","AI:545":"N/A","AQ:419":"N/A","Q:554":"No","AM:344":"N/A","AE:738":"N/A","AI:689":"N/A","AO:285":"N/A","AQ:496":"N/A","AP:255":"N/A","X:771":"N/A","W:497":"N/A","AG:765":"N/A","AD:260":"N/A","T:489":"N/A","Y:175":"N/A","G:167":"HOWs [Use information from different source types and different sources.]","D:454":"Material Sources","V:547":"N/A","P:493":"N/A","AS:434":"No","Q:559":"N/A","Y:7":"en","X:189":"N/A","S:686":"N/A","AC:334":"N/A","AH:258":"N/A","AM:260":"N/A","O:572":"N/A","AI:160":"Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.","AQ:749":"N/A","W:410":"N/A","AD:539":"N/A","W:123":"Yes","AH:590":"N/A","AI:444":"No","W:76":"Travel and environment\n \n \n Learners should be able to form argumentative sentences and express opinions.\n Learners should extend their vocabulary in the topic of travelling, especially on private car use vs public transport.\n Learners should be able to gather arguments to support their opinions.","AG:207":"N/A","AP:117":"Yes","AF:592":"Yes","AF:203":"Yes","P:405":"N/A","V:515":"N/A","F:4":"FILTER(Revised)","AM:497":"N/A","P:63":"No","AC:746":"N/A","P:443":"No","T:409":"N/A","AC:757":"N/A","AB:543":"N/A","AH:712":"N/A","Q:668":"N/A","AC:549":"No","AP:374":"N/A","W:37":"Private car use vs. public transport expansion","O:203":"N/A","AG:545":"N/A","AA:221":"N/A","AQ:63":"No","T:676":"N/A","AM:672":"N/A","AJ:507":"N/A","Q:533":"N/A","AP:193":"N/A","AJ:689":"N/A","Y:569":"N/A","AG:333":"N/A","AG:767":"N/A","AB:491":"N/A","AM:31":"N/A","AK:349":"N/A","Q:343":"N/A","AN:771":"N/A","G:124":"Required infrastructure [Document camera or visualiser]","AH:389":"N/A","AL:674":"N/A","D:784":"Material Sources","U:572":"N/A","AC:492":"N/A","Z:349":"N/A","G:773":"Model solution","T:343":"N/A","AP:189":"N/A","AB:740":"N/A","Y:626":"20","AC:714":"N/A","AG:427":"N/A","X:402":"N/A","AA:381":"N/A","AJ:433":"N/A","AQ:570":"N/A","AJ:76":"Learners analyse persuasive language and rhetorical devices in authentic media texts.","AB:336":"N/A","AM:695":"N/A","AN:692":"N/A","AS:42":"Make up your mind","AM:717":"N/A","AP:703":"N/A","U:331":"N/A","T:663":"N/A","AC:396":"N/A","AM:447":"N/A","AP:736":"N/A","AQ:431":"N/A","Q:407":"N/A","Z:193":"N/A","AL:607":"No","Q:391":"N/A","AC:502":"N/A","AJ:489":"N/A","AG:200":"No","W:120":"No","AR:42":"Open up your mind","G:779":"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]","O:435":"No","Q:96":"No","T:498":"N/A","Y:333":"N/A","AG:531":"N/A","AB:718":"N/A","R:711":"N/A","AL:501":"N/A","U:788":"N/A","AQ:562":"N/A","G:222":"HOWs [Analyse how science on the socio-scientific issue has evolved over time.]","T:548":"N/A","AJ:488":"N/A","W:697":"N/A","AN:169":"N/A","G:677":"HOWs [Skim the snippets for key terms related to your query.]","P:556":"N/A","AE:215":"N/A","G:33":"This plan's position in the sequence: [4]","AP:280":"Discuta em inglês sobre os seus hábitos em relação a dispositivos eletrónicos.Forme um grupo de quatro ou cinco alunos.Receba uma fase do ciclo de vida dos dispositivos eletrónicos atribuída ao seu grupo.Pesquise informações sobre a fase atribuída usando fontes confiáveis.Selecione três ou quatro fatos importantes que melhor expliquem a sua fase.Escolha uma imagem impactante que ilustre a sua fase.Identifique palavras-chave que resumam as ideias principais da sua pesquisa.Crie um cartaz A2 com um título claro em inglês, fatos importantes, palavras-chave e imagens.Exiba o seu cartaz na biblioteca da escola.Apresente o seu cartaz aos colegas durante a visita à galeria.Explique as suas descobertas em inglês usando dois a três minutos.Ouça ativamente as apresentações dos outros grupos.Resuma por escrito o que aprendeu pessoalmente sobre o ciclo de vida dos dispositivos e como os seus hábitos de consumo de dispositivos eletrónicos afetam o mundo.","X:232":"N/A","AI:351":"N/A","X:100":"Yes","R:574":"N/A","AH:121":"No","AM:329":"N/A","X:554":"N/A","AK:449":"N/A","AM:7":"en","R:327":"N/A","Q:754":"N/A","U:658":"N/A","AN:737":"N/A","AI:413":"N/A","R:661":"N/A","X:256":"N/A","AP:169":"N/A","U:409":"N/A","AN:679":"N/A","P:539":"N/A","P:381":"N/A","S:209":"N/A","U:504":"N/A","P:272":"No","AF:518":"N/A","AM:201":"N/A","S:258":"N/A","AP:170":"N/A","G:544":"HOWs [List the different viewpoints supported by evidence-based arguments.]","AI:539":"N/A","O:169":"N/A","U:294":"[Article] (simplified): Amnesty International – Cobalt mining in Congo - https://www.amnesty.org/en/latest/news/2016/01/child-labour-behind-smart-phone-and-electric-car-batteries","AQ:754":"N/A","AD:244":"N/A","AS:448":"N/A","P:722":"N/A","AN:119":"No","S:542":"N/A","AL:60":"No","AA:100":"N/A","AQ:522":"N/A","V:508":"N/A","AK:495":"N/A","AB:547":"N/A","D:77":"Subject Topics","O:787":"10","O:714":"N/A","AA:687":"N/A","AB:401":"N/A","Q:412":"N/A","AC:197":"N/A","AC:355":"N/A","AB:355":"N/A","AQ:401":"N/A","AL:108":"No","Q:592":"N/A","AE:580":"N/A","AR:290":"I am a perfect model solution -> expected outcome.","Q:218":"N/A","AN:493":"N/A","O:292":"Write the terms on the board and let the learners ask questions.","AC:590":"No","AJ:261":"N/A","AN:727":"N/A","AE:567":"N/A","AP:429":"N/A","AO:391":"N/A","R:97":"Yes","AB:731":"N/A","U:682":"N/A","Y:305":"Yes","R:179":"N/A","X:712":"N/A","AH:518":"N/A","AQ:201":"N/A","AH:422":"N/A","AE:124":"No","AC:725":"N/A","AH:343":"N/A","T:104":"No","W:486":"Define your message.","W:757":"No","AK:700":"N/A","V:217":"Yes","AL:268":"Yes","AJ:666":"N/A","AH:217":"N/A","G:154":"Learning Outcome","AF:596":"No","AA:10":"2025-09-03 09:12:58","AQ:706":"N/A","T:627":"N/A","Z:729":"N/A","AJ:563":"N/A","W:249":"N/A","AJ:179":"N/A","AI:552":"N/A","AG:529":"N/A","AN:676":"N/A","AN:755":"N/A","R:590":"N/A","O:410":"N/A","Q:172":"N/A","AF:606":"No","AC:255":"N/A","AP:198":"N/A","AF:357":"N/A","AB:595":"No","AQ:376":"N/A","AA:205":"N/A","D:757":"Resource Type","AF:389":"N/A","AN:288":"N/A","Z:216":"N/A","R:359":"N/A","AO:607":"N/A","D:602":"Activity Instruction","AG:582":"N/A","AQ:10":"2025-11-30 23:24:02","O:559":"N/A","AK:515":"N/A","T:657":"N/A","AQ:674":"N/A","AK:246":"N/A","G:436":"App","AC:517":"N/A","G:71":"Subject(s) [Health Education]","AR:269":"This is the activity description, which should occur online.","AA:286":"N/A","AC:33":"Yes","S:177":"N/A","AL:264":"N/A","P:668":"N/A","Z:224":"N/A","R:66":"No","Z:354":"N/A","S:708":"N/A","AF:665":"N/A","AD:524":"N/A","AF:658":"N/A","W:549":"N/A","S:670":"N/A","AK:402":"N/A","U:61":"No","AC:376":"N/A","S:391":"N/A","AA:180":"N/A","AP:179":"N/A","P:102":"Yes","G:546":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","G:586":"HOWs [Identify what you will be able to do.]","Z:537":"N/A","G:178":"HOWs [For ☑ databases and library catalogues.]","AK:414":"N/A","P:670":"N/A","AQ:506":"N/A","R:142":"50","V:248":"N/A","Q:348":"N/A","AG:671":"N/A","AE:393":"N/A","D:102":"Learner Age Range","AR:447":"N/A","AQ:769":"N/A","T:594":"N/A","S:722":"N/A","V:700":"N/A","S:651":"N/A","S:76":"Learners will be able to use information from different sources to discuss the consequences of overfishing,compare perspectives from Norway and their home countries, and present possible sustainable solutions.","AE:527":"N/A","X:176":"N/A","G:67":"Subject(s) [Religion and/or Ethics and/or Philosophy]","Y:236":"N/A","Z:239":"N/A","AJ:278":"- Display an image/infographic of e-waste.\n \n \n \n - \n \n Ask guiding questions aloud.\n \n \n - \n \n Organize a Think-Pair-Share.\n \n \n \n - \n \n Facilitate a quick show of hands for responsibility (individuals, companies, governments).","AC:36":"Fast fashion and textile waste","T:678":"N/A","U:529":"N/A","AC:734":"N/A","AM:579":"N/A","Y:199":"N/A","Z:728":"N/A","X:726":"N/A","W:579":"N/A","AQ:279":"Compiti degli Studenti (SS)\n \n \n \n \n \n \n Gli\n studenti completeranno la tabella qui sopra discutendo all'interno\n dei propri gruppi e utilizzando la check-list. COMPITO 1\n Gli\n studenti valuteranno l'affidabilità dei siti mettendoli poi in\n ordine dal più affidabile al meno affidabile. COMPITO 2\n Ciascuno\n studente dovrà riassumere con parole proprie l'estratto assegnato. COMPITO 3\n Gli\n studenti cercheranno due siti di loro interesse che appartengono alle categorie di siti presentati. COMPITO 4Metodo\n usato:Lavoro cooperativo e discussione","T:741":"N/A","V:488":"N/A","Q:360":"N/A","D:301":"Material Sources","AN:718":"N/A","AG:285":"Yes","Y:543":"N/A","AQ:410":"N/A","AB:197":"N/A","G:534":"HOWs [☑ Logical fallacies]","AB:261":"N/A","AK:501":"N/A","AN:555":"N/A","AM:194":"N/A","T:522":"N/A","AH:250":"N/A","U:247":"N/A","AN:206":"N/A","AG:683":"N/A","V:714":"N/A","AP:330":"N/A","AJ:515":"N/A","AK:443":"N/A","AF:144":"Yes","X:495":"N/A","W:626":"3","V:571":"N/A","AB:57":"No","AF:656":"N/A","D:619":"Material Sources","AC:530":"N/A","O:423":"N/A","V:731":"N/A","A:787":"Activity 5","Z:787":"10","S:702":"N/A","R:556":"N/A","AG:654":"N/A","AE:423":"N/A","P:212":"N/A","O:766":"N/A","AL:224":"N/A","AP:525":"N/A","AQ:114":"· \n Le strutture\n proteiche\n \n · \n La dieta bilanciata\n \n · \n Stili alimentari","AI:768":"N/A","AI:452":"reducerea deșeurilor textile\n sprijinirea familiilor vulnerabile\n promovarea tradițiilor locale\n consolidarea legăturii școală–comunitate\n \n \n \n \n \n \n -reducing textile waste\n \n -supporting vulnerable families\n \n -promoting local traditions\n \n -strengthening the school–community connection","R:429":"N/A","AD:104":"No","AI:95":"No","G:24":"Author(s) [Family name, given name]","AN:262":"N/A","R:754":"N/A","AI:271":"No","Z:191":"N/A","AH:282":"N/A","AK:81":"discussion","AG:290":"In this activity, learners analyze short posts on Tricider about overfishing to identify whether statements are facts or opinions. They read, evaluate, and select at least three examples, then answer guiding WH-questions such as “What is it?” and “Why do you think so?” Using clear words like fact, opinion, and because, learners explain their reasoning, comment on at least three classmates’ posts, and decide whether they agree or disagree, giving short justifications. For example, a post stating “Overfishing has led to the decline of many fish species” is a fact because it is supported by scientific research, while “People should eat less fish to save the oceans” is an opinion because it reflects a personal recommendation. Learners then reflect by writing a short sentence about what they learned regarding facts and opinions in media. The teacher prepares the Tricider board with posts about overfishing, introduces key concepts, models strong responses, and guides learners through discussion and reflection. This activity develops critical thinking, reasoning, and communication skills, helping learners understand how to distinguish facts from opinions and justify their thinking with evidence in the context of environmental issues.","AI:33":"No","Q:738":"N/A","W:667":"N/A","AS:62":"No","T:721":"N/A","T:574":"N/A","AN:335":"N/A","AE:182":"N/A","AA:338":"N/A","S:219":"N/A","AN:282":"N/A","G:796":"Learning Outcome","Y:735":"Yes","U:69":"No","Q:698":"N/A","Q:514":"N/A","AM:610":"N/A","AB:142":"45","AA:385":"N/A","Y:194":"N/A","AO:99":"N/A","U:534":"N/A","P:227":"N/A","Z:664":"N/A","AM:420":"N/A","P:228":"N/A","AN:227":"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","AQ:247":"N/A","AQ:374":"N/A","P:695":"N/A","AP:608":"N/A","O:400":"N/A","AB:247":"N/A","AE:259":"N/A","Y:702":"N/A","AI:53":"No","W:9":"2025-09-03 09:12:43","AR:449":"N/A","G:282":"Student output form [Text]","W:338":"N/A","AF:387":"N/A","AF:29":"3","AD:166":"N/A","W:35":"Atmospheric pollution","AR:282":"[Student Output Form]","AS:96":"No","R:65":"No","AF:766":"N/A","AC:574":"N/A","AN:717":"N/A","AJ:204":"N/A","Q:167":"N/A","AB:658":"N/A","AI:420":"N/A","V:349":"N/A","Y:245":"N/A","AF:691":"N/A","X:61":"No","W:188":"N/A","AI:430":"1. Learners organize a sustainable fashion workshop in their school or community.\n2. Learners upcycle old clothes by transforming them into new items, such as bags, scarves, or accessories.\n3. Learners participate in a sewing and repair workshop to extend the lifespan of clothing items.\n4. Learners organize an eco-fashion show to present their created items.\n5. Learners create an awareness campaign using posters, social media, or an exhibition to promote sustainable fashion.","AB:741":"N/A","AO:711":"N/A","AJ:368":"N/A","AD:514":"N/A","R:466":"N/A","P:172":"N/A","AA:11":"87.139.132.177","X:339":"Yes","AH:334":"N/A","AP:30":"No","Q:703":"N/A","AD:666":"N/A","T:351":"N/A","AK:679":"N/A","AQ:659":"N/A","Y:191":"N/A","AF:661":"N/A","G:395":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","AK:125":"soft ball or magic mic","AA:64":"N/A","AM:746":"N/A","X:527":"N/A","Z:740":"N/A","Z:497":"Yes","AB:229":"N/A","Q:6":"5","AK:507":"N/A","S:602":"1. The teacher introduces an Instagram post with an emotional message about sustainable fishing: “3 billion people depend on the ocean for protein. That’s why we have to fish sustainably.” \n2. Learners watch and analyze the post. During viewing, they identify emotionally charged words and discuss how these words influence the audience’s feelings and opinions.\n3. The learners discuss questions introduced by the teacher in a plenary discussion, such as: How does the figure “3 billion” influence your perception? Does the moral message “we have to…” feel persuasive? Why?\nHow does this compare to fact-only statements, such as statistics about overfishing? Which type of message makes you feel more concerned?\n4. Learners work in groups to compare emotional and factual communication styles. They analyze differences in:\nEmotional vs. factual tone; Use of statistics or moral appeals; How responsibility is presented (for example, “we must act” compared to “here are the data”)\n5. Learners find and analyze a social media post or campaign about sustainable oceans, fishing, or quotas from Norway (for example, from an NGO or government organization).\n6. Learners find a similar post or campaign from their home country, such as from a government, NGO, or news organization.\n7. In groups they compare the two examples and discuss how different countries use emotions, facts, and messages of responsibility to communicate about overfishing and marine protection.","AF:740":"N/A","S:554":"N/A","G:675":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","R:734":"N/A","Q:686":"N/A","Q:245":"N/A","Q:57":"No","W:332":"N/A","AD:272":"N/A","Z:365":"N/A","AE:75":"2","AI:659":"N/A","AM:165":"N/A","AS:110":"Yes","U:344":"N/A","AL:670":"N/A","G:57":"Subject(s) [Biology]","AA:365":"N/A","U:220":"N/A","AJ:569":"N/A","Z:533":"N/A","AQ:165":"N/A","AF:502":"N/A","AC:608":"N/A","W:700":"N/A","AK:525":"N/A","AQ:341":"N/A","AG:670":"N/A","AI:326":"Make a plan to execute.","O:743":"N/A","AD:586":"N/A","W:374":"N/A","G:164":"Learning Outcome","W:63":"No","AH:106":"No","P:529":"N/A","U:6":"3","AI:337":"N/A","Z:214":"N/A","AF:100":"No","Q:744":"N/A","AE:734":"N/A","AC:380":"N/A","AJ:188":"N/A","S:615":"No external sources were used in the development of this activity.","AL:550":"N/A","AD:187":"N/A","G:68":"Subject(s) [Physical Education]","AL:206":"N/A","AL:413":"N/A","AP:79":"Consumismo digital","S:123":"No","AM:731":"N/A","G:687":"HOWs [Identify sensational and emotional language used to influence the audience.]","O:593":"No","AN:650":"N/A","Z:409":"N/A","O:111":"Yes","S:200":"N/A","AL:768":"N/A","AG:114":"1) Have learners create short speeches or ads from the perspective of fish, fishermen, consumers, or conservationists, using persuasive words and phrases identified earlier (easy, measurable, key points).\n 2) Ask learners to present their work to peers and give feedback on the use of facts, opinions, and persuasive language (reflection, strong response, feedback).\n 3) Let learners identify which persuasive techniques were most effective in their peers’ presentations and record their observations (measurable, key points, modal solution).\n 4) Encourage learners to reflect in writing on how media and language influence public attitudes and environmental policies (reflection, strong response).\n 5)Provide a self-assessment checklist where learners evaluate their use of facts, opinions, persuasive language, and clarity, then set goals for improvement (easy, measurable, criteria for evaluation).","AA:513":"N/A","O:174":"N/A","AB:733":"N/A","Z:520":"N/A","AC:341":"N/A","R:290":"I want the learners to use the format they want and get creative. I believe it is difficult to give them a model solution and, at the same time avoid that this model influences them. (E.g. use the same presentation format). \n \n \n \n \n Therefore, I will give them a checklist which will show different items they have to include in their presentations: \n \n \n \n \n - Quick summary of the wildfire they chose. It has to give answers to the following questions: when and where did it happen? How did it start? How long did it last? What is the size of the affected area?\n \n \n - Consequences: what happened afterwards in the short term? Do we already know any consequences which happened in the mid- or long-term? (Include both facts and personal stories of people affected by the fire).\n \n \n - Possible solutions: are there any solutions that can be applied to prevent future wildfires like this one?","V:288":"Yes","W:501":"N/A","S:716":"N/A","AI:431":"Yes","AD:103":"Yes","S:744":"N/A","AR:438":"Teacher-led instruction","AF:748":"N/A","AB:705":"N/A","Z:552":"N/A","AC:531":"N/A","AQ:351":"N/A","AD:392":"N/A","T:241":"N/A","W:553":"N/A","P:410":"N/A","AB:176":"N/A","AC:689":"N/A","W:118":"Yes","AF:65":"No","Q:5":"2026-05-08 09:49:51","U:649":"N/A","R:433":"N/A","X:124":"No","AL:532":"N/A","AE:352":"N/A","AA:63":"N/A","AP:187":"N/A","AA:756":"N/A","AJ:700":"N/A","AD:334":"N/A","O:490":"N/A","AF:702":"N/A","AP:659":"N/A","AL:260":"N/A","AH:392":"N/A","AH:356":"N/A","AN:721":"N/A","W:287":"N/A","AF:769":"N/A","Q:99":"Yes","R:728":"N/A","AQ:519":"N/A","G:140":"Required teaching materials []","AO:577":"N/A","Q:285":"N/A","T:186":"N/A","AL:99":"No","AF:571":"N/A","O:356":"N/A","AI:389":"N/A","AN:165":"N/A","X:35":"Waste pollution","AM:272":"N/A","Y:215":"N/A","AC:575":"N/A","AO:422":"N/A","P:699":"N/A","G:746":"HOWs [☑ Actions and initiatives to convey a message.]","V:449":"No","AB:675":"N/A","AB:649":"N/A","AQ:354":"N/A","D:65":"Subjects","AI:579":"N/A","P:389":"N/A","AF:373":"N/A","R:277":"Class activity","W:180":"N/A","T:170":"N/A","AO:217":"N/A","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","AQ:709":"N/A","AC:257":"N/A","P:689":"N/A","AN:188":"N/A","W:663":"N/A","AK:59":"No","O:28":"Forever Young?","AE:116":"Yes","U:350":"N/A","G:531":"HOWs [Identify the ☑ purpose behind the information.]","U:445":"N/A","V:453":"Make sure there are enough materials and a recycling bin in the classroom. \n \n \n Inform the learners about the importance of cleaning their desks before the presentation.\n \n \nIf they get stuck, they can take inspiration from an AI tool and prompt for consquenses and causes not found in the selected sources or previuosdiscussions\n If you run out of time, save the posters for next lesson. ","AE:592":"N/A","AG:291":"Criteria\n Excellent (3 pts)\n Good (2 pts)\n Needs Improvement (1 pt)\n \n \n \n \n 1. Identifying Facts and Opinions\n Correctly identifies 3 or more examples as fact or opinion\n Identifies 2 examples correctly\n Identifies 1 or none correctly\n \n \n 2. Explanation (WH-question answer)\n Gives clear answers to What? and Why? with logical reasoning\n Answers only What? or Why?, partly explained\n Answers unclear or missing\n \n \n 3. Commenting and Interaction\n Comments on 3 or more classmates’ posts with meaningful feedback\n Comments on 2 posts, mostly clear\n Comments on 1 or off-topic\n \n \n 4. Use of Key Words\n Consistently uses “fact”, “opinion”, and “because” correctly\n Uses key words, but with minor errors\n Rarely or incorrectly uses key words\n \n \n 5. Justification / Explanation Quality\n Adds short but thoughtful explanations for higher-level thinking\n Explanation is short but simple\n No explanation or unclear reasoning\n \n \n 6. Reflection\n Writes a clear, relevant sentence about learning (e.g. what was discovered)\n Reflection present but general or short\n No reflection or off-topic\n \n \n 7. Clarity and Language\n Language clear, easy to understand, accurate\n Some mistakes but meaning clear\n Difficult to understand or incomplete","AD:535":"N/A","U:679":"N/A","AN:107":"No","Y:96":"No","AK:585":"N/A","AN:353":"N/A","U:493":"N/A","AJ:207":"N/A","G:341":"HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","AH:677":"N/A","AK:54":"No","AL:560":"N/A","AD:354":"N/A","Q:350":"N/A","Q:599":"Class activity","AJ:358":"N/A","AL:549":"N/A","Z:489":"N/A","AG:116":"Yes","AA:571":"N/A","Z:707":"N/A","T:258":"N/A","AK:748":"N/A","AO:65":"N/A","V:286":"No","AJ:68":"No","R:509":"N/A","G:106":"Year of subject learning [3rd year]","O:362":"N/A","W:215":"N/A","AK:663":"N/A","AG:740":"N/A","W:252":"N/A","P:252":"N/A","AM:182":"N/A","Z:494":"N/A","O:332":"N/A","P:67":"No","X:64":"No","O:548":"N/A","AK:681":"N/A","AD:584":"N/A","O:231":"N/A","R:531":"N/A","P:411":"N/A","S:745":"N/A","AO:110":"N/A","O:211":"N/A","AC:232":"N/A","S:288":"N/A","AJ:177":"N/A","AA:552":"N/A","AS:65":"No","V:713":"N/A","AN:409":"N/A","T:31":"Yes","Q:165":"N/A","Y:349":"N/A","P:718":"N/A","AJ:674":"N/A","U:580":"N/A","Y:358":"N/A","AK:380":"N/A","T:293":"https://pubmed.ncbi.nlm.nih.gov/29474360/","AE:105":"No","AP:298":"[Video] - Inside Apple's iPhone Factory In China - https://www.youtube.com/watch?v=9XkX6EGk_CA","P:417":"N/A","P:241":"N/A","G:472":"Learning Outcome","AO:515":"N/A","AG:664":"N/A","AG:605":"N/A","AM:282":"N/A","AJ:754":"N/A","Q:721":"N/A","AK:504":"N/A","AO:397":"N/A","AE:191":"N/A","Q:306":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AB:433":"N/A","AO:120":"N/A","AD:207":"N/A","AE:258":"N/A","AJ:264":"N/A","AH:10":"2025-10-27 10:04:07","Z:364":"N/A","X:367":"N/A","V:9":"2025-09-03 09:12:35","AB:730":"N/A","AM:245":"N/A","Y:337":"N/A","AL:521":"N/A","Y:335":"N/A","AH:26":"English","S:528":"N/A","AF:283":"Yes","AC:533":"N/A","G:512":"HOWs [Use ☑ technical tools to identify sponsored content.]","Y:101":"Yes","AH:424":"N/A","R:162":"Tailor the content to the target audience and communication channel.","AD:489":"N/A","U:50":"Learners may think that throwing small electronic devices in regular trash does not cause harm because they are too small to matter.\nLearners may believe that e-waste is only a small part of the overall waste problem.\nLearners may assume that modern landfills make it safe to dispose of electronics with regular waste.\nLearners may think that all recycling centers or donation points automatically recycle electronics responsibly.\nLearners may believe that recycling is a perfect solution without any environmental costs or limitations.\nLearners may think that keeping old electronics at home is better than recycling them because it avoids the risk of incorrect disposal.\nLearners may believe that buying a new energy-efficient device completely cancels out the environmental impact of throwing away an old one.\nLearners may think that solving the e-waste problem is only the responsibility of consumers and not companies or governments.\nLearners may assume that donating old electronics is always the most sustainable option.","AD:405":"N/A","AD:545":"N/A","W:226":"N/A","AA:446":"N/A","X:731":"N/A","AM:255":"N/A","P:261":"N/A","AA:57":"N/A","AN:59":"No","AD:734":"N/A","Q:550":"N/A","AD:69":"Yes","AC:30":"No","AA:743":"N/A","X:280":"1. Identify the key ideas in the interactive video “The Lifecycle of a T-Shirt” \n2. Select the best answer from the options given in the pop up questions \n3. Report the number of your correct answers \n4. List any new or unknown words or record any questions you might have for the follow up discussion","R:278":"1.Introduction (5 minutes):\n Explain the main activity of the session. Emphasise that the goal is not only to present, but also to practice giving and receiving constructive feedback in a respectful and useful way.Hand out post-it notes and evaluation rubrics to each student. Explain that they will use the yellow ones to write highlights and they have to keep the blue ones for later. Emphasise that every student has to write at least one highlight and will also have to write one comment in the blue post-it notes.Show the evaluation rubric on the interactive board and explain how they need to use it. Ensure all learners understand the criteria before the first presentation begins.\n \n Group 1 Presentation (7 minutes total):Phase 1: Presentation (4-5 minutes). Invite the first group to come to the front. Start the timer. Remind the presenting team that each member has to fulfill their assigned roles (Presenter 1: summary, Presenter 2: key Fact, Presenter 3: personal Story, Presenter 4: solution).Phase 2: Highlights (1 minute). When their presentation finishes, ask the audience to write down their highlights on the yellow post-it notes. Remind them that highlights can be positive aspects or something they found interesting. Emphasize clarity and brevity.Phase 3: Questions (1 minute). Collect the yellow post-its and give them to the presenting team. While this team is reading and analyzing the highlights, ask the audience to write down their questions on the blue post-it notes. \n \n Group 1 Feedback Session (5 minutes total):Phase 4: Peer Evaluation (1-2 minutes). Collect the blue post-its and give them to the presenting team. While the presenting team is reviewing the questions and selecting & preparing the questions they want to reply, ask the audience to fill out the provided rubric to evaluate their peers.Phase 5: Discussion & Q&A (3-4 minutes). When the rubrics are completed, the presenting team will discuss a few of the highlights they received from the audience and reply to the selected questions. Encourage a brief, open discussion and use some sentences to foster discussion if needed. \n \n Repeat:Collect all materials from the first cycle (post-its, rubrics).Repeat steps 2 and 3 for Group 2 and then Group 3.Ensure that the audience is prepared to switch between their \"active listening\" role and their \"presenting\" role.Wrap-up (5 minutes): Ask learners to rate from 1 to 10 two topics of the session in a new post-it note: the first one being how they rate the overall activity and how they would rate their learnings Collect the post its and assess the result after the class","AB:516":"N/A","X:237":"N/A","R:538":"N/A","AE:420":"N/A","AJ:739":"N/A","Q:377":"N/A","AH:732":"N/A","AN:386":"N/A","AF:200":"N/A","AC:248":"N/A","AS:288":"N/A","S:168":"N/A","G:361":"HOWs [Check if the information was peer-reviewed.]","AG:61":"No","AL:180":"N/A","AL:734":"N/A","AO:396":"N/A","AA:123":"N/A","AE:353":"N/A","V:448":"No","AF:714":"N/A","Q:188":"N/A","AI:711":"N/A","O:108":"Yes","Z:519":"N/A","AO:117":"N/A","AA:681":"N/A","V:291":"During the lesson, provide instant feedback to learners and offer tips and strategies to support them if they get stuck","O:199":"N/A","AI:101":"No","AC:593":"N/A","AC:578":"N/A","AH:6":"2","AJ:341":"N/A","W:346":"N/A","X:98":"No","AH:489":"N/A","X:327":"N/A","O:731":"N/A","G:40":"Topic","AE:552":"N/A","G:78":"Lesson title","U:422":"N/A","AN:736":"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 [Examine possible consequences for uninformed and misinformed individuals and societies.]","T:166":"N/A","AB:259":"N/A","T:71":"Yes","X:563":"N/A","AK:11":"178.164.177.239","X:568":"N/A","T:731":"N/A","T:202":"N/A","D:780":"Material Sources","AM:749":"N/A","AI:191":"N/A","Q:420":"N/A","AO:558":"N/A","AB:534":"N/A","T:746":"N/A","Q:560":"N/A","X:687":"N/A","T:604":"N/A","AI:703":"N/A","U:509":"N/A","W:101":"Yes","AH:548":"N/A","O:112":"Learners know the difference between fictional and non-fictional texts and are familiar with the genres of poetry and blogs. They have knowledge of the Modernist and Postmodernist literary periods and will be able to analyze texts from these traditions, considering their characteristic themes, styles, and perspectives.","AK:733":"N/A","AA:493":"N/A","S:430":"Learners discuss the scientific and social arguments for and against limiting fishing in Norway. They practice evaluating trade-offs and forming their own informed opinion.","S:239":"N/A","AE:443":"Yes","AN:411":"N/A","T:402":"N/A","AH:56":"No","AQ:699":"N/A","S:126":"1. Texts and Reading Materials • Simplified articles about overfishing in Norway and globally.","AO:504":"N/A","T:360":"N/A","AB:343":"N/A","AA:729":"N/A","Q:569":"N/A","R:738":"N/A","Y:396":"N/A","W:787":"10","AM:705":"N/A","V:207":"N/A","AF:56":"No","O:693":"N/A","O:715":"N/A","AC:124":"No","AB:359":"N/A","Y:714":"N/A","AN:351":"N/A","G:589":"HOWs [Other]","AJ:749":"N/A","P:514":"N/A","AQ:703":"N/A","AO:541":"N/A","Q:503":"N/A","AO:416":"N/A","AC:609":"N/A","AO:527":"N/A","AH:210":"N/A","W:255":"N/A","AI:180":"N/A","D:625":"Material Sources","AF:355":"N/A","AI:443":"No","AQ:190":"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","O:267":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AG:455":"https://youtube.com/shorts/mR5HP5xIWWc?si=NS25icZcEte-vbZy","R:425":"N/A","AC:271":"N/A","AI:400":"N/A","AC:327":"N/A","AO:757":"N/A","X:416":"N/A","AM:172":"N/A","AI:350":"N/A","Z:165":"N/A","AK:114":"Learners can write an argumentative essay on the topic of fast fashion if you want to continue with the topic of fast fashion.\nLearners can create a poster that informs about the aspect of fast fashion on the environment.\n \n \n \n \n \n \n \n \n \n Following lessons can also discuss:\n \n \n fashionhuman rightsglobal issueswaste and pollution\n \n In this case you want to follow up on another topic.","AL:684":"N/A","D:78":"Lesson Title","T:595":"N/A","G:541":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AQ:61":"No","V:265":"N/A","P:169":"N/A","AM:404":"N/A","Y:403":"N/A","X:60":"No","AK:180":"N/A","S:244":"N/A","AH:94":"No","AP:253":"N/A","S:250":"N/A","X:361":"N/A","Y:51":"No","AG:514":"N/A","AA:539":"N/A","S:80":"Marine protection","AK:237":"N/A","Q:585":"N/A","AG:238":"N/A","V:710":"N/A","O:551":"N/A","AN:595":"N/A","G:268":"Elaborate activity [Yes, please show additional fields]","AA:258":"N/A","AC:767":"N/A","AM:196":"N/A","G:398":"HOWs [Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue.]","AA:378":"N/A","V:588":"N/A","AJ:247":"N/A","O:505":"N/A","AE:730":"N/A","P:585":"N/A","AD:201":"N/A","AM:350":"N/A","AG:547":"N/A","P:511":"N/A","X:676":"N/A","AJ:120":"Yes","G:617":"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]","AO:288":"N/A","W:245":"N/A","Z:675":"N/A","R:652":"N/A","S:280":"1. The teacher introduces the activity by explaining that learners will practice finding and evaluating reliable information online.\n2. The teacher shows examples of trusted sources, such as research institutions, and demonstrates a search process using a topic like “Norwegian fish stocks 2023”.\n3. Learners work in pairs to search for scientific or statistical information about Norwegian fish stocks.\n4. Learners identify one relevant fact, write it down together with the source, and discuss whether the information is reliable.\n5. Each pair shares one finding with the class.","AL:581":"N/A","AF:434":"Yes","AS:109":"Yes","V:421":"N/A","AG:570":"N/A","Y:292":"Tips, Tricks, and Suggestions for Practice\n Guide learners step by step through the picture analysis process: observe, describe, identify actors, explain context, analyze motives, and reflect.Highlight the background carefully, such as the Bundeskanzleramt, and discuss why it is significant in the political context.Encourage learners to link what they see to previous lessons on CO₂ emissions, sustainable transport, and political participation.Suggest learners use the scaffolding “Tip” prompts to structure their answers and make connections between details and the larger political debate.Promote group discussion or pair work to help learners compare observations and interpretations before reflecting individually.Remind learners to consider both public and private influences when evaluating the effectiveness of actors like the VCD.","W:652":"N/A","AE:111":"Yes","AL:177":"N/A","AL:675":"N/A","AJ:673":"N/A","AE:657":"N/A","AK:706":"N/A","W:187":"N/A","G:233":"HOWs [Assess how multiple impacts and solutions might interact or compound over time.]","Z:382":"N/A","G:537":"HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","AD:496":"N/A","X:435":"No","O:575":"N/A","AE:572":"N/A","T:79":"Proteins, aminoacids, health, diet, longevity, ageing","AM:57":"N/A","Y:562":"N/A","AE:745":"N/A","Y:670":"N/A","AI:571":"N/A","P:655":"N/A","AN:365":"N/A","AE:35":"Atmospheric pollution","AH:123":"No","AC:227":"N/A","P:591":"Learners analyse the transcript.","U:496":"N/A","AF:591":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Media Detective Quiz – Spot the Bias!\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Learners\n will apply their knowledge by solving a quiz to identify biased language,\n emotional appeals, and manipulation strategies in social media posts about\n wildfires. They will practice critical thinking to distinguish between factual\n and persuasive content, reinforcing their ability to evaluate information like\n true media detectives.\n \n Through\n this interactive quiz, learners will analyze real-world examples of how media\n can shape public opinion on environmental and social issues. By recognizing\n manipulation tactics, they will develop the skills needed to engage\n thoughtfully in civic discussions, advocate for evidence-based solutions, and\n resist misinformation—key competencies for active and responsible\n citizenship.","AQ:100":"No","AP:668":"N/A","U:549":"N/A","AI:417":"N/A","AM:33":"N/A","T:244":"N/A","G:289":"Student output form [Other]","D:34":"Position of Lesson Plan in Sequence","AE:337":"N/A","AG:367":"N/A","T:252":"N/A","AK:672":"N/A","Y:171":"N/A","Y:512":"N/A","AC:364":"N/A","R:195":"N/A","O:371":"N/A","S:40":"Overfishing and sustainable marine protection","AI:182":"N/A","Z:386":"N/A","W:396":"N/A","AL:246":"N/A","AA:177":"N/A","Q:175":"N/A","Q:356":"N/A","AN:334":"N/A","AF:184":"N/A","AI:535":"N/A","AG:65":"Yes","V:11":"138.232.92.15","V:678":"N/A","R:586":"N/A","P:249":"N/A","AK:608":"N/A","AQ:365":"N/A","AR:283":"N/A","AK:187":"N/A","AS:444":"N/A","AG:539":"N/A","AQ:560":"N/A","AO:389":"N/A","S:735":"N/A","W:228":"N/A","W:554":"N/A","AK:555":"N/A","Y:308":"Identify biased information.","AK:344":"N/A","Y:516":"N/A","AF:667":"N/A","AH:224":"N/A","Q:683":"N/A","W:342":"N/A","AK:55":"No","AD:106":"No","Y:534":"N/A","U:330":"N/A","G:683":"HOWs [Check if the information was peer-reviewed.]","AD:214":"N/A","AJ:522":"N/A","AC:243":"N/A","AK:496":"N/A","O:431":"No","AQ:291":"Criteri\n Eccellente (4)\n Buono (3)\n Sufficiente (2)\n Parziale (1)\n \n \n \n \n Autorevolezza della fonte\n Identifica chiaramente autore/i, credenziali e affiliazione istituzionale o governativa; riconosce fonti peer-reviewed.\n Identifica autore/organizzazione, ma discute poco le credenziali o l’autorità.\n Menziona autore/organizzazione in modo vago; non valuta criticamente l’autorità.\n Non identifica autore/organizzazione; accetta la fonte senza verifica.\n \n \n Evidenze e riferimenti\n Verifica accuratamente se le affermazioni sono supportate da studi, dati o report ufficiali; distingue tra evidenza e opinione.\n Nota alcuni riferimenti o dati, ma non sempre ne valuta la qualità.\n Menziona evidenze superficialmente, senza verificarne l’affidabilità.\n Non controlla le evidenze; assume vere tutte le affermazioni.\n \n \n Bias e scopo\n Rileva bias, tono (sensazionalismo, marketing, opinione) e pubblico previsto; spiega come il bias influisca sull’affidabilità.\n Riconosce qualche bias o tono, ma non ne spiega pienamente l’impatto.\n Nota linguaggio emotivo ma fatica a collegarlo all’affidabilità.\n Non riconosce bias o assume neutralità.\n \n \n Accuratezza e coerenza\n Confronta le informazioni con almeno una fonte affidabile; identifica contraddizioni e inesattezze.\n Tenta qualche confronto, ma in modo incompleto o incoerente.\n Raramente confronta con altre fonti; si affida principalmente a un unico sito.\n Accetta informazioni senza confronti o verifiche.\n \n \n Chiarezza della valutazione\n Fornisce una giustificazione chiara, ben strutturata, con esempi.\n Fornisce una giustificazione con alcuni esempi, ma poco approfondita.\n Giustificazione vaga o generale, senza esempi specifici.\n Nessuna giustificazione o spiegazione.","X:32":"No","S:220":"N/A","Z:749":"N/A","AN:384":"N/A","V:735":"N/A","X:293":"Chang, A. (2017, September 5). The lifecycle of a t-shirt [Video]. YouTube. https://www.youtube.com/watch?v=BiSYoeqb_VY","AF:204":"No","AE:405":"N/A","AA:745":"N/A","R:370":"N/A","V:345":"N/A","AB:32":"No","AQ:403":"N/A","U:14":"Pinheiro, Carlos","AL:415":"N/A","R:286":"No","AN:542":"N/A","S:537":"N/A","AL:671":"N/A","P:533":"N/A","AF:194":"N/A","AE:557":"N/A","V:205":"N/A","AP:489":"N/A","W:444":"N/A","AF:627":"N/A","AM:287":"N/A","AE:200":"N/A","AE:439":"- \n At the beginning of lesson\n give a brief overview about transportation choices and their environmental\n impact; introduce concept of media bias and manipulation tactics (10 min). Then\n divide the class into groups of 4/5 learners. Assign each group a different biased\n source material and the worksheet; give instructions about the activity (5 min).\n \n\n \n - \n At the end of lesson\n facilitate class discussion on bias affecting information (10 min).","AE:430":"Learners will compare emissions from private versus public transportation and\n at the same time they will learn to identify deceptive tactics and manipulation\n strategies in biased media sources. Working in group, they will analyze\n materials with intentional bias to develop critical media literacy skills.","AQ:559":"N/A","AP:553":"N/A","O:77":"First language (Norwegian)","AK:94":"No","AH:657":"N/A","AI:248":"N/A","AI:580":"N/A","AM:365":"N/A","Q:445":"N/A","AC:684":"N/A","AG:680":"N/A","O:498":"N/A","AI:582":"N/A","G:144":"SciLMified? [This activity is designed to support a SciLMi learning outcome.]","G:463":"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]","AJ:421":"N/A","P:627":"No","Q:386":"N/A","AF:431":"Yes","AE:385":"N/A","W:702":"N/A","V:665":"N/A","AC:703":"N/A","AB:398":"N/A","AN:657":"N/A","AC:425":"N/A","G:81":"Key words (for online filter and search function) []","AM:250":"N/A","AL:490":"N/A","T:429":"N/A","Z:657":"N/A","AE:244":"N/A","Y:273":"No","AL:235":"N/A","AB:378":"N/A","U:579":"N/A","O:358":"N/A","S:217":"N/A","AP:32":"No","O:230":"N/A","X:686":"N/A","AA:239":"N/A","G:183":"HOWs [Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).]","AI:516":"N/A","AH:519":"N/A","AA:212":"N/A","AJ:695":"N/A","AP:201":"N/A","O:185":"N/A","AP:147":"Weigh your viewpoints against the various dimensions of the socio-scientific issue.","AA:233":"N/A","S:443":"N/A","S:348":"N/A","AD:174":"N/A","P:524":"N/A","Y:556":"N/A","AO:394":"N/A","Y:439":"Teacher Instructions: Lobby Group Analysis – Deutschlandticket\n \n \n \n \n \n Setup\n \n \n \n \n \n \n Have each\n student choose a lobby group: Wirtschaftsrat der CDU, Campact,\n VCD, or VhU.\n Provide\n the learners with the materials: Lobby Register entry (M1) and\n Statement/Press Release (M2).\n Project\n or distribute the table worksheet for recording\n positions, motives, and beneficiary groups.\n \n \n \n \n \n \n Activity\n Steps\n \n \n \n \n \n \n Guide\n learners to read their assigned materials\n carefully. Read the tasks together and ask for questions. Give tips.\n \n Encourage\n learners to prepare a brief presentation of\n their findings for the rest of the class. Compare and discuss answers after the jigsaw activity in a plenary discussion. \n \n \n \n \n \n \n Plenary\n Discussion Prompts\n \n \n \n \n \n \n Compare\n positions: Ask learners to discuss the\n similarities and differences between the lobby groups’ positions.\n Link\n motives and influence: Prompt: “How do the motives of\n each lobby group shape the way they try to influence policy?”\n Discuss\n effectiveness and legitimacy: Prompt: “Which strategies seem\n most effective or legitimate in influencing policy, and why?”\n Connect\n to prior knowledge: Prompt: “How do these lobbying\n strategies relate to what we learned about political parties, elections,\n and social movements?”\n Personal\n reflection: Prompt: “How do your own\n choices as consumers or citizens relate to these political debates on\n public transport?”\n \n \n \n \n \n \n Guiding\n Questions for Reflection\n \n \n \n \n \n \n Who\n benefits from the actions of each lobby group?\n Which\n lobby group’s arguments align most closely with social justice,\n sustainability, or economic efficiency?\n How might\n the lobbying strategies influence government decisions?\n What\n connections can learners make between scientific evidence (CO₂ emissions)\n and political decision-making","Y:250":"N/A","AO:250":"N/A","Y:560":"N/A","AB:422":"N/A","P:447":"No","R:57":"No","S:254":"N/A","R:122":"Yes","AH:721":"N/A","AQ:389":"N/A","V:194":"N/A","G:787":"Expected activity duration in minutes","AQ:691":"N/A","AF:213":"N/A","AJ:586":"N/A","Y:697":"N/A","U:190":"N/A","U:768":"N/A","W:606":"No","AQ:415":"N/A","AQ:68":"No","G:724":"HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","AB:515":"N/A","Y:566":"N/A","G:65":"Subject(s) [Arts and/or Design]","AR:108":"Yes","AL:110":"No","AH:359":"N/A","G:674":"HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","Q:742":"N/A","AE:256":"N/A","P:359":"N/A","AL:553":"N/A","AG:742":"N/A","AD:577":"N/A","AP:103":"No","AK:183":"N/A","AB:502":"N/A","AE:395":"N/A","Q:345":"N/A","Q:553":"No","AP:547":"N/A","AM:547":"N/A","AQ:245":"N/A","AE:196":"N/A","W:572":"N/A","AQ:210":"N/A","R:101":"No","AO:239":"N/A","AO:6":"1","AI:445":"No","O:236":"N/A","AF:221":"N/A","P:454":"https://youtube.com/shorts/W4Yl9E_ei5M?si=uKnVcIDPaGNAGuMD","AN:257":"N/A","S:170":"N/A","P:379":"N/A","AG:272":"Yes","AB:203":"N/A","AL:349":"N/A","AQ:269":"L'obiettivo di questa attività è guidare gli studenti a\n scoprire le diverse tipologie di siti web e i loro scopi nascosti (o meno),\n portandoli a identificare le fonti più affidabili e le loro finalità\n implicite, utilizzando una check-list come strumento di analisi.Gli studenti mostreranno le loro scelte riguardo\n all'affidabilità delle fonti, compilando una tabella, come mostrato nel\n riquadro delle istruzioni dell'attività. A ogni studente verrà fornito un\n estratto con link al sito e in gruppo discuteranno l’attendibilità delle\n informazioni fornite.","AC:79":"choices, ethical thinking, fast fashion","Z:120":"No","X:175":"N/A","Y:627":"Yes","AL:200":"N/A","AH:667":"N/A","AO:366":"N/A","AG:77":"Overfishing","AC:346":"N/A","Y:610":"No","G:278":"Teacher instructions","AD:110":"No","T:294":"https://www.eatingwell.com/does-protein-timing-matter-for-muscle-growth-11798883?utm_source=chatgpt.com","AO:695":"N/A","R:305":"N/A","AH:228":"N/A","AM:192":"N/A","AN:387":"N/A","AQ:724":"N/A","AO:434":"N/A","O:452":"The goal is not to assess the learners in this activity. ","Y:542":"N/A","P:681":"N/A","AG:561":"N/A","AN:171":"N/A","AI:348":"N/A","AJ:277":"Class activity","AR:116":"Yes","U:746":"N/A","AC:686":"N/A","AI:492":"N/A","AI:215":"N/A","AM:701":"N/A","AE:653":"N/A","AJ:398":"N/A","P:29":"4","AC:393":"N/A","Z:418":"N/A","AL:291":"Short oral feedback","AC:123":"Yes","Y:427":"N/A","P:31":"No","AJ:197":"N/A","V:189":"N/A","P:768":"No","Q:384":"N/A","AC:733":"N/A","W:429":"No","R:683":"N/A","Z:305":"No","AB:1":"15","O:744":"N/A","AI:69":"No","W:610":"No","R:340":"N/A","U:183":"N/A","Z:649":"N/A","Y:351":"N/A","AC:211":"N/A","AN:212":"N/A","Y:688":"N/A","AE:651":"N/A","S:549":"N/A","U:567":"N/A","AG:581":"N/A","AK:220":"N/A","AO:57":"N/A","W:688":"N/A","AO:551":"N/A","AK:736":"No","P:700":"N/A","AD:649":"N/A","AA:198":"N/A","AN:180":"N/A","U:595":"N/A","AC:435":"N/A","AC:741":"N/A","AK:206":"N/A","Z:101":"No","O:659":"N/A","AD:656":"N/A","Q:263":"N/A","V:516":"N/A","Z:678":"N/A","AF:243":"N/A","V:569":"N/A","X:112":"Some core vocabulary and terms are recommended as pre-teaching material, as essential for basic comprehension\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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: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 USEFUL VOCABULARY\n \n \n \n ·Raw materials – natural inputs\n \n \n \n ·Dyeing – colouring\n \n \n \n ·Waste – garbage\n \n \n \n ·Landfill – dumping area\n \n \n \n ·Cultivation – farming \n \n \n \n ·Pesticides – chemicals, insect killers\n \n \n \n ·Toxic runoff – poisonous waste water \n \n \n \n ·Incineration –waste burning\n \n \n \n ·Decompose – break down naturally \n \n \n \n ·Labor – work \n \n \n \n ·Exploitation – unfair use of people/resources","V:69":"No","AN:376":"N/A","AQ:675":"N/A","AM:574":"N/A","AO:552":"N/A","AD:358":"N/A","AC:424":"N/A","T:390":"N/A","AC:490":"N/A","AF:541":"N/A","Q:671":"N/A","Z:572":"N/A","P:195":"N/A","Y:732":"N/A","AM:704":"N/A","AQ:108":"No","AP:757":"N/A","AI:361":"N/A","AQ:248":"N/A","T:583":"N/A","AE:440":"Cooperative Learning: Group work improves learning process\n Collaborative Investigation: Group work enhances detection skills\n Problem-Based Learning: Real-world bias detection","AI:757":"N/A","AE:694":"N/A","AF:413":"N/A","G:702":"HOWs [Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.]","AD:446":"N/A","AF:109":"Yes","AP:656":"N/A","X:765":"N/A","U:520":"N/A","AH:197":"N/A","O:105":"No","AB:526":"N/A","Q:209":"N/A","AI:200":"N/A","AD:61":"No","Z:659":"N/A","AG:358":"N/A","O:340":"N/A","AK:210":"N/A","Q:418":"N/A","AP:124":"No","G:29":"Total number of lessons in the sequence","S:671":"N/A","AA:231":"N/A","AD:582":"N/A","P:790":"Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.","AL:604":"No","D:783":"Material Sources","Y:400":"N/A","AE:234":"N/A","AC:194":"N/A","AE:735":"N/A","AC:465":"10","AN:352":"N/A","Q:655":"N/A","S:386":"N/A","G:101":"Age range [17 ]","AD:265":"N/A","AE:174":"N/A","Z:218":"N/A","W:376":"N/A","G:383":"HOWs [List the different viewpoints supported by evidence-based arguments.]","AB:241":"N/A","AJ:240":"N/A","AP:391":"N/A","V:233":"N/A","X:194":"N/A","P:220":"N/A","AE:422":"N/A","AP:737":"N/A","AK:729":"N/A","R:695":"N/A","AK:720":"N/A","W:211":"N/A","U:263":"N/A","O:329":"N/A","AA:111":"N/A","AQ:33":"No","U:492":"N/A","Y:69":"No","AM:60":"N/A","AO:371":"N/A","AF:271":"No","R:96":"No","AC:651":"N/A","Y:34":"N/A","D:22":"Author(s)","AN:770":"N/A","AA:672":"N/A","D:460":"Material Sources","AP:394":"N/A","R:653":"N/A","AF:547":"N/A","V:81":"drought","AE:356":"N/A","AP:33":"Yes","AL:220":"N/A","AF:378":"N/A","AK:104":"No","AN:744":"N/A","AI:564":"N/A","AE:532":"N/A","AG:418":"N/A","P:208":"N/A","O:57":"No","AQ:212":"N/A","AM:55":"N/A","R:552":"N/A","AH:7":"en","AC:409":"N/A","AD:421":"N/A","AH:263":"N/A","AC:749":"N/A","P:179":"N/A","AQ:581":"N/A","V:543":"N/A","G:25":"Author(s) [Family name, given name]","Y:718":"N/A","AL:402":"N/A","AL:612":"Exemplar solution (depends on how the pupils assessed the weight of the arguments):\n \n \"Due to the far-reaching ecological impact of salmon farming, salmon should only be offered very rarely, e.g. on special occasions, even taking into account the positive health aspects.\"","X:695":"N/A","U:208":"N/A","Q:65":"No","S:680":"N/A","AB:548":"N/A","AE:512":"N/A","X:240":"N/A","AC:285":"N/A","AM:419":"N/A","AA:667":"N/A","AA:573":"N/A","AO:535":"N/A","W:508":"N/A","AP:575":"N/A","V:399":"N/A","Y:288":"No","Z:205":"N/A","AK:45":"By the end of the lesson, learners will be able to explain what fast fashion is in their own words, use relevant vocabulary related to the topic, and participate in a discussion by presenting and responding to different viewpoints on the social and environmental impacts of fast fashion.","R:542":"N/A","AG:56":"Yes","AB:56":"No","AO:380":"N/A","AP:700":"N/A","AK:709":"N/A","AH:103":"No","G:672":"HOWs [Analyse ☑ textual cues indicating sponsored content.]","AP:338":"N/A","AK:215":"N/A","AB:293":"https://share.google/images/qQPDJwB4CVc4BKYiE","AB:258":"N/A","AK:258":"N/A","AL:247":"N/A","G:34":"This plan's position in the sequence: [5]","AJ:587":"N/A","U:98":"Yes","Q:2":"Yes","W:388":"N/A","AF:352":"N/A","AM:63":"N/A","AO:30":"N/A","Y:745":"N/A","O:725":"N/A","AE:692":"N/A","Z:588":"N/A","P:57":"Yes","AD:507":"N/A","U:594":"N/A","AL:444":"No","AF:11":"138.232.92.15","AM:178":"N/A","AC:700":"N/A","R:544":"N/A","Q:368":"N/A","AH:547":"N/A","AI:404":"N/A","AS:286":"N/A","G:204":"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.]","AI:667":"N/A","W:438":"Class activity","AA:569":"N/A","R:708":"N/A","AI:224":"N/A","AB:256":"N/A","X:702":"N/A","R:98":"Yes","AK:228":"N/A","Y:691":"N/A","AF:399":"N/A","AP:343":"N/A","W:265":"N/A","AD:549":"N/A","S:410":"N/A","AQ:595":"N/A","AG:213":"N/A","AI:678":"N/A","AI:1":"22","AA:8":"vale-uitt-01","AB:126":"A4 sheets of paper","AJ:100":"Yes","AJ:29":"4","S:304":"30","Y:684":"N/A","X:5":"2026-05-23 12:48:18","Z:395":"N/A","AD:720":"N/A","AG:220":"N/A","O:686":"N/A","Y:282":"No","G:187":"HOWs [Identify ☑ visual indications of sponsored content.]","Z:411":"N/A","D:463":"Material Sources","AC:178":"N/A","AG:225":"N/A","AL:606":"No","AH:609":"N/A","Z:58":"No","AK:738":"No","AJ:354":"N/A","G:94":"Age range [10]","V:522":"N/A","S:371":"N/A","U:530":"N/A","D:277":"Suggested Social Form","AG:224":"N/A","AP:99":"Yes","U:653":"N/A","AA:12":"https://s.scilmi.eu/?r=bit-mil","AE:742":"N/A","Y:120":"No","AP:729":"N/A","R:693":"N/A","AO:665":"N/A","AK:358":"N/A","AM:422":"N/A","AM:337":"N/A","AR:4":"Ex","AK:671":"N/A","S:306":"Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue.","AK:265":"N/A","AE:588":"N/A","AE:727":"N/A","O:194":"N/A","O:528":"N/A","AF:235":"N/A","AG:228":"N/A","AK:683":"N/A","AK:384":"N/A","AG:359":"N/A","S:429":"No","AL:427":"N/A","S:340":"N/A","AA:189":"N/A","AM:658":"N/A","X:502":"N/A","AL:218":"N/A","T:378":"N/A","W:354":"N/A","Z:118":"No","AC:8":"vale-uitt-01","AG:280":"1. Read the posts in Tricider.\n 2. Identify at least 3 examples as fact or opinion.\n 3. Answer a WH-question: What is it? Why do you think so?\n 4. Comment on the posts.\n 5. Write your opinion: “Fact” or “Opinion”.\n 6. Add a short explanation for a higher-level response.\n 7. Use clear words: fact, opinion, because.\n 8. Check at least 3 comments from classmates.\n 9. Decide: Do you agree or not? Why?\n 10. Give short feedback (e.g., “I agree because it has evidence”).\n 11. Reflect: Write one short sentence: What did you learn about facts and opinions in media?","V:525":"N/A","AB:249":"N/A","AQ:194":"N/A","AK:272":"N/A","AH:756":"N/A","G:272":"Media [Visual media]","U:578":"N/A","AD:165":"N/A","R:720":"N/A","AA:222":"N/A","V:269":"Wildfires happens in Europe every year. \n \n \n \n \n Select an AI tool and prompt how wildfires appear, causes and consequencs\n \n \n \n \n Choose three sources from the AI and crosscheck with other sources, wikipedia for instance, if they are relevant for facts about wildfires","AJ:540":"N/A","S:337":"N/A","AO:198":"N/A","AA:567":"N/A","AS:447":"N/A","AI:225":"N/A","AO:181":"N/A","AK:3":"Max","T:709":"N/A","T:408":"N/A","AL:677":"N/A","X:421":"N/A","AD:177":"N/A","AD:427":"N/A","AQ:584":"N/A","AE:497":"N/A","Y:447":"No","Y:286":"No","AH:503":"N/A","O:30":"Yes","Q:349":"N/A","AA:576":"N/A","AN:432":"N/A","O:761":"Make sure the pairs are clearly established and that the class remains quiet while reading.\n \n The first text is an norwegain article about prolonging life. The second text is a part of a poem. \n Article (norwegian): \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \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:\"Vanlig tabell\";\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 https://www.nrk.no/trondelag/hvordan-leve-lenge_-amerikanske-forskere-mener-et-visst-tankesett-er-viktig-1.16000358\n \n Poem:\n \n \n \n \n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Vanlig tabell\";\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 Exemption from «Hvorfor hjerte nummer to?», by Øyvind Rimbereid (2023)\n \n \n \n Nå som det igjen e kveld,\n \n \n \n klyppe eg med sakså mi i sløret framfor meg,\n \n \n \n så bler det igjen ein liden gløtt\n \n \n \n og eg kan stirra ud på den andra sidå,\n \n \n \n der ude e eg allerede sytten, eller nitten.\n \n \n \n Dette e før eg sovne.\n \n \n \n Dette e bare sakså si tid.\n \n \n \n Då kan eg se inn i der sakså har klypt.\n \n \n \n (...)\n \n \n \n Der framme, ein dag.\n \n \n \n Eg ser rett inn i det.\n \n \n \n Der e det alltid et nytt smau\n \n \n \n du kan forsvinna inn i,\n \n \n \n og gjerna og ein heilt aen by,\n \n \n \n ein by du bare så vidt har hørt om.\n \n English suggestion for poem: \n Transhumanism, by Joe Spring (2019)\n Somewhere about there’s a slithering sound of man’s enmity,\n causing excitement and casting the seeds of calamity,\n claiming enlightened revision of old postmodernity. \n Oh! But the thought is as novel as man in eternity. \n \n Lewis and Ransom have shown us to view the transhumanists \n in the same light as Mark Studdock and Feverstone’s futurists:\n some are as wholly committed as Babylon’s atheists; \n others are following blindly the lure of these dataists. \n \n Tempted to self-exultation, they’re striving for deity; \n how can this hideous fate be the talk of society? \n Dreams that dilute all the values and truth of humanity, \n genuine glory exchanged for a dead singularity.","S:698":"N/A","AM:411":"N/A","AP:412":"N/A","AK:197":"N/A","G:264":"HOWs [Outline steps and a timeline.]","AN:64":"No","AC:571":"N/A","AK:70":"Yes","AQ:757":"N/A","AO:102":"N/A","AI:724":"N/A","AQ:107":"No","AJ:717":"N/A","AB:399":"N/A","AM:366":"N/A","P:120":"Yes","AI:203":"N/A","AI:692":"N/A","AD:66":"No","O:522":"N/A","AI:396":"N/A","AC:180":"N/A","V:178":"N/A","Z:465":"30","P:395":"N/A","X:353":"N/A","W:738":"N/A","Q:330":"N/A","AN:245":"N/A","S:173":"N/A","AD:596":"N/A","AA:246":"N/A","X:395":"N/A","G:382":"HOWs [Check if multiple viewpoints are presented and who is quoted.]","Q:279":"Discussion","AJ:351":"N/A","AB:99":"No","O:712":"N/A","X:105":"No","AF:191":"N/A","R:385":"N/A","AQ:220":"N/A","S:167":"N/A","U:261":"N/A","AM:284":"N/A","O:687":"N/A","R:347":"N/A","AN:362":"N/A","G:260":"HOWs [Evaluate their relevance and validity.]","AO:106":"N/A","T:76":"Learners will be able to explain the role of proteins and amino acids in human nutrition, compare different protein sources, and evaluate how protein requirements vary throughout life. They can apply this knowledge to make informed and health-conscious dietary choices.","AG:707":"N/A","X:652":"N/A","AL:171":"N/A","AC:365":"N/A","AQ:261":"N/A","G:590":"Elaborate activity [Yes, please show additional fields]","AO:176":"N/A","P:465":"10","AG:537":"N/A","AO:490":"N/A","AO:419":"N/A","G:372":"HOWs [Examine the political climate. Consider the political context at the time the information was created.]","Q:60":"No","AF:196":"N/A","AM:345":"N/A","AI:574":"N/A","Z:292":"Try to awake interest and to find out connections to the everyday life\n Activate prior knowledge and personal experiences","Q:250":"N/A","R:214":"N/A","AC:591":"Let’s return to the task from the beginning of the lesson – thinking about your own clothes and their countries of origin. What are the consequences of purchasing a piece of clothing.\n \n \n \n \n Learners will fill in their thoughts in the table below. The answers can vary widely – there are no right or wrong responses.\n \n \n \n This activity can also be given as a home work.","Y:425":"N/A","AA:553":"N/A","P:368":"N/A","U:664":"N/A","AN:753":"N/A","Q:94":"No","U:743":"N/A","AB:248":"N/A","AI:747":"N/A","AM:729":"N/A","W:225":"N/A","AL:528":"N/A","AH:251":"N/A","AP:667":"N/A","AG:721":"N/A","AG:388":"N/A","P:497":"N/A","AJ:366":"N/A","R:379":"N/A","AP:418":"N/A","V:723":"N/A","V:360":"N/A","AJ:592":"N/A","D:456":"Material Sources","AC:535":"N/A","W:588":"N/A","AB:508":"N/A","AJ:30":"No","V:64":"No","AQ:548":"N/A","O:600":"Play the chosen video on a big screen with audio. \n \n \n \n \n Norwegian video: https://ndla.no/nb/r/religion-og-etikk/kyborger-mennesket-20/a4938b953a\n \n \n \n \n English video: https://www.youtube.com/watch?v=Hs_QI36XA_8\n \n \n \n Write the following texton the board:\n Tell your learning partner one positive and one negative aspect of transhumanism that you took away from the video.\n \n Read both questions out loud to the class. \n Instruct learners to discuss in pairs. \n Observe the learners and engage yourself in discussion to help them along. \n The goal is for all learners to be engaged in the discussion.","R:431":"N/A","Z:566":"N/A","AK:330":"N/A","R:753":"N/A","G:711":"HOWs [Determine the parties responsible for putting solutions into practice.]","AI:509":"N/A","T:267":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","AO:365":"N/A","AG:655":"N/A","D:35":"SSI Theme","AB:528":"N/A","AD:349":"N/A","T:513":"N/A","AQ:511":"N/A","AC:31":"No","AA:371":"N/A","G:85":"Key words (for online filter and search function) []","W:687":"N/A","AA:192":"N/A","AA:201":"N/A","Y:64":"Yes","AN:271":"N/A","AA:388":"N/A","S:678":"N/A","AH:664":"N/A","P:445":"No","AL:7":"en","Z:208":"N/A","AI:339":"N/A","X:438":"Pair work","AK:757":"N/A","U:240":"N/A","AQ:113":"1. \n Carboidrati\n \n 2. \n Grassi\n \n 3. \n Aminoacidi essenziali e non\n \n 4. \n Breve introduzione sul perché occorra informarsi\n su siti attendibili.","T:239":"N/A","P:355":"N/A","Y:235":"N/A","Y:494":"N/A","W:719":"N/A","AL:26":"English","AK:168":"N/A","AB:747":"N/A","R:233":"N/A","AB:766":"N/A","AP:573":"N/A","Q:321":"Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.","R:240":"N/A","AO:246":"N/A","V:748":"N/A","AP:384":"N/A","AG:208":"N/A","AM:210":"N/A","X:143":"15","O:388":"N/A","AC:104":"No","Z:76":"Recognize that the number of wildfires in Hesse increased, focus in their own region\n \n \n \n \n Find out that there is an interplay between the number of wildfires and time frame developed in the last 20 years \n \n \n \n \n Discover and evaluate reasons for the increasing number of wildfires out of given webpages \n realising that there is a connection between rainfall - climate change and wildfires\n \n \n \n \n Develop awareness according to the importance and meaning of forests \n \n \n \n \n Realize that environmental protection becomes a central global task and has its impact on local living conditions","Q:273":"N/A","AC:721":"N/A","AO:720":"N/A","AH:285":"N/A","AI:65":"No","AI:28":"Cheap Clothes, Real Cost","V:788":"N/A","U:215":"N/A","AR:46":"Be wise & think twice","Q:496":"N/A","O:54":"No","P:273":"Yes","AO:34":"N/A","AN:9":"2025-09-03 09:16:37","AK:749":"N/A","Y:669":"N/A","U:490":"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","AQ:672":"N/A","AB:610":"No","Y:533":"N/A","AD:378":"N/A","AD:605":"N/A","AG:510":"N/A","AL:187":"N/A","Z:9":"2025-09-03 09:12:55","AI:185":"N/A","AQ:578":"N/A","G:10":"Date last action","S:596":"N/A","AA:688":"N/A","R:432":"N/A","AE:664":"N/A","AN:663":"N/A","AB:699":"N/A","P:576":"N/A","AA:120":"N/A","AO:242":"N/A","AE:573":"N/A","AD:517":"N/A","AQ:181":"N/A","X:213":"N/A","AC:331":"N/A","AK:107":"No","AC:580":"N/A","AQ:727":"N/A","W:763":"Listen to the teacher carefully.","V:26":"English","AQ:103":"No","AK:565":"N/A","AF:247":"N/A","AN:368":"N/A","T:335":"N/A","AL:689":"N/A","AF:509":"N/A","P:351":"N/A","U:337":"N/A","AN:177":"N/A","U:515":"N/A","U:212":"N/A","AF:448":"No","U:668":"N/A","G:18":"Author(s) [Family name, given name]","AJ:677":"N/A","W:424":"N/A","Z:372":"N/A","AL:497":"N/A","V:683":"N/A","AO:193":"N/A","P:378":"N/A","P:733":"N/A","AH:556":"N/A","AQ:171":"N/A","AS:106":"No","Y:628":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","Y:192":"N/A","AK:705":"N/A","Q:205":"N/A","AA:736":"N/A","P:528":"N/A","AF:568":"N/A","AK:13":"2025","Z:243":"N/A","AC:270":"N/A","AD:770":"N/A","AP:335":"N/A","AQ:196":"N/A","Q:229":"N/A","Y:728":"N/A","T:376":"N/A","AB:697":"N/A","AN:566":"N/A","AD:512":"N/A","AA:339":"N/A","AM:531":"N/A","U:224":"N/A","G:102":"Age range [18 ]","AJ:555":"N/A","AB:218":"N/A","AJ:430":"Learners work in groups to select evidence from a fact sheet and build audience-specific arguments. \n \n Divide class into 3 groups and assign each group a target audience (Teenagers/Parents/Government officials). \n \n Distribute the fact sheet with 6 short evidence points. \n \n Show an argument model on the board:\n \n Claim + Evidence + Audience link.\n \n Support groups by circulating, clarifying language, and keeping time.","Q:182":"N/A","Z:579":"N/A","AG:585":"N/A","AI:525":"N/A","S:4":"Yes","W:670":"N/A","G:588":"HOWs [Determine success criteria.]","AK:32":"No","AI:502":"N/A","AF:102":"No","AL:101":"No","G:769":"Student output form [Practical demonstration (lab experiment, etc.)]","G:560":"HOWs [Identify gaps in existing efforts addressing these needs.]","AK:398":"N/A","AE:293":"I have used Claude.ai (free resource) to develop an as exhaustive as possible check-list","AN:590":"N/A","AM:543":"N/A","V:221":"N/A","AI:570":"N/A","Q:719":"N/A","X:363":"N/A","G:270":"Media [Text media]","R:169":"N/A","U:563":"N/A","Z:688":"N/A","AL:14":"Richter, Julia","AB:12":"https://s.scilmi.eu/?r=bit-mil","R:739":"N/A","AB:704":"N/A","Y:680":"N/A","Q:439":"The teacher tells learners that : \"Before we analyze the ethical dilemmas in the novel, we need to establish context. I will present key information about the author, dystopian genre, and the novel's themes. Take notes and prepare to make connections.\"\n \n \n \n \n \n \n \n \n \n \n \n \n \n Present Canva slideshow with info pack https://www.canva.com/design/DAG8OJ3I2rA/Qg-8oLcbMsc-Pb_9oUxRng/edit?utm_content=DAG8OJ3I2rA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton\n \n \n Display information about Kazuo Ishiguro and dystopian genre characteristics\n \n \n \n \n \n \n Show the novel's narrative perspective (Klara's fragmented, \"boxed\" vision)\n \n \n \n \n \n \n Specify main themes (genetic enhancement, AI, cloning, social inequality) and symbols\n \n The teacher tells learners : \"\"Now I will guide you through the novel's plot development and central conflict. Pay close attention to how the narrative reveals deeper ethical problems as it progresses. Your task is to track the conflict stages and understand the relationships between characters and their choices.\"Introduce learners the following narrative plot( a resume of the action): The action is set in a near-future dystopian world where Artificial Friends (AFs) are sophisticated robots designed to be companions for children. The story follows Klara, an AF with exceptional observational abilities, who is purchased by a teenage girl named Josie. Josie is one of the \"lifted\" children—those who have undergone a genetic enhancement procedure to boost their intelligence and future prospects. However, this procedure carries serious health risks, and Josie becomes gravely ill as a result. Tragically, Josie's older sister Sal had already died from complications of the same lifting procedure—a loss that haunts the family and makes the mother desperate to save Josie at any cost. The novel explores the deepening relationship between Klara and Josie, as well as the tensions between \"lifted\" children like Josie and \"unlifted\" ones like her good friend and neighbor Rick, who face social exclusion and limited opportunities .Through Klara's innocent yet perceptive eyes, we witness the harsh divisions this technology creates in society between unelevated children whose societal chances in life are reduced radically, we follow side consequences of bioengineering like personality effects, as children who have their AFs tend to grow up selfish, spoiled etc. Human relationships,interactions, social hierarchies, the capacity to respond emotionally intelligent to life challenges, actually humanity itself are questioned. As the story progresses, a disturbing plan is revealed: Josie's mother and an artist named Mr. Capaldi have been preparing Klara not just to be a companion, but to become a complete replacement for Josie if she dies like Sal did. The mother, having already lost one daughter (Sal) to the lifting procedure, cannot bear the thought of losing another child. Capaldi had previously created a \"bereavement doll\" of Sal that failed to comfort the mother, but now technology has advanced. Capaldi has created a physical duplicate of Josie—an empty AF body—and Klara has been unknowingly trained to learn everything about Josie's personality, thoughts, and behaviors. The plan is for Klara to \"inhabit\" this new body and continue being Josie, so perfectly that the mother can love her as if nothing changed. This reflects transhumanist ideas: the belief that consciousness can be transferred, that humans can transcend death through technology, and that there is nothing uniquely human that cannot be replicated. Explain Josie's situation: lifted child, health crisis, sister Sal's prior deathDescribe the social divide between \"lifted\" (Josie) and \"unlifted\" (Rick) children","S:263":"N/A","T:144":"Yes","AI:242":"N/A","D:98":"Learner Age Range","AL:207":"N/A","G:486":"Learning Outcome","U:288":"No","G:432":"Media [Audio media]","AD:706":"N/A","AP:532":"N/A","G:693":"HOWs [Consider the geographical and cultural ☑ context of the information.]","T:372":"N/A","U:365":"N/A","AI:409":"N/A","AA:272":"N/A","AJ:372":"N/A","O:213":"N/A","Q:253":"N/A","AM:542":"N/A","AM:734":"N/A","AB:562":"N/A","W:246":"N/A","Y:434":"No","X:561":"N/A","AN:283":"N/A","O:214":"N/A","AJ:397":"N/A","AP:347":"N/A","AM:564":"N/A","X:494":"N/A","AI:543":"N/A","AA:749":"N/A","AA:693":"N/A","T:557":"N/A","AJ:502":"N/A","AQ:185":"No","G:340":"HOWs [For ☑ databases and library catalogues.]","S:666":"N/A","W:345":"N/A","Y:107":"Yes","AB:347":"N/A","AO:446":"N/A","AL:576":"N/A","S:215":"N/A","AB:722":"N/A","AP:355":"N/A","AI:702":"N/A","AN:608":"N/A","AL:543":"N/A","P:33":"No","O:771":"N/A","AP:60":"No","AM:675":"N/A","AP:696":"N/A","AA:523":"N/A","AO:187":"N/A","S:562":"N/A","AD:339":"N/A","AM:508":"N/A","W:788":"Yes","AQ:725":"N/A","AJ:606":"N/A","V:529":"N/A","AM:681":"N/A","AH:727":"N/A","V:365":"N/A","AI:62":"No","AC:555":"N/A","AL:333":"N/A","Z:748":"N/A","AM:541":"N/A","AK:523":"N/A","AJ:391":"N/A","AM:545":"N/A","AB:652":"N/A","AB:559":"N/A","AQ:743":"N/A","AK:201":"N/A","G:797":"Learning Outcome","X:352":"N/A","AL:66":"No","AI:206":"N/A","W:740":"N/A","AF:510":"N/A","AG:770":"N/A","G:316":"Learning Outcome","AP:264":"N/A","O:224":"N/A","AM:788":"N/A","X:103":"No","V:240":"N/A","AK:378":"N/A","AN:651":"N/A","AL:713":"N/A","AO:236":"N/A","Q:522":"N/A","AI:699":"N/A","R:102":"No","Q:576":"N/A","P:723":"N/A","AL:51":"No","AC:277":"Class activity","AK:682":"N/A","T:447":"N/A","S:590":"No","AG:652":"N/A","AD:287":"N/A","AG:252":"N/A","AA:541":"N/A","S:69":"No","AR:96":"No","V:35":"Climate migration","AK:387":"N/A","R:593":"N/A","V:679":"N/A","T:120":"Yes","Q:419":"N/A","S:706":"N/A","G:624":"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]","AK:430":"A video called \"The Problem with Fast Fashion\" and group work with terms taken from the video.","D:447":"Student Output Form","W:238":"N/A","X:651":"N/A","W:535":"N/A","AF:430":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Detecting Emotion and Bias – What’s Really in\n That Post?\n \n Learners will understand a social\n media post about wildfires by describing the post’s content (text and image),\n discussing what they see and how it makes them feel, and recognizing\n emotionally charged words. They will also identify exaggeration, loaded language,\n or appeals to emotion.\n \n By\n analyzing how media shapes perceptions and emotions, learners will explore the\n role of responsible citizenship in evaluating information critically—a key\n skill for participating thoughtfully in civic discussions and decision-making.","P:721":"N/A","AG:580":"N/A","G:138":"Required teaching materials []","AI:741":"N/A","O:334":"N/A","AE:675":"N/A","AN:259":"N/A","O:190":"N/A","U:575":"N/A","Y:663":"N/A","AF:724":"N/A","AJ:418":"N/A","AC:60":"No","AM:230":"N/A","AK:627":"Yes","AG:504":"N/A","Q:68":"No","AN:418":"N/A","AE:530":"N/A","Y:587":"N/A","AA:650":"N/A","T:215":"N/A","X:126":"https://h5p.org/node/718883","AF:585":"N/A","AP:13":"2025","AQ:713":"N/A","AE:270":"Yes","V:6":"5","U:738":"N/A","AM:331":"N/A","T:210":"N/A","S:199":"N/A","AM:526":"N/A","AL:198":"N/A","G:244":"HOWs [Simulate the engagement.]","AL:390":"N/A","AA:182":"N/A","P:408":"N/A","AH:671":"N/A","AL:377":"N/A","V:244":"N/A","O:51":"Yes","U:407":"N/A","AA:368":"N/A","AM:208":"N/A","V:63":"No","V:526":"N/A","AP:12":"https://s.scilmi.eu/?r=bit-mil","AJ:575":"N/A","Z:8":"eckh-pfef-01","S:198":"N/A","AD:173":"N/A","AQ:553":"N/A","Y:721":"N/A","AQ:229":"N/A","AR:53":"No","AJ:701":"N/A","AE:7":"en","AF:683":"N/A","T:673":"N/A","AO:488":"N/A","AL:701":"N/A","AI:662":"N/A","AO:190":"N/A","W:565":"N/A","AP:505":"N/A","Y:177":"N/A","AK:382":"N/A","AE:382":"N/A","R:120":"No","Z:196":"N/A","AO:377":"N/A","AN:41":"Resource scarcity (water, arable land) forcing migration","AD:121":"No","S:421":"N/A","X:231":"N/A","Y:392":"N/A","AR:446":"N/A","T:184":"No","AI:372":"N/A","D:787":"Duration","AN:749":"N/A","O:434":"No","Q:34":"N/A","G:362":"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.]","A:142":"Activity 1","AG:197":"Yes","X:244":"N/A","AP:674":"N/A","AI:756":"N/A","AN:355":"N/A","AP:31":"No","Z:119":"Yes","Q:98":"No","T:608":"N/A","V:593":"No","AF:607":"No","AA:532":"N/A","T:737":"N/A","Q:196":"N/A","AM:594":"N/A","AP:534":"N/A","AH:493":"N/A","Z:605":"N/A","V:328":"N/A","W:359":"N/A","AA:347":"N/A","AQ:243":"N/A","AH:268":"No","V:567":"N/A","AJ:703":"N/A","AK:435":"N/A","X:247":"N/A","V:219":"N/A","Q:113":"- Not required, still there are some movie recommendations :\n \n \n \n \" Klara and the sun\" (when released in 2026)\n \n \n \n \n \"Gattaca\"\n \n \n \n \n \" Bicentennial Man\"","AL:700":"N/A","G:783":"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]","P:331":"N/A","U:694":"N/A","V:662":"N/A","AA:357":"N/A","Q:353":"N/A","AR:288":"N/A","AE:706":"N/A","AM:518":"N/A","AL:113":"Definition(s)/Concept(s) of sustainability, examples of sustainability\n \n \n \n \n How to\n - Evaluate sources\n \n \n - Write a statement/discussion (could be in first language classes)","AI:246":"N/A","AA:188":"N/A","AD:527":"N/A","D:101":"Learner Age Range","AQ:421":"N/A","AP:339":"N/A","AJ:114":"Reflection - Self Assessment: Consolidating learning outcomes.Write a short reflection on:What they learned about the issue.How their communication skills improved.How they might act differently in the future.","AN:251":"N/A","O:527":"N/A","AB:410":"N/A","T:277":"Group work","D:769":"Student Output Form","AG:493":"N/A","AF:593":"No","AI:731":"N/A","V:384":"N/A","AK:580":"N/A","U:669":"N/A","AJ:585":"N/A","AC:656":"N/A","AB:333":"N/A","U:506":"N/A","X:439":"This is a SciLMi (D1G2 – Use search strategies) activity: \n \n \n \n \n Learners search for and select additional information sources. They may use Google or any alternatives you may suggest like Bing, DuckDuckGo, as well as AI-driven engines. They then compare them with the video watched. \n \n \nThis way Learners practice extracting knowledge from different sources and develop awareness of credibility. Thus they will be able to:\n\nDetermine the focus (what), scope (how much), and purpose (what for) of the information need.Select possible information source(s). \n \n Formulate tailored search queries for the selected information sources. ","X:516":"N/A","AN:724":"N/A","AI:604":"N/A","W:520":"N/A","V:333":"N/A","U:293":"[Wikipedia] Conflict minerals law - https://en.wikipedia.org/wiki/Conflict_minerals_law","AJ:6":"4","V:14":"Magnusson, Tomas","AI:605":"N/A","AO:218":"N/A","X:221":"N/A","P:789":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","Y:98":"No","Y:459":"https://www.vcd.org/artikel/das-deutschlandticket-so-wird-es-zum-fahrschein-der-zukunft","T:543":"N/A","AN:327":"N/A","T:501":"N/A","P:419":"N/A","AC:348":"N/A","AO:31":"N/A","AO:576":"N/A","AK:535":"N/A","U:12":"https://s.scilmi.eu/?r=bit-mil","O:573":"N/A","AQ:211":"N/A","R:58":"No","AQ:668":"N/A","G:127":"Required teaching materials []","AF:506":"N/A","R:10":"2026-04-21 16:06:57","AN:726":"N/A","O:414":"N/A","AE:499":"N/A","AD:658":"N/A","G:576":"HOWs [Provide background information on the socio-scientific issue.]","R:198":"N/A","AR:44":"Classify information environments through which people encounter (mis)information.","O:166":"N/A","Z:574":"N/A","AF:258":"N/A","AS:433":"Yes","D:108":"Year of Subject Learning","V:263":"N/A","Q:396":"N/A","AM:771":"N/A","AF:788":"N/A","AA:691":"N/A","AL:590":"Yes","AC:116":"Yes","P:68":"No","AP:378":"N/A","AC:713":"N/A","G:456":"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]","AP:286":"N/A","AE:605":"N/A","AL:663":"N/A","U:749":"N/A","Q:660":"N/A","AI:554":"N/A","AQ:109":"No","AC:144":"No","R:406":"N/A","G:627":"SciLMified? [This activity is designed to support a SciLMi learning outcome.]","AI:739":"N/A","AD:534":"N/A","D:781":"Material Sources","R:206":"N/A","X:498":"N/A","O:421":"N/A","W:432":"N/A","D:118":"Required infrastructure & Teaching Materials","AM:514":"N/A","S:466":"Yes","X:109":"Yes","AO:701":"N/A","R:369":"N/A","P:590":"Yes","AK:305":"No","AE:94":"No","AE:682":"N/A","AS:94":"No","V:446":"Yes","V:704":"N/A","V:405":"N/A","AC:351":"N/A","G:321":"Learning Outcome","G:177":"HOWs [For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).]","U:431":"N/A","AC:260":"N/A","Z:564":"N/A","Q:675":"N/A","AK:361":"N/A","AD:99":"No","Z:30":"Yes","R:690":"N/A","AO:544":"N/A","X:740":"N/A","AE:327":"N/A","AF:386":"N/A","G:132":"Required teaching materials []","Q:170":"N/A","AI:592":"N/A","AA:260":"N/A","Z:279":"Finding contents, working with video-material given","AC:55":"No","Y:111":"No","Q:371":"N/A","AA:389":"N/A","X:510":"N/A","AJ:724":"N/A","AQ:233":"N/A","R:651":"N/A","AI:655":"N/A","AL:563":"N/A","G:476":"Learning Outcome","AN:66":"No","AO:235":"N/A","AC:742":"N/A","P:660":"N/A","O:173":"Yes","AB:35":"Waste pollution","AQ:555":"N/A","X:766":"N/A","W:571":"N/A","AQ:70":"Educazione alimentare","O:507":"N/A","G:75":"Number of activities in this lesson","AN:565":"N/A","Z:288":"Yes","X:705":"N/A","AF:285":"No","AE:447":"No","P:500":"N/A","Q:718":"N/A","T:401":"N/A","AP:672":"N/A","AS:443":"[Student Output Form]","X:746":"N/A","AP:577":"N/A","AJ:373":"N/A","Q:211":"N/A","AG:454":"https://youtube.com/shorts/0L3e8Y4jk1c?si=5Q6vtU6-nhP9w_kD","O:370":"N/A","AD:393":"N/A","AF:540":"N/A","S:206":"N/A","S:519":"N/A","AO:357":"N/A","AA:264":"N/A","AP:548":"N/A","O:167":"N/A","AE:32":"No","AC:548":"Yes","R:354":"N/A","AD:115":"Yes","S:354":"N/A","AB:538":"No","G:265":"HOWs [Determine success criteria.]","AB:665":"N/A","S:375":"N/A","Y:430":"Learners work in a jigsaw activity: each student researches one assigned lobby group (Wirtschaftsrat der CDU, Campact, VCD, or VhU) using provided materials. They identify the group’s position, motives, and the beneficiaries of their stance and record their findings in a table. Afterward, learners present their results to their group so that everyone learns about all four lobby groups. The activity concludes with a plenary discussion, where learners compare positions, analyze lobbying strategies, and reflect on the effectiveness, legitimacy, and societal impact of the groups’ actions. ","AG:430":"Learners watch two out of three short YouTube videos on the same topic (e.g. overfishing), each presenting a slightly different perspective. Using the collaborative tool AnswerGarden, they respond to the question “Identify any biased or emotionally charged statement from the video.” Their answers appear on a shared cloud, showing which phrases seem exaggerated, emotional, or one-sided. Together in small groups, learners analyse the collected examples, explain why certain expressions sound biased (emotional appeal, exaggeration, framing), and discuss how such wording influences viewers’ perception. As a final step, the allclass works together to rephrase selected statements into balanced and fact-based versions (e.g. changing “We are emptying our oceans!” into “Our oceans are under threat, and we must act.”). Through this activity, learners practise recognising bias, evaluating its effect, and understanding the importance of using information from different sources to form a well-rounded opinion.","AC:198":"N/A","O:650":"N/A","AN:100":"No","U:753":"N/A","AA:223":"N/A","O:304":"10","AO:339":"N/A","AP:735":"N/A","AP:493":"N/A","X:738":"N/A","V:721":"N/A","G:100":"Age range [16]","AH:365":"N/A","AN:115":"No","X:497":"N/A","G:155":"Learning Outcome","P:111":"Yes","R:712":"N/A","P:573":"N/A","G:678":"HOWs [Check the publication date.]","AI:736":"N/A","R:168":"N/A","AR:433":"Yes","AQ:716":"N/A","Z:694":"N/A","T:512":"N/A","AF:444":"Yes","Z:367":"N/A","AM:68":"N/A","X:724":"N/A","AL:507":"N/A","AA:232":"N/A","AE:533":"N/A","Y:365":"N/A","T:344":"N/A","G:707":"HOWs [Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.]","G:109":"Year of subject learning [6th year]","AJ:249":"N/A","AG:676":"N/A","AG:103":"No","AN:551":"N/A","AN:396":"N/A","AO:335":"N/A","D:770":"Student Output Form","AK:431":"N/A","AG:517":"N/A","AN:449":"N/A","R:687":"N/A","W:431":"N/A","Y:376":"N/A","AG:342":"N/A","AN:445":"N/A","S:650":"N/A","AI:168":"N/A","AF:608":"No","AB:278":"Look at the photos!\n \n \n What is this?\n Listen to the description carefully!\n Guess the word.","AK:195":"N/A","P:101":"Yes","AQ:516":"N/A","AB:767":"N/A","AO:571":"N/A","G:323":"Learning Outcome","AQ:525":"N/A","AL:382":"N/A","AA:219":"N/A","X:261":"N/A","AH:366":"N/A","AF:451":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n 1.\n Present the Post \n \n Teacher\n Action:\n \n \n Display a social media post\n (e.g., a tweet or Instagram post) about wildfires. Example:\n \n \n \"Another\n catastrophic wildfire is ravaging our forests! Heartbreaking scenes as families\n flee for their lives. The government must act NOW before it’s too late!\n #WildfireCrisis #SaveOurForests\" (Include a dramatic image of a wildfire.)\n \n \n Ask: \"What do you see\n in this post? What words or images stand out to you?\"\n \n \n Possible Student Responses:\n \n \n \"The word ‘catastrophic’\n is really strong!\"\n \"The\n picture looks scary.\"\n \"It says the government\n isn’t doing enough.\"\n \n \n Teacher Response:\n \n \n \"Great observations! Let’s\n dig deeper. Why do you think the author used words like ‘catastrophic’ and\n ‘heartbreaking’?\"\n \n \n Visual Support:\n \n \n Use a Canva slide or printout\n of the post to keep it visible for analysis.\n \n \n\n \n 2. Group\n Discussion \n \n Teacher\n Action:\n \n \n Describe\n the Post:\n \n Ask: \"What is the main\n message of this post? What is the author trying to say?\"\n \n \n \n Possible student response: \n \n \"The author is saying wildfires are really\n bad and the government isn’t helping.\"\n \n \n Discuss\n Emotional Impact:\n \n Ask: \"How does this\n post make you feel? Why?\"\n \n \n \n Possible student response: \n \n \n \n \n \"It makes me feel scared\n because of the picture and the words.\"\n \"It makes me feel angry\n at the government.\"\n \n \n Highlight\n Emotionally Charged Words:\n \n Ask: \"Which words in\n the post are meant to make us feel strongly?\"\n Underline or highlight words\n like \"catastrophic,\" \"heartbreaking,\"\n \"ravaging,\" and \"flee for their lives.\"\n Explain: \"These words\n are chosen to make you feel emotions like fear, sadness, or anger. This\n is called an emotional appeal.\"\n \n Identify Exaggeration and\n Loaded Language:\n \n Ask: \"Are there any\n words or phrases that seem exaggerated or try to persuade you to think a\n certain way?\"\n \n \n \n · \n Possible student response: \n \n o \"‘The government must act NOW before\n it’s too late!’ sounds urgent and blames the government.\"\n \n Explain: \"This is called loaded\n language—it’s designed to influence your opinion by making you feel a\n certain way.\"\n \n Visual Support:\n \n \n Use a highlighted version of\n the post on the board or screen, with emotionally charged words in red\n and loaded language in yellow.\n \n \n\n \n 3.\n Connect to Manipulation Strategies \n \n Teacher\n Action:\n \n \n Introduce three manipulation\n strategies \n Write them on the board:\n \n Emotional Appeal: Using strong emotions to\n influence opinions.\n Loaded Language: Words that carry strong\n positive or negative connotations.\n Framing: Presenting information in a\n way that emphasizes certain aspects (e.g., blaming the government).\n \n Ask: \"Which of these\n strategies do you see in this post?\"\n \n \n Possible student responses: \n \n \n \n \n \"Emotional appeal—it\n uses scary words and pictures.\"\n \"Loaded language—it says\n the government isn’t doing enough.\"\n \"Framing—it only shows\n the bad side and blames someone.\"\n \n \n \n \n \n Link\n to Civics:\n \n \n \n \n \"In Civics, we learn that\n responsible citizens need to question what they see and hear. Posts like\n this can shape how people think about important issues, like wildfires or\n government actions. By recognizing these strategies, you can make better\n decisions about what to believe and share.\"\n \n \n \n 4. Quick\n Reflection \n \n Teacher\n Action:\n \n \n Ask: \"If you saw this\n post on social media, would you share it? Why or why\n not?\"\n \n \n Possible student responses: \n \n \n \n \n \"I wouldn’t share it\n because it seems exaggerated.\"\n \"I’d check if the facts\n are true first.\"\n \n \n Summarize: \"Great\n thinking! As media detectives, your job is to ask questions, spot\n manipulation, and make sure you’re sharing accurate information. This\n helps everyone stay informed and make better decisions for our\n communities.\"\n \n \n Visual Support:\n \n \n Show a Canva slide with\n a checklist: \n \n \"Ask: Is this post trying\n to inform me or influence me?\"\n \"Check: Are the words and\n images fair and accurate?\"","AH:330":"N/A","AM:655":"N/A","AH:14":"Steger, Maria","Z:771":"N/A","AQ:208":"N/A","Z:142":"90","AJ:8":"hues-ay-01","W:773":"-","AO:66":"N/A","AE:655":"N/A","AF:376":"N/A","O:740":"N/A","O:502":"N/A","P:757":"No","AO:95":"N/A","AG:549":"N/A","AN:543":"N/A","AG:202":"N/A","AO:669":"N/A","AC:516":"N/A","AP:231":"N/A","Z:423":"N/A","P:734":"N/A","P:525":"N/A","AD:333":"N/A","U:34":"N/A","X:680":"N/A","G:317":"Learning Outcome","AM:253":"N/A","AI:188":"N/A","AJ:377":"N/A","AE:717":"N/A","P:551":"N/A","AK:498":"N/A","AQ:677":"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":"Student output form [Oral presentation]","AB:423":"N/A","AO:542":"N/A","AA:175":"N/A","W:382":"N/A","AM:751":"N/A","V:500":"N/A","AB:167":"N/A","X:371":"N/A","D:142":"Duration","V:712":"N/A","AP:545":"N/A","T:388":"N/A","AH:211":"N/A","AD:65":"No","AP:754":"N/A","AK:409":"N/A","AF:245":"N/A","AQ:338":"N/A","R:269":"This lesson focuses on oral presentations carried out by the learners. Its goal is to provide a structured platform for learners to classify and explain their findings, practice public speaking, engage in active listening, discuss with their peers and provide constructive feedback. \n \n \n The activity is divided into three main phases: presentation, feedback, and discussion. The class group will be divided into 3 groups, so each of them will go through the main phases.","AE:587":"N/A","AJ:720":"N/A","AC:259":"N/A","AL:166":"N/A","AO:12":"https://s.scilmi.eu/index.php?r=survey/index&sid=125966","X:691":"N/A","R:766":"N/A","AN:702":"N/A","AM:117":"N/A","P:747":"N/A","AC:222":"N/A","O:202":"N/A","U:168":"N/A","V:444":"No","S:77":"Overfishing and sustainable marine protection","AO:745":"N/A","T:511":"N/A","AI:122":"No","W:99":"No","AQ:649":"N/A","AN:765":"N/A","P:653":"N/A","W:748":"N/A","O:656":"N/A","AF:391":"N/A","AG:356":"N/A","AB:418":"N/A","AM:374":"N/A","Q:257":"N/A","U:510":"N/A","AJ:551":"N/A","U:118":"Yes","AK:44":"Learners will develop their ability to discuss the topic of fast fashion in English by using topic-specific vocabulary, expressing and justifying their opinions, and considering different perspectives through role-play.","AQ:508":"N/A","Y:223":"N/A","Y:431":"Yes","S:517":"N/A","AB:219":"N/A","Q:654":"N/A","AI:583":"N/A","O:425":"N/A","P:572":"N/A","Y:244":"N/A","X:211":"N/A","X:682":"N/A","AP:503":"N/A","AQ:188":"N/A","AG:40":"Overfishing and sustainable marine protection","G:648":"Learning Outcome","G:267":"Competence Domain","O:181":"N/A","Y:458":"https://www.vhu.de/themen/verkehr-und-logistik/deutschlandticket-3","P:776":"https://youtube.com/shorts/W4Yl9E_ei5M?si=uKnVcIDPaGNAGuMD","U:667":"N/A","AG:423":"N/A","W:112":"basic vocabulary of vehicles and traveling","T:502":"N/A","P:383":"N/A","AB:222":"N/A","P:293":"https://youtube.com/shorts/W4Yl9E_ei5M?si=uKnVcIDPaGNAGuMD","U:354":"N/A","AF:553":"N/A","Z:435":"No","U:386":"N/A","Z:388":"N/A","AG:419":"N/A","X:97":"No","AC:410":"N/A","AH:684":"N/A","AL:347":"N/A","P:560":"N/A","AH:231":"N/A","S:695":"N/A","AF:423":"N/A","X:283":"N/A","AO:192":"N/A","AB:710":"N/A","AQ:417":"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","AP:571":"N/A","U:241":"N/A","AD:738":"N/A","AE:173":"N/A","G:700":"HOWs [If relevance is unclear: reflect on what source/info is compelling or surprising to you.]","AJ:394":"N/A","W:683":"N/A","AG:331":"No","AE:188":"N/A","AN:28":"Test","S:98":"No","Q:77":"Ethical and civic confrontations ,The dystopian novel,\" Klara and the sun\" by Kazuo Ishiguro","AA:122":"N/A","AF:414":"N/A","AD:505":"N/A","G:662":"HOWs [For ☑ databases and library catalogues.]","P:741":"N/A","S:191":"N/A","G:163":"Learning Outcome","S:577":"N/A","T:771":"N/A","AM:394":"N/A","AC:10":"2026-05-19 08:30:43","D:622":"Material Sources","AB:400":"N/A","AQ:268":"Yes","AJ:169":"N/A","AF:32":"No","AA:9":"2025-09-03 09:12:58","R:338":"N/A","G:74":"Subject(s) [Literature]","AF:649":"N/A","D:446":"Student Output Form","X:701":"N/A","R:373":"N/A","AF:374":"N/A","T:770":"N/A","AB:195":"N/A","AP:699":"N/A","AN:508":"N/A","G:408":"HOWs [Previous knowledge]","AE:514":"N/A","AK:400":"N/A","R:534":"N/A","P:505":"N/A","AE:349":"N/A","AI:202":"N/A","AN:235":"N/A","AP:102":"No","Y:238":"N/A","AQ:726":"N/A","T:274":"No","AI:504":"N/A","P:361":"N/A","AC:724":"N/A","AD:142":"90","AC:122":"No","AG:198":"Yes","AA:544":"N/A","AH:204":"N/A","X:79":"Fast fashion","AE:12":"https://s.scilmi.eu/index.php?r=survey/index&sid=125966","G:3":"Who?","AN:492":"N/A","AD:331":"N/A","V:274":"No","Q:658":"N/A","AA:171":"N/A","AF:123":"Yes","AK:735":"Yes","AF:522":"N/A","AI:526":"N/A","AD:576":"N/A","AK:112":"@page { size: 21cm 29.7cm; margin: 2cm }\n p { line-height: 115%; margin-bottom: 0.25cm; background: transparent }\n \n \n \n \n \n appropriate\n language skills for B1 (intermediate) level of Englishsome fashion-related vocabulary","P:541":"N/A","AJ:340":"N/A","V:545":"N/A","AM:587":"N/A","AB:110":"No","AM:353":"N/A","AH:586":"N/A","O:518":"N/A","R:173":"N/A","Q:378":"N/A","AC:739":"N/A","T:655":"N/A","G:229":"HOWs [Determine which ☑ parties or communities are likely to benefit.]","AK:489":"N/A","Z:383":"N/A","AK:75":"4","AC:715":"N/A","AG:607":"N/A","R:279":"I will give the activity instructions to the learners in a previous session and emphasize that they can get as creative as they want, to encourage them to express themselves as they wish.","V:711":"N/A","AE:649":"N/A","AB:546":"N/A","AH:728":"N/A","V:268":"Yes","R:443":"N/A","AN:356":"N/A","AD:11":"128.39.79.226","AH:367":"N/A","X:590":"N/A","AC:415":"N/A","AR:56":"No","V:204":"N/A","T:328":"N/A","W:672":"N/A","AC:286":"N/A","R:29":"4","AB:655":"N/A","AF:58":"No","U:424":"N/A","AL:121":"No","G:205":"HOWs [Check if the information presents multiple viewpoints or if it seems one-sided.]","P:588":"N/A","AC:747":"N/A","V:409":"N/A","AB:373":"N/A","U:333":"N/A","AI:116":"No","AQ:650":"N/A","Q:30":"No","U:329":"N/A","T:4":"Yes","Y:520":"N/A","P:338":"N/A","AN:225":"N/A","AH:66":"No","AK:251":"N/A","P:304":"5","AE:667":"N/A","G:536":"HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AI:408":"N/A","AQ:28":"Per sempre giovani?","AE:368":"N/A","AD:564":"N/A","G:371":"HOWs [Consider the geographical and cultural ☑ context of the information.]","AO:374":"N/A","AB:607":"No","O:582":"N/A","Y:521":"N/A","AD:417":"N/A","AO:11":"84.212.84.126","AN:715":"N/A","D:612":"Expected Outcome","AL:117":"Yes","Q:102":"No","AD:495":"N/A","Q:347":"N/A","AB:505":"N/A","X:422":"N/A","P:260":"N/A","AP:68":"No","AJ:58":"No","AC:738":"N/A","O:662":"N/A","AN:511":"N/A","AL:118":"Yes","AL:348":"N/A","AK:755":"N/A","AC:788":"N/A","AQ:193":"N/A","G:242":"HOWs [☑ Communication channels]","AI:723":"N/A","AJ:408":"N/A","AJ:272":"N/A","V:156":"Critically ignore irrelevant information.","T:178":"N/A","AF:372":"N/A","X:703":"N/A","V:682":"N/A","AC:245":"N/A","AH:221":"N/A","Y:413":"N/A","AK:554":"N/A","G:146":"Learning Objective","Z:419":"N/A","S:362":"N/A","AA:525":"N/A","W:570":"N/A","AM:169":"N/A","AA:327":"N/A","AQ:385":"N/A","AL:729":"N/A","AB:283":"N/A","AA:708":"N/A","T:528":"N/A","AG:755":"N/A","X:525":"N/A","O:494":"N/A","AH:223":"N/A","AN:33":"N/A","AI:382":"N/A","Y:586":"N/A","Q:590":"No","G:174":"HOWs [☑ Selecting information sources]","U:732":"N/A","AF:217":"N/A","P:175":"N/A","AJ:106":"No","AQ:232":"N/A","AB:251":"N/A","O:33":"No","AA:372":"N/A","U:207":"N/A","AM:265":"N/A","AP:244":"N/A","D:89":"Keywords","AQ:766":"N/A","AJ:593":"N/A","G:422":"HOWs [Evaluate their relevance and validity.]","AD:239":"N/A","AQ:219":"N/A","Q:339":"N/A","P:517":"N/A","G:188":"HOWs [Analyse ☑ textual cues indicating sponsored content.]","AM:285":"N/A","V:192":"N/A","AL:534":"N/A","AC:701":"N/A","AA:495":"N/A","O:594":"No","AJ:205":"N/A","AQ:353":"N/A","AA:728":"N/A","AD:268":"No","Q:173":"N/A","W:627":"No","AE:498":"N/A","T:174":"N/A","AE:109":"No","U:204":"N/A","O:115":"Yes","AC:418":"N/A","AD:144":"No","Z:385":"N/A","AK:713":"N/A","G:258":"HOWs [Identify likely counter-arguments.]","AL:195":"N/A","AB:594":"No","AI:107":"No","AO:367":"N/A","U:514":"N/A","AH:550":"N/A","AL:523":"N/A","T:399":"N/A","W:446":"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","AL:346":"N/A","AK:566":"N/A","AH:445":"N/A","AP:26":"Portuguese","AG:340":"N/A","AO:179":"N/A","Z:747":"N/A","AM:61":"N/A","AP:423":"N/A","V:146":"Select the most informative and relevant search results.","Y:395":"N/A","AG:528":"N/A","AL:696":"N/A","AB:11":"138.232.92.15","R:224":"N/A","T:380":"N/A","S:108":"No","T:175":"N/A","AF:548":"N/A","AN:60":"No","S:573":"N/A","AG:441":"Watch all three videos carefully. Identify biased or emotionally charged statements in the videos. Discuss your examples in a small group. Submit your group’s examples in AnswerGarden. Analyze why the statements are biased (emotional appeal, exaggeration, framing). Reframe selected statements into balanced and factual versions. Reflect on the importance of using information from different sources to avoid bias.","AH:399":"N/A","Z:594":"N/A","AF:57":"No","AN:96":"No","AF:253":"N/A","R:567":"N/A","Y:389":"N/A","AF:117":"Yes","G:487":"Learning Outcome","V:566":"N/A","D:129":"Required infrastructure & Teaching Materials","AN:31":"Yes","AQ:736":"N/A","AQ:605":"N/A","AM:167":"N/A","AF:668":"N/A","AO:234":"N/A","AO:526":"N/A","Y:256":"N/A","G:173":"HOWs [ Break down the socio-scientific issue into key words you can use for your search.]","G:585":"HOWs [☑ Actions and initiatives to convey a message.]","R:243":"N/A","AF:595":"Yes","Y:454":"https://www.lobbyregister.bundestag.de/suche/R004172/57584?backUrl=%2Fsuche%3Fq%3D%2BVereinigung%2Bder%2Bhessischen%2BUnternehmerverb%25C3%25A4nde%2Be.V.%26pageSize%3D25%26sort%3DRELEVANCE_DESC","R:561":"N/A","AF:657":"N/A","U:588":"N/A","AQ:359":"N/A","AK:688":"N/A","Z:175":"N/A","AK:122":"Yes","T:670":"N/A","Y:60":"No","U:2":"Yes","Y:561":"N/A","AB:168":"N/A","AA:94":"N/A","G:76":"Subject-specific lesson goals / competences","AG:374":"N/A","Q:362":"N/A","O:767":"N/A","AG:499":"N/A","AF:578":"N/A","AK:416":"N/A","G:599":"Suggested social form","V:412":"N/A","AK:28":"Cheap Clothes, Real Cost","U:571":"N/A","AC:525":"N/A","S:124":"No","AL:388":"N/A","AO:400":"N/A","AA:498":"N/A","AL:100":"Yes","AJ:194":"N/A","AP:109":"Yes","AN:333":"N/A","S:657":"N/A","AK:632":"Communicate your viewpoint on a socio-scientific issue: Argue.","S:594":"N/A","O:278":"Concept clarification. The main goal of this activity is to give the learners terms for the lesson, making them aware of what the lesson is about, and which keywords are relevant for the topic. Explain the terms longevity and transhumanism.\n \n \n \n \n \n \n Longevity: This term refers to living a longer, healthier, and better human life. A common misconception is that it only refers to living longer.\n \n \n \n \n \n \n Transhumanism: Using technology to achieve longevity. A common misconception is that transhumanism is about using technology with the aim to become less human.","Q:282":"N/A","O:242":"N/A","G:325":"Learning Outcome","AL:251":"N/A","Y:675":"N/A","AD:733":"N/A","P:763":"Identify\n and list aspects and methods, which are used to give the short a serious\n resemblance.","AI:686":"N/A","Z:671":"N/A","AQ:426":"N/A","AA:355":"N/A","S:508":"N/A","AE:227":"N/A","AA:179":"N/A","AC:743":"N/A","AC:570":"N/A","AD:118":"Yes","AI:252":"N/A","P:574":"N/A","V:520":"N/A","AO:205":"N/A","W:604":"Yes","W:401":"N/A","S:538":"N/A","AM:608":"N/A","AG:722":"N/A","P:203":"N/A","AH:680":"N/A","W:664":"N/A","AN:174":"N/A","S:145":"Use search strategies to find (more) information sources on the socio-scientific issue.","AP:732":"N/A","AH:502":"N/A","U:216":"N/A","AP:433":"N/A","U:100":"Yes","AQ:731":"N/A","V:756":"N/A","AG:627":"N/A","AN:242":"N/A","O:581":"N/A","AA:654":"N/A","AB:525":"N/A","V:613":"Give oral feedback as the posters are presented. Encourage learners to also provide peer feedback by commenting on the clarity, relevance, and creativity of their classmates’ work","AA:449":"N/A","AH:380":"N/A","AA:558":"N/A","AL:511":"N/A","AF:675":"N/A","AI:184":"N/A","AQ:254":"N/A","O:373":"N/A","Y:565":"N/A","AA:707":"N/A","D:275":"App","AO:245":"N/A","Q:517":"N/A","X:390":"N/A","Y:579":"N/A","AD:170":"N/A","AD:347":"N/A","T:671":"N/A","O:206":"N/A","AN:176":"N/A","AD:560":"N/A","AQ:363":"N/A","AH:583":"N/A","AQ:407":"N/A","AJ:405":"N/A","AD:667":"N/A","AK:352":"N/A","X:711":"N/A","U:684":"N/A","AA:512":"N/A","R:108":"No","AC:562":"N/A","Y:552":"N/A","AQ:583":"N/A","AK:606":"N/A","U:427":"N/A","AG:568":"N/A","AM:257":"N/A","AF:240":"N/A","AQ:170":"N/A","V:755":"N/A","P:690":"N/A","AK:665":"N/A","AD:565":"N/A","AN:223":"N/A","AN:420":"N/A","AA:546":"N/A","AJ:664":"N/A","U:66":"No","AC:433":"N/A","X:546":"N/A","Y:350":"N/A","AB:506":"N/A","X:490":"N/A","O:66":"No","G:419":"HOWs [(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.]","AG:217":"N/A","AA:362":"N/A","U:103":"No","Z:242":"N/A","AG:269":"In this activity, learners analyze short posts on Tricider to identify whether statements are facts or opinions. They read the posts, select at least three examples, and answer guiding WH-questions such as “What is it?” and “Why do you think so?” Using clear words like fact, opinion, and because, learners explain their reasoning, comment on their classmates’ ideas, and decide whether they agree or disagree, giving short justifications. The teacher prepares the Tricider board with sample posts, introduces the key concepts, models strong answers, and guides learners through discussion and reflection. The activity develops critical thinking, reasoning, and communication skills, helping learners understand how to distinguish facts from opinions in media.","AM:244":"N/A","AL:404":"N/A","Q:563":"N/A","AC:111":"No","W:50":"Electric cars are completely green.\n Public transport is slower and less efficient.\n Only the poor use public transport.\n \n There’s no need to reduce car use if we switch to electric vehicles.\n \n Public transport expansion is a waste of taxpayer money. \n \n Low-emission zones are unfair and ineffective.","AM:401":"N/A","Z:345":"N/A","AL:306":"Open up your mind: Identify, search and preselect information sources on a socio-scientific issue.","D:69":"Subjects","AC:239":"N/A","P:194":"N/A","Z:701":"N/A","AC:496":"N/A","AM:519":"N/A","Q:114":"Complete reading of \" Klara and the sun\".Book recommendation- Rethinking Consciousness: A Scientific Theory of Subjective Experience, Michael Graziano","D:55":"Subjects","P:678":"N/A","AF:180":"N/A","V:668":"N/A","AP:354":"N/A","AK:244":"N/A","G:598":"App [Other]","AK:396":"N/A","AI:344":"N/A","AB:337":"N/A","AJ:1":"23","X:229":"N/A","AG:391":"N/A","AF:403":"N/A","AE:608":"N/A","AI:174":"N/A","AN:62":"No","AA:766":"N/A","AD:199":"N/A","AS:104":"No","Y:505":"N/A","W:701":"N/A","AH:361":"N/A","X:277":"Individual work","Q:494":"N/A","O:585":"N/A","AI:211":"N/A","Q:143":"10","AO:682":"N/A","AM:532":"N/A","AE:360":"N/A","G:165":"HOWs [List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)]","X:208":"N/A","AF:377":"N/A","AQ:653":"N/A","T:545":"N/A","AC:97":"No","Q:58":"No","O:261":"N/A","W:391":"N/A","S:693":"N/A","AF:107":"No","AK:563":"N/A","AK:605":"N/A","AD:111":"No","W:500":"N/A","AP:670":"N/A","AN:213":"N/A","S:717":"N/A","AO:184":"N/A","Q:687":"N/A","AM:592":"N/A","AB:127":"markers","AO:550":"N/A","AO:674":"N/A","AS:285":"N/A","AO:52":"N/A","AP:348":"N/A","AF:206":"N/A","O:556":"N/A","AF:558":"N/A","Q:189":"N/A","W:540":"N/A","AB:119":"Yes","AL:13":"2025","V:267":"Click and think critically: Select and analyse information on a socio-scientific issue.","AC:35":"Waste pollution","AG:179":"N/A","Y:776":"CC Buchner, Politik-Wirtschaft, eA, Qualifikationsphase, S. 121, nr. 3","AG:665":"N/A","AK:654":"N/A","AJ:94":"No","AE:746":"N/A","V:234":"N/A","W:744":"N/A","AB:28":"Hidden journey of e-waste","Y:615":"CC Buchner Niedersachsen, Politik - Wirtschaft Qualifikationsphase 12, eA, S.121, Nr. 2","AF:554":"N/A","AL:63":"No","Y:355":"N/A","O:520":"N/A","AK:410":"N/A","AQ:184":"No","AD:676":"N/A","AQ:408":"N/A","Z:557":"N/A","G:794":"Learning Outcome","Z:413":"N/A","AO:337":"N/A","AI:44":"Learners learn how to identify problems caused by fast fashion and develop sustainable solutions.","AG:521":"N/A","S:53":"No","S:245":"N/A","AO:59":"N/A","AD:698":"N/A","AK:30":"Yes","D:92":"Keywords","AN:378":"N/A","AO:506":"N/A","P:766":"No","O:405":"N/A","Z:122":"No","AM:338":"N/A","AD:58":"No","AK:106":"No","S:599":"Group work","AE:336":"N/A","AH:655":"N/A","AJ:714":"N/A","AB:703":"N/A","S:238":"N/A","AJ:552":"N/A","G:443":"Student output form [Text]","S:287":"N/A","W:194":"N/A","V:165":"N/A","G:792":"Learning Objective","G:548":"HOWs [Divide ☑ impacts into categories.]","R:375":"N/A","AO:96":"N/A","AL:441":"1. Investigate trustworthy online sources with information on the areas of sustainability (ecology, economy and social issues) and salmon aquaculture (in Norway). Use a search engine. Copy the links in the worksheet. The content of the texts should not yet be read in detail. \n 2. On the worksheet explain why you consider the respective link to be trustworthy. Use the categories \"official report\", \"scientific study\", \"research report\", \"direct statement from credible authorities\", \"trustworthy organisation\".\n \n \n 2. (Only for the fastest: When you are finished, write the most important arguments from the texts in the corresponding column of the table.)\n \n \n \n \n \n \n \n \n \n \n \n \n \n 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","AC:710":"N/A","Q:697":"N/A","AJ:31":"No","W:327":"N/A","D:462":"Material)
expected outcome 2.","O:256":"N/A","V:215":"No","AQ:708":"N/A","T:743":"N/A","AN:394":"N/A","R:378":"N/A","X:666":"N/A","Q:238":"N/A","D:87":"Keywords","AO:182":"N/A","S:175":"N/A","O:584":"N/A","U:555":"N/A","V:177":"N/A","AR:104":"No","AO:56":"N/A","AN:393":"N/A","AI:373":"N/A","O:218":"N/A","O:557":"N/A","Q:591":"This activity focuses on intensive close reading and interpretation of the pivotalthe excerpt from the novel where Klara discovers her true purpose. Learners analyze character emotions and ethical dilemmas, trace Klara's evolving understanding, examine Mr. Capaldi's claims about \"scientific proof,\" and evaluate Chrissie's persuasive strategies. Through structured questions and textual analysis, learners explore the novel's central themes about consciousness, identity, manipulation, and the ethics of using technology to overcome death.","AA:491":"N/A","Y:632":"Communicate your viewpoint on a socio-scientific issue: Argue.","S:539":"N/A","R:699":"N/A","AD:570":"N/A","AG:697":"N/A","P:593":"No","AK:569":"N/A","W:109":"No","AH:660":"N/A","AN:189":"N/A","AH:543":"N/A","AQ:111":"No","G:721":"HOWs [Identify gaps in existing efforts addressing these needs.]","AK:199":"N/A","AG:411":"N/A","AB:590":"Yes","AR:51":"No","AF:534":"N/A","AI:447":"No","AE:30":"Yes","AB:383":"N/A","G:686":"HOWs [Examine the use of rhetorical devices.]","O:602":"Watch the video before discussing the questions in pairs. ","AK:505":"N/A","U:35":"Waste pollution","AD:328":"N/A","V:654":"N/A","U:246":"N/A","AP:712":"N/A","AL:285":"No","AH:209":"N/A","T:524":"N/A","AD:249":"N/A","AK:626":"9","X:387":"N/A","Z:555":"N/A","R:564":"N/A","U:411":"N/A","AP:434":"N/A","G:179":"HOWs [Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.]","X:209":"N/A","AJ:70":"Yes","X:549":"N/A","S:194":"N/A","X:108":"No","AO:521":"N/A","AC:506":"N/A","AQ:244":"N/A","AK:596":"N/A","AQ:122":"No","D:120":"Required infrastructure & Teaching Materials","Y:762":"Learners engage in a Sic-Sac pair discussion, taking opposing positions on the legitimacy of interest groups versus political parties. Using criteria (judgment criteria), they debate, respond, and critically evaluate arguments. Each student then writes their individual position, promoting critical thinking, structured reasoning, and personal reflection.","AM:371":"N/A","AL:340":"N/A","AJ:721":"N/A","AP:526":"N/A","AH:770":"N/A","G:72":"Subject(s) [German]","X:107":"No","W:143":"4","D:74":"Subjects","V:341":"N/A","G:207":"HOWs [Consider who benefits from the information being believed or spread.]","AC:363":"N/A","AL:330":"N/A","V:395":"N/A","G:37":"Topic","AS:45":"Select the perspectives most relevant for the discussion of this SSI.","U:686":"N/A","T:340":"N/A","U:177":"N/A","O:657":"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 7]","S:390":"N/A","AE:581":"N/A","Y:522":"N/A","V:199":"N/A","D:36":"SSI Topic","Q:423":"N/A","W:174":"N/A","U:123":"Yes","X:649":"N/A","W:558":"N/A","Y:551":"N/A","AM:59":"N/A","AA:333":"N/A","AF:103":"No","AP:105":"No","AH:232":"N/A","Y:198":"N/A","G:121":"Required infrastructure [Recording device and microphone]","U:219":"N/A","P:75":"7","AM:415":"N/A","Y:287":"No","AG:51":"Yes","D:785":"Material Sources","Q:215":"N/A","V:435":"No","AM:568":"N/A","AJ:561":"N/A","X:398":"N/A","Z:356":"N/A","AB:285":"N/A","AA:678":"N/A","AI:366":"N/A","R:737":"N/A","X:171":"N/A","AN:216":"N/A","AG:341":"N/A","X:344":"N/A","AE:376":"N/A","O:605":"No","AP:300":"[Video] - Planned Obsolescence: Why Electronics Don't Last Long | ENDEVR Documentary - https://www.youtube.com/watch?v=bHoN7XnXkzQ [Use a tool like TurboScribe to summarize de video]","S:336":"N/A","AM:692":"N/A","Z:490":"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","AL:8":"juli-rich-02","AA:723":"N/A","AB:716":"N/A","P:197":"N/A","O:735":"N/A","AI:232":"N/A","AD:739":"N/A","V:610":"No","P:489":"N/A","AI:576":"N/A","X:576":"N/A","AG:171":"N/A","U:721":"N/A","AO:514":"N/A","AE:207":"N/A","Q:767":"N/A","Q:771":"N/A","AQ:448":"N/A","AB:304":"10","Z:246":"N/A","AF:270":"Yes","AL:57":"No","AN:553":"N/A","AG:216":"N/A","T:229":"N/A","AH:569":"N/A","AD:346":"N/A","AH:490":"N/A","AG:566":"N/A","AG:594":"N/A","AH:219":"N/A","Z:152":"Evaluate the credibility of the website, platform or media outlet.","X:729":"N/A","AM:95":"N/A","Z:236":"N/A","AP:724":"N/A","S:738":"N/A","AA:716":"N/A","AC:333":"N/A","R:235":"N/A","AH:1":"21","Y:514":"N/A","AM:248":"N/A","AL:602":"1. Identify the arguments contained in the articles. \n \n \n 2. Write them down in bullet points and note the source of each argument. You should have at least two arguments for and against the consumption of Norwegian salmon. Make sure that they cover different aspects of sustainability (ecology, economy and social issues).\n \n \n 3. Enter the arguments into the argument scale according to their weight. You can change the order until you are satisfied with it. \n \n \n 4. Evaluate the result and use the most important argument to formulate a conclusion in one sentence that answers the question of whether our canteen should offer farmed salmon from Norway.","AH:693":"N/A","AK:194":"N/A","AQ:1":"32","Z:592":"N/A","AB:570":"N/A","AK:374":"N/A","AC:371":"N/A","AE:350":"N/A","AM:58":"N/A","AH:111":"No","D:134":"Required infrastructure & Teaching Materials","AM:347":"N/A","AH:332":"N/A","AC:513":"N/A","AE:673":"N/A","T:185":"No","G:148":"Learning Objective","AN:496":"N/A","G:761":"Teacher instructions","AF:354":"N/A","AM:249":"N/A","AL:662":"N/A","AO:332":"N/A","AN:748":"N/A","G:176":"HOWs [For ☑ social media platforms, use relevant hastags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.]","D:135":"Required infrastructure & Teaching Materials","AJ:671":"N/A","AN:258":"N/A","AL:10":"2026-04-30 13:36:44","AK:756":"N/A","AJ:369":"N/A","AK:165":"N/A","AF:257":"N/A","O:189":"N/A","AL:703":"N/A","AI:304":"Multiple days","AQ:695":"N/A","AA:557":"N/A","T:395":"N/A","AC:369":"N/A","AN:528":"N/A","W:731":"N/A","AB:244":"N/A","W:417":"N/A","AM:507":"N/A","AL:75":"3","AI:363":"N/A","AI:253":"N/A","X:753":"N/A","AO:173":"N/A","V:386":"N/A","T:432":"N/A","Y:68":"No","AA:502":"N/A","V:334":"N/A","W:278":"Ask learners: \"How did you get to school today?\" \"How far do you live from school?\" \n Show the video:\n https://www.youtube.com/watch?v=7_1WDc1s5BU\n /* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Normál táblázat\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:107%;\n mso-pagination:widow-orphan;\n font-size:11.0pt;\n font-family:\"Calibri\",sans-serif;\n mso-ascii-font-family:Calibri;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Calibri;\n mso-hansi-theme-font:minor-latin;\n mso-bidi-font-family:\"Times New Roman\";\n mso-bidi-theme-font:minor-bidi;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n Introduce the lesson focus: Today we will explore how to build convincing arguments and talk about transportation choices.","V:559":"N/A","P:767":"No","O:210":"N/A","AK:704":"N/A","AQ:688":"N/A","AH:668":"N/A","AD:696":"N/A","O:534":"N/A","Y:748":"N/A","D:300":"Material Sources","W:404":"N/A","X:696":"N/A","AP:5":"2025-11-25 17:07:22","AH:108":"No","Y:105":"No","G:778":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 3]","Q:495":"N/A","AG:396":"N/A","AR:100":"Yes","AM:567":"N/A","S:103":"No","G:658":"HOWs [☑ Selecting information sources]","G:758":"App","T:385":"N/A","AH:271":"N/A","AO:215":"N/A","Z:342":"N/A","W:371":"N/A","R:123":"Yes","Z:690":"N/A","S:129":"4. Classroom Materials • Role-play cards for perspectives (fisherman, politician, consumer, environmental activist).","Q:690":"N/A","AN:166":"N/A","G:191":"HOWs [Look for established institutions (e.g. universities, journals) and well-known media outlets.]","AJ:220":"N/A","T:518":"N/A","AA:351":"N/A","X:173":"N/A","AH:212":"N/A","AI:32":"Yes","U:728":"N/A","AI:261":"N/A","G:43":"SciLMi Learning Goal 1","AG:389":"N/A","AB:420":"N/A","G:418":"HOWs [Select supporting evidence for each argument.]","AJ:111":"Yes","W:714":"N/A","O:510":"N/A","AB:551":"N/A","AL:397":"N/A","Z:290":"Wildfires seem to be a \"normal\" everyday phenomenon in our times and occur in different months (March to September) and in different regions in Hesse with different causes. ","V:688":"N/A","U:144":"Yes","AC:56":"No","X:233":"N/A","AF:215":"N/A","AC:532":"N/A","S:446":"N/A","W:721":"N/A","AL:426":"N/A","AA:247":"N/A","V:720":"N/A","Q:449":"N/A","AP:560":"N/A","AL:558":"N/A","AA:755":"N/A","Y:284":"No","Y:694":"N/A","O:404":"N/A","AB:265":"N/A","AN:712":"N/A","AE:769":"N/A","AB:356":"N/A","AN:489":"N/A","O:655":"N/A","AQ:729":"N/A","AG:693":"N/A","AC:287":"N/A","AN:29":"3","S:197":"N/A","Y:100":"Yes","P:352":"N/A","W:197":"N/A","AJ:676":"N/A","AI:79":"fast fashion; Sustainability; Waste","V:353":"N/A","W:121":"No","V:7":"en","AD:414":"N/A","Q:344":"N/A","AM:370":"N/A","O:660":"N/A","U:332":"N/A","AE:218":"N/A","V:692":"N/A","AQ:258":"N/A","AA:217":"N/A","AI:54":"No","Y:650":"N/A","P:372":"N/A","O:341":"N/A","AK:366":"N/A","AG:739":"N/A","AP:587":"N/A","AK:579":"N/A","T:247":"N/A","W:11":"138.232.92.15","AG:120":"No","P:62":"No","U:693":"N/A","Z:397":"N/A","G:641":"Learning Outcome","AN:756":"N/A","T:204":"N/A","T:654":"N/A","U:551":"N/A","AQ:77":"Le Biomolecole","Q:615":"https://englishliteratureandcomposition.weebly.com/uploads/1/6/5/1/16517524/klara_and_the_sun_kazuo_ishiguro.pdf","AD:538":"N/A","X:70":"Yes","AO:495":"N/A","O:348":"N/A","AO:358":"N/A","Y:189":"N/A","Y:233":"N/A","AB:503":"N/A","AP:578":"N/A","S:401":"N/A","V:216":"No","AF:730":"N/A","O:690":"N/A","AQ:205":"N/A","AD:531":"N/A","Q:179":"N/A","V:690":"N/A","U:256":"N/A","P:210":"N/A","AK:558":"N/A","AG:329":"Yes","AM:517":"N/A","AM:94":"N/A","AD:701":"N/A","T:538":"N/A","AN:364":"N/A","AM:702":"N/A","R:743":"N/A","AH:377":"N/A","Z:396":"N/A","AC:581":"N/A","V:570":"N/A","D:140":"Required infrastructure & Teaching Materials","W:774":"-","Z:177":"N/A","AE:228":"N/A","AK:353":"N/A","AB:69":"No","S:664":"N/A","AG:753":"N/A","AF:406":"N/A","AB:702":"N/A","AM:357":"N/A","AK:509":"N/A","R:658":"N/A","U:423":"N/A","AG:702":"N/A","AB:114":"The learners can create a poster / a video calling for action to recycle old electronic devices. ","AP:206":"N/A","AP:235":"N/A","D:274":"Resource Type","Q:752":"Reflection \n \n \n This closing activity synthesizes learners' learning through an interactive Wordwall matchup exercise followed by analysis of the upcoming 2026 film adaptation trailer. Learners test their understanding of key concepts, compete in teams. The activity bridges literary analysis with media literacy, connecting the lesson's ethical discussions to contemporary cultural conversations about AI, transhumanism, and genetic enhancement.\n \n Learners can work individually on their devices or participate as a whole class with the teacher projecting questions on the digital board. In the end the activity takes learners to their initial vote and a revoting process ","P:364":"N/A","AJ:117":"No","Z:143":"10","AE:222":"N/A","AC:524":"N/A","G:162":"Learning Outcome","U:70":"Yes","AL:392":"N/A","D:767":"Student Output Form","Z:593":"N/A","AI:208":"N/A","AD:627":"N/A","AO:679":"N/A","G:526":"HOWs [Identify sensational and emotional language used to influence the audience.]","P:357":"N/A","X:228":"N/A","AE:737":"N/A","S:740":"N/A","Y:699":"N/A","AF:365":"Yes","AG:395":"N/A","AB:498":"N/A","T:730":"N/A","R:417":"N/A","AD:748":"N/A","AR:287":"N/A","AN:510":"N/A","AQ:768":"N/A","AS:14":"[Author(s)] Wir, wir","AA:526":"N/A","Q:706":"N/A","AI:771":"N/A","AH:749":"N/A","AQ:550":"N/A","AH:347":"N/A","U:387":"N/A","G:324":"Learning Outcome","Z:449":"No","W:561":"N/A","AL:741":"N/A","AK:685":"N/A","W:75":"7","X:433":"No","G:767":"Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","Q:788":"N/A","AG:726":"N/A","O:357":"N/A","AC:668":"N/A","AI:239":"N/A","AK:174":"N/A","AE:288":"No","G:477":"Learning Outcome","AF:272":"Yes","V:502":"N/A","Y:506":"N/A","X:102":"No","R:186":"N/A","O:501":"N/A","AD:662":"N/A","P:796":"Identify advertisements and sponsored content in the search results page / feeds.","AE:521":"N/A","V:660":"N/A","AP:238":"N/A","AJ:514":"N/A","AG:60":"Yes","W:503":"N/A","AO:362":"N/A","AF:520":"N/A","V:715":"N/A","S:604":"N/A","Q:206":"N/A","AS:97":"No","V:372":"N/A","W:273":"N/A","AN:32":"No","G:780":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 5]","X:205":"N/A","AM:271":"N/A","Y:234":"N/A","AA:168":"N/A","AA:767":"N/A","G:606":"Student output form [Interactive (multimedia) content (e.g. podcast, debate, role play, etc.)]","AD:59":"No","G:532":"HOWs [Consider the geographical and cultural ☑ context of the information.]","AP:127":"Canetas ou lápis","Q:610":"N/A","AJ:345":"N/A","AE:753":"N/A","AK:395":"N/A","T:180":"N/A","Y:176":"N/A","AC:649":"N/A","AQ:658":"N/A","AD:562":"N/A","P:664":"N/A","AD:532":"N/A","AQ:685":"N/A","AK:576":"N/A","AK:721":"N/A","AM:216":"N/A","AI:104":"No","AC:610":"N/A","Z:104":"No","AI:284":"No","AA:765":"N/A","AM:56":"N/A","AI:126":"short video about fast fashion","AJ:210":"N/A","AP:200":"N/A","AE:436":"Other","AS:43":"Map the issue & see the full picture","AP:53":"No","G:734":"HOWs [Refer to sources.]","AL:357":"N/A","O:568":"N/A","AB:271":"N/A","T:716":"N/A","AH:176":"N/A","AB:723":"N/A","T:106":"No","Y:558":"N/A","Q:659":"N/A","X:424":"N/A","X:354":"N/A","AQ:495":"N/A","AI:530":"N/A","AF:262":"N/A","W:541":"N/A","P:10":"2026-05-17 13:49:05","AA:366":"N/A","AM:687":"N/A","T:541":"N/A","W:55":"No","AP:739":"N/A","AN:272":"N/A","S:271":"N/A","Q:265":"N/A","V:28":"Wildfires","AK:666":"N/A","AL:579":"N/A","AL:184":"N/A","P:732":"N/A","Y:10":"2026-05-13 09:33:42","AE:681":"N/A","AS:283":"N/A","AF:351":"N/A","AE:691":"N/A","AF:350":"N/A","AJ:532":"N/A","AO:410":"N/A","AM:239":"N/A","G:574":"HOWs [Formulate a clear statement on the socio-scientific issue in a single sentence.]","U:296":"[Article] Confronting worker exploitation in electronics manufacturing - https://www.bristol.ac.uk/research/impact/worker-exploitation-electronics-manufacturing/","AI:345":"N/A","V:62":"No","T:28":"Forever Young?","AH:731":"N/A","U:418":"N/A","Z:106":"Yes","Q:352":"N/A","G:535":"HOWs [Identify key concepts.]","AO:243":"N/A","AE:771":"N/A","Z:507":"N/A","AP:447":"N/A","AB:351":"N/A","AM:667":"N/A","AM:223":"N/A","D:85":"Keywords","R:365":"N/A","AM:368":"N/A","Q:122":"No","R:447":"N/A","AD:551":"N/A","V:223":"N/A","Z:706":"N/A","G:465":"Expected activity duration in minutes","AP:684":"N/A","T:553":"N/A","Q:582":"N/A","AJ:113":"1. Vocabulary Lesson Key socio-scientific issue vocabulary (e.g. renewable energy, equality, climate change, secularism, diversity).Activity Ideas:Match terms with definitions.Create a word wall in class.Short gap-fill exercises with authentic texts.2. Reading Lesson: \n \n Exposure to texts presenting different viewpoints on a socio-scientific issue.\n Activity Ideas:Read two short contrasting texts (e.g. on climate change policies).Identify main claims and underline evidence.Discuss what makes evidence strong or weak.","AQ:707":"N/A","P:255":"N/A","T:145":"Select the most credible information sources.","AC:547":"N/A","Q:367":"N/A","AC:106":"No","G:306":"Competence Domain","Z:550":"N/A","Z:565":"N/A","S:205":"N/A","Q:497":"N/A","G:619":"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]","AG:64":"No","G:790":"Learning Objective","R:729":"N/A","AJ:516":"N/A","O:220":"N/A","V:667":"N/A","AE:684":"N/A","AE:652":"N/A","AQ:660":"N/A","P:95":"No","AN:182":"N/A","AB:554":"N/A","AN:427":"N/A","AK:728":"N/A","AG:192":"N/A","R:63":"No","AA:738":"N/A","U:335":"N/A","X:575":"N/A","AG:54":"Yes","AH:419":"N/A","AK:397":"N/A","D:136":"Required infrastructure & Teaching Materials","Y:35":"Atmospheric pollution","Y:647":"Define your message.","AF:169":"N/A","Y:142":"90","AL:539":"N/A","AF:535":"N/A","AA:65":"N/A","R:748":"N/A","AB:421":"N/A","S:536":"N/A","AN:582":"N/A","AR:65":"No","Q:551":"N/A","AL:433":"No","AK:14":"Letochova, Lucie","AD:737":"N/A","AL:233":"N/A","Y:757":"No","AC:523":"N/A","AL:341":"N/A","V:414":"N/A","Z:341":"N/A","AD:555":"N/A","AE:429":"Yes","S:246":"N/A","Q:33":"Yes","AL:417":"N/A","AG:397":"N/A","AH:411":"N/A","G:755":"Media [Visual media]","AH:408":"N/A","AO:747":"N/A","Y:289":"guided classroom discussion","AG:698":"N/A","AJ:101":"No","AB:371":"N/A","AB:112":"The learners know various electronic devices, they know how to use them. They can use search engines and look for information on the internet. They can analyze the sources.","V:378":"N/A","AI:610":"N/A","AA:529":"N/A","AI:401":"N/A","Y:5":"2026-05-13 09:23:00","AM:191":"N/A","AQ:370":"N/A","U:110":"Yes","U:119":"Yes","AD:356":"N/A","AE:452":"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 ☐ Yes ☐ No\n \n \n \n \n \n Confirmation bias exploitation:\n Presenting only information that confirms pre-existing beliefs\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Availability heuristic: Overemphasizing easily\n recalled examples or recent events\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Loss aversion: Emphasizing what people\n might lose rather than what they might gain\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Scarcity tactics: Creating urgency by\n suggesting limited time or resources\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n \n \n Notes on\n psychological influence:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 1.2 EMOTIONAL APPEAL\n \n \n \n Using emotions rather than logical reasoning to persuade.\n \n \n \n \n \n \n \n Technique\n \n \n Present? (✓)\n \n \n Evidence/Example\n \n \n \n \n \n Fear-mongering: Using fear to influence\n opinion (e.g., safety concerns, environmental disaster)\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Appeal to pity: Evoking sympathy to\n support an argument\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Appeal to pride/vanity: Associating a position\n with positive self-image\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Anger/outrage: Provoking anger to\n motivate action or agreement\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Nostalgia: Using romanticized past to\n support current argument\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Loaded language: Using emotionally charged\n words (e.g., \"freedom\" vs \"trapped,\" \"eco-warrior\"\n vs \"polluter\")\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n \n \n Notes on\n emotional appeals:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 1.3 SOCIAL PRESSURE\n \n \n \n Leveraging group dynamics and social norms to influence behavior.\n \n \n \n \n \n \n \n Technique\n \n \n Present? (✓)\n \n \n Evidence/Example\n \n \n \n \n \n Bandwagon effect: \"Everyone is doing\n it\" or \"most people believe...\"\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Appeal to tradition: \"This is how it's\n always been done\"\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Appeal to novelty: \"This is the\n modern/progressive way\"\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Peer pressure: Suggesting that\n disagreement means being outside the group\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Social proof: Using testimonials,\n celebrity endorsements, or popularity as evidence\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n In-group vs out-group: Creating \"us vs\n them\" mentality\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n \n \n Notes on\n social pressure:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 1.4 FRAMING\n \n \n \n How information is presented to influence perception.\n \n \n \n \n \n \n \n Technique\n \n \n Present? (✓)\n \n \n Evidence/Example\n \n \n \n \n \n Positive framing: Presenting information in\n a favorable light (e.g., \"public transport connects communities\")\n \n \n ☐ YesNo\n \n \n \n \n \n Negative framing: Presenting information\n unfavorably (e.g., \"private cars isolate people\")\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n False balance: Giving equal weight to\n unequal positions\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Cherry-picking: Selecting only data that\n supports the argument while ignoring contradictory evidence\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Context manipulation: Removing or adding context\n to change meaning\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Euphemisms: Using mild terms for harsh\n realities (e.g., \"personal mobility solution\" for \"car\")\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n Dysphemisms: Using harsh terms for\n neutral concepts (e.g., \"polluting machines\" for \"cars\")\n \n \n ☐ Yes ☐ No\n \n \n \n \n \n \n \n Notes on\n framing:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 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 expected outcome 2.","AE:118":"No","AA:584":"N/A","R:14":"Minguillón Ginés, Alicia","U:95":"No","AQ:488":"N/A","AS:54":"No","AG:713":"N/A","Z:652":"N/A","AF:273":"Yes","G:764":"Bloom's Taxonomy","AG:188":"N/A","AJ:518":"N/A","AK:346":"N/A","AK:727":"N/A","W:538":"N/A","V:433":"Yes","T:449":"N/A","V:592":"Yes","S:9":"2025-09-03 09:12:16","S:725":"N/A","AB:34":"N/A","T:707":"N/A","S:533":"N/A","AL:28":"Voices from the Deep: Language, Oceans & Society","AP:609":"N/A","AJ:652":"N/A","AE:396":"N/A","U:81":"Planned obsolescence","X:294":"Glykeria Gkouvatsou. (2020). The life cycle of a t-shirt (interactive H5P activity) [Learning object]. H5P. https://h5p.org/node/718883","AF:693":"N/A","W:67":"No","AO:346":"N/A","AE:654":"N/A","G:55":"Subject(s) [Mathematics]","AM:107":"N/A","G:333":"HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","T:58":"No","R:381":"N/A","AP:332":"N/A","G:305":"SciLMified? [This activity is designed to support a SciLMi learning outcome.]","AN:723":"N/A","R:565":"N/A","AN:545":"N/A","AC:394":"N/A","AN:666":"N/A","P:498":"N/A","R:548":"N/A","G:115":"Required infrastructure [Teacher computer]","AF:8":"oana-topa-01","AK:699":"N/A","Z:14":"Pfeffer, Eckhard","P:608":"No","AK:261":"N/A","AM:328":"N/A","AF:55":"No","AM:691":"N/A","AJ:527":"N/A","AN:358":"N/A","AJ:183":"N/A","G:699":"HOWs [Recognise that your attention is a limited resource – you cannot check every claim or source in depth.]","G:402":"HOWs [Select the type of civic engagement you would like to take (inform, argue, take action - HOW).]","AA:284":"N/A","Y:594":"No","G:515":"HOWs [Scan the titles for keywords that match your search query.]","AJ:96":"No","AJ:731":"N/A","AA:237":"N/A","W:718":"N/A","Z:517":"N/A","S:560":"N/A","R:105":"No","AJ:116":"No","AE:165":"N/A","S:516":"N/A","AQ:13":"2025","X:12":"https://s.scilmi.eu/?r=bit-mil","AF:121":"No","Y:384":"N/A","U:56":"No","AI:559":"N/A","AP:392":"N/A","AF:584":"N/A","AL:728":"N/A","G:201":"HOWs [Examine how the information is framed.]","G:199":"HOWs [Check if the information was peer-reviewed.]","AC:707":"N/A","AJ:698":"N/A","AP:66":"No","X:375":"N/A","AO:512":"N/A","AE:282":"Yes","Y:708":"N/A","AK:6":"13","S:504":"N/A","D:50":"Potential Misinformation in Society / Potential Learner Misconceptions to be Exploited by Manipulations Strategies","P:542":"N/A","T:391":"N/A","S:221":"N/A","AK:196":"N/A","AN:738":"N/A","AQ:259":"N/A","G:566":"HOWs [Review similar initiatives to understand common feedback and reactions.]","AN:243":"N/A","AF:699":"N/A","AN:675":"N/A","Y:723":"N/A","AQ:564":"N/A","AB:77":"dealing with information","R:104":"No","D:80":"Keywords","AG:505":"N/A","Q:555":"No","P:380":"N/A","AH:674":"N/A","Z:250":"N/A","V:445":"No","AH:390":"N/A","Z:206":"N/A","T:65":"No","AH:401":"N/A","V:534":"N/A","U:28":"Digital Consumerism, Tech Industry Strategies, and the Global E-Waste Crisis","AR:29":"2","T:3":"Lucas","AJ:230":"N/A","V:727":"N/A","G:630":"Learning Objective","S:189":"N/A","AN:497":"N/A","X:692":"N/A","V:29":"4","AN:500":"N/A","T:366":"N/A","Q:9":"2025-09-03 09:12:14","AB:404":"N/A","S:187":"N/A","AK:406":"N/A","S:279":"The method used is a collaborative research activity. Learners work in pairs to search for reliable online information, evaluate sources, collect relevant data, and share their findings with the class.","R:227":"N/A","W:104":"No","Y:246":"N/A","Y:574":"N/A","AK:446":"N/A","AA:370":"N/A","AG:256":"N/A","AI:358":"N/A","Z:108":"No","D:617":"Material Sources","Z:571":"N/A","R:388":"N/A","AE:285":"Yes","AF:237":"N/A","Z:59":"No","AG:273":"Yes","AP:733":"N/A","G:494":"HOWs [Examine possible consequences for uninformed and misinformed individuals and societies.]","S:658":"N/A","AN:110":"No","AI:687":"N/A","O:121":"No","U:127":"Pens or pencils","AK:664":"N/A","AH:566":"N/A","AF:177":"N/A","T:349":"N/A","W:669":"N/A","W:247":"N/A","AE:104":"No","AF:335":"N/A","X:609":"N/A","AC:308":"Differentiate between fact and opinion.","G:727":"HOWs [Review similar initiatives to understand common feedback and reactions.]","X:521":"N/A","G:366":"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.]","AO:195":"N/A","AG:710":"N/A","AB:425":"N/A","AE:28":"Wheels of Change: Public vs Private Transport in a Sustainable World","X:222":"N/A","D:119":"Required infrastructure & Teaching Materials","O:516":"N/A","V:513":"N/A","AF:445":"Yes","AO:69":"N/A","R:383":"N/A","G:739":"HOWs [Select arguments that support your message.]","AG:128":"https://youtube.com/shorts/mR5HP5xIWWc?si=NS25icZcEte-vbZy","V:504":"N/A","AI:371":"N/A","U:434":"N/A","AH:260":"N/A","AJ:7":"en","AH:708":"N/A","AL:387":"N/A","AQ:174":"N/A","V:672":"N/A","AN:730":"N/A","AD:215":"N/A","AC:388":"N/A","Y:172":"N/A","Y:247":"N/A","Q:520":"N/A","AM:569":"N/A","X:532":"N/A","AD:663":"N/A","AE:233":"N/A","AQ:120":"Yes","V:607":"Yes","AM:726":"N/A","AM:510":"N/A","AJ:104":"No","AN:197":"N/A","AO:543":"N/A","Q:221":"N/A","AI:75":"2","Q:242":"N/A","Y:608":"No","AN:400":"N/A","P:386":"N/A","AG:725":"N/A","AB:627":"N/A","G:262":"HOWs [☑ Actions and initiatives to convey a message.]","Q:725":"N/A","AN:686":"N/A","AL:116":"Yes","AI:285":"No","G:578":"HOWs [Select arguments that support your message.]","AP:604":"N/A","Z:291":"www.hessenschau.de","U:291":"Assessment suggestionsGroup work: Collaboration, quality of research, and correct use of sources.Poster: Visual clarity, accuracy, and use of English.Presentation: Fluency, ability to explain ideas, and group participation.Reflection: Ask each student to write a short paragraph in English about what they personally learned after the gallery walk.","AI:512":"N/A","AB:33":"Yes","S:751":"N/A","AO:33":"N/A","P:666":"N/A","AH:371":"N/A","X:399":"N/A","AC:751":"N/A","AD:264":"N/A","U:352":"N/A","AG:353":"N/A","AK:80":"role play","O:263":"N/A","X:62":"No","S:494":"N/A","P:269":"All together watch a short video and studends think in pairs about the two first questions.","X:536":"N/A","W:409":"N/A","G:571":"HOWs [Organise the arguments and supporting evidence.]","AA:565":"N/A","AA:421":"N/A","S:369":"N/A","R:183":"N/A","G:358":"HOWs [Identify ☑ verbal cues that indicate arguments and evidence or examples.]","AB:243":"N/A","R:189":"N/A","AE:230":"N/A","AG:560":"N/A","AK:341":"N/A","G:448":"Student output form [Product (e.g. prototype, website, etc.)]","AN:195":"N/A","G:552":"HOWs [Determine which ☑ parties or communities are likely to benefit.]","W:662":"N/A","AM:651":"N/A","D:595":"Resource Type","AK:595":"N/A","P:198":"N/A","U:64":"No","Z:249":"N/A","Z:125":"Posters","Y:444":"Yes","AP:337":"N/A","AC:228":"N/A","S:501":"N/A","U:596":"N/A","AP:345":"N/A","AR:286":"N/A","X:347":"N/A","S:419":"N/A","G:584":"HOWs [Develop a response and prepare alternate arguments and evidence to support your message.]","G:336":"HOWs [☑ Selecting information sources]","AM:650":"N/A","T:446":"N/A","AP:278":"Preparação (antes da aula)Materiais:Forneça papel A2, marcadores e materiais básicos de arte para cartazes.Garanta o acesso a dispositivos conectados à Internet ou recursos da biblioteca para pesquisa em grupo.Espaço: reserve a biblioteca da escola ou outro espaço adequado para exibir cartazes e realizar uma visita à galeria.Tempo: a atividade pode ser realizada em duas aulas (45 minutos cada) + trabalho de casa:Aula 1: discussão inicial; pesquisa em grupo; preparação do cartaz.Trabalho de casa: conclusão do cartaz.Aula 2: visita à galeria + apresentações.Aula 1 – Inventário pessoal e discussão (foco em inglês + cidadania)1. Discuta brevemente estas questões com a turma: Com que frequência trocamos de dispositivos eletrónicos? Por quê? O que acontece com eles?2. Divida os alunos em cinco grupos de 4-5 e atribua a cada grupo uma etapa do ciclo de vida do dispositivo:Grupo 1: Extração mineral (minerais de conflito)Grupo 2: Fabricação e condições de trabalhoGrupo 3: Distribuição e marketingGrupo 4: Padrões de consumoGrupo 5: Eliminação e reciclagem3. Forneça a cada grupo perguntas orientadoras em inglês (por exemplo, De onde vêm os materiais? Quais são as condições de trabalho?).4. Acompanhe o progresso: circule, responda a perguntas e verifique se os alunos estão a usar o inglês para partilhar informações.5. Incentive os grupos a recolher 3-4 factos importantes, 1 imagem marcante e palavras-chave para os seus cartazes.Trabalho de casa – Criação de cartazes (inglês + criatividade)1. Distribua folhas A2 e marcadores.2. Instrua os grupos a:Escrever um título claro em inglês.Incluir 3–4 pontos principais, imagens e palavras-chave.Manter o texto conciso, mas preciso.Lembre-os de que os cartazes serão exibidos na biblioteca da escola, portanto, a clareza e o apelo visual são importantes.Lição 2 – Visita à galeria e apresentações (Inglês + Cidadania)Exiba os cartazes na biblioteca.Organize uma visita à galeria: cada grupo fica ao lado do seu cartaz e apresenta as suas descobertas em inglês (2 a 3 minutos).Incentive o público a fazer pelo menos uma pergunta por grupo.Conclua com uma discussão em sala de aula: O que o surpreendeu? Como as nossas escolhas pessoais se relacionam com as questões globais?","Z:667":"N/A","AM:8":"trainer","Z:54":"No","R:502":"N/A","D:44":"SciLMi Learning Outcome 1","AA:711":"N/A","AL:250":"N/A","AN:350":"N/A","Q:753":"N/A","AF:97":"No","AH:501":"N/A","AF:188":"N/A","U:231":"N/A","U:172":"N/A","AB:445":"N/A","O:531":"N/A","Y:57":"No","P:552":"N/A","AB:387":"N/A","W:51":"No","T:712":"N/A","S:592":"N/A","AA:66":"N/A","Z:124":"No","V:687":"N/A","AF:35":"Climate migration","AM:663":"N/A","W:411":"N/A","AG:541":"N/A","O:576":"N/A","U:690":"N/A","O:233":"N/A","G:120":"Required infrastructure [Printer]","AJ:234":"N/A","AF:727":"N/A","Z:628":"Click and think critically: Select and analyse information on a socio-scientific issue.","AH:696":"N/A","P:496":"N/A","R:284":"No","Z:280":"Build groups (given, self-organzed, mixed, organized)\n Watch the video and sum up the main information","V:388":"N/A","AD:751":"N/A","Z:491":"N/A","O:532":"N/A","AE:546":"N/A","G:190":"HOWs [Identify well-known and reputable domains (.edu / .gov, etc.).]","AP:272":"N/A","AO:677":"N/A","X:788":"N/A","AH:174":"N/A","Z:285":"No","AC:205":"N/A","AJ:577":"N/A","AN:196":"N/A","X:519":"N/A","AO:60":"N/A","AI:384":"N/A","AC:657":"N/A","AN:536":"N/A","V:226":"N/A","T:52":"No","AC:403":"N/A","AH:394":"N/A","AI:170":"N/A","AB:234":"N/A","G:480":"Learning Outcome","AH:679":"N/A","AP:652":"N/A","AP:747":"N/A","AD:434":"N/A","AD:697":"N/A","T:530":"N/A","AM:360":"N/A","AI:563":"N/A","AD:671":"N/A","AO:381":"N/A","AE:668":"N/A","Y:373":"N/A","U:179":"N/A","Z:607":"N/A","AL:55":"No","W:674":"N/A","V:729":"N/A","T:55":"No","Q:651":"N/A","G:459":"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]","D:68":"Subjects","G:461":"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]","AM:418":"N/A","AP:716":"N/A","AN:7":"en","Z:672":"N/A","AJ:558":"N/A","S:257":"N/A","AA:377":"N/A","S:115":"Yes","AO:67":"N/A","T:64":"No","Z:32":"N/A","AK:347":"N/A","AQ:684":"N/A","P:420":"N/A","AH:713":"N/A","R:209":"N/A","AQ:444":"N/A","AH:213":"N/A","Z:399":"N/A","AN:678":"N/A","O:564":"N/A","AI:260":"N/A","AD:492":"N/A","X:382":"N/A","AF:732":"N/A","AL:371":"N/A","AI:370":"N/A","X:698":"N/A","R:176":"N/A","AG:466":"No","O:396":"N/A","AG:169":"N/A","AQ:531":"N/A","Y:342":"N/A","AD:95":"No","AL:524":"N/A","AD:594":"N/A","Z:721":"N/A","T:580":"N/A","W:373":"N/A","AS:118":"No","AD:258":"N/A","AC:61":"No","AD:721":"N/A","P:694":"N/A","AJ:171":"N/A","AB:96":"Yes","AP:701":"N/A","AA:505":"N/A","T:653":"N/A","AA:721":"N/A","AP:351":"N/A","AI:515":"N/A","AO:237":"N/A","AF:688":"N/A","S:351":"N/A","AI:234":"Yes","R:686":"N/A","AE:179":"Yes","AJ:679":"N/A","AH:105":"No","X:526":"N/A","AN:357":"N/A","S:627":"N/A","Q:547":"N/A","AB:507":"N/A","Z:656":"N/A","AF:580":"N/A","X:178":"N/A","U:187":"N/A","AI:584":"N/A","Q:69":"No","AC:534":"N/A","AJ:288":"N/A","AB:51":"No","AI:466":"N/A","AI:726":"N/A","G:673":"HOWs [Use ☑ technical tools to identify sponsored content.]","AC:518":"N/A","W:106":"No","AO:748":"N/A","W:560":"N/A","S:225":"N/A","AP:565":"N/A","AQ:412":"N/A","AF:552":"N/A","Q:728":"N/A","R:609":"N/A","U:568":"N/A","AF:118":"Yes","AE:13":"2025","AK:708":"N/A","AI:410":"N/A","AP:9":"2025-11-25 16:26:58","AO:532":"N/A","U:235":"N/A","R:393":"N/A","AK:376":"N/A","O:343":"N/A","AL:124":"No","O:663":"N/A","AH:426":"N/A","AK:82":"topic-based vocabulary","AI:510":"N/A","AG:108":"No","AC:431":"N/A","S:396":"N/A","AI:593":"N/A","V:546":"N/A","S:418":"N/A","R:197":"N/A","Q:602":"1. Learners receive the excerpt and the task:\nhttps://docs.google.com/document/d/10GsfytgsmBEvt6FXoVsT8f7CblOmg6NRaNnYvON6nac/edit?usp=sharing\n2. Learners read the passage either aloud or silently for about 10 minutes.\n3. Learners complete the tasks on the worksheet and annotate the text using a guided color-coding system:\nBLUE: References to science, technology, consciousness, or technical concepts\nRED: Ethical dilemmas, moral conflicts, or problematic decisions\nGREEN: Emotional appeals, manipulation tactics, or persuasive strategies\nYELLOW: Statements about human identity, uniqueness, or what makes us human","X:524":"N/A","Y:117":"No","U:104":"No","AL:120":"No","AP:34":"N/A","X:380":"N/A","Z:259":"N/A","AL:508":"N/A","AH:676":"N/A","AO:188":"N/A","AA:705":"N/A","AA:186":"N/A","T:675":"N/A","AE:375":"N/A","AQ:539":"N/A","S:58":"No","U:720":"N/A","AI:676":"N/A","AC:695":"N/A","W:243":"N/A","AP:10":"2025-11-25 17:08:03","AL:702":"N/A","AF:542":"N/A","AM:713":"N/A","P:105":"No","S:52":"Yes","T:532":"N/A","W:471":"Communicate your viewpoint on a socio-scientific issue: Argue.","AQ:715":"N/A","Q:664":"N/A","AH:561":"N/A","AM:522":"N/A","G:346":"HOWs [Analyse reviews of the website, platform or media outlet.]","W:207":"N/A","U:677":"N/A","W:493":"N/A","AH:526":"N/A","AB:187":"N/A","AG:695":"N/A","AA:193":"N/A","AC:383":"N/A","AA:393":"N/A","AQ:566":"N/A","AL:277":"Teacher-led instruction and Q&A sessions","AN:745":"N/A","Z:770":"N/A","Z:232":"N/A","X:7":"en","AG:102":"No","AD:730":"N/A","AO:503":"N/A","AM:34":"N/A","AH:229":"N/A","R:605":"N/A","Q:557":"N/A","G:315":"Learning Outcome","AJ:357":"N/A","U:704":"N/A","AR:28":"Hier steht ein wunderbarer Lesson Sequence Title","P:189":"N/A","AF:330":"N/A","O:708":"N/A","AP:346":"N/A","P:654":"N/A","T:32":"No","AD:579":"N/A","AO:177":"N/A","AP:144":"Yes","G:172":"HOWs [Identify the scientific issue you would like to know more about.]","AI:521":"N/A","AH:734":"N/A","AP:65":"No","AC:666":"N/A","AM:710":"N/A","AO:596":"N/A","AO:385":"N/A","AG:449":"N/A","T:142":"60","AA:256":"N/A","AC:445":"N/A","Y:327":"N/A","AD:212":"N/A","R:167":"N/A","Y:585":"N/A","V:348":"N/A","P:182":"N/A","AK:304":"16","P:6":"13","AM:263":"N/A","G:41":"Topic","P:423":"N/A","Z:558":"N/A","AB:388":"N/A","T:607":"N/A","AB:95":"Yes","G:696":"HOWs [Identify key concepts.]","AA:596":"N/A","AB:535":"N/A","Q:626":"15","AF:768":"N/A","U:730":"N/A","AD:501":"N/A","AB:509":"N/A","S:707":"N/A","S:121":"No","AO:756":"N/A","AG:734":"N/A","AC:387":"N/A","AA:376":"N/A","Q:286":"N/A","AK:56":"No","V:176":"N/A","O:98":"No","X:560":"N/A","R:414":"N/A","AB:339":"N/A","AD:431":"N/A","U:259":"N/A","O:245":"N/A","AO:534":"N/A","W:443":"N/A","AQ:167":"N/A","X:577":"N/A","AG:240":"N/A","O:232":"N/A","AQ:698":"N/A","AS:273":"No","X:351":"N/A","S:477":"Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).","AK:76":"Learners will be able to engage in discussions in English by expressing and justifying their opinions, responding appropriately to different viewpoints, and using topic-specific vocabulary and appropriate communicative strategies.","AN:219":"N/A","AP:677":"N/A","S:272":"N/A","AG:265":"N/A","AJ:556":"N/A","T:510":"N/A","G:375":"HOWs [Visualise connections between the key concepts to identify elements that don’t fit well (concept maps).]","AI:3":"Max","Y:206":"N/A","AN:371":"N/A","AP:751":"N/A","Y:260":"N/A","G:492":"HOWs [Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.]","AG:438":"Group work","X:663":"N/A","AP:766":"N/A","AL:723":"N/A","G:249":"HOWs [Be objective and concise.]","U:366":"N/A","AE:235":"N/A","AF:689":"N/A","V:749":"N/A","W:586":"N/A","AS:116":"Yes","T:668":"N/A","G:751":"Elaborate activity [Yes, please show additional fields]","P:433":"No","AN:665":"N/A","AE:453":"At the end of the activity, the teacher can stimulate discussion about biased information by asking learners some questions, like for instance:\n - How can the citizens be protected from biased information?- Which sources of information are more biased in your opinion?","D:32":"Position of Lesson Plan in Sequence","AQ:533":"N/A","Q:264":"N/A","O:588":"N/A","AB:274":"N/A","O:691":"N/A","T:544":"N/A","T:103":"No","Z:501":"N/A","AC:444":"N/A","AH:97":"No","AS:77":"[Subject Topics] Fast fashin, ethics","AJ:423":"N/A","V:346":"N/A","Z:582":"N/A","S:242":"N/A","AL:269":"The introduction is designed using the headline and image from a newspaper article. The image and statement are intended to motivate the pupils to engage with the topic and relate the question of personal preferences to their own lives. Asking them to collect aspects that are not convincing serves as a transition to the main topic of the lesson. \n Der Artikel: Überschrift und Bild verwenden","V:273":"Yes","AB:448":"N/A","AD:508":"N/A","G:457":"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]","AD:548":"N/A","AF:738":"N/A","AF:343":"N/A","AB:709":"N/A","AG:307":"Recognise your own information bubble or echo chamber.","AK:142":"45","AC:769":"N/A","AM:205":"N/A","AA:367":"N/A","AD:488":"N/A","W:691":"N/A","T:705":"N/A","AL:753":"N/A","AD:528":"N/A","AP:502":"N/A","AC:332":"N/A","AQ:494":"N/A","S:522":"N/A","AJ:193":"N/A","AL:202":"N/A","AA:423":"N/A","AD:556":"N/A","V:746":"N/A","AA:741":"N/A","Y:518":"N/A","V:491":"N/A","AE:676":"N/A","AI:729":"N/A","G:332":"HOWs [Recognise the possibility to fall for and (un)intentionally share misinformation.]","AN:683":"N/A","S:757":"N/A","O:287":"No","U:9":"2025-09-03 09:12:19","Y:277":"Teacher-led instruction and Q&A sessions","Q:237":"N/A","X:700":"N/A","AE:663":"N/A","AL:363":"N/A","AP:395":"N/A","V:123":"Yes","AI:364":"N/A","AI:587":"N/A","AN:507":"N/A","AB:380":"N/A","AG:268":"Yes","Q:581":"N/A","AO:336":"N/A","AO:744":"N/A","T:496":"N/A","AO:55":"N/A","AC:563":"N/A","AI:491":"N/A","AC:538":"N/A","P:184":"N/A","AS:123":"Yes","S:552":"N/A","AP:80":"Lixo eletrónico","AK:190":"N/A","AG:699":"N/A","P:657":"N/A","AL:504":"N/A","AP:242":"N/A","AE:262":"N/A","AB:13":"2025","AF:700":"N/A","G:226":"HOWs [Divide potential science-based ☑ solutions to the socio-scientific issue into categories.]","Z:703":"N/A","AD:226":"N/A","P:570":"N/A","AI:179":"N/A","V:576":"N/A","P:548":"N/A","O:251":"N/A","AA:224":"N/A","AB:329":"N/A","AL:65":"No","AM:54":"N/A","AE:195":"N/A","AF:30":"Yes","U:556":"N/A","AH:383":"N/A","V:439":"Prepare the activity by providing paper for posters, colored pens, and scissors.Divide the learners into pairs.\n Each pair is assigned an area from CEPS to present. For example: one pair is tasked with describing the causes and consequences from an economic perspective.\n If the classroom has a visual timer, use it to count down the time until the activity ends.","AG:83":"Persuasive language","AN:194":"N/A","X:238":"N/A","AM:607":"N/A","AL:491":"N/A","AE:491":"N/A","AI:356":"N/A","Z:304":"10","W:467":"Speak out and take action: Exercise civic engagement on a socio-scientific issue.","AJ:364":"N/A","AC:728":"N/A","AG:663":"N/A","AJ:148":"Communicate your viewpoint on a socio-scientific issue: Argue.","Y:387":"N/A","Y:377":"N/A","AD:117":"No","AB:170":"N/A","Q:735":"N/A","X:668":"N/A","S:585":"N/A","AM:753":"N/A","AN:700":"N/A","P:170":"N/A","R:115":"Yes","AC:723":"N/A","AD:540":"N/A","R:119":"Yes","R:657":"N/A","Z:539":"N/A","AD:580":"N/A","O:550":"N/A","AL:231":"N/A","R:491":"N/A","AF:383":"N/A","V:172":"N/A","AL:749":"N/A","O:395":"N/A","S:333":"N/A","R:77":"Wildfires","P:211":"N/A","Z:100":"No","R:201":"N/A","AM:524":"N/A","AQ:246":"N/A","AM:173":"N/A","AQ:143":"60","V:197":"N/A","P:374":"N/A","AB:669":"N/A","W:204":"N/A","Z:709":"N/A","AG:445":"N/A","AJ:730":"N/A","AC:661":"N/A","AQ:535":"N/A","AJ:447":"N/A","AE:363":"Yes","T:358":"N/A","AF:672":"N/A","AM:373":"N/A","Y:549":"N/A","U:245":"N/A","Q:337":"N/A","V:171":"N/A","AC:14":"Uitto, Valentina","AG:330":"Yes","D:620":"Material Sources","Z:272":"Yes","O:59":"No","AB:561":"N/A","W:234":"N/A","AI:210":"N/A","X:340":"No","AH:11":"129.241.236.112","AE:693":"N/A","AN:338":"N/A","AP:64":"No","G:570":"HOWs [Linguistic competence]","AJ:704":"N/A","R:223":"N/A","AP:398":"N/A","W:499":"N/A","AQ:144":"Yes","AO:170":"N/A","AB:178":"N/A","X:389":"N/A","AE:340":"N/A","AI:12":"https://s.scilmi.eu/?r=bit-mil","P:713":"N/A","O:653":"N/A","AL:567":"N/A","AN:144":"No","AK:7":"en","AA:508":"N/A","Z:31":"No","G:516":"HOWs [Skim the snippets for key terms related to your query.]","D:450":"Student Output Form","AM:727":"N/A","AP:755":"N/A","AN:708":"N/A","AK:723":"N/A","W:119":"Yes","AL:398":"N/A","S:655":"N/A","AQ:414":"N/A","AK:649":"N/A","AJ:599":"Class activity","AF:590":"Yes","AF:6":"15","AH:552":"N/A","Q:510":"N/A","V:424":"N/A","AA:608":"N/A","AB:196":"N/A","AN:728":"N/A","P:402":"N/A","AM:747":"N/A","Y:452":"Evaluation / Assessment Criteria: Lobby Group Analysis – DeutschlandticketCriteriaExcellent (3 pts)Satisfactory (2 pts)Needs Improvement (1 pt)Identification of PositionClearly identifies the lobby group’s position regarding the Deutschlandticket price increase, with precise references to the statement/press release.Identifies the position but with minor inaccuracies or incomplete details.Position is unclear, incorrect, or missing.Analysis of MotivesThoroughly analyzes the lobby group’s motives (financial, political, social, image) and links them to their actions.Analyzes motives partially; some links to actions are missing.Motives are unclear, incomplete, or not linked to actions.Identification of BeneficiariesCorrectly identifies the groups who benefit from the lobby group’s position.Identifies some beneficiaries but misses others or is partially incorrect.Beneficiaries are unclear, incorrect, or missing.Use of EvidenceUses relevant evidence from materials (M1, M2) to support position, motives, and beneficiaries.Uses some evidence, but it is limited or not fully connected.Little or no evidence is used; reasoning is unsupported.Presentation & CollaborationPresents findings clearly to peers; engages effectively in group discussion; completes table accurately.Presentation or discussion is partially clear; table is mostly complete.Presentation is unclear or incomplete; table is missing information.Reflection & ConnectionReflects on the effectiveness, legitimacy, and societal impact of lobbying; links to broader topics (democracy, CO₂, transport policy).Reflection is partial or superficial; some connection to broader topics.Reflection is missing, unclear, or not connected to broader topics.Scoring:16–18 pts → Excellent understanding and analysis11–15 pts → Satisfactory understanding6–10 pts → Needs improvement","P:279":"Video and short discussion","V:118":"No","AL:727":"N/A","AA:524":"N/A","AF:710":"N/A","V:519":"N/A","P:686":"N/A","AD:610":"N/A","R:180":"N/A","AK:66":"No","AD:100":"Yes","W:684":"N/A","V:564":"N/A","AJ:667":"N/A","AP:585":"N/A","Q:375":"N/A","O:670":"N/A","AS:30":"2","O:56":"No","AF:339":"N/A","R:247":"Yes","W:699":"N/A","AG:563":"N/A","AA:241":"N/A","AI:230":"N/A","G:44":"SciLMi Learning Outcome 1","U:30":"No","AM:732":"N/A","P:176":"N/A","AL:688":"N/A","AL:686":"N/A","T:738":"N/A","P:246":"N/A","O:53":"No","X:8":"glyk-gkou-01","R:8":"alic-ming-01","AH:691":"N/A","T:353":"N/A","AK:465":"15","AQ:416":"N/A","AI:204":"N/A","AG:7":"en","S:710":"N/A","X:755":"N/A","AC:278":"Collect the countries of origin together, for example on the board, and examine where your clothes come from.Ask learners to reflect on why they own these particular clothes. Are they necessary, essential, fashionable? Are there other reasons? Could the student replace this item with something else they already own? Could they estimate how many similar items they have?","AO:273":"N/A","G:304":"Expected activity duration in minutes","AN:12":"https://s.scilmi.eu/index.php?r=survey/index&sid=125966","AR:43":"Understand how (mis)information spreads","AD:222":"N/A","Q:578":"N/A","Y:673":"N/A","AK:739":"N/A","T:421":"N/A","O:688":"N/A","P:522":"N/A","AF:254":"N/A","G:618":"For any intellectual property used in this activity that is not your own, please provide a full reference (for published materials) or contact details for the intellectual property holder. [Source 4]","AQ:168":"N/A","AH:215":"N/A","AD:588":"N/A","V:540":"N/A","AO:251":"N/A","Y:352":"N/A","P:669":"N/A","AN:534":"N/A","AI:387":"N/A","AK:359":"N/A","AC:175":"N/A","X:383":"N/A","G:308":"Learning Objective","AK:4":"Yes","AM:391":"N/A","AI:679":"N/A","AE:391":"N/A","AC:744":"N/A","AO:94":"N/A","R:650":"N/A","V:562":"N/A","AC:179":"N/A","O:445":"No","R:446":"N/A","P:502":"N/A","P:610":"No","AM:12":"https://s.scilmi.eu/?r=bit-mil","U:377":"N/A","AH:118":"No","Z:412":"N/A","AP:582":"N/A","O:182":"N/A","AM:207":"N/A","S:232":"N/A","P:425":"N/A","X:734":"N/A","AB:446":"N/A","AG:691":"N/A","O:262":"N/A","AK:547":"N/A","AC:305":"Yes","AN:564":"N/A","Z:417":"N/A","AP:492":"N/A","AO:726":"N/A","AF:612":"/* Style Definitions */\n table.MsoNormalTable\n {mso-style-name:\"Tableau Normal\";\n mso-tstyle-rowband-size:0;\n mso-tstyle-colband-size:0;\n mso-style-noshow:yes;\n mso-style-priority:99;\n mso-style-parent:\"\";\n mso-padding-alt:0cm 5.4pt 0cm 5.4pt;\n mso-para-margin-top:0cm;\n mso-para-margin-right:0cm;\n mso-para-margin-bottom:8.0pt;\n mso-para-margin-left:0cm;\n line-height:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n Quiz Questions (Examples for 12-Year-Olds):\n \n Question\n 1: Emotional Language\n \n Look at\n this sentence from a social media post: \"The terrifying wildfire is\n destroying everything in its path, leaving families homeless and\n devastated!\" Which words are used to evoke strong emotions? a)\n wildfire, path b) terrifying, destroying, devastated c) families, homeless\n \n Answer: b) terrifying, destroying,\n devastated\n \n\n \n Question\n 2: Exaggeration\n \n Which of\n these sentences is an example of exaggeration? a) \"A wildfire is burning\n in the forest near our town.\" b) \"This apocalyptic wildfire is the\n worst disaster in history!\" c) \"Firefighters are working to control\n the wildfire.\"\n \n Answer: b) \"This apocalyptic wildfire\n is the worst disaster in history!\"\n \n\n \n Question\n 3: Loaded Language\n \n Which\n phrase is an example of loaded language (words that try to influence your\n opinion)? a) \"The wildfire started yesterday.\" b) \"The\n government’s reckless policies caused this wildfire!\" c)\n \"Firefighters are on the scene.\"\n \n Answer: b) \"The government’s reckless\n policies caused this wildfire!\"\n \n\n \n Question\n 4: Fact vs. Opinion\n \n Is this\n sentence a fact or an opinion? \"Wildfires are always\n caused by climate change and nothing else!\" a) Fact b) Opinion\n \n Answer: b) Opinion\n \n\n \n Question\n 5: Visual Manipulation\n \n Why might\n someone use a dramatic image of a wildfire in a social media post? a) To show\n what the wildfire looks like b) To make people feel scared or urgent c) Both a\n and b\n \n Answer: c) Both a and b\n \n\n \n Question\n 6: Call to Action\n \n Which\n sentence is trying to persuade you to do something? a) \"A wildfire is\n burning 5 miles away.\" b) \"Sign this petition NOW to stop wildfires\n forever!\" c) \"Wildfires can be caused by lightning.\"\n \n Answer: b) \"Sign this petition NOW to\n stop wildfires forever!\"\n \n\n \n Question\n 7: Reverse Image Search\n \n If you saw\n an image of a wildfire in a post, what should you do to check if it’s real? a)\n Share it immediately b) Use a reverse image search to see where the image came\n from c) Ignore it\n \n Answer: b) Use a reverse image search to\n see where the image came from","O:595":"Yes","O:221":"N/A","Q:207":"N/A","Y:678":"N/A","U:361":"N/A","AH:685":"N/A","T:121":"No","AQ:536":"N/A","S:277":"Pair work","U:225":"N/A","S:704":"N/A","AE:52":"No","AG:305":"Yes","G:286":"Student output form [Practical demonstration (lab experiment, etc.)]","AL:64":"No","G:622":"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]","AJ:544":"N/A","AE:554":"N/A","G:388":"HOWs [Divide potential science-based ☑ solutions to the socio-scientific issue into categories.]","T:559":"N/A","AQ:552":"N/A","U:399":"N/A","AG:503":"N/A","AF:705":"N/A","G:51":"Subject(s) [First Language]","O:375":"N/A","AO:670":"N/A","D:286":"Student Output Form","T:193":"N/A","AG:5":"2026-04-30 18:38:11","AJ:417":"N/A","G:373":"HOWs [☑ Logical fallacies]","D:298":"Material Sources","AJ:546":"N/A","AI:334":"N/A","AH:54":"No","U:3":"Max","AD:381":"N/A","AR:432":"Yes","AD:506":"N/A","AC:740":"N/A","O:754":"N/A","AO:287":"N/A","AL:52":"No","AH:122":"No","Y:466":"No","Q:521":"N/A","AL:12":"https://s.scilmi.eu/?r=bit-mil","T:285":"Yes","AA:185":"N/A","Q:144":"No","AB:602":"Read the texts.\n \n \n \n \n \n \n \n \n \n \n Explain the language used in the texts. \n \n \n \n \n \n \n \n \n Identify the number data used in the text.\n \n \n \n \n \n \n Discuss what the text is about.\n \n \n \n \n \n \n \n \n \n \n Compare the information in both texts.\n \n \n Question the information given in the texts.","AF:698":"N/A","AK:111":"Yes","AB:67":"No","AN:273":"N/A","G:63":"Subject(s) [Civics & Global Citizenship Education]","X:338":"No","AK:230":"N/A","AD:677":"N/A","AF:212":"N/A","AB:348":"N/A","AP:380":"N/A","V:489":"N/A","AB:213":"N/A","T:537":"N/A","AH:532":"N/A","P:697":"N/A","AK:388":"N/A","AC:202":"N/A","AF:749":"N/A","T:223":"N/A","D:29":"Total Number of Lessons in the Sequence","AN:520":"N/A","AI:274":"Yes","V:401":"N/A","AD:412":"N/A","D:137":"Required infrastructure & Teaching Materials","AO:538":"N/A","AP:406":"N/A","V:390":"N/A","R:238":"N/A","AI:567":"N/A","AP:262":"N/A","AM:445":"N/A","AI:76":"Learners will be able to identify the environmental and social consequences of fast fashion, to explain the link between textile waste, pollution, and sustainability as well as to evaluate different viewpoints on fast fashion considering ecological, economic, and social dimensions. Furthermore, they develop the ability to form an informed opinion on a socio-scientific issue.","AI:98":"No","AJ:649":"N/A","G:214":"HOWs [Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.]","AL:739":"N/A","X:404":"N/A","Q:304":"25","X:403":"N/A","AR:52":"No","Q:564":"N/A","P:612":"I also take supplements and\n in fact most of my colleagues are in the field of anti-aging. So I take NMN\n every morning.\n \n What ist NMN?\n \n So about 20 years ago a team of us at MIT\n (Massachusetts Institute of Technology) discovered a set of genes that controls\n aging and those genes are called sirtuins and what they do is they protect all\n organisms on the planet from deterioration and disease. They’re like the pentagon. They send out the troops to\n defend us. So when you put more of these genes into\n a mouse, they’ll live\n longer. We can now mimic that with molecules. So NMN is one of those\n molecules. So is resveratrol. You can think of resveratrol as the accelerator\n pedal for the sirtuin genes and NMN is the fuel.","P:424":"N/A","AG:130":"https://www.tricider.com/brainstorming/2tvux2MTk4N","AQ:656":"N/A","Q:604":"N/A","AL:338":"N/A","T:679":"N/A","AN:490":"N/A","AF:246":"N/A","T:249":"N/A","AG:586":"N/A","AA:445":"N/A","X:111":"Yes","U:8":"carl-pinh-01","AM:174":"N/A","S:551":"N/A","Y:205":"N/A","AG:400":"N/A","P:543":"N/A","V:112":"The learners need to have basic skills in understanding how to browse on the Internet. \n \n \n The learners need to know what a forest is and knowledge about climatechanges and what warmer climate affect nature. The learners need to have an understanding that sources can have different agenda and goals. ","AO:349":"N/A","AJ:52":"Yes","Q:572":"N/A","AC:347":"N/A","AJ:166":"N/A","G:777":"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]","AG:686":"N/A","V:56":"No","AI:541":"N/A","D:598":"App","R:709":"N/A","R:546":"N/A","Q:244":"N/A","AN:172":"N/A","AC:505":"N/A","AS:284":"N/A","AC:438":"Group work","Y:417":"N/A","AD:62":"No","AA:374":"N/A","AJ:174":"N/A","G:319":"Learning Outcome","AK:188":"N/A","AO:520":"N/A","P:66":"No","AF:741":"N/A","O:235":"N/A","AC:446":"N/A","Y:600":"· Organize learners into small groups for analysis. Explain TPS.· Circulate and support with prompts as needed.· Lead a plenary discussion where groups present findings and compare perspectives.· Encourage reflection on the impact of interest groups on democracy and citizen participation.Prompts for Analysis & DiscussionDuring Group Work:Identify the main function(s) your interest group fulfills.Find examples from M3, M4, or the Info box to support your answer.Think about which citizens or groups benefit from this function.Consider how the group communicates its position to members and the public.During Plenary Discussion:Compare the functions of different interest groups.Discuss how these functions help citizens influence government decisions.Reflect on whether the activities of interest groups are fair and democratic.Connect what you learned to your own experiences or choices in society.","AP:331":"N/A","Q:181":"N/A","X:251":"N/A","W:515":"N/A","Q:577":"N/A","X:56":"No","AL:286":"No","Z:187":"N/A","G:95":"Age range [11 ]","X:533":"N/A","U:227":"N/A","Y:254":"N/A","AG:754":"N/A","P:9":"2025-09-03 09:11:13","AD:98":"No","AN:404":"N/A","AR:13":"2026","AF:660":"N/A","AK:441":"1. The teacher tells the learners that they are going to watch a short video about the topic of fast fashion to deepen their understanding of the topic.\n2. Before watching, the teacher asks the learners to pay attention to important facts and key vocabulary presented in the video.\n3. The learners watch the video \"The Problem with Fast Fashion\": https://www.youtube.com/watch?v=TDLSRl9lJE0\n4. After watching the video, the teacher divides the class into small groups.\n5. Each group receives a set of topic-specific terms taken from the video (e.g., pollution, textile waste, cheap labour, landfill, polyester, pesticides, recycling). In their groups, learners discuss the meaning of the terms, explain how they are connected to fast fashion, and use them to summarize the main ideas of the video.\n6. The teacher monitors the group discussions, provides language support where necessary, and clarifies any misunderstandings.\n7. Finally, the teacher reviews the vocabulary with the whole class and briefly summarizes the key messages of the video before moving on to the next activity.","AO:118":"N/A","AR:57":"Yes","AI:537":"N/A","U:265":"N/A","AM:343":"N/A","AD:216":"N/A","AJ:142":"45","AG:447":"N/A","Z:755":"N/A","AE:569":"N/A","AI:540":"N/A","AP:94":"No","S:142":"60","AE:202":"N/A","AO:715":"N/A","AQ:445":"N/A","T:362":"N/A","AF:527":"Yes","AD:388":"N/A","AH:558":"N/A","AO:492":"N/A","T:652":"N/A","U:102":"No","G:524":"HOWs [Examine how the information is framed.]","O:739":"N/A","AJ:241":"N/A","AE:766":"N/A","G:98":"Age range [14]","AH:516":"N/A","P:523":"N/A","S:438":"Group work","G:701":"HOWs [Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.]","AN:685":"N/A","AA:511":"N/A","AO:168":"N/A","AB:165":"N/A","AP:58":"No","AE:609":"N/A","AJ:33":"No","Z:188":"N/A","AH:412":"N/A","AA:271":"N/A","S:97":"No","V:680":"N/A","AI:241":"N/A","AO:570":"N/A","W:681":"N/A","R:684":"N/A","AB:444":"N/A","AE:705":"N/A","AL:514":"N/A","AQ:152":"Evaluate the credibility of the website, platform or media outlet.","AP:183":"N/A","AO:524":"N/A","AM:168":"N/A","AD:250":"N/A","W:370":"N/A","V:115":"Yes","AB:765":"N/A","V:99":"No","AJ:604":"N/A","AJ:367":"N/A","AI:201":"N/A","AE:241":"N/A","AP:770":"N/A","A:30":"Sequence Position","AE:584":"N/A","W:272":"N/A","AK:172":"N/A","Y:500":"N/A","P:190":"N/A","AM:102":"N/A","O:208":"N/A","AP:529":"N/A","AO:736":"N/A","AN:674":"N/A","AL:143":"10","O:555":"N/A","V:440":" Produce new or original work, \n \n working in pairs,","AP:520":"N/A","O:50":"Learners may have several key misconceptions about longevity and transhumanism. For longevity, they often confuse it with immortality and assume that living longer automatically means living better, without considering health, inequality, or ethical implications. They may also think it is only a medical issue, rather than a broader social and ethical debate.\n\nFor transhumanism, learners may reduce it to science fiction ideas like cyborgs or robots, or see it as either entirely positive or negative. They might also assume it is already close to reality or equally accessible to everyone, without recognizing issues of inequality and ethical complexity.","AK:357":"N/A","U:608":"N/A","AC:687":"N/A","U:609":"N/A","Y:52":"No","P:113":"Genes, Translation, Enzyms","AE:167":"N/A","AP:166":"N/A","T:329":"N/A","AB:688":"N/A","T:337":"N/A","AS:435":"No","AO:263":"N/A","AG:196":"N/A","AM:434":"N/A","AF:259":"N/A","W:260":"N/A","AH:65":"No","AH:248":"N/A","AE:433":"Yes","W:169":"N/A","U:205":"N/A","AP:295":"[Video] Energy transition: The dark side of the electric car battery cobalt rush • FRANCE 24 - https://www.youtube.com/watch?v=daMiqjqGmNc","AC:720":"N/A","Z:691":"N/A","AB:727":"N/A","AO:705":"N/A","AA:345":"N/A","AH:259":"N/A","X:54":"No","P:577":"N/A","Q:247":"N/A","X:584":"N/A","R:270":"No","AI:438":"Group work","T:201":"N/A","W:762":"Teacher explains the words and the sentences to the learners.","AO:663":"N/A","AG:304":"10","AQ:290":"COMPITO 1\n \n \n \n \n \n \n \n \n \n \n \n Sites 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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 /* 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:115%;\n mso-pagination:widow-orphan;\n font-size:12.0pt;\n font-family:\"Aptos\",sans-serif;\n mso-ascii-font-family:Aptos;\n mso-ascii-theme-font:minor-latin;\n mso-hansi-font-family:Aptos;\n mso-hansi-theme-font:minor-latin;\n mso-font-kerning:1.0pt;\n mso-ligatures:standardcontextual;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n COMPITO 2\n \n \n \n \n \n \n \n Più autorevole\n \n \n \n \n \n \n \n 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