{"CACHEDAT":"2026-06-05 16:46:00","SLUG":"jakubcova-katarina-ch6mhaJe0b","MARKDOWN":"# Lesson title: Think globally, act locally\n\n## Lesson sequence title: AI and global energy consumption\n\nLesson no. 3/3\n\n### SSI: Atmospheric pollution, AI rising energy demand\n\n# Subject: Civics\n\n## Subject-specific learning goals / competences / curriculum content\n\n**AI, technological innovation** and **public infrastructure stability**\n\n## Learner age range: 15-16\n\n## Year of subject learning: 10th\n\n# Lesson context\n\n## Before HOW activity\n\nThe students will do the research about the AI energies demands, how it effects worldňs economy. Students will identify the \"hidden\" geography of AI—where data centers are built, which communities host them etc.\n\n## After HOW activity\n\nAfter the visit in retiremnt home the students will likely provide a fascinating clash of perspectives: the \"digital natives\" explaining the invisible costs of the future to the \"analog generation\" who have seen previous energy transitions firsthand.\n\n# HOW Activity\n\n## Duration in minutes: 40\n\n## MSL Domain: Speak out and take action\n\n### Learning goal: carry out a service learning project addressing the identified needs\n\n### HOW: Provide with local partner - the elderly home rising energy demands and how everyone can take action in saving energy sources. \n\n## HOW activity instruction\n\nImplement your knowledge about the rising energy demands and prepare the presentation 15-20 minutes duration for the elderly in retiremnt home. Make sure you present the findings the easisit way possible. \n\n### Suggested social form\n\ngroup work\n\n### Required infrastructure: computers, printables, charts etc.\n\n# Lesson title: !!Lesson title!!\n\n## Lesson sequence title: !!Lesson sequence title!!\n\nLesson no. !!x!! / !!n!!\n\n### SSI: !!Socio-Scientific issue!!\n\n# Subject: !!Subject!!\n\n## Subject-specific learning goals / competences / curriculum content\n\n!!List the subject-specific learning goals / competences / curriculum content of the lesson.!!\n\n## Learner age range: 15-16\n\n## Year of subject learning: 10th\n\n# Lesson context\n\n## Before HOW activity\n\n!!Briefly explain the lesson context in which your HOW activity ins embedded, i.e. what you plan to do before the HOW activity.!!\n\n## After HOW activity\n\n!!Briefly explain the lesson context in which your HOW activity ins embedded, i.e. what you plan to do after the HOW activity.!!\n\n# HOW Activity\n\n## Duration in minutes: !!n!!\n\n## MSL Domain: !!Open up your mind / Be wise & think twice / …!!\n\n### Learning goal: !!Learning goal!!\n\n### HOW: !!HOW!!\n\n## HOW activity instruction\n\n!!goes on the worksheet / tells the learners what to do / should start with a Bloom's action verb / should be clearly phrased!!\n\n### Suggested social form\n\n!!teacher-led / individual work / pair work / group work / class activity!!\n\n### Required infrastructure\n\n!!e.g. teacher computer, student tablets, internet access, printere.g. teacher computer, student tablets, internet access, printer!!","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title: Think globally, act locally</h1>\n<h2>Lesson sequence title: AI and global energy consumption</h2>\n<p>Lesson no. 3/3</p>\n<h3>SSI: Atmospheric pollution, AI rising energy demand</h3>\n<h1>Subject: Civics</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p><strong>AI, technological innovation</strong> and <strong>public infrastructure stability</strong></p>\n<h2>Learner age range: 15-16</h2>\n<h2>Year of subject learning: 10th</h2>\n<h1>Lesson context</h1>\n<h2>Before HOW activity</h2>\n<p>The students will do the research about the AI energies demands, how it effects worldňs economy. Students will identify the &quot;hidden&quot; geography of AI—where data centers are built, which communities host them etc.</p>\n<h2>After HOW activity</h2>\n<p>After the visit in retiremnt home the students will likely provide a fascinating clash of perspectives: the &quot;digital natives&quot; explaining the invisible costs of the future to the &quot;analog generation&quot; who have seen previous energy transitions firsthand.</p>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: 40</h2>\n<h2>MSL Domain: Speak out and take action</h2>\n<h3>Learning goal: carry out a service learning project addressing the identified needs</h3>\n<h3>HOW: Provide with local partner - the elderly home rising energy demands and how everyone can take action in saving energy sources.</h3>\n<h2>HOW activity instruction</h2>\n<p>Implement your knowledge about the rising energy demands and prepare the presentation 15-20 minutes duration for the elderly in retiremnt home. Make sure you present the findings the easisit way possible.</p>\n<h3>Suggested social form</h3>\n<p>group work</p>\n<h3>Required infrastructure: computers, printables, charts etc.</h3>\n<h1>Lesson title: !!Lesson title!!</h1>\n<h2>Lesson sequence title: !!Lesson sequence title!!</h2>\n<p>Lesson no. !!x!! / !!n!!</p>\n<h3>SSI: !!Socio-Scientific issue!!</h3>\n<h1>Subject: !!Subject!!</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p>!!List the subject-specific learning goals / competences / curriculum content of the lesson.!!</p>\n<h2>Learner age range: 15-16</h2>\n<h2>Year of subject learning: 10th</h2>\n<h1>Lesson context</h1>\n<h2>Before HOW activity</h2>\n<p>!!Briefly explain the lesson context in which your HOW activity ins embedded, i.e. what you plan to do before the HOW activity.!!</p>\n<h2>After HOW activity</h2>\n<p>!!Briefly explain the lesson context in which your HOW activity ins embedded, i.e. what you plan to do after the HOW activity.!!</p>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: !!n!!</h2>\n<h2>MSL Domain: !!Open up your mind / Be wise &amp; think twice / …!!</h2>\n<h3>Learning goal: !!Learning goal!!</h3>\n<h3>HOW: !!HOW!!</h3>\n<h2>HOW activity instruction</h2>\n<p>!!goes on the worksheet / tells the learners what to do / should start with a Bloom's action verb / should be clearly phrased!!</p>\n<h3>Suggested social form</h3>\n<p>!!teacher-led / individual work / pair work / group work / class activity!!</p>\n<h3>Required infrastructure</h3>\n<p>!!e.g. teacher computer, student tablets, internet access, printere.g. teacher computer, student tablets, internet access, printer!!</p>","UPDATEDAT":"2026-05-14T10:01:39.488Z","ID":"d7a450ea-0503-479c-afd4-ff1d68281b93","TITLE":"Jakubcová, Katarína"}