Discover AI-adaptable worksheets

Objective: The worksheet aims to raise learners' awareness of the environmental impact of artificial intelligence (AI). It trains them to critically analyse the energy and resource consumption of data centres in order to develop strategies for the environmental sustainability of AI technology, particularly through the use of renewable energies.

Contents and methods: The worksheet begins with a warm-up on the learners' personal attitudes towards AI and climate change, followed by information about AI data centres in a selected country/city. Learners analyse advantages and environmental risks using text and cause-and-effect analyses. Methods such as group research, perspective changing and decision-making encourage reflection on sustainability and concrete measures for environmental responsibility.

Competencies:

• Sustainability awareness: Understanding the ecological footprint of digital technologies (energy and resource consumption).
• Critical analysis: Weighing technological advantages (climate research, smart farming) against environmental risks.
• Problem solving: Developing concrete strategies to promote energy efficiency and the use of green energy sources for AI.
• Understanding of roles: Making informed political decisions from an environmental policy perspective.

Target group and level: Years 8–10 (middle school)

ESD:

• 12: Responsible consumption and production patterns: This addresses the challenge of raw material extraction (rare earths) and the need for recycling and sustainable procurement.
•  13: Climate action: The text highlights the role of AI in reducing global emissions and in climate research.

Students investigate how artificial intelligence is transforming a specific field, gaining an understanding of both the benefits and challenges of AI. The goal is to develop critical awareness of AI’s capabilities, ethical issues, and the ongoing need for human judgment in decision-making.

Content and Methods:

The worksheet guides students through an exploration of AI in a specific field by examining real-world examples. Students analyze ethical concerns. Methods include comprehension questions, multiple-choice tasks, comparison of benefits and risks, open-ended reflection questions, and a short argumentative essay about AI’s role in that field.

Competencies:

• Understanding technological applications of AI in a real-world professional field
• Critical evaluation of the benefits and risks of AI in that field
• Ethical reasoning about data privacy, bias, and human–machine interaction
• Analytical thinking about the balance between AI capabilities and human expertise
• Argumentative and reflective writing skills

Target Group and Level:

Grade 8 and up.

With the help of the worksheet, learners engage with a film in a structured way in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Contents and methods: 

The worksheet is structured like a brochure and asks questions about the content and further questions about the film. The worksheet ends with a personal evaluation of the film.

Skills:

• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

From Year 7 onwards

With the help of the worksheet, learners engage with the content of a film in a structured manner before, during and after viewing it in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Content and methods: 

The worksheet begins by testing prior knowledge of the film. While watching, the pupils complete multiple-choice tasks to actively engage with and consolidate their understanding. After the film, transfer tasks are used for further processing and reflection on the topic.

Skills:

• Activating and building on prior knowledge
• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

From Year 7 onwards

The objective is to support teachers in planning and conducting role-playing games, business games, and simulations in the classroom. The worksheet is designed to help you convey complex concepts in a practical way and plan your own simulations.

Contents and methods:

The worksheet serves as a comprehensive guide for preparing and conducting business games. It contains step-by-step instructions for a business game on a selected topic. This also includes the presentation of a possible scenario, which can serve as a basis for lesson preparation.

Target group:

Teacher

Students analyze artificial intelligence in a work of science-fiction to understand how science fiction reflects societal values, fears, and hopes about technology and humanity. The overarching goal is to encourage critical reflection on ethical and philosophical questions surrounding AI and its implications for the future.

Content and Methods:

The worksheet guides students through a multi-step exploration of a work of science-fiction, including:

• Comprehension and analysis of the film’s or novel's plot and themes.
• Multiple-choice interpretation of key ethical, philosophical, and symbolic elements.
• Historical contextualization of the film’s creation and its relevance to early 21st-century technology.
• Open-ended reflection or essay tasks requiring students to explore ethical frameworks (e.g., utilitarianism, deontology, virtue ethics) or develop AI policy proposals.
• Methods include analytical reading, critical discussion, and creative or argumentative writing.

Competencies:

• Critical analysis of media and literature in relation to societal and ethical questions
• Understanding and application of philosophical frameworks
• Ethical reasoning and argumentation
• Historical contextualization of technological developments
• Reflective and analytical writing skills

Target Group and Level:

Grade 10 and up

Students explore how artificial intelligence is portrayed in science fiction compared to real-world AI today, developing an understanding of the ethical, social, and technological implications of AI through analysis and creative application.

Content and Methods:

The worksheet focuses on comparing AI in a work of Science-Fiction with present-day AI developments. Students analyze AI capabilities, goals, human–AI interactions, and societal responses. Methods include guided comparative research, critical questioning, and a creative design task where students create a movie poster for a fictional AI sequel that connects science fiction themes with current realities.

Competencies:

• Analytical thinking and critical comparison of fictional and real-world AI
• Understanding ethical and social implications of AI technologies
• Creative transfer and visual communication through media design
• Reflection on human–machine relationships and societal impact

Target Group and Level:

Grades 9 and up.

The learners should develop an awareness of their own feelings and personal boundaries. The goal is to teach them to distinguish between good and bad touches, define their personal space, and learn appropriate responses in uncomfortable situations.

Content and Methods:

The worksheet begins with a "Feelings barometer," where students evaluate touch situations using emojis. Next, the concept of "personal space" is introduced, which learners will illustrate and define who may enter it. A text about an uncomfortable situation serves as a basis for partner work to reflect on feelings and reactions. A table for categorizing characteristics of "good" and "bad" touches, along with group work to gather examples, deepens understanding. Methods include self-assessment, creative design, text analysis, partner and group work, and categorization exercises.

Competencies:

• Recognizing and naming personal feelings related to touch
• Defining and communicating personal boundaries
• Distinguishing between acceptable and uncomfortable touches
• Reflecting on behaviors in potentially uncomfortable situations
• Collaboration and communication in partner and group work

Target Group and Level:

Grade 3 and up

Note:

Worksheet 2 from the worksheet series "My Body Belongs to Me."

Students will develop an awareness of assault and harassment, understand the differences between these concepts, and learn how to respond appropriately, both as individuals affected and as witnesses. The goal is to enhance their ability to defend themselves, set boundaries, and support others.

Content and Methods:

The worksheet defines "harassment" and "assault" and encourages students to find examples. A text on a selected topic serves as a case study to explain sexual harassment and discuss its impacts. Questions and a multiple-choice task deepen understanding. A word puzzle highlights the short- and long-term consequences of assaults. In partner work, students explore how to intervene as witnesses and why it's important not to look away. A final reflection focuses on the role of consent. Methods include text analysis, brainstorming, partner work, multiple-choice tasks, word puzzles, and reflection.

Competencies:

• Distinguishing between harassment and assault
• Recognizing and identifying problematic behavior
• Analyzing the impacts of assault and harassment
• Developing strategies for action as victims and witnesses
• Understanding the importance of consent and the right to say "no"
• Collaboration and reflection in groups

Target Group and Level:

Grade 7 and up

Students will be informed about ways to seek help and support after experiencing assault or harassment. The overarching goal is to convey that they are not alone, are not to blame, and that there are trustworthy individuals and organizations available to help them process trauma and lead a self-determined life.

Content and Methods:

The worksheet begins with an introduction emphasizing the importance of speaking out about assaults and seeking help. It introduces the concepts of a "support network" and "emergency contacts." Students are encouraged to identify trusted individuals in their personal lives. A reading passage about a selected support organization serves as a case study to highlight the type of support and prevention work the organization offers. Multiple-choice questions assess comprehension of the text. A group reflection and a list of web links to additional support resources complete the worksheet. Methods include partner work, self-reflection, text analysis, multiple-choice questions, and group reflection.

Competencies:

• Identifying and building a personal support network
• Understanding the importance of discussing distressing experiences
• Knowledge of professional support services
• Analyzing and evaluating information about support organizations
• Reflecting on personal feelings and the ability to provide reassurance
• Applying research skills through the use of provided links

Target Group and Level:

Grade 7 and up

Note:

Worksheet 4 of 4 from the series "My Body Belongs to Me" - Middle School Level

Students will develop a deep understanding of the concepts of "bodily autonomy" and "consent." The goal is to equip them with the ability to clearly communicate their own boundaries, respect the boundaries of others, and recognize the importance of voluntary and explicit consent in various areas of life.

Content and Methods:

The worksheet defines bodily autonomy and consent, emphasizing the importance of knowing, naming, and respecting one's own boundaries. A text example describes a situation where consent and uncertainties in a relationship are discussed. Reflection questions highlight the role of communication in maintaining consent. In partner work, students will discuss the relevance of consent beyond physical interactions. Methods include text analysis, reflection questions, partner work, and collecting examples.

Competencies:

• Understanding and defining the terms "bodily autonomy" and "consent"
• Recognizing and communicating personal boundaries
• Respecting the boundaries of others
• Analyzing the role of communication in achieving consent
• Applying the concept of consent to various areas of life

Target Group and Level:

Grade 7 and up

Note:

Worksheet 1 of 4 from the series "My Body Belongs to Me" - Middle School Level

Learners learn to recognize and effectively communicate personal boundaries. The goal is to convey the importance of saying "No" as an act of self-protection and self-respect, empowering them to set boundaries clearly and politely in various situations.

Content and Methods:

The worksheet explains setting personal boundaries as a means of protecting one's well-being. It provides examples of physical, emotional, and digital boundaries. A case study serves as a basis for practicing how to say "No" clearly but politely. Learners reflect on the feelings that arise when saying "Yes" against their will and when saying "No." In partner work, situations where boundaries were unintentionally or deliberately crossed are discussed. Finally, learners identify trusted individuals and resources. Methods include text analysis, brainstorming, case studies, reflection questions, and partner work.

Competencies:

• Recognizing and naming personal boundaries
• Applying techniques for saying "No" in various situations
• Self-reflection on feelings when setting boundaries
• Analyzing situations where boundaries are crossed
• Identifying trusted individuals and resources

Target Group and Level:

Grade 7 and up

Note:

Worksheet 2 of 4 from the series "My Body Belongs to Me" - Middle School Level