Discover AI-adaptable worksheets

Objective: The worksheet aims to teach learners about the official regulations governing artificial intelligence (AI). The focus is on the risk classification of AI applications, the fundamental rights of citizens and the balance between innovation and protection.

Contents and methods: The first phase of the worksheet serves as a warm-up and uses the method of joint idea gathering. The information text introduces the topic and explains key concepts such as risk assessment, transparency and data security. The methods include text comprehension by selecting the correct statement, classifying specific AI examples with justification, and reflective and creative forms of work such as open questions and designing a poster on the importance of AI regulation.

Competencies:

• Risk assessment: Ability to classify AI applications according to their potential risk to fundamental rights and security.
• Critical thinking: Weighing up the need for regulation in the context of innovation and risk protection.
• Communication: Formulating a reasoned opinion on AI regulation.

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

ESD:

• 9: Industry, innovation and infrastructure: The Act aims to promote the responsible development of AI and maintain a balance between innovation and risk protection.
• 16: Peace, justice and strong institutions: The main purpose of the regulation is to protect the fundamental rights of citizens and create a uniform legal framework for AI technologies.

Learners reflect on their current life situation, their wishes and goals, and formulate these in a letter to their future selves in order to create awareness of their own development.

Contents and methods:

The worksheet provides structured guidance on writing a personal letter to one's future self. Guiding questions serve as inspiration. The method is supplemented by the creation of a time capsule, in which small personal items such as photos or notes are enclosed with the letter.

Skills:

• Self-reflection and introspection
• Formulation of personal and professional goals
• Creative and written expression

Target group and level:

From Year 5 onwards

Learners understand the concept of models as simplified representations of complex realities, learn about their uses and limitations, and apply this knowledge to a selected model.

Content and methods:

The worksheet introduces the topic of a selected model and its basic characteristics. Using a case study, the pupils analyse and describe how the model works and its assumptions. They also critically reflect on the model's significance and limitations.

Competencies:

• Understanding and describing models and their elements.
• Critical thinking and reflection on the significance and limitations of models.
• Applying theoretical knowledge to practical examples.

Target group and level: From Year 8 onwards.

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

The worksheet aims to teach the SWOT analysis method and enable learners to apply it independently to a relevant socio-political topic.

Contents and methods:

Learners are introduced to SWOT analysis, explaining the meaning of the four areas (strengths, weaknesses, opportunities, threats). They then apply the method to a selected topic by reading an informative text on it and structuring the relevant aspects in a predefined SWOT matrix. Finally, learners evaluate the topic based on their analysis and justify their assessment.

Skills:

• Application of SWOT analysis as a structured research tool
• Analytical thinking and systematic problem identification
• Critical reading and understanding of complex texts
• Ability to argue and justify
• Engagement with socio-political debates

Target group and level:

From Year 9 onwards

Learners explore the concept of engagement and responsibility, particularly in the context of a selected topic, and develop their own ideas for active engagement.

Contents and methods: 

The worksheet highlights the importance of a specific topic for society and shows different perspectives and personal advantages of social engagement. Learners reflect on their own connection to the topic, read an informational text and develop concrete ideas for action to get involved in the selected area. Ideas for possible actions are provided and reflection on experiences is encouraged.

Skills:

• Reflective ability and self-awareness
• Critical thinking and analytical skills
• Problem solving and idea development
• Sense of responsibility and decision-making skills
• Communication and cooperation skills (implied by the opportunity to engage with others)

Target group and level:

Grade 7 and up

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 pupils develop creative solutions to current problems or design visions for the future. They learn to discuss their ideas in a participatory manner, to reflect on them and to plan concrete steps for action.

Contents and methods:

The Future Workshop consists of three phases:

Criticism phase:

The participants collect and analyse problems or challenges relating to a specific topic. They discuss what bothers them or what should be improved.

Utopia phase:

In this creative phase, the pupils develop visions and ideas of what an ideal future could look like. There are no limits – the aim is to think creatively and boldly.

Realisation phase:

The collected ideas are reviewed for feasibility. The pupils develop concrete steps for action and plan how they can turn their visions into reality.

Skills:

• Critical thinking and problem analysis
• Creativity and visionary thinking
• Teamwork and communication
• Planning and implementation skills
• Self-efficacy
• Development of democratic education skills

Target group and level:

Middle and High school

The worksheet aims to highlight the far-reaching economic, social and environmental impacts of a global concert tour, using Taylor Swift's ‘Eras Tour’ as an example.

Contents and methods: 

Using multiple-choice questions, videos and factual texts, learners analyse ‘Swiftonomics’ and its influence on various economic sectors and a selected city. The tasks include knowledge tests, problem solving and opinion forming by developing their own proposals for sustainable events and justifying a decision as mayor.

Skills:

• Analysis and evaluation of economic relationships
• Critical thinking and argumentation
• Media literacy
• Reflection on social and environmental issues

Target group and level:

From Year 8 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 learn and practise active listening skills in order to engage in constructive and respectful debate. They reflect on the importance of this skill for exchanging arguments and promoting mutual understanding.

Contents and methods:

The worksheet introduces the basics of active listening and illustrates its importance in debates and everyday life. Using a mini-debate on a selected topic, pupils practise listening attentively to arguments, summarising them and building on them. They use predefined sentence starters to create a flowing dialogue.

Skills:

• Active listening and empathy
• Ability to argue and change perspectives
• Reflection and self-awareness
• Structured documentation of arguments

Target group and level:

from Year 7 onwards

Students will develop an awareness of the deeper meanings in song lyrics. The goal is to equip them with the ability to critically question lyrics, recognize hidden messages and attitudes, and understand the impact of music as a reflection of society and individual experiences.

Content and Methods:

The worksheet addresses the complex content of song lyrics, ranging from personal experiences to societal and political messages. Students will brainstorm the significance of songs and then analyze a selected song in pairs. This process includes an initial intuitive interpretation of the video and an in-depth analysis of the lyrics for central themes. In group work, specific text passages are researched. Methods include brainstorming, video and text analysis, partner and group work, and research.

Skills:

• Critical thinking and questioning of media content
• Analyzing texts for deeper meanings and messages
• Researching and discussing socially relevant topics
• Collaboration and communication in groups

Target Group and Level:

Grade 5 and above