Discover AI-adaptable worksheets

Objective: The worksheet raises learners' awareness of how artificial intelligence is changing the world of work, focusing on the chosen profession as an example. The aim is to understand the shift from routine tasks to demanding human skills and to evaluate the resulting opportunities and risks.

Content and methods: The worksheet deals with the world of work, using a selected profession as an example. Methodologically, tasks that can already be performed by computers today are collected and structured in a mind map in order to examine changes in the job profile, such as the elimination of routine tasks or the emergence of new professions. In addition, opportunities (e.g., support with complex tasks) and risks (e.g., job loss for simple tasks) are critically examined, and a new job profile is developed that combines the strengths of humans and AI.

Competencies:

• Analytical skills: Ability to examine occupational fields for their potential for automation
• Technological adaptability: Recognition of the need for technical training in the use of AI system
• Critical thinking: Weighing economic efficiency against social impacts on employees
• Future planning: Development of innovative professional roles in a digitalized working world

Target group and level: Grade 10 and above

Objective: The worksheet aims to raise awareness among learners about fake news and disinformation in the age of artificial intelligence. Students should learn not only to evaluate information intuitively, but also to apply systematic methods for verifying its accuracy.

Content and methods: In terms of content, the material deals with the distinction between intuition and fact-checking. It addresses the spread of myths and unconfirmed sensational reports on the internet. The methodological implementation involves evaluating fictional tweets, developing tips for identifying fake news using an external explanatory video, and applying the 5 steps of fact-checking (source, headline, comparison, evidence, AI suspicion) to a "breaking news" report.

Competencies:

• Media literacy: Developing a critical attitude toward digital content and its sources
• Analytical skills: Applying structured verification steps to assess credibility and warning signs
• Critical thinking: Questioning sensational headlines and secret sources.
• Technical understanding: Raising awareness of the potential of AI in the creation of disinformation.

Target group and level: Grade 7 and above

Objective: This worksheet addresses the key question of how artificial intelligence (AI) acquires its knowledge and how reliable this information is.

Content and methods: The material conveys that AI systems are not conscious beings, but are based on calculations derived from training data (e.g. books, articles, websites) and external sources (e.g., databases, news). The worksheet uses true/false tasks, text work, mind map creation for source overview, and practical case analyses to critically reflect on the functioning and reliability of AI.

Competencies:

• Media criticism: Recognizing that AI responses are based on probabilities and may be incorrect.
• Information research: Understanding the need to compare information from different sources (AI vs. books).
• Data protection awareness: Raising awareness of how user data is handled when interacting with AI.

Target group and level: Middle School

Objective: The worksheet aims to raise learners' awareness of the opportunities and risks associated with artificial intelligence (AI). They should learn to analyze different perspectives and make critical decisions in this controversial field of the future.

Content and methods: Learners first develop their own definition of artificial intelligence and are provided with a content basis through a case study. Using tables and role analysis, they evaluate opportunities and risks as well as the perspectives of various actors. Finally, they take a reasoned position in a decision-making task and reflect in a group on rules for the responsible use of AI.

Competencies:

• Understanding AI: Defining and distinguishing between the opportunities and risks of AI.
• Changing perspectives: Analyzing complex problems from different roles and attitudes.
• Critical thinking: Weighing technological progress against ethical and social risks.
• Decision-making skills: Developing well-founded decisions in a controversial context.

Target group and level: The worksheet is aimed at students from the 8th grade onwards and is also suitable for upper secondary school.

Objective: The worksheet provides a basic understanding of what artificial intelligence (AI) is, how it learns through training, and where it is used in everyday life. It sensitizes learners to the differences between human thinking and machine processing, as well as to the need for human support.

Content and methods: In terms of content, the worksheet teaches the basics of artificial intelligence, how it works using examples such as image recognition and AI-supported traffic light control, and its limitations in complex or unexpected situations. Methodologically, learners identify AI applications in everyday life, analyze a practical case study, and test their knowledge of AI with a true/false quiz. This promotes both theoretical understanding and critical reflection on the use of AI.

Competencies:

• Basic technical understanding: Understanding the principle of “learning from examples”
• Critical reflection: Recognizing that AI is prone to errors and requires human guidance
• Transferability: Linking abstract definitions to concrete everyday situations

Target group and level: Grade 3 and above

Objective: The worksheet aims to raise learners' awareness of the advantages and disadvantages of AI-generated content. It encourages critical reflection on the use of AI in an educational context and supports the development of personal rules for responsible use.

Content and methods: In terms of content, the worksheet first clarifies what artificial intelligence can do, in particular the independent creation of texts, images, videos, or music. Learners reflect on the reliability of AI statements, comparing advantages such as time savings and creative impulses with risks such as misinformation or copyright issues. Methodologically, they work with assessment tables to evaluate AI characteristics and with a case study in which the consequences of full AI use are analyzed using a student example. In addition, a role-play to discuss different perspectives and the joint development of rules deepen the understanding of the responsible use of AI.

Competencies:

• Media criticism: Ability to question the quality and objectivity of AI content
• Ethical judgment: Reflection on fairness, personal achievement, and the integrity of the learning process
• Change of perspective: Taking on different roles (teacher vs. student) to understand conflicts of interest in the use of technology

Target group and level: Grade 9 and above

Students explore the origins of artificial intelligence (AI) and examine one stage of its development in detail.

Methods and content: The worksheet begins with the historical and philosophical roots of the idea of AI. Text analysis and multiple-choice questions are used to explore the philosophical foundations laid by René Descartes and Gottfried Wilhelm Leibniz. In the second part, practical developments are examined on the basis of a selected event. This involves analysing an audio source and completing transfer tasks. Finally, as an optional extra, a chronological sorting task can be completed as part of a video analysis to classify important historical milestones.

Skills:

• Critical thinking: Analysis of philosophical arguments and answering multiple-choice questions.
• Media literacy: Use of audio and video sources to obtain and summarise information.
• Transfer skills: Transferring historical observations to modern AI applications and evaluating their significance today.

Target group and level: From Year 7 onwards.

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.

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.

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:

Grade 5 and above

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 above