{"OVERVIEWCOUNT":120,"UPLOADREADYONLY":false,"SYNCEDAT":"2026-09-25T16:00:15Z","OVERVIEWS":[{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["First language","Longevity","transhumanism","literature"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language: Norwegian","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-O","AUTHORS":"Bakkerud, Jenny","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["15","16","17","18","19"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"O","SOURCECODE":"ML","SUBJECTS":["First Language: Norwegian"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["First language (Norwegian)"],"UPLOADREADY":"Yes","TITLE":"Why Do Humans Want to Live Forever?"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["genes","enzymes","longevity"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":["6th year",">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"genes; enzymes; longevity","PUBLISH":"-","PLANID":"ML-P","AUTHORS":"Haller, Reinhold","LANGUAGE":"English","SSITHEME":"","SUBJECTTONE":"#228B22","AGES":["16","17","18","19"],"SSITOPICS":[],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#228B22"],"COLUMN":"P","SOURCECODE":"ML","SUBJECTS":["Biology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Genes"],"UPLOADREADY":"-","TITLE":"Living Longer with Supplements"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["genetic enhancing","moral perception","Playing God in medicine”","bioenhancement","transhumanism"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":[],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language: Romanian","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-Q","AUTHORS":"Condrat, Mihaela","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["15","16"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#AAAAAA","#FEEC02"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA","#FEEC02"],"COLUMN":"Q","SOURCECODE":"ML","SUBJECTS":["First Language: Romanian","Literature"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Ethical and civic confrontations","The dystopian novel","\" Klara and the sun\" by Kazuo Ishiguro"],"UPLOADREADY":"Yes","TITLE":"I Am Elevated, Thus I Exist"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["wildfires"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"","YEARS":[">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language: Spanish","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"CE.LEI.1. Understand and interpret the general meaning and most relevant details of texts expressed clearly and in standard language, seeking reliable sources and using strategies such as inferring meaning to respond to specific communication needs.\n \n CE.LEI.2. Produce original, medium-length texts that are simple and clearly organised, using strategies such as planning, compensation or self-repair, in order to express relevant messages creatively, appropriately and coherently and respond to specific communicative purposes.\n CE.LEI.3. Interact with other people with increasing autonomy, using cooperation strategies and employing analogue and digital resources to respond to specific communicative purposes in exchanges that respect the rules of courtesy.","PUBLISH":"-","PLANID":"ML-R","AUTHORS":"Minguillón Ginés, Alicia","LANGUAGE":"English","SSITHEME":"Climate migration","SUBJECTTONE":"#AAAAAA","AGES":["13","14"],"SSITOPICS":["People displaced by floods, wildfires, and rising sea levels"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"R","SOURCECODE":"ML","SUBJECTS":["First Language: Spanish"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Wildfires"],"UPLOADREADY":"-","TITLE":"Wildfires: Facts, Consequences & Future Solutions"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Overfishing","Sea","marine","Marine protection"],"TOTALINSEQUENCE":"1","SEQUENCETITLE":"Voices from the Deep: Language, Oceans & Society.","YEARS":["2nd year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#4AC5FC","PRIMARYSUBJECT":"Politics","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-S","AUTHORS":"Aaseth, Natalia","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#4AC5FC","AGES":["16","17"],"SSITOPICS":["Overfishing and sustainable marine protection"],"SUBJECTTONES":["#4AC5FC","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#4AC5FC","#AAAAAA"],"COLUMN":"S","SOURCECODE":"ML","SUBJECTS":["Politics","Modern Foreign Languages: English"],"POSITIONLABEL":"","SUBJECTTOPICS":["Overfishing and sustainable marine protection"],"UPLOADREADY":"Yes","TITLE":"Voices from the Deep: Language, Oceans & Society."},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Proteins","aminoacids","health","diet","longevity","ageing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Forever Young?","YEARS":["2nd year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-T","AUTHORS":"Fogli, Luana","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["15"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#228B22","#FFFFFF"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22","#FFFFFF"],"COLUMN":"T","SOURCECODE":"ML","SUBJECTS":["Biology","Home Economics & Food Studies"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Biomolecules"],"UPLOADREADY":"Yes","TITLE":"Proteins War: Steaks, Beans or Salmon?"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Digital consumerism","Recycling","waste","electronics","Electronic waste","Planned obsolescence","Life cycle of electronic devices"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Digital Consumerism, Tech Industry Strategies, and the Global E-Waste Crisis","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#4AC5FC","PRIMARYSUBJECT":"Politics","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"[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","PLANID":"ML-U","AUTHORS":"Pinheiro, Carlos","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#4AC5FC","AGES":["14","15","16"],"SSITOPICS":["Electronic waste and digital consumerism"],"SUBJECTTONES":["#4AC5FC","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#4AC5FC","#AAAAAA"],"COLUMN":"U","SOURCECODE":"ML","SUBJECTS":["Politics","Modern Foreign Languages: English"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Sustainable development"],"UPLOADREADY":"Yes","TITLE":"The Impact of Our Digital Appetite: From Consumerism to Electronic Waste"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["wildfires","climate change","drought","AI tool","forests","pbl"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Wildfires","YEARS":[],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#009E9A","PRIMARYSUBJECT":"Geography","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to understand, explain and analyse the content of sources on the Internet in order to aquire knowledge about wildfires and practise to choose relevant sources and practice promting on a AI tool. \n \n \nIn the end of the lesson the learners will have greater competence in how to manage prompting with an AI tool, be awared of different sources, misinformation or even desinformation, bias or different agendas and learn more about wildfires, how they start och what consequences that will follow. ","PUBLISH":"-","PLANID":"ML-V","AUTHORS":"Magnusson, Tomas","LANGUAGE":"English","SSITHEME":"Climate migration","SUBJECTTONE":"#009E9A","AGES":["13","14"],"SSITOPICS":["People displaced by floods, wildfires, and rising sea levels"],"SUBJECTTONES":["#009E9A"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#009E9A"],"COLUMN":"V","SOURCECODE":"ML","SUBJECTS":["Geography"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["wildfires"],"UPLOADREADY":"-","TITLE":"Don´t start a wildfire!"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Smart Travel: the pros and cons of cars and public transport","YEARS":[">7th year"],"POSITIONDISPLAY":"3/3","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-W","AUTHORS":"Tari, Erika","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#FCC220","AGES":["16","17","18","19"],"SSITOPICS":["Private car use vs. public transport expansion"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"W","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"3 / 3","SUBJECTTOPICS":["Travel and transport"],"UPLOADREADY":"-","TITLE":"Smart Travel: the pros and cons of cars and public transport"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Fast fashion","Environmental impact","Cotton lifecycle","Textile production","Water consumption","Carbon footprint","Waste management","Consumer behavior"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":["6th year","7th year",">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Modern Foreign Languages: English","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-X","AUTHORS":"Gkouvatsou, Glykeria","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":["15","16","17"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"X","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages: English"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Environment / Sustainability","Consumerism"],"UPLOADREADY":"Yes","TITLE":"Fast Fashion's Environmental Footprint: Analysing the Lifecycle of a Cotton T-Shirt"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Wheels of Change: Public vs Private Transport in a Sustainable World","YEARS":["4th year","5th year","6th year"],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#4AC5FC","PRIMARYSUBJECT":"Politics","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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. ","PUBLISH":"-","PLANID":"ML-Y","AUTHORS":"Becker, Svenja","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#4AC5FC","AGES":["16","17","18"],"SSITOPICS":["Private car use vs. public transport expansion"],"SUBJECTTONES":["#4AC5FC","#F60000"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#4AC5FC","#F60000"],"COLUMN":"Y","SOURCECODE":"ML","SUBJECTS":["Politics","Economics"],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":["How much influence do you have as a (democratic) citizen?"],"UPLOADREADY":"-","TITLE":"Steering the Future of the \"Deutschlandticket\" : Do interest groups ensure fair opportunities for participation?"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["climate change","wildfires","Wildfires in hesse 2025"],"TOTALINSEQUENCE":"2","SEQUENCETITLE":"Wildfires - a normal phenomenon in our times in Hesse?","YEARS":["3rd year"],"POSITIONDISPLAY":"1/2","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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","PUBLISH":"-","PLANID":"ML-Z","AUTHORS":"Pfeffer, Eckhard","LANGUAGE":"English","SSITHEME":"Climate migration","SUBJECTTONE":"#AAAAAA","AGES":["14"],"SSITOPICS":["People displaced by floods, wildfires, and rising sea levels"],"SUBJECTTONES":["#AAAAAA","#228B22","#4AC5FC","#F60000"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA","#228B22","#4AC5FC","#F60000"],"COLUMN":"Z","SOURCECODE":"ML","SUBJECTS":["First Language","Biology","Politics","Economics"],"POSITIONLABEL":"1 / 2","SUBJECTTOPICS":["Number of wildfires in the federal state of Hesse 2025 as a result of climate changing"],"UPLOADREADY":"-","TITLE":"Wildfires - A Normal Phenomenon in Our Times?"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"","PUBLISH":"-","PLANID":"ML-AA","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AA","SOURCECODE":"ML","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AA"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["information","relevant","waste","pollution"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Hidden journey of e-waste","YEARS":["1st year","2nd year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"The learners will learn to identify relevant from irrelevant information.","PUBLISH":"-","PLANID":"ML-AB","AUTHORS":"Rasic, Marija","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["11","12","13"],"SSITOPICS":["Electronic waste and digital consumerism"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AB","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages","Media Literacy Education"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["dealing with information"],"UPLOADREADY":"-","TITLE":"Information we get!"},{"SCILMIOUTCOMES":["The student understands that actions have different consequences."],"SCILMIGOALS":[],"KEYWORDS":["choices","ethical thinking","fast fashion"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":[],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Religion and/or Ethics and/or Philosophy","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners will be able to understand that actions have different consequences.","PUBLISH":"-","PLANID":"ML-AC","AUTHORS":"Uitto, Valentina","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AC","SOURCECODE":"ML","SUBJECTS":["Religion and/or Ethics and/or Philosophy"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Ethical choices"],"UPLOADREADY":"Yes","TITLE":"Fast Fashion, High Cost"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Advertising","Ethics","Greenwashing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"","YEARS":["2nd year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#F60000","PRIMARYSUBJECT":"Economics","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners should being able to analyze advertisments from electronic companies.","PUBLISH":"-","PLANID":"ML-AD","AUTHORS":"Karlsen, Pål Brian Sundet","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#F60000","AGES":["16","17","18","19"],"SSITOPICS":["Electronic waste and digital consumerism"],"SUBJECTTONES":["#F60000","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#F60000","#AAAAAA"],"COLUMN":"AD","SOURCECODE":"ML","SUBJECTS":["Economics","Practical and Vocational Skills"],"POSITIONLABEL":"","SUBJECTTOPICS":["Communication strategy"],"UPLOADREADY":"-","TITLE":"Scrolling, Buying, Polluting: Teaching Teens the Hidden Cost of Electronics"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["emission","gasoline vehicle","CO2","pollutant","public transportation","car"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Wheels of Change: Public vs Private Transport in a Sustainable World","YEARS":[">7th year"],"POSITIONDISPLAY":"1/3","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Science","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"/* 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:\"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 1.  1. To know the chemical pollutants related to gasoline vehicle emission.\n 2     2. To \n \n compare emission amounts of private cars VS public transportation.","PUBLISH":"-","PLANID":"ML-AE","AUTHORS":"Moretta, Alma","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#AAAAAA","AGES":["16","17","18"],"SSITOPICS":["Private car use vs. public transport expansion"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AE","SOURCECODE":"ML","SUBJECTS":["Science"],"POSITIONLABEL":"1 / 3","SUBJECTTOPICS":["Environmental chemistry"],"UPLOADREADY":"-","TITLE":"Wheel of change!"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["-"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Wildfires","YEARS":["6th year"],"POSITIONDISPLAY":"1/3","SUBJECTCOLOR":"#4AC5FC","PRIMARYSUBJECT":"Politics","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"/* 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","PUBLISH":"-","PLANID":"ML-AF","AUTHORS":"Topala, Oana","LANGUAGE":"English","SSITHEME":"Climate migration","SUBJECTTONE":"#4AC5FC","AGES":["12"],"SSITOPICS":["People displaced by floods, wildfires, and rising sea levels"],"SUBJECTTONES":["#4AC5FC"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#4AC5FC"],"COLUMN":"AF","SOURCECODE":"ML","SUBJECTS":["Politics"],"POSITIONLABEL":"1 / 3","SUBJECTTOPICS":["Spotting emotionally charged vocabulary and how it shapes readers’ opinions"],"UPLOADREADY":"-","TITLE":"Wildfires: True or False? Become a Cross-Country News Detective"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Overfishing","Fact","Opinion","Biased information","Persuasive language","Emotional appeal","Exaggeration","Framing","Environmental policy","Public opinion","Debate","Stakeholders","Fact vs opinion"],"TOTALINSEQUENCE":"1","SEQUENCETITLE":"Voices from the Deep: Language, Oceans & Society","YEARS":[">7th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-AG","AUTHORS":"Tsykunkova, Yana","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#AAAAAA","AGES":["16","17"],"SSITOPICS":["Overfishing and sustainable marine protection"],"SUBJECTTONES":["#AAAAAA","#FCC220","#0000FF","#FF8113","#228B22","#002060","#009E9A","#4AC5FC"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA","#FCC220","#0000FF","#FF8113","#228B22","#002060","#009E9A","#4AC5FC"],"COLUMN":"AG","SOURCECODE":"ML","SUBJECTS":["First Language","Modern Foreign Languages","Science","Mathematics","Chemistry","Biology","Physics","Geography","Technology","Politics","Arts and/or Design","First Language: German"],"POSITIONLABEL":"","SUBJECTTOPICS":["Overfishing"],"UPLOADREADY":"-","TITLE":"Voices from the Deep: Language, Oceans & Society"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Microplastics in oceans","PUBLISH":"-","PLANID":"ML-AH","AUTHORS":"Steger, Maria","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":["Microplastics in oceans"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AH","SOURCECODE":"ML","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AH"},{"SCILMIOUTCOMES":["Learners learn how to identify problems caused by fast fashion and develop sustainable solutions."],"SCILMIGOALS":[],"KEYWORDS":["fast fashion","Sustainability","Waste"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":["5th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":["Learners will be able to create and present ideas for sustainable fashion projects, such as upcycling, repair workshops, or awareness campaigns."],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-AI","AUTHORS":"Goron, Ana-Mirela","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#228B22","AGES":["15"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AI","SOURCECODE":"ML","SUBJECTS":["Biology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Fast fashion"],"UPLOADREADY":"Yes","TITLE":"Fashion and Sustainability"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["English","Electronic","Waste","Environment","global problems"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"THE HIDDEN JOURNEY OF OUR DEVICES","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Learners analyse persuasive language and rhetorical devices in authentic media texts.","PUBLISH":"-","PLANID":"ML-AJ","AUTHORS":"Ay, Hüseyin","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["14","15","16"],"SSITOPICS":["Electronic waste and digital consumerism"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AJ","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Electronic Waste"],"UPLOADREADY":"-","TITLE":"The Hidden Cost of Electronics"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":[],"KEYWORDS":["fast fashion","waste","pollution","footprint","role play","discussion","topic-based vocabulary"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cheap Clothes, Real Cost","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Modern Foreign Languages: English","SCILMIHOWS":["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."],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"-","PLANID":"ML-AK","AUTHORS":"Letochova, Lucie","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16","17","18"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AK","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages: English"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["fashion"],"UPLOADREADY":"Yes","TITLE":"The Fast Fashion Dilemma"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["overfishing","sustainability","aquaculture","research","reliability of sources"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Voices from the Deep: Language, Oceans & Society","YEARS":["6th year"],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#009E9A","PRIMARYSUBJECT":"Geography","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"@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","PUBLISH":"-","PLANID":"ML-AL","AUTHORS":"Richter, Julia","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#009E9A","AGES":["16"],"SSITOPICS":["Overfishing and sustainable marine protection"],"SUBJECTTONES":["#009E9A"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#009E9A"],"COLUMN":"AL","SOURCECODE":"ML","SUBJECTS":["Geography"],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":["sustainability"],"UPLOADREADY":"-","TITLE":"The Salmon Dilemma: Should Salmon be on the Menue in our School Canteen?"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"","PUBLISH":"-","PLANID":"ML-AM","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AM","SOURCECODE":"ML","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AM"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Test","YEARS":[],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"Resource scarcity (water, arable land) forcing migration","PUBLISH":"-","PLANID":"ML-AN","AUTHORS":"Trainer, Test","LANGUAGE":"English","SSITHEME":"Climate migration","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":["Resource scarcity (water, arable land) forcing migration"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AN","SOURCECODE":"ML","SUBJECTS":[],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AN"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"","PUBLISH":"-","PLANID":"ML-AO","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AO","SOURCECODE":"ML","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AO"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["Consumismo digital","Lixo eletrónico","Obsolescência planeada","Ciclo de vida dos dispositivos eletrónicos"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"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.","PUBLISH":"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","PLANID":"ML-AP","AUTHORS":"Pinheiro, Carlos","LANGUAGE":"Portuguese","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["14","15","16","17"],"SSITOPICS":["Electronic waste and digital consumerism"],"SUBJECTTONES":["#FCC220","#4AC5FC"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#4AC5FC"],"COLUMN":"AP","SOURCECODE":"ML","SUBJECTS":["Modern Foreign Languages","Politics"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Desenvolvimento sustentável"],"UPLOADREADY":"-","TITLE":"O impacto do nosso apetite digital: do consumismo digital ao lixo eletrónico"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["proteine","aminoacidi","salute","dieta","longevità"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Per sempre giovani?","YEARS":["2nd year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"Media Literacy","DESCRIPTION":"·        \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.","PUBLISH":"-","PLANID":"ML-AQ","AUTHORS":"Fogli, Luana","LANGUAGE":"Italian","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["15"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#228B22","#AAAAAA","#FFFFFF","#FEEC02"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22","#AAAAAA","#FFFFFF","#FEEC02"],"COLUMN":"AQ","SOURCECODE":"ML","SUBJECTS":["Biology","Modern Foreign Languages: English","Home Economics & Food Studies","First Language: German","Media Literacy Education","Literature"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Le Biomolecole"],"UPLOADREADY":"-","TITLE":"Bistecche, fagioli o salmone?"},{"SCILMIOUTCOMES":["Classify information environments through which people encounter (mis)information.","Identify deceptive tactics"],"SCILMIGOALS":["Understand how (mis)information spreads","Read between the lines & spot manipulation"],"KEYWORDS":["Sustainability"],"TOTALINSEQUENCE":"2","SEQUENCETITLE":"Hier steht ein wunderbarer Lesson Sequence Title","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/2","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Science","SCILMIHOWS":["Identify analogue and digital information environments, i.e. places, platforms, media, and situations in which people encounter information that shapes their viewpoints and actions.","Identify one-sided presentations that are disguised as neutral reporting"],"SOURCENAME":"Media Literacy","DESCRIPTION":"[Subject-Specific Lesson Goals] Learners describe something in detail.","PUBLISH":"-","PLANID":"ML-AR","AUTHORS":"[Author(s)] Wir, wir","LANGUAGE":"","SSITHEME":"[SSI Theme] Waste Polution","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16","17","18"],"SSITOPICS":["[SSI Topic] Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA","#228B22"],"COMPETENCEDOMAINS":["Open up your mind","Be wise & think twice"],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#AAAAAA","#228B22"],"COLUMN":"AR","SOURCECODE":"ML","SUBJECTS":["Science","Biology"],"POSITIONLABEL":"1 / 2","SUBJECTTOPICS":["[Subject Topics] Fast fashin","ethics"],"UPLOADREADY":"Ex","TITLE":"Hier steht ein ganz toller Lesson Titel von Lesson 1 in der Sequence"},{"SCILMIOUTCOMES":["Analyse main drivers behind the SSI."],"SCILMIGOALS":["Map the issue & see the full picture"],"KEYWORDS":["Sustainability"],"TOTALINSEQUENCE":"2","SEQUENCETITLE":"Hier steht ein wunderbarer Lesson Sequence Title","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"2/2","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Religion and/or Ethics and/or Philosophy","SCILMIHOWS":["Select the perspectives most relevant for the discussion of this SSI."],"SOURCENAME":"Media Literacy","DESCRIPTION":"[Subject-Specific Lesson Goals] Learners weigh something in detail.","PUBLISH":"-","PLANID":"ML-AS","AUTHORS":"[Author(s)] Wir, wir","LANGUAGE":"","SSITHEME":"[SSI Theme] Waste Polution","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16","17","18"],"SSITOPICS":["[SSI Topic] Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind"],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AS","SOURCECODE":"ML","SUBJECTS":["Religion and/or Ethics and/or Philosophy"],"POSITIONLABEL":"2 / 2","SUBJECTTOPICS":["[Subject Topics] Fast fashin","ethics"],"UPLOADREADY":"Ex","TITLE":"Hier steht ein ganz toller Lesson Title von Lesson 2 in der Sequence"},{"SCILMIOUTCOMES":["Recognise the importance of using a variety of information source types and carefully selecting them."],"SCILMIGOALS":["Recognise your own information bubble or echo chamber."],"KEYWORDS":[],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#FF8113","PRIMARYSUBJECT":"Chemistry","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"due to private travel choices","PUBLISH":"-","PLANID":"CT-O","AUTHORS":"","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#FF8113","AGES":[],"SSITOPICS":["due to private travel choices"],"SUBJECTTONES":["#FF8113","#FFFFFF"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FF8113","#FFFFFF"],"COLUMN":"O","SOURCECODE":"CT","SUBJECTS":["Chemistry","Physical Education"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan O"},{"SCILMIOUTCOMES":["Determine the focus (what), scope (how much), and purpose (what for) of the information need."],"SCILMIGOALS":["Use search strategies to find (more) information sources on the socio-scientific issue."],"KEYWORDS":["food waste","causes","consequences"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Food waste: why, who and how","YEARS":["4th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners identify the causes and the consequences of food waste produced by the households.","PUBLISH":"-","PLANID":"CT-P","AUTHORS":"Farasopoulos, Nektarios","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["10","11","12"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Food waste"],"SUBJECTTONES":["#AAAAAA","#0000FF"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA","#0000FF"],"COLUMN":"P","SOURCECODE":"CT","SUBJECTS":["First Language","Science","Mathematics"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Food Waste"],"UPLOADREADY":"-","TITLE":"Do it like grandma and grandpa"},{"SCILMIOUTCOMES":["Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective."],"SCILMIGOALS":["Explore the viewpoints on the socio-scientific issue comprehensively."],"KEYWORDS":["food waste","sustainability","critical thinking","socio-scientific issue"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Food waste: why, who and how","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners explore and evaluate global viewpoints on the socio-scientific issue of food waste using relevant vocabulary, argumentative structures and critical thinking skills in English.","PUBLISH":"-","PLANID":"CT-Q","AUTHORS":"Ruško-Elste, Vivita","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#FCC220","AGES":["15","16"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Food waste"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"Q","SOURCECODE":"CT","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Food waste"],"UPLOADREADY":"-","TITLE":"Exploring global food waste through sector perspectives"},{"SCILMIOUTCOMES":["Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective."],"SCILMIGOALS":["Explore the viewpoints on the socio-scientific issue comprehensively."],"KEYWORDS":["industrial pollution","gas emissions","air quality sensors","debate","SSI","critical thinking","data-based decision","physics","environmental science","real-time measurements"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Increase or Decrease Industrial Pollution?","YEARS":["1st year"],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#002060","PRIMARYSUBJECT":"Physics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners will be able to analyse industrial gas emissions, distinguish between visible and invisible pollutants, and evaluate their long-term environmental and health effects.","PUBLISH":"-","PLANID":"CT-R","AUTHORS":"Neofytou, Pavlos","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#002060","AGES":["15"],"SSITOPICS":["due to industrial production","Increase or Decrease Industrial Pollution?"],"SUBJECTTONES":["#002060"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#002060"],"COLUMN":"R","SOURCECODE":"CT","SUBJECTS":["Physics"],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":["Iflinger","Adél"],"UPLOADREADY":"Yes","TITLE":"Invisible Gases, Visible Impacts: The Science Behind Industrial Pollution"},{"SCILMIOUTCOMES":["Distinguish superficial from in-depth coverage."],"SCILMIGOALS":["Select the most informative and relevant search results."],"KEYWORDS":["travel options","carpooling","public transportation","Atmospheric Pollution"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Private Travel Choices","YEARS":[">7th year"],"POSITIONDISPLAY":"3/3","SUBJECTCOLOR":"#000000","PRIMARYSUBJECT":"Computer Science & Informatics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Identify and understand the environmental impact of different travel options and the risks they may have.","PUBLISH":"-","PLANID":"CT-S","AUTHORS":"Miltiadous, Georgios","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#000000","AGES":["13","14"],"SSITOPICS":["due to private travel choices","Private travel choices"],"SUBJECTTONES":["#000000"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#000000"],"COLUMN":"S","SOURCECODE":"CT","SUBJECTS":["Computer Science & Informatics"],"POSITIONLABEL":"3 / 3","SUBJECTTOPICS":["Atmospheric Pollution – Private Travel Choices"],"UPLOADREADY":"-","TITLE":"The Use of the Internet, Carpooling Apps, and Public Transportation for Private Travel"},{"SCILMIOUTCOMES":["Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective."],"SCILMIGOALS":["Explore the viewpoints on the socio-scientific issue comprehensively."],"KEYWORDS":["Great Famine Irish Potato Famine Great Irish Famine Famine of 1845–1849 Ireland History 19th Century History British Empire European History"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"From Famine to Survival? Climate, crops and consequences.","YEARS":["5th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#743600","PRIMARYSUBJECT":"History","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners will be able to analyze the causes, consequences, and global significance of the Great Irish Famine (1845–1849) by evaluating the interplay between environmental factors, colonial economic policies, and social structures, and will critically assess contemporary and historical responses to humanitarian crises through source analysis, debate, and comparative case studies.","PUBLISH":"Joel Mokyr. Great Famine. Encyclopædia Britannica https://www.britannica.com/event/Great-Famine-Irish-history (19.06.2025.)","PLANID":"CT-T","AUTHORS":"Nudiens, Ansis","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#743600","AGES":["15","16"],"SSITOPICS":["due to decreased biodiversity caused by climate change","Potato famine in Ireland 1845 - 1852"],"SUBJECTTONES":["#743600"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#743600"],"COLUMN":"T","SOURCECODE":"CT","SUBJECTS":["History"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Global Crises and Transformations in the Age of Empire (1750–1914)"],"UPLOADREADY":"-","TITLE":"Potato famine in Ireland 1845 - 1852"},{"SCILMIOUTCOMES":["Describe the variety of information source types available today."],"SCILMIGOALS":["Recognise your own information bubble or echo chamber."],"KEYWORDS":["industrial revolution","steam engine","spinning machine Jenny"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"From Spindles to Sweatshops: The Industrial Roots of Fast Fashion","YEARS":["2nd year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#743600","PRIMARYSUBJECT":"History","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners will define the term Industrial Revolution and identify its key causes and consequences. They will analyze the transformation of textile production by examining the relationship between early industrial machines (e.g., steam engines, spinning frames) and the evolution of fashion. Learners will evaluate the extent to which these innovations laid the foundation for modern fast fashion by assessing their economic, social, and environmental impacts.","PUBLISH":"-","PLANID":"CT-U","AUTHORS":"Perle, Ivita","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#743600","AGES":["13","14","15"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production","Fast fashion"],"SUBJECTTONES":["#743600"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#743600"],"COLUMN":"U","SOURCECODE":"CT","SUBJECTS":["History"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Industrial revolution"],"UPLOADREADY":"-","TITLE":"From Spindles to Sweatshops: The Industrial Roots of Fast Fashion"},{"SCILMIOUTCOMES":["Suggest appropriate actions and initiatives based on your message."],"SCILMIGOALS":["Communicate your viewpoint on a socio-scientific issue: Argue."],"KEYWORDS":["climate change","biodiversity","food scarcity"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"From Famine to Survival? Climate, crops and consequences","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Science","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners to understand how decreased biodiversity caused by climate change contributes to food scarcity and provide effective strategies","PUBLISH":"https://youtu.be/UW1Z_FIS9zY?si=TSPrln8UxbI6eZjq","PLANID":"CT-V","AUTHORS":"Svanas, Charis","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#AAAAAA","AGES":["16"],"SSITOPICS":["due to decreased biodiversity caused by climate change","biodiversity"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"V","SOURCECODE":"CT","SUBJECTS":["Science"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Food scarcity due to decreased biodiversity caused by climate change"],"UPLOADREADY":"-","TITLE":"Climate change(s) what we eat"},{"SCILMIOUTCOMES":["Select an action or initiative."],"SCILMIGOALS":["Take action to become a responsible democratic citizen."],"KEYWORDS":["food waste","sustainability","smart technology","IoT","sensors","student innovation","composting","digital tools","civic engagement","design thinking","environmental education","SSI","critical thinking"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Food Waste: Why, Who and How","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Technology","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners explain causes of food waste, apply digital tools to explore solutions, analyze their effectiveness, and design a prototype to reduce waste.","PUBLISH":"-","PLANID":"CT-W","AUTHORS":"Serghiou, Stelios","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["15","16","17"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Reducing food waste through smart technology and student-driven innovation. Focus: How can learners use digital tools, sensors, or design thinking to reduce food waste at home or school?"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"W","SOURCECODE":"CT","SUBJECTS":["Technology"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Design and prototyping smart solutions for food waste management using sensors","IoT","and digital tools"],"UPLOADREADY":"-","TITLE":"From Waste to Action: Creating Smart Technologies for a Sustainable Future"},{"SCILMIOUTCOMES":["Examine the impact of misinformation on society."],"SCILMIGOALS":["Recognise your own information bubble or echo chamber."],"KEYWORDS":["outdoor bublic art installation"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"FAST FASHION/ RETURN TO SENDER","YEARS":["1st year","2nd year","3rd year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Arts and/or Design","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Define the meaning of that art installation and Recognize your individual role to this situation","PUBLISH":"https://www.designboom.com/architecture/the-nest-collective-snfcc-emst-return-to-sender-installation-athens-05-04-2023/","PLANID":"CT-X","AUTHORS":"Lianou, Ioanna","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["11","12","13","14"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","FAST FASHION"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"X","SOURCECODE":"CT","SUBJECTS":["Arts and/or Design"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Fast Fashion"],"UPLOADREADY":"-","TITLE":"Return to Sender"},{"SCILMIOUTCOMES":["Recognise the importance of using a variety of information source types and carefully selecting them."],"SCILMIGOALS":["Recognise your own information bubble or echo chamber."],"KEYWORDS":["food waste"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Food waste: why, who and how","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners understand the width and variety of the topic. They understand and will be able to explan some reasons and some consequences of the problem. Learners examine official sources to be able to formulate informed opinion and write an essay..","PUBLISH":"-","PLANID":"CT-Y","AUTHORS":"Sallinen, Pirjo","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["15","16"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Food waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"Y","SOURCECODE":"CT","SUBJECTS":["First Language"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Food waste: essay writing"],"UPLOADREADY":"-","TITLE":"Food waste - what we have to know?"},{"SCILMIOUTCOMES":["Assess if the viewpoint is supported by arguments and the arguments are supported by evidence."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":["industrialization","fossil fuels","Electricity production","emissions","Green house effect","recycling"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"GAS EMISSIONS","YEARS":["3rd year"],"POSITIONDISPLAY":"3/3","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Technology","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners recognize the SSI issues that arise from the consumption of electricity and water","PUBLISH":"Pixbay.com royalty free pictures","PLANID":"CT-Z","AUTHORS":"Sfyroeras, Alexandros","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#AAAAAA","AGES":["15"],"SSITOPICS":["due to industrial production","Atmospheric pollution: Gas emissions"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"Z","SOURCECODE":"CT","SUBJECTS":["Technology"],"POSITIONLABEL":"3 / 3","SUBJECTTOPICS":["Gas emissions"],"UPLOADREADY":"-","TITLE":"Increase or decrease industrial pollution"},{"SCILMIOUTCOMES":["Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["recycling","fast fashion","fabric","textiles","crafts","handicrafts","design","up-cycling"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fast fashion","YEARS":["3rd year","4th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Arts and/or Design","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners recognize the possibilities of reusing and recycling the materials","PUBLISH":"https://create.kahoot.it/share/fabric-facts/01c3182d-f983-4b24-aef0-658eb7509530","PLANID":"CT-AA","AUTHORS":"Marttinen, Miira","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["12","13","14","15"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production","Fast fashion"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AA","SOURCECODE":"CT","SUBJECTS":["Arts and/or Design"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Fast Fasthion"],"UPLOADREADY":"-","TITLE":"MAKE A STATEMENT ABOUT FAST FASHION BY REDESIGNING AND MODIFYING RECYCLED MATERIALS"},{"SCILMIOUTCOMES":["Critically ignore irrelevant information."],"SCILMIGOALS":["Select the most informative and relevant search results."],"KEYWORDS":["statistics","food scarcity","endangered animals","Irish Potato Famine","consequences of decrease of biodiversity","biodiversity","SSI","Critical Thinking","credible information sources"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"From Famine to Survival? Climate, Crops and Consequences.","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#0000FF","PRIMARYSUBJECT":"Mathematics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners implement previously learnt knowledge. They compare and contrast statistical data. They support their answers with mathematical reasoning. They design and construct diagrams to represent data.","PUBLISH":"https://en.wikipedia.org/wiki/Great_Famine_(Ireland)","PLANID":"CT-AB","AUTHORS":"Iflinger, Adél","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#0000FF","AGES":["15","16"],"SSITOPICS":["due to decreased biodiversity caused by climate change","Consequences of food scarcity through statistics"],"SUBJECTTONES":["#0000FF"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#0000FF"],"COLUMN":"AB","SOURCECODE":"CT","SUBJECTS":["Mathematics"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Statistics","percentage and application problems"],"UPLOADREADY":"-","TITLE":"Applications of statistics"},{"SCILMIOUTCOMES":["Examine the impact of misinformation on society."],"SCILMIGOALS":["Recognise your own information bubble or echo chamber."],"KEYWORDS":["gas emissions","environmental issues","growth","sustainable growth","industrial production","social responsability"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Gas emissions","YEARS":["1st year"],"POSITIONDISPLAY":"1/3","SUBJECTCOLOR":"#F60000","PRIMARYSUBJECT":"Economics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners identify the different actors (institution, firms, consumers) who participate in the GHG issues as a public problem. Learners recognize that public action for the environment involves different scales (local, national, European, global). Learners understand the main instruments available to public authorities through the example of GHG protocol. Learners recognize that in the presence of a common good, international negotiations and agreements related to gas emissions. The learners demonstrate that these agreements are constrained by development inequalities between developing countries and emerging markets.","PUBLISH":"https://www.youtube.com/watch?v=2NsBcVrPQok Greenwashing: When Companies Aren’t as Sustainable as They Claim | WSJ (Wall Street Journal)","PLANID":"CT-AC","AUTHORS":"Bizot, Laëtitia","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#F60000","AGES":["15"],"SSITOPICS":["due to industrial production","Industrial production : increasing or decreasing?"],"SUBJECTTONES":["#F60000"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#F60000"],"COLUMN":"AC","SOURCECODE":"CT","SUBJECTS":["Economics"],"POSITIONLABEL":"1 / 3","SUBJECTTOPICS":["Economics","social and political issues to preserve the environment."],"UPLOADREADY":"-","TITLE":"Gas emissions in sustainable growth."},{"SCILMIOUTCOMES":["Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue."],"SCILMIGOALS":["Evaluate the trade-offs between the scientific, social and ethical dimensions."],"KEYWORDS":["Experimental","theoretical","probability","travel-choices","pollution","gas-emission"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Private travel choices","YEARS":[">7th year"],"POSITIONDISPLAY":"1/3","SUBJECTCOLOR":"#0000FF","PRIMARYSUBJECT":"Mathematics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"The learners will be able to: Calculate experimental probability and compare them to the theoretical probabilities.","PUBLISH":"Lynn Byrd et al. Cambridge Lower Secondary, Learner’s book 8: Mathematics, Cambridge university press, second edition, UK, 2021","PLANID":"CT-AD","AUTHORS":"Nkuliza, Senghor","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#0000FF","AGES":["13","14"],"SSITOPICS":["due to private travel choices","Travel choices"],"SUBJECTTONES":["#0000FF"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#0000FF"],"COLUMN":"AD","SOURCECODE":"CT","SUBJECTS":["Mathematics"],"POSITIONLABEL":"1 / 3","SUBJECTTOPICS":["Probability and Statistics"],"UPLOADREADY":"-","TITLE":"Probability: Experimental and theoretical probability"},{"SCILMIOUTCOMES":["Suggest appropriate actions and initiatives based on your message."],"SCILMIGOALS":["Communicate your viewpoint on a socio-scientific issue: Argue."],"KEYWORDS":[],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Private Travel Choices","YEARS":["7th year",">7th year"],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#000000","PRIMARYSUBJECT":"Computer Science & Informatics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners use spreadsheet software to create and analyze personal weekly transport timetables. They calculate travel distances, time, and estimated CO₂ emissions for different transport modes. Learners compare their current habits with greener alternatives using charts and formulas. They interpret the results and propose environmentally friendly adjustments to their routines. This develops skills in data organization, calculation, and digital problem-solving.","PUBLISH":"-","PLANID":"CT-AE","AUTHORS":"Doskochynska, Olha","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#000000","AGES":["13","14"],"SSITOPICS":["due to private travel choices","Private Travel Choices"],"SUBJECTTONES":["#000000"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#000000"],"COLUMN":"AE","SOURCECODE":"CT","SUBJECTS":["Computer Science & Informatics"],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":["Timesheets and data visualization: Create and edit tables","build and analyze charts in Excel and Google Sheets"],"UPLOADREADY":"-","TITLE":"Private Transport vs Clean Air: Can Making a Greener Timetable Help Save the Planet"},{"SCILMIOUTCOMES":["Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective."],"SCILMIGOALS":["Explore the viewpoints on the socio-scientific issue comprehensively."],"KEYWORDS":["English as a Foreign Language","Biodiversity","Climate change","Debate","SSI","Role Play","Critical Thinking"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"From Famine to Survival? Climate, Crops and Consequences","YEARS":[">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Modern Foreign Languages: English","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners will be able to participate in spoken and written discussions about food scarcity and biodiversity, using appropriate subject-specific vocabulary, considering different stakeholder perspectives, and expressing, supporting, and defending their own position with relevant arguments.","PUBLISH":"https://jdhcdc.org/blog/f/food-insecurity-through-political-cartoons (Accessed on June 19, 2025)","PLANID":"CT-AF","AUTHORS":"Kyrmanidou, Elli","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#AAAAAA","AGES":["15","16"],"SSITOPICS":["due to decreased biodiversity caused by climate change","Food scarcity due to climate change, biodiversity and government policies"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AF","SOURCECODE":"CT","SUBJECTS":["Modern Foreign Languages: English"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Tackling Food Scarcity"],"UPLOADREADY":"Yes","TITLE":"Biodiversity Bites Back: Why What We Eat Matters"},{"SCILMIOUTCOMES":["Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue."],"SCILMIGOALS":["Weigh your viewpoints against the various dimensions of the socio-scientific issue."],"KEYWORDS":["physics","fast fashion","thermodynamics","experimenting"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fast fashion","YEARS":["1st year","2nd year","3rd year","4th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#002060","PRIMARYSUBJECT":"Physics","SCILMIHOWS":[],"SOURCENAME":"Critical Thinking","DESCRIPTION":"Learners play kahoot. Calculate and measure attributes of clothes made of different materials. Score and rank the clothes based on the results.","PUBLISH":"-","PLANID":"CT-AG","AUTHORS":"Sipka, Gergő","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#002060","AGES":["14","19"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production","Fast fashion"],"SUBJECTTONES":["#002060"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#002060"],"COLUMN":"AG","SOURCECODE":"CT","SUBJECTS":["Physics"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Fast fashion"],"UPLOADREADY":"-","TITLE":"Fast fashion"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"due to increasing temperatures","PUBLISH":"-","PLANID":"BIP-O","AUTHORS":"Steger, Maria","LANGUAGE":"English","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":["due to increasing temperatures"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"O","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan O"},{"SCILMIOUTCOMES":["Ensure that the logically follows and does not contradict itself."],"SCILMIGOALS":["Analyse the logical consistency of the information."],"KEYWORDS":[],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"SciLMi not Kill Me","YEARS":["2nd year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Create a reel to sensitise public","PUBLISH":"-","PLANID":"BIP-P","AUTHORS":"test","LANGUAGE":"English","SSITHEME":"Atmospheric pollution: gas emissions","SUBJECTTONE":"#AAAAAA","AGES":["12"],"SSITOPICS":["due to private travel choices","Travel choices"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"P","SOURCECODE":"BIP","SUBJECTS":["First Language"],"POSITIONLABEL":"","SUBJECTTOPICS":["Polraised socities"],"UPLOADREADY":"-","TITLE":"Open up your borders"},{"SCILMIOUTCOMES":["Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing)."],"SCILMIGOALS":["Identify biased information."],"KEYWORDS":["shark","ocean","marine","marine life","danger","dangerous","human impact","overfishing","fishing","environment","sustainable","sustainibility"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":["7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners identify aspects of a video which suggest sharks are very dangerous for humans.","PUBLISH":"-","PLANID":"BIP-Q","AUTHORS":"Otrubova, Anna","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#FCC220","AGES":["13","14","15"],"SSITOPICS":["due to overfishing","sustainable oceans"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"Q","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","English"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Misconceptions about sharks and shark overfishing"],"UPLOADREADY":"-","TITLE":"Misconceptions about sharks and shark overfishing"},{"SCILMIOUTCOMES":["Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue."],"SCILMIGOALS":["Weigh your viewpoints against the various dimensions of the socio-scientific issue."],"KEYWORDS":["beauty standards","social media","real / fake","self-view and self-esteem","bioengineering"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Arts and/or Design","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"At the end of the lessons sequence learners should be able to: a) identify and describe (hidden) beauty standards, b) form and express their own opinion on beauty standards and justify it (argue), c) weigh their viewpoint about appearance and beauty standards with society's view on the matter","PUBLISH":"Adobe Photoshop software / programme","PLANID":"BIP-R","AUTHORS":"Justová, Anežka","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["16"],"SSITOPICS":["due to individual preferences","Engineered Babies"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"R","SOURCECODE":"BIP","SUBJECTS":["Arts and/or Design"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Beauty Standards and Ethics"],"UPLOADREADY":"-","TITLE":"Beauty Standards & the Engineered Self"},{"SCILMIOUTCOMES":["Tailor the content to the target audience and communication channel."],"SCILMIGOALS":["Communicate established viewpoints on a socio-scientific issue: Inform."],"KEYWORDS":["Biology","Genetics","Engineered babies","Speak out & take action","Simulation"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Designing the Future: Genes, Beauty and the Ethics of Perfection","YEARS":["6th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"By the end of the lesson, learners will be able to understand what is genetic engineering and engineered babies and how is applied in the real World.","PUBLISH":"https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/","PLANID":"BIP-S","AUTHORS":"Sánchez Abad, Lucía","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["16","17","18","19"],"SSITOPICS":["due to individual preferences","Engineered babies"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"S","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Engineered babies"],"UPLOADREADY":"-","TITLE":"#CRISPR: Truth and Lies in the Genetic Age"},{"SCILMIOUTCOMES":["Define your message."],"SCILMIGOALS":["Communicate your viewpoint on a socio-scientific issue: Argue."],"KEYWORDS":["ALTRI","Ulla River","sustainability","environmental impact","water use","textile industry"],"TOTALINSEQUENCE":"1","SEQUENCETITLE":"Should the ALTRI factory be built?","YEARS":["4th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners argue different scientific, political and ethical approaches to address climate and environment issues, assessing their implications and effects through a structured debate","PUBLISH":"-","PLANID":"BIP-T","AUTHORS":"Lema, Claudia","LANGUAGE":"Spanish","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#228B22","AGES":["16","17","18"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production","Fast-fashion"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"T","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"","SUBJECTTOPICS":["Sustainability","environmental impacts"],"UPLOADREADY":"-","TITLE":"Should the ALTRI factory be built?"},{"SCILMIOUTCOMES":["Tailor the content to the target audience and communication channel."],"SCILMIGOALS":["Communicate established viewpoints on a socio-scientific issue: Inform."],"KEYWORDS":["Instagram","Social Media","Activism","Sustainable Oceans","Overfishing","Oceans","Sharks","Sustainability","Sea"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":["4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#000000","PRIMARYSUBJECT":"ICT & Information Technology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to understand and apply principles of effective digital communication with regard to target group (language, visuals, hashtags, calls to action).","PUBLISH":"-","PLANID":"BIP-U","AUTHORS":"Gruschi, Carina","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#000000","AGES":["13","14","15"],"SSITOPICS":["due to overfishing","Sustainable Oceans"],"SUBJECTTONES":["#000000"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#000000"],"COLUMN":"U","SOURCECODE":"BIP","SUBJECTS":["ICT & Information Technology","Computer Science & Informatics"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Sustainable Oceans - creating an Instagram post/reel/set of stories to inform or call for action"],"UPLOADREADY":"Yes","TITLE":"Making Waves! Creating Social Media Postings about Sustainable Oceans"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["Fishery","Cod","Sustainability","Overfishing","Ecosystem","Marine resources","Fishing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":["4th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to examine how diverse interests and values influence decision-making around the fishing industry.","PUBLISH":"-","PLANID":"BIP-V","AUTHORS":"Stangassinger, Johanna","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#228B22","AGES":["13","14"],"SSITOPICS":["due to overfishing","Sustainable Ocean"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"V","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Overfishing"],"UPLOADREADY":"Yes","TITLE":"The Cod Crash: A Lesson in Overfishing (2/2)"},{"SCILMIOUTCOMES":["Make a plan to execute."],"SCILMIGOALS":["Take action to become a responsible democratic citizen."],"KEYWORDS":["waste pollution","environmental responsibility","community clean-up","recycling"],"TOTALINSEQUENCE":"","SEQUENCETITLE":"The 3Rs Journey: From Concepts to Change","YEARS":[">7th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to apply their understanding of recycling in a real-world context, identify different types of waste and classify them correctly, engage in civic action through a clean-up activity, reflect on their role in environmental responsibility.","PUBLISH":"-","PLANID":"BIP-W","AUTHORS":"Pěchová, Veronika","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#228B22","AGES":["12","13","14","15","16","17","18","19"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"W","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"","SUBJECTTOPICS":["Applying recycling knowledge through community action (cleaning the area)"],"UPLOADREADY":"Yes","TITLE":"Recycling Beyond the Classroom"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"due to domestic overconsumption / throw-away habits; Recycling","PUBLISH":"-","PLANID":"BIP-X","AUTHORS":"Kuběnová, Kateřina","LANGUAGE":"","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"X","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan X"},{"SCILMIOUTCOMES":["Identify opportunities to engage (potential WHEREs)."],"SCILMIGOALS":["Design a plan for your civic engagement to address the socio-scientific issue."],"KEYWORDS":["recycling","sustainability","active citizen","civics","waste pollution","waste reduction"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"The 3Rs Journey: From Concepts to Change","YEARS":["4th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Civics & Global Citizenship Education","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Describe selected national and international organizations, programs, and events that address waste pollution. Explain the function and the goals of the organisations. Demonstrate the ways of student participation in or support of these efforts.","PUBLISH":"-","PLANID":"BIP-Y","AUTHORS":"Kuběnová, Kateřina","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"Y","SOURCECODE":"BIP","SUBJECTS":["Civics & Global Citizenship Education"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["My school","my town","my region"],"UPLOADREADY":"-","TITLE":"Reduce waste - inform and make posters"},{"SCILMIOUTCOMES":["Define your message."],"SCILMIGOALS":["Communicate your viewpoint on a socio-scientific issue: Argue."],"KEYWORDS":["Recycling","Circular economy","Sustainability","Waste trade","Consumption","Resources","Environmental burden","Urban mining","Reuse","repair","refurbish","remanufacture","Renewable","Lifecycle"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"The 3Rs Journey: From Concepts to Change","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"due to domestic overconsumption / throw-away habits; Recycling","PUBLISH":"-","PLANID":"BIP-Z","AUTHORS":"Strømsnes, Astrid","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#FCC220","AGES":["15"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"Z","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","English"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Global impact of Recycling"],"UPLOADREADY":"-","TITLE":"Arguing for the Circular Economy – Is Recycling Enough?"},{"SCILMIOUTCOMES":["Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue."],"SCILMIGOALS":["Evaluate the trade-offs between the scientific, social and ethical dimensions."],"KEYWORDS":["Biology","Genetics","Ethics","Ethical dillemmas","Bioethics","Student debate","Debate","Genetic engineering","Genetic editing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","YEARS":["6th year","7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to explain the biological principles and mechanisms underlying human embryo gene editing and evaluate its potential biological consequences, risks, and limitations. Based on their understanding of genetics and gene-editing technologies, they will be able to critically evaluate different perspectives on the use of these technologies in human embryos.","PUBLISH":"-","PLANID":"BIP-AA","AUTHORS":"Dimitropoulou, Aliki","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["16","17","18","19"],"SSITOPICS":["due to individual preferences","Engineered babies"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AA","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Engineered babies"],"UPLOADREADY":"Yes","TITLE":"The Bioethics of Gene Editing: Who Decides the Future?"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["overfishing"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":[],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to identify and explain the impacts of different fishing techniques on marine organisms, biodiversity, and ecosystems.","PUBLISH":"Dimbleby, J. (2021, February 9). Overfishing – a Tragedy of the Commons Game for Learners. Science Journal for Kids. https://www.sciencejournalforkids.org/articles/lesson-ideas/overfishing-game-for-learners/","PLANID":"BIP-AB","AUTHORS":"Mete Vázquez, Silvia","LANGUAGE":"English","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#228B22","AGES":["12","13","14","15"],"SSITOPICS":["due to overfishing","Sustainable ocean"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AB","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Overfishing"],"UPLOADREADY":"Yes","TITLE":"The Cod Crash: A Lesson in Overfishing (1/2)"},{"SCILMIOUTCOMES":["Assess if the viewpoint is supported by arguments and the arguments are supported by evidence."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":["English","factual language","opinion-based language","antibiotic resistance","text analysis","antibiotics"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AAA: Antibiotic Awareness Action","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to identify linguistic features of factual and opinion-based texts (e.g. objective/subjective tone, technical language, etc). Learners will be able to compare and contrast factual and opinion-based texts in terms of structure, tone, and language choices. Learners will be able to evaluate the reliability and bias in a given text based on its language and purpose.","PUBLISH":"-","PLANID":"BIP-AC","AUTHORS":"Wackernell, Anna","LANGUAGE":"English","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#FCC220","AGES":["17","18"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotic misuse and resistance"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AC","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","English"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Factual or opinion-based language"],"UPLOADREADY":"-","TITLE":"Factual or opinion-based language"},{"SCILMIOUTCOMES":["Verify the reliability of the arguments and evidence using (domain-specific) knowledge."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":[],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AAA: Antibiotic Awareness Action","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"1.Explain how antibiotic resistance develops and spreads. 2. Explain how antibiotics contaminate the environment (e.g., oceans, rivers, soil).","PUBLISH":"-","PLANID":"BIP-AD","AUTHORS":"Morhachov, Alexander","LANGUAGE":"English","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#228B22","AGES":["17","18"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotic misuse and antibiotic resistance"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#228B22"],"COLUMN":"AD","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Antibiotics"],"UPLOADREADY":"-","TITLE":"Antibiotic Resistance and Environmental Contamination"},{"SCILMIOUTCOMES":["Assess if the viewpoint is supported by arguments and the arguments are supported by evidence."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":["Antibiotic","benefit","mechanism","opinion","argument."],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AAA: Antibiotic Awareness Action","YEARS":["5th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners explain the benefits and the mechanism of action of antibiotics. Learners differentiate between opinions and arguments about misunderstandings of antibiotics.","PUBLISH":"https://theconversation.com/the-rise-and-fall-of-antibiotics-what-would-a-post-antibiotic-world-look-like-213450","PLANID":"BIP-AE","AUTHORS":"Couce Freijomil, María de los Ángeles","LANGUAGE":"English","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#228B22","AGES":["17","18","19"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotic misuse and antibiotic resistance"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AE","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Benefits of antibiotics and their mechanism of action"],"UPLOADREADY":"-","TITLE":"Antibiotics: Allies Against Bacterial Infections"},{"SCILMIOUTCOMES":["Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue."],"SCILMIGOALS":["Weigh your viewpoints against the various dimensions of the socio-scientific issue."],"KEYWORDS":["3Rs (reduce","reuse","recycle)","circular economy","environmental pollution (waste)","individual and collective responsibility","sustainable lifestyle"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"The 3Rs Journey: From Concepts to Change","YEARS":["4th year","5th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Modern Foreign Languages: Italian","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to explain the „3R“ concepts: ridurre (reduce), riutilizzare (reuse), and riciclare (recycling), assess the importance of these concepts, and reflect on their own recycling behaviour.","PUBLISH":"-","PLANID":"BIP-AF","AUTHORS":"Eberhart, Rebecca","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["17","18"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AF","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages: Italian"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Environmental education and active citizenship"],"UPLOADREADY":"Yes","TITLE":"Living Sustainably: Reduce, Reuse, Recycle"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["Antibiotics resistance","Antibiotics misuse","Antibiotics availability","Antibiotics misconceptions"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AAA: Antibiotic Awareness Action","YEARS":["4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"1) Identify and summarize the main points and specific information in straightforward factual texts on familiar health-related topics. 2) Participate in sustained conversations on familiar topics by articulating opinions and formulating appropriate responses.","PUBLISH":"-","PLANID":"BIP-AG","AUTHORS":"Lukasser, Sebastian","LANGUAGE":"English","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#FCC220","AGES":["17","18"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotics misuse and antibiotics resistance"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AG","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: Italian"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Antibiotics availability"],"UPLOADREADY":"-","TITLE":"Antibiotics Availability"},{"SCILMIOUTCOMES":["Identify advertisements and sponsored content in the search results page / feeds."],"SCILMIGOALS":["Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue."],"KEYWORDS":["fast fashion","algorithms","ads","advertisement","online advertisement","filter bubble","habits","habits linked to fast fashion","consumer awareness","social media","understanding algorithms","awareness of algorithms","Shein"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"The True Cost of Fast Fashion","YEARS":["6th year","7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"1) the learners can define the term fast fashion; 2) the learners can list different places where you can buy fast fashion; 3) the learners can recognize the logic of algorithms regarding the display of advertisement on social media platforms and websites","PUBLISH":"-","PLANID":"BIP-AH","AUTHORS":"Mair, Nadine","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#FCC220","AGES":["15","16","17"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","fast fashion"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AH","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","English"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Fast fashion and advertisement"],"UPLOADREADY":"-","TITLE":"What is fast fashion and where can we buy it"},{"SCILMIOUTCOMES":["Select an action or initiative."],"SCILMIGOALS":["Take action to become a responsible democratic citizen."],"KEYWORDS":["fast fashion","human rights","alternatives to fast fashion"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fast Fashion","YEARS":["4th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Civics & Global Citizenship Education","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will propose and evaluate concrete alternatives to fast fashion and reflect on how they can apply them in their own lives as responsible consumers.","PUBLISH":"-","PLANID":"BIP-AI","AUTHORS":"Šimková, Natálie","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["15"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AI","SOURCECODE":"BIP","SUBJECTS":["Civics & Global Citizenship Education"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Human Rights/ Fast Fashion"],"UPLOADREADY":"-","TITLE":"Human rights violations in the fast fashion industry and consumer alternatives to fast fashion"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"","PUBLISH":"-","PLANID":"BIP-AJ","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AJ","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AJ"},{"SCILMIOUTCOMES":["Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing)."],"SCILMIGOALS":["Identify biased information."],"KEYWORDS":["misleading graphs","manipulating graphs","geogebra","critical thinking","reflection"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"The true cost of fashion","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#0000FF","PRIMARYSUBJECT":"Mathematics","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners will be able to describe graphs and examine them critically. Learners will be able to create manipulated graphs and explain how and why people with conflicting interests might do this. Learners will be able to recreate graphs in Geogebra using the line function.","PUBLISH":"Mulhern, O. (2022, July 24). The 10 Essential Fast Fashion Statistics. Earth.org. https://earth.org/fast-fashion-statistics/","PLANID":"BIP-AK","AUTHORS":"Skarbø, Stine","LANGUAGE":"English","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#0000FF","AGES":["15","16"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Fast Fashion"],"SUBJECTTONES":["#0000FF"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#0000FF"],"COLUMN":"AK","SOURCECODE":"BIP","SUBJECTS":["Mathematics"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Statistics"],"UPLOADREADY":"-","TITLE":"Exploring misleading graphs and critical thinking about Fast Fashion"},{"SCILMIOUTCOMES":["Consider the context in which the information was created."],"SCILMIGOALS":["Identify biased information."],"KEYWORDS":["Genetics","Critical thinking","Controversial topics","Engineered babies","Critical reading","Opinion piece","Discussion","Designed babies"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Designing the Future: Genes, Beauty, and the Ethics of Perfection","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners recognise the impact of the context of the written source.","PUBLISH":"https://www.wired.com/story/your-next-job-designer-baby-therapist/","PLANID":"BIP-AL","AUTHORS":"Borgo, Karoline","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#FCC220","AGES":["15","16"],"SSITOPICS":["due to individual preferences","Engineered babies"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AL","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","English"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Designer babies"],"UPLOADREADY":"-","TITLE":"Critically reading about designer babies"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"","PUBLISH":"-","PLANID":"BIP-AM","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AM","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AM"},{"SCILMIOUTCOMES":["Assess if the viewpoint is supported by arguments and the arguments are supported by evidence."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":["Deutsch","meinungsbasierte Sprache","Meinung","Fakten","Sachsprache","Textanalyse","Antibiotikaresistenz","Antibiotika"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Die Schüler können sprachliche Merkmale von Sachtexten und Meinungstexten identifizieren (z. B. objektiver/subjektiver Ton, Fachsprache usw.). Die Schüler können Sachtexte und Meinungstexte hinsichtlich Struktur, Ton und Sprachwahl vergleichen und gegenüberstellen. Die Schüler können die Zuverlässigkeit und Voreingenommenheit eines bestimmten Textes anhand seiner Sprache und seines Zwecks bewerten.","PUBLISH":"-","PLANID":"BIP-AN","AUTHORS":"Wackernell, Anna","LANGUAGE":"German","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#AAAAAA","AGES":["17","18"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotic misuse and resistance"],"SUBJECTTONES":["#AAAAAA","#FCC220"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA","#FCC220"],"COLUMN":"AN","SOURCECODE":"BIP","SUBJECTS":["First Language","Modern Foreign Languages"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Sachliche oder meinungsbasierte Sprache"],"UPLOADREADY":"-","TITLE":"Sachliche oder meinungsbasierte Sprache"},{"SCILMIOUTCOMES":["Tailor the content to the target audience and communication channel."],"SCILMIGOALS":["Communicate established viewpoints on a socio-scientific issue: Inform."],"KEYWORDS":["Instagram","Soziale Medien","Aktivismus","Nachhaltige Ozeane","Überfischung","Ozeane","Haie","Nachhaltigkeit","Meer"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Fishing for Facts and Making Waves","YEARS":["4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#000000","PRIMARYSUBJECT":"ICT & Information Technology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Die Prinzipien effektiver digitaler Kommunikation in Bezug auf die Zielgruppe verstehen und anwenden (Sprache, visuelle Elemente, Hashtags, Handlungsaufrufe).","PUBLISH":"-","PLANID":"BIP-AO","AUTHORS":"Gruschi, Carina","LANGUAGE":"German","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#000000","AGES":["13","14","15"],"SSITOPICS":["due to overfishing","Sustainable Oceans"],"SUBJECTTONES":["#000000"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#000000"],"COLUMN":"AO","SOURCECODE":"BIP","SUBJECTS":["ICT & Information Technology","Computer Science & Informatics"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Nachhaltige Ozeane – erstelle einen Instagram-Post","Reel oder eine Story-Reihe","um zu informieren oder zum Handeln aufzurufen"],"UPLOADREADY":"-","TITLE":"Making Waves! Creating Social Media Postings about Sustainable Oceans"},{"SCILMIOUTCOMES":["Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue."],"SCILMIGOALS":["Weigh your viewpoints against the various dimensions of the socio-scientific issue."],"KEYWORDS":["3R (Ridurre – Reduzieren","Riutilizzare – Wiederverwenden","Riciclare – Recycle)","Kreislaufwirtschaft","Umweltverschmutzung (Abfall)","individuelle und kollektive Verantwortung","nachhaltiger Lebensstil"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Die Reise der 3Rs: Von Konzepten zu Veränderungen","YEARS":["4th year","5th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Am Ende der Unterrichtsstunde können die SchülerInnen das „3R“-Konzept erklären: ridurre (reduzieren), riutilizzare (wiederverwenden) und riciclare (recyceln), die Bedeutung dieser Konzepte bewerten und über ihr eigenes Recyclingverhalten reflektieren.","PUBLISH":"-","PLANID":"BIP-AP","AUTHORS":"Eberhart, Rebecca","LANGUAGE":"German","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#FCC220","AGES":["17","18"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recycling"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AP","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: Italian"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Umweltbildung und aktive Bürgerschaft"],"UPLOADREADY":"-","TITLE":"Nachhaltig leben: Reduzieren (Ridurre), Wiederverwenden (Riutilizzare), Recyceln (Riciclare)"},{"SCILMIOUTCOMES":["Define your message."],"SCILMIGOALS":["Communicate your viewpoint on a socio-scientific issue: Argue."],"KEYWORDS":[],"TOTALINSEQUENCE":"5","SEQUENCETITLE":"Å argumentere for sirkulærøkonomien – er resirkulering nok?","YEARS":[],"POSITIONDISPLAY":"2/5","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"due to domestic overconsumption / throw-away habits; recycling","PUBLISH":"-","PLANID":"BIP-AQ","AUTHORS":"Strømsnes, Astrid","LANGUAGE":"Norwegian","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":["due to domestic overconsumption / throw-away habits","recycling"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AQ","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"2 / 5","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AQ"},{"SCILMIOUTCOMES":["Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue."],"SCILMIGOALS":["Evaluate the trade-offs between the scientific, social and ethical dimensions."],"KEYWORDS":["Γενετική","Βιολογία","Ηθική","Ηθικά διλλήματα","Βιοηθική","Γενετική μηχανική","Γενετική τροποποίηση"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Σχεδιάζοντας το μέλλον: Γονίδια, ομορφιά και η ηθική της τελειότητας","YEARS":["6th year","7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Οι μαθητές αξιολογούν τις ηθικές και βιολογικές παραμέτρους της επεξεργασίας ανθρώπινων εμβρύων εξετάζοντας πολλαπλές προοπτικές και επιδεικνύοντας κατανόηση των εμπλεκόμενων επιστημονικών αρχών.","PUBLISH":"-","PLANID":"BIP-AR","AUTHORS":"Dimitropoulou, Aliki","LANGUAGE":"Greek","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["16","17","18","19"],"SSITOPICS":["due to individual preferences","Γενετικά τροποιημένα μωρά"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AR","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Γενετικά τροποποιημένα μωρά"],"UPLOADREADY":"-","TITLE":"Η Βιοηθική της Επεξεργασίας Γονιδίων: Ποιος Αποφασίζει για το Μέλλον;"},{"SCILMIOUTCOMES":["Examine your personal situation (values, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue."],"SCILMIGOALS":["Weigh your viewpoints against the various dimensions of the socio-scientific issue."],"KEYWORDS":["standardy krásy","sociální sítě","reálné / falešné","sebepojetí a sebehodnota","bioinženýrství"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Projektování budoucnosti: Geny, krása a etika dokonalosti","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Arts and/or Design","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Na konci sekvence hodin by studenti měli být schopní: a) identifikovat a popsat (skryté) standardy krásy, b) zformovat a vyjádřit vlastní názor na standardy krásy a obhájit je (argumentace), c) porovnat jejich názory ohledně vzhledu a standardů krásy s názory společnosti na tuto problematiku","PUBLISH":"Adobe Photoshop software","PLANID":"BIP-AS","AUTHORS":"Justová, Anežka","LANGUAGE":"Czech","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["16"],"SSITOPICS":["due to individual preferences","Uměle vytvořené děti"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AS","SOURCECODE":"BIP","SUBJECTS":["Arts and/or Design"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Standardy krásy a etická otázka"],"UPLOADREADY":"-","TITLE":"Plan AS"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"","PUBLISH":"-","PLANID":"BIP-AT","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AT","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan AT"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["sobrepesca"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Pescando hechos y creando olas","YEARS":[],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"El alumnado reconoce el impacto de diferentes técnicas de pesca","PUBLISH":"Dimbleby, J. (2021, February 9). Overfishing – a Tragedy of the Commons Game for Learners. Science Journal for Kids. https://www.sciencejournalforkids.org/articles/lesson-ideas/overfishing-game-for-learners/","PLANID":"BIP-AU","AUTHORS":"Mete Vázquez, Silvia","LANGUAGE":"Spanish","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#228B22","AGES":["12","13","14","15"],"SSITOPICS":["due to overfishing","Océanos sostenibles"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AU","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Sobrepesca"],"UPLOADREADY":"-","TITLE":"El colapso del bacalao: Una lección sobre la sobrepesca (1/2)"},{"SCILMIOUTCOMES":["Consider the context in which the information was created."],"SCILMIGOALS":["Identify biased information."],"KEYWORDS":["Genetikk","Kritisk tenkning","Kontroversielle tema","Designerbabyer","Kritisk lesning","Kronikk","Diskusjon"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Design av babyer","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Eleven skal lære å gjenkjenne betydningen av konteksten til kilden.","PUBLISH":"https://www.wired.com/story/your-next-job-designer-baby-therapist/","PLANID":"BIP-AV","AUTHORS":"Borgo, Karoline","LANGUAGE":"Norwegian","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["15"],"SSITOPICS":["due to individual preferences","Designede babyer"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AV","SOURCECODE":"BIP","SUBJECTS":["First Language","Norwegian"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Designede babyer"],"UPLOADREADY":"-","TITLE":"Kritisk lesning om designede babyer"},{"SCILMIOUTCOMES":["Select an action or initiative."],"SCILMIGOALS":["Take action to become a responsible democratic citizen."],"KEYWORDS":["recyklování","udržitelnost","aktivní občan","znečišténí odpady","občanská výchova","redukce odpadu","odpad"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Cesta 3R: od konceptů ke změně","YEARS":["4th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Civics & Global Citizenship Education","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Popište vybrané národní a mezinárodní organizace, programy a události, které se zabývají znečištěním odpady. Vysvětlete funkce a cíle těchto organizací. Demonstrujte způsoby, kterými studenti mohou tyto organizace podpořit.","PUBLISH":"-","PLANID":"BIP-AW","AUTHORS":"Kuběnová, Kateřina","LANGUAGE":"Czech","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["14","15","16"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production","Recyklování"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"AW","SOURCECODE":"BIP","SUBJECTS":["Civics & Global Citizenship Education"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Moje škola","mé město","můj region"],"UPLOADREADY":"-","TITLE":"Méně odpadu - informační plakáty"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["Fischerei","Kabeljau","Überfischung","Nachhaltigkeit","Ökosystem","Meeresressourcen"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Rettungsplan für den Atlantischen Kabeljau","YEARS":["4th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Die Lernenden untersuchen, wie unterschiedliche Interessen und Werte die Entscheidungsfindung in der Fischereiindustrie beeinflussen.","PUBLISH":"-","PLANID":"BIP-AX","AUTHORS":"Stangassinger, Johanna","LANGUAGE":"German","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#228B22","AGES":["14","15"],"SSITOPICS":["due to overfishing","Nachhaltiger Ozean"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AX","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Überfischung"],"UPLOADREADY":"-","TITLE":"Überfischung am Beispiel vom Kabeljau-Kollaps (2/2)"},{"SCILMIOUTCOMES":["Tailor the content to the target audience and communication channel."],"SCILMIGOALS":["Communicate established viewpoints on a socio-scientific issue: Inform."],"KEYWORDS":["Biología","Genética","Bebés a la carta","Bebés modificados genéticamente","Speak out and take action","Simulación de la técnica CRISPR"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Diseñando el Futuro: Genes, Belleza y la Ética de la Perfección","YEARS":["6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Al final de la lección, los alumnos deberán ser capaces de comprender los términos ingeniería genética y bebés modificados genéticamente y cómo se aplican estos conceptos en la vida real.","PUBLISH":"https://news.harvard.edu/gazette/story/2019/01/perspectives-on-gene-editing/","PLANID":"BIP-AY","AUTHORS":"Sánchez Abad, Lucía","LANGUAGE":"Spanish","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["16","17","18","19"],"SSITOPICS":["due to individual preferences","Engineered babies (Bebés a la carta)"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AY","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Bebés a la carta o modificados genéticamente"],"UPLOADREADY":"-","TITLE":"CRISPR: Verdades y Mentiras en la Era Genética"},{"SCILMIOUTCOMES":["Verify the reliability of the arguments and evidence using (domain-specific) knowledge."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[">7th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"1. Объяснить, как развивается и распространяется устойчивость к антибиотикам. 2. Объяснить, как антибиотики загрязняют окружающую среду (например, океаны, реки, почву).","PUBLISH":"-","PLANID":"BIP-AZ","AUTHORS":"Morhachov, Alexander","LANGUAGE":"Russian","SSITHEME":"","SUBJECTTONE":"#228B22","AGES":["17","18"],"SSITOPICS":[],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#228B22"],"COLUMN":"AZ","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"","SUBJECTTOPICS":["Антибиотики"],"UPLOADREADY":"-","TITLE":"Устойчивость к антибиотикам и загрязнение окружающей среды"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"","PUBLISH":"-","PLANID":"BIP-BA","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"BA","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan BA"},{"SCILMIOUTCOMES":["Select an action or initiative."],"SCILMIGOALS":["Take action to become a responsible democratic citizen."],"KEYWORDS":["rychlá móda","lidská práva","pracovní podmínky","alternativy k rychlé módě"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Rychlá móda v kontextu lidských práv","YEARS":["4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Civics & Global Citizenship Education","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Student vyjmenuje příklady porušování lidských práv a špatných pracovních podmínek v oděvním průmyslu. Student navrhne alternativy k rychlé módě, které může jako spotřebitel využít.","PUBLISH":"-","PLANID":"BIP-BB","AUTHORS":"Šimková, Natálie","LANGUAGE":"Czech","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#AAAAAA","AGES":["15"],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"BB","SOURCECODE":"BIP","SUBJECTS":["Civics & Global Citizenship Education"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Rychlá móda","lidská práva"],"UPLOADREADY":"-","TITLE":"Plan BB"},{"SCILMIOUTCOMES":["Make a plan to execute."],"SCILMIGOALS":["Take action to become a responsible democratic citizen."],"KEYWORDS":["znečištění","environmentální zodpovědnost","komunitní uklízení","recyklace"],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[">7th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Žáci budou: Uplatňovat své znalosti o recyklaci v reálném prostředí, Rozpoznávat různé typy odpadu a správně je třídit, Zapojovat se do občanské aktivity prostřednictvím úklidu okolí, Zamýšlet se nad svou rolí v ochraně životního prostředí.","PUBLISH":"-","PLANID":"BIP-BC","AUTHORS":"Pěchová, Veronika","LANGUAGE":"Czech","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#228B22","AGES":["12","13","14","15","16","17","18","19"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","Recyklace"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#228B22"],"COLUMN":"BC","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"","SUBJECTTOPICS":["Uplatnění znalostí o recyklaci prostřednictvím komunitní akce (úklid okolí)"],"UPLOADREADY":"-","TITLE":"Recyklace za zdmi třídy"},{"SCILMIOUTCOMES":["Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing)."],"SCILMIGOALS":["Identify biased information."],"KEYWORDS":["oceán","žralok","udržitelnost","lidský dopad","životní prostředí","rybolov"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Lovení faktů a dělání vln","YEARS":["7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Studenti identifikují prvky videa, kvůli kterým působí žraloci nebezpečně pro lidi.","PUBLISH":"-","PLANID":"BIP-BD","AUTHORS":"Otrubova, Anna","LANGUAGE":"Czech","SSITHEME":"Food scarcity and starvation","SUBJECTTONE":"#FCC220","AGES":["13","14","15"],"SSITOPICS":["due to overfishing","udržitelné oceány"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FCC220"],"COLUMN":"BD","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["mylné představy o žralocích a nadměrný lov žraloků"],"UPLOADREADY":"-","TITLE":"mylné představy o žralocích a nadměrný lov žraloků"},{"SCILMIOUTCOMES":["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."],"SCILMIGOALS":["Explore impacts and solutions as well as the parties affected by the socio-scientific issue."],"KEYWORDS":["Antibiotikaresistenz","Antibiotika-Missbrauch","Antibiotika-Verfügbarkeit","Fehlvorstellungen über Antibiotika"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Antibiotika-Verfügbarkeit","YEARS":["4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"1) Die Hauptpunkte und spezifischen Informationen in einfachen sachlichen Texten zu vertrauten Gesundheitsthemen identifizieren und zusammenfassen. 2) An längeren Gesprächen zu vertrauten Themen teilnehmen, Meinungen äußern und angemessene Antworten formulieren.","PUBLISH":"-","PLANID":"BIP-BE","AUTHORS":"Lukasser, Sebastian","LANGUAGE":"German","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#FCC220","AGES":["17","18"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotics misuse and antibiotics resistance"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Make up your mind: Evaluate the scientific and social dimension to create an informed opinion on a socio-scientific issue."],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"BE","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: Italian"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Antibiotika-Verfügbarkeit"],"UPLOADREADY":"-","TITLE":"AAA - Antibiotics Awareness Actions"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"","PUBLISH":"-","PLANID":"BIP-BF","AUTHORS":"","LANGUAGE":"","SSITHEME":"","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":[],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"BF","SOURCECODE":"BIP","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan BF"},{"SCILMIOUTCOMES":["Assess if the viewpoint is supported by arguments and the arguments are supported by evidence."],"SCILMIGOALS":["Differentiate between fact and opinion."],"KEYWORDS":["antibiotic","benefit","mechanism","opinion","argument."],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AAA: Antibiotic Awareness Action","YEARS":["5th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Learners explain the benefits and the mechanism of action of antibiotics. Learners differentiate between opinions and arguments about misunderstandings of antibiotics.","PUBLISH":"https://theconversation.com/the-rise-and-fall-of-antibiotics-what-would-a-post-antibiotic-world-look-like-213450","PLANID":"BIP-BG","AUTHORS":"Couce Freijomil, María de los Ángeles","LANGUAGE":"English","SSITHEME":"(Re-)emergence and spread of infectious diseases and increased danger of pandemics","SUBJECTTONE":"#228B22","AGES":["17","18","19"],"SSITOPICS":["due to increased antibiotic resistance","Antibiotic misuse and antibiotic resistance"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Click and think critically: Select and analyse information on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"BG","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Benefits of antibiotics and their mechanism of action"],"UPLOADREADY":"-","TITLE":"Antibiotics: allies against bacterial infections"},{"SCILMIOUTCOMES":["Identify advertisements and sponsored content in the search results page / feeds."],"SCILMIGOALS":["Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue."],"KEYWORDS":["fast fashion","moda veloce","algoritmi","trend","tendenze moda","pubblicità","pubblicità online","bolla di filtraggio","abitudini","abitudini legate al fast fashion","consapevolezza del consumatore","social media","comprensione degli algoritmi","consapevolezza degli algoritmi"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Il vero costo del fast fashion","YEARS":["6th year","7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"1) gli studenti sono in grado di definire il termine fast fashion; 2) gli studenti sono in grado di elencare diversi luoghi in cui è possibile acquistare fast fashion; 3) gli studenti sono in grado di riconoscere la logica degli algoritmi relativi alla visualizzazione di pubblicità sulle piattaforme dei social media e sui siti web","PUBLISH":"Instagram. (11.06.2025) https://www.instagram.com/p/DKwrdabslAi/?img_index=1 Ultimo accesso: 12.06.2025","PLANID":"BIP-BH","AUTHORS":"Mair, Nadine","LANGUAGE":"Italian","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#FCC220","AGES":["15","16","17"],"SSITOPICS":["due to domestic overconsumption / throw-away habits","fast fashion"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":["Open up your mind: Identify","search and preselect information sources on a socio-scientific issue."],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"BH","SOURCECODE":"BIP","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: Italian"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Fast fashion e pubblicità"],"UPLOADREADY":"-","TITLE":"Che cos'è il fast fashion e dove è possibile acquistarlo"},{"SCILMIOUTCOMES":["Define your message."],"SCILMIGOALS":["Communicate your viewpoint on a socio-scientific issue: Argue."],"KEYWORDS":["ALTRI","río Ulla","sostenibilidad","impacto medioambiental","uso de agua","industria téxtil"],"TOTALINSEQUENCE":"1","SEQUENCETITLE":"Debería construirse la fábrica de ALTRI?","YEARS":["4th year"],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"BIP with Activity ID","DESCRIPTION":"Los estudiantes debaten diferentes enfoques de tipo científico, político y ético para abordar problemas climáticos y medioambientales, evaluando sus implicaciones y efectos","PUBLISH":"-","PLANID":"BIP-BI","AUTHORS":"Lema, Claudia","LANGUAGE":"Spanish","SSITHEME":"Environmental pollution: waste","SUBJECTTONE":"#228B22","AGES":["16","17","18"],"SSITOPICS":["due to overconsumption in society related to excessive industrial production","Fast - fashion"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":["Speak out and take action: Exercise civic engagement on a socio-scientific issue."],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"BI","SOURCECODE":"BIP","SUBJECTS":["Biology"],"POSITIONLABEL":"","SUBJECTTOPICS":["Sostenibilidad","impacto medioambiental"],"UPLOADREADY":"-","TITLE":"Debería construirse la fábrica de ALTRI?"},{"SCILMIOUTCOMES":["(Re)assess your viewpoint on a socio-scientific issue."],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"1","SEQUENCETITLE":"","YEARS":[],"POSITIONDISPLAY":"","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Fast fashion and textile waste","PUBLISH":"-","PLANID":"INC-O","AUTHORS":"","LANGUAGE":"","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":[],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"O","SOURCECODE":"INC","SUBJECTS":[],"POSITIONLABEL":"","SUBJECTTOPICS":[],"UPLOADREADY":"-","TITLE":"Plan O"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["longevity","quotes","creative writing","diary","elderly"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Longevity","YEARS":["6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"- weigh learners´viewpoints\n \n \n - rephrase the idea using synonyms\n \n \n - establish a closer connection with an elderly person in the community","PUBLISH":"-","PLANID":"INC-P","AUTHORS":"Ligurska, Jana","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["12","13","14","15","16","17","18","19"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"P","SOURCECODE":"INC","SUBJECTS":["First Language"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Longevity"],"UPLOADREADY":"-","TITLE":"Being Old"},{"SCILMIOUTCOMES":["Describe the variety of information source types available today."],"SCILMIGOALS":[],"KEYWORDS":["Media Literacy","Language","Ethics","Debate","Role play","image"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Born Perfect, Inside the world of designer babies","YEARS":["7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"To explore the impact of technology on life and human nature.To analyze literary texts that raise scientific and ethical questions.To develop argumentation skills on bioethical issues.To connect literature with contemporary social and scientific debates.","PUBLISH":"-","PLANID":"INC-Q","AUTHORS":"Paidaraki, Kyriakitsa","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["17"],"SSITOPICS":["Designer babies and ethical controversies"],"SUBJECTTONES":["#AAAAAA","#228B22"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA","#228B22"],"COLUMN":"Q","SOURCECODE":"INC","SUBJECTS":["First Language","Ancient Languages","Science","Biology","Technology"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Designer babies and ethical controversies"],"UPLOADREADY":"-","TITLE":"Born Perfect, inside the world of designer babies"},{"SCILMIOUTCOMES":["Select possible information sources."],"SCILMIGOALS":[],"KEYWORDS":["Preimplantation Genetic Diagnostics (PGD)","dilemma discussion"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Born Perfect - Inside the world of designer babies","YEARS":["3rd year","4th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Religion and/or Ethics and/or Philosophy","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Demonstrate possibilities for an ethical\n evaluation about Preimplantation Genetic Diagnosis (PGD). This unit is designed to be cross-curricular, as scientific\n content and ethical questions are inseparably linked .\n \n \n \n \n \n The\n underlying principle of PGD is to determine changes in the genetic material of\n an in vitro embryo and, subsequently, either to implant it into the mother or\n to discard it.\n \n \n The evaluation of PGD primarily focuses on the question of\n whether human life, in its earliest stage, is already worthy of protection. The\n example of PGD will be used in class to promote the learners' moral\n argumentation and judgment skills.","PUBLISH":"-","PLANID":"INC-R","AUTHORS":"Franer, Michael","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["15","16","17","18","19"],"SSITOPICS":["Designer babies and ethical controversies"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"R","SOURCECODE":"INC","SUBJECTS":["Religion and/or Ethics and/or Philosophy"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Born Perfect - Tossing out \"not quite healthy\" embryos"],"UPLOADREADY":"-","TITLE":"Born Healthy - The moral dilemma of preimplantation genetic diagnostics (PGD)"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["AI"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AI and rising energy demand","YEARS":["5th year","6th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"The learners can understand texts in English about AI and rising energy demands.\n They will be able to use words related to AI and answer text-based questions. They can discuss and give their opinion about the impacts of AI","PUBLISH":"-","PLANID":"INC-S","AUTHORS":"Raith, Miriam","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#FCC220","AGES":["15","16"],"SSITOPICS":["AI and rising energy demand"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"S","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Pros and cons of AI"],"UPLOADREADY":"-","TITLE":"AI and the rising demand of electricity"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["ai","energy consumption","lesson plan"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"A.I. and rising energy demand","YEARS":["3rd year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Religion and/or Ethics and/or Philosophy","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"/* 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: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-ansi-language:CS;\n mso-fareast-language:EN-US;}\n \n \n \n \n \n \n \n \n  Identify a specific viewpoint (thesis)\n  within a text.\n  Locate the arguments used to support\n  that viewpoint.\n  Analyze the evidence (data, expert\n  opinions, examples) used to support those arguments.Assess the strength and validity of the evidence to\n determine if the viewpoint is well-supported.","PUBLISH":"-","PLANID":"INC-T","AUTHORS":"Murana, Oriana","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#AAAAAA","AGES":["15","16"],"SSITOPICS":["AI and rising energy demand"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"T","SOURCECODE":"INC","SUBJECTS":["Religion and/or Ethics and/or Philosophy"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["AI and energy consumption"],"UPLOADREADY":"-","TITLE":"The moral responsibility of innovation: AI's energy consumption and its solutions."},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["protein folding","self-organisation","regenerative medicine","longevity","bioethics","media bias","socio-scientific issues"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Longevity","YEARS":["4th year","5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Science","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Subject-Specific Lesson Goals/Competences:\n During this interrupted case study, learners deepen their understanding of the thermodynamic and molecular principles that govern protein behaviour. They learn to explain how enthalpy, entropy, and intermolecular forces influence folding, flexibility, and stability, and to describe how intrinsically disordered proteins and liquid–liquid phase separation contribute to cellular organisation and adaptability. Through guided analysis, they explore how temperature, pH, and ionic strength shift the delicate balance between order, functional flexibility, and irreversible aggregation.\n Building on this molecular foundation, learners evaluate the biomedical implications of manipulating self-organisation, connecting biochemical mechanisms to current research in regenerative medicine and longevity. They construct and defend evidence-based arguments in debate, applying scientific reasoning to ethical dilemmas and reflecting on the societal consequences of emerging biotechnologies. Finally, they learn to identify and assess biased or sensational representations of scientific discoveries in media discourse, developing a critical understanding of uncertainty and responsibility in science communication.\n Cross-curricular competences:\n The session also develops key cross-curricular competences. Learners strengthen critical and analytical thinking by comparing data, perspectives, and evidence; enhance scientific communication skills through oral reasoning, poster design, and structured debate; and practise ethical reflection by considering how innovation relates to societal values. Collaborative teamwork, respectful argumentation, and problem-solving are central throughout the activities. Digital and media literacy are fostered through the evaluation of online resources and identification of bias, while creativity and autonomy are supported by open-ended, research-like learning tasks. Together, these competences prepare learners to engage responsibly with complex, interdisciplinary issues at the intersection of science, ethics, and society.","PUBLISH":"-","PLANID":"INC-U","AUTHORS":"Abrankó-Rideg, Nóra","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#AAAAAA","AGES":["16","17","18","19"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"U","SOURCECODE":"INC","SUBJECTS":["Science"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["The lesson explores how proteins operate along the continuum between order and disorder","focusing on the physical and chemical principles that govern folding","stability","and self-organisation. Learners investigate how intrinsically disordered proteins and liquid–liquid phase separation contribute to cellular adaptability and how these mechanisms are studied in the context of regenerative medicine and aging research. Through guided discovery","debate","and critical media analysis","the topic connects biochemical understanding with socio-scientific issues surrounding human longevity","scientific uncertainty","and responsible innovation."],"UPLOADREADY":"-","TITLE":"The Case of the Self-Organising Cell – When Order Meets Chaos"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["AI","data representation","rising energy demand"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AI and rising energy demand","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#0000FF","PRIMARYSUBJECT":"Mathematics","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Be able to represent data in different types of graphs and analyze the impact the visual representation of data has on our perception of a certain issue.","PUBLISH":"-","PLANID":"INC-V","AUTHORS":"Kerschdorfer, Vera","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#0000FF","AGES":["15","16"],"SSITOPICS":["AI and rising energy demand"],"SUBJECTTONES":["#0000FF"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#0000FF"],"COLUMN":"V","SOURCECODE":"INC","SUBJECTS":["Mathematics"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Statistics"],"UPLOADREADY":"-","TITLE":"Data representation"},{"SCILMIOUTCOMES":["Determine the focus (what), scope (how much), and purpose (what for) of the information need."],"SCILMIGOALS":[],"KEYWORDS":["microplastic","environment","food chain","plastic planet"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Microplastics in food chains","YEARS":["3rd year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#009E9A","PRIMARYSUBJECT":"Geography","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"give a review concerning the film Plastic Planet, experiment with water bottles to examine the water on microplastics","PUBLISH":"-","PLANID":"INC-W","AUTHORS":"Mast-Attlmayr, Ulrike","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#009E9A","AGES":["12","13","14"],"SSITOPICS":["Microplastics in food chains"],"SUBJECTTONES":["#009E9A"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#009E9A"],"COLUMN":"W","SOURCECODE":"INC","SUBJECTS":["Geography"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["micropastic in food chains"],"UPLOADREADY":"-","TITLE":"environment pollution"},{"SCILMIOUTCOMES":["Identify primary information sources to distinguish author and messenger."],"SCILMIGOALS":[],"KEYWORDS":["AI","ENERGY","ENVIRONMENT"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"AI and Rising Energy Consumption","YEARS":["4th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"Technology","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Understand how AI technologies function and their relationship with energy consumption and environmental impact.Apply design and problem-solving skills to propose energy-efficient or “Green AI” solutions.Communicate and collaborate effectively in diverse, inclusive teams, using digital literacy to support informed decisions.","PUBLISH":"-","PLANID":"INC-X","AUTHORS":"Papanikolaou, Maria","LANGUAGE":"English","SSITHEME":"Atmospheric pollution","SUBJECTTONE":"#AAAAAA","AGES":["15","16"],"SSITOPICS":["AI and rising energy demand"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"X","SOURCECODE":"INC","SUBJECTS":["Technology"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["AI and rising energy demand"],"UPLOADREADY":"-","TITLE":"AI and rising energy demand"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["microplastics","polymer chemistry","pollution","human health","sustainability","socioscientific issues","food chain","chemistry education"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"MICROPLASTICS","YEARS":["2nd year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FF8113","PRIMARYSUBJECT":"Chemistry","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"/* 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: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:\"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 Learners should be able to:\n \n 1. Explain what microplastics are and how they form. \n \n 2. Identify common sources of microplastics in the\n environment.\n \n 3. Describe why microplastics are a concern, using\n simple chemical ideas.","PUBLISH":"-","PLANID":"INC-Y","AUTHORS":"Charalambous, Charalambia","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FF8113","AGES":["14"],"SSITOPICS":["Microplastics in food chains"],"SUBJECTTONES":["#FF8113"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FF8113"],"COLUMN":"Y","SOURCECODE":"INC","SUBJECTS":["Chemistry"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Environmental Chemistry – Plastics and Polymers"],"UPLOADREADY":"-","TITLE":"What are microplastics?"},{"SCILMIOUTCOMES":["Describe the variety of information source types available today."],"SCILMIGOALS":[],"KEYWORDS":["Microplastic","sustainability"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Microplastic in food chains","YEARS":["2nd year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Writing and Communication Goals\n \n \n Learners will write a formal invitation letter with correct structure (greeting, introduction, body, closing, signature).\n \n \n Learners will clearly state the purpose of the invitation (e.g., inviting guests)\n \n \n Learners will use persuasive and polite language appropriate for an invitation.\n \n \n Learners will maintain clarity and coherence, ensuring ideas flow logically from introduction to conclusion.\n \n \n Language and Style Goals\n \n \n Learners will use topic-specific vocabulary such as microplastics, pollution, ecosystem, contamination, marine life, and food web.\n \n \n Learners will apply correct grammar, punctuation, and spelling.\n \n \n Learners will adjust tone and formality depending on the intended audience (e.g., principal, parents, classmates,teachers, major of the town, city)\n \n \n Creative and Critical Thinking Goals\n \n \n Learners will show creativity in designing for the invitation\n \n \n Learners will critically connect the topic to real-world issues, encouraging readers to care about microplastics and take action.","PUBLISH":"-","PLANID":"INC-Z","AUTHORS":"Egger, Margit","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#AAAAAA","AGES":["12","15"],"SSITOPICS":["Microplastics in food chains"],"SUBJECTTONES":["#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#AAAAAA"],"COLUMN":"Z","SOURCECODE":"INC","SUBJECTS":["First Language"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Microplastic in food chains."],"UPLOADREADY":"-","TITLE":"What can we do at school to protect the environment? Structure of a formal invitation letter for the event \"sustainability\" at school"},{"SCILMIOUTCOMES":["Determine the focus (what), scope (how much), and purpose (what for) of the information need."],"SCILMIGOALS":[],"KEYWORDS":["Microplastics","Food chains","Plastic Pollution","Environment","Sustainability"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Microplastics in Food Chains","YEARS":["2nd year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table 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: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 \n \n \n \n \n \n \n \n Learners will develop their ability to read, discuss, and\n write about environmental issues in English, using appropriate vocabulary and\n structures to express opinions, suggest solutions, and show awareness of global\n challenges related to microplastics.\n \n \n \n By the end of the lesson learners will be able to:\n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \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:\"Table 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: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 \n \n \n \n \n \n \n \n ·Understand texts or visuals explaining\n microplastics in food chains.\n \n \n \n ·\n Use environmental vocabulary to describe\n problems and suggest solutions.\n \n \n \n ·\n Express personal opinions and propose actions\n using simple English structures.\n \n \n \n ·\n Write a short paragraph or letter proposing\n action against plastic pollution.\n \n \n \n ·\n Reflect on how individual choices impact the\n environment.","PUBLISH":"-","PLANID":"INC-AA","AUTHORS":"Mitsiou, Angelo","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["13","14","15"],"SSITOPICS":["Microplastics in food chains"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AA","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["Microplastics in Food Chains"],"UPLOADREADY":"-","TITLE":"Microplastics in Food Chains: Understanding, Expressing, and Acting for a Cleaner Planet"},{"SCILMIOUTCOMES":["Distinguish superficial from in-depth coverage."],"SCILMIGOALS":[],"KEYWORDS":["fast fashion","consumer protection","consumer rights","economic","social and environmental impact of fash fashion"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"Discovering the Hidden Truths of Fast Fashion","YEARS":["2nd year"],"POSITIONDISPLAY":"3/3","SUBJECTCOLOR":"#F60000","PRIMARYSUBJECT":"Economics","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"/* Style Definitions */\n  table.MsoNormalTable\n {mso-style-name:\"Table 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:\"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 The specific goals of this activity are as follows:\n \n \n \n \n \n -To select the most relevant pieces of information in order\n to have a deeper understanding on fast fashion;\n \n \n \n \n \n -To think critically, by analysing the consumer rights in relation to fast fashion;\n \n \n -To communicate established viewpoints on fast fashion issues","PUBLISH":"-","PLANID":"INC-AB","AUTHORS":"Popescu, Mihaela","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#F60000","AGES":["16"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#F60000"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#F60000"],"COLUMN":"AB","SOURCECODE":"INC","SUBJECTS":["Economics"],"POSITIONLABEL":"3 / 3","SUBJECTTOPICS":["Fast fashion and consumer protection"],"UPLOADREADY":"-","TITLE":"Yhe Price of Fast Fashion"},{"SCILMIOUTCOMES":["Determine the focus (what), scope (how much), and purpose (what for) of the information need."],"SCILMIGOALS":[],"KEYWORDS":["fast","waste","historical","tradition","habits","networks","consumerism","accummulate","outfit","influencer","shopping mall"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"DISCOVERING THE HIDDEN TRUTHS OF FAST FASHION","YEARS":["4th year","5th year"],"POSITIONDISPLAY":"1/3","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Explain learners the concept of “ FAST FASHION ”in our\n society.\n \n \n \n \n \n \n \n Make learners conscious ofthe importance of this concept and its consequences on environment, economy and society.\n \n \n \n \n \n \n \n Make learners reflect on the ideas of “NEED vs WISH”.\n \n \n \n \n \n \n \n Teach learners the history of fashion in Spanish\n society in the last centuries .\n \n \n \n \n \n \n \n Show learners the link between fashion and\n economical, cultural and social issues, their consequences, fake news on this issue and critical thinking.\n \n \n \n \n Practise different skills in English and adquire the social, scientific and linguistic competences to become active citizens to tackle with this SSI and be able to debate in class , arguing on the pros and cons of fast fashion, giving their opinions based on non-biased information.","PUBLISH":"-","PLANID":"INC-AC","AUTHORS":"González, Raquel","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["16"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#FCC220"],"COLUMN":"AC","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages"],"POSITIONLABEL":"1 / 3","SUBJECTTOPICS":["THE CONCEPT OF NEED VS WISH"],"UPLOADREADY":"-","TITLE":"FAST FASHION: JUST A PASSING WHIM?"},{"SCILMIOUTCOMES":["(Re)assess your viewpoint on a socio-scientific issue."],"SCILMIGOALS":[],"KEYWORDS":["Resused clothes"],"TOTALINSEQUENCE":"3","SEQUENCETITLE":"DISCOVERING HIDDEN TRUTHS OF FAST FASHION","YEARS":["3rd year"],"POSITIONDISPLAY":"2/3","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Write their own solution oriented paragraph&nbsp\n Present orally or digitallytheir own presentation&nbsp","PUBLISH":"-","PLANID":"INC-AD","AUTHORS":"Çataklı, Hülya","LANGUAGE":"English","SSITHEME":"Waste pollution","SUBJECTTONE":"#FCC220","AGES":["14","16"],"SSITOPICS":["Fast fashion and textile waste"],"SUBJECTTONES":["#FCC220"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FCC220"],"COLUMN":"AD","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages"],"POSITIONLABEL":"2 / 3","SUBJECTTOPICS":["Sustainable consumption"],"UPLOADREADY":"-","TITLE":"English"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["conflict war ecology resolution food"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Wars and conflicts disrupting food supply","YEARS":[">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"learn and acquire new items of vocabulary connected with ecology, civic studies, economics; master the debating skills when finding resolutions on both the fictional and real conflicts, practice reading and listening skills opening learners' minds on the conflicts and wars reasoning and the effects","PUBLISH":"-","PLANID":"INC-AE","AUTHORS":"Szczygieł, Daniel","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#FCC220","AGES":["16","17","18","19"],"SSITOPICS":["Conflicts and wars disrupting food supply"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AE","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["wars and conflicts"],"UPLOADREADY":"-","TITLE":"wars and conflicts disrupting food suplies"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["designer babies","genetic engineering","genetic modification","biology","fake news","fact vs fiction in biology"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Born perfect: Inside the world of designer babies","YEARS":["4th year","5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#228B22","PRIMARYSUBJECT":"Biology","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"understandwhat gene editing (e.g., CRISPR-Cas9) is and describe its potential applications and limitations in humans.\n \n \n understandcommon misconceptions and misinformation surrounding genetics and “designer babies.”\n \n \n understand the difference between evidence-based scientific communication and sensationalized or fake news articles.understand the differencebetween credible and unreliable scientific information;\n \n understand why some headlines are misleading;\n \n discuss ethical and social implications of gene editing in humans.","PUBLISH":"-","PLANID":"INC-AF","AUTHORS":"Parhammer, Sandra Isabella","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#228B22","AGES":["14","15","16","17","18"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#228B22"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"2025","SUBJECTCOLORS":["#228B22"],"COLUMN":"AF","SOURCECODE":"INC","SUBJECTS":["Biology"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["Born perfect: Inside the world of designer babies"],"UPLOADREADY":"-","TITLE":"The science behind designer babies. Distinguishing between fact and fiction based on scientific evidence."},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["economics","war","conflict","country"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Wars and Conficts Disrupting Food Supply","YEARS":[">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"By the end of this lesson learners will understand how wars and conflicts with disrupting food and water supply can affect the economy of several countries and they will be able to express their opinion. They will also understand that there are no winners in such a conflict.\nMastering the listening skills of deatiled information.\nEnriching vocabulary - Economics (English)\nEnhance critical thinking and also debating skills.","PUBLISH":"-","PLANID":"INC-AG","AUTHORS":"Meszaros, Agnes Sarolta","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#AAAAAA","AGES":["16","17","18","19"],"SSITOPICS":["Conflicts and wars disrupting food supply"],"SUBJECTTONES":["#AAAAAA","#FCC220","#009E9A","#743600","#F60000","#FFFFFF"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#AAAAAA","#FCC220","#009E9A","#743600","#F60000","#FFFFFF"],"COLUMN":"AG","SOURCECODE":"INC","SUBJECTS":["First Language","Modern Foreign Languages","Geography","History","Civics & Global Citizenship Education","Economics","Physical Education"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Economic changes during wartime"],"UPLOADREADY":"No","TITLE":"The Economic Effects of Wars and Conflicts on a Country"},{"SCILMIOUTCOMES":["Describe the variety of information source types available today."],"SCILMIGOALS":[],"KEYWORDS":[],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"capoeira - fighting without a fight","YEARS":["5th year","6th year","7th year"],"POSITIONDISPLAY":"1/4","SUBJECTCOLOR":"#FFFFFF","PRIMARYSUBJECT":"Physical Education","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"rhythm\n multiple movements, functional movements\n own limits","PUBLISH":"-","PLANID":"INC-AH","AUTHORS":"Voss, Udo","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#FFFFFF","AGES":["16","17","18","19"],"SSITOPICS":["Conflicts and wars disrupting food supply"],"SUBJECTTONES":["#FFFFFF"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"1","YEAROFPUBLICATION":"","SUBJECTCOLORS":["#FFFFFF"],"COLUMN":"AH","SOURCECODE":"INC","SUBJECTS":["Physical Education"],"POSITIONLABEL":"1 / 4","SUBJECTTOPICS":["capoeira"],"UPLOADREADY":"No","TITLE":"fighting without fighting - water is for everybody"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["war","hunger","history","food","water"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Food and water scarcity","YEARS":[">7th year"],"POSITIONDISPLAY":"2/4","SUBJECTCOLOR":"#AAAAAA","PRIMARYSUBJECT":"First Language","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Cognitive Objective:\n \nLearners will understand, through historical examples, the use of hunger as a weapon of war and will recognize its political, social, and humanitarian dimensions across different historical periods.\n \nSkills Objective:\n \nLearners will develop historical research, analysis, and source interpretation skills, as well as collaboration and creative use of digital tools to present their group findings effectively.","PUBLISH":"-","PLANID":"INC-AI","AUTHORS":"Bouzga, Triantafyllia","LANGUAGE":"English","SSITHEME":"Food and water scarcity","SUBJECTTONE":"#AAAAAA","AGES":["16","17","18","19"],"SSITOPICS":["Conflicts and wars disrupting food supply"],"SUBJECTTONES":["#AAAAAA","#743600"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"2","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#AAAAAA","#743600"],"COLUMN":"AI","SOURCECODE":"INC","SUBJECTS":["First Language","History"],"POSITIONLABEL":"2 / 4","SUBJECTTOPICS":["the wars in history"],"UPLOADREADY":"No","TITLE":"hunger as a weapon"},{"SCILMIOUTCOMES":["Recognise the importance of using a variety of information source types and carefully selecting them."],"SCILMIGOALS":[],"KEYWORDS":["life","death","belief","culture","longevity","transhumanism"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Longevity","YEARS":[">7th year"],"POSITIONDISPLAY":"4/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"Message definition task\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  \n  \n  \n \n \n \n \n  \n  \n \n \n \n \n \n \n \n \n \n \n \n \n Writing short messages expressing learners’ views and presenting it.\n \n \n Learners formulate and communicate their personal stance on human life extension by:\n \n \n – writing a concise message (Activity 4)\n \n \n – presenting it to the class (Activity 5)\n \n \n – deepening their reflection through teacher-led discussion and individual response (Activity 6)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Includes:\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n · A clear personal or group opinion about longevity and natural life, \n \n \n \n \n \n \n \n \n \n \n \n \n \n · reference to at least one belief system or cultural\n view (religious, secular...),\n \n \n \n \n \n \n \n \n \n \n \n \n \n ·   support their message with a reason or argument,\n \n \n \n \n \n \n \n \n \n \n \n \n ·   use respectful and thoughtful language (speaking about life, aging, death, belief...)\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n By the end of this lesson, learners will be able to:\n \n \n \n \n \n \n \n \n Reflect on the concept of longevity from biological, ethical, and cultural perspectives.Identify and challenge misconceptions and misinformation related to life extension.Express and defend personal or group views using structured argumentation.Engage in respectful dialogue informed by diverse belief systems.Apply digital literacy skills to evaluate sources and claims.","PUBLISH":"-","PLANID":"INC-AJ","AUTHORS":"Režná, Kateřina","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#FCC220","AGES":["17","18","19"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#FCC220","#AAAAAA","#228B22"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"4","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#FCC220","#AAAAAA","#228B22"],"COLUMN":"AJ","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages","Science","Biology","Civics & Global Citizenship Education","Religion and/or Ethics and/or Philosophy","Modern Foreign Languages: English","Modern Foreign Languages: Russian"],"POSITIONLABEL":"4 / 4","SUBJECTTOPICS":["Longevity"],"UPLOADREADY":"-","TITLE":"How long should we live?"},{"SCILMIOUTCOMES":[],"SCILMIGOALS":[],"KEYWORDS":["longevity","living longer","health","aging","aging society","100-year life","challenges of longevity"],"TOTALINSEQUENCE":"4","SEQUENCETITLE":"Longevity","YEARS":["5th year","6th year","7th year",">7th year"],"POSITIONDISPLAY":"3/4","SUBJECTCOLOR":"#FCC220","PRIMARYSUBJECT":"Modern Foreign Languages","SCILMIHOWS":[],"SOURCENAME":"Inclusion","DESCRIPTION":"By the end of the lesson, learners will have improved their vocabulary to understand and reflect on the social aspects of pursuing extreme longevity.\n \n \n \n \n By the end of the lesson, learners will have become better able to discuss and evaluate the social impacts and implications of longevity.","PUBLISH":"-","PLANID":"INC-AK","AUTHORS":"Hubai, Katalin","LANGUAGE":"English","SSITHEME":"Genetic engineering","SUBJECTTONE":"#FCC220","AGES":["15","16","17","18","19"],"SSITOPICS":["Longevity, transhumanism, and “playing God” in medicine"],"SUBJECTTONES":["#FCC220","#AAAAAA"],"COMPETENCEDOMAINS":[],"POSITIONINSEQUENCE":"3","YEAROFPUBLICATION":"2026","SUBJECTCOLORS":["#FCC220","#AAAAAA"],"COLUMN":"AK","SOURCECODE":"INC","SUBJECTS":["Modern Foreign Languages","Modern Foreign Languages: English"],"POSITIONLABEL":"3 / 4","SUBJECTTOPICS":["Pursuing extreme longevity"],"UPLOADREADY":"-","TITLE":"The social challenges of pursuing extreme longevity"}]}