Media library

This mystery deals with the problem of why people in Peru speak Spanish. As an initial stimulus, the short reading text should be read together with the students. The anticipated problem question should then be worked out with the students and hypotheses based on it should be collected.

In the subsequent development phase, the mystery cards are distributed to the students in small groups. They structure and annotate this on a poster so that a learning product is created with which they can solve the problem question in the subsequent presentation phase. The hypotheses set up are critically examined and verified or falsified.

This mystery deals with the problem of why the Spaniards went on voyages of discovery and conquest around 1600. As an initial stimulus, the short reading text should be read together with the students. This is supported by an image impulse. The anticipated problem question should then be worked out with the students and hypotheses based on it should be collected.    

In the subsequent development phase, the mystery card cards are distributed to the students in small groups. They structure and annotate this on the pre-structured poster so that a learning product is created with which they can solve the problem question in the subsequent presentation phase. The hypotheses set up are critically examined and verified or falsified.

The two present group puzzles are aimed at philosophy students in upper school. In a first phase, the students should devote themselves to comparing human rights with indigenous rights. For this purpose, they work out parts of the indigenous rights in individual work and present them to their expert groups (three people, working the same way). A joint learning product is then created in the group of experts, which is to be presented in the plenary session. Now the students switch to their core groups (three people each who have previously worked on different topics). As a material you will receive the summary of human rights, which should now be compared by the groups with the results on the subject of indigenous rights. 

In a second development round, work should also be done in the sense of a group puzzle. The students work out the disadvantages of indigenous people in a shared workload. In their expert groups (three people, equivalent work) they present their results and assess whether the UN Charter of the Rights of Indigenous Peoples is suitable for counteracting this disadvantage. Then you switch to the main groups, in which the individual results are now viewed together.

This webquest deals with the influence of our diet on biodiversity in the rainforest. Starting with the symbolic problem “Why is it getting quieter and quieter in the Amazon rainforest in South America when Timo invites his football team to his barbecue in Lüdenscheid?” The students should deal with this influence using the Internet sources linked via QR codes. You should also decode the symbolism of the problem question to the effect that the meat-heavy diet of the Central Europeans has an influence on the biodiversity of the rainforest and the living conditions of the people living there. The results are recorded in the form of a learning poster and presented in a final round of presentations. 

This mystery deals with the harmful effects of pesticides. The students should independently work through the three web sources mentioned.  Then the mystery cards and the map are distributed to the students in small groups. They structure and annotate this material on a poster so that a learning product is created with which they can explain the health problems of the villagers in the subsequent presentation phase.

How much water is lost from the atmosphere if one hectare of rainforest is destroyed.
The impact on the rainforest ecosystem of cattle farming, pineapple farming, sustainable coffee farming.
The destruction of the food chain at the rainforest stream.
How to Protect the Rainforest - Map of My Rainforest.