In this teaching unit, the pupils analyse the topics of global development and justice in a playful way in a constellation exercise. They assess the worldwide connections between hunger and abundance, the historically determined global distribution of resources and the associated consequences of climate change.

German and international development cooperation is briefly introduced in an animated and interactive presentation. Pupils learn about the challenges and areas of activity of a development policy organisation. The actual project work is illustrated by means of a short film. If desired, various volunteer services can be presented that enable young adults to work abroad.

The teaching unit is conducted by a returning development cooperation expert who has worked on various topics in Latin American and Asian countries and reports on their experiences. This gives the pupils an authentic insight into global contexts, historical dependencies and the approaches of various German development cooperation organisations.

Smaller groups also have the opportunity to visit our Berlin office as part of an excursion and carry out the teaching unit there.

Target group: Years 9 to 13
Duration: 4 school hours

In an animated and interactive presentation, pupils are introduced to the topic of global nutrition. The conventional agricultural industry and agroecology are contrasted with each other. Pupils recognise the social and ecological consequences of industrial agriculture in the production of cash crops such as palm oil and soya.

The unit includes a simulation game that focuses on the links between the German food industry and agricultural projects in the Global South. The pupils take on the perspectives of small farmers, indigenous people, agricultural investors, politicians and other stakeholders. They discuss and assess the consequences for people and the environment and look for solutions to their conflicts of interest in several phases of the game.

Pupils assess what our diet has to do with hunger, land grabbing and environmental destruction in the Global South. They explore the question of the extent to which large agricultural corporations or small farms can feed humanity in the future using agroecological methods. The pupils discuss what options they have for taking action to avoid negative effects on people in the Global South.

Target group: Years 9 to 13
Duration: 4 lessons

The lesson starts with a buffet of selected products that cause different levels of greenhouse gas emissions. After the buffet, the pupils document what they have eaten.

After a short interactive presentation with animated images, in which the production chains and the associated resource consumption of food are analysed, the pupils work in groups at various stations. They evaluate the products on the buffet according to whether they have had a negative impact on the climate due to various factors.

They then compare the results with the products they ate at the buffet themselves and assess the impact their choice had on the climate.
The best "climate protectors" are awarded prizes at the end of the unit and the pupils discuss what they can do in their everyday lives to implement what they have learnt.

Target group: Years 4 to 8
Duration: 4 school hours

The natural carbon cycle and the anthropogenic greenhouse effect are presented in a simple way using a short film and an interactive presentation with animated images. Pupils recognise the consequences of global warming and understand the importance of tipping elements in the climate system. The pupils then position themselves on continents and playfully experience global injustices with regard to the climate crisis. They recognise where most greenhouse gas emissions come from and where there are the most resources to adapt to the consequences of climate change. They discuss and assess issues of justice and the responsibility of countries in the global North towards countries in the global South.

The pupils work in groups in a fun way on the topic of "Innovations from science and business". During this work phase, they develop PowerPoint presentations on real innovations, including in the areas of energy production and storage, e-mobility, agriculture, housing and geoengineering. At a future congress on the topic of "How do we solve the climate crisis?", they present their inventions to the plenum as scientists and start-ups.

At the end, the pupils discuss their individual options for action on climate protection.

Target group: Grades 6 to 13
Duration: 4 to 5 school hours

In a quiz and an interactive presentation animated with images, the pupils gain insights into the origin of life and the causes of major extinction events in the course of evolution. Pupils discuss the question of whether the rise of humans and their growing influence on almost all habitats and living organisms could possibly trigger the next major extinction event on Earth.

The connection between the disappearance of individual populations and the final loss of a species is illustrated. In order to recognise the complexity and fragility of ecosystems, the pupils work in small groups to analyse selected examples in which entire ecosystems have collapsed due to the loss of key species.

The benefits of ecosystem services for humans are then assessed. In addition, approaches for action at an international level and individual options for action for the conservation of biodiversity and species protection are discussed.

Target group: Grades 9 to 13
Duration: 4 school hours

A short film gives the pupils an introduction to the origins and meaning of the United Nations Universal Declaration of Human Rights. In a subsequent game, they guess the content of individual human rights. Using the example of a project partner from Colombia, the effects of our behaviour on the human rights situation in the Global South are illustrated.

The pupils then slip into different roles and playfully experience in an exercise the extent to which human rights are observed but also violated here in Germany today. In a final reflection phase, they assess whether the experiences from the game can be compared with reality on a social level.

The pupils then draw up profiles of organisations that campaign for human rights in Berlin and present them in plenary. Finally, they position themselves on various issues relating to selected human rights and discuss whether they consider the realisation of human rights to be realistic or desirable.

Target group: Years 5 to 10
Duration: 4 school hours

At the beginning of the unit, the pupils look for plastic objects in their classroom and discuss the advantages and disadvantages of plastics. This is followed by a quiz about environmental pollution and health risks for animals and humans. The pollution of the oceans and the problem of microplastics are illustrated with animated images in a presentation.

The pupils then work in small groups in a fun way on the topic of "Innovations from science and industry". In this work phase, they develop PowerPoint presentations or posters on real inventions, including measures against plastic waste, the use of plastic waste, recycling, environmentally friendly plastics, etc. At a future congress on the topic of "How do we solve the plastic crisis?", they present their inventions to the plenum as scientists and start-ups.

At the end, the pupils assess their individual options for action. They recognise the value of the raw materials in our household waste and discuss ways of avoiding waste and recycling.

Target group: Years 5 to 13
Duration: 4 school hours

In an interactive presentation with animated images, the pupils first use the product of chocolate as an example to recognise that it has various effects on people, the environment and the climate in many places around the world on its way to us in the supermarket. The pupils then look at consumer labels that they can use as a guide when consuming chocolate and other foods.

The pupils then work in small groups on other topics such as textiles, electronics and meat. Our consumption is critically analysed and linked to social and environmental issues. They create posters on the topics and present them in plenary.

Our behaviour is reflected upon and possible courses of action such as following consumer labels, doing without, repairing or reusing products are assessed by the pupils.

Target group: Years 4 to 6
Duration: 4-5 school hours