Teacher view

What the journey makes observable

Thinking OS augments teaching — it is not a surveillance dashboard. This view shows which reasoning each activity elicits and which misconceptions to watch for, plus a live, local-only read-out for this device’s learner.

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From a Leaf to the Climate →Why Music Moves Us →How Machines Learn →Reasoning about a Leaf and the Climate →

Curriculum alignment

Austria · AHS Unterstufe (Sekundarstufe I) · Biologie und Umweltbildung

This journey supports work on these official curriculum objectives — it does not claim to fully cover them.

Understand the global carbon cycle, CO₂ input into the atmosphere, and climate change. · 4. Klasse (8. Schulstufe)
Exact wording: „Globaler Kohlenstoffkreislauf, CO₂-Eintrag in die Atmosphäre, Klimawandel“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Carbon cycle named Carbon dioxide (CO₂) named Atmosphere named Climate named Greenhouse effect required Fossil fuels required
How each concept relates to the objective
named — The objective's own wording names this concept.
required — You must grasp this concept to meet the objective.
Relations & mental models
3 canonical relations connect these concepts
Carbon dioxide (CO₂) amplifies Greenhouse effect
Carbon dioxide (CO₂) is part of Atmosphere
Fossil fuels causes Carbon dioxide (CO₂)
Mental models these concepts carry: Feedback loop ×3 Stocks and flows ×3 Conservation
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
5 activities engage these concepts
explained a relationshiptransferred a patternpredicted a relationshippredicted a what-if outcome
What those activities are designed to make observable — designed intent, not proof of learning.
“Greenhouse effect” and “fossil fuels” are not named verbatim in this objective, but are the mechanism required to understand it.
Provenance
Authority
BMBWF
Document
BGBl. II Nr. 1/2023
Section
Anlage A zu Art. 4 · Biologie und Umweltbildung · Anwendungsbereiche, 4. Klasse (S. 113)
Version
Stammfassung, Kundmachung 2. Jänner 2023
School type
AHS Unterstufe (Sekundarstufe I)
Subject
Biologie und Umweltbildung
Stage
lower-secondary
Accessed
2026-09-17
✓ Source verified
Understand the structure and function of plant organs and the material transformation in photosynthesis. · 2. Klasse (6. Schulstufe)
Exact wording: „Struktur und Funktion der Pflanzenorgane, Stoffumwandlung bei der Fotosynthese“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Photosynthesis named Light (sunlight) required Carbon dioxide (CO₂) required Glucose (sugar) required
How each concept relates to the objective
named — The objective's own wording names this concept.
required — You must grasp this concept to meet the objective.
Relations & mental models
3 canonical relations connect these concepts
Photosynthesis depends on Light (sunlight)
Photosynthesis requires Carbon dioxide (CO₂)
Glucose (sugar) is derived from Photosynthesis
Mental models these concepts carry: Stocks and flows ×3 Energy transformation ×2
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate Reasoning about a Leaf and the Climate
Activity → Observable evidence
6 activities engage these concepts
identified a missing linkexplained a relationshippredicted an effectpredicted a relationshippredicted a what-if outcome
What those activities are designed to make observable — designed intent, not proof of learning.
Provenance
Authority
BMBWF
Document
BGBl. II Nr. 1/2023
Section
Anlage A zu Art. 4 · Biologie und Umweltbildung · Anwendungsbereiche, 2. Klasse (S. 112)
Version
Stammfassung, Kundmachung 2. Jänner 2023
School type
AHS Unterstufe (Sekundarstufe I)
Subject
Biologie und Umweltbildung
Stage
lower-secondary
Accessed
2026-09-17
✓ Source verified
Understand that materials and energy carriers largely move through closed cycles in ecological systems, and that human activity can alter these cycles. · 1.–4. Klasse (zentrales fachliches Konzept)
Exact wording: „Lebewesen sind an Stoff- und Energieumwandlung gebunden. Organische Verbindungen werden vorwiegend von Pflanzen aufgebaut. In ökologischen Systemen durchlaufen Baustoffe und Energieträger vorwiegend geschlossene Kreisläufe. Menschliche Aktivitäten können solche Kreisläufe verändern.“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Carbon cycle named Energy named Producer (autotroph) required Photosynthesis supports
How each concept relates to the objective
named — The objective's own wording names this concept.
required — You must grasp this concept to meet the objective.
supports — Helps meet the objective, but is not strictly required.
Relations & mental models
2 canonical relations connect these concepts
Photosynthesis is part of Carbon cycle
Producer (autotroph) depends on Photosynthesis
Mental models these concepts carry: Stocks and flows ×3 Energy transformation ×2 Conservation Feedback loop Networks
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate Reasoning about a Leaf and the Climate
Activity → Observable evidence
4 activities engage these concepts
identified a missing linkpredicted an effectpredicted a relationshippredicted a what-if outcome
What those activities are designed to make observable — designed intent, not proof of learning.
Provenance
Authority
BMBWF
Document
BGBl. II Nr. 1/2023
Section
Anlage A zu Art. 4 · Biologie und Umweltbildung · Zentrale fachliche Konzepte, „Stoff- und Energieumwandlung“ (S. 111)
Version
Stammfassung, Kundmachung 2. Jänner 2023
School type
AHS Unterstufe (Sekundarstufe I)
Subject
Biologie und Umweltbildung
Stage
lower-secondary
Accessed
2026-09-17
✓ Source verified
Analyse ecosystems with their material and energy cycles, environmental factors and succession. · 6. Klasse · 4. Semester (Kompetenzmodul 4)
Exact wording: „Ökosysteme (Stoff- und Energiekreisläufe, Umweltfaktoren, Sukzession, Konvergenzerscheinungen)“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Carbon cycle named Energy named Food chain supports Producer (autotroph) supports
How each concept relates to the objective
named — The objective's own wording names this concept.
supports — Helps meet the objective, but is not strictly required.
Relations & mental models
1 canonical relations connect these concepts
Food chain depends on Producer (autotroph)
Mental models these concepts carry: Energy transformation ×2 Networks ×2 Stocks and flows ×2 Conservation Feedback loop
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
1 activities engage these concepts
predicted a what-if outcome
What those activities are designed to make observable — designed intent, not proof of learning.
Provenance
Authority
BMBWF
Document
Lehrpläne AHS (RIS Gesetzesnummer 10008568, Stammfassung BGBl. Nr. 88/1985)
Section
Anlage A · Biologie und Umweltbildung · Oberstufe, 6. Klasse, Kompetenzmodul 4
Version
Bundesrecht konsolidiert, Fassung vom 2026-09-17 (zuletzt geändert BGBl. II Nr. 204/2024); Anlage A in Kraft aufsteigend ab 5. Kl. 2024
School type
AHS Oberstufe
Subject
Biologie und Umweltbildung
Stage
upper-secondary
Accessed
2026-09-17
✓ Source verified
Understand the role of oxygen in using nutrients as energy carriers. · 3. Klasse (7. Schulstufe)
Exact wording: „Tracheen, Kiemen und Lungen als Atmungsorgane, Bedeutung des Sauerstoffs bei der Nutzung von Nährstoffen als Energieträger“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Oxygen (O₂) named Cellular respiration required Energy required
How each concept relates to the objective
named — The objective's own wording names this concept.
required — You must grasp this concept to meet the objective.
Relations & mental models
1 canonical relations connect these concepts
Cellular respiration requires Oxygen (O₂)
Mental models these concepts carry: Energy transformation ×2 Stocks and flows
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
No pilot activity yet engages these concepts directly.
The curriculum does not name “cellular respiration” verbatim; the O₂-dependent use of nutrients as energy carriers is its physiological core.
Provenance
Authority
BMBWF
Document
BGBl. II Nr. 1/2023
Section
Anlage A zu Art. 4 · Biologie und Umweltbildung · Anwendungsbereiche, 3. Klasse (S. 113)
Version
Stammfassung, Kundmachung 2. Jänner 2023
School type
AHS Unterstufe (Sekundarstufe I)
Subject
Biologie und Umweltbildung
Stage
lower-secondary
Accessed
2026-09-17
✓ Source verified
Understand ecological relationships, biodiversity, and human influences in the context of agriculture. · 4. Klasse (8. Schulstufe)
Exact wording: „Ökologische Zusammenhänge, Biodiversität und anthropogene Einflüsse im Bereich der Landwirtschaft“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Agriculture named Food chain supports Climate context
How each concept relates to the objective
named — The objective's own wording names this concept.
supports — Helps meet the objective, but is not strictly required.
context — Enrichment or framing around the objective.
Relations & mental models
1 canonical relations connect these concepts
Climate influences Agriculture
Mental models these concepts carry: Energy transformation Feedback loop Networks Trade-offs
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
1 activities engage these concepts
transferred a pattern
What those activities are designed to make observable — designed intent, not proof of learning.
Provenance
Authority
BMBWF
Document
BGBl. II Nr. 1/2023
Section
Anlage A zu Art. 4 · Biologie und Umweltbildung · Anwendungsbereiche, 4. Klasse (S. 113)
Version
Stammfassung, Kundmachung 2. Jänner 2023
School type
AHS Unterstufe (Sekundarstufe I)
Subject
Biologie und Umweltbildung
Stage
lower-secondary
Accessed
2026-09-17
✓ Source verified
Evaluate environmental problems such as climate change and possible solutions within sustainable development. · 6. Klasse · 4. Semester (Kompetenzmodul 4)
Exact wording: „Umweltprobleme (zB Klimawandel) und Lösungsmöglichkeiten im Rahmen nachhaltiger Entwicklung“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Climate named Greenhouse effect required Fossil fuels required
How each concept relates to the objective
named — The objective's own wording names this concept.
required — You must grasp this concept to meet the objective.
Relations & mental models
Mental models these concepts carry: Feedback loop ×2 Stocks and flows
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
3 activities engage these concepts
explained a relationshiptransferred a pattern
What those activities are designed to make observable — designed intent, not proof of learning.
Anlage A version; a differently-worded parallel item exists in Anlage B (sports-focused ORG).
Provenance
Authority
BMBWF
Document
Lehrpläne AHS (RIS Gesetzesnummer 10008568, Stammfassung BGBl. Nr. 88/1985)
Section
Anlage A · Biologie und Umweltbildung · Oberstufe, 6. Klasse, Kompetenzmodul 4
Version
Bundesrecht konsolidiert, Fassung vom 2026-09-17 (zuletzt geändert BGBl. II Nr. 204/2024)
School type
AHS Oberstufe
Subject
Biologie und Umweltbildung
Stage
upper-secondary
Accessed
2026-09-17
✓ Source verified
Analyse the Earth's geo-ecosystems — explain interactions of climate, relief, soil, water and vegetation and their human transformation. · 5. Klasse (1. und 2. Semester)
Exact wording: „Geoökosysteme der Erde analysieren: Klimadaten in Diagramme umsetzen; Klimagliederungen der Erde vergleichen und hinterfragen; Wechselwirkungen von Klima, Relief, Boden, Wasser und Vegetation analysieren; Geoökosysteme und deren anthropogene Überformung erklären“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Climate named Atmosphere supports Carbon cycle context
How each concept relates to the objective
named — The objective's own wording names this concept.
supports — Helps meet the objective, but is not strictly required.
context — Enrichment or framing around the objective.
Relations & mental models
Mental models these concepts carry: Feedback loop ×2 Conservation Stocks and flows
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
2 activities engage these concepts
transferred a patternpredicted a what-if outcome
What those activities are designed to make observable — designed intent, not proof of learning.
Provenance
Authority
BMBWF
Document
Lehrpläne AHS (RIS Gesetzesnummer 10008568, Stammfassung BGBl. Nr. 88/1985)
Section
Anlage A · Geographie und wirtschaftliche Bildung · Oberstufe, 5. Klasse (Geoökosysteme)
Version
Bundesrecht konsolidiert, Fassung vom 2026-09-17 (zuletzt geändert BGBl. II Nr. 204/2024)
School type
AHS Oberstufe
Subject
Geographie und wirtschaftliche Bildung
Stage
upper-secondary
Accessed
2026-09-17
✓ Source verified
Understand energy, energy conservation, entropy and the laws of thermodynamics, and sustainable use of energy. · 5. Klasse (1. und 2. Semester)
Exact wording: „Thermodynamik: Energie, Energieerhaltung, Teilchenmodell, Entropie, thermodynamische Hauptsätze, nachhaltiger Umgang mit Energie“
How this official objective connects, through canonical knowledge, to what a learner actually does — each link is real data, never a coverage claim.
Canonical concept
Energy named Temperature supports
How each concept relates to the objective
named — The objective's own wording names this concept.
supports — Helps meet the objective, but is not strictly required.
Relations & mental models
Mental models these concepts carry: Energy transformation Stocks and flows
Journey
Journeys that walk concepts relevant to this objective
From a Leaf to the Climate
Activity → Observable evidence
No pilot activity yet engages these concepts directly.
Sits under the variant 'schools with more than seven weekly Physik hours in the Oberstufe'.
Provenance
Authority
BMBWF
Document
Lehrpläne AHS (RIS Gesetzesnummer 10008568, Stammfassung BGBl. Nr. 88/1985)
Section
Anlage A · Physik · Oberstufe, 5. Klasse (Thermodynamik)
Version
Bundesrecht konsolidiert, Fassung vom 2026-09-17 (zuletzt geändert BGBl. II Nr. 204/2024)
School type
AHS Oberstufe
Subject
Physik
Stage
upper-secondary
Accessed
2026-09-17
✓ Source verified

Pilot slice: mapped to selected official objectives, not a coverage claim. Concept identity is canonical and never redefined by a curriculum.

A · What this journey makes observable

Each activity is designed to elicit a specific kind of reasoning about a specific relation. This map is independent of any learner data.

Learner action	Probes
Identify a missing link	Photosynthesis Light (sunlight)Glucose (sugar)
Explain the mechanism	Carbon dioxide (CO₂)Greenhouse effect
Predict an effect	Photosynthesis Food supply
Transfer to a new field	Climate
Reflect	—

Misconception signals to watch for

Photosynthesis

✕ Plants get their food mainly from the soil. — signal: Learner attributes plant growth to 'eating' soil nutrients rather than to carbon fixation.

✕ Plants only photosynthesise and do not respire. — signal: Learner says plants only give off oxygen and never take it in, or that plants need no energy at night.

✕ A tree's mass comes mostly from the soil it grows in.

Greenhouse effect

✕ The greenhouse effect is the same thing as the hole in the ozone layer. — signal: Learner blames global warming on 'the hole in the ozone layer' or uses the two terms interchangeably.

✕ Global warming is caused by the hole in the ozone layer.

B · This device’s learner (a cohort of one)

Derived only from evidence stored in this browser — there is no class aggregation or server. Use it as a live demo of what a teacher would see per learner.

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