PLANET EARTH

In this integrated didactic unit, 1st ESO students have worked on Planet Earth through a multidisciplinary approach involving Biology and Geology, Geography and Art. Throughout the unit, students have explored the layers of the Earth, the water cycle, different landforms, volcanoes and the theory of colour, connecting scientific, geographical and artistic contents in a meaningful and practical way.

As a final outcome, students created different products to put into practice what they had learnt in each subject. The final project combined content knowledge, creativity and oral communication in English, since students had to produce visual materials and record a short video presentation related to their work. Below, you can find the evidence of learning organised by subject.

Biology and Geology

In Biology and Geology, students worked on the structure of the Earth, identifying and describing its main layers: crust, mantle, outer core and inner core. They also learnt about the water cycle and its main processes, such as evaporation, transpiration, condensation, precipitation, collection, infiltration and percolation. Through different activities, students improved both their scientific knowledge and their specific vocabulary in English.

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Geography

In Geography, students focused on the Earth’s crust and landforms, learning to identify and describe features such as mountains, valleys, plains, plateaus, deserts, islands, rivers and lakes, and coasts. They also studied volcanoes, including how they are formed, how they work, the different types of eruptions and the main parts of a volcano. These contents helped students understand how the Earth’s surface is shaped and transformed.

Art

In Art, students worked on the theory of colour, learning about primary, secondary and tertiary colours, the colour wheel, complementary and analogous colours, as well as warm and cool colours. They also explored tints, shades and tones and reflected on the importance of colour in artistic expression. This artistic work was closely connected to the visual design of the final products created in the unit. Students have applied this knowledge to recreate warm and cold colours on different levels of the Earth's crust. 

Final English Project

As part of the final project, students created a model including the Earth’s landforms, labelled in Spanish and English, and recorded a short video to present their work. In their presentations, they had to define the landforms represented and explain how the water cycle would work on their model. In addition, they completed an artistic task related to the Earth using warm and cool colours. This final product brought together the contents developed in all the subjects involved in the unit.

Here are some videos of the final project. 

EVOLUTION

In this integrated didactic unit, 1st ESO students have worked on Evolution through a multidisciplinary approach involving Biology and Geology, Geography and Art. Throughout the unit, students have explored the figure of Charles Darwin and the theory of evolution, the process of hominization, and the principles of visual perception through Gestalt Laws, connecting scientific, historical and artistic contents in a meaningful and creative way.

Throughout the project, each subject contributed its own contents and perspective to the creation of a final collage, which brought together the main ideas developed during the unit. This final product allowed students to combine knowledge, creativity and oral communication in English, since they later used their work as the basis for a presentation. Below, you can find the evidence of learning organised by subject.

Biology and Geology

In Biology and Geology, students learnt about Charles Darwin and the theory of evolution by natural selection. They worked on key ideas such as variation, survival of the fittest, inheritance of traits and adaptation, and they analysed real examples from nature, such as Galápagos finches, peppered moths, giraffes, cacti and bacteria. These contents helped students understand how living beings change over time in order to adapt to their environment.

Geography

In Geography, students studied the process of hominization and the evolution of human beings from early hominids to modern humans. They explored the main characteristics of hominids, such as bipedalism, larger brains, opposable thumbs, the use of tools, communication and social organisation, and they learnt about different hominid species, including Australopithecus, Homo habilis, Homo erectus, Homo neanderthalensis and Homo sapiens. They also reflected on the importance of hominization for the development of human society and civilisation.

Art

In Art, students worked on visual perception and Gestalt Laws. They learnt how the brain organises visual information and studied principles such as proximity, similarity, closure, continuity, and figure and background. These contents helped them to organise visual information effectively and contributed to the design and composition of the final collage.

Final Project

As a final product, students created a collage in which they brought together the main contents developed in the three subjects involved in the unit. Each department contributed its own learning contents to this shared task, making the final product a true example of interdisciplinary work. Once the collage was completed, students used it as the basis for an oral presentation, showing their understanding of the topic and improving their communication skills in English.

Baudelaire's Vampire

Enmarcada en la festividad de Halloween, nuestra unidad didáctica integrada trabajará la figura de los vampiros en la poesía, temática central elegida en nuestro centro para la celebración de esta efeméride. Partiendo del poema El Vampiro de Baudelaire, nuestros alumnos trabajarán de forma creativa e integrada los contenidos específicos de las AL y ANL para terminar con un breakout terrorífico en el que deberán resolver fórmulas matemáticas en inglés para completar las partes perdidas del poema. Para ello, trabajarán contenidos tales como los números y las operaciones básicas, las biografías, la tipografía creativa y la narrativa, además del poema que vertebra nuestra unidad.   

Trabajo específico de cada asignatura: 

• Lengua: Lectura del poema en clase. Creación de microrrelatos alternativos centrados en la temática del poema usados para crear el menú (texto alternativo o respuesta al poema inicial de Baudelaire- géneros narrativo y lírico).  

• Ayuda especial para el día del breakout: Alumnado de Literatura Universal 1º bachillerato bilingüe (dinamización de la actividad y relato introductorio) + alumnado FPBE (creación de buzón de votos final). 

• Inglés: Análisis del poema en inglés. Biografía de Baudelaire. Creación de timeline de la biografía para exponer. Creación de vídeo con croma para la sección del autor y actividad de verdadero o falso sobre su vida.  

• Matemáticas: Trabajo en operaciones básicas en clase. Creación de tarjetas con instrucciones en inglés y operaciones cuyos resultados ayudarán a encontrar las palabras perdidas del poema.  

• EPVA: Creación de decoración (mesas de menú y cartelería). Trabajo específico en tipografía sangrienta en clases bilingües. Concurso de dibujos de vampiros.  

DESARROLLO DE LA UNIDAD

RECEPCIÓN POR PARTE DE LOS ALUMNOS DINAMIZADORES

MEXICAN ALTAR AND EXPLORERS

hercules 12 labors

Our second didactic unit of the year was focused on the greek mythology and history. After studying and working on the history of ancient Greece and its importance in our modern world, we decided to focus on mythology and Gods. Students have worked on the myth of Hercules and the 12 labors. 

In Art classes they have represented the 12 labors by using vasels and the technique used in mosaics. After that, they have made a presentation on their pictures to tell other students what the myth of Hercules was all about. 

Video (under construction)

Our first Integrated Didactic Unit deals with the study of World Biomes. 

Students have analysed the different climates in our planet and the different native tribes that traditionally inhabit those places. 

They have created their video projects to show us all how rich and diverse our planet is. Have a look at the videos below.  

Additionally, in their art classes, students have represented the biomes by designing both a massive map and a globe. In both projects, in cooperation with our program "RECAPACICLA", they have used recycled materials to raise awareness of recycling as a key element to preserve our planet. 

Documento de la Unidad Integrada 1

Our second Integrated Didactic Unit has dealt with the mythology of the classical world.  Students have worked on important aspects that put down roots in classical folklore, leading to the general configuration of their own beliefs, traditions and culture and whoch reach until today.  

In history classes we have analysed the Greek mythology in detail. In addition, our language assistant has guided our students through different stories such as the creation of the universe, important events like the Trojan War or classical tales like those of Hercules

We have also analysed the history of classical deities and compared them to those in Rome after the process of Romanization. Students have chosen their favourite deity according to their features and have presented them in class. 

Finally, in art classes, students have recreated the classical world through pottery. They have created pulp plates that depict different scenes from the classical world and have displayed them in our hall. Additionally, they have also created some fine paintings depicting the twelve labours of Hercules. 

As a final complement to the classical world, this time focused on the Roman World, students have practised their writing. They have imagined were visiting Hadrian's wall in the middle of a Roman campaign. They have written their letters to their friends and family describing what was going on at the time and what they could see. We got some amazing writings that can really transport you there: