Biology and Geology Eso 4

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OXFORD CLIL

BIOLOGY ANDGEOLOGY

ESO 4



Biology and Geology ESO 4

CONTENTS

1. INTRODUCTION 2

2. ET!ODOLOGY 4

". BASIC CO#ETENCES $

4. ACTI%ITIES& ATTENTION TO DI%ERSITY& ASSESSENT& ANDASSESSENT OF BASIC CO#ETENCES 1'

'. #ROGRAES OF STUDY 1(

SECTION I. T!E EART!& A C!ANGING #LANET 1(Uni) 1. #la)e )e*)oni*+ 1(

Uni) 2. In)e,nal ene,gy and land-o,+ 2"Uni) ". T/e /i+)o,y o- )/e Ea,)/ 20

SECTION II. LIFE AND E%OLUTION "Uni) 4. Cell+ "Uni) '. Biologi*al in/e,i)an*e ""Uni) . !3an gene)i*+ "Uni) 0. ole*3la, gene)i*+ 4Uni) $. T/e o,igin and eol3)ion o- li-e 4"

SECTION III. TRANSFORATIONS IN ECOSYSTES 4Uni) (. Liing )/ing+ in )/ei, eni,onen) 4Uni) 1. E*o+y+)e+ '

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1. INTRODUCTION

This document refers to the -o3,)/9yea, ESO syllabus for Natural Sciences 6Biologyand Geology8 and is based on the Royal De*,ee 1"1:2 o- 2( De*e;e,&approved by the then Ministry of Education and Science (MEC), which establishes the

minimum syllabus requirements for Compulsory Secondary Education (ES) accordin!to the Constitutional "aw on Education ("E)#

$ccordin! to the "E, one of the aims of school education is to enable students tocommunicate %to understand and e&press themselves orally and in writin!% in one or more forei!n lan!ua!es# To help further this aim, the same Royal De*,ee !ives localeducation authorities the power to authorise schools to teach some curriculum sub'ectsin a forei!n lan!ua!e, as lon! as the basic curriculum requirements are met#

As a result, an increasin! number of primary and secondary schools are offerin! aran!e of curriculum sub'ects throu!h the medium of a forei!n lan!ua!e, especiallyEn!lish# The aim of this socalled bilin!ual* education is to develop students* lin!uistic

competence in all of the four s+ills of listenin!, spea+in!, readin! and writin! throu!hcontent and lan!ua!e inte!rated learnin! (C"")# The &ford C"" series has been

conceived and developed specifically for the needs of secondary students in bilingual

sections and schools. It covers the curriculum requirements in the subject area

providin! students with the necessary sub'ect +nowled!e, whilst at the same timedevelopin! their lin!uistic s+ills in both their mother ton!ue and En!lish#

$nother +ey feature of the "E is the inte!ration of basic competences into thecurriculum# The course ob'ectives, content, methodolo!y and assessment criteria arenow closely lin+ed to these competences, which !uide the teachin! and learnin!process#

n each of the ten teachin! units for this sub'ect and school year, concepts, proceduresand attitudes are all interlin+ed, interrelated with the basic competences and !earedtowards the teachin! and learnin! process# Each performs a different, yetcomplementary, role in the studentslearnin! process# This is also clearly reflected inthe assessment criteria and the basic competences and subcompetences, which eachapply to different content types and require different approaches in the classroom#Students should always be encoura!ed to participate and learn to wor+ independentlyas well as in a team, in such a way that they themselves construct their own+nowled!e, another feature of competencebased education# This is even moreessential in a bilin!ual conte&t# Teachin! students the values of a democratic, free,tolerant and multicultural society continues to be one of the priorities of the educationsystem, as reflected in the ob'ectives of this sta!e of education and in those of thissub'ect in particular# n the different units, students will develop the s+ills directly lin+edto all the basic competences and, in addition, competence in the forei!n lan!ua!e#

Each teachin! unit starts with an openin! section which presents the unit contentthrou!h a series of questions# These can help to remind students of the +nowled!ethey acquired in this same sub'ect durin! the previous year# The subsequent unitcontent is presented in a clear, or!anised and concise way# The approach to eachtopic, the vocabulary, the comple&ity of the content have all been adapted to theco!nitive abilities of the students# The lan!ua!e level has been carefully !raded for nonnative spea+ers# The content is presented and e&plained usin! e&planatory bo&es

and visual support (photo!raphs, illustrations, etc#), which is a +ey learnin! tool, helpin!students understand new concepts and lan!ua!e more easily# There is also a summarychart of the unit content at the end of each unit#

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$s far as possible, classroom learnin! should be adapted to students* own daytodayreality and interests# n other words, it should be meaningful # $s such, whenever possible, the content is presented throu!h real, familiar e&amples, so that the studentsbecome both actively and receptively involved in their own learnin!#

/owever, the pace at which each student learns varies, dependin! on his or her co!nitive development and social and family environment# $s such, attention todiversity amon!st students and in their learnin! environment is a fundamental part of teachin!# Many activities (in both the te&tboo+ and the teacher-s resources) aredesi!ned to meet the needs of an invariably diverse classroom#

Section 0 of this document (ro!rammes of study) sets out the content of each unit,dividin! them into the cate!ories of concepts, procedures and attitudes# $lthou!h thecontent is not classified as such in the le!islation, they fi!ure in this form in the schoolcurriculum and can be used to support and document different teachin! and learnin!strate!ies# 2e thin+ that it is important that students continue to learn concepts,

procedures (s+ills) and attitudes, so that they can use all of these to acquire the basiccompetences#

The course content is divided into 13 teachin! units# Each is presented here, dividedinto a series of sections to demonstrate how the teachin! and learnin! process will ta+eplace4

5nit ob'ectives# 5nit contents (concepts, procedures and attitudes)# $ssessment criteria# 6asic competences7subcompetences lin+ed to the assessment criteria and

learnin! activities#

The te&tboo+ used is Biology and Geology ESO 4 (&ford C"", &ford E85C$C9:,.31.), written by $ntonio M#; Cabrera Calero, Mi!uel San< Esteban and =es>s6?rcena @odrA!ue<, and adapted for C"" by Caroline Coo+e# ther components for teachers include the Teacher’s Book, which contains the answers to the activities, anda C8@M with Photocopiable materials (aboratory practicals for reinforcement ande&tension, Tests and $ssessments of basic competences)#

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2. ET!ODOLOGY

$t the heart of the methodolo!y employed in the &ford C"" series lies a dual aim4 tocover all of the sub'ect requirements prescribed by the curriculum, while also caterin!to the needs of students studyin! in a forei!n lan!ua!e# This is achieved usin! a C""

based approach, the core principles of which are as follows4 The sub'ect comes first# "on!, dense te&ts and comple& sentences are avoided# resentation of content is supported by visual aids4 photos, flow charts,

dia!rams, tables, and labelled drawin!s, for e&ample# "earnin! is !uided and structured# Comprehension tas+s are used more frequently than in a native lan!ua!e conte&t

to reinforce assimilation and processin! of content and provide more lan!ua!epractice#

"earnin! is active whenever possible#

reater emphasis is placed on the process of learnin!# The four s+ills are crucial for presentin! and learnin! new information#

8espite the fact that the sub'ect is bein! tau!ht throu!h the medium of a forei!nlan!ua!e, many of the methodolo!ical considerations are the same as for mother ton!ue instruction# /owever, teachers should be aware that the pace of learnin! maybe somewhat slower, especially in the initial sta!es and more time will be spent onchec+in! understandin! and reinforcin! lin!uistic elements# Teachers should addressstudents in En!lish, and students should be encoura!ed and helped to use En!lish asmuch as possible#

The development of scientific +nowled!e in the ES D :atural Sciences curriculumfocuses e&clusively on biolo!y and !eolo!y, as it did in the previous year# These twosub'ects, alon! with physics and chemistry, share a common and set method of representin! and analysin! reality# n ES D +nowled!e and interpretations becomemore specialised, indepth and comple& in accordance with the students* intellectualmaturity#

This specialisation does not !o a!ainst the principle of interdisciplinary study4 scientific+nowled!e, in !eneral, and a +nowled!e of natural sciences, in particular, cannot bestudied usin! a piecemeal approach# Students must be made aware that there arecertain research procedures that are shared by all fields of science, and it is thereforeessential that the curriculum should include, for e&ample, competence in +nowled!e

and interaction with the physical world# 2e should also not for!et that this year thesub'ect is now optional for students and those who choose it will also normally choosehysics and Chemistry and !o on to study the Science and Technolo!y 6achillerato#Therefore, the interrelation between both sub'ects because of all the aspects theyhave in common is essential#

8urin! this year, the students* final year of compulsory education, one of the +ey aimscontinues to be basic scientific literacy s+ills# 6y this we mean familiarisin! studentswith basic scientific ideas and with a scientific method of analysin! the world aroundthem# Scientific +nowled!e and its associated culture are essential for anyone livin! ina hi!hly technical society such as ours# The !oal is not to train biolo!ists or !eolo!istsbut to provide students with instrumental +nowled!e that enables them to understand

many of the problems affectin! the natural world and the environment# This will in turnallow them to understand their own role in the sustainable development of the Earth#

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These aims can only be achieved if the course content (concepts, facts, theories, laws,etc#) is tau!ht based on the students- prior +nowled!e and their own environment# f wealso ta+e into account that, throu!hout the course of history, scientific advances havebecome one of the paradi!ms of social pro!ress scientific +nowled!e advances at arate impossible to predict and its application chan!es our lifestyles we can see thatthese advances are fundamentally important to students- education, an educationwhich should follow a rational, empirical approach to +nowled!e# t is also important toemphasise what a scientific approach can brin! to students4 strate!ies and s+ills for learnin! any sub'ect (systematisation of +nowled!e, formulatin! hypotheses, chec+in!results, research, wor+in! in !roups, etc#), which are closely related to some of thebasic competences# n addition, and this can never be emphasised enou!h, scientific+nowled!e must be combined with humanistic +nowled!e, as both are an inseparablepart of the basic culture of a .1stcentury citi<en#

$s such, the study of Biology and Geology throu!hout this year will4 ta+e into account that +nowled!e is not always conceptual in character4 it also

includes procedures and attitudes# Throu!hout the course, these three differenttypes of +nowled!e are presented in such a way that they encoura!e studentsto interpret their environment and to achieve the basic competences in thissub'ect, which means employin! the scientific method#

achieve meanin!ful, relevant and functional learnin!, so that students can applythe course content7+nowled!e acquired to their own understandin! of their immediate natural surroundin!s (learnin! competences) and to the study of other sub'ects (instrumental learnin!)#

promote constructive learnin!, so that the course content leads to learnin!# cover basic topics appropriate to students- individual co!nitive capabilities# encoura!e students to wor+ individually and as part of a team#

n order to implement the threepron!ed but inte!rated approach of concepts,procedures and attitudes, and to help students acquire certain basic competences, theproposed methodolo!y must ta+e into account the fact that new science is constantlybein! discovered and received wisdom reviewed# ur scientific +nowled!e of the worldis in a constant state of flu&# The course must both equip students with information andhi!hli!ht the active role that they should themselves ta+e in the learnin! process(learnin! to learn)# Farious strate!ies can be used to do this4

Teachin! some of the most commonly used methods in science and scientificresearch, as+in! students to apply the methods covered in each unit#

Creatin! appealin!, motivatin! scenarios and conte&ts which help students toovercome any resistance they may have to learnin! science#

rovidin! practical activities that help students to apply scientific methods andthat motivate them to study# 5sin! different types of visual aids which ma+e it easier for students to

understand and learn new concepts quic+ly, and help them to achieve thecourse ob'ectives and the basic competences#

Ta+e advanta!e of the learnin! possibilities provided by the re!ular use of information and communication technolo!ies (8F8@Ms, the nternet, etc#),which will help students +eep up to date with the latest scientific developmentsand offer more motivatin! ways of learnin!#

Earlier, we discussed how important it is for students to ta+e an active role in the!radual acquisition of their own +nowled!e# $s such, any methodolo!ical resource (andte&tboo+s are still one of the best) should be used in such a way that students continue





to participate in the daytoday learnin! process# /owever, in today-s conte&t, wherethe use of information and communication technolo!ies (the nternet, di!ital resources,etc#) is so widespread, and di!ital classrooms (with interactive whiteboards, videopro'ectors, etc#) are becomin! more common due to various national and re!ionalpro!rammes, information and communication technolo!ies are a +ey part of the

teachin! and learnin! process# :ot only can they be used to obtain information notfor!ettin! the hu!e possibilities offered by the simulation of scientific and naturalphenomena , they also help the development of other basic competences included inthe curriculum (data processin! and di!ital competence, learnin! to learn, etc#) andhave proven to be an effective resource, facilitatin! learnin! and thus improvin!academic results#

To summarise, the methodolo!ical principles on which the materials are based andwhich teachers should bear in mind in the classroom learnin! process are4

to approach content in a manner that helps students learn in a meanin!ful,

si!nificant way# to introduce concepts in a clear, simple and reasoned way, usin! lan!ua!e

adapted to the students- level and helpin! to improve their spo+en and writtene&pression both in the forei!n lan!ua!e and their mother ton!ue (lin!uisticcompetence)#

to use learnin! strate!ies that encoura!e students to analyse and understandfacts about science and nature#

Each unit of the Student’s Book has the same structure, and each section aims to meetthe various methodolo!ical requirements outlined above4

$n o<ening <age& with a series of initial questions and an illustration tointroduce the content, teach some +ey vocabulary and raise interest in the topic#

E5<lana)o,y <age+= E&planatory te&ts are presented in concise, strai!htforward lan!ua!e, which

ma+es it easy for students to identify and !rasp core concepts# Te&ts areaccompanied by photos and illustrations which support the content and aidunderstandin!#

Simple e&periments are demonstrated visually on the pa!e to ma+e it easier for students to understand concepts and procedures#

$dditional information, in the form of bo&es, drawin!s, data tables,photo!raphs, etc#

>ey ?o,d+ and *o,e lang3age= Gey words on each pa!e have been selected carefully and are

hi!hli!hted in blue in the te&t, with simple definitions provided in a Gey wordbo& in the mar!in# $s well as helpin! students to understand the materialpresented, these bo&es also provide students with a useful tool for revisin!the main vocabulary of the unit# $ll the Gey words and their definitions arerecorded so that students can listen and repeat the words from a correctmodel, which will aid their pronunciation and serve as a useful learnin! aidfor auditory learners#

$s well as understandin! the sub'ectspecific lan!ua!e, studentslearnin! throu!h the medium of En!lish also have to acquire and use the

necessary core lan!ua!e to enable them to e&press and discuss theconcepts in an appropriate, academic style# Throu!h careful choice of

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lan!ua!e in the te&ts and the hi!hli!htin! of this lan!ua!e in selectedactivities, students !radually build up their proficiency#

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A*)ii)y <age+= Content pa!es are interspersed with pa!es of activities which reinforce

the concepts presented in the te&ts whilst, at the same time, practisin! thelan!ua!e necessary to e&press and understand these concepts in En!lish# $ctivities are divided into three main types41# $ctivities which focus primarily on comprehension of the concepts

presented.# $ctivities which combine wor+ on the concepts with practice of a specific

lan!ua!e areaB# $ctivities which hi!hli!ht a specific area of lan!ua!e difficulty in the unit

e#!# word stress, false friends, easily confused words, spellin!, irre!ular verbs, etc#

n addition, listenin! activities are included which help to reinforcevocabulary and pronunciation and develop oral comprehension#

$ sin!le pa!e of Revision activities at the end of each unit, enablesstudents to apply the +nowled!e they have acquired and teachers to see if any

points need to be reinforced# The final section of these !e"ision acti"ities iscalled Talking points and consists of oral activities in small !roups or pairs, inwhich students describe and e&plain a process or concept, e&press ande&chan!e opinions, have a debate, do a presentation based on their researchetc# These activities are desi!ned to develop oral fluency and communication inthe forei!n lan!ua!e#

$ pa!e at the end of each unit on the Development of basic

competences, containin! a series of activities which relate the basiccompetences that students must acquire throu!hout the course to everydaysituations#

$ summary table of the unit content for students to complete#

Assessments of basic competences:

n the C8@M accompanyin! the Teacher’s Book there are Assessments of basic competences, which are desi!ned to assessstudents- basic competences, i#e# their ability to apply the +nowled!eacquired in reallife situations#

The final section of the Student’s Book is Science in practice, a section whichincludes techniques that will help students to observe, analyse and understandscientific activity and natural phenomena#

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". BASIC CO#ETENCES

The Constitutional "aw on Education ("E) has a new definition of curriculum, whichincludes not only the traditional components (ob'ectives, contents, teachin! methodsand assessment criteria), but also an important new component4 basic competences#

These competences are now one of the linchpins of the curriculum as a whole (it is nocoincidence that they are set out in the curriculum before even the ob'ectives)# Theytherefore !uide the entire teachin! and learnin! process, especially when in the secondyear of compulsory secondary education, students completed a dia!nostic test todemonstrate that they had acquired certain competences# @e!ardless of whether or notthe mar+ for that assessment counts towards the students- !rades, the results can beused as a !uide so that schools can ma+e decisions about studentslearnin!# This!ives us some idea of how the teachin! process is affected by this new element, i#e# itbecomes much more practical, providin! students with transferable s+ills, not ones thatare only applicable in the school conte&t# $nd of course, students will only achieve theES certification this year if they have acquired the relevant basic competences, sothese competences now form part of the assessment framewor+ too#

There are many definitions of the concept of basic competences (which can be found inthe S$ reports), but they all stress the same thin!4 instead of an educational modelthat focuses on the acquisition of mostly theoretical, often unconnected, aspects of +nowled!e, it is better to acquire competences, leadin! to the acquisition of essential,practical and inte!rated +nowled!e, which students must then demonstrate that theyhave acquired (i#e# it !oes beyond functional trainin!)# n short, a competence is thecapacity to inte!rate +nowled!e, s+ills and attitudes to resolve problems and situationsin various conte&ts, and students must prove that they have that capacity by puttin! itinto practice# t has been defined very succinctly as the puttin! into practice of acquired+nowled!e, or kno$ledge in action# n other words, it is the mobilisation of +nowled!eand s+ills in a specific situation and the acti"ation of resources or +nowled!e acquired

(even if students thin+ that they have for!otten what they have learnt)#

There is one aspect worth hi!hli!htin!, which we could refer to as the combined natureof competences4 throu!h what they kno$ , students must be able to demonstrate whatthey kno$ ho$ to apply , but also what they kno$ ho$ to be# Each competence is madeup of the combination of the different types of content learnt in the classroom(concepts, procedures and attitudes), each one formin! one of the multifaceted s+illsthat provide students with a wellrounded education# 2e reco!nise that schools are not 'ust providin! students with technical and scientific +nowled!e, but also teachin! themabout citi<enship, so they must be able to demonstrate a series of civic and intellectualattitudes that reflect respect for others, a sense of responsibility, teamwor+, and so on#

There is another important aspect, and one which is often not stressed enou!h4 if students acquire competences, they are then able to deal with the way that +nowled!ein any field is constantly bein! renewed and updated# Students- academic trainin!within the school environment ta+es place over the course of a limited number of years,but their need for personal and7or professional development is lifelon!# $s such,providin! students with the necessary competence in, for e&ample, the use of information and communication technolo!ies means that they will be able to use thesetools to !ather the information required at any !iven moment, assessin! the quality of that information they find# iven that it is often impossible to cover all of the curriculumcontent in !reat detail over the course of the school year, students need to develop thecompetence of learning to learn#

The te&tboo+ includes teachin! and learnin! activities lin+ed to these basiccompetences, either implicitly in the e&planatory pa!es, or e&plicitly in sections li+e the

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%ssessment of basic competences provided on the C8@M accompanyin! theTeacher’s Book for each section of content#

n the Spanish education system, students must achieve the followin! basiccompetences before they finish compulsory education so that they are prepared for thechallen!es that they will face in their personal and professional lives4

"in!uistic competence# Mathematical competence# Competence in +nowled!e and interaction with the physical world# 8ata processin! and di!ital competence# Social competence and citi<enship# Cultural and artistic competence# "earnin! to learn# $utonomy and personal initiative#

6ut what do these competences really meanL 6elow is a summary of the +ey ways inwhich each competence influences students- intellectual and personal development,with reference to the most important parts of the school curriculum4

LINGUISTIC CO#ETENCEThis competence refers to the use of lan!ua!e (in this case, especially theforei!n lan!ua!e) as a tool for oral and written communication, learnin!, andselfre!ulation of thou!ht, emotions and behaviour# t also helps students tocreate a positive personal ima!e and develop constructive relationships withothers and with the environment# So, learnin! to communicate means formin!lin+s with other people and !ettin! to +now other cultures, which we are thenmore li+ely to understand and respect# n short, this competence is absolutelyessential when it comes to resolvin! conflicts and learnin! to live alon!side

others# $cquirin! this competence means acquirin! a fluency in oral and writtenlan!ua!e in various conte&ts and bein! able to use at least one forei!nlan!ua!e#

AT!EATICAL CO#ETENCEirst and foremost, this competence consists of the ability to use numbers andbasic numerical operations, symbols and forms of mathematical reasonin! ande&pression, in order to produce and interpret data, to find out more aboutquantitative and spatial aspects of reality and to resolve problems relatin! todaytoday life and wor+# So, acquirin! mathematical competence means bein!able to use s+ills and approaches that allow one to reason mathematically,understand mathematical ar!umentation, e&press oneself and communicate in

mathematical lan!ua!e, and use mathematical +nowled!e in combination withother types of +nowled!e#

CO#ETENCE IN >NO@LEDGE AND INTERACTION @IT! T!E #!YSICAL@ORLDThis competence refers to the s+ill of interactin! with the natural and manmadeelements of the physical world, helpin! students to understand events, predictconsequences and act in a way that contributes to improvin! and preservin!their own livin! conditions and those of other people and livin! thin!s# tbasically refers to acquirin! a scientific7rational way of thin+in! which enablesone to interpret information and ma+e decisions independently, usin! one*s owninitiative, as well as applyin! ethical values in decisionma+in! in personal andsocial conte&ts#





DATA #ROCESSING AND DIGITAL CO#ETENCEThis is the ability to loo+ for, obtain, process and communicate information andtransform it into +nowled!e# t includes aspects ran!in! from accessin! andselectin! information, to usin! it and conveyin! it in different formats, includin!the use of information and communication technolo!ies as an essential tool for findin! information and communicatin!# ainin! s+ill in this area involves usin!technolo!ical resources to resolve problems efficiently and havin! a critical,reflective attitude when it comes to assessin! the information available#

SOCIAL CO#ETENCE AND CITIENS!I#nce students have acquired this competence, they will be able to live insociety, understand the social reality of the world in which they live, ande&ercise civic responsibility in a democratic society which is becomin! ever more multicultural# t concerns forms of individual behaviour which allow peopleto live to!ether in one society, !et alon! with others, cooperate, !et involvedand tac+le conflicts# This means that acquirin! this competence translates intobein! able to empathise and understand other people*s position, accept

differences, be tolerant and accept the values, beliefs, cultures and personaland collective histories of others# t means understandin! the social reality inwhich one lives, tac+lin! conflicts by applyin! ethical values, and e&ercisin!civic ri!hts and duties responsibly and in solidarity with others#

CULTURAL AND ARTISTIC CO#ETENCEThis competence consists of +nowin!, appreciatin!, understandin! and criticallyassessin! different forms of cultural and artistic e&pression, usin! them as asource of personal en'oyment and enrichment and viewin! them as part of people-s cultural herita!e# t involves appreciatin! and en'oyin! art and other forms of cultural e&pression, bein! open to the variety of different methods of artistic e&pression, conservin! the shared cultural herita!e and fosterin!

students- own creative capacities#

LEARNING TO LEARNThis competence is made up of two +ey elements4 the first refers to students-ability to start learnin!, and the second to their ability to continue learnin!independently, and see+ rational answers# t also involves allowin! for variouspossible answers to the same problem and motivatin! students to loo+ for thoseanswers usin! different methodolo!ical approaches# t involves mana!in! one*sown abilities in terms of strivin! for efficiency and drawin! on differentintellectual resources and techniques#

AUTONOY AND #ERSONAL INITIATI%EThis competence refers to students bein! able to use their own 'ud!ement andhave the initiative required to ma+e and pursue individual choices and ta+eresponsibility for them, both in their personal lives and in a social andprofessional conte&t# 6y acquirin! this competence, students can become morecreative, innovative, responsible and critical in their approach to individual or !roup pro'ects#

Competences do not 'ust involve +nowled!e and s+ills acquired in a sin!le sub'ect onlyor which are used e&clusively for that sub'ect# Everythin! that students learn acrosstheir different sub'ects (and not 'ust at school) and other educational activities (e&tracurricular activities) combines to form a sort of cultural ba!!a!e, a collection of

information that they must be able to use throu!hout their lives, at the ri!ht time and indifferent situations# So, any one of these competences can be achieved perhaps not in





all parts of the curriculum but certainly in most of them, and for the same reason all of these competences can be used and applied in any topic or sub'ect, re!ardless of where they have been acquired (crosscurricular competences)# Competence should!uarantee that a student has achieved certain learnin! ob'ectives, but it should alsoenable students to achieve other ob'ectives, both at school and afterwards,!uaranteein! continuous learnin!#

The different elements of the curriculum are obviously interlin+ed, and we need to beaware of this so that the curricular materials used in the teachin! and learnin! processare used correctly# 2hen the unit ob'ectives (e&pressed as capacities or s+ills) are setout in a teachin! pro!ramme, they influence the choice of certain contents over others# $ssessment criteria also need to be included to enable evaluation of whether studentsmeet these ob'ectives (or not)# The assessment criteria can therefore be divided intotwo cate!ories, interpreted in different ways# The first cate!ory includes criteria relatedto the student-s learnin!# n other words, some criteria will be more or less e&presslylin+ed to concepts, others to procedures (s+ills) and others to attitudes# Each of thesecontent types must be assessed because they have been studied in class# They are

assessed at different points throu!h continuous assessment# The second cate!oryincludes assessment criteria that are more directly lin+ed to the basic competences#

f we thin+ of the basic competences as the real and practical application of +nowled!e,s+ills and attitudes, the best way to chec+ or assess whether or not the student hasacquired those competences is to reproduce the most realistic situations possible inwhich they should be applied# n these situations, students usually draw on the tapestryof +nowled!e (made up of all sorts of contents) they have accumulated over the courseof their schoolin!, but respond, above all, to practical situations# So when we assesscompetences we are assessin! procedures and attitudes, first and foremost, butconcepts are an essential basis for them# That is why the competences are lin+ed toassessment criteria relatin! mostly to procedures and attitudes#

So how can each of the basic competences be acquiredL The followin! sectiondescribes the most important aspects of each basic competence for this sub'ect# Thesedescriptions may need to be adapted to the practical needs of reallife teachin!#

CO#ETENCE IN >NO@LEDGE AND INTERACTION @IT! T!E #!YSICAL@ORLDThis is the most important competence in this sub'ect# n order to acquire thiscompetence, students must !ain a sound +nowled!e of concepts and the interrelationships between them, observe the physical world and naturalphenomena, acquire a +nowled!e of human impact, multicausal analysis, etc#/owever, li+e other competences, this one requires students to become familiar

with the scientific method as a wor+ method, so that they can act rationally andreflectively in many aspects of their academic, personal and professional lives#

AT!EATICAL CO#ETENCE6y usin! mathematical lan!ua!e to quantify natural phenomena, analyse causeand effect, convey data, etc#, in short, to understand the quantitative aspects of natural phenomena and the use of mathematical tools, students become awarethat mathematical +nowled!e is of real use in many aspects of their own lives#

DATA #ROCESSING AND DIGITAL CO#ETENCETo understand physical and natural phenomena, it is essential that students

+now how to wor+ with data (obtainin!, selectin!, handlin!, analysin! andpresentin! it) from various sources (written, audiovisual, etc#), not all of whichare as reliable and ob'ective as others# So information obtained from traditional





written sources as well as new technolo!ies must be analysed accordin! tocritical, scientific criteria#

SOCIAL CO#ETENCE AND CITIENS!I#This sub'ect develops this competence in two +ey ways4 by preparin! studentsto participate in decisionma+in! as part of society, for which scientific literacy isrequiredN and by providin! them with a +nowled!e of how, historically, scientificadvances have played a role in the evolution and pro!ress of society (and of people), but also that it has had ne!ative repercussions for humanity, and thatthe resultin! ris+s to people and the environment must be controlled(sustainable development)#

LINGUISTIC CO#ETENCEThis competence is wor+ed on in two +ey ways4 the use of the forei!n lan!ua!eas a communicative tool in the education process (sub'ectspecific vocabularythat students should incorporate into their daytoday vocabulary and !eneralacademic lan!ua!e)N and the importance of the way that information is

e&pressed in all the curriculum contents#

LEARNING TO LEARNThis competence !ives students the s+ills and strate!ies that they need to helpthem learn throu!hout their lives, buildin! up and conveyin! scientific+nowled!e# t also allows them to inte!rate that new +nowled!e into their e&istin! +nowled!e and analyse it, drawin! on the techniques that ma+e up thescientific method#

AUTONOY AND #ERSONAL INITIATI%EThis competence equips students to thin+ critically and scientifically, enablin!them to dismiss nonscientific do!mas and pre'udice# To do this, they must doscience4 in other words, tac+le problems, analysin! them, su!!estin! solutions,assessin! consequences, etc#

2e have now loo+ed at the basic competences established by the Spanish educationsystem# These competences are inevitably very !eneric# f we want to use them as apoint of reference for teachin! and to demonstrate the real competence achieved bystudents (assessment), we need to ma+e them even more specific, brea+in! themdown into subcompetences and lin+in! them to the other elements of the curriculum#These subcompetences are statements which have been written after acomprehensive analysis of the curriculum in order to draw up functional learnin!ob'ectives e&pressed in such a way that they can be identified by any teacher#

6elow is a list of the subcompetences for this sub'ect and level# The units in whicheach subcompetence is developed are listed on the ri!ht#

CO#ETENCES:SUBCO#ETENCES UNITS

Co<e)en*e in no?ledge andin)e,a*)ion ?i)/ )/e </y+i*al ?o,ld

1& 2& "& 4& '& & 0& $& ( and 1

@eco!nise what can be investi!atedscientifically4 differentiate between

scientific and nonscientific problems ande&planations#

J





5se strate!ies to loo+ for different typesof scientific information# 5nderstand andselect appropriate information from avariety of sources#

., B, D, 0, H and K

@eco!nise the +ey features of scientificinvesti!ation4 understand variables,formulate hypotheses, desi!ne&periments, analyse and contrast data,detect re!ular patterns, ma+e calculationsand estimates#

1, ., 0, H and J

5nderstand basic scientific principles andconcepts and identify the relationshipsbetween them4 causal, influential,qualitative and quantitative#

1, ., B, D, 0, H, I, J, K and 13

8escribe and e&plain processesscientifically and predict chan!es# 5see&planatory models#

1, ., B, D, H, I, J, K and 13

$pply scientific +nowled!e to everydaysituations# 1, ., B, D, 0, H, I, K and 13

nterpret data and scientific e&periments#8raw conclusions and communicate themin different formats in a correct, wellor!anised and coherent manner#

1, ., B, D, 0, H, I, J, K and 13

$r!ue for or a!ainst conclusions andidentify the assumptions, proofs, andreasonin! behind them#

1, B, D, 0, J and 13

Consider the impact of human activity andscientific and technolo!ical advances onthe history of man+ind and identify its

impact on the environment today#

., I, K and 13

Ta+e responsibility for oneself, resourcesand the environment# 6e familiar withhealthy lifestyle habits based onadvances in scientific +nowled!e4 in theconte&t of one*s personal life, that of thecommunity and the environment5nderstand the importance of ta+in!precautions#

.

a)/ea)i*al *o<e)en*e 1& 2& "& 4& '& & 0& ( and 1

5se mathematical terms to quantifynatural phenomena# 1, ., B, D, 0, I, K and 135se mathematical terms to analyse causeand effect##

0

5se mathematical lan!ua!e to conveydata and ideas about nature#

0, H, K and 13

Da)a <,o*e++ing and digi)al*o<e)en*e

1& 2& "& 4& '& & 0& $& ( and 1

$pply scientific principles to searchin! for,collectin!, selectin!, processin! andpresentin! information#

H and I

5se and produce schematic dia!rams,mind maps, reports and papers#

., B, H, I, J and 13





5se information and communicationtechnolo!ies to communicate, !ather information, !ive feedbac+, simulate andvisualise situations, find and processdata#

1, ., B, D, 0, H, I, J and K

So*ial *o<e)en*e and *i)ien+/i< 2& '& & 0& $& ( and 15nderstand and e&plain socially relevantissues from a scientific perspective#

., H, I and 13

5se and produce schematic dia!rams,mind maps, reports and papers#

J

@eco!nise the consequences of technolo!ical and scientific developmentsthat can have a detrimental impact onpeople and the environment#

0, I, K and 13

Ling3i+)i* *o<e)en*e 1& 2& "& 4& '& & 0& $& ( and 15se the correct scientific terminolo!y inte&ts and ar!umentation involvin!scientific content#

1, ., B, D, 0, H, I, J, K and 13

5nderstand and interpret messa!esabout natural sciences#

., B, D, 0 and I

Lea,ning )o lea,n 1& 2& '& & 0& $& ( and 1 $ssimilate +nowled!e of science andscientific procedures in order tounderstand information obtained bothfrom students* own e&perience andwritten and audiovisual media#

1, ., 0, H, I, J, K and 13

A3)onoy and <e,+onal ini)ia)ie 1& 2& "& '& & 0& $& ( and 18evelop a critical attitude# Confrontproblems and ta+e part in developin!possible solutions#

H, I, K and 13

8evelop the capacity to analysesituations, evaluatin! the factors thathave influenced them and their possibleconsequences#

1, ., B, 0, H, J, K and 13

n order to demonstrate that students have achieved the different competences andsubcompetences (and even other, additional ones, not necessarily lin+ed to the oneslisted here), teachers can use the various assessment criteria# n this pro!ramme,these criteria are lin+ed to the criteria for the teachin! units, not the !eneral ones for this level, which are too !eneric#





4. ACTI%ITIES& ATTENTION TO DI%ERSITY& ASSESSENT& ANDASSESSENT OF BASIC CO#ETENCES

ACTI%ITIES

The Student’s Book provides various learnin! activities for each section of the unit#There are also @evision $ctivities at the end of each unit# The Teacher’s Book containssupplementary materials on a C8@M# These activities have different educationalaims, and are lin+ed to both the course content and the basic competences (in the $ssessments of basic competences)#

Teachers can carry out an initial assessment at the start of the school year to assessthe students- startin! point and a final assessment at the end of term to see whether or not the !eneral course ob'ectives have been achieved# There is also a series of testson the Teacher’s Book C8@M#

n addition to the learnin! activities and the activities for chec+in! +nowled!e, there isanother essential activity type in this sub'ect4 procedures# These are developedthrou!hout the Student&s Book, especially in the Science in practice section# Theyfocus on readin!, findin! information, applyin! scientific methods, interpretin! data andinformation, usin! materials and instruments with care, doin! laboratory e&periments,etc# These are procedures (as well as attitudes to wor+) that students need to becomecompetent in because they will continue to use them (what the curriculum callscommon content ) and they will help them to achieve some of the basic competences#

t is important to hi!hli!ht that the activities in &ford C"" Biology and Geology havebeen systematically adapted to the content studied# Students understand andremember what they learn in class by completin! the activities# $ll of the course

materials use different sources of information, from articles from specialist ma!a<inesand newspapers to websites and boo+s# This means that teachers can decide whichmaterials are best suited to the learnin! style of their students#

ATTENTION TO DI%ERSITY

2hen a teachin! and learnin! process is centred around identifyin! students- needs, itis essential to provide students with as many educational resources as possible so thattheir learnin! can be adapted to their own capabilities, in some cases because they are!reater than the !roup avera!e, and in others because the pace of learnin! must beread'usted because a student is havin! difficulties# n order to cater for a diversity of

levels of +nowled!e and learnin! capacity, "aboratory practicals are included for eachunit# These are split into two cate!ories, e&tension and reinforcement, and are includedin the teacher-s materials# Teachers will decide when and how these activities shouldbe used, as by their very nature they are not always appropriate for all students#

ASSESSENT #ROCEDURES AND AR>ING CRITERIA

Students- learnin! must be assessed systematically and periodically, both to measuretheir individual levels of +nowled!e acquisition (summative assessment at differentpoints of the year) and to introduce any chan!es required to the teachin! process(when the studentslearnin! does not meet e&pectations)# n addition to this summative

assessment, which tends to ta+e place at the end of the course (ordinary e&ams andresits, if required), there will be other assessments, li+e an initial assessment (mar+s do





not count towards the final !rade) and the final assessment, as well as continuousassessment, formative tests and activities carried out throu!hout the teachin! andlearnin! process and which stress that teachin! is a means of !uidin! and analysin!the learnin! process#

Continuous assessment will be carried out throu!h the systematic observation andmonitorin! of students, i#e# everythin! that they produce, either individually or in!roups, will be ta+en into consideration4 written wor+, oral presentations and debates,classwor+, research, their attitude to learnin!, accuracy of e&pression, selfassessment, etc# $nd for summative assessment4 written tests at the end of each termand resits (durin! the term and at the end of the course, if the student has failed any of the assessments, and a resit final e&am, if students do not pass the first one)# n anycase, a variety of assessment procedures will be used, so the assessments arefle&ible# Students can be awarded !rades hi!her than a simple ass in the resits,ordinary resits (if they failed one or more of the endofterm tests) and the e&traordinaryresits# t should be stressed that students are not e&pected to produce perfectlyaccurate En!lish and they should be rewarded for communicatin! the messa!e

effectively in En!lish, and not penalised heavily for !rammatical or le&ical errors#n order to provide students with mar+s for the three assessments durin! the year, theordinary resits at the end of the course and the e&traordinary resits in September, thewritten tests will be assi!ned a wei!htin! of D3O, pro'ects .3O, and classwor+ andreadin! D3O# n other words, the students- wor+ throu!hout the school year will alwaysbe ta+en into account (continuous assessment), e&cept for students who are no lon!er entitled to be assessed because they have missed too many classes without 'ustification# n these cases, the final mar+ will be based on the written test only# Thismultiple wei!htin! method has been desi!ned to assess all sorts of different contentstudied throu!hout the year (concepts, procedures and attitudes)# The students will beinformed of these wei!htin!s at the start of the year#

ASSESSENT OF BASIC CO#ETENCES

The table below shows the basic competences bro+en down into the subcompetencesfor the different parts of the course, to be assessed in the three tests (one per term)and the final tests (ordinary and e&traordinary, if applicable)# The assessments willprovide an overview of what the students have learnt as well as the subcompetencesthey have not yet achieved#

2e recommend the followin! qualitative scale to measure the level of achievement of these subcompetences, from lowest to hi!hest4 14 2ea+N .4 6orderlineN B4 $vera!eN D4

oodN 04 E&cellent#

CO#ETENCES:SUBCO#ETENCES TER TESTS FINAL TEST

Co<e)en*e in no?ledge and in)e,a*)ion?i)/ )/e </y+i*al ?o,ld

1+) 2nd ",d O E

@eco!nise what can be investi!ated scientifically4differentiate between scientific and nonscientificproblems and e&planations#5se strate!ies to loo+ for different types of scientific

information# 5nderstand and select appropriateinformation from a variety of sources#





@eco!nise the +ey features of scientificinvesti!ation4 understand variables, formulatehypotheses, desi!n e&periments, analyse andcontrast data, detect re!ular patterns, ma+ecalculations and estimates#5nderstand basic scientific principles and concepts

and identify the relationships between them4 causal,influential, qualitative and quantitative#8escribe and e&plain processes scientifically andpredict chan!es# 5se e&planatory models# $pply scientific +nowled!e to everyday situations#nterpret data and scientific e&periments# 8rawconclusions and communicate them in differentformats in a correct, wellor!anised and coherentmanner# $r!ue for or a!ainst conclusions and identify theassumptions, proofs, and reasonin! behind them#Consider the impact of human activity and scientificand technolo!ical advances on the history of

man+ind and identify its impact on the environmenttoday#Ta+e responsibility for oneself, resources and theenvironment# 6e familiar with healthy lifestyle habitsbased on advances in scientific +nowled!e4 in theconte&t of one*s personal life, that of the communityand the environment 5nderstand the importance of ta+in! precautions#O%ERALL

a)/ea)i*al *o<e)en*e5se mathematical terms to quantify natural

phenomena#5se mathematical terms to analyse cause andeffect##5se mathematical lan!ua!e to convey data andideas about nature#O%ERALL

Da)a <,o*e++ing and digi)al *o<e)en*e $pply scientific principles to searchin! for, collectin!,selectin!, processin! and presentin! information#5se and produce schematic dia!rams, mind maps,reports and papers#5se information and communication technolo!ies tocommunicate, !ather information, !ive feedbac+,simulate and visualise situations, find and processdata#O%ERALL

So*ial *o<e)en*e and *i)ien+/i<5nderstand and e&plain socially relevant issues froma scientific perspective#5se and produce schematic dia!rams, mind maps,reports and papers#@eco!nise the consequences of technolo!ical andscientific developments that can have a detrimental

impact on people and the environment#O%ERALL

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Ling3i+)i* *o<e)en*e5se the correct scientific terminolo!y in te&ts andar!umentation involvin! scientific content#5nderstand and interpret messa!es about naturalsciences#

O%ERALL

Lea,ning )o lea,n $ssimilate +nowled!e of science and scientificprocedures in order to understand informationobtained both from students* own e&perience andwritten and audiovisual media#O%ERALL

A3)onoy and <e,+onal ini)ia)ie8evelop a critical attitude# Confront problems andta+e part in developin! possible solutions#

8evelop the capacity to analyse situations,evaluatin! the factors that have influenced them andtheir possible consequences#O%ERALL

4 rdinary final assessmentE4 E&traordinary final assessment

O5-o,d CLIL 6O5-o,d EDUCACI7N81K




'. #ROGRAES OF STUDY

The contents of this course have been or!anised into 13 teachin! units, which aredetailed below# The teachin! ob'ectives, contents (concepts, procedures and attitudes),crosscurricular content, assessment criteria and basic competences lin+ed to those

assessment criteria are listed for each unit#

OBECTI%ES

1# 5nderstand that temperatures in the Earth*s interior are very hi!h and that theener!y stored there is responsible for its internal dynamics#

.# @eco!nise the importance of investi!ation into the Earth*s seismic activity#B# 6e able to tell the difference between the compositional and physical layers

inside the Earth#D# 5nderstand the theories (past and present) about the dynamics of the Earth#0# "earn about the scientific revolutions* that happened throu!hout the history of

science, such as the theory of plate tectonics#H# 5nderstand how oceano!raphic studies of the ocean floor have contributed to

the development of the theory of plate tectonics#I# 5nderstand the principles of the theory of plate tectonics#J# 6e able to predict the evolution of plates by +nowin! about the dynamics of the

type of boundary that separates them#K# 5nderstand how and Swaves move and be able to interpret seismic wave

dia!rams#

CONTENTS

Con*e<)+ Composition and structure of the Earth*s interior# Methods used to study the Earth# Continental drift# Study of the ocean floor# late tectonics4 "ocation of earthqua+es and volcanoes# Types of plates and their boundaries4 conver!ent, diver!ent and transform# The 2ilson cycle# Evidence for plate movement and forces# Subduction#


T!E EART!& A C!ANGING #LANET

UNIT 1

#LATE TECTONICS

.3




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#,o*ed3,e+ "ocate seismic discontinuities and different layers of the Earth and describe

their physical characteristics from the analysis of a seismic wave !raph# 8iscuss the theories of a fi&ed Earth versus the theories of a movin! Earth# E&plain anomalies in the location of different roc+s, livin! thin!s and fossils

accordin! to the theory of plate tectonics# @eco!nise the main landforms on a map of the ocean floor# Calculate the speed of plate movements# redict the movement of plates from +nowled!e of their current position

and the type of boundaries that separate the# 8etermine the ma!nitude of an earthqua+e from the analysis of a

seismo!raph#

A))i)3de+ 5nderstand that science and scientific theories are continually chan!in!4 a

theory that was completely accepted at one time can be modified later byanother scientist#

6e able to critically evaluate the ar!uments for and a!ainst a theory# @ealise the importance of some scientists* contribution to the development

of theories, despite the opposition of others to their ideas at the time # 5nderstand the importance of science in e&plainin! the ori!ins of seismic

and volcanic activity# Falue the collaboration and team wor+ carried out by different e&perts to

promote scientific advances# 5nderstand the role of science in describin! realities that cannot normally

be perceived, such as the interior of the Earth, deep ocean environments or the movements of continents#

ASSESSENT CRITERIA

1# 5nderstand some of the methods used to study the interior of the Earth and theprincipal characteristics of its different internal layers#

.# 5se +nowled!e about the propa!ation of and Swaves to be able to interpretseismic wave dia!rams#

B# 5nderstand how theories about the internal dynamics of the Earth havedeveloped over centuries#

D# Gnow about 2e!ener*s continental drift theory and understand some of theevidence that supports it#

0# 8escribe the main landforms on the ocean floor and how they relate to thelocation of earthqua+es and volcanoes#

H# Gnow the hypotheses for the theory of plate tectonics and apply them to realsituations#

I# dentify tectonic plates on a map and be able to tell the difference between thetypes of boundaries that separate them, accordin! to their movement and the!eolo!ical processes they under!o#

J# 5se with ease scientific terms to e&plain the 2ilson cycle of rupture andreunitin! of a supercontinent#

K# 5nderstand some of the forces present in plate movements#

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CO#ETENCES : ASSESSENT CRITERIA : ACTI%ITIES

CO#ETENCES :SUBCO#ETENCES

ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld@eco!nise the +ey features of scientific investi!ation4understand variables,formulate hypotheses, desi!ne&periments, analyse andcontrast data, detect re!ular patterns, ma+e calculationsand estimates#

1, ., B, D, H, I, J .1

5nderstand basic scientificprinciples and concepts andidentify the relationships

between them4 causal,influential, qualitative andquantitative#

1, ., B, D, 0, H, I, J, K 1, ., 0J, 13, 1.,10, 1H, 1J, 1K, .B

@$ B

8C J

8escribe and e&plainprocesses scientifically andpredict chan!es# 5see&planatory models#

1, ., D, 0, H, I, J, K B, H, 1B, .3, .., .D@$ 1, D

8C1, D, 0

$pply scientific +nowled!e toeveryday situations#

., 0, H J, 1K@$ 0, I8C B, I

nterpret data and scientifice&periments# 8rawconclusions and

communicate them indifferent formats in a correct,wellor!anised and coherentmanner#

., D, I B8C H

$r!ue for or a!ainstconclusions and identify theassumptions, proofs, andreasonin! behind them#

B, D .B

a)/ea)i*al *o<e)en*e5se mathematical terms toquantify natural phenomena#

H, K 118C .

Da)a <,o*e++ing and digi)al *o<e)en*e5se information andcommunication technolo!iesto communicate, !ather information, !ive feedbac+,simulate and visualisesituations, find and processdata#

0 13, 1., ..@$ 0

Ling3i+)i* *o<e)en*e 685se the correct scientificterminolo!y in te&ts and

ar!umentation involvin!scientific content#

1, I, J 1, ., K, 13, 1I@$ .

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Lea,ning )o lea,n $ssimilate +nowled!e of science and scientificprocedures in order tounderstand information

obtained both from students*own e&perience and writtenand audiovisual media#

., I .B

A3)onoy and <e,+onal ini)ia)ie8evelop the capacity toanalyse situations, evaluatin!the factors that haveinfluenced them and their possible consequences#

., B, D, I .B

@$4 @evision activities

8C4 8evelopment of basic competences

P$ll the subcompetences detailed in this section are developed usin! En!lish as the commonlan!ua!e, which will allow pupils to communicate with an increasin! de!ree of s+ill in the forei!nlan!ua!e#

O5-o,d CLIL 6O5-o,d EDUCACI7N8.D




OBECTI%ES

1# 5nderstand that roc+s can chan!e or move accordin! to the type of stress theyare sub'ected to, to how lon! the force lasts, and to conditions of pressure andtemperature#

.# @eco!nise and find the elements of folds and faults from dia!rams and photosand detail the criteria used to classify them#

B# 5nderstand that the Earth*s surface is affected by the action of internal ande&ternal !eolo!ical processes which respectively !enerate and shape thelandforms#

D# 5nderstand the concept of isostasy#0# "earn about the processes involved in the formation of mountain ran!es#H# $ppreciate the ris+s of the Earth*s internal activity#I# @eco!nise that volcanoes, earthqua+es, mountain ran!es and the deformation

of roc+s are evidence of the internal dynamics of the planet#J# @ealise that landforms are dynamic, chan!in! !eo!raphical features affected by

many factors#K# 6ecome familiar with the ma'or climatic <ones and reco!nise the a!ents that

create their typical landforms#13# dentify the most distinctive features of various landforms4 Garstic, coastal,

!lacial, fluvial and desert, from photos, drawin!s or dia!rams#11# 5nderstand the !rowin! influence of human bein!s on the modification of

landscapes and on the dynamics of e&ternal !eolo!ical a!ents#

CONTENTS

Con*e<)+ Chan!es in materials sub'ected to stresses# 8eformations due to faults and folds# Their components and classification# The roc+ cycle# eolo!ical a!ents and processes# The formation of mountain ran!es oro!ens# sostasy#

@is+s associated with the Earth*s internal activity4 volcanoes andearthqua+es# "andforms4 associated with morphoclimatic <ones and with faults and folds#

#,o*ed3,e+ 8ifferentiate between faults and folds and their components# 8escribe the processes that ori!inate landforms and roc+s#

@eco!nise the main landforms produced by different !eolo!ical processes# $nalyse data on seismic and volcanic ris+s# nterpret how !eolo!ical a!ents create different landforms#

A))i)3de+ @eco!nise the importance of studyin! the Earth*s interior in order to predict

natural catastrophes such as earthqua+es or volcanic eruptions#


UNIT 2

INTERNAL ENERGY AND LANDFORS

.0




5nderstand the level of seismic and volcanic dan!er in Spain# Falue +nowled!e about seismic predictions# @einforce the aesthetic and scientific value of landscapes in !eneral and

particular landforms# @ealise how important the actions of human bein!s can be in modifyin! the

landscape# Evaluate the influence of our consumer habits on climate and the dynamics

of e&ternal !eolo!ical a!ents# @eco!nise the need to protect the Earth*s surface# Consider a landscape as a source of aesthetic and sportin! en'oyment as

well as an economic resource for rural areas#

ASSESSENT CRITERIA

1# 8ifferentiate between the different types of stresses and relate them to thelandforms they cause#

.# @eco!nise and identify the components of faults and folds and the criteria usedto classify them#

B# Gnow about and define the !eolo!ical processes involved in the roc+ cycle#D# 5nderstand the situations in which ma!matism and metamorphism ta+e place

accordin! to plate tectonics#0# $pply the principles of isostasy to solve problems about the chan!es in wei!ht

of mass on the lithosphere#H# 8ifferentiate between oro!ens related to subduction or to continental collision#I# Evaluate the seismic and volcanic ris+s in an area and relate these to where it

is located relative to plate boundaries#J# Gnow about the factors and a!ents that shape landforms# @elate these factors

and a!ents to specific landforms#



ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld5se strate!ies to loo+ for different types of scientific

information# 5nderstand andselect appropriate informationfrom a variety of sources#

B, J 11, B1, B.8C J

5nderstand basic scientificprinciples and concepts andidentify the relationshipsbetween them4 causal,influential, qualitative andquantitative#

1, ., B, D, 0, H, I, J 1, ., 0, 1., 1H1J, .3,.D.H, B3, BD, BI@$ 1, D, 0, 13, 11

8C ., B, K, 13


1, ., B, D, 0, H, I, J B, D, H, K, 1B, .1.B,.I, BB, BH, BK@$ ., B, I, 1D

8C B, D

$pply scientific +nowled!e toeveryday situations# 1 13, 1K @$ 1., 10

O5-o,d CLIL 6O5-o,d EDUCACI7N8.H




O5-o,d CLIL 6O5-o,d EDUCACI7N8.I




nterpret data and scientifice&periments# 8rawconclusions andcommunicate them indifferent formats in a correct,wellor!anised and coherent

manner#

D, 0, H, I, J .K@$ 1H

8C 1, 0, H, I

Consider the impact of human activity and scientificand technolo!ical advanceson the history of man+ind andidentify its impact on theenvironment today#

1, J BJ@$ 1J

Ta+e responsibility for oneself, resources and theenvironment# 6e familiar withhealthy lifestyle habits basedon advances in scientific+nowled!e4 in the conte&t of

one*s personal life, that of thecommunity and theenvironment# 5nderstand theimportance of ta+in!precautions#

I @$ 1I


0 1D, 10

Da)a <,o*e++ing and digi)al *o<e)en*e5se and produce schematic

dia!rams, mind maps, reportsand papers#

1, I, J B1

@$ 1., 10, 1J5se information andcommunication technolo!iesto communicate, !ather information, !ive feedbac+,simulate and visualisesituations, find and processdata#

B, D, J J, 11, B.@$J, 1B

8C J

So*ial *o<e)en*e and *i)ien+/i<5nderstand and e&plainsocially relevant issues from

a scientific perspective#

J @$ 1J

Ling3i+)i* *o<e)en*e 685se the correct scientificterminolo!y in te&ts andar!umentation involvin!scientific content#

1, ., B, 0 I, .., .J, B0@$ 0, K

5nderstand and interpretmessa!es about naturalsciences#

D, H, I BH, BI

O5-o,d CLIL 6O5-o,d EDUCACI7N8.J




Lea,ning )o lea,n $ssimilate +nowled!e of science and scientificprocedures in order tounderstand information

obtained both from students*own e&perience and writtenand audiovisual media#

0, I @$ 1J


1, D, 0, H, I BJ@$ 13, 1I




O5-o,d CLIL 6O5-o,d EDUCACI7N8.K




OBECTI%ES

1# 5nderstand that the Earth has had an e&traordinarily lon! past#.# Gnow that durin! the period of time of the Earth-s e&istence, many !eolo!ical

events have occurred and the Earth has had life forms different to those of thepresent day#

B# Gnow how to date roc+s#D# Evaluate the role of fossils and palaeontolo!y in reconstructin! the history of

the Earth#0# Gnow about and apply the fundamental !eolo!ical principles used in the study

of strata#H# 5nderstand the different scientific interpretations of the chan!es that occurredin the past, such as catastrophism and uniformitarianism#

I# "earn about the principal divisions in the history of our planet, the mostimportant !eolo!ical events that occurred and the different life forms thatcharacterised each one#

CONTENTS

Con*e<)+ ormation of the Solar System#

$!e of the Earth# $bsolute and relative datin! methods# eolo!ical importance of fossils# The Earth a continually chan!in! planet# Theories of chan!es in the Earth# rincipal periods of the history of the Earth# 8istribution of continents durin! the Earth*s history# "ife in the rotero<oic era# "ife in the alaeo<oic era# "ife in the Meso<oic era# "ife in the Ceno<oic era#

#,o*ed3,e+

Calculate the a!e of a roc+ from the radioactive isotopes it contains# $pply the principle of superposition to simple !eolo!ical crosssections# 2or+ out the a!e and the sedimentary medium of a series of strata from an

analysis of their litholo!y and fossil content# @eco!nise the principal fossil !roups and some characteristics of their

anatomy and way of life#

"ocate a series of events on a scale of !eolo!ical time#

A))i)3de+

Falue the role of science in !ivin! a lo!ical e&planation of reality#


UNIT "

T!E !ISTORY OF T!E EART!

B3




@eco!nise that, in the history of !eolo!y, different hypotheses have beenput forward to e&plain !eolo!ical chan!es#

$dopt a critical attitude towards different hypotheses and theories#ormulate ar!uments to support or re'ect them#

@eco!nise the importance of studyin! the past in the analysis of !eolo!ical

processes and how this has affected present biolo!ical diversity#

ASSESSENT CRITERIA

1# 5sin! appropriate scientific lan!ua!e, e&plain current ideas about the formationof the Solar System and the Earth accordin! to the nebular theory#

.# 8ifferentiate between absolute and relative datin! and +now about the methodsused for each#

B# /ave a clear idea about the ori!in of fossils and the information they canprovide#

D# @eco!nise some typical fossil !roups from photo!raphs or collections#

0# 5nderstand the basic principles of superposition and animal succession and+now how to apply them when analysin! simple !eolo!ical crosssections#H# 5nderstand that the Earth under!oes many types of chan!es and that science

has put forward different hypotheses to e&plain them#I# Gnow the main !eolo!ical time divisions and the criteria used to establish them#J# Gnow about the most important !eolo!ical events in the history of the Earth, the

evolution of the climate and the livin! thin!s that have appeared successivelyon the planet#



ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld5se strate!ies to loo+ for different types of scientificinformation# 5nderstand andselect appropriate informationfrom a variety of sources#

H @$ D

@eco!nise the +ey features of scientific investi!ation4

understand variables,formulate hypotheses, desi!ne&periments, analyse andcontrast data, detect re!ular patterns, ma+e calculationsand estimates#

1, ., B, 0, H 8C ., I


1, ., B, D, 0, H, I, J ., B, J, 1.1D, 1H, 1K, .1, .D@$ 1, 0, I8C B, D, J

8escribe and e&plain

processes scientifically andpredict chan!es# 5se

1, 0 D, I, 11, 10, .3, ..

@$ ., B8C 13

O5-o,d CLIL 6O5-o,d EDUCACI7N8B1




e&planatory models# $pply scientific +nowled!e toeveryday situations#

., 0 @$ H8C 0


communicate them indifferent formats in a correct,wellor!anised and coherentmanner#

., B, D, 0 0, K, 13, 1J, .08C 1, K

$r!ue for or a!ainstconclusions and identify theassumptions, proofs andreasonin! behind them#

1 8C I, K


. H

Da)a <,o*e++ing and digi)al *o<e)en*e5se and produce schematicdia!rams, mind maps, reportsand papers#

8 ..

5se information andcommunication technolo!iesto communicate, !ather information, !ive feedbac+,simulate and visualisesituations, find and processdata#

6, 8 K8C H, 13


1, ., I 1, 1I


., D, H .B


1, 0 1H




O5-o,d CLIL 6O5-o,d EDUCACI7N8B.




OBECTI%ES

1# Gnow about the different levels of biolo!ical or!anisation#

.# Falue the importance of cell theory related to livin! thin!s#B# Gnow the basic parts of a cell and the importance of each one#D# E&plain cellular functions#0# 8escribe the structure of a eu+aryotic cell#H# Gnow about the different or!anelles in the cytoplasm#I# 8escribe the components of the nucleus#J# 8ifferentiate animal cells from plant cells#K# 5nderstand why cells need to reproduce#13# Gnow the sta!es of mitosis#11# Gnow the sta!es of meiosis#

CONTENTS

Con*e<)+ "evels of biolo!ical or!anisation# Cell theory# unctions and structure of cells# Types of cells# Eu+aryotic cells4 structure and types# @eproduction of cells4 mitosis# Meiosis#

#,o*ed3,e+ bserve and interpret cells usin! ima!es produced by microscopes# 8raw dia!rams of cellular or!anelles#

nterpret ima!es that show cellular or!anelles# 8ebate the similarities and differences between the functions of nutrition,

interaction and reproduction of pro+aryotic and eu+aryotic cells#

8raw comparative dia!rams of animal and plant cells# Create conceptual dia!rams that compare mitosis and meiosis#

A))i)3de+ @eco!nise and accept that all livin! thin!s have the same chemical,

structural and functional units, despite the variety of or!anisms#


LIFE AND E%OLUTION

UNIT 4

CELLS

BB




resent the basic concepts of cell theory correctly in both oral and writtenforms#

6e ri!orous in e&perimental wor+# @eflect on the e&istence of sin!lecelled or!anisms that carry out the same

fundamental functions as multicellular or!anisms#

@eflect on the consequences of the differences between pro+aryotic andeu+aryotic cells# Falue the fundamental importance of reproduction in maintainin! life#

ASSESSENT CRITERIA

1# ndicate the different levels of biolo!ical or!anisation#.# 5nderstand that the cell is the anatomical and physiolo!ical unit of livin! thin!s#B# Gnow the basic principles of the cell theory#D# 8etail and e&plain cellular functions#0# 8ifferentiate between pro+aryotic and eu+aryotic cells and indicate which

or!anisms have these cells#H# "ist the different cellular or!anelles and establish the relationship between their

structure and function#I# 5nderstand the importance of the cell nucleus as the place where !enetic

information is found#J# Establish the differences between animal and plant cells detailin! their different

characteristics#K# 5nderstand the importance of mitosis and meiosis and compare both

processes#13# 8escribe the processes of mitosis throu!h appropriate dia!rams and drawin!s#11# Falue the necessity of meiosis in multicellular or!anisms#



ASSESSENTCRITERIA

ACTI%ITIES


1, B @$ 1


1, ., B, D, 0, H, I, J, K, 13, 11 ., B, 0, IK, 11, 1B, 1D, 1H,.3, .1, .D, .0, .K, BHBJ

@$ ., B, I8C H, J, 11, 1., 1B


1, D, H, K, 13, 11 H, 13, 1., 1J, 1K, ..,.B, .I, .J, B3BB

8C 0, I


1, H, K 1@$ 11


B, 0, H, J, K, 13 D, 1I@$ D, H, K,

8C 1D, K, 13

O5-o,d CLIL 6O5-o,d EDUCACI7N8BD




communicate them indifferent formats in a correct,wellor!anised and coherentmanner# $r!ue for or a!ainstconclusions and identify the

assumptions, proofs, andreasonin! behind them#

1, ., H, K .H,@$ 13, 11


I, K, 13 BD, B0


., 0, H 1B, .B


D, H, K, 13 D, 13, 10, 1J@$ 0, 13, 11


D, H, K, 13, 11 1J, 1K, BJ




O5-o,d CLIL 6O5-o,d EDUCACI7N8B0




OBECTI%ES

1# 5nderstand the fundamental concepts of !enetics#.# 5nderstand the basic laws of !enetic transmission#B# E&plain simple cases of qualitative inheritance#D# @elate mitosis and meiosis to !enetic transmission#0# "earn about the chromosome theory of inheritance#H# 5nderstand the different ways se& is determined#I# Falue the importance of inheritance lin+ed to se& in !enetic case studies#J# 5nderstand the concept of mutation#

K# @elate mutations to the variety in individuals and to evolution#13# 5nderstand the causes of mutations#

CONTENTS

Con*e<)+ 6asic concepts of !enetics# Mendel*s laws# Special !enetic cases# Theory of chromosome inheritance# "ocation of !enes# enetic determination of se&# nheritance lin+ed to se&# Mutations4 types and causes#

#,o*ed3,e+ Solve problems based on Mendelian !enetics with autosome traits and

traits lin+ed to se&# Compare the different mechanisms to determine se& !enetically# bserve photo!raphs of +aryotypes#

Study the transmission of some traits in 'rosophila#

Create illustrations of the !ametes produced by different types of individual# $s+ questions about the present and future applications of !enetics and the

debate that surrounds them#8efine the main concepts of Mendelian !enetics and correctly describeMendel*s laws and the theory of chromosome inheritance#

A))i)3de+ @eco!nise the advances in !enetics and their contribution to society# Show interest in understandin! the mechanisms of inheritance# @eflect on the ethical implications of the practical applications of !enetics# 6e ri!orous in solvin! !enetic problems in case studies# @eco!nise the importance of collaboration between scientists in !enetic

discoveries# 5nderstand the problems created by some of the advances in !enetics#


UNIT '

BIOLOGICAL IN!ERITANCE

BH




Falue the importance of mutations in the process of evolution# Show willin!ness to avoid environmental a!ents that can cause mutations#

ASSESSENT CRITERIA

1# 8efine the basic concepts of !enetics#

.# 5nderstand the relationship between dominant, recessive and codominant!enes#B# Gnow and e&plain Mendel*s laws and evaluate their importance in !enetic

studies#D# Create simple dia!rams of !enetic transmission#0# ndicate and describe some special !enetic cases, such as multiple alleles and

quantitative inheritance#H# 8escribe the basic points of the theory of chromosome inheritance#I# 8ifferentiate between lin+ed !enes and independent !enes, establishin! the

relationship of their e&ception in relation to Mendel*s principle of independentassortment#

J# Solve simple Mendelian problems#

K# Gnow about the different types of se& determination systems#13# 5nderstand simple cases of inheritance lin+ed to se& and represent them usin!dia!rams#

11# 8efine and e&plain the concept of mutation, indicatin! the different types andcauses#



ASSESSENTCRITERIA

ACTI%ITIES


B, 13 8C K

@eco!nise the +ey features of scientific investi!ation4understand variables,formulate hypotheses, desi!ne&periments, analyse andcontrast data, detect re!ular patterns, ma+e calculationsand estimates#

1, ., B, H, I, J, K, 13, 11 H, 1., .B


1, ., B, D, 0, H, I, J, K, 13, 11 10, I, K, 11, 1K, .1, .D, .0,.K, B3

@$ 1, B, 138C 1, J


., D, 0, J, K, 13, 11 13, 1J, .., B18C ., 0

nterpret data and scientifice&periments# 8raw

conclusions andcommunicate them indifferent formats in a correct,

B, D, 0, I, J, 13 10, .3, .H, .I@$ DH

8C B, D, H, I, 13, 11

O5-o,d CLIL 6O5-o,d EDUCACI7N8BI




wellor!anised and coherentmanner# $r!ue for or a!ainstconclusions and identify theassumptions, proofs, andreasonin! behind them#

1, B, I, 13, 11 .J@$ ., I, K


D, J, 13 1B, 1D, .H

5se mathematical terms toanalyse cause and effect#

., 0, J, 13 1J

5se mathematical lan!ua!eto convey data and ideasabout nature

., D, 0, J, 13 11

Da)a <,o*e++ing and digi)al *o<e)en*e5se information and

communication technolo!iesto communicate, !ather information, !ive feedbac+,simulate and visualisesituations, find and processdata#

B, 13 ..

8C K

So*ial *o<e)en*e and *i)ien+/i<@eco!nise the consequencesof technolo!ical and scientificdevelopments that can havea detrimental impact onpeople and the environment#

11 B.


1, 0, 11 @$ J


H, K .B, .K

Lea,ning )o lea,n $ssimilate +nowled!e of

science and scientificprocedures in order tounderstand informationobtained both from students*own e&perience and writtenand audiovisual media#

1, B ..


1, ., B, I, 13, 11 B.

@$4 @evision activities8C4 8evelopment of basic competences

O5-o,d CLIL 6O5-o,d EDUCACI7N8BJ





OBECTI%ES

1# Gnow about the various aspects of !enetic studies in humans#.# Falue the importance of studyin! the human +aryotype#B# 8ifferentiate between the influence of the !enotype and the environment on

human phenotypes#D# 5nderstand the e&istence of qualitative and quantitative traits which e&plain the

variation in human phenotypes#0# $pply Mendel*s laws to human cases#H# Gnow how se& is determined in human bein!s#I# 5nderstand that alterations which can occur in the !enome can affect

(sometimes seriously) the phenotype#J# 8istin!uish between autosome, chromosome and chromosome number

alterations that can affect human bein!s#K# Gnow the causes of !enetic malformations13# 5nderstand the importance of !enetic dia!nosis#

CONTENTS

Con*e<)+ Characteristics of !enetic studies in humans# /uman +aryotype# Quantitative and qualitative inheritance in humans# 8ia!nosis of !enetic diseases# Con!enital malformations# $utosomal disorders and disorders lin+ed to se&# /uman disorders related to chromosomes and the number of

chromosomes#

#,o*ed3,e+ bserve photo!raphs of male and female human +aryotypes# Study +aryotypes with chromosome and chromosome number anomalies#

nterpret family trees# Solve problems related to case studies of human !enetics# dentify human !enetic traits that are easy to see and study their

transmission in relatives# Create a !raph about a trait in the class and come to appropriate

conclusions# articipate in debates about the problems of human !enetic diseases# ind additional information about well+nown !enetic diseases#

A))i)3de+


UNIT

!UAN GENETICS

BK




@espect the e&istence of variation amon! humans# $ccept all humans as equal# Criticise attitudes that propose the e&istence of intellectual differences

accordin! to race# Show empathy for people who suffer !enetic diseases#

Falue the importance of dia!nosis of !enetic diseases# romote the prevention of con!enital malformations due to bad habits

durin! pre!nancy# Show interest in the new discoveries that can improve the life of people

affected by !enetic anomalies# Falue the +nowled!e of !enetic scientists and e&perts#

ASSESSENT CRITERIA

1# E&plain the special characteristics of !enetic studies in humans and evaluatethe difficulties and how to avoid them#

.# 8escribe the male and female human +aryotype#B# 5nderstand the causes of variation amon! humans, differentiatin! between

!enetic and environmental causes#D# ive e&amples of qualitative and quantitative traits in humans#0# 8raw dia!rams to illustrate the transmission of qualitative human traits and

solve simple problems related to !enetic case studies#H# 8efine the concept of con!enital malformations and indicate their causes and

ways of avoidin! them#I# Falue the importance of the dia!nosis of !enetic diseases and describe the

most common techniques used to carry it out#J# Gnow the most common autosome, chromosome and chromosome number

disorders and their consequences#



ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld5se strate!ies to loo+ for different types of scientific

information# 5nderstand andselect appropriate informationfrom a variety of sources#

D, 0 11

@eco!nise the +ey features of scientific investi!ation4understand variables,formulate hypotheses, desi!ne&periments, analyse andcontrast data, detect re!ular patterns, ma+e calculationsand estimates#

B, D, 0 @$ 1, B, J8C 1

5nderstand basic scientificprinciples and concepts and

identify the relationshipsbetween them4 causal,influential, qualitative and

., B, D, 0, H, I, J .0, I, J, 1K, .B, .H .J@$ ., H

8C DH, J, K

O5-o,d CLIL 6O5-o,d EDUCACI7N8D3




quantitative#8escribe and e&plainprocesses scientifically andpredict chan!es# 5see&planatory models#

., D, H, I 1, K, 1B, 1D, 1I.38C 1, ., I

$pply scientific +nowled!e to

everyday situations#

B, D, I H, 13, .3

nterpret data and scientifice&periments# 8rawconclusions andcommunicate them indifferent formats in a correct,wellor!anised and coherentmanner#

., D, 0, H, I K, 11, 1D, .1, .D, .0@$ 1, B, D, I8C 1, B, I,

a)/ea)i*al *o<e)en*e5se mathematical lan!ua!eto convey data and ideasabout nature

B, 0, J @$ B, D

Da)a <,o*e++ing and digi)al *o<e)en*e $pply scientific principles tosearchin! for, collectin!,selectin!, processin! andpresentin! information#

H, J @$ 0

5se and produce schematicdia!rams, mind maps, reportsand papers#

B, D, 0 H, J, 11 8C1, I

5se information andcommunication technolo!iesto communicate, !ather

information, !ive feedbac+,simulate and visualisesituations, find and processdata#

., D, I, J 13, 1D, ..@$ 0

So*ial *o<e)en*e and *i)ien+/i<5nderstand and e&plainsocially relevant issues froma scientific perspective#

1, J 1., 1H@$ 0


H, J @$ 0, K

Lea,ning )o lea,n $ssimilate +nowled!e of science and scientificprocedures in order tounderstand informationobtained both from students*own e&perience and writtenand audiovisual media#

D, 0, I, J H, 11, ..@$ 0, J

A3)onoy and <e,+onal ini)ia)ie8evelop a critical attitude# J @$ 0





Confront problems and ta+epart in developin! possiblesolutions#

O5-o,d CLIL 6O5-o,d EDUCACI7N8D.




8evelop the capacity toanalyse situations, evaluatin!the factors that haveinfluenced them and their possible consequences#

1, D, H, I J 1., .3@$ 0, K

8C D, J, K




O5-o,d CLIL 6O5-o,d EDUCACI7N8DB




OBECTI%ES

1# Falue the importance of nucleic acids as carriers and transmitters of inheritance#

.# 5nderstand and describe the characteristics of 8:$#B# 8escribe the processes of 8:$ replication and transcription#D# 5nderstand the way the !enetic messa!e is formed#0# Gnow the characteristics of the !enetic code#H# 5nderstand the basic techniques used in !enetic en!ineerin!#I# Falue the importance of !enetic en!ineerin! in daily life and in solvin! medical

problems#J# 8ifferentiate between the traditional biotechnolo!ical processes and thosebased on !enetic en!ineerin!#

K# 5nderstand the mechanisms to obtain clones and !enetically modifiedor!anisms#

13# E&plain how biotechnolo!y improves the quality of human life#

CONTENTS

Con*e<)+ The inheritance molecule4 the study of 8:$#

8uplication of 8:$# Transcription and translation of the !enetic messa!e# The !enetic code# enetic en!ineerin!4 techniques, practical applications and implications# The /uman enome ro'ect# Traditional biotechnolo!y# Modern biotechnolo!y4 procedures and applications#

#,o*ed3,e+ Ma+e threedimensional models of 8:$#

5se dia!rams to understand the processes of molecular !enetics#

@ead and comment on news in the press about biotechnolo!y# 8raw dia!rams of the processes of !enetic en!ineerin!#

ind information about the technolo!y usin! recombinant 8:$# Su!!est biotechnical problems and loo+ for possible solutions# Create tables that summarise the current biotechnolo!ical applications#

A))i)3de+ Falue the wor+ carried out by researchers who have contributed to the field

of molecular !enetics# @eco!nise the value of +nowin! the !enetic code in molecular !enetics

discoveries#

6e aware of the ris+s of some e&periments in molecular !enetics# Falue the importance of the /uman enome ro'ect#


UNIT 0

OLECULAR GENETICS

DD




Show interest in the ethical implications of !enetic en!ineerin!# Falue the benefits that biotechnolo!y can !ive us based on !enetic

en!ineerin!# Show interest in new biotechnolo!ical discoveries# Falue the improvement in the quality of life that biotechnolo!y can provide#

ASSESSENT CRITERIA

1# Gnow the basic structure of 8:$ and name its components#.# :ame the sta!es of the cell cycle and the events that happen at each sta!e#B# "ist the sta!es of the processes of duplication, replication and translation#D# :ame the different types of @:$ and describe the function of each#0# 8efine the !enetic code and e&plain its characteristics#H# 5nderstand !enetic en!ineerin! techniques and e&plain their most important

applications#I# $pply +nowled!e of !enetic en!ineerin! by commentin! on its potential

implications#J# 8escribe traditional biotechnolo!ical processes and evaluate their importance in

our daily life#K# E&plain the basic principles of clonin! and the !enetic modification of

or!anisms#13# Gnow the biomedical applications of new biotechnolo!y techniques and

describe the most important ones#



ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld5nderstand basic scientificprinciples and concepts andidentify the relationshipsbetween them4 causal,influential, qualitative andquantitative#

1, ., B, D, 0, H, I, J, K, 13 1, ., D, 0, K, 11, 1B, 10, 1J,.3, .1, .0, .J

@$ 1, B, H, I, K118C 1, B, 0, I

8escribe and e&plainprocesses scientifically and

predict chan!es# 5see&planatory models#

1, ., B, D, H, J, 13 H, J, 13, 1., .H, .K, B3@$ ., 0, J, 13

8C D, H


1, B, D, I, K @$ J, 13, 118C ., B

nterpret data and scientifice&periments# 8rawconclusions andcommunicate them indifferent formats in a correct,wellor!anised and coherentmanner#

1, B, D, 0 ., 1D, 1I,@$ J

Consider the impact of human activity and scientific

and technolo!ical advanceson the history of man+ind and

H, I, 13 .D, .I





identify its impact on theenvironment today#


0 1K

Da)a <,o*e++ing and digi)al *o<e)en*e $pply scientific principles tosearchin! for, collectin!,selectin!, processin! andpresentin! information#

0, H ..

5se and produce schematicdia!rams, mind maps, reportsand papers#

H, I .B



0, 13 1H, .I


0, H, I, K, 13 .B, .D, .H, .I@$ 11

@eco!nise the consequencesof technolo!ical and scientificdevelopments that can havea detrimental impact on

people and the environment#

H, I, K @$ 11


B, D, 0, K, 13 .3, .I, B3@$ I, J, 11


0, H, I 1I, .D

Lea,ning )o lea,n

$ssimilate +nowled!e of science and scientificprocedures in order tounderstand informationobtained both from students*own e&perience and writtenand audiovisual media#

I, J, K .H, .I

A3)onoy and <e,+onal ini)ia)ie8evelop a critical attitude#Confront problems and ta+epart in developin! possiblesolutions#

H, I @$ 11


O5-o,d CLIL 6O5-o,d EDUCACI7N8DH





OBECTI%ES

1# 8ifferentiate between the various hypotheses that !ive e&planations for theori!in of life#

.# Gnow about the characteristics of primitive Earth that made the appearance of life possible#

B# 8ifferentiate between static and evolutionary theories#D# Gnow about the evidence that supports the e&istence of an evolutionary

process#0# Gnow about and compare the different evolution theories#H# 5nderstand the reasonin! behind the principles of presentday evolution theory#I# dentify the sta!es in the process of formation of a new species#J# 5nderstand the e&istence of microevolution and macroevolution#K# Gnow the basic evolutionary sta!es of how presentday humans appeared#

CONTENTS

Con*e<)+ ri!in of life4 theories# Static and evolutionary theories# Evidence of evolution# "amarc+ism, 8arwinism, and neo8arwinism# ther evolutionary theories# ri!in of new species# Microevolution and macroevolution# Evolution of hominids and the appearance of human bein!s#

#,o*ed3,e+ Carry out simple e&periments to disprove the theory of spontaneous

!eneration# 5se documented sources in the historical analysis of theories of evolution

and the ori!in of life# $nalyse te&ts about evolution# 8iscuss, compare and criticise the different theories of evolution#

Study and e&plain the evolution of different !roups of animals#8iscuss the ori!in and evolution of human bein!s#

A))i)3de+ 8evelop critical thin+in! when thin+in! about facts that appear to

corroborate theories that are difficult to demonstrate, such the theory of theori!in of life#

@eco!nise the ethical, social and philosophical problems arisin! from thetheory of evolution and the ori!in of life#


UNIT $

T!E ORIGIN AND E%OLUTION OF LIFE

DI




@eco!nise the relationship between !enetics and evolution# @espect others* opinions and value the specific contributions of each

person in an attempt to e&plain scientific problems# Falue e&perimental and none&perimental evidence that defends a theory# Show interest in new discoveries that are made about evolutionary

processes#

ASSESSENT CRITERIA

1# 8escribe the theory of spontaneous !eneration and e&plain the evidence thatdisproved this theory#

.# Gnow parin*s theory and the e&periments that support it as well as thepresentday hypothesis about the ori!in of life#

B# Gnow about the different evolutionary and preevolutionary theories anddescribe their respective ar!uments that e&plain the variety of livin! or!anisms#

D# 8escribe the evidence for the process of evolution and its importance#

0# 8etail the basic principles of "amarc+ism and 8arwinism#H# Compare the evolutionary theories of "amarc+ and 8arwin, describin! the

similarities and differences#I# E&plain the current theories of evolution#J# 8escribe the sta!es in the formation of new species#K# 8ifferentiate between microevolution and macroevolution#13# Show the evolutionary process that led to the appearance of presentday

human bein!s#



ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld@eco!nise what can beinvesti!ated scientifically4differentiate betweenscientific and nonscientificproblems and e&planations#

1, ., B, D, 0, I, K 1, I, 1K@$ ., B

@eco!nise the +ey features of scientific investi!ation4

understand variables,formulate hypotheses, desi!ne&periments, analyse andcontrast data, detect re!ular patterns, ma+e calculationsand estimates#

1, ., B, D, 0, I, J, K B, D, H, I, K, 1D, 1K, .D@$ B


1, ., B, D, 0, H, I, J, K, 13 ., B, 0, J13, 1.1J, .3.H@$ 1, ., 0, HJ

8C 1B, 0, H, J13

8escribe and e&plain

processes scientifically andpredict chan!es# 5se

1, ., B, D, 0, H, I, J, K, 13 .D, H, 13, 1., 1H

8C D, I, 13

O5-o,d CLIL 6O5-o,d EDUCACI7N8DJ




e&planatory models#

O5-o,d CLIL 6O5-o,d EDUCACI7N8DK





manner#

1, ., B, D, 0, H, I, J, K, 13 1, ., B, H@$ B, 0, H, I

8C ., H

$r!ue for or a!ainstconclusions and identify theassumptions, proofs, andreasonin! behind them#

1, ., B, D, 0, H, I, J, 13 J, K, .1, .H@$ D


D, 0, I, J, K 11



1, ., B, D, 0, I, J, K B, 11

So*ial *o<e)en*e and *i)ien+/i<8raw on +nowled!e of somedebates which are crucial toscientific pro!ress in order tounderstand how societieshave chan!ed and to analysesociety today#

1, ., D, I J


D, 0, H, I, J, K 11, 1I, 1J, ..

Lea,ning )o lea,n $ssimilate +nowled!e of science and scientificprocedures in order tounderstand informationobtained both from students*

own e&perience and writtenand audiovisual media#

1, D, 0, I 1, 11, 1J


1, ., B, D, 0, H, I, J, K, 13 1, ., J, K, 1D, 1I, 1J, .H, @$D, I, J,8C J







OBECTI%ES

1# 5nderstand that livin! or!anisms need to adapt to their environment#.# Gnow how plants and animals adapt to various environmental factors#B# 5nderstand that livin! thin!s also modify the environment#D# Falue the importance of populations in the survival and development of a

species#0# 5nderstand the sta!es of !rowth of a population#H# 8ifferentiate between the different !rowth strate!ies of populations#I# 5nderstand the basic concepts of communities#J# 5nderstand the concept of ecolo!ical succession#K# 8escribe the composition and formation of soil#13# Gnow about the different relationships between members of a community#

CONTENTS

Con*e<)+ nfluence of environmental factors on livin! thin!s# $daptations of or!anisms to their environment# Modifications of the environment due to livin! thin!s# opulations4 concept and types# 8ynamics of populations# opulation !rowth strate!ies# Communities and biodiversity# 8ynamics of communities# Soil# nterspecific relationships in communities#

#,o*ed3,e+ Study !raphs that describe adaptations of animals and plants# 8etect and control variables in an environmental problem#

nterpret !raphs of population !rowth# Study a community near the school Create food chains and webs# $nalyse data to identify the !rowth strate!y of a population# Study a soil sample to identify its physical and chemical properties# dentify interspecific relationships from written information#


TRANSFORATIONS IN ECOSYSTES

UNIT (

LI%ING T!INGS IN T!EIR EN%IRONENT

01




A))i)3de+ Falue the importance of adaptations for the survival of livin! or!anisms# @eco!nise the advanta!es and disadvanta!es of populations versus

isolated individuals#

@espect all life forms and reco!nise their vital role in communities# 6e aware of the necessity of preservin! biodiversity# Collaborate in preventin! soil erosion#

ASSESSENT CRITERIA

1# E&plain the adaptations of animals and plants to chan!in! environmentalfactors#

.# 8escribe some modifications to the environment due to livin! thin!s#B# 5nderstand the importance of populations and detail the advanta!es and

disadvanta!es they have versus isolated individuals#

D# Gnow about population !rowth curves and distin!uish the different sta!es of !rowth#

0# 8ifferentiate between the !rowth strate!ies of populations#H# 5nderstand the meanin! of a!e pyramids and their use in population !rowth

studies#I# 8efine concepts related to communities, such as biodiversity and succession#J# 8escribe the processes that occur in a primary succession#K# Gnow the components of soil and the chan!es it under!oes throu!hout its

evolution#13# Falue the importance of soil, the causes of its destruction and measures to

prevent this#



ASSESSENTCRITERIA

ACTI%ITIES


1, . 8C D, 0


1, ., B, D, 0, H, I, J, K, 13 1, ., 0I, K1., 1D, 1H1K,.1, .B, .D, .H

@$ 1, 0I8C 1B, I, J13


1, ., B, H, I, J, K, 13 ., B, 10, .1, .B, .D@$ ., B8C B

$pply scientific +nowled!e to

everyday situations#

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@$ K8C D






manner#

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D, 0, H 1B,@$ 0

5se mathematical lan!ua!eto convey data and ideas

about nature

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1, . 8C D

So*ial *o<e)en*e and *i)ien+/i<

@eco!nise the consequencesof technolo!ical and scientificdevelopments that can havea detrimental impact onpeople and the environment#

., I, 13 J, .3, ..@$ K


1, D, 0, H, I, 13 1, I, .3, .0@$ K

Lea,ning )o lea,n $ssimilate +nowled!e of science and scientificprocedures in order tounderstand informationobtained both from students*own e&perience and writtenand audiovisual media#

1, ., B, H, I, 13 H, J, .3@$ K

A3)onoy and <e,+onal ini)ia)ie8evelop a critical attitude#Confront problems and ta+epart in developin! possible

solutions#

., I, 13 J, .3, ..






1, ., B, H, I, 13 ., D, 0, J, .3@$ J, K8C H, I








OBECTI%ES

1# Gnow the composition of an ecosystem#.# 5nderstand the difference between the cycle of matter and the cycle of ener!y

in ecosystems#B# Gnow the different trophic levels in an ecosystem#D# 5nderstand food web dia!rams#0# @eco!nise the importance of the production in an ecosystem and +now about

the different types of producers#H# Falue the importance of trophic pyramids in the study of ecosystems

I# Gnow about the e&istence of bio!eochemical cycles#J# dentify the most important characteristics of Spanish ecosystems#K# Gnow about terrestrial and marine biomes#13# 5nderstand the importance of the infestations in alterin! ecosystems#11# Evaluate the effects that human bein!s have in their relationships with

ecosystems#

CONTENTS

Con*e<)+ Ecosystems4 the cycles of matter and ener!y# Trophic levels# roduction in ecosystems# Trophic pyramids# 6io!eochemical cycles# Terrestrial and marine ecosystems# 6iomes# nvasion of ecosystems and infestations# Consequences of human actions on ecosystems#

#,o*ed3,e+ Create food chains and webs# Calculate trophic parameters#

Study and interpret trophic pyramids# nterpret dia!rams of bio!eochemical cycles# redict and prevent the consequences of human actions on ecosystems#

"ocate different Spanish ecosystems and ma'or world biomes on maps#Create action plans in order to avoid infestations of ecosystems#

@ead and interpret news items on environmental chan!es brou!ht about byhuman bein!s#

A))i)3de+ @eco!nise the comple&ities of the relationships between the components of

ecosystems#


UNIT 1

ECOSYSTES

00




@espect all the components of food webs which contribute to maintainin!ecosystems#

5nderstand the importance of avoidin! forest fires# @eco!nise the ne!ative impacts that some human activities have on the

environment#

Evaluate their own attitude towards the environment# 8emonstrate the role of science in describin! realities that we cannot

perceive normally, such as the interior of the Earth, ocean depths or themovements of continents#

Show awareness of the need to loo+ after and respect the variouscomponents of ecosystems#

Show respect towards people whose wor+ contributes to the conservationof ecosystems#

ASSESSENT CRITERIA

1# 5nderstand an ecosystem as a dynamic and comple& concept#.# 5nderstand the cycles of matter and ener!y in ecosystems#B# :ame the trophic levels present in an ecosystem and the role that each one

plays#D# 8efine the main trophic parameters#0# Gnow about the meanin! of food chains, webs and pyramids and indicate the

importance of each one#H# 8escribe simple bio!eochemical cycles#I# Gnow about the main Spanish ecosystems and their characteristics#J# 8efine the concept of a biome, differentiatin! between terrestrial and marine

biomes#K# Gnow the causes of infestations and ways to deal with them#13# E&plain the effects of human actions on ecosystems and the creation of new

ecosystems#



ASSESSENTCRITERIA

ACTI%ITIES

Co<e)en*e in no?ledge and in)e,a*)ion ?i)/ )/e </y+i*al ?o,ld5nderstand basic scientific

principles and concepts andidentify the relationshipsbetween them4 causal,influential, qualitative andquantitative#

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@$ 0I8C B13


1, ., B, D, 0, H, J, K, 13 0, H, K, 1B, 10, 1H, 1J, .1, ..8C 1, ., 0


1, ., B, 0, H, I, K, 13 0, J, 11, 101I, 1K, .3, .B@$ ., K

8C Hnterpret data and scientific

e&periments# 8rawconclusions andcommunicate them in

B, 0, J B, D, 1K, .3

@$ 1, D8C J





different formats in a correct,wellor!anised and coherentmanner# $r!ue for or a!ainstconclusions and identify theassumptions, proofs, and

reasonin! behind them#

., B, 0 D, I, 138C 1, ., I


K, 13 10@$ J, K


., D @$ B, J8C J

5se mathematical lan!ua!eto convey data and ideasabout nature

., D @$ B, D


., B, 0, H 11, 1B, 1H, .3@$1, .


B, 0, K, 13 10, .., .B@$ J, K

@eco!nise the consequences

of technolo!ical and scientificdevelopments that can havea detrimental impact onpeople and the environment#

B, 0, K, 13 10, .., .B

@$ J, K


B, D, H, I, J 1, ., 1., 1J

Lea,ning )o lea,n

$ssimilate +nowled!e of science and scientificprocedures in order tounderstand informationobtained both from students*own e&perience and writtenand audiovisual media#

1, I, J, K, 13 K, 10, 1H, 1I, 1J

A3)onoy and <e,+onal ini)ia)ie8evelop a critical attitude#Confront problems and ta+epart in developin! possiblesolutions#

K, 13 10, .., .B@$ K






1, K, 13 B, K11, .B@$ J, K

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Biology and Geology Eso 4