Key Benefits:
The Order of 8 July 1993 ('Official State Gazette' of 19) giving instructions for the early implementation of the teaching of compulsory secondary education, in its section fifteenth, 2, authorises the The Directorate-General for Pedagogical Renewal, in order to modify and extend the repertoire of optional subjects included in Annex III of the Resolution of 10 June 1992 ("Official State Gazette"), as experience advises, 19), which, although partially repealed by the Order, maintains the validity of its annexes.
By virtue of that authority, this General Address has resolved:
1. Among the optional subjects approved for delivery in the compulsory secondary education in Annex III to the Resolution of 10 June 1992 of the Directorate-General for Pedagogical Renewal, the following shall be included:
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2. The curricula which, as a guiding principle, are proposed for the development of these optional subjects in the stage of compulsory secondary education are those set out in the Annex to this Resolution.
3. Whereas, in accordance with Annex III to the Resolution of 10 June 1992, and in the light of the provisions of paragraph 15 (1) of the Order of 8 July 1993, the prior approval procedure for the impartition shall not be necessary, from the 1994-1995 period, from the optional subjects whose curriculum is proposed.
Madrid to 25 May 1994.-The Director General of Pedagogical Renovation, Cesar Coll Salvador.
Ilmo. Mr Deputy Director-General for Academic Management.
ANNEX
Applied Botanics
1. Introduction
In this optional subject, we analyze the importance of plants (Protists, Hongos and Metafitas), both for their essential function in the balance of the biosphere and for their usefulness for numerous human activities. In addition, the students are provided with the opportunity to know the conditions that the plants need to develop spontaneously or in crops.
The contents are structured in three blocks. With the first, it is intended that students and students acquire a practical knowledge of the role that plants play for the balance of the environment, and develop attitudes of respect towards it. Based on the basic concepts of ecology acquired in the area of Nature Sciences, concrete examples of the students ' environment are interpreted.
In the second block, different applications of plants are addressed to facets as diverse as human activity, such as medicine, art or industry. The knowledge of the plant origin of many objects and substances of daily life will encourage the students to know the dependency that humanity has of the plants. This will enable you to assess the importance of these for people and, consequently, to adopt criteria for making rational use of them.
The last block deals with the environmental characteristics suitable for plant life. Several techniques, some traditional and others of recent implantation, related to the transplantation and maintenance of the plants, their reproduction, etc. are contemplated.
The eminently practical orientation of this matter contributes to the development of skills, such as the management of instruments, the design and adaptation or elaboration of simple materials, the learning of various techniques, etc. This approach gives him a professional orientation, in dealing with Botany from a perspective close to the world of work, which can be useful for the future of students.
The proposed curriculum is proposed from a globalizing perspective, in the sense that it intends to collect traditions from the surrounding environment to students and other cultures, artistic aspects, manual and craft skills, historical, geographical, economic knowledge, etc. In this way, it is a question of developing the capacity to search and interpret data, to explain the reality from a scientific point of view, to put into practice forms of work that can be applied to other fields, as well as to increase the cultural heritage of pupils and students in this field of knowledge.
In the didactic programming of this matter, the economic and environmental approaches that are closely linked to the use of the plants must be taken into account in a special way. Moreover, in the elaboration and development of the programming, the teachers will have to select, among the contents present in this model of curriculum, those who best fit the chosen approach, the peculiarities of the context and the characteristics of the students.
2. General objectives
The development of this subject must contribute to the ability of students and students to acquire the following skills:
1. Know the most important applications and uses of the plants.
2. Understand the fragility of the natural balance, as well as the responsibility of people in the irrational and abusive use of vegetables.
3. Know the main techniques used in the exploitation of plants and in their transformation or their derivatives-both traditional and other more recent-, understanding the need for both and valuing the contributions cultural events.
4. Develop own skills of scientific activity, by carrying out experimental designs, consulting various sources of documentation, using instruments of observation, measurement and calculation, analysis, discussion and communication of results, etc.
5. To know the conditions in which plant life develops, valuing its importance for the balance of nature and favoring attitudes of appreciation and protection of the natural environment.
3. Contents
1. Plants as essential elements for the equilibrium of the environment.
Concepts. -Plant functions:
Fetch and power transformation.
Synthesis of organic matter.
Gas balance in the atmosphere.
Generation of soil.
Biotic Meteorization.
Decomposition of organic matter.
Climate regulation.
Participation in the water cycle.
Erosion protection.
Formation of fossil fuels.
Procedures:
Interpretation and realization of ecological maps and profiles.
Analysis of water, soil and air samples.
Identification of the most frequent living beings in some ecosystems.
Interpretation of stratifications and plant indicators of a landscape.
Inventory realization.
Recognition of natural, repopulated, dehese, mountain and grassland forests.
Comparison between different biomes. Relationship of the most frequent plant communities with abiotic factors (climate, lithology, soil, etc.).
Study of the evolution of some ecosystem.
Design and construction of an artificial aquatic ecosystem.
Attitudes:
Interest in knowing the natural ecosystems of the environment and preserving them.
Assessment of behaviors that encourage the use of the necessary resources, avoiding waste and promoting the use of recyclable products.
Rejection of the attacks on the environment, due to criteria of economic profitability, lack of appreciation of the natural heritage, ignorance of its importance, etc.
Valuation of plants as essential elements of ecosystems.
2. The most frequent uses of vegetables.
Concepts:
Plants of industrial interest: Plants in the paper industry, textile, chemical, dyeing, aromatic substances, soap, tobacco, liquor, coffee, etc.
Plants of interest in the construction and manufacture of utensils and articles: Structure and equipment of buildings, auxiliary elements in construction, furniture and other household utensils, means of transport, etc.
Plants of medicinal interest: Use of plants for medicinal purposes throughout history. Phytotherapy. Therapeutic action. Administration of medicinal plants. Medicinal plants in popular knowledge. Medicinal plants in the pharmacopoeias.
Plants of interest in the food: Horticultural, cereals, fruit, sugar, oilseeds, spices and condiments. Cattle feed: Pastos, forages, grains.
ornamental plants: Gardens and their suitability to the climatic conditions of the place. The floral style throughout the ages. The plants at home. Plants in art: Represented, alluded to and as support of works.
Plants as fuel generators: Turberas, vegetable coals, coal mining.
Uses of other plants (algae and fungi): Use of algae in food, cosmetics and other industries. Use of lichens in the manufacture of colorants and perfumery products. Fungi: Getting medicines and food, and using the products of the fermentations.
Procedures:
Observation and comparison of the importance of plants in different civilizations and cultures, from their manifestation in painting, architecture, sculpture, religion, etc.
Use of paper recycling techniques and the production of fertilizers from waste.
Extraction of essences to make perfumes. Obtaining antibiotics. Dye extraction. Manufacture of preserves, bread, yogurt, etc.
Analysis of tissues of different origin. Comparison of textile fibres of plant origin with synthetic fibres and wool (using binocular magnifier and microscope).
Use of fermentation techniques. Quantitative analysis of yields.
Determination of the presence of: Glucudos in root and tuber vegetables, proteins in legumes, vitamin C in juices, carotenes in root vegetables, oils in oilseeds. Separation of pigments by chromatography.
Identification of plant fossils present in coals and indicators denoting the presence of peatlands. Data collection on the mining production of our country.
Documentation on economic aspects: Trade in grains, fruits and fodder. Unequal distribution of production and consumption.
Attitudes:
Valuation of the importance of plants for industry and for health.
I appreciate the craft work with vegetables, as an important part of the cultural heritage of the peoples.
Defense of natural resources, by means of conservation and the rational use thereof.
Assessment of the need to adapt the use of natural resources (fuels, trees) to their chances of recovery.
3. The conditions necessary for the development of plants.
Concepts:
The plant genetic resources of a country: Natural spaces, living reserves.
Traditional techniques of cultivation, irrigation, reproduction, growth and collection.
Special cultivation techniques. Hydroponic crops. Greenhouses.
Pathologies of plants produced by viruses, bacteria, fungi and animals.
Prevention and treatment. Plant immunity. Surgery arboreal. Pesticides. Biological control against pests.
Foliar and root fertilizers. Organic and inorganic fertilizers. Salinisation of soils. Eutrophication of waters.
Exploitation of forests and meadows. Forest repopulations. Creation of prairies.
Copies of copies: Podes and grafts. Manipulations in plants to improve their performance: Increased production, resistance to diseases, better adaptation to the environment, enrichment in certain products. Targeted selection.
Biotechnology and plants: indigenous species by genetic methods. The introduction of new crops. The search for new plant resources, new food and industrial by-products.
Procedures:
Use of seed, repon, irrigation and general care techniques of vegetables in orchard and greenhouse.
Use of scientific work procedures to investigate the process of seed germination. Performance of growth curves.
Performing asexual reproduction experiments.
Crop under controlled conditions. Comparative study of speed of growth and yields.
Collection of testimonials about culture methods and their evolution over time. Documentation on the methods used in other cultures.
Realization of hydroponic crops.
Attitudes:
Valuation of the importance of agricultural work, recognizing the difficulty of learning its techniques and the effort required to do so.
Care and respect for the maintenance of crops, pastures and forests, as an essential part of the human environment and biodiversity.
Interest in the different modes of reproduction of the plants and the techniques of treatment of the plants.
Conservation and recovery of cultural heritage
1. Introduction
In the context of a compulsory secondary education which tries to overcome the traditional divergence between academic-liberal (humanistic and scientific) knowledge and technical-manual knowledge, it seems appropriate to propose a This is an option that can serve as a meeting point for both perspectives of knowledge. Under the name "Conservation and recovery of cultural heritage", this field is offered as a very suitable field for the study of the present and past reality of our environment, through multiple and varied manifestations: technical solutions that human ingenuity has found to respond to problems and collective needs, to the forms of expression and the playful manifestations of a group as a way to the liberation of collective tensions and expression of their identity. In sum, it is used here
Thus, the subject is presented as an option that allows practical and functional learning, as it offers ample possibilities for the development of numerous and varied skills, some of which are wide-ranging, such as project an investigation or carry out the rescue and restoration of some object, and others more closely related to a specific technique, such as lifting planes, making photographs, drawings of objects, etc. In addition, a work of this kind allows the conjunction, in a more or less globalizing approach, of knowledge and experiences acquired in very different areas and subjects of the curriculum: Social Sciences, Geography and History; Technology; Visual and Plastic Education; Spanish Language and Literature, etc.
On the other hand, this matter requires for its development the external exit, the relationship with institutions and social organizations, the contact with different trades and professions, etc., therefore it is an effective means for the approach to adult life and work activity, that is, to the transition to active life. In addition, it can be said that the subject also serves as a guiding function for the student's professional future, by contacting a large number of scientific and professional activities, such as the methodology archaeological, biblioteconomics, the process of restoration, the solution of technical problems and the search for useful designs for the industry, the aesthetic values of the craft, etc.
The subject of "Conservation and recovery of cultural heritage" finds its best justification in paragraphs (h) and (k) of the general objectives of compulsory secondary education, which include a special reference to respect by the physical environment and cultural heritage; in them is specified the obligation to "actively contribute to their conservation and improvement", and expresses the need to "know the beliefs, attitudes and basic values of our tradition and heritage" cultural > and < critically value them >. Without losing sight of this general purpose, the subject presents a wide range of options, since the fields and objects of study that can be included in
a) Popular culture.-Studies on rites, parties and games of popular tradition; the analysis of housing, furniture, gastronomy and clothing; lexical repertoires, talk and stories people, and the performances, songs and dances of the people.
b) Popular technology. -Among other work topics, tools and tools, the various trades; the machinery of animal traction; the use and exploitation of natural energies; the constructions and work buildings, etc.
(c) Scientific and industrial archaeology.-The study of machines and engines, factories and factory installations, of public works carried out as a result of changes in communications, etc., can be excellent paths to analyze the transformations brought about by industrialization.
d) Domestic and urban material heritage. -Within this field can be done research on certain outstanding buildings of the city (railway stations, metro, markets, etc.); street furniture (streetlights, (a) the household appliances (radios, televisions, washing machines, etc.); information and commercial media (advertising posts, trade labels, etc.).
The particular circumstances of each centre will be able to condition the option finally chosen, without imposing that the city requires an urban planning study, or the field an investigation into ethnology; rather, the location of the center can be a good reason to bring the students closer to certain realities unknown to them.
Any of the options or paths of concreteness pointed out will certainly allow to develop the educational intentions that the matter pursues. However, as far as the curriculum below is concerned, a mixed concretion has been chosen, under the name "Culture and popular technology". Thus, the subject is trying to make room in the school curriculum to study this area of our heritage which, despite constituting a very present identity feature still in our society, is often hidden and disfigured by the deep Life transformations over the last few decades.
As will be appreciated in the organization of the contents, an appropriate approach to this study, whatever the subject or object of work chosen (for example, an agricultural work and its instrumental, a craft object and its production, traits and elements of a traditional party, etc.), cannot remain only in the descriptive analysis or the simple collection of antiquarian; it is also necessary that such an approach facilitates the reflection of the students both on the nature of popular culture as about the research activity itself. Therefore, the three sections in which the concepts are organised do not contain content of similar and independent nature, which can be dealt with separately; on the contrary, these are complementary areas, which form a framework for the reference needed to address the topic that each school or group of students chooses as the subject of research.
The first of them,
In the second section,
Finally, the third section, "Creation, technology and cultural archetypes", aims to guarantee a minimum explanatory analysis of the phenomena and processes that underlie all expression or manifestation of popular culture, by naive and simple that this may seem.
2. General objectives
The development of this subject must contribute to the ability of students and students to acquire the following skills:
1. To appreciate the cultural heritage, with the commitment of its conservation and improvement, as a source of delight and resource for the development of human knowledge and individual and collective sensitivity.
2. To express a tolerant attitude towards the ideas and cultures of others, as well as respect for the various manifestations of the idiosyncrasies of the peoples, with the archetypes, customs and objects that are their own.
3. Value the ingenuity that humanity has used in solving its technical problems and appreciate the tradition as a result of the decanting of multiple and diverse knowledge and individual learning.
4. To face up to a rigorous and ordered research project on some aspect of popular culture and technology.
5. Present and publicly present the conclusions of the work, favoring the social recognition of the task performed and contributing to the recovery and conservation of the phenomena studied.
3. Contents
Concepts:
1. Introduction to research on popular culture and technology. -Stages and basic requirements of scientific research in this field of study:
Documentation and delimitation of the research object.
Field work.
Analysis and interpretation of information.
Presentation of the results.
2. Forms of popular culture and technology.
2.1 Manifestations of popular culture and its morphology:
Agricultural and livestock farming: Plantation, cultivation, harvesting, grazing, shearing, etc.
Traditional architecture and pre-industrial installations: Constructions and elements.
Traditional craftsmanship: Barro (pottery and ceramics), cesteria, leather (garnitionía, talabarteria, shoe store, botheria, etc.), wood (size, furniture, tonnery, carriage, house instruments, musical instruments, etc.), metals (for use, ornamental), textile (yarn, fabrics, bolillos, embroidery), etc.
The costume for regular and party use.
Food and beverages: Raw materials, food processing, diet, food-related trades, rites, etc.
The traditional feast: seasonal, religious holidays (Christmas, carnival, bosses, etc.), family celebrations, etc.
The Canons: Work, Party, Educational, and so on.
The oral literature: Tales, fables, popular theatrical performances, etc.
2.2 Performing materials, techniques, and processes:
Installation, times, and spaces.
The raw materials (clay, wood, wool, esparto, cereal, etc.); the components and antecedents of the literary works, musicals, etc.
Forces, energies and production skills: Humanas (strength, skills, gestures, habits, voices), animals (shooting, transport, walking) and natural (water and wind).
The instruments: Work (tools, lathe, telar, martinet, mill, etc.), for domestic use (canards, pots, plates, cutlery) and musicals (tamboril, siñéna, castanelas, etc.).
Sequence and development of its realization: Process of manufacture and associated rites.
2.3 Characters and cultural complexes as observation and study units:
The characters of popular culture as minimum units of study (for example, the plough, the yunta, the trillo, etc., or the bathrobes, the mayos, the bonfires of San Juan).
Cultural complexes as a context in which they acquire complete meaning such cultural characters (e.g., tillage and spring festivals in relation to the above mentioned characters).
3. Cultural creation, technology and archetypes:
3.1 The creative process. -Ingenie and creative elaboration in the design, manufacture and improvement of the elements of popular culture. Individual and collective contributions in a process of constant reworking (for example, paper making).
3.2 The technique as a response to a need. -The process of generating new needs and technical answers in constant imbrication. Its continuous development but with remarkable moments or milestones (for example, the printing press).
3.3 Technical and cultural Archetypes. -The archetype as a model or pattern coined in a society, in response to a certain material or cultural need (the water mill, the Roman plough, but also the celestine, the Don Juan, etc.).
Procedures:
1. Search, documentation and choice of research topic: Documentation of the alternatives offered and ordering of the known data; systematization of the process of choice of the object of study; delimitation of the approach and scope of the research, and possible corrections after contrast with new information.
2. Field study: Planning and distribution of individual and collective tasks; obtaining and recording information (measurements, sketches, photographs, filming, interviews, surveys, etc.); observation and study of the geographical framework, social and human in which the studied phenomenon is located or develops.
3. Reconstruction/explanation: A faithful representation of the object or phenomenon with the most appropriate means of expression (models, drawings, audiovisual documents, written documents, dramatizations, etc.); reconstruction of the living and those that are assumed by induction or deduction.
4. Public presentation: Conclusion, memory and presentation of the results of the research (in the group, in the center and, where appropriate, in the environment).
Attitudes:
1. Critical rigor and scientific curiosity:
1.1 Interest in getting to know other cultures and investigating their particularities, technological findings, forms of cultural expression, etc.
1.2 Recognition and critical evaluation of the achievements and inadequacies of the culture itself and other cultures.
2. Assessment and conservation of heritage:
2.1 Respect and appreciation of artistic, artisanal and technical manifestations of other societies and cultures, as an expression of the sensitivity, ingenuity and human values of its protagonists.
2.2 Valuation of the remains and vestiges of the past that exist in surroundings, as valuable manifestations of the collective experience and memory, and a favorable disposition to act in a way that ensures its conservation.
2.3 Valuation, respect and enjoyment of the diversity and richness of the cultural heritage, and favorable disposition to its defense and maintenance.
3. Tolerance and solidarity:
3.1 Tolerance, respect and critical assessment of attitudes, beliefs, life forms ... of people or groups belonging to societies or cultures other than their own.
3.2 Rejection of dogmatic and ethnocentric ways of thinking.
3.3 Respect and appreciation of the historical and cultural diversity of Spain as a distinctive and enriching characteristic of our collective heritage.
3.3 Critical assessment of the sexist prejudices present in our customs and traditions, and the recovery and integration of women's cultural heritage.
Renewable energy and the environment
1. Introduction
At the present time, energy has become one of the most precious assets, so that, in a way, a good part of international relations is governed by the dominance of energy and energy sources. processes for making use of them. If at some point it was a single and primordial objective, without taking into account the consequences of an excessive and irrational use of these sources, at the present moment, the environmental impact that comes with its use is a reason for reflection and growing concern.
It is increasing the awareness that traditional energy sources, such as coal or oil, and even fissile material, have a limited life and cause considerable deterioration in the environment and the environment. health of the people. As a consequence, attention is being directed to other sources, such as the sun, the sea, the wind, etc., that is, towards the so-called renewable energy sources, whose use causes a minor environmental impact. The primary purpose of this optional subject is that students can understand and assess the importance of these renewable energies in order to move towards a model of global society based on sustainable development.
On the other hand, the relationship between science, technology and society is becoming more and more evident. It is enough to take a look around us to realize that there is no plot in our daily life that is not directly or indirectly influenced by science and technology, in general, and by the use of energy, in particular. From this point of view, this optional subject is about integrating perspectives that come from science, technology and society, so that students and students understand and value the relationship that must exist between technological progress, quality of life and respect for nature.
Science and technology have never been neutral or aseptic in their development. The influence of society on the acceptance or rejection of certain scientific theories and, above all, on the financing or support of various technological projects, has been decisive throughout history. The increased use of certain energy sources in the face of others has, in general, responded to social and economic conditions. However, for a few years now, there is a new factor that is exerting increasing pressure, and it is the environmental factor. Human beings are becoming more aware that they are being attacked and making the place where we live, the planet Earth, sick, and that measures must be taken to prevent it from deteriorating and becoming uninhabitable. It is therefore increasingly necessary to strike a balance between the level of quality of life achieved and the conservation of the natural environment.
According to this social vision of science and technology, it is important that students, from the treatment of a topic such as renewable energy, reach a certain critical understanding of the construction process. of scientific knowledge, its limitations and the positive or negative consequences of technological advances in the world and in its own life. To this end, this matter should give it the opportunity to take into consideration various factors (economic, political, ethical ...) that condition the development and use of scientific and technological knowledge. From this perspective, this option contemplates some of the general objectives of the area of Nature Sciences and is consistent with all the same.
On the other hand, the development of the proposed curriculum may also contribute to the professional orientation of students, since it favors learning that is related to the exercise of certain professions, such as technical photovoltaic, solar assembler, food and health sciences technician, nature conservation-related professions (ICONA technician) and, in general, environmental sciences.
The didactic programming of this subject can be addressed from different approaches. One of them could be to provide a comprehensive overview of the exploitation of the various energy resources and focus on one of them, mainly if it has a special impact on the area where the school is located. Another could be done in the study of the majority of the "renewable energies" and its technological application, with special emphasis on the social, economic and ethical problems arising from the use of certain sources of energy. to say, with a treatment that considers essential r
science-technology and society. In any case, the Professor must make a selection of the contents present in this model of the curriculum, given its amplitude.
2. General objectives
The development of this subject must contribute to the ability of students and students to acquire the following skills:
1. To know some causes of the problems of energy use, as well as their environmental impact, in order to search for possible solutions.
2. Use scientific knowledge to understand some technologies used in the exploitation of energy sources.
3. Relate the use of energy sources to social progress and analyze the influence of ecological, social, political and ethical factors on scientific advancement and their applications.
4. To understand the information of the media regarding the energy issues and to analyze the trends of the data provided (statistics, reports, opinions), according to the sources of origin.
5. Reflect and become aware of the differences between cultures, life forms and economic levels related to energy use, and promote solidarity.
6. To use the knowledge acquired to apply techniques of harnessing energy in the construction of small instruments of domestic use.
7. To know techniques for the transformation of renewable energies, as well as their relationship with new professions (technicians in solar panels, assemblers of waste recycling plants, etc.).
3. Contents
1. Sources of energy and economic development.
Concepts:
Energy as a factor of social progress.
Pre-industrial power sources. The craft.
Coal and Industrial Revolution. The steam engine as an energy exchanger. A new relationship with nature: Exploitation and imbalance. Medium-environmental impact.
The second industrial revolution. Oil. Environmental impact of oil holdings and consumption. Socio-economic implications of the exploitation of oil.
Evolution of the concept of energy. Principle of conservation. Degradation of energy. Energy efficiency.
Procedures:
Search and selection of information on the main advances of humanity, in relation to the use of different energy sources and their environmental impact, etc.
Obtaining and communicating conclusions in oral debates or exhibitions.
Analysis of the environmental-environmental impact due to the use of different energy sources.
Elaboration of schemes, maps and graphs on the stages of human development, industrial development, the location of countries where oil is produced and consumed, energy yields, etc.
Analysis of texts on the concept of energy and its evolution.
Recognition and analysis of some energy exchanges in everyday equipment and machines.
Analysis of some energy transformations and the energy degradation that takes place in them.
Construction of models of energy exchangers.
Realization of laboratory experiences on energy transformations, application of techniques for the separation of oil components, etc.
Attitudes:
I appreciate the importance of energy use in the social progress and assessment of the major scientific advances that have been made throughout history.
Critical attitude to the information gathered in the various media about energy sources and their use.
Awareness of the limitation of the available resources, in order to promote the acquisition of energy saving habits.
Respect for safety standards in the laboratory and in everyday life.
2. Diversification in the use of energies.
Concepts:
Production and consumption of energy in today's world. Energy reserves. Socio-economic and scientific implications.
Non-renewable energies. Performance and power. Qualitative treatment of the contributions of each of them. Energy diversification. Main pollution agents.
The nuclear alternative. Elementary knowledge of the atomic nucleus and nuclear reactions.
Renewable energy: A response to the energy crisis and the deterioration of the environment. TIPOS: Wind, geothermal, hydraulic, solar, sea and biomass. Advantages and disadvantages.
Renewable energy in Spain.
Procedures:
Using charts for the comparative study of energy production and consumption. Drawing up maps and murals, placing the energy reserves in them.
Critical analysis of texts and emission of hypotheses on the energy future and on the depletion of non-renewable energy sources.
Implementation of small group work, on the production of electricity in nuclear power stations, the environmental consequences of the use of non-renewable energy, the role of renewable energy and its use throughout history and in the future, etc. Presentation and discussion of the conclusions reached by the groups.
Construction of models on devices for the use of renewable energy sources.
Localization in maps of the areas of greatest geothermal future, of the main geographical sites for the exploitation of the sea energy, solar power plants, etc.
Analysis of schemas, graphs, maps, etc., such as, schemes of tidal power plants, energy converters, etcetera., graphs on the energy reaching us from the sun, etcetera., mapas-mundi of insohelias, etc.
Realization of laboratory experiences related to thermal uptake.
Attitudes:
Interest in understanding and contrasting different positions on sustainable development.
Responsible and critical attitude towards energy consumption habits.
Interest in the careful and accurate realization of experimental work.
Interest in knowing various professions related to the use of energy sources.
3. Efficient use of energy.
Concepts:
The concept of sustainable development.
Environmental pollution factors in air, soil and water.
Energy Resource Management: Energy Saving. Consumption and waste. Energy consumption in the environment. Energy saving policies.
Recycling of waste. Types of recycling. Recycling and energy saving. Recycling in Spain.
Procedures:
Text analysis on the current growth mode and its possible modifications.
Elaboration of alternative proposals for better exploitation of resources.
Analysis of newspaper articles and concrete studies on pollution.
Elaboration of surveys on the type of energy used and energy consumption habits. Tabulation and criticism of poll results.
Organization of energy saving campaigns for the center or neighborhood, with designs of
Conducting studies on the economic and environmental advantages of waste recycling in Spain.
Attitudes:
Positive attitude towards the search for a balance between environment and progress.
Solidarity and cooperation to avoid the unequal distribution of resources and the great economic imbalances between peoples.
Assessment of the rational utilization of all natural resources.
Attitude of collaboration in paper recycling campaigns, glass, etc., of the environment.
