Transversal approach to the curricula contents from the different
subjects.
It is possible to focus the common basic contents (CBC) from an interdisciplinary
concept and aimed at environmental education.
We consider that common basic contents were included in current provincial
curricula and are being taken as a reference framework in schools
to prepare annual planning for different subjects. We are presenting
below, a selection of blocks, work lines, conceptual and proceeding
contents of the CBC developed by the national Education Authorities,
taken from the subjects: Natural Sciences, Social Sciences, Technology,
Mathematics, Ethics.
Natural
Sciences
Block
3: Structure and changes of substance Thematic Line: Natural Resources
and environment. C.C. (Conceptual contents): Water, air and soil pollutants.
Thematic Line: Earth surface
and its transformation. C.C. (Conceptual contents): Social impact of risks.
Natural determinants.
Artificial determinants.
Loss of resources by exploitation, transformation or
contamination. Natural
and artificial determinants of pollution.
Block 1: Life and its proprieties Thematic Line: Organisms, interactions
among them and with the environment. C.C. (Conceptual contents): Natural and antropic changes.
Usual activities that deteriorate water and soil. C.C. (Conceptual contents): Vertebrates and invertebrates. Local species.
Social
Sciences
Block
1: Different societies and their geographical space. Thematic Line:
The environment C.C. (Conceptual contents): Principal natural resources at present.
Distribution and location.
Basic types of exploitation.
Thematic Line:
Population, economic activities and different urban or rural
environments. C.C. (Conceptual contents): Environmental problems caused by people: damage and pollution,
damage in men’s work, damages in human quality of life.
The sustainable use of natural resources and the protection
of environment.
P.C.
(Proceeding contents): Localization of elements of
the geographic space in maps.
Use of orientation instruments.
Selection and recording of information from maps of increasing
complexity.
Block 3: Economic activities
and social organization. Thematic Line: Economic organization. C.C. (Conceptual contents): Basic activities in a society: production, exchange, consumption.
Relationships among them. P.C. (Proceeding contents):
Comparison among levels and ways of consumption.
Analysis and debate on social regulations.
Technology
Block
4: Technology, natural environment, history and society. C.C. (Conceptual contents): Renewable and non-renewable resources in the region and in
the country.
The impact of technology on environment and on the
relationships among
people
P.C. (Proceeding contents):
Identification of natural resources that use technology to be
developed.
Research on impact of technology on the environment the students
live in.
Mathematics
Block
6: Statistic and probabilities. C.C. (Conceptual contents): Basic notions of statistics: data gathering, tabulation, grouping
and representation.
Basic notions of probabilities:
aleatory experiences.
Regular obtained results.
Predictions on the probability of an event.
Language
Block
1: Oral language C.C. (Conceptual contents): argumentation (agreement and disagreement, opinion and defense
speeches)
Recognition and differentiation of facts and explicit opinions.
Block 2: Written language C.C. (Conceptual contents): Reading of communication media articles.
Reading. P.C. (Proceeding contents):
Selection of reading strategies
aimed at definite purposes:
data collection, interpretation, resource analysis, summary,
etc.
Writing
C.C. (Conceptual contents): Writing strategies.
Selection of a theme, information search, selection and organization
of outlines or plan, development of outlines, drafts, revision,
final version, text processing.
Ethics
Block
3: Social standards. C.C. (Conceptual contents): Diverse interests, conflicts and obstacles of living in society.
P.C.
(Proceeding contents):
Observation and description of conflict situations.
Analysis of present situations.
The following chart is a way to organize contents of different subjects
around a main theme as biodiversity and sub-themes as fishing activities,
protected areas and oil pollution.
