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HBI honen helburua da energia energiatrantsizioaren ikuspegitik ikertzea, dituen gizarte- eta ingurumen-inplikazioekin. Gaiari heltzeko proposatzen diren atazek ibilbide bat osatzen dute; ibilbidearen abiapuntua da energia-motak eta horiek klima-aldaketaren aurrean dakartena ikertzea. Ildo horretatik, erronkekin eta onurekin erlazionatutako atazak planteatuko dira, eta ikasleak trantsizioan inplikatuko ditugu. Azkenik, elektrifikazioaren gaiarekin amaituko da. Ikasleen inplikazioa lortzeko, proposatzen diren atazetan eta jardueretan garrantzi handia dute jolasek, elkarlanek eta lankidetza-lanek; izan ere, horietan guztietan metodologia aktiboak bultzatzen dira, ikasleen inplikazio handia lortzeko.

HBI honen helburu nagusia erreakzio kimikoak aztertzea eta hiru irudikapenmailak antolatu ahal izatea da; hau da, makroskopikoa, mikroskopikoa eta sinbolikoa. Gainera, Garapen Jasangarrirako Helburuek egoera ugari eskaintzen dizkigute erreakzio kimikoen azterketa testuinguruan kokatzeko, argudio zientifikoaren garapena sustatzen duten kasuen azterketaren bidez erabakiak modu jasangarrian hartzea sustatzeko. Era berean, HBI honek askotariko ikuspegiak garatzen ditu, metodologia zientifikoa deitzen dugun horren barruan. Sekuentzia didaktikoan ikaskuntzako egoerak daude; hainbat saiotako iraupena duten atazak dira, eta azken ekoizpen bati lotuta daude.

Students are going to think of ways of making a positive impact on the world around them as well as mastering their English skills through engaging, interactive activities. Through service learning, students will develop the competences that define their output profile when they finish their compulsory secondary school years.

At the end of the project, they will have:

• learnt about social inequalities.
• reflected on the needs of our community.
• watched videos about inventions and patents.
• analysed and recorded a tutorial.
• presented an invention.

Students are going to think of ways of making a positive impact on the world around them as well as mastering their English skills through engaging activities. Through service learning, students will develop the competences that define their output profile when they finish their compulsory secondary school years.

At the end of the project, they will have:

• reflected on the meaning of art;
• given opinion about types of art;
• read official museum web pages, leaflets and key maps;
• identified art elements and described a piece of art;
• promoted an art exhibition in their town.

HBI hau proposamen didaktikoa da, eta gizakiaren ugaltze-aparatua lantzen du, baina ez soilik zati anatomiko eta funtzionala, baita sexu-aniztasunarekin, genero-berdintasunarekin eta ohitura osasuntsuekin lotutako partea ere. Proiektu gisa aurkezten da, ikasleek hainbat ataza egiteko, ikasi, hausnartu eta eztabaidatzeko eta entrenatzeko, gero zenbait baliabide sortu aldera (liburuxkak, zerrendak, konparazio taulak, mapa kontzeptualak, etab.). Azkenik, hori guztia hartu eta erakusketa bat ipiniko dute ikastetxean. Erakusketa horretan ikasleak gaiari buruzko aholkulari jardungo dira.

Students will travel to Sydney to learn a lot of facts of Australia and its main cities, design and record a podcast about a topic of their interest. Each section is going to take place in a different and famous part of the city of Sydney. In each place, there is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official web pages
• watched promotional videos of Australia.
• posted tweets
• recorded a video
• recorded a podcast
• made a digital poster
• learnt the passive voice
• learnt question tags
• Pronunciation of /u/ – /u:/.
• Reading activities about the Commonwealth and Sydney Olympic Games 2000
• Vocabulary about a topic of the student’s interests.

Students will travel to Toronto to learn a lot of facts of Canada and its main cities. Each section is going to take place in a famous part of the city of Toronto. There is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official web pages.
• watched promotional videos of Canada.
• posted tweets.
• recorded a video.
• recorded a podcast.
• made a digital poster.
• learnt the second conditional.
• learnt how to use “had better” and other modals to express advice, suggestions and recommendations.
• Pronunciation of /a:/ – /Λ/ 
• Know some interesting aspects about Canadian football
• Vocabulary: what to do to organize a trip to a foreign country

Students will travel to New York to learn a lot of facts about America and its main cities and design an infographic about their lives. Each section is going to take place in a different part of the city of New York. In each place, there is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official websites
• watched videos about the city.
• posted tweets.
• recorded a video.
• recorded a podcast.
• made a digital poster.
• learnt the difference between Present Perfect and Past Simple.
• learnt about the use of “yet” and “already”, “for” and “since”.
• Pronunciation of /e/ vs /ei/
• Vocabulary: personal feelings, opinions and experiences

Students will travel to Ireland to learn a lot of facts of Cork and its main landmarks. Each section is going to take place in a different and famous part of the city of Cork. In each place, there is a proposal of tasks, challenges and activities. At the end of the project, they will have:

• read official web pages.
• watched promotional videos of Cork.
• posted tweets.
• recorded a video.
• recorded a podcast.
• made a digital poster.
• learnt the present perfect, affirmative and negative sentences (‘just’, ‘ever’ & ‘never’)
• learnt vocabulary about the weather and the environment.