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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.

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.

Students will travel to Dublin to learn a lot of facts of of this city. Each section is going to take place in a different and famous part of the city of Dublin. 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 Dublin.
• posted tweets
• recorded a video clip
• recorded a podcast
• written an informative text.
• made a digital poster.
• made an oral presentation.
• revised comparatives and superlatives.
• learned quantifiers: both, both of/ neither / neither of /either / either of / too / (not) enough / A little / A few / A lot of
• learnt vocabulary about animals, the weather and environmentally friendly attitudes

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 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

HBI honen helburua da osasuna eta ohitura osasungarriak ikertzea. Osasuna guretzat zer den aztertuko dugu, bai eta kontzeptu horrek historian izan duen bilakaera ere. Ikuspuntu zientifikotik aztertuko ditugu ohitura osasungarriak, gaur egungo praktika jakin batzuetatik haratago (hala nola gorputza gurtzea edo pozik egoteko beharrari buruzko mezu-zaparrada), presio handia egiten baitute osasunaren arloan hartzen ditugun erabakietan.

Sekuentzia didaktikoa ikaskuntza-egoerek osatzen dute, erronka gisa planteatzen baitira, eta gidatutako ikerketen bitartez ebazten dira, amaierako produkzio bati lotuta. Horiek guztiek STEM konpetentzia eta gainerako hezkuntza-konpetentziak garatzen laguntzen dute, baita XXI. mendeko hezkuntzaren erronkak ere.

Students will travel to Edinburgh to learn a lot of facts of its main landmarks. Each section is going to take place in a different and famous part of the city of Edinburgh. 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 Edinburgh.
• posted tweets
• recorded a video
• recorded a podcast
• made a mind map.
• written a post.
• learnt the difference between present simple and present continuous.
• learnt about adverbs of possibility and relative Pronouns
• learnt vocabulary about sports and hobbies.

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.

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.