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• Cornelia (mother of the Gracchi)

Description: Reading Fragment 1 of Cornelia in Latin and translated and answering questions regarding the degrees of adjectives.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin text and translation

• Cornelia (mother of the Gracchi)

Description: Reading Fragment 1 of Cornelia in Latin and translated and answering questions regarding gender and number.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin text and translation

• Cornelia (mother of the Gracchi)

Description: Reading Fragment 1 of Cornelia in Latin and translated and answering questions regarding the noun phrase.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin text and translation

• Cornelia (mother of the Gracchi)

Description: Reading Fragment 1 of Cornelia in Latin and translated and answering questions regarding the present stem.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin text and translation

• Cornelia (mother of the Gracchi)

Description: Students will extract the main ideas of the translation of fragment 2 of Cornelia, compare the original sentences to their translation and translate short, adapted sentences themselves.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin text and translation

• Maria Cunitz (Silesian Pallas; Urania)

Description: Solving a problem of operations with large natural numbers using scientific notation.

Subjects and year by Educational System:

• Spain > Mathematics > 2nd ESO > Number sense
• Spain > Mathematics > 2nd ESO > Socio-affective sense
• Spain > Mathematics > 2nd ESO > Measurement sense

• Maria Cunitz (Silesian Pallas; Urania)

Description: Solving a problem of operations with large natural numbers and powers of base 10.

Subjects and year by Educational System:

• Spain > Mathematics > 1st ESO > Number sense
• Spain > Mathematics > 1st ESO > Socio-affective sense
• Spain > Mathematics > 1st ESO > Measurement sense

• Maria Cunitz (Silesian Pallas; Urania)

Description: Ordering of integers and decimals. Relate, deduce and draw conclusions from the results obtained.

Subjects and year by Educational System:

• Spain > Mathematics > 2nd ESO > Number sense
• Spain > Mathematics > 2nd ESO > Socio-affective sense

• Maria Cunitz (Silesian Pallas; Urania)

Description: Solving a problem of operations with real numbers, choosing the most appropriate notation, approximation and units.

Subjects and year by Educational System:

• Spain > Mathematics > 4th(A) ESO > Number sense
• Spain > Mathematics > 4th(A) ESO > Socio-affective sense
• Spain > Mathematics > 4th(B) ESO > Number sense
• Spain > Mathematics > 4th(B) ESO > Socio-affective sense

• Maria Cunitz (Silesian Pallas; Urania)

Description: Calculation of the volume and surface area of the planets of the solar system, assuming they are spheres.

Subjects and year by Educational System:

• Spain > Mathematics > 3rd ESO > Spatial sense
• Spain > Mathematics > 3rd ESO > Socio-affective sense
• Spain > Mathematics > 3rd ESO > Measurement sense

• Praxilla of Sicyon
• Sappho of Lesbos (Sappho of Mytilene)
• Telesilla of Argos
• Erinna of Telos
• Corinna of Tanagra

Description: This activity focuses on situating geographically the places of origin of the lyrical poetesses that belong to the feminine "canon" as well as their timeline. Reading texts, selecting information and situating them in time and space. 

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Praxilla of Sicyon
• Sappho of Lesbos (Sappho of Mytilene)
• Telesilla of Argos
• Erinna of Telos
• Corinna of Tanagra

Description: This activity consists in locating the places related to the birth and development of Greek poetry in the map, both diachronically and in the concretion of feminine lyrical poetry. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Praxilla of Sicyon
• Sappho of Lesbos (Sappho of Mytilene)
• Telesilla of Argos
• Erinna of Telos
• Corinna of Tanagra

Description: This activity focuses on situating geographically the places of origin of the Hellenistic poetesses that conform the feminine "canon" and Aristodama of Smyrna, another poetess of the Hellenistic period whom there is not much information about. The

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Telesilla of Argos

Description: Based on the preserved parthenium of Telesilla, we will explore the myth of Artemis and Alpheus as unrequited love; we will analyse toxic relationships and we will compare it with the myth of Apollo (twin brother of Artemis) and Daphne. We will cre

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Continuity of cultural heritage. Mythology and religion

• Telesilla of Argos

Description: As a lyrical poetess of Greek monody, Telesilla created her own verse which received the name of telesillean verse (acefallous "headless" glyconic x - u u - u-). 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > The survival of classical languages. Language and lexicon

• Telesilla of Argos

Description: Linked to Telesilla's performance as a fighting leader and advocate of equality and public participation of women, there are several terms that students should know, study and incorporate into their vocabulary. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > The survival of classical languages. Language and lexicon

• Telesilla of Argos

Description: In the preserved parthenium of Telesilla about Artemis and Alpheus, there is a reference to this river. Based on it, we will also study the Peloponnese river and, in a blank physical map, we will write some of their names. 

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Telesilla of Argos

Description: To learn about the historical facts of the Battle of Sepeia, Telesilla's fundamental participation to achieve the victory of the city of Argos, and to analyse in more detail the claim for equality and public participation of women in that city. 

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Classical roots of today's world. History and socio-political evolution

• Telesilla of Argos

Description: To learn about the origin of the _Hybristika_ festival, commemorating Telesilla's leadership in the Battle of Sepeia, in which women dress as men and men as women for a day, and to relate them to the Fiestas of Santa Águeda, in which, for a day, th

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Continuity of cultural heritage. Mythology and religion

• Telesilla of Argos

Description: Based on the fragment attributed to Telesilla about the combat between Hera and Zeus, we will search the text for the attributes of each divinity. 

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Continuity of cultural heritage. Mythology and religion

• Artemisia of Halicarnassus (Artemisia I of Caria)

Description: Albert Schlögl, in his work _Herodotus_ (Madrid, 2000, Alderabán Ediciones, pp. 22-23) gives us his vision of Artemisia, comparing her role in history with that of women in general in her time. The activity is intended to encourage students to refl

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Classical roots of today's world. Everyday life

• Artemisia of Halicarnassus (Artemisia I of Caria)

Description: Artemisia of Halicarnassus was not the only woman to participate in the Second Persian invasion of Greece. There was another one on the Greek side, even though there is not much information about her: Hydna of Scione. Students are asked to do resea

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. History and socio-political evolution

• Artemisia of Halicarnassus (Artemisia I of Caria)

Description: Students are asked to read an article on the naval power of Greece in ancient times, so that it becomes clear why Xerxes disregarded the advice of Artemisia of Halicarnassus when she told him not to confront the Greeks by sea. This is the reason wh

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. History and socio-political evolution

• Artemisia of Halicarnassus (Artemisia I of Caria)

Description: Two texts by two different authors are proposed, narrating the actions carried out by Artemisia in the battle of Salamina, and demonstrating her courage and lack of scruples, as well as her authority over the fleet she commanded. All of these are a

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. History and socio-political evolution

• Artemisia of Halicarnassus (Artemisia I of Caria)

Description: First of all, a discussion on the role of women in ancient Greece is proposed, comparing the situation in different regions and with the present day. As a starting point, we can use the fragment extracted from the work of Antonio Fernández Merino,

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. History and socio-political evolution

• Artemisia of Halicarnassus (Artemisia I of Caria)

Description: The activity is about reading an excerpt from Herodotus' work, in which he introduces us to Artemisia of Halicarnassus and describes her contribution to the army of Xerxes I in his expedition against the Greeks in the Second Persian invasion of Gre

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Classical roots of today's world. History and socio-political evolution

• Timarete Daughter of Micón, the Younger, of Athens (Timareta)

Description: With this activity, it is intended to establish the syncretism of which the Ephesian goddess Artemis was the object, and its similarities with the Olympian.

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Mythology and religion

• Timarete Daughter of Micón, the Younger, of Athens (Timareta)

Description: The activity consists of a journey through the different representations of the divinities Cybele, _Potnia Theron_ , Selene and Olympian Artemis in art, as the Ephesian Artemis is the syncretism of all of them, and it is proposed to the students to

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Literature, art and science

• Timarete Daughter of Micón, the Younger, of Athens (Timareta)

Description: With this activity, it is intended to establish the similarities and differences between the two dedications of the same goddess Artemis (the Ephesian and the Olympian), attending to the attributes of each one of them and the description of their r

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Mythology and religion

• Pitias De Aso (Pitíada)

Description: Comparative activity on the embryos of different groups of vertebrates. The aim is to develop the students' critical spirit, as well as to increase their autonomy.

Subjects and year by Educational System:

• Spain > Biology and geology > 4th ESO > Genetic and evolution

• Hildegard of Bingen (the Sibyl of the Rhine, the Teutonic Prophetess)

Description: Research activity. Objectives: To know the uses of plants by human beings, to identify the parts of plants that are used and what they are used for, to learn how to handle sources of information. The activity can be done as a whole or select s

Subjects and year by Educational System:

• Spain > Biology and geology > 1st ESO > Living beings
• Spain > Biology and geology > 3rd ESO > Living beings

• Hildegard of Bingen (the Sibyl of the Rhine, the Teutonic Prophetess)

Description: Using the figure of Hildegard, who founded two convents on the banks of the Rhine river, we ask the students to draw this river on a map of Europe and to do some research on how it worked as a border during the Roman Empire. 

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Hildegard of Bingen (the Sibyl of the Rhine, the Teutonic Prophetess)

Description: Students will learn how to use a Latin dictionary by looking up the suggested words. They will also interpret the symbols that the dictionary uses for Ecclesiastical Latin entries. In doing so, they will understand the broad use of Latin through th

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin and plurilingualism

• Hildegard of Bingen (the Sibyl of the Rhine, the Teutonic Prophetess)

Description: Students will read and translate Hildegard's text in Latin. Then, based on the vocabulary of the text, we work on inherited and learned words according to their evolution into Spanish. 

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Latin and plurilingualism

• Theodora of Byzantium

Description: Comparison of the capital letters of the Greek and Latin alphabet, through the names of outstanding women of classical antiquity, inferring their meaning from the etymons that make them up, especially in the case of Theodora. Differentiation betwee

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > The survival of classical languages. Language and lexicon

• Theodora of Byzantium

Description: Commentary on the mosaic in Basilica de San Vitale in Ravenna and approach to the figure of Empress Theodora.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > The present of the Latin civilization

• Theano of Crotone

Description: Ruler and compass exercise. The aim of the task is to divide a segment into golden ratio through a step-to-step guided ruler and compass construction.

Subjects and year by Educational System:

• Spain > Mathematics > 1st ESO > Spatial sense
• Spain > Mathematics > 1st ESO > Socio-affective sense

• Theano of Crotone

Description: Representing irrational numbers in a number line through the Pythagoras theorem.

Subjects and year by Educational System:

• Spain > Mathematics > 4th(A) ESO > Number sense
• Spain > Mathematics > 4th(A) ESO > Socio-affective sense
• Spain > Mathematics > 4th(B) ESO > Number sense
• Spain > Mathematics > 4th(B) ESO > Socio-affective sense

• Theano of Crotone

Description: This activity highlights the importance of women in the Pythagorean school and the fundamental role of Theano after its destruction. The activity is based on the autonomous research of students about the different topics proposed: Pythagorean femal

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. History and socio-political evolution

• Theano of Crotone

Description: In this activity we will tackle two different ways of raising children shown in Greek pottery. Using the vase painting "Aphrodite reprimanding her son Eros with a sandal", students will reflect on one of the most traditional ways of raising childre

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Continuity of cultural heritage. Literature, art and science

• Theano of Crotone

Description: The territory of Magna Graecia is studied through the character of Theano of Crotone, from the south of Sicily. Geographical location of the places of origin of some women philosophers. 

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Theano of Crotone

Description: Approach to the vocabulary of mathematics by working on different lexemes related to this discipline.

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > The survival of classical languages. Language and lexicon

• Theano of Crotone

Description: Solving second degree equations using proportion. The aim of this task is to find the golden number in a segment by solving a second degree equation. In addition, we will study if this proportion exists in different common objects and in our own bo

Subjects and year by Educational System:

• Spain > Mathematics > 2nd ESO > Number sense
• Spain > Mathematics > 2nd ESO > Algebraic sense
• Spain > Mathematics > 2nd ESO > Socio-affective sense
• Spain > Mathematics > 3rd ESO > Number sense
• Spain > Mathematics > 3rd ESO > Algebraic sense
• Spain > Mathematics > 3rd ESO > Socio-affective sense

• Theano of Crotone

Description: To understand how golden ratio is applied in Greek art.

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Continuity of cultural heritage. Literature, art and science

• Theano of Crotone

Description: Reading excerpts from different authors that bring us closer to Theano. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. History and socio-political evolution

• Sappho of Lesbos (Sappho of Mytilene)

Description: Students must find in two excerpts by Sappho the words matching the definitions given and then answer some questions. 

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > The survival of classical languages. Language and lexicon

• Sappho of Lesbos (Sappho of Mytilene)

Description: Finding Hellenisms in your language from some common words in a poem by Sappho.

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > The survival of classical languages. Language and lexicon

• Sappho of Lesbos (Sappho of Mytilene)

Description: Starting from a fragment of Sappho's work, which portrays the wedding of Hector and Andromache (some critics consider it an _epithalamium_ ), the students must place some place names of Greece on a map and answer some questions.

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Sappho of Lesbos (Sappho of Mytilene)

Description: The activity consists of a comprehensive reading and text commentary on a fragmentary poem by Sappho, as well as the identification, in the poem, of elements of Epic and Lyric poetry that lead to a reflection on war and peace. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > The survival of classical languages. Language and lexicon

• Sappho of Lesbos (Sappho of Mytilene)

Description: We will study the pottery of ancient Greece using Sappho Painter as a basis. We will work on researching information, obtaining data and artistic expression. 

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Literature, art and science

• Sappho of Lesbos (Sappho of Mytilene)

Description: Students are encouraged to do some research on Sappho in later paintings, in particular in Neoclassic and Romantic paintings. We study five paintings including Sappho and analyse the different ways in which she is depicted.

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Continuity of cultural heritage. Literature, art and science

• Sappho of Lesbos (Sappho of Mytilene)

Description: Working on a fragment of Sappho's work, the students must answer some questions.

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Continuity of cultural heritage. Mythology and religion

• Sappho of Lesbos (Sappho of Mytilene)

Description: Students must answer some questions based on an excerpt by Sappho. 

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Continuity of cultural heritage. Mythology and religion

• Cleobulina of Lindos

Description: Reading and solving two riddles and approaching the figure of Oedipus and myths.

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Mythology and religion

• Cleobulina of Lindos

Description: Reading and commentary on two epigrams, location of the main oracles and approach to the figure of Apollo.

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Continuity of cultural heritage. Mythology and religion

• Aspasia of Miletus

Description: Text on the accusation against Aspasia in relation to the Samian War. Students are to become the correspondent in charge of covering the news for a "newspaper". They will research the facts, go to the trial and write the news.  Reading fragments,

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Classical roots of today's world. History and socio-political evolution

• Aspasia of Miletus

Description: Geographical location of the main battles in this important historic conflict.  Reading of fragments, collecting information, reflecting, looking up information. 

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Aspasia of Miletus

Description: The text of _The Acharnians_ , in which Aspasia is accused of instigating the Peloponnesian War out of personal revenge, is analysed in order to try to elucidate whether what is exposed could have been the real reason for such a cruel and long-la

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Classical roots of today's world. History and socio-political evolution

• Praxilla of Sicyon

Description: Reading of a translated excerpt, creative activity about it and practising of the Greek alphabet. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > The survival of classical languages. Language and lexicon

• Corinna of Tanagra

Description: Reading of a poem by Corina; study of the Tanagras and, through them, of the Greek sculpture of Praxiteles, Phidias and Myron; extrapolation of the Tanagras to the present day, investigating where this style of statuettes is still made; assessment

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Literature, art and science

• Corinna of Tanagra

Description: Reading of fragments, data collection, information search and geographic location. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Corinna of Tanagra

Description: Reading of extracts, data collection, reflection, search for information.

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Continuity of cultural heritage. Mythology and religion

• Corinna of Tanagra

Description: The mosaic technique in Rome is explained, as well as the types of _opus_ and the purpose of said decorative art, using the polychrome mosaic dedicated to the Nine Muses, which was found in Moncada. 

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Continuity of cultural heritage. Literature, art and science

• Erinna of Telos

Description: Introducing art shown in tombs trough an epitaph attributed to Erinna in the _Palatine Anthology_ and comparing it depending on the period or civilization, from Etruria to Greece and Rome and the paleochristian period.

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Continuity of cultural heritage. Literature, art and science

• Erinna of Telos

Description: Reading and reinterpreting a classical text. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Continuity of cultural heritage. Literature, art and science

• Erinna of Telos

Description: Learning about two Olympian goddesses, Aphrodite and Artemis, through _The Distaff_ , a poem by Erinna. 

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Continuity of cultural heritage. Mythology and religion

• Erinna of Telos

Description: Through Erinna's work, _The Distaff_ , we will delve into the ritual of marriage in Greece. 

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. Everyday life

• Erinna of Telos

Description: Through the work of Erinna _The Distaff_ , we will make known the words linked to marriage and love, creating a glossary and looking for derivatives of some etyms. 

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > The survival of classical languages. Language and lexicon

• Aglaonice of Thessaly (Aglaonica / Aganice / Aganica)

Description: After reading a text about Aglaonice, students are encouraged to reflect on some words of Greek origin which are related to astronomy.

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > The survival of classical languages. Language and lexicon

• Aglaonice of Thessaly (Aglaonica / Aganice / Aganica)

Description: In this activity we work on the concept of solar and lunar eclipses and the relative position of the three stars involved: Sun, Earth and Moon.  It consists of three questions to understand the dynamics of both eclipses.  These questions are fr

Subjects and year by Educational System:

• Spain > Biology and geology > 4th ESO > Earth in the universe

• Aglaonice of Thessaly (Aglaonica / Aganice / Aganica)

Description: Students are given a text about Aglaonice and some questions to learn about this figure. The second part proposes an investigation about the relationship between lunar cycles, well known by Aglaonice, and calendars.

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. Everyday life

• Amelia Mary Earhart

Description:  Distinguishing types of comprehension (general meaning, essential information, main points).    We will work on several activities. We will start with a reading and reading comprehension exercise to find out who Amelia Earhart was.        We

Subjects and year by Educational System:

• Spain > English > 2nd ESO > Communication

• Amelia Mary Earhart

Description: Complete sentences of Amelia Earhart. Summarize her philosophy of life. Formulating hypotheses on content and context.

Subjects and year by Educational System:

• Spain > English > 2nd ESO > Communication

• Amelia Mary Earhart

Description: We will watch the trailer of the movie based on the life of Amelia Earhart. We will work on listening comprehension with the goal of improving it. Description of physical and abstract qualities of people: What does Amelia look like? / What is s

Subjects and year by Educational System:

• Spain > English > 2nd ESO > Communication

• Egeria

Description: Through the figure of Egeria, we will delve into the journey she made.

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Egeria

Description: Approximation to the figure of Egeria through her own text and an animation.

Subjects and year by Educational System:

• Spain > Latin > 4th ESO > Legacy and heritage

• Egeria

Description: Location on a map of the 4th century AD of the provinces of Hispania.

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Egeria

Description: Creation of a glossary of Latin terms related to travel and hospitality.

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > The survival of classical languages. Language and lexicon

• Egeria

Description: Viewing of documentaries on the network of roads in Roman times. Studying the construction and layout of the roads of the Empire, and especially, those of Hispania.

Subjects and year by Educational System:

• Spain > Classical culture > 4th ESO > Continuity of cultural heritage. Literature, art and science

• Egeria

Description: Relating the Romance and non-Romance languages of the peninsula and placing them on the map. 

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > The survival of classical languages. Language and lexicon

• Egeria

Description: Locating Latin toponyms during Egeria's time and comparing them to their current names, looking at the rules of phonetic evolution into Spanish and the Latin-derived names referring to the people from a place.

Subjects and year by Educational System:

• Spain > Classical culture > 3rd ESO > The survival of classical languages. Language and lexicon

• Egeria

Description: Through the figure of Egeria, we learn about the provincial division of Hispania.

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Classical roots of today's world. Geographical framework of Greece and Rome

• Alexandra Elbakyan (Pirate Queen of Science)

Description: **Research question and reflection**. Through a brief text on the Sci-Hub webite, created by Alexandra Elbakyan, it is intended to **  make students think about free software.** Especially, about **free access to scientific content.  **

Subjects and year by Educational System:

• Spain > Digitisation > 4th ESO > Digitisation of the personal learning environment
• Spain > Technology and digitisation > 3rd ESO > Digitisation of the personal learning environment

• Greta Tintin Eleonora Ernman Thunberg (Greta Thunberg)

Description: Distinguishing the general meaning, essential information, etc., in a medium- complex text on the environment. Listening comprehension activity based on a video about the movement led by Greta Thunberg to fight against climate change.

Subjects and year by Educational System:

• Spain > English > 4th ESO > Communication
• Spain > English > 4th ESO > Interculturalism

• Donna Ferrato

Description: Reading comprehension activity: students read the text extracted and adapted from an article in _The Guardian_ , identify the required information (general and essential), reflect on socio-cultural aspects (gender-based violence) and how they are r

Subjects and year by Educational System:

• Spain > English > 2nd ESO > Communication

• Rosalind Elsie Franklin

Description: Learning situation. This is a laboratory practice. It is advisable to divide students into groups of three or four people to carry out the activity.  Objectives:   -To obtain DNA from cells in the mouth and observe it.  -To learn how to work

Subjects and year by Educational System:

• Spain > Biology and geology > 4th ESO > Genetic and evolution

• Fulvia Flacca Bambalia

Description: The activity consists of a comprehensive reading of a text by Cassius Dio in which he tells us how Fulvia and Mark Antony order the head and hands of Cicero to be placed in the _rostrum_ or tribune of the forum. The text will be the starting point

Subjects and year by Educational System:

• Spain > Classical culture > 1st ESO > Continuity of cultural heritage. Literature, art and science

• Fulvia Flacca Bambalia

Description: The activity consists of reading and analyzing a document by Dio Cassius in which the character of Fulvia is alluded to, outraging Cicero's head, which had been cut off along with his hands. Reflection on the causes that motivated such a cruel act;

Subjects and year by Educational System:

• Spain > Classical culture > 2nd ESO > Classical roots of today's world. History and socio-political evolution

• Hilda Geiringer

Description: In this activity, we will use Laplace's rule of succession to calculate the probability of a baby having blue or brown eyes, keeping in mind the rules of genetics.

Subjects and year by Educational System:

• Spain > Mathematics > 3rd ESO > Stochastic sense
• Spain > Mathematics > 3rd ESO > Socio-affective sense
• Spain > Mathematics > 4th(A) ESO > Stochastic sense
• Spain > Mathematics > 4th(A) ESO > Socio-affective sense
• Spain > Mathematics > 4th(B) ESO > Stochastic sense
• Spain > Mathematics > 4th(B) ESO > Socio-affective sense

• Hilda Geiringer

Description: In this activity, we will use Laplace's rule of succession to calculate the probability of a baby having blue or brown eyes, keeping in mind the rules of genetics and conditional probability.

Subjects and year by Educational System:

• Spain > Mathematics > 4th(B) ESO > Stochastic sense
• Spain > Mathematics > 4th(B) ESO > Socio-affective sense

• Hilda Geiringer

Description: In this activity, we will use Laplace's rule of succession to calculate the probability of a baby having blue or brown eyes, keeping in mind the rules of genetics.

Subjects and year by Educational System:

• Spain > Mathematics > 2nd ESO > Stochastic sense
• Spain > Mathematics > 2nd ESO > Socio-affective sense
• Spain > Mathematics > 3rd ESO > Stochastic sense
• Spain > Mathematics > 3rd ESO > Socio-affective sense
• Spain > Mathematics > 4th(A) ESO > Stochastic sense
• Spain > Mathematics > 4th(A) ESO > Socio-affective sense
• Spain > Mathematics > 4th(B) ESO > Stochastic sense
• Spain > Mathematics > 4th(B) ESO > Socio-affective sense

• Hilda Geiringer

Description: In this activity, we will use Laplace's rule of succession to calculate the probability of a baby having blue or brown eyes, keeping in mind the rules of genetics.

Subjects and year by Educational System:

• Spain > Mathematics > 1st ESO > Stochastic sense
• Spain > Mathematics > 1st ESO > Socio-affective sense

• Maria Goeppert-Mayer

Description: In this activity we will work on the concept of probability of equiprobable events with a practical experiment that the students will conduct. We will calculate the probability empirically from the relative frequencies.

Subjects and year by Educational System:

• Spain > Mathematics > 2nd ESO > Stochastic sense
• Spain > Mathematics > 2nd ESO > Socio-affective sense

• Maria Goeppert-Mayer

Description: In this activity we will work on the concept of compound probability in which events are independent (without replacement) and Laplace's Theorem.

Subjects and year by Educational System:

• Spain > Mathematics > 3rd ESO > Stochastic sense
• Spain > Mathematics > 3rd ESO > Socio-affective sense

• Maria Goeppert-Mayer

Description: In this activity we will work on the concept of compound probability in which the events are independent (without replacement).

Subjects and year by Educational System:

• Spain > Mathematics > 4th(A) ESO > Stochastic sense
• Spain > Mathematics > 4th(A) ESO > Socio-affective sense

• Maria Goeppert-Mayer

Description: In this activity we will work on the concept of conditional probability and how to obtain additional probabilistic information through an example, with the mythical Monty Hall problem, based on a television game show.

Subjects and year by Educational System:

• Spain > Mathematics > 4th(B) ESO > Stochastic sense
• Spain > Mathematics > 4th(B) ESO > Socio-affective sense

• Maria Goeppert-Mayer

Description: In this activity we will work on the concept of probability of equiprobable events through a practical experiment that will be carried out by the students. We will calculate the probability empirically from the relative frequencies.

Subjects and year by Educational System:

• Spain > Mathematics > 1st ESO > Stochastic sense
• Spain > Mathematics > 1st ESO > Socio-affective sense

• Teresa Gonzalo Lázaro

Description: -Discussion activity on HIV and its global incidence. There is an image and a small text, and some suggestions of questions and answers for discussion are presented.   -It is interesting to work not only on the biological aspect of the disease tr

Subjects and year by Educational System:

• Spain > Biology and geology > 1st ESO > Healthy habits
• Spain > Biology and geology > 3rd ESO > Healthy habits

• Mary Temple Grandin

Description: From a video with the reading of the book in pdf _The girl who thought in pictures_ , the students will learn who Temple Grandin is.  Expressing basic emotions. 

Subjects and year by Educational System:

• Spain > English > 1st ESO > Communication

• Mary Temple Grandin

Description: In order to improve the production of written texts, an essay of about 100 words will be written on one of the topics proposed by the teacher related to inventions. Contextual models and basic discursive genres.

Subjects and year by Educational System:

• Spain > English > 1st ESO > Communication