Biology and Geology Secondary 3
1.ª Edición
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© 2026 | Publicado: 5 de Mayo de 2026
KEY POINTSThe content begins with an initial diagnostic assessment to establishstudents’ starting point.Each teaching unit is structured as a learning experience that begins andends with a task to be completed through research and collaborativework…
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?1?The human body?2?Food, nutrition, diet and h ealth?
?3?The digestive and respiratory systems
4?Circulatory and excretory systems?
?5?The interaction function
?6?Sense organs. Locomotor system?
7?Reproduction and sexuality
8?Health and disease
?9?Ecosystems?
10?Geodynamics and relief?
?3?The digestive and respiratory systems
4?Circulatory and excretory systems?
?5?The interaction function
?6?Sense organs. Locomotor system?
7?Reproduction and sexuality
8?Health and disease
?9?Ecosystems?
10?Geodynamics and relief?
KEY POINTS
The content begins with an initial diagnostic assessment to establish
students’ starting point.
Each teaching unit is structured as a learning experience that begins and
ends with a task to be completed through research and collaborative
work.
The sections on Environment, Geodynamics, and Landforms have been
reorganized and expanded.
Each unit concludes with a competency-based activity focused on
understanding a text. Through the accompanying exercises, students
are encouraged to connect ideas, relate what they have learned, and
develop their ability to analyse how tasks are worded.
The content begins with an initial diagnostic assessment to establish
students’ starting point.
Each teaching unit is structured as a learning experience that begins and
ends with a task to be completed through research and collaborative
work.
The sections on Environment, Geodynamics, and Landforms have been
reorganized and expanded.
Each unit concludes with a competency-based activity focused on
understanding a text. Through the accompanying exercises, students
are encouraged to connect ideas, relate what they have learned, and
develop their ability to analyse how tasks are worded.