This work presents the implementation of an interdisciplinary teaching sequence in secondary education focused on planetary habitability and extremophiles as models of biological adaptation. Through the analysis of physical variables and extreme planetary environments, students developed scientific arguments about survivability and the limits of life. This experience helped develop skills in modeling, scientific argumentation, and interdisciplinary integration, positioning astrobiology and the use of real scientific data as valuable tools for promoting effective scientific literacy.

About Jorge Escuti Martínez

Jorge is a science teacher in secondary education in Chile, specialized in physics and mathematics. His teaching experience has developed across diverse educational, academic, and social contexts, ranging from school education to university teaching, allowing him to adapt to different learning environments and realities. His work focuses on the implementation of active methodologies, gamification, and contextualized learning strategies to strengthen scientific literacy and critical thinking. His professional interests include science education, pedagogical innovation, and the design of meaningful learning experiences.