Spanish Level 3, Activity 09: La Naturaleza / Nature (Face-To-Face)

Scenic photo of stream in the mountains

Photo by Micheal Block

Description: Students will be able to exchange information about recycling, the environment, and animals around the world. Students will learn how to describe nature and explain their opinions regarding the environment. Students will also be able to communicate with others and present their opinions to the rest of the class on their ideas on nature.

Semantic Topics: Recycling, environment, sustainability, animals, green, reciclar, ambiente, sostenibilidad, animal, verde

Grammatical Structures: Subjunctive with impersonal expressions, subjunctive with doubt, el subjuntivo con expresiones impersonales, el subjuntivo con expresiones de duda

Practices: Using environmental knowledge and practices of indigenous groups (see cultural notes)

Perspectives: How can different perspectives and strategies benefit conservation?

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
  • Standard 3.1 Students reinforce and further their knowledge of other disciplines through Spanish.

Idaho Content Standards for World Languages:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 1.1- Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.2- Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about the benefits of recycling and protecting the environment.
  • I can exchange opinions on the use of products or presence of animals that affect the environment.

Materials Needed:

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Access the template(s) below:

Warm-Up

1. Begin by introducing the Can-Dos for today’s activity. Open the Google Slideshow, displaying it on the projector for students to see.

2. To begin, students will play a game of Heads-up!

3. Each student has an animal card that they will hold above their head. Students do NOT know what animal cards they have.

4. They will go around and ask the other students questions to determine which environment they belong in. Students can NOT say the words snow, desert, tropical forest or sea in their clues/questions. Come up with fun and creative ways to guess the animal!

“Cada estudiante va a tener una tarjeta con la imagen de un animal. Van a poner esta imagen en su frente y tienen que hacer preguntas a sus compañeros para determinar qué animal tienen. No puedan usar palabras como nieve, desierto, bosque tropical, o mar en sus pistas/preguntas. ¡Encuentren modos creativos de averiguar sus animales!”

Main Activity

1. Break students up into groups of three (or two, depending on the organization of the group) and have each group randomly select one of the situation cards.

“Vamos a formar grupos de tres (o dos). Cada grupo va a seleccionar una tarjeta que tiene una situación imaginaria.” 

2. Give the students a few minutes to read the card. Then, they should work together to prepare to recount what is happening to the leaders of Boise State as well as provide three recommendations.

“Tomen un momento para leer la tarjeta. Prepárense para resumir a los administradores lo que está ocurriendo en Boise State y darles tres recomendaciones.” 

3. Give the students 7-10 minutes to work on their presentations.

4. Students will present the situation to the other groups.

5. Have the students give a thumbs up or thumbs down vote if the campaign should be implemented at Boise State.

“Uds. van a tener 7-10 minutos para crear una presentación sobre el problema y luego van a presentar sus recomendaciones a los otros grupos, quienes van a ser los administradores de Boise State.” 

Wrap-Up

Ask students the following questions to finish the activity.

1. ¿Qué podemos hacer en Boise State para proteger el medio ambiente?

2. ¿Qué puedes hacer en tu vida personal para proteger el medioambiente? 

End of Activity

  • Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about the benefits of recycling and protecting the environment.
  • I can exchange opinions on the use of products or presence of animals that affect the environment.

CULTURAL NOTES: 

How to Remix a Pathways Project Activity

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Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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