Spanish Level 3- Face-to-Face Activities
🐿 Spanish Level 3, Activity 09: La Naturaleza / Nature (Face-To-Face)
Description: In this activity, students will exchange information about recycling, the environment, and animals around the world. Students will practice describing nature and explaining their opinions regarding the environment. Students will also communicate with others and present their opinions to the rest of the class.
Semantic Topics: Recycling, environment, sustainability, animals, green, reciclaje, ambiente, sostenibilidad, animales, 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?
- 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:
- Google Slide Presentation (hyperlinked)
- Animal Cards
- Situation Cards
Would you like to make changes to the materials?
Access the template(s) below:
- Animal Cards (Canva Template, free account required)
- Situation Cards (Canva Template, free account required)
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? (What can we do at Boise State to protect the environment?)
2. ¿Qué puedes hacer en tu vida personal para proteger el medioambiente? (What can you do in your personal like to the environment?)
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:
- Animales extrañas de Latinoamérica
- National Geographic en Español- la página sobre el cambio climático
- La importancia del oso andino para la regeneración de la amazonía
- “Farming like the Incas”
- “In Peruvian Andes, ancient crops hold promise for a climate-blighted future”
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.
Try taking an activity to the next level by:
- Add new content (something you’ve created or another OER source)
- Contribute additional activity suggestions
- Integrate authentic materials such as videos, infographics, photos, etc.
- Suggest how to implement the activity in the classroom
- Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)
