Spanish Level 3- Activities Designed for Online Instruction
🐿 Spanish Level 3, Activity 09: La Naturaleza / Nature (Online)
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
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)
Need help with customizing the templates? View this video for help.
Warm Up
1. Begin by opening the Google Slideshow and introducing the activity and the Can-Do’s.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
2. To begin, students will play a game of Taboo!
3. Place students into break-out rooms. There will be animal cards on the slideshow that they will have to describe to their partner so that they can guess what animal it is. Have students not share their screens so that even though they have the same animals, their partner will still not know which one they are describing right away. (This also helps provide both with the animal’s name in Spanish!) Remind students not to do the cards in order so that their partner can’t guess immediately. Students also have to keep track of what cards they have done so far.
- Los voy a dividir en breakout rooms y con su pareja van a jugar “Taboo.” No deben compartir sus pantallas con su pareja para que su pareja no pueda ver qué animal están describiendo. No vayan a describir los animales en orden y asegúrense de tomar en cuenta cuáles animales ya han descrito.
4. When students are finished, have them return to the main session for further instructions.
- Cuando hayan terminado, por favor regresen al “Main Session” de Zoom para que pueda explicar la próxima actividad.
Main Activity
1. For the second part of this activity, split students up into breakout rooms once again (two to three per room, depending on the number of students present) and have each group go through the different situation cards.
- Los voy a volver a dividir en “breakout rooms” y ahora van a tener diferentes situaciones en las diapositivas.
2. Tell students to take 2 minutes to read the situation and then, together, they should come up with a few solutions. Visit each breakout room periodically to monitor student conversations and to help answer any questions.
- Con su pareja (o grupo) van a tomar 2 minutos para leer la situación en la diapositiva. Después, deben tomar unos minutos para hablar de varias soluciones para el problema. Voy a estar entrando a los diferentes “breakout rooms” para escuchar sus conversaciones y contestar sus preguntas. Si tienes una pregunta, pueden escribirla en el “chat” del “breakout room” para que yo pueda verla cuando entre.
3. Students should return to the main room 3 minutes before the end of lab.
- Alumnos deberían regresar al zoom principal 3 minutos antes de que termine el lab.
Wrap Up
To finish up the activity, students will be asked to say a new vocab word that they learned today.
- Cada estudiante debe decir una palabra nueva que aprendieron hoy.
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!
Relevant 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)
