Spanish Level 3, Activity 10: El Medio Ambiente / The Environment (Online)

People biking by a river

Photo by Ricardo Esquivel

Description: Students will discuss the environment and their favorite ways to get around and things to do outside. Students will also be able to compare and contrast transportation options in both their hometown and Spanish-speaking countries.
Semantic Topics: environment, planet, transportation, outside, green, Ambiente, Planeta, Transportación, Afuera, Verde
Grammatical Structures: Subjunctive, subjunctive with verbs of emotion, subjunctive with expressions of doubt, present perfect, el subjuntivo, el subjuntivo con verbos de emoción, el subjuntivo con expresiones de duda, el presente perfecto
Products: Transportation systems
Practices: Being environmentally conscious, spending time outdoors, participating in activism
Perspectives: Why is it important to preserve the environment? What can we do as individuals to protect the environment?

Relevant 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.”

Relevant ACTFL World-Readiness Standards: 

  • 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.

Relevant NCSSFL-ACTFL Can-Do Statements: 

  • I can ask and answer questions regarding transportation choices, such as taking the bus, riding a bike, etc.
  • I can share and defend my opinion on a controversial statement related to the environment.
  • I can compare and contrast public transportation in my hometown and the Spanish-speaking world.

Materials Needed

Would you like to make changes to the materials?
Access the template(s) below:

Warm-Up

  1. 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. Have the students take out a sheet of paper or open up a google doc and play the following clip. Ask them to jot down any similarities and differences they see between their hometown and Boise. After, give them a few minutes to share their reflections with a partner.
    Por favor, saquen una hoja de papel. Voy a poner un clip de la ciudad de México. Uds. necesitan escribir unas semejanzas y unas diferencias entre su ciudad natal y Boise. Después del clip vamos a tener unos minutos para compartir las respuestas.
  3. Now, ask the students the following questions:
    Ahora, tengo algunas preguntas para ustedes: 
  • ¿Cuál es tu modo de transportación principal la bicicleta, el autobús, u otra manera de transportación económica para llegar de un lugar a otro? 
  • ¿Les gusta pasar tiempo al aire libre (outdoors) o prefieren pasar tiempo adentro (indoors)? 
  • ¿Qué actividad les gusta hacer afuera?” 

Main Activity

  1. You will place the students in partners in breakout rooms, share the students’ powerpoint with them so they can work in breakout rooms with a partner, and read the opinion cards.
    Van a trabajar en parejas en los breakout rooms y leer las tarjetas de opiniones sobre el medio ambiente.
  1. After they discuss an opinion card, tell the students to randomly pick another card and talk about whether or not they agree with the opinion and explain why.
    Después que acaben de hablar sobre una de las tarjetas de opinión, escojan otra y sigan hablando si están de acuerdo o en desacuerdo y expliquen el por qué.

Wrap-Up 

Wrap-up questions

  1. ¿Alguna vez ha hecho o ha participado en un proyecto para proteger la naturaleza? 
  2. ¿Hay alguna acción específica que le gustaría hacer en el futuro para mejorar el medio ambiente? 
  3. ¿Qué estaría dispuesto a reducir o eliminar en su vida para mejorar el medio ambiente?

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 ask and answer questions regarding transportation choices, such as taking the bus, riding a bike, etc.
  • I can share and defend my opinion on a controversial statement related to the environment.
  • I can compare and contrast public transportation in my hometown and the Spanish-speaking world.

Cultural NOtes: 

 

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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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