Spanish Level 4, Activity 03: El bienestar y la tecnología/ Wellbeing and technology (Face-To-Face)

A man looking up at a social media symbol floating above him

Photo by Oladimeji Ajegbile

Description: In this activity, students will evaluate how social media affects their wellbeing and describe how they feel about certain current events. Students will express personal feelings and opinions regarding literature, social media, and news. Additionally, students will create follow-up questions to have a conversation with others.

Semantic Topics: Social media, smartphone, technology, wellbeing, redes sociales, tecnología, bienestar

Grammatical Structures: Present perfect, past perfect, present perfect subjunctive, el presente perfecto, el pluscuamperfecto, el pretérito perfecto de subjuntivo

Products: technology, social media, the postsecondary education system

Practices: Giving recommendations, thinking critically about a situation from multiple perspectives

Perspectives: What are the pros and cons of technology and social media use? Why is it important to consider how technology and social media affect education?

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.

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.

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss technology use and social media in my culture and others can discuss technology use and social media in my culture and others
  • I can exchange opinions about the ways we use social media in our personal and school or work lives.
  • I can exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar and unfamiliar topics
  • I can present my reactions to a current event and explain what led to the event being in the news.

Materials Needed:

Warm-Up

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
  2. Have students brainstorm the advantages and disadvantages of technology and social media with partners. They will make a pro/con list. Then, have each pair share one of each (advantage/disadvantage) with the larger group.
    Ahora, van a hablar con su pareja sobre las ventajas y desventajas de la tecnología y las redes sociales. Crean una lista de ventajas y desventajas. En un rato, vamos a compartir las ventajas y desventajas como grupo.
  3. Now, have students discuss these questions in partners:
  • ¿Cuales son las aplicaciones (redes sociales) que usas frecuentemente? (Which social media apps do you use most frequently?)
  • ¿Por qué usas estas aplicaciones (redes)? (Why do you use these apps?)
  • Durante el día, ¿Cuánto tiempo pasas en tu móvil usando estas aplicaciones? (During the day, how much time do you spend on your phone using these apps?)
  • ¿Qué aplicación crees que se usa más en los Estados Unidos? (What apps do you think is used the most in the United States?)

Main Activity

  1. Read the following scenario to your students. They will work in groups to give a recommendation to the president of the university about the role of technology in the classroom.
    Francia, como país, ha decidido prohibir los aparatos electrónicos en la escuela primaria. El presidente de Boise State (or insert the name of your school) escuchó estas noticias y ahora quiere hacer lo mismo en nuestra universidad.  Van a participar en grupo para dar una recomendación al presidente sobre esta idea nueva. 
  2.  Divide the students into 3 different groups. Grupo 1 = Los professors Grupo 2= Los estudiantes Grupo 3= Los médicos de St. Luke’s en Boise
    Vamos a trabajar en tres grupos: Los profesores, los estudiantes y los médicos. Cada grupo va a tener 7-10 minutos para llegar a un acuerdo, y crear unos puntos que pueden usar para defender su opinión. 
  3. Use the timers on the Google Slideshow to keep track of time. 7-10 minutes for the groups to come up with their points on whether they agree with removing technology from their school or not. 1 minute for them to share their views.
    Cada grupo va a tener 1 minuto para compartir su argumento.
  4. After all the groups have presented their argument, they will vote on who had the best argument.
    Como un grupo, van a votar por el grupo que presentó el mejor argumento.

Wrap-Up

  1. Ask students the following questions to finish the lab:
  • Si esta situación fuera verdadera, ¿Qué harías? (If this situation were true, what would you do?)
  • ¿Hay otros lugares que deben prohibir los aparatos electrónicos? ¿Por ejemplo los aviones o la biblioteca? (Are there other places that should prohibit electronic devices? For example, airplanes or libraries?)

End of Lab

  • 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 labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss technology use and social media in my culture and others
  • I can exchange opinions about the ways we use social media in our personal and school or work lives.
  • I can exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar and unfamiliar topics
  • I can present my reactions to a current event and explain what led to the event being in the news.

Cultural NOtes: 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book