Spanish Level 4, Activity 03: El bienestar y la tecnología / Wellness and Technology (Online)

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

Photo by Oladimeji Ajegbile

Descriptions: In this lab, 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, el bienestar
Grammatical Structures: Present perfect, past perfect, present perfect subjunctive, el presente perfecto, el pluscuamperfecto, el pretérito perfecto de subjuntivo
Practices: Being able to communicate about technology
Perspectives: The importance of technology in different cultures

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.
  • COMT 1.2 – Discuss personal preferences in activities and events both within and beyond the classroom.

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss technology use and social media in my culture and with others
  • I can exchange opinions about the ways we use phones 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

Warm Up

Materials Needed for Warm Up

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
  2. Have students go into breakout rooms and discuss the warm-up questions found on the slideshow.
    Ahora, van hablar con sus parejas sobre las preguntas del calentamiento en los breakout rooms.

Main Activity

Materials Needed for Main Activity

  1. Students will be divided into 3 different groups to debate a hypothetical scenario.
    Vamos a dividir en grupos de tres para crear un argumento sobre una situación hipotética. 
  2. Read the following scenario to your students:
    “Francia, como país, ha decidido prohibir los aparatos electrónicos en la escuela primaria. El presidente de Boise State 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 nueva idea.” 
  3. One group will be the professors, one group will be the students, and one group will be the doctors. Each group will have 7-10 minutes to create their recommendation, which they will present to the group at the end.
    Grupo 1 son los profesores, grupo 2 son los estudiantes y grupo 3 son los médicos. Cada grupo va a tener 7-10 minutos para llegar a un acuerdo y crear puntos que pueden usar para defender su opinión. Deben añadir los puntos a Google Slides con la diapositiva que tiene el número de su grupo. 
  4. After the groups have made their arguments, one member of the group will have one minute to present their argument. Students will vote on which group had the best argument
    Un estudiante de cada grupo va a tener un minuto para presentar su argumento. Después, vamos a votar por el grupo que presentó el mejor argumento. (Usando el chat)

Wrap Up

  1. Ask students the following discussion question:
  • ¿Que piensan de los beneficios y los problemas de las redes sociales y la tecnología? 

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.

    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 phones 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. Pay attention and try to use feedback for future labs!

    Cultural NOtes: 

  • Que es el Bienestar Digital  
  • Bienestar Digital TedX
  • Emotions in Spanish 

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)
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  • Integrate authentic materials such as videos, infographics, photos, etc.
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  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

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License

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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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