Spanish Level 4, Activity 04 : Health and Wellbeing/ El bienestar es primero (Online)

Woman stretching

Photo by Jonathan Borba

Description: Students will talk about common health problems and healthy routines. Students will also give each other advice about how to solve health issues.

Semantic Topics: Health, advice, healthy routine, problems, la salud, consejos, rutinas saludables, problemas.

Grammatical Structures: Subjunctive, el subjuntivo

Products: Popular sports in Latin America

Practices: How people stay active and healthy using sports

Perspectives: What is the role of sports in other cultures?

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
  • 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.
  • 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.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.
  • CONN 1.2: Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about healthy habits, like eating, sleeping routines, and exercising
  • I can give advice to someone on how to better their well-being based on the problems they have shared

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.

Warm-Up

  1. Move into the warm-up. Ask students the following questions as a group:

¿Les gusta tomar siestas? ¿Por qué?

En tu opinión, ¿Hay beneficios cuando tomas una siesta? 

Si piensas que sí, ¿Cuáles son los beneficios?

¿Estás de acuerdo con los beneficios de las siestas?

¿Hay otras formas de levantar el estado de ánimo?

Main Activity

  1. Put the students into groups using the breakout rooms and assign each group one of the situation cards from the student slideshow.
    “Ahora van a trabajar en grupos. Cada grupo va a tener una situación asignada de las que están en las diapositivas. 
  2. Give the students time to designate one person to be the student and the other a concerned friend/family member/etc.
    “Una persona en cada grupo necesita tomar el rol de estudiante. Otro compañero del grupo tomará el papel de un pariente o amigo preocupado.” 
  3. Tell the groups that they should talk together about the problems. They should ask each other for advice and then give that to the person who has the card.
    “El pariente o amigo preocupado debe pedir consejos a los miembros del grupo para solucionar el problema. Después, la otra persona debe dar consejos a la persona que tiene la tarjeta.
  4. If time permits, repeat again.
    “Después de terminar, vuelvan a la sesión principal para recibir una nueva situación.”

Wrap-Up

  1. Discuss the following questions as a group:
  • ¿Cuáles son algunas maneras para mejorar el bienestar?
  • ¿Cómo practican el autocuidado?
  • ¿Les gusta hacer ejercicio?
  • ¿Es mejor tomar una siesta o tomar un café?

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 talk about healthy habits, like eating, sleeping routines, and exercising
  • I can give advice to someone on how to better their well-being based on the problems they have shared
  • I can talk about healthy habits, like eating, sleeping routines, and exercising
  • I can give advice to someone on how to better their well-being based on the problems they have shared

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:

 

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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; 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.

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