Department:
World Languages
Course:
Spanish 2
AP Theme:
Global Challenges
Topic:
Healthy Planet
Learning Scenario
Students will consider the environment – harmful and helpful
practices – by engaging in reflection of their own practices allowing
them to reflect on their own decisions and their impact on the
environment. Students will begin the unit by designing and
conducting a survey of their peers to determine relevant issues.
Students will compare and contrast the American perspective to
the perspectives of other countries and the products and practices
of those countries. Students will discuss their opinions about the
environment and participate in a variety of activities such as
writings and speaking expressing their opinions. Students will also
work to promote a healthy environment in their community and
around the world. They will create a plan in how they can reduce
their impact on the environment. Working together, students will
select one country and will explore a harmful practice. They will
then prepare a comic or children’s story that draws attention to the
issue.
Standard(s):
All Power Standards are addressed in this unit.
Stage 1: Desired Results
Understandings
Essential Questions
Skills / Functions
what students will
know and be able to
do
What we do now impacts the health of our planet
Small things make a difference
Not everyplace in the world experiences the same environmental
issues
Past environmental issues continue to impact out world.
How do my actions affect the overall health of our planet?
What would be the impact of removing forestation?
Where have we been and where are we headed?
What can I do to make a difference?
Why is biodiversity important?/What does man gain from
biodiversity?
Knowledge
what students will need in terms of vocabulary and structures to
demonstrate their knowledge
Vocabulary
Grammar
1
Name helpful and
harmful practices in
your community and
globally
… hurts the earth
… helps the earth
… is good for the earth
… is bad for the earth
… is beneficial
… is harmful
oil spill
deforestation
littering
wasting water
contamination
pollution
wasting electricity
hazardous waste
the problem
the environment
environment
explain what you
used to do
conserve energy
turn off the lights
save water
walk more
drive less
use public transport
be aware of what you are doing
use renewable resources
when I was younger
when I was a child
imperfect, imperfect
vs. preterite
I wasted water
I wasted electricity
I littered
Describe an ideal
environment
place
clean
dirty
a lot of
plants
trees
biodiversity
animals
a warm climate
2
a cool climate
a dry climate
a humid climate
Say where you want
to live
Say why you want to
live in a place
want
live
green environment
in a place with lots of amenities
affect my health
natural
healthy
green
friend of the environment
convenient
breathe unpolluted air
to realize
to become aware of
bad practices
bad habits
will not always be here
Propose solutions to
simple harmful
practices
there is
biodiversity
sustains the world
has medical benefits
more plant species means more variety of
crops
healthy ecosystems can better withstand
natural disasters
preserve diversity
long term solution
short term solution
to adapt to nature
to reduce consumption
to recycle remainders (residuos)
to reuse
to turn off the lights
to buy organic foods
to lower the thermostat/temperature
make sure the water is off
buy energy saving electronics
3
compare past and
present treatment of
environment
buy energy saving appliances
care for the environment
care for the ecosystem
to plant trees, plance
afforest
reforest
protect
more … than
less … than
as … as
comparisons
better
worse
it was
in the past
Explain 1 harmful
environmental
practice
it has improved
it has worsened
I have changed
have you changed?
deforestation:
to cut down
trees
destroy
jungle
rain forest
… occurs in …
Countries – different countries in the
world
farms
roads
modernize
modernization
wood for houses
biodiversity
natural resources
uproots indigenous populations
remove
alters
harms
produce oxygen
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tree farm
reforest
reforestation
use renewable resources
Stage 2: Assessment Evidence
Interpretive
Interpersonal
Performance Task Summary
(Integrated Performance Assessment)
Pictures
 Students will be asked to look at 3 different photos.
Students will choose 2 photos and state the
environmental practice. They will have to identify if it
is harmful or beneficial and if it is harmful, what can
be done to stop doing it
Reading
 Students read short paragraphs and complete a
variety of exercises: main idea (writing & selection),
write the headline, short response
 http://medioambiente.practicopedia.com/reciclaje/como-reciclarla-basura-1603
 http://www.20minutos.es/noticia/1053380/0/separ
ar/reciclaje/vertedero/
Listening

La tierra está enferma
 After watching the video several times throughout the
unit and working with the video for comprehension,
students will be given a scenario and must reenact
the conversation between the doctor and the
problem. Students will have a conversation where
they:
o Ask and answer questions about what is
wrong
o Comment on the negative side effects of that
problem
o Describe what measures can be taken to
rectify the problem
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Presentational
Project
 Students will explore different environmental issues
in different countries. Students will choose a country
and research one current environmental problem in
that country. Students will present this material by
creating a comic strip or children’s book using pixton,
toondoo or tikatok. Students will present their comic
or book to the class and explain their comic book to
the class to add a presentational speaking portion.
Writing
 Writing to Mattel. Students will spend time in and out
of class preparing a multiple paragraph writing in
response to Mattel’s use of paper products from the
rain forest and from non renewable resources.
Students will express their concern about the issue
and will express why they think it is wrong. Students
will then offer solutions to the
Formative Assessments



Students will work to create a
multiple paragraph letter to major
companies
Students will research one natural
place to the world and present that
place to the students. Students will
describe why they want to live there
and provide a description of where it
is and what is there
o http://whc.unesco.org/en/list
o http://dsc.discovery.com/eart
h/slideshows/top-10spectacular-places/
Students will have a presentational
writing quiz describing what they
were like as a child and what they
liked to do. This will also include
what they used to do while on
vacation as a child
Other Summative Assessments


Students will research one place in
the world and present that place to
the world. They will describe why
they want to live in that place
o Presentational Speaking
Students will have an interpersonal
assessment describing what they
used to do in terms of environmental
practices and how they have changed
Stage 3: Learning Activities
Reducir, reutilizar y reciclar http://www.youtube.com/watch?v=gKB_7MUPxT4&feature=related
Interpretive:
1. Students will re-watch the hook and identify different ways they can reduce, reuse and
recycle
a. They will then talk with a partner and explain if they do or do not do these
Hook
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activities, explaining why
2. Students will watch a variety of videos and comment on the negative practices in those
videos
3. Students will also recreate the story of those videos if appropriate
a. http://www.youtube.com/watch?v=TaNOcZ-Z7sY&feature=related
4. Students will watch the video and discuss negative environmental practices. Students
will also reflect on how one change can affect many aspects
a. http://www.youtube.com/watch?v=9nGzZpz46S8&feature=related
5. Students will watch the video and identify the harmful and positive practices
a. http://www.youtube.com/watch?v=jArqivTv0-s
6. Students will look at images and identify harmful and helpful practices
7. Students will watch Doki, identify the harmful practice and explain how it affected the
environment. They will also comment on what was done and what they can do as
individuals when confronted with a similar situation
8. Students will read a variety of texts, for both students and adults
a. http://medio-ambiente.practicopedia.com/proteccion-medio-ambiente/quehacer-con-las-pilas-usadas-207
b. http://medio-ambiente.practicopedia.com/reciclaje/como-reciclar-la-basura1603
9. Students will watch the video and identify different ways in which to save electricity at
home
a. http://medio-ambiente.practicopedia.com/proteccion-medio-ambiente/comoahorrar-energia-en-tu-vida-diaria-10165
10. Students will identify different ways to reduce harmful practices. Students also select
why, according to the video, they should change their ways (multiple choice in Spanish)
a. http://medio-ambiente.practicopedia.com/proteccion-medio-ambiente/comote-afecta-la-contaminacion-atmosferica-15633
11. Students will read about Musqui and what he is about. Students will read for
comprehension and will then read for vocabulary
a. http://www.larioja.org/npRioja/default/defaultpage.jsp?idtab=450797
b. Students will say whether they like or dislike what Musqui likes
c. While reading, students will identify where to put different items
12. Students will read the La Aventura de la basura throughout the unit and will follow
along for comprehension and vocabulary
a. Students will discuss the lifecycle or a piece of garbage and the importance of
recycling with a friend
13. Students will watch La tierra está enferma for comprehension. The students will break
down what the doctor and patient are saying to each other and reenact the scene
14. Readings
a. http://www.ecoheroes.es/descargas/pedalea/IdealAlmeria.pdf
b. http://www.ecoheroes.es/descargas/pedalea/HuelvaInformacion.pdf
c. Multiple readings from www.ecoheroes.es
d. http://www.ecologismo.com/2009/05/18/consecuencias-de-la-deforestacion/
i. consecuencias de deforestación
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Interpersonal:
1. Students will watch a video and discuss, with a partner, what they see and the negative
environmental practice
a. http://www.youtube.com/watch?v=LWSxUT5RsVc&feature=related
2. Students will discuss beneficial and harmful practices
3. Students will discuss whether they think the environment should be protected or not,
explaining why
4. After watching the video, students will discuss what they do on a regularly basis
a. http://www.youtube.com/watch?v=jArqivTv0-s
5. Students will discuss what they used to do and what they do now to help the
environment
6. Students will create a plan of action as to what they can do to help protect the
environment
7. Students will comment on some of the negative side effects of harmful practices
8. Students will read the comic from EcoHéroes and finish the story
a. http://www.ecoheroes.es/index.php
9. Students will watch the video and have a discussion based on what could have been
done differently and what could be done to fix the problem
a. http://www.youtube.com/watch?v=Eu0X7Jtsq_o&feature=related
Presentational:
1. Students will create an age-appropriate presentation on different environmental issues
around the world
2. Students will work with extended writing to write letters to state legislators and
companies to end harmful practices
3. Students will watch the video and create a dialog with another student that they could
use to narrate what they watch
a. http://www.youtube.com/watch?v=_u6k8hKrD0U
4. Students will describe one natural place in the world
5. Students will create a two-voice poem in which they explain the importance and
harmful effects of something from the perspective of what is being affected. Students
will be given a natural place (desert, poles, Amazon, etc.) and choose one item in those
places and create a 2 voice poem after working in-class reading one and working on one
in partners
a. http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf
b. http://www.youtube.com/watch?v=mWgIczp8cIE&feature=related
i. perspective of the tree. First, explain what the problem is and what was
done to fix the problem
6. Students will write a “time capsule” letter informing of current problems to be opened
up in future years and to be commented on by future students
7. Read the article and write a comment
a. http://heyestoesfisicaok.blogspot.com/2010/05/termodinamica.html
Resources
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Readings
 http://www.juntadeandalucia.es/medioambiente/web/Bloques_Tematicos/Educacion
_Y_Participacion_Ambiental/Educacion_Ambiental/ProgramasProyectos/Aldea/Arbole
s_Bosques_de_vida/fichero_actividades/arboles_reforestacion.pdf
 http://media.iearn.org/v/Activities/gardens/LuisxFernandoxHuarcayaxxSxxmboloxdexEsperanzaxenxTierraxdexNixxosx-xANIAx2009.mp4.html
 La Rioja - http://www.larioja.org/npRioja/default/defaultpage.jsp?idtab=450797
 http://www.ecoheroes.es/lucha.php
 http://www.accionatura.org/es/
 http://heyestoesfisicaok.blogspot.com/2010/05/termodinamica.html
 http://www.bilbao.net/reciclar/cast/amarillo.html
 http://www.20minutos.es/minuteca/medioambiente/
Videos
 http://www.youtube.com/watch?v=gKB_7MUPxT4&feature=related
 http://www.youtube.com/watch?v=j3M_G72MJFc&feature=related
 http://www.youtube.com/watch?v=MuYVcx5aXUw&feature=related
 http://www.youtube.com/watch?v=L-SAy2FA6bw&feature=endscreen
 http://www.20minutos.es/noticia/996182/0/hora/planeta/apagon/
Pictures
 http://1.bp.blogspot.com/_VJvHth26gZg/S_3MixHmfdI/AAAAAAAAACU/WJnEA5kO6n
Y/s1600/deforestacion-color.gif
 http://www.dolceta.eu/espana/Mod5/sites/espana_Mod5/local/cachevignettes/L388xH399/compos4-2afa8.jpg
 http://www.absolutjerez.com/wp-content/uploads/2008/06/reciclaje.jpg
 http://arquitecturayurbanismosustentable.com/blog/wpcontent/uploads/2012/01/residuos-solidos-urbanos.jpg
 http://www.20minutos.es/imagen/753586/
Songs
 De mí – Camila
 ¿Dónde jugarán los niños? – Victor Cuadro Rojas
http://www.youtube.com/watch?v=1hLbGrLkLCc
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