Spanish Level 3, Activity 09: La Naturaleza / Nature (Face-To-Face)

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language?CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

La Naturaleza / Nature Intermediate Mid


Students will be able to exchange information about recycling, the environment, and animals around the world. Students will learn how to describe nature and explain their opinions regarding the environment. Students will also be able to communicate with others and present their opinions to the rest of the class on their ideas on nature. 

Proficiency Level:

Intermediate Mid


Recycling, environment, sustainability, animals, green

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.
  • 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 State World Language 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.
  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about the benefits of recycling and protecting the environment.
  • I can exchange opinions on the use of products or presence of animals that affect the environment.

Materials Needed:

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

- Animal Cards (Canva Template, free account required)

- Situation Cards (Canva Template, free account required)


1. Begin by introducing the Can-Dos for today’s activity. Open the Google Slideshow, displaying it on the projector for students to see. 

2. To begin, students will play a game of Heads-up! 

3. Each student has an animal card that they will hold above their head. Students do NOT know what animal cards they have. 

4. They will go around and ask the other students questions to determine which environment they belong in. Students can NOT say the words snow, desert, tropical forest or sea in their clues/questions. Come up with fun and creative ways to guess the animal!

"Cada estudiante va a tener una tarjeta con la imagen de un animal. Van a poner esta imagen en su frente y tienen que hacer preguntas a sus compañeros para determinar qué animal tienen. No puedan usar palabras como nieve, desierto, bosque tropical, o mar en sus pistas/preguntas. ¡Encuentren modos creativos de averiguar sus animales!"

Main Activity

1. Break students up into groups of three (or two, depending on organization of group) and have each group randomly select one of the situation cards.

"Vamos a formar grupos de tres (o dos). Cada grupo va a seleccionar una tarjeta que tiene una situación imaginaria." 

2. Give the students a few minutes to read the card. Then, they should work together to prepare to recount what is happening to the leaders of Boise State as well as provide three recommendations. 

"Tomen un momento para leer la tarjeta. Prepárense para resumir a los administradores lo que está ocurriendo en Boise State y darles tres recomendaciones." 

3. Give the students 7-10 minutes to work on their presentations. 

4.Students will present the situation to the other groups. 

5. Have the students give a thumbs up or thumbs down vote if the campaign should be implemented at Boise State. 

"Uds. van a tener 7-10 minutos para crear una presentación sobre el problema y luego van a presentar sus recomendaciones a los otros grupos, quienes van a ser los administradores de Boise State." 


Ask students the following questions to finish the activity. 

1. ¿Qué podemos hacer en Boise State para proteger el medio ambiente?

2. ¿Qué puedes hacer en tu vida personal para proteger el medioambiente? 

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 exchange information about the benefits of recycling and protecting the environment.
  • I can exchange opinions on the use of products or presence of animals that affect the environment.

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