SYNOPSIS: In this lesson, students learn about the impact of household energy use on climate change and compare and contrast strategies to reduce emissions in Chile and the United States.

SCIENTIST NOTES: Energy-efficient homes are an important part of solving the climate crisis, as this lesson explains. This lesson shows how Chile is planning to make homes more energy efficient. This lesson passed the scientific review process.

Los hogares energéticamente eficientes son una parte importante de la solución de la crisis climática, como se explica en esta lección. Esta lección muestra cómo Chile está planeando hacer que los hogares más eficientes energéticamente. Esta lección pasó el proceso de revisión científica.

POSITIVES:
-Students immerse in authentic Spanish language audiovisual resources and explore cultural perspectives in addition to learning about climate change.
-The lesson includes many hands-on and communicative activities.
-Teachers can customize the lesson by selecting activities from each section that best fit their class.

ADDITIONAL PREREQUISITES:
-Students should be familiar with numbers, weather, some geographical features, parts of a house, and household activities prior to this lesson.
-Students should have basic skills in the present tense to describe a place in a house and be able to ask and answer questions about daily activities.
-The card game in the Investigate section requires a set of cards for every 4-5 students to be printed, cut, and pasted onto a sturdy backing.
-The communicative game in the Inspire section requires a die or set of dice for each pair of students.

DIFFERENTIATION:
-Students can watch the videos as a class, in pairs, or individually.
-Novice students can focus on describing what they see in the videos using familiar vocabulary and can use the English language version of the EPA website.
-Novice-high and Intermediate-low students can engage with the spoken and written messages in the videos and use the Spanish language version of the EPA website.

In this lesson, students learn the importance of migratory hummingbirds and how to help them face the impacts of climate change.

Step 1 - Inquire: Students listen to a legend about a hummingbird from the Nasca culture in Peru and wonder about the events in the story.

Step 2 - Investigate: Students explore the diversity of hummingbirds in North America and imagine the life of the ruby-throated hummingbird as it faces the impacts of climate change.

Step 3 - Inspire: Students reflect on efforts to support hummingbirds in Mexico and create an imaginative response of their own.

SYNOPSIS: In this lesson, students learn the importance of migratory hummingbirds and how to help them face the impacts of climate change.

SCIENTIST NOTES: This lesson teaches students all about hummingbirds. Hummingbirds are important pollinators, and climate change is hurting their habitat. This lesson passed the scientific review process.

Esta lección enseña a los estudiantes todo sobre los colibríes. Los colibríes son polinizadores importantes y el cambio climático está dañando su hábitat. Esta lección pasó el proceso de revisión científica.

POSITIVES:
-This lesson encourages students to look for hummingbirds in their local environment and feel connected to the natural world and their neighboring country, Mexico.
-The lesson exposes students to the diversity of Indigenous peoples in the Americas through Indigenous language names for hummingbirds in Mexico and the stories from three different Indigenous cultures.
-This lesson could connect with a Day of the Dead lesson by beginning with the video of the Aztec legend about the relationship between the cempasúchil flower and the hummingbird.

ADDITIONAL PREREQUISITES:
-The main species in this lesson, the ruby-throated hummingbird, is currently abundant. In fact, climate change may extend the range of this species farther north as the climate becomes hotter. Students have a high probability of encountering this hummingbird in New Jersey and thus appreciating its tenacity and beauty.
-Appreciating the local migratory hummingbird can help students understand the concept of interdependence within communities and across borders.
-Understanding interdependence and fomenting cross-cultural cooperation are important aspects of finding solutions to climate change.
-Other species of hummingbirds, as noted on the poster from CONABIO, are more acutely threatened by climate change. Students can discuss why. For example, the more a hummingbird depends on an endemic species of plant (a plant found only in its region) or a more specific microclimate, the more vulnerable it is to disruption from climate change.
-Teachers can use this resource from Rutgers to further their understanding of the ruby-throated hummingbird.

DIFFERENTIATION:
-Teachers can use all the activities in the lesson or choose activities that are most apt for their class.
-Teachers should preview the videos that tell stories about hummingbirds from the Nasca culture and the Aztec culture. These stories include events that students may find sad or scary. For example, the Aztec story includes the death of a warrior whose soul becomes the hummingbird. Students can talk about how they and the characters feel at different moments.

In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing.

Step 2 - Investigate: Students play the fish game, a role-play about a fishing community.

Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing.

Step 2 - Investigate: Students play the fish game, a role-play about a fishing community.

Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

SYNOPSIS: In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

SCIENTIST NOTES: In this lesson, students play the Fish Game to investigate sustainable fishing practices. This lesson passes our scientific review process.

En esta lección, los estudiantes juegan El Juego de Peces para investigar prácticas de pesca sostenible. Esta lección pasa nuestro proceso de revisión científica.

POSITIVES:
-This lesson includes hands-on, student-led communicative tasks and an authentic Spanish language listening activity.
-The fish game allows students to practice their extemporaneous speaking skills while learning about the impact of decision-making on communities.
-By playing the fish game, students encounter the economic, ecological, and social challenges of sustainable fishing.

ADDITIONAL PREREQUISITES:
-This is Lesson 1 of 3 in our Cambio Climático y la Pesca unit.
-This lesson is meant for students with an intermediate-low Spanish language proficiency level. However, novice-high level students can play the game by using the support materials in the Differentiation section below.
-Teachers can use paper clips or scraps of paper to represent the fish in the game to help students visualize their “catches” and the fish remaining in the lake.

DIFFERENTIATION:
-Students who need a review of basic grammatical concepts can complete the Grammar Review before playing the game.
-Students with novice-high proficiency levels can use the useful phrases included at the end of the El Juego de Peces Student Packet to help them interact in Spanish during the game.
-The tira cómica activity in the Inspire section can be modified to incorporate advanced grammar, such as the use of past tenses or the present tense subjunctive.

SYNOPSIS: In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

SCIENTIST NOTES: Many people use fish as their primary source of protein. But climate change is hurting fish populations and the people who need them. This lesson has passed our scientific review process.

Muchas personas utilizan el pescado como fuente principal de proteínas. Pero el cambio climático está perjudicando a las poblaciones de peces y a las personas que los necesitan. Esta lección ha pasado nuestro proceso de revisión científica.

POSITIVES:
-Students participate in a variety of communicative activities and are exposed to authentic resources from Spain and Latin America.
-The post-game reflection allows students to make personal connections to the ideas in this lesson and reflect on cultural and social justice themes.
-The recipe competition is motivating and allows for student voice and choice.
-Since most activities are completed independently, this lesson can be used for substitute plans.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 3 in our Cambio Climático y la Pesca unit.
-This lesson can be used as a standalone lesson or added to units on food, shopping, the environment, global challenges, science, technology, or contemporary life.
-Students with intermediate-low proficiency will be able to successfully navigate the activities in this lesson.
-Students should have a general familiarity with vocabulary and concepts related to climate change and fishing.

DIFFERENTIATION:
-As an alternative to the video in the Investigate section, teachers can print out MarViva's Guía de Trazabilidad and place the pages around the room. Students can walk around the room and take notes on the recommendations in the guide.
-The teacher can project the game board and students can play the game as a class instead of in pairs or small groups.
-Students can create personalized lists of vocabulary with expressions from this lesson to practice on a platform like Quizlet.
-Students can create a local guide in Spanish about where to buy sustainable seafood or write an article in Spanish for the school newspaper.
-Advanced classes can begin the lesson by analyzing Pablo Neruda’s poem “Oda al Caldillo de Congrio” instead of describing the photos.
-After completing this lesson, AP Spanish Language and Culture students can record a two-minute cultural comparison using one of these prompts:
-¿Cómo ha afectado el cambio climático la vida de las personas en tu comunidad? ¿Qué hacen para expresar solidaridad los miembros de tu comunidad?
-¿Qué hábitos o actividades se consideran una expresión de los valores en tu comunidad? ¿Qué opinión tienen las personas en tu comunidad con respecto a los avances en la ciencia y la tecnología?
-¿Qué papel juegan las tradiciones de la comida en las familias de tu comunidad? ¿Qué importancia tiene el trabajo en el bienestar de las familias en tu comunidad?
-As a culminating activity for this three-lesson unit, the class can watch this Youth for Sea music video and then create their own version of the video or create graphics to go with the song.
-The class can come up with their own criteria, based on the lesson, for the competition “La Gran Receta de los Océanos.”

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

SYNOPSIS: In this lesson, students explore the impact of climate change on small-scale fishing communities and best practices for building resilience.

SCIENTIST NOTES: In this lesson, students explore how climate change is changing industrial fishing. This lesson passes our scientific review process.

En esta lección, los estudiantes exploran cómo el cambio climático está cambiando la industria pesquera. Esta lección pasa nuestro proceso de revisión científica.

POSITIVES:
-This lesson builds on lesson 1 of the Cambio Climático y la Pesca unit by providing real-life examples of what students experienced in the role-playing game, El Juego de Peces.
-The authentic texts, game, and student choice in this lesson engage students in discovering new information while developing their Spanish language skills and increasing their capacity for intercultural understanding.
-In this lesson, students are invited to explore the topic of gender equity through data and by listening to the voices of women in the small-scale fishing industry.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our Cambio Climático y la Pesca unit.
-To successfully navigate this lesson, students should be at an intermediate-low proficiency level.
-Students familiar with the imperfect tense will be prepared to understand the interviews in the videos in which fisher people describe their childhoods.
-Students with the ability to use the present subjunctive will have the opportunity to employ this concept to express recommendations, doubts, and perspectives.

DIFFERENTIATION:
-The Conecto game in the Inquire section can be played in small groups or pairs by sharing the link with students.
-Students may want to watch the video in the Inquire section one time with the closed captions off and then again with the Spanish closed captions on.
-The tic-tac-toe activity in the Investigate section can be assigned as a graded mini-project or as un-graded collaborative classwork.
-The mural can be painted directly on a wall, or students can use a long sheet of bulletin board paper.
-After completing this lesson, advanced students can research small-scale fishing in their own community and record an AP-style cultural comparison presentation.

In this lesson, students explore the impact of climate change on small-scale fishing communities and best practices for building resilience.

Step 1 - Inquire: Students interpret infographics, play a game, and share what they know about the impact of climate change on fishing.

Step 2 - Investigate: Students deepen their understanding of sustainable small-scale fishing through a matching exercise and a tic-tac-toe research activity.

Step 3 - Inspire: Students create a mural to educate others about the importance of supporting sustainable, small-scale fishing.

SYNOPSIS: This lesson explores ways to reduce carbon emissions through the reduction of disposable plastics in daily routines.

SCIENTIST NOTES: We have a problem with plastics; they are everywhere. And they are bad for the climate and our health. This lesson shows how some countries are trying to reduce the use of plastics. This lesson passed our scientific review process.

Tenemos un problema con los plásticos; están por todas partes. Y son malos para el clima y nuestra salud. Esta lección muestra cómo algunos países están tratando de reducir el uso de plásticos. Esta lección pasó nuestro proceso de revisión científica.

POSITIVES:
-This lesson can easily be integrated into a unit on daily routines, the environment, or the present tense.
-Students are exposed to ways that Latin American countries are leading the way in solving the plastics problem.
-The lesson engages students with two games, Quizlet live and Kahoot.
-The vocabulary related to plastic items is scaffolded so that students can independently navigate the Spanish-language websites and complete the final project with confidence.

ADDITIONAL PREREQUISITES:
-The activities presume novice-high Spanish-language proficiency.
-Students should be familiar with reflexive verbs in the present tense, verbs like gustar to express opinions, and daily routine vocabulary.
-To prepare to teach this lesson, teachers can learn about plastics and recycling.
-This NPR/Frontline report from 2020 and this in-depth Greenpeace España report analyze the limits of recycling as a solution to the plastic problem.
-Bioplastics are made from natural ingredients such as corn. This flier, produced by Break Free From Plastic, provides data about the drawbacks of this solution.

DIFFERENTIATION:
-The lesson can be shortened by eliminating the vocabulary activities in the Inquire section or eliminating either Parte 1 or Parte 2 in the Inspire section.
-The lesson can be extended for advanced students by including supplemental reading and listening activities.
-Students can explore the 2024 international treaty on plastics using this summary in Spanish of the 22 foundational points.
-This RTVE report "La Unión Europea dice adiós al plástico de un solo uso" includes text and a short video.
-Recicladores de base are an important part of the recycling process in many countries. Marce La Recicladora from Colombia has an informative YouTube channel.

This lesson explores ways to reduce carbon emissions through the reduction of disposable plastics in daily routines.

Step 1 - Inquire: Students watch a music video and identify actions and objects in the daily routine associated with disposable plastics.

Step 2 - Investigate: Students learn about the connection between plastics and climate change.

Step 3 - Inspire: Students explore efforts in Spanish-speaking countries to reduce plastic consumption, and then complete an individual or group project.

SYNOPSIS: In this lesson, students learn Spanish phrases about animals, climates, and simple actions to save energy at home.

SCIENTIST NOTES: This lesson provides elementary knowledge on climate change and biodiversity conservation. It allows students to identify and classify animals in respect to their habitats and climatic zones. All materials in the lesson have been reviewed appropriately and are suitable for teaching. This lesson has passed our science review credibility process.

Esta lección proporciona conocimientos elementales sobre el cambio climático y la conservación de la biodiversidad. Permite a los estudiantes identificar y clasificar animales con respecto a sus hábitats y zonas climáticas. Todos los materiales de la lección han sido revisados ​​apropiadamente y son adecuados para la enseñanza. Esta lección ha pasado nuestro proceso de credibilidad de revisión científica.

POSITIVES:
-This lesson creates a collaborative learning environment as students engage with a variety of modalities.
-The games and activities promote engagement and participation from all learners.
-The lesson introduces students to an authentic Spanish language story from Chile.
-The photographs of animals name the specific places where the animals live.

ADDITIONAL PREREQUISITES:
-Students need no prior knowledge to complete the lesson.
-Teachers may wish to print the Teacher Slideshow to hang in the room to reinforce the concepts and vocabulary.
-Some students may find the “¿Dónde está mi clima” game upsetting if they are unable to find a climate that matches their assigned animal. Teachers can choose some students to role-play the activity in front of the class instead.

DIFFERENTIATION:
-Teachers can easily expand the lesson to include short sentences and more active vocabulary.
-For the postcard activity, students can cut and paste phrases provided by the teacher or copy the words by hand.

SYNOPSIS: In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

SCIENTIST NOTES: The lesson highlights the importance of protecting nature and recognizes the role played by Indigenous Peoples in protecting biodiversity and living well with nature. Students will find this lesson promising and insightful as it prepares them to be environmental stewards. All the materials are credible, and this lesson is recommended for teaching.

La lección destaca la importancia de proteger la naturaleza y reconoce el papel que juegan los pueblos indígenas en la protección de la biodiversidad y vivir bien con la naturaleza. Los estudiantes encontrarán esta lección prometedora y perspicaz, ya que los prepara para ser administradores ambientales. Todos los materiales tienen buenas fuentes y esta lección se recomienda para la enseñanza.

POSITIVES:
-This lesson integrates interpersonal and presentational speaking skills with listening and reading activities from authentic Spanish-language sources.
-Students make interdisciplinary connections to science and global challenges.
-Students explore the diversity of Indigenous cultures in Latin America and are exposed to women who are Indigenous leaders.
-Many activities are student-led and reinforce new vocabulary in multi-modal ways.
-Answer keys are provided for the listening activities.
-The teacher can leave the posters or artwork visible in the classroom to refer back to when discussing values related to other topics or units later in the year.

ADDITIONAL PREREQUISITES:
-Students should have a minimum of novice-high proficiency to complete the activities in this lesson.
-Students should have a basic understanding of some natural cycles of the Earth in order to complete the activity in the Investigate section without teacher support.

DIFFERENTIATION:
-Teachers can divide this lesson into two or more class periods as needed. For example, students can complete the Inquire and Investigate sections in one class period, complete the reading and video comprehension activities for homework, then complete the Inspire section in a second class period.
-Teachers can extend the Inspire section to two class periods to accommodate in-class presentations or ask students to record their presentations for homework.

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives.

Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well.

Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives.

Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well.

Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.