Spanish Level 3, Activity 09: La Naturaleza / Nature (Online)

Spanish Level 3, Activity 09: La Naturaleza / Nature (Online)

About the Pathways Project

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)

Activity Instructions

Activity Title (in your target language)

La Naturaleza/Nature


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

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 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.
  • 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:


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

2.To begin, students will play a game of Taboo

3. Break up students into break-out rooms. There will be animal cards on the slideshow that they will have to describe to their partner so that they can guess what animal it is. Have students not share their screens so that even though they have the same animals, their partner will still not know which one they are describing right away. (This also helps provide both with the animal’s name in Spanish!) Remind students not to do the cards in order so that their partner can’t guess immediately. Students also have to keep track of what cards they have done so far.

  • “Los voy a dividir en breakout rooms y con su pareja van a jugar “Taboo.” No deben compartir sus pantallas con su pareja para que su pareja no pueda ver qué animal están describiendo. No vayan a describir los animales en orden y asegúrense de tomar en cuenta cuáles animales ya han descrito.”

4. When students are finished, have them return to the main session for further instructions. 

  • “Cuando hayan terminado, por favor regresen al “Main Session” de Zoom para que pueda explicar la próxima actividad.” 

Main Activity

1. For the second part of the lab, split students up into breakout rooms once again (two to three per room, depending on number of students present) and have each group go through the different situation cards. 

  • "Los voy a volver a dividir en “breakout rooms” y ahora van a tener diferentes situaciones en las diapositivas.”

2. Tell students to take 2 minutes to read the situation and then, together, they should come up with a few solutions. Drop into the different breakout rooms to listen in on their conversations and to help with any questions.

  • "Con su pareja (o grupo) van a tomar 2 minutos para leer la situación en la diapositiva. Después, deben tomar unos minutos para hablar de varias soluciones para el problema. Voy a estar entrando a los diferentes “breakout rooms” para escuchar sus conversaciones y contestar sus preguntas. Si tienes una pregunta, pueden escribirla en el “chat” del “breakout room” para que yo pueda verlo en cuanto entre.”

3. Students should come back once there are 3 minutes left for the lab. 


To finish up the activity, students will be asked to say a new vocab word that they learned today. 

  • Cada estudiante debe decir una palabra nueva que aprendieron hoy. 

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.