Salud de los pulmones: Cambio climático y el asma
Overview
In this Spanish 3 lesson students will use prior knowledge from a variety of previous units to access information in articles from Spanish Speaking countries and government agencies to learn about how climate change affects respiratory health and what some countries are doing to mitigate the harm.
LESSON DESCRIPTION
Salud de los pulmones: Cambio climático y el asma
Lung Health: Climate Change and Asthma
Author of the Lesson: Vanda Baughman
Lesson Summary/Overview:
This lesson is designed for two-75 minute periods at the high school level for a Spanish 3 class that also contains heritage Spanish speakers. The time may go longer depending on the discussion successes.
In this lesson students will use prior knowledge from previous units to access readings from Spanish Speaking countries and International Spanish language documents to learn about how climate change affects respiratory health and what some countries are doing to mitigate the harm. Emphasis is placed on vocabulary building and reading comprehension. The articles increase in difficulty throughout the lesson.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
ACTFL National Standards: Spanish/World Languages: Communication 1.1, 1.2, 1.3 Connections 3.1, 3.2
Other Disciplines: Science/Geography/Social Studies???
Content Objectives:
- TLWBAT Identify related terms from the same language root
- TLWBAT Use cognates to support comprehension of authentic text
- TLWBAT Guess at meanings of words from known parts and patterns
- TLWBAT Answer questions both orally and in writing based on the readings
ELP Standards: Oregon 9-12.1 Construct meaning from literary and informational text through grade appropriate listening, reading, and discussion.
Language (ELP) Objectives: TBD as needed for individual students when ELL’s are enrolled in the class. To be done in consultation with the ELD Teacher.
Supporting Academic Language: Through reading and vocabulary building activities in both L1 and L2
Language Functions: Identify, Define, Compare, Interpret, Predict, Analyze
Language Modalities: Listening, Speaking, Reading, Writing
Vocabulary: Common and Academic
Syntax or Sentence Structure(s): Simple to Complex Sentences, Sentence Frames/Fill in
Discourse: Sentence to paragraph
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
- Vocabulary for weather and climate, body, health (from previous units)
- Vocabulary for some geographical sites
- Verb conjugation in the present, preterit, imperfect tenses
- Parts of speech (for vocabulary categorization)
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- Copies of the reading materials from open source documents
- Copies of Activities
- Activity 1 Focus assignment
- Actividad 2: Familias de palabras
- Actividad 3: Preguntas de comprensión, independent reading
- Personal Dictionaries
- Graphic Organizers
- Word Families Chart
- Butcher or Poster paper, Markers, OR Whiteboard tables and markers, Highlighters
Learning Supports
Socio-emotional supports:
- Topic is sensitive for students in our school, due to community experiences with the wildfires in the Santiam Canyon in September 2020. The teacher will allow students to share personal experiences as they are able.
- When in groups, students will be paired with students of mixed levels (heterogeneous groupings ) for support: every student has their own strengths that help others
- Groups will have leveled articles to read so all students are challenged
- Students will keep a personal dictionary of known and learned vocabulary to show growth and create confidence
- Target vocabulary lists will be provided for each activity
- Teacher will circulate during pair and group activities to help as needed, model and check for understanding
Mental, Social, and Emotional Well-Being:
- Teacher must make sure that students know that they may take a time-out if discussions touch on topics that are sensitive to their experiences during and after the fires (ie.: loss of a family member, loss of family property or animals and/or livestock, loss of a home)
- Make sure that students have a safe place /person to be with.
- Follow up to make sure that students are processing safely and feel supported and safe to share their experiences.
Cultural & Linguistic Responsiveness:
- Articles for reading come from Spanish Speaking countries - Authentic source materials
- In the T-Chart activities for known vocabulary on both Health and Climate students will brainstorm as much known vocabulary as possible for each topic. Bilingual answers accepted, to include vocabulary students anticipate to be useful. (Known and unknown vocabulary…Spanish on one side, English on the other so ELL students can participate at their current level of development.)
Accessibility:
- Accommodations as indicated by 504 or IEP plans
- Teacher demonstration
- Visual supports
- Graphic Organizers
- Scaffolding
- Extended time as needed
Instructional Supports
Differentiation: Articles included range from simple to more complex.
L1 Supports: Cognates, Known parts of words
L2 Development (by level): Each student will be challenged to expand their vocabulary usage in active memory by keeping a personal dictionary of target and useful support vocabulary.
LESSON PROCEDURES
SEE THE LESSON GRID BELOW (The lesson format confused me)
| Time | Activity | Materials/Resources | Strategy | Extensions |
|---|---|---|---|---|
| Preparation:Print - Articles about Air quality and lung health 1 - Cambio climático y salud, 2 - ¿Cómo perjudicará el calentamiento global la salud y el bienestar de los seres humanos?, 3 - El cambio climático supone un profundo impacto en las personas que padecen asma y alergias, 4 - El asma aumenta de forma incesante por el cambio climático y la mayor presencia de partículas diésel en el ambiente (Alternatively, if students all have access to computers, these articles could be accessed by web browser.)Print - T-chart blanks for each group, or collect butcher paper for this activity, or use whiteboard tablesPrint - Fill - in activity about firePrint - Word Families worksheet Print - Reading comprehension questions for final reading | ||||
| DAY 1 | ||||
| 10-15 | Anticipatory Set
| T-chart (we have whiteboard tables and did this on the tables with dry-erase markers) | Activate prior knowledge by:--Small group brainstorm--Large group brainstorm--Modeling | Artistic representation |
| Transition: Students add new vocabulary to their personal dictionary | ||||
| 5-10 | Lesson Intro - Large group
| None | Sharing personal memories | Shared experiences |
| Transition:Thinking about their own experiences, introduce Activity 1, targeted vocabulary to fill in the blanks in a short story about the Santiam Canyon fires. | ||||
| 5 | Application of Fire vocabulary - Fill-in
| Activity 1 handout - Vocabulary fill-in | GroupSentence fill-inKey vocabulary | |
| Transition:Explain that fires and air quality are problems around the world, and that they impact the health of citizens everywhere. We will be listening to an article from the Organización mundial de la salud (OMS = World Health Organization - WHO) about Climate change and health effects, and they should listen and follow for known and new vocabulary. | ||||
| 20-30 | Listening Activity - Cambio climático y saludThe teacher will read this to highlight useful new words and phrases, students listen and follow along, adding vocabulary to their personal dictionaries. Pause as necessary, especially when explaining definitions if needed. | Reading handout #1 | ListeningKWL connections | |
| Transition:Take some time to think about the bigger picture--How do the Fires we experienced connect to this topic? What are some of the large topics affected by climate change? | ||||
| 10-15 | Graphic Organizer - Word Web
| WhiteboardPoster paper | Build connectionsGroupScaffold - connect to prior units studied | |
| Transition:Ask students to continue to think on these ideas overnight and tell them that the lesson will continue during the next class. | ||||
| DAY 2 | ||||
| 5 | OpeningAsk students to each say one thing that they focused on from the previous class. | None | Activate schemaGroup | What questions do they have to take this deeper? Provide sticky notes. |
| Transition:Explain that many words have different forms, and they generally have a common root. Talk about how some words are parts of families, and ask them to think about how words can be connected. | ||||
| 10, then homework | Vocabulario: Familias de palabras
| Handout #2: vocabulary to be categorized into families of vocabulary, related by verb, noun and adjective | Focused instructionModelingKey vocabularyPartnersImmediate feedback | |
| Transition:The best way to expand vocabulary and grow comprehension is to read. Explain that the second reading will be done as a guided activity and they should continue to add to their personal dictionaries. This reading is from Climate News in New York, translated into Spanish. | ||||
| 20 | Second Reading - ¿Cómo perjudicará el calentamiento global la salud y el bienestar de los seres humanos?
| Handout copies of the second reading and highlighters. | Guided readingPronunciation Key and expanded vocabularyLarge Group | |
| Transition:Introduce the third article, to be read in a small group or pairs for comfort and security, and explain that comprehension is the goal. I will be available if needed, but try to rely on each other. | ||||
| 20-30 | Third Reading - El cambio climático supone un profundo impacto en las personas que padecen asma y alergias
| Copies of Reading #3Highlighters | Building background and vocabularyBuilding autonomySmall groups or pairsHeterogeneous pairs/groupsScaffolds vocabulary from previous units | |
| Transition and Release:Explain that I believe they are ready to fledge, and can read the last article on their own. YAY! Celebrate their work so far. | ||||
| 15+ | Fourth Reading and Comprehension Questions - El asma aumenta de forma incesante por el cambio climático y la mayor presencia de partículas diésel en el ambiente
| Copies of Reading #4HighlightersComprehension questions as handouts or on the whiteboard. | Individual application | Ask students about next logical steps to continue this on a deeper level-what they would like to learn |
| Optional Closure:Students may discuss how the smoke from the fires contributed to poor lung health of family members. |
Anticipatory Set/Motivation/Hook
Time: 10 Minutes (More if needed; many students at our school still have trauma from the Labor Day 2020 fires in the Santiam Canyon. Many lost family, livestock, extended family/property.)
Teacher Does: Ask students if they remember the Labor Day 2020 fires in the Santiam Canyon.
Students Do: Share memories of the fires. Sharing can take place in Spanish or English.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10-15 minutes
Teacher Does: Asks students to work in small groups to create a T-Chart of known and needed vocabulary to be able to talk about fire based on the previous discussion. During sharing time the teacher will write a master list of student suggestions, and then add more target vocabulary as needed.
Students Do: Work with a partner or small group to create the T-Chart of known and needed vocabulary to be able to talk about fire based on the previous discussion. During sharing time, group members will share with class as the teacher writes a master list.Then they will add new vocabulary to their personal dictionary for the unit.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10 minutes
Teacher Does: Provide vocabulary to talk about fire: (May use a photo or drawing on the whiteboard to demonstrate the terms) fuego humo calor llamas evacuar evacuación quemar Then hand out activity one: Use this vocabulary to fill in the blanks in the sentences.
Check answers together in class.
Students Do: Copy vocabulary into a personal dictionary, then use the vocabulary to fill in the blanks in Activity 1.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 30 minutes
Teacher Does: The teacher presents some examples of how words are parts of families. For example, evacuar → la evacuación → evacuado (infinitive, noun, adjective). Provide more examples/practice with students on the board, then do Actividad 2: Familias de palabras. The teacher should circulate to provide guidance and check for understanding. When Actividad 2 is completed, check for accuracy by sharing and filling in the same chart on the whiteboard (or some type of projection/poster). Extend this lesson by adding in Academic equivalents for: la lluvia (la pluviosidad/la precipitación), el efecto (el efecto invernadero), el calor (el calentamiento/el calentamiento mundial), causar (provocar), la comida (la alimentación) la muerte (la mortalidad), el desarrollo (países en desarrollo) etc.
Students Do: Work together to fill in the chart for Actividad 2, then share to the class, and make corrections/additions to their papers during the share out.
Actividad 2: Familias de palabras
Guided Instruction (Teacher-to-Student Joint Responsibility)
Teacher Does:
- Distributes the copies of the reading chosen.
- Leads identification of the Sub-headings and mini Q/A about
- Reads the text out loud while students listen.
Group Application (Student-to-Student Joint Responsibility)
Teacher Does: The teacher hands out an expanded list of vocabulary from the reading, then explains the Word Web activity.
Students Do: Using the expanded vocabulary, create a word web of interrelated concepts.
Individual Learning (Independent Practice and Application)
Teacher Does: Hands out the Reading Comprehension Questions
Students Do: Answer the Reading Comprehension questions based on the article.
El asma aumenta de forma incesante…
Actividad 3 Preguntas de comprensión.
ASSESSMENTS
Formative Assessment
Content: Vocabulary brainstorm on the topic of FIRE/FUEGO
Language: Spanish or English, as most comfortable for student
Plans for Summative Assessments
Content: Reading Comprehension Questions based on the last article. Goal is to answer in complete sentences in the target language using new and known vocabulary.
Language: Answers may be in Spanish or English, depending on the personal goals of each student, but preferred for the Spanish 3 course content.
EXTENSIONS
- Research Climate Change in Spanish --documents must be from a Spanish-speaking country. If there are students from other cultures, they may research their country of origin, but hopefully find documents in their L1 or Spanish, or perhaps in English, to create more equity.
- Present findings orally in Spanish
- Write a summary of the document found during the research time
- EL learners work at their own level, and the summary may be in English, but preferably in good quality Spanish
Adaptations for Online Learning Environments:
- Post links/resources in Google Classroom or Canvas
- Use Text to Speech as a support for auditory learners
- Use Break out rooms in Zoom