6 weeks teacher: Jenna Turner Unit Summary and Rationale

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Unit Plan: Spanish V

UNIT: Ciencia y Tecnología” TIME FRAME: 6 weeks

TEACHER: Jenna Turner
Unit Summary and Rationale:

This unit contains subtopics that deal with: access to technology, the effects of technology on self and society, healthcare and medicine, innovations, and science and ethics. Students will gain awareness of how much access to technology various Hispanic Countries currently have and how/ if that will change in the future. They will then be able to compare and contrast the effects technology has on individuals and society in terms of social media use, shopping online, cyber crimes, addiction to technological devices, and educational use. As a ripple effect, students will then be able to understand and investigate how technological advances influence healthcare and medicine within a society, and the type of healthcare systems in place around the world. They will see the advantages and disadvantages of traditional vs. modern medicine, and gain an understanding of popular types of traditional medicine amongst various indigenous groups. Then, students will research numerous science and technological innovations worldwide and the implications they will have on our future by debating things such as personal privacy that is lost with many of these innovations. In turn, by studying new innovations we will be faced with the question of what are the ethical responsibilities of people dealing with these new scientific and technological advances. For example, tracking devices in phones, human cloning, stem-cell research, and euthanasia.

*This unit can also be connected to past and future themes of: Los desafíos mundiales, La vida contemporánea, Las familias y las comunidades, La belleza y la estética, Las identidades personales y públicas
Unit Standards:

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts and ideas 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 the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Unit Objectives:

Students will be able to…

  • Define, identify, and reproduce key vocabulary terms learned within the unit.

  • Apply previously learned vocabulary and grammatical structures when producing oral and written communication in the target language.

  • Interpret, summarize and translate authentic literature in the target language.

  • Comprehend and determine the main points/concepts when listening to native speakers discuss a variety of topics in various social situations.

  • Identify how much access to technology certain countries have.

  • Infer what and how technology effects the individual, like with traditional artisans.

  • Discuss how technology can be used to communicate with others and argue the positive and negative benefits to social media.

  • Explain and give examples of how technology can be used in education.

  • Compare and contrast various health systems used worldwide.

  • Collect information and summarize it in their own words about the rising problem of childhood obesity.

  • Generate a list of the most serious health problems that are occurring in Latin America, as well as in the United States.

  • Discover which cities/countries are the healthiest and unhealthiest around the globe and explain why.

  • Recognize how a community affects the health of its people.

  • Differentiate between traditional/natural medicine and modern medicine.

  • Defend whether they believe natural or modern medicine is the best approach to healing.

  • Plan and create their ideal city for healthy living.

  • Design a pamphlet, poster, PPT, Prezi, or tri-fold to present at a “health fair” for Spanish-speaking people.

  • Examine numerous technological innovations and the impact they have had on society.

  • Predict how robots will be used in the future, and what other technological innovations will be available.

  • Recognize various technological universities around the world and their contributions.

  • Explore famous inventors and their inventions.

  • Design their own invention and justify why it would be successful on the market.

  • Discuss and write about the pressures of having to have the newest technological gadgets.

  • Question and reflect on how technology personally affects them.

  • Argue their own point of view on ethical issues dealing with science and technology. For example with human cloning, euthanasia, and experimenting on humans.

Unit Connection College and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCLS and relevant to the college and career ready student.

X Students will demonstrate independence.

X Students will value evidence.

X Students will build strong content knowledge.

X Students will respond to the varying demands of audience, task, and discipline.

X Students will critique as well as comprehend.

X Students will use technology and digital media strategically and capably.

X Students will develop an understanding of other perspectives and cultures.

Essential Questions:

  • ¿Qué impacto tiene el desarrollo científico y tecnológico en nuestras vidas?

  • ¿Qué factores han impulsado el desarrollo y la innovación en la ciencia y la tecnología?

  • ¿Qué papel cumple la ética en los avances científicos?

  • ¿Cómo coexisten las prácticas de la medicina tradicional y la moderna?

  • ¿Cómo varía el cuidado de la salud en distintas regiones del mundo hispano?

  • ¿Cómo influye la comunidad en la salud del individuo?

Big Ideas:

  • Scientific and technological developments directly impacts our lives.

  • There are many factors that have promoted scientific and technological development and innovation.

  • The role ethics plays in scientific advances.

  • The coexistence of traditional and modern medicine.

  • The different kinds of healthcare systems in distinct regions of Central and South America.

  • The influence a community has on the health of the individual.


  • Conjugate verbs (regular & irregular) in a variety of tenses and moods in spoken and written language

  • Understand written and spoken text by identifying key vocabulary terms and using prior knowledge

  • Use language spontaneously during class discussions and in brief unplanned written correspondence

  • Use circumlocution when needed instead of having a breakdown in communication

  • Summarize key points from readings

  • Recognize/determine cause-effect

  • Synthesize information from multiple sources

  • Use sources from a variety of media to support and enhance points of view or when trying to persuade others

  • Translate written and oral communication from English to Spanish or vise versa

  • Interpret graphs and tables found within texts

  • Make predictions based off of prior-knowledge

  • Relate information from one source or topic to another

  • Generate well-thought out answers in discussions or writings with supporting evidence

  • Justify their answers in the target language

  • Plan and prepare projects in a timely fashion

  • Make inferences with reading or listening activities

  • Revise written compositions

  • Differentiate between important products and practices amongst various cultures

  • Value linguistic and cultural differences between countries

Vocabulary found in written text and audio and used for discussions/writings:

1. El acceso a la tecnología: el hierro, el bronce, crispar, gemir, colgar, sollozar, las brechas, la banda ancha, la naca, asequible, actualmente, a menudo, a través de, el aprendizaje, las aulas, gratuito(a), escaso(a), diseñado(a), fabrica/fabricar, sin fines de lucro
2. Los efectos de la tecnología en el individuo: medir, los costes, emprendedor(a), empresarial, el reto, el impulso, la adhesión, el fomento, los puntos de partida, contar con, tanto X como Y, las barreras, las pasarelas de pago, las facilidades, la alimentación, reclamar, correr algún peligro, promover, el alcance, conmemorar, sacar provecho(a)
3. El cuidado de la salud y la medicina: apreciado(a), realizar, los esfuerzos, encabezado(a) por, las cirugías, a pesar de, dar palabras de aliento, el sobrepeso, obeso(a), sano(a), apenas, en especial, estar frente a , remontarse a, la índole, utilitario(a), los padecimientos, cuyo(a), el quirófano, la alimentación, la campaña, la biomasa, los capacitados, discapacitado(a), el ingreso, los vecinos, vigilar, la vivienda, el afán, el/la aficionado(a), ambos, arduo, la aromaterapia, carecer, contrarrestar, entablar, la hemoterapia, la hidroterapia, impartir, ineficaz, el lucro, marginada, la medida, el padecimiento, los paradigmas, proponer, recónditos, la reflexología, el Reiki, los remedios, el sanador, sanitarios, supuesta, la validez, el autocuidado, la jaqueca, los machi, transgredir, las transgresiones, los trastornos, “winka”, la calidad, los donantes, los especialistas, los muertos, el órgano, salvar, sanos, el sistema sanitario, el transplante, útiles, la cobertura, el control prenatal, los estratos sociales, fomentar, la infraestructura médica, la mortalidad, el/la obstetra, el parto, la salud reproductiva, universal, los acontecimientos, los bocadillos, enterarse, franca, las golosinas, capacitar, la capacitación, sensibilizar, las promotoras, alfabetizada, los trabajadores sociales, asimismo, de tal manera que, mediante el cual, no se logra de noche a la mañana, pese a, se deja de lado, tener éxito, aguantar, el calcio, el carbohidrato, Centro Comunitario de Salud, estar agotado, estar estresado(a), los expositores, feria de la salud, el manejo de estés, ponerse en forma, la tensión arterial
4. Las innovaciones tecnológicas: el dispositivo, una señal, las partencias, los despistes, la descarga, superarse, de este modo, además de, los campos, las capacidades, brindar, está disponible, el desarrollo, aportar, el reto, las propuestas, las herramientas, un boceto, limar asperezas
5. La ciencia y la ética: el bien, la moral, la ética, de lucro, ajeno(a), en gran medida, por principio, disolver, exculpar, prescribir una ley, el clavario, lo ocurrido, las vivencias, supuesto(a), sin embargo, estar dispuesto(a), los sucesos, informático(a), la reglamentación, un reto, la herramienta, el entrono, realizar, tomar en cuenta, la gama de

Learning Progression:

*All written and spoken assessments will be evaluated using the up to date 2013-2014 AP Scoring Rubrics. The link to the website can be found at the end of the unit under “Resources”.
Opener to Unit : Lead into the main concepts that will be covered in the unit by having a large sheet of paper hung on the board and dividing it into the categories of: access to technology, the effects of technology on the individual and society, healthcare and medicine, technological innovations, and ethics in science and technology. First, I will pull key vocabulary terms that are being repeated from previous units. I will assess how well students know these terms without looking in their notes. Next, each students will be given a piece of paper that has an essential question from the unit written on it. They will be given time to think and compose a response to the question on a separate sheet of paper that will be taped on the board under the subtopics. Once they have answered the question to the best of their ability, they will decide which subtopic from above their essential question pertains to; if it could be multiple they need to explain why. They will then hang their response in the appropriate spot. We will then use the next day to discuss their answers and add additional responses/arguments from other students. During and at the end of each section we will refer back to the essential questions and see if we want to add or take away from any of the responses as we become more aware and exposed to various sources.
Subtopic 1: Access to Technology (El acceso a la tecnología)

  • Students will start off by discussing the following questions: -¿Crees que todo el mundo tiene el mismo acceso a la tecnología? ¿Por qué sí o por qué no? -¿Por qué crees que algunas redes sociales están prohibidas en algunos países?

  • They will then get the vocabulary words for this section that have explanations of what the words mean in Spanish. Students must read the explanation/synonym to the words and translate it to English. Students will take turns recording the words and meanings on the board to reference.

  • Students are then responsible for looking up what the acronyms OCDE and CEPAL mean before looking at the graph on page 53 of Triangulo Aprobado entitled, “Las brechas de acceso TIC en América Latina: un blanco móvil”.

  • After looking and analyzing the graphic, students will listen to the recording, “Computadoras y teléfonos, herramientas del desarrollo” found at the learning website for the textbook. Using the information from the graph and audio, they will answer seven multiple-choice questions on pages 53 and 54.

  • They will then read, “Hogares cubanos tendrán internet en el 2014” found at: http://www.elnuevoherald.com/2013/06/22/1506567/hogares-cubanos-tendran-internet.html. Students will write a brief summary of the article in their own words.

  • For homework, students are to use reliable sources to research places in the world that have little to no access to technology such as cell phones, computers, the Internet, etc. They also need to be able to explain why these places do not have access the effects of not having access to technology.

  • Next, we will read about how the U.S. created a secret social network similar to Twitter for Cuba in order to promote revolts against the government. It is titled, “EEUU creó en secreto ‘ZunZuneo’, una especial de Twitter cubano, para impulsar revueltas contra el Gobierno de la isla” found at: http://www.masvoces.org/EEUU-creo-en-secreto-ZunZuneo-una. They will also listen to the pod cast that accompanies the article. Afterwards, we will discuss the point of view given from the pod cast that the use of this social network system by the U.S. is unethical and mean to manipulate Cuban youth into becoming traitors of their own country.

  • For homework, students are to research other countries that have banned social networking cites, or even the use of the Internet altogether. They need to explain why the government of these countries have banned it, and if there have been attempts by other countries to give access to the people such as with the case of the U.S and Cuba.

  • Students will then think about the following questions that I will post at: http://ria.clear.msu.edu and record their answers for our next section: -¿Tenemos mucho acceso a la tecnología en esta escuela? -¿Cómo se puede usar la tecnología para mejorar la experiencia académica? -¿Cada estudiante debe tener una computadora en la escuela? ¿Por qué? -¿Cuánto tiempo pasas usando la tecnología para fines educativos?

  • We will discuss their answers in class as well and then listen to the recording, “Una computadora por niño” on the learning website. After listening, they will answer eight multiple-choice questions on page 55 of Triangulo Aprobado.

  • They will then read “Un iPad para cada alumno de las escuelas públicas de Los Ángeles” and “ La escuela latinoamericana compensa la brecha digital de los hogares” found at: http://tecnologia.elpais.com/tecnologia/2013/06/25/actualidad/1372129464_071015.html, writing a response by comparing and contrasting both of the articles in their journals and bringing ideas to class for a discussion.

  • Then, we will read the article, “Ometepe, isla digital” from the newspaper, LA PRENSA Nicaragua, found at: http://m.laprensa.com.ni/portada/92388. In their journals students will answer these questions: -Explica el concepto de la primera “isla digital” de Nicaragua planeada para Ometepe. -¿Para qué van a utilizar los estudiantes de Ometepe su conexión a la Internet? -¿Cómo va a impactar la “isla digital” la vida de los isleños de Ometep?

  • Next, students will read the Cápsula Cultural: La computdadora en los colegios: A favor y en contra on page 56 of Triangulo Aprobado. They fill out a pros and cons table while reading the information. Students will then be broken into two small groups and given a side to argue in the debate over whether computers should or shouldn’t be used in the classroom.

  • For a more formal writing assignments, students will respond to a pretend email on page 56, asking their opinion about the use of social media and the Internet. We will review proper email greetings and closings.

  • Students will then learn about the famous Chilean poet, Pablo Neruda by reading his biography found in the textbook Azulejo on page 309. Next, we will read “Maestranzas de noche” on page 52 of Triangulo Aprobado. There are seven multiple-choice questions to check for comprehension and aid in discussion.

  • For homework, students are to find an article about the thirty-three Chilean miners rescued in 2010. After finding the article and gaining a better understanding of what happened, students will read Cápsula Cultural: El Cobre, El Bronce, Los Mineros Y Pablo Neruda on page 53 of Triangulo Aprobado. Students will then research news or literary works about the social and economic exploitation in our own country. They will use Audacity to record their answers to the questions: -¿Cuáles son algunos ejemplos del estudio periodístico o literario sobre la explotación social y económica de tu país? Explica las consecuencias, tanto negativas como positivas, de la explotación, así como la persistencia del espíritu humano.

  • After learning about Pablo Neruda and the mining industry in Latin America, students will find information about the business, Anaconda. Students will use the computer lab to answer the following questions: -¿Qué es la empresa Anaconda y por qué se formó? -¿Cómo afectará a Anaconda el proyecto de ley de seguridad e institucionalidad minera de 2012? -¿Cuál era la actitud de Pablo Neruda hacia las empresas como Anaconda?

  • We will discuss their answers to the above questions as a class.

  • To wrap up this section students are to think about and record their answers to the following questions at: http://ria.clear.msu.edu, using the information they learned through the discussions, readings, and audios,. -¿Cómo sería tu vida sin dispositivos electrónicos? ¿Qué cambiaría si no tuvieras acceso a Internet? -¿De qué forma sería diferente la vida de los jóvenes que viven en tierras remotas de América Latina si tuvieran acceso a la Red?

  • Lastly, we will investigate if there are future plans to help more people in Latin America gain access to technology by focusing on the following questions: -¿Cuáles son los planes comerciales de acceso a Internet más populares en Latinoamérica? -¿Cuáles son algunos obstáculos al acceso universal a Internet en Latinoamérica? -¿Por qué hay un incremento en ayuda gubernamental al acceso a Internet en Latinoamérica?

*Students can find useful information using: http://tendenciasdigitales.com/1461/infografia-usos-de-internet-en-latinoamerica-2012/

Subtopic 2: The Effects of Technology on the Individual (los efectos de la tecnología en el individuo)

  • Students will list as many things that come to mind as possible about the effects that technology can have on an individual/society. The effects can be both negative and positive. Once students have exhausted their list, we will come together and make a large list by combining all of the ideas. If students were unsure of how to say something in Spanish, they can look it up, or ask another student.

  • As we complete the reading, writing, listening, and speaking activities in this section, we will put a checkmark next to ideas covered on our list. If a topic was not on our list, we will add it.

  • We will start by reading “La innovación tecnológica, la solución para la crisis de España” on page 60 of Triangulo Aprobado. Students should be familiar with the economic crisis of Spain in 2010 from the previous unit, but if need be we can revisit it. Before reading, they will define the bolded words from the text in their vocabulary section. They will also add any new vocabulary learned from the reading through context.

  • Next, students will interpret the graph that follows the reading about the opinions of experts about the potential of the system in Spain towards innovation. After reading the text and analyzing the graph, student will answer 11 multiple-choice questions to demonstrate understanding o page 61.

  • Using a graph that deals with why people don’t shop online entitled, “Barreras para comprar por Internet” published in 2010 by tendenciasdigitales.com and found on page 62 of Triangulo Aprobado, students will answer four questions to show understanding of the graph. They will then listen to an audio that deals with how shop online, which can be found on the learning site. They will then answer four comprehension questions and explain what the two selections had in common.

  • Using the website: http://www.un.org/spanish/News/story.asp?newsID=22693#.U6yqFXbE1tp, students will read “La ONU celebra el primer Día Mundial de la Radio” that deals with the importance of the radio in the world and watch the video “ONU celebra el dia mundial de la radio”: http://www.youtube.com/watch?v=6rEp3P7IjPc

  • Students will then read Cápsula Cultural: La Antigua radio eternamente joven o page 64, and the following questions in their journal. They may have to search for more information on their own. -¿Para qué usas la radio tú y tus amigos? -¿Por qué es la radio tan importante en América Latina? -¿Qué afecto ha tenido la radio en la historia del mundo? Da ejemplos específicos. (Students can relate this back to Chava’s radio in Voces Inocentes from last year.

  • We will then turn our attention to Electronic Readers. Before reading and listening to a recording, students will answer this question in their journals: -Se deben abandonar los libros de papel por los lectores electrónicos?

  • We will discuss our answers together and read about the advantages of using electronic readers on page 65.

  • Next, we will listen to “BOOK, un producto revolucionario” found at: http://lalibrea.com/node/190. We will talk about what kind of message is it trying to send and what technique did they use. Taking the reading and the video we will compare and contrast the advantages and disadvantages of reading a book or reading on an e-reader.

  • For homework, students are to find information to answer the question: -¿Qué efecto ha tenido la tecnología en las artesanías en el mundo?

  • Using the website: http://www.polleverywhere.com/, students will work together to create a list of questions to poll their fellow classmates in the school about their use of technology. Questions should be aimed to gather information about how much time students spend online, what social media networks are their favorites, what their favorite Apps are, if they use technology for educational purposes, if they’ve experienced cyber bullying etc. Once the class has come up with a final list of questions, they will ask their classmates to go online to the website and anonymously answer the poll questions. Using the information from the polls, students need to put the information into a graph or table for us to analyze.

  • Our next section will deal with the positive and negative effects technology has on our lives. We will start by reading the article, “Las ‘google glass’ mejoran la calidad de vida de las personas con párkinson” found at: http://www.abc.es/salud/noticias/20140409/abci-parkinson-google-glass-201404081830.html, and discuss how technology can be used to help people with debilitating diseases get better.

  • Then, we will read, “El uso excesivo de las redes sociales puede modificar partes del cerebo”, found at: http://www.laopiniondemalaga.es/municipios/2012/10/15/excesivo-redes-sociales-modificar-partes-cerebro/541127.html, to focus on some of the negative effects of technology on people. Students will answer the following questions by using information in the article: -¿Cómo es la relación de los jóvenes con las redes sociales? -¿Por qué puede ser peligroso el contacto continuo con esta forma de comunicación? -¿Hay consecuencias negativas que no conozcan normalmente los usuarios? -¿Qué otros efectos negativos pueden acarrear? -¿Puede convertirse el uso de las redes sociales en adicciones? -¿A qué edad se producen los primeros contactos a través de internet? -¿Qué recomendaciones puede dar respecto al uso de las redes? -¿Contemplan los psicólogos los efectos que se producen en el lenguaje? -¿Pueden llegar a modificarse el tipo de relaciones con los demás por completo?

  • Reflection Log Entry: Students think about the following question and write personal responses in their logs: -¿Qué impacto tienen la tecnología y los avances científicos en mi vida personal?

  • Then, through journal dialoguing, students engage in an exchange of ideas via a written format with another member of the class. [CR3b] This culminates in a full-class discussion on all of the individual perspectives of the students in the class.

  • To get prepared to make their own Prezi Project, students will look at the following two Prezi presentations online: “Los efectos de la tecnología en el individuo y en la sociedad”, found at: http://prezi.com/lcdsghnvz5q9/los-efectos-de-la-tecnologia-en-el-individo-y-enla-sociedad/, and “Las redes sociales como afectan nuestra vida”, found at: http://prezi.com/saythsigaqcd/las-redes-sociales-como-afectan-nuestra-vida/. They will critique the two presentations while also learning important information.

  • Students will then watch, “Efectos negativos de la Tecnología” http://www.youtube.com/watch?v=frU1tpCF5YE and write a reaction to the video in their journals. They can think about the following Concepts: -¿Cómo te hace sentir el video? - ¿Crees que el video retrata con precisión los efectos de la tecnología? -¿Piensas que lo que estaba pasando en el video es similar a tu vida? ¿Cómo? -¿Conoces a alguien que no use la tecnología o a quien no le importen los avances tecnológicos? Explica las circunstancias.

  • For the end project for this section, students have two options. Options 1: Students interview someone in their lives who can speak in Spanish about his/her youth without cell phones, computers for creating texts, Internet for news, research, etc. This could be a teacher, a family member or friend, or a member of the local Spanish speaking community. [CR9] Students compile a list of questions that they want to ask ahead of time and share them with other students for feedback and with the teacher if they still have any questions. The person interviewed will be able to give students a clear idea of how different life was. [CR3a] Then, students write an essay on how their lives would be different in both a positive and negative way if they did not have the technology today. Students will cite evidence from the interview and/or other information gathered. Option 2: Students create a Prezi that sites the positive and negative effects of technology on people and society.

Subtopic 3: Healthcare and Medicine (El cuidado de la salud y la medicina)

  • Students will start this answer the following questions: -¿Qué opines tú sobre la salud? -¿Cómo defines una vida sana? -¿Cuán sano es tu estilo de vida? -¿Consideras que llevas una vida saludable? -¿Tu comunidad apoya un modo de vida saludable? Explica.

  • Working with a partner, students will complete a chart that will allow them to review important vocabulary dealing with verbs, nouns, and adjectives that describe a healthy person. We will share the responses together.

  • Watch video about Chile’s governmental campaign to promote healthy living amongst its citizens: “¿Qué es Elige Vivir Sano? ¡Averígualo en 3 minutos!” http://www.youtube.com/watch?v=Qt4sFYQYle8. After watching, students will answer comprehension questions about it found on page 347 of Tejidos, and are to answer the following questions in their journals: -¿Por qué quisiera un gobierno promover una vida sana para su ciudadanía? Escribe un párrafo con tus ideas.

  • Students will navigate through the website: http://www.eligevivirsano.cl/ to gain a better understanding of Chile’s initiative on improving health and then compare it with the U.S.’s initiative to get people to live a healthier lifestyle by looking at: http://www.fitness.gov/participate-in-programs/physical-activity-initiative/

  • To self-assess their own health choices, students will use the website: http://www.mifitbook.cl/index.php and we will discuss what they discovered about their lifestyle.

  • Read, “La obesidad infantile” originally published February 23, 2006 by guianinfantil.com, and also found on page 69 of Triangulo Aprobado.

  • Listen to the recording, “La obesidad en los niños”, originally published by parapapas.com. Students will answer 10 multiple-choice comprehension questions.

  • For homework, find an article dealing with the epidemic of childhood obesity and the problems it is causing. Bring it to class to share and discuss.

  • We will then look at some of the factors contributing to childhood obesity such as junk food and fast food. Students will compare the Mediterranean diet with the typical American diet, and investigate how American food chains like McDonalds impacts the health of people all over the world.

  • Other topics of investigation include: -¿En qué consiste un Happy Meal de McDonald’s en España? -¿Por qué ha habido un incremento del porcentaje de españoles que visitan establecimientos de comida rápida en los últimos cinco años? -¿Por qué el gobierno español ha declarado la Guerra contra la comida chatarra en los colegios?

  • Read the adapted text, “¿Le deberían aplicar impuestos a la comida chatarra?” on page 73 of Triangulo Aprobado. This text deals with the reasons why the government shouldn’t control the food in schools.

  • Answer the questions: -¿Debe el gobierno controlar la calidad de la comida en los colegios públicos? -¿Qué leyes ya existen en nuestro estado/país sobre la comida que un colegio puede servir? ¿Estás de acuerdo con esto?

  • Using the Tejidos textbook, students will read a brief opening about what a community needs in order to have the people live a healthy life. The question is: ¿Qué necesita una comunidad para que la gente tenga una vida saludable? Students will be designing their own ideal city where health is the number one priority. Prior to starting the project students will think about their own community first by answer these questions: ¿Qué hay en tu comunidad para que la gente viva bien y saludable? ¿Qué tiene tu comunidad para cuando la gente necesita mejorar su salud? Using the answer to these questions, students can look at ways their community could be improved to help promote a healthy lifestyle amongst the residents, and the overall benefits these changes would carry.

  • Students will use the same marking codes as in the previous reading to annotate the text, “Comunidades Saludables se basa en dos premisas básicas” extracted from: http://ctb.ku.edu/es, and also found on page 348 of Tejidos. Going back through the reading, students will complete a graphic organizer to review what a person needs to live a healthy life and how the community needs to support these needs. We will discuss the reading as a class.

  • In their journals, students will write a definition of a healthy community, and will review the use of the subjunctive to describe something ideal.

  • Watch the video: “Programa Nacional Municipios y Comunidades Saludables” http://www.msal.gov.ar/municipios/ , and decide if they agree with the definition of what a healthy community is based off of the video.

  • Look at the flow chart of what a healthy community is on page 350 of Tejidos, and it can also be found at: www.comunidadsaludable.org

  • Research the top healthiest cities/states/countries in the world and the unhealthiest. Provide information about what made these places healthy or unhealthy.

  • Create a project in which they provide blueprints and a description of their ideal healthy community. When they present to the class they need to explain why they set up the community the way they did and the selection of services that they chose. Students will take into mind all aspects of what makes a community healthy.

  • Read the text and watch the accompanying video to “Tecnología para mejorar la calidad de la vida de los enfermos crónicos” found at: http://es.euronews.com/2012/01/24/tecnologia-para-mejorar-la-calidad-de-vida-de-los-enfermos-cronicos/ which discusses how computers improve the quality of life for the terminally ill, and write a brief summary of the main points to use during class discussion.

  • Listen and take notes from this audio from Radioteca: www.radioteca.net/result. php?id=06030015. Students respond to a multiple choice comprehension activity about the human genome and progress in the last ten years.

  • Reading: A patient of cancer writes about the doctors that treated her while she was sick. This text is on page 68 of Triangulo Aprobado. Students will answer seven multiple-choice questions on the same page, as well as journal their responses to the following questions: -¿Por qué fue tan importante el comportamiento de los doctores para Claudia Osuna? -¿Piensas que la actitud del doctor hacia el paciente tiene un impacto en los resultados de los tratamientos? -¿Conoces a alguien que padece de cáncer o se ha fallecido de él? ¿Cómo ha afectado tu vida y la vida de esa persona?

  • Article, “Donación de órganos = donar vida” http://www.vidaysalud.com/diario/vida-saludable/donacion-de-organos-donar-vida/

  • Watch video, “Donar organos es regalar vida”: http://www.youtube.com/watch?v=vzei37Bq8J0

  • Discuss the following questions: -¿Por qué es importante la donación de órganos? -¿Cuáles son las situaciones en las que hay la opción de hacer donaciones a familiares vivos? -En tu opinión, ¿una persona debe hacer explícita su intención de donar sus órganos o se debe tomar la decisión sus familiares en caso de fallecimiento? -¿Tú eres un donador de órganos?

  • We will be focusing on the question: ¿Cómo varía el cuidado de la salud en distintas regiones del mundo hispano? When dealing with the following topics of healthcare, and traditional versus modern medicine.

  • Research what INC is before reading the Cápsula Cultural: El sistema de sauld de Colombia y INC on page 69. They will then compare how the healthcare system in the U.S. functions with the system in Colombia.

  • Look at the healthcare system in Cuba and answer: -¿Qué dice el Artículo 50 de la Constitución de Cuba para garantizar la salud universal? -¿Cómo es la calidad de los servicios médicos en Cuba? -¿Cuáles son algunas consecuencias inesperadas de la garantía de la salud universal en Cuba?

  • Revisit the essential questions: ¿Cómo coexisten las prácticas de la medicina tradicional y la moderna? They will then read the brief article, “¿Medicina Tradicional o Medicina Científica? ¿En verdad somos tan diferentes en lo esencial?”, found on page 350 of the textbook Tejidos.

  • Complete table on page 351 of Tejidos that has the Spanish words for numerous types of medical treatments. They must determine if the treatment is traditional (T) or scientific medicine (C).

  • Read “¿Medicina Traditional o Medicina Científica” pg. 352, Tejidos (Taken from www.scielo.org.pe). While reading, students will use a coding system to identify things that were surprising to them, something they didn’t understand, something they already knew, and something they don’t want to forget.

  • Following the reading, they will answer these questions using Audacity to record them speaking: -¿Cuáles de las desventajas de la medicina tradicional y las de la medicina científica te molestan más? -¿Cómo trata la medicina tradicional al individuo? ¿y la medicina científica? -¿Puedes decir que una forma de medicina es mejor que la otra? -¿En qué circunstancias prefieres la medicina tradicional a la científica?

  • Students will then break into two groups and research more information about the advantages and disadvantages of traditional and scientific medicine to present to the class.

  • Visiting the webpage: http://www.vidaysalud.com/remedios-naturales, students will learn about natural remedies and discuss the ones they already know about/use. Any new vocabulary will be written in their notebooks.

  • Using google images we will look at pictures of the Mapuche people, and a map of where they are located.

  • Read, “La medicina Mapuche”: http://base.d-p-h.info/es/fiches/dph/fiche-dph-6662.html

  • Vocabulario about the medicine of the Mapuche (pg. 357 Tejidos)

  • Watch: “Medicina Mapuche”: http://www.youtube.com/watch?v=wCdmxy8I1fI

  • Read “En qué se basa la medicina mapuche? (Pg. 354 Tejidos) and “Entrevista 1: Cuando transgredimos la naturaleza…” (pg. 355-356 Tejidos)

  • Listen to audio recording, adapted from “Romero Epazote: Medicina Tradicional Mexicana” found at the Triangulo Aprobado Learning Site, and also at: http://radioteca.net/search/?q=Romero+Epazote%3A+Medicina+Tradicional+MExicana&models=articles.article&models=radiotk.audioseries&models=radiotk.audio&models=staticpages.staticpage. Answer eight multiple-choice questions on page 71.

  • Investigate: ¿Qué es el curanderismo? Explícalo en tus propias palabras.

  • After completing the above activities, students are to write a response to: -¿Qué piensas tú sobre la medicina tradicional (natural) y la medicina moderna (científica)?

  • Complete Actividad 4 in Tejidos from pages 360-364 dealing with, ¿Cómo varía el cuidado de la salud en areas rurales vs. urbanas? Students will review the series of goals from ODM, focusing especially on the 5th objective dealing with improving maternal health around the world.

  • Read “Mejorar la salud maternal” adapted from www.undp.org/content/peru/es Write a formal letter explaining a proposal with recommendations on how to improve maternal health based off of what was learned through the reading and further research.

  • Look at the website: http://www.anesvad.org/es/derecho-a-la-salud/ about the right to health and watch the accompanying video on the site. Students will write a brief summary in their journals about the organization Anesvad is and what it does.

  • As a culminating project, students will pretend they are selected to present at a health fair. They will need to make a presentation and distribute information about a serious health concern somewhere in the world and give recommendations on how to help prevent it.

Subtopic 4: Technological Innovations (Las innovaciones tecnológicas)

  • Making Predictions: ¿Cuáles avances tecnológicos veremos en este siglo? • In pairs, students identify what they consider to be the greatest challenges in the modern world. They will think back to the past unit.

  • Using Voice Thread, students think about the conversation from class and answer the following question: ¿Cuál es un avance tecnológico que veremos este siglo para resolver uno de los problemas identificados?

  • Read, “El gadget que te avisa cuando te roban la carter” (originally published in Muy Interesante by Javier Flores October 10, 2011 and found on page 76 of Triangulo Aprobado). Students will answer five multiple-choice comprehension questions found on the same page and we will discuss the article together.

  • Listen to the recording that deals with the importance of innovation titled, “La importancia de los prototipos en el proceso de innovación” found on the learning site. Students will answer five questions about the recording.

  • Read Cápsula Cultural: Inventos Mexicanos que Han Influido el Mundo on page 79 of Triangulo Aprobado.

  • Read, “El genio que humanizó la tecnología: http://tecnologia.elpais.com/tecnologia/2012/10/04/actualidad/1349377628_741832.html, and answer: -¿Cómo humanizó Steve Jobs la tecnología? -¿Cómo te ha afectado la tecnología de Steve Jobs?

  • Research the newest inventions/devices/Apps that will on the market soon and discuss the effects they will have on the world. Students can find videos, pod casts, or articles to share with the class.

  • Read, “Obama se reúne con inventores y emprendedores”: http://www.elnuevoherald.com/2014/06/18/1776778/obama-se-reune-con-inventores.html and answer: ¿Qué efectos tienen los inventores y emprendedores en nuestra economía y en la economía global?

  • Investigate the most technologically advanced places in the world.

  • Read, “China Se Perfila Como Líder en Generación de Supercomputadoras: http://contenido.com.mx/2014/06/china-se-perfila-como-lider-en-generacion-de-supercomputadoras/, and write a reaction to the article in their journals.

  • Read, “Así serán las ciudades inteligentes del futuro…”, found at: http://www.bbc.co.uk/mundo/noticias/2013/08/130819_ciudades_inteligentes_jw_nm.shtml -¿Cómo serán los pobres y marginados de estas ciudades inteligentes? -¿Qué medios encontrará el narcotráfico para colocar su mercancía? -¿Cómo serán las drogas?¿Dónde quedará nuestra privacidad? -¿Quienes tendrán acceso a los últimos avances de la medicina que les permitirán prorrogar de manera muy importante sus expectativas de vida?

-¿Qué pasará cuando podamos avanzar en la ingeniería genética y manipular los genes para tener hijos súper-dotados? -¿Cómo quedarán aquellos que tengan sus hijos a la viaja usanza?

  • Read, “NAO el robot más famoso llega a México” that deals with a robot that is able to be used to help children with autism (found on page 77 of Triangulo Aprobado)

  • Listen to/watch, “NAO el robot humanoide” and “Robot Nao que será presentado en la III Expotic 2014, found at: the learning site and http://www.youtube.com/watch?v=aKg6ZDCipt4 . Students will answer ten multiple-choice questions about the text and the audio on page 78 of Triangulo Aprobado.

  • Read, “Robots casi humanos como guías en museo de Tokio” http://www.eluniverso.com/vida-estilo/2014/06/24/nota/3146426/robots-casi-humanos-como-guias-museo-tokio

  • Discussion on robots that will include: -¿Cómo afectarán los robots las profesiones en el futuro? -¿Todavía habrá la necesidad de los humanos en ciertas profesiones? -¿Crees que habrá muchos problemas con robots en el futuro o ellos nos -ayudarán mucho para hacer la vida más fácil? -Haz predicciones sobre como será nuestro futuro con robots. -Describe unas ventajas y desventajas de tener robots.

  • Create a Voice Thread that answers the question: ¿Qué papel tiene la presesión de poseer lo más nuevo, lo más moderno, lo más “al día” en la tecnología en nuestra sociedad?

  • Design a prototype for an invention/device/App that is currently needed or will be needed in the future. Students must provide a visual for their creation, an explanation of how it would work, and why there is/will be a need for it. Students will vote on the best innovation.

Subtopic 5: Science and Ethics (La ciencia y la ética)

  • To open this section we will have a Socratic circle to discuss, reflect on, and research the following questions (students may, of course, add additional questions to the conversation): -¿Cuál es la importancia de la ética con el uso de la tecnología, especialmente con tratamientos medicales? -¿Cómo define la bioética la Comisión Nacional de Bioética de México? -Describe el curso virtual de ética de la Universidad de Santa Fe de Bogotá. -¿Por qué es necesario enseñar ética en las ciencias?

  • Read, “Ciencia y moral: La ciencia está cuestionada por sus implicaciones potencialmente peligrosas.” (pg. 92 Triangulo Aprobado) Students will answer the seven comprehension questions and discuss the article in small groups.

  • Read and listen to the pod cast, “El escándalo por experimentos medicos en Guatemala puede extenderse” found at: http://www.masvoces.org/El-escandalo-por-experimentos

  • Research unethical medical practices throughout history that were used to make huge advances in medical treatments. Discuss: ¿Crees que hay algunas circunstancias donde es necesaria la experimentación con seres humanos para hacer avances en el campo de la medicina?

  • Read, “Debate: Los beneficios y perjuicios de la clonación”, and answer the question: ¿Se deben apoyar las investigaciones sobre la clonación humana?

  • Look at the Graph on page 98 of Triangulo Aprobado to see how people in Uruguay answered questions about cloning. The questions included: -¿Está de acuerdo con la clonación? -¿Cree que se pueden salvar vidas mediante la misma? -¿Cree en una posible implementación de la misma en el ámbito de la medicina de nuestro país?

  • Students will use: http://www.polleverywhere.com/ to create a poll about their classmates views on human cloning. They will display their results in a graph for the class.

  • Listen to/watch the recording, “Desacuerdo por posible debate” found on the Triangulo Aprobado learning site.

  • Investigate: las células madre (¿Por qué es un tema controversial?)

  • Read, “Clones y ética: sobre células madre y prejuicios religiosos”: http://www.escepticos.es/?q=node/34. Students will make a graphic organizar to keep track of important information.

  • Create Voice Thread to answer questions: -¿Qué papel tiene la religión en el debate sobre la clonación humana? -¿Piensas qué unos avances médicos van contra creencias religiosas y así son inmorales?

  • Debate the issue of human cloning. Students will argue points for or against human cloning and stem cell research. They will use the previous sources used in class and investigate new sources for more information.

  • In Spanish IV, students learned about Ramón Sampedro and watched “Mar Adentro”. We will revisit the ethical debate about euthanasia. Students will answer the following questions: -¿Qué dice la ley de la muerte digna en España? -¿Cuáles son las prácticas para el proceso final de la vida que regula la ley de la muerte digna en España? -¿Por qué se oponen a la ley de la muerte digna en España la Iglesia Católica y el Partido Popular?

  • Read, “Polémica por la euthanasia, una confesión real sobre una vida de película” on page 94 of Triangulo Aprobado.

  • Look at the moral issues of euthanasia by listening to/watching the video, “La euthanasia” from aciprensa.com from Lima, Peru. Students will answer ten multiple-choice questions about the reading and the video, and we will use the questions as points of discussion.

  • Students are to find a video, article, radio emission, or pod cast about the controversial issue of euthanasia and the right to a dignified death to reflect upon and share with the class. Students will write their own opinion on the issue in their journals.

  • Listen to, “Nuevas tecnologías de la educación” originally published by Victor Pacheco and Marcelle Villarreal, and found on the learning site of Triangulo Aprobado. Students will listen and answer the five comprehension questions that follow on page 96. They will answer the questions: ¿Por qué es importante la ética en Internet?

  • Create a project to present to the class visually and orally about an ethical issue of the student’s choice dealing with technology.


  • Listening comprehension

  • Reading comprehension

  • Written/Verbal summary of literature and audio activities

  • Written emails/essays

  • Oral presentations

  • Vocabulary tests

  • Class discussions

  • Responses to questions on the classroom blog

  • Research projects

  • Posters/PowerPoint/Prezi presentations

  • Keeping language portfolio up to date

Resources / Text Selections:

  • Triángulo Aprobado Textbook (recording, video clips, and authentic texts listed in the learning activities are found in the textbook)

  • Smart Board

  • Class website and blog

  • Audacity voice recording program

  • http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.html (AP website)

  • BBCmundo.com (additional current event articles & videos)

  • Azulejos (Short stories, poems, and biographical information about the most well-known literary figures in the Hispanic community

  • Tejidos (Pre-AP Spanish textbook with vocabulary and activities)

  • http://www.elnuevoherald.com/

  • http://masvoces.org

  • http://clear.msu.edu/teaching/online/ria/

  • http://m.laprensa.com.ni/portada/92388

  • http://tecnologia.elpais.com/tecnologia/2013/06/25/actualidad/1372129464_071015.html

  • http://tendenciasdigitales.com

  • http://www.polleverywhere.com/

  • http://www.youtube.com

  • http://www.prezi.com

  • http://www.abc.es

  • http://www.un.org/spanish/News/

  • http://radioteca.net/audio/genoma-humano-revista-como-ves/

  • www.scielo.org.pe

  • http://www.eluniverso.com/vida-estilo/2014/06/24/nota/3146426/robots-casi-humanos-como-guias-museo-tokio

  • http://contenido.com.mx/2014/06/china-se-perfila-como-lider-en-generacion-de-supercomputadoras/

  • http://tecnologia.elpais.com/tecnologia/2012/10/04/actualidad/1349377628_741832.html

  • http://www.anesvad.org/es/derecho-a-la-salud/

  • www.undp.org/content/peru/es

  • http://radioteca.net/search/?q=Romero+Epazote%3A+Medicina+Tradicional+MExicana&models=articles.article&models=radiotk.audioseries&models=radiotk.audio&models=staticpages.staticpage

  • http://base.d-p-h.info/es/fiches/dph/fiche-dph-6662.html

  • http://www.vidaysalud.com/remedios-naturales

  • http://es.euronews.com/2012/01/24/tecnologia-para-mejorar-la-calidad-de-vida-de-los-enfermos-cronicos/

  • www.comunidadsaludable.org

  • http://www.msal.gov.ar/municipios/

  • http://ctb.ku.edu/es

  • http://www.mifitbook.cl/index.php

  • http://www.fitness.gov/participate-in-programs/physical-activity-initiative/

  • http://www.eligevivirsano.cl/

  • Gatski, Barbara, and John McMullan. Trángulo Aprobado. 5th. Wayside Publishing , 2013. Print.

  • http://www.collegeboard.com/html/apcourseaudit/courses/pdfs/spanish-language-sample-syllabus-1-id-1029710v1.pdf (AP® Spanish Language and Culture Sample Syllabus)

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