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Climate Change


6th, 7th, 8th


Science, Earth and Space Sciences, World Languages, Spanish


180 minutes

Regional Focus

North America, United States, USA - Northeast, New Jersey


Google Docs, Google Slides


This lesson plan is licensed under Creative Commons.

Creative Commons License

Cambio Climático y el Hogar

Created By Teacher:
Last Updated:
Nov 28, 2022


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. 

Step 1 - Inquire: Students share observations and questions about the impact of households on climate change. 

Step 2 - Investigate: Students explore the sources and uses of electricity in households in Chile and the United States. 

Step 3 - Inspire: Students identify ways to promote household energy efficiency and conduct class surveys about habits.


  • 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.


  • 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.

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.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
  • World Languages
    • Novice Mid
      • 7.1.NM.IPRET.5: Demonstrate comprehension of brief oral and written messages found in short culturally authentic materials on global issues, including climate change.
      • 7.1.NM.IPERS.3: Express one’s own and react to others’ basic preferences and/or feelings using memorized words, phrases, and simple memorized sentences that are supported by gestures and visuals.
      • 7.1.NM.PRSNT.2: State basic needs on very familiar topics using words, phrases, and short memorized, formulaic sentences practiced in class.
      • 7.1.NM.PRSNT.6: Name and label tangible cultural products associated with climate change in the target language regions of the world.
    • Novice High
      • 7.1.NH.PRSNT.3: Describe orally and in writing people and things from the home and school environment.
      • 7.1.NH.PRSNT.6: Tell or write a few details about the impact of climate change in the target language regions of the world and compare those impacts with climate change in the student's community and/or different regions in the United States.
  • Students think-pair-share to describe the digital art in the Teacher Slideshow. For example: los colores, las partes de la casa, el tiempo, la geografía, etc.
  • Students write a title for the artwork and share ideas with each other.
  • Teacher projects the graph “Emisiones Globales de Gases de Efecto Invernadero por Sector” and/or distributes copies of the graph.
    • Teacher provides comprehensible input to describe the graph and draws student attention to the housing sector.
    • Students write observations and questions about the graph, including information the graph doesn’t address. For example, ¿Quién? ¿Qué? ¿Dónde? ¿De dónde? ¿Cuándo? ¿Cómo? ¿Por qué?
    • Students share and react to each others’ observations and questions.
  • Teacher explains that we will be comparing Chile with their own experience.
  • Students watch this video about Chile’s national plan to reduce greenhouse gas emissions. The video is in Spanish with English subtitles.
    • Students watch the video twice, either in pairs or as a class. The first time students focus on the images, and the second time students focus on the words.
    • Students share observations, curiosities, and questions.

Parte 1: ¿Para qué actividades en los hogares se usa la energía eléctrica?

  • Pairs of students collaborate to create posters depicting the activities and the appliances or devices that use electricity in a home.
    • Students are assigned a particular room in a home.
    • Teacher models navigating the Chilean Falabella department store website to find electric items for each room of the home. For some items, students can look for the Chilean national energy efficiency label (seen at minute 1:37 in the Inquire section video).
    • Students navigate the Falabella department store website to find 4-5 electric items for their assigned room. 
    • Students screenshot or print the items for their poster and write an activity associated with each item. For example, “la lámpara / leer un libro” “la consola / jugar videojuegos.”
    • Students present their posters. For example, “En el salón, yo uso la lámpara para leer.” “En la cocina,  yo preparo la comida con el microondas.”
    • Students can practice numbers by keeping track of the cost of the items and adding up the total in Chilean pesos for each room.
    • Students note any observations about cultural differences encountered on the website. For example, under “Calefacción” students may not be familiar with the “Calefont,” an instant hot water heater that uses natural gas.
  • Using the handout, students predict which appliances on the list are responsible for the most electricity use in a typical household in the United States.
  • Teacher projects the answers using the Teacher Slideshow.
  • Students share reactions.

Parte 2: ¿De dónde proviene la energía en tu comunidad?

  • Students match English terms for energy sources with the Spanish cognates in part A.
  • In part B, students identify the climate, natural element, or geography associated with each source.
  • Students practice vocabulary with the Quizlet in part C.
  • Students watch this video from ACERA, the Chilean Agency for Renewable Energy and Storage, about renewable energy and Chile’s zero greenhouse gas emissions goals.
    • Teacher uses the Teacher Video Notes to present the video.
    • Students identify the climate, geography, and energy sources they see in the video
    • Students reflect on the message in part D.
  • Students play this game from Chile’s Ministry of Energy and Ministry of Education about energy sources used to produce electricity.
    • Teacher prints out the cards, and students help by cutting and pasting the cards onto pieces of cardboard. 
    • Teacher explains instructions that are found in the above link. 
    • Students follow the simplified instructions in part E.
  • Students explore the sources of electricity in the United States and their own region using this bilingual EPA website.
    • Students can change the language on the upper left side of the website.
    • Students jot down answers in part F.
  • Students create a “one-pager” using the instructions in part G and the outline of the house on the last page.
  • Students watch this video from Chile promoting energy conservation at home and answer true / false comprehension questions using the student handout.
    • Answers:  1. C  2. C  3. F  4. F  5. F  6. C  7. F  8. C  9. C  10. F
    • Students discuss their observations and reactions to the video.
  • Students play a communicative game about energy use.
    • Teacher spins the Wheel Decide and a household activity appears.
    • Students work in pairs and roll a die. If the number is odd, they give an example of the activity WITHOUT the use of electricity. If the number is even, they give an example of the activity WITH electricity.
      • For example: Wheel Decide shows “leer.” A student rolls 1. The student says “Puedo leer un libro de papel.”
      • Wheel Decide shows “leer.” A student rolls “2.” The student says, “Leo el periódico online.
  • Students use the “Te Toca a Ti” section to speak in pairs and discuss their habits to save energy at home.
  • Students write a question in Spanish and survey their classmates about their habits, filling in the chart on the handout as they speak.
  • Students create a pie chart of the results of the survey and write a summary in Spanish.
  • Un paso más
    • Students can choose one energy efficient habit they would like to acquire and commit to keep track of the habit for a month.
    • The class can collectively decide to commit to a habit at home or at school to reduce energy use.
    • Students can create their own campaigns for energy efficiency modeled on the Chilean video.
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