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Photo by Joe Grinstead via Unsplash

Topic

Climate Change

Grades

6th, 7th, 8th

Subjects

World Languages, Spanish

Duration

180 minutes

Regional Focus

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

Format

Google Docs, Google Slides

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This lesson plan is licensed under Creative Commons.

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Cambio Climático y el Hogar

Created By Teacher:
Last Updated:
Mar 4, 2024
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SubjectToClimate

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. 


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.

Accompanying Teaching Materials
Teaching Tips

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.
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.

Standards

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

Primary Standards

  • World Languages
    • 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.
    • 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.

Supporting Standard

  • 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.
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