Spanish Lesson: El pescado sostenible
Lesson Plan
1 hour 30 minutesGrades9, 10, 11, 12Spanish
This resource has been reviewed by SubjectToClimate's climate scientists and verified for scientific accuracy and up-to-date information. Learn about our review process →
Written by Liz Ransom
About this lesson
In this lesson, students discuss cultural traditions related to preparing and eating fish, and play a game to learn to shop sustainably. As a culminating activity, students propose a sustainable solution to one of the challenges they learned about in this unit.
Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.
Investigate: Students watch a video and play a board game to explore the challenges of buying and selling sustainable, climate-resilient fish.
Inspire: Students research and propose solutions that are climate-resilient, respectful of fishing communities, and grounded in cultural traditions.
Preview the lesson plan
Better on a bigger screen? Open it in its own tab.View Lesson Plan
Everything you need to teach it
How to edit these materials (video)Teaching tips
Suggestions
- As an alternative to the video in the Investigate section, teachers can print out MarViva's Guía de Trazabilidad and place the pages around the room. Students can walk around the room and take notes on the recommendations in the guide.
- The “solutions fair” in the Inspire section allows for student voice and choice.
- Teachers can simplify the fair by having all students propose different sustainable, climate-resilient fish or seafood-based meals or menus.
- Students can use this online recipe book from MarViva, or these recipes from Greenpeace España for ideas.
- Since most activities are completed independently, this lesson can be used for substitute plans.
Prerequisites
- This is lesson 3 of 3 in our Spanish Unit: El pescado sostenible.
- If students did not complete Lesson 2 of this unit, students can watch this video from the Spanish organization Youth for Sea and complete the corresponding section on their Student Document.
- This lesson can be used as a standalone lesson or added to units on food, shopping, the environment, global challenges, science, technology, or contemporary life.
- This lesson is designed for students with a minimum of intermediate-low proficiency level.
- Students should have a general familiarity with vocabulary and concepts related to climate change, fishing, shopping, and cooking.
Differentiation
- In the Investigate section, the teacher can project the game board, and students can play the game as a class instead of in pairs or small groups. This will allow the teacher to provide explanations of vocabulary or other concepts as needed.
- Advanced classes can begin the lesson by analyzing Pablo Neruda’s poem “Oda al Caldillo de Congrio” instead of describing the photos.
- After completing this lesson, AP Spanish Language and Culture students can record a two-minute cultural comparison using one of these prompts:
- ¿Cómo ha afectado el cambio climático la vida de las personas en tu comunidad? ¿Qué hacen para expresar solidaridad los miembros de tu comunidad?
- ¿Qué hábitos o actividades se consideran una expresión de los valores en tu comunidad? ¿Qué opinión tienen las personas en tu comunidad con respecto a los avances en la ciencia y la tecnología?
- ¿Qué papel juegan las tradiciones de la comida en las familias de tu comunidad? ¿Qué importancia tiene el trabajo en el bienestar de las familias en tu comunidad?
- As a culminating activity for this three-lesson unit, the class can watch this Youth for Sea music video and then create their own version of the video or create graphics to go with the song.
From the scientist review
Many people use fish as their primary source of protein. But climate change is hurting fish populations and the people who need them. This lesson has passed our scientific review process.
Muchas personas utilizan el pescado como fuente principal de proteínas. Pero el cambio climático está perjudicando a las poblaciones de peces y a las personas que los necesitan. Esta lección ha pasado nuestro proceso de revisión científica.
Want this to fit your class?
Add your location for local examples, questions, and action ideas.
About the teacher writer
Liz Ransom
High School Teacher
As a High School Spanish teacher and student newspaper advisor, Liz has taught for over 20 years and has served as World Languages Department Chair and K-6 summer camp activities leader. She has worked in Ohio, Maine, New Jersey, Maryland, and Chile.
