Author:
Ashley Johnson, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
Smartphone, Social Media, Spanish, Technology, Wellbeing
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
Spanish

Spanish Level 4, Activity 03: El bienestar y la tecnología / Wellness and Technology (Online)

Spanish Level 4, Activity 03: El bienestar y la tecnología / Wellness and Technology (Online)

Overview

In this lab, students will evaluate how social media affects their wellbeing and describe how they feel about certain current events.

About the Pathways Project

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Activity Instructions

Activity Title 

El bienestar y la tecnología 

Description:

In this lab, students will evaluate how social media affects their wellbeing and describe how they feel about certain current events. 

Proficiency Level:

Intermediate Mid

Keywords:

Social media, smartphone, technology, wellbeing 

World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures.

Idaho Content Standards for World Languages:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions 
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. 
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language. 

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss technology use and social media in my culture and others
  • I can exchange opinions about the ways we use phones in our personal and school or work lives
  • I can exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar and unfamiliar topics
  • I can present my reactions to a current event and explain what led to the event being in the news 
     

Materials Needed:

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow. 


2. Have students go into breakout rooms and discuss the warm-up questions.

  • “Ahora, van hablar con sus parejas sobre las preguntas del calentamiento en los breakout rooms.”

Main Activity

1. Divide the students into 3 different and split them into breakout rooms for 8 minutes.

  • Grupo 1 = Los profesores 
  • Grupo 2 = Los estudiantes 
  • Grupo 3 = Médicos

Read the following scenario to your students: 

  • “Francia, como país, ha decidido prohibir los aparatos electrónicos en la escuela primaria. El presidente de Boise State escuchó estas noticias y ahora quiere hacer lo mismo en nuestra universidad. Van a participar en grupo para dar una recomendación al presidente sobre esta idea nueva.” 

3. Cada grupo va a tener 7-10 minutos para llegar a un acuerdo, y crear unos puntos que pueden usar para defender su opinión. Deben añadir los puntos a Google Slides con el dispositivo que tiene el número de su grupo. 


4. OPTIONAL: Use the timers on the PowerPoint to keep track of time. 

  • 8 minutes for the groups to come up with their points whether they agree with removing technology from Boise State or not. 
  • 1 minute for them to share their views. 

5. Como un grupo, van a votar por el grupo que presentó el mejor argumento. (Usa el caja de chat) 

Wrap-up

  • ¿Que piensan de los beneficios y los problemas de las redes sociales y la tecnología? 

End of lab:

  • Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down or download our student cards.) 
  • Encourage students to be honest in their self-evaluation. 
  • Pay attention, and try to use feedback for future labs! 

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss technology use and social media in my culture and others
  • I can exchange opinions about the ways we use phones in our personal and school or work lives
  • I can exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar and unfamiliar topics
  • I can present my reactions to a current event and explain what led to the event being in the news