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

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