Author:
Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
Creative, Creatividad, El Futuro, El Futuro Perfecto, Future Perfect Tense, Future Tense, Invenciones, Invención, Inventions, Inversión, Investment, Shark Tank, Technology, TecnologíA, Useful
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English, Spanish

Spanish Level 4, Activity 06: Invenciones creativas/Creative Inventions (Online)

Spanish Level 4, Activity 06: Invenciones creativas/Creative Inventions (Online)

Overview

Students will create hypothetical inventions to solve a problem. Using reasoning to support their argument, they will present their idea to a group in a persuasive manner.

About the Pathways Project

Did you know that you can access the complete collection of Pathways Project Spanish activities in our new Let’s Chat! Spanish pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysspanish 

Please Note: Many of our activities 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 pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. 

Activity Information

Three kids building a robot

Photo by Vanessa Loring

Description: Students will create hypothetical inventions to solve a problem. Using reasoning to support their argument, they will present their idea to a group in a persuasive manner.

Semantic Topics: Shark Tank, inventions, creative, useful, technology, investment, invenciones, invención, creatividad, tecnología, inversión

Grammatical Structures: Future tense, future perfect tense, el futuro, el futuro perfecto

Products: Inventions and products from Spanish-speaking cultures

Practices: Inventing new products, marketing and selling invented products, working together in groups

Perspectives: Value of entrepreneurship and creativity

NCSSFL-ACTFL 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.
  • Standard 3.1 – Students reinforce and further their knowledge of other disciplines through Spanish.

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.
  • CLTR 2.1- Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • COMP 2.1- Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe objects and the benefits they have. (Intercultural)
  • I can provide reasons to support an argument.
  • I can exchange preferences.
  • I can talk about products related to everyday life.

Materials Needed:

WARM-UP

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow. 
    Primero, vamos a repasar los Can-Do Statements.
  2. Using the photos from the slideshow, students will describe the cultural item or practice as if they are giving a “sales pitch” to their peers.
    En las siguientes diapositivas van a ver comidas y una celebración de un país latinoamericano. Ustedes van a describir o tratar de vender lo que ven en la foto.

MAIN ACTIVITY

  1. Put students in groups of 2 in breakout rooms. They will have 10 minutes to create an invention. They will then present the product to the class. As the instructor, you will play the role of the shark and choose the product you want to invest in.
    Han visto el programa Shark Tank?  Hay un programa similar en España que se llama Tu oportunidad. En Tu oportunidad les han invitado a presentar una invención o tecnología nueva. Ustedes van a trabajar en parejas por diez minutos para crear una invención nueva. Después, van a presentar las ideas al “tiburón”. Yo soy el tiburón (lab assistant) y voy a elegir el producto en cual quiero invertir.
  2. The students must make sure that their product has the details included on the slide:
    • Tienen que asegurarse que su invención incluya los siguientes detalles;
    • El nombre del producto
    • ¿Qué hace el producto?
    • ¿Cómo va a mejorar la vida diaria?
    • ¿Cuánto dinero cuesta la invención?
    • ¿Por qué se debe invertir dinero en su invención?
    • Ejemplos: Puede ser un app, producto, sitio de web, una herramienta…    
  3. Students will come back to the main session. Each pair will present their inventions to the group. The instructor chooses the one that he/she would like to invest in.
    Ahora van a presentar su invención o tecnología al grupo. Y yo eligiré una de ellas. He elegido invertir en …

     

    WRAP-UP

    1. Ask the following questions to your students to finish the lab:
    • ¿Cuál fue tu invención favorita del grupo y por qué?
    • ¿Por qué es importante saber alguna terminología de tecnología en español?

    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 describe objects and the benefits they have. (Intercultural)
  • I can provide reasons to support an argument.
  • I can exchange preferences.
  • I can talk about products related to everyday life.

CULTURAL NOTES:

Famous Groundbreaking Inventions by Latino Inventors

10 Spanish Inventors Who Have Changed Your Life