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Photo by Olivier Darbonville via Unsplash

Database Provider




9th, 10th, 11th, 12th


World Languages, Spanish


90 minutes

Regional Focus

Global, North America, South and Central America, Europe


Google Docs, Google Slides


This lesson plan is licensed under Creative Commons.

Creative Commons License

El Pescado Sostenible (Cambio Climático y la Pesca #3)

Created By Teacher:
Last Updated:
Feb 26, 2024
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In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

Accompanying Teaching Materials
Teaching Tips


  • Students participate in a variety of communicative activities and are exposed to authentic resources from Spain and Latin America.

  • The post-game reflection allows students to make personal connections to the ideas in this lesson and reflect on cultural and social justice themes.

  • The recipe competition is motivating and allows for student voice and choice.

  • Since most activities are completed independently, this lesson can be used for substitute plans.

Additional Prerequisites

  • This is lesson 3 of 3 in our Cambio Climático y la Pesca unit.

  • 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.

  • Students with intermediate-low proficiency will be able to successfully navigate the activities in this lesson.

  • Students should have a general familiarity with vocabulary and concepts related to climate change and fishing.


  • 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 teacher can project the game board and students can play the game as a class instead of in pairs or small groups.

  • Students can create personalized lists of vocabulary with expressions from this lesson to practice on a platform like Quizlet.

  • Students can create a local guide in Spanish about where to buy sustainable seafood or write an article in Spanish for the school newspaper.

  • 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.

  • The class can come up with their own criteria, based on the lesson, for the competition “La Gran Receta de los Océanos.”

Scientist Notes

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.


Primary Standards

  • World-Readiness Standards for Learning Languages (ACTFL)
    • Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
      • 1.1 Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
      • 1.2 Interpretive Communication: Learners understand,interpret, and analyze what is heard, read, or viewed on a variety of topics.
      • 1.3 Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
    • Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence.
      • 4.2 Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
    • Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
      • 3.1 Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
      • 3.2 Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Supporting Standards

  • Next Generation Science Standards (NGSS)
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
      • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.


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