• Views 47
  • Favorites
Photo via Unsplash

Topic

Ecosystems

Grades

9th, 10th, 11th, 12th

Subjects

Science, Biology, World Languages, Spanish

Duration

90 minutes

Regional Focus

Global, North America

Format

Google Docs, Google Slides

Share

This lesson plan is licensed under Creative Commons.

Creative Commons License

La Pesca y la Comunidad (Cambio Climático y la Pesca #2)

Created By Teacher:
Last Updated:
Dec 1, 2022
0.0
|
|

In this lesson, students explore the impact of climate change on small-scale fishing communities and best practices for building resilience.


Step 1 - Inquire: Students interpret infographics, play a game, and share what they know about the impact of climate change on fishing.


Step 2 - Investigate: Students deepen their understanding of sustainable small-scale fishing through a matching exercise and a tic-tac-toe research activity.

 

Step 3 - Inspire: Students create a mural to educate others about the importance of supporting sustainable, small-scale fishing.

Positives

  • This lesson builds on lesson 1 of the Cambio Climático y la Pesca unit by providing real-life examples of what students experienced in the role-playing game, El Juego de Peces.

  • The authentic texts, game, and student choice in this lesson engage students in discovering new information while developing their Spanish language skills and increasing their capacity for intercultural understanding.

  • In this lesson, students are invited to explore the topic of gender equity through data and by listening to the voices of women in the small-scale fishing industry.

Additional Prerequisites

  • This is lesson 2 of 3 in our Cambio Climático y la Pesca unit.

  • To successfully navigate this lesson, students should be at an intermediate-low proficiency level.

  • Students familiar with the imperfect tense will be prepared to understand the interviews in the videos in which fisher people describe their childhoods.

  • Students with the ability to use the present subjunctive will have the opportunity to employ this concept to express recommendations, doubts, and perspectives.

Differentiation

  • The Conecto game in the Inquire section can be played in small groups or pairs by sharing the link with students.

  • Students may want to watch the video in the Inquire section one time with the closed captions off and then again with the Spanish closed captions on.

  • The tic-tac-toe activity in the Investigate section can be assigned as a graded mini-project or as un-graded collaborative classwork.

  • The mural can be painted directly on a wall, or students can use a long sheet of bulletin board paper.

  • After completing this lesson, advanced students can research small-scale fishing in their own community and record an AP-style cultural comparison presentation.

In this lesson, students explore how climate change is changing industrial fishing. This lesson passes our scientific review process.


En esta lección, los estudiantes exploran cómo el cambio climático está cambiando la industria pesquera. Esta lección pasa nuestro proceso de revisión científica.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • 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.
  • 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.
    • 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.
    • 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.

  • Prior to class, students read the four infographics in the online brochure Potenciales aportes de los sistemas alimentarios sostenibles: la recuperación de los recursos pesqueros and answer questions from the Student Handout - Inquire.

  • At the start of class, students play this Conecto game to check their reading comprehension of the brochure.

    • There are twenty questions, mostly true or false, based on the reading. The object is to be the first team with four (or three) Xs or Os in a row.

    • Teacher selects the 3x3, 4x4, or 5x4 grid option from the side menu of the Conecto game and projects the game board for the class to see.

    • There are two teams. One team chooses a space on the grid.

    • Teacher clicks on the space and the question appears. The correct answers are found by clicking on the check symbol.

    • If students answer the question correctly, teacher selects the X or O.

    • If students are incorrect, teacher does not select X or O and the square remains blank.

    • The questions are randomly ordered. If a team answers incorrectly, a different question will appear in that same space for the next turn.

  • Students brainstorm what they already know about the impact of climate change on fishing and share their ideas with the class.

  • Students watch this 2-minute video about the impact of climate change on small-scale fishing in Mexico.

  • Using the questions in the Teacher Slideshow, students make connections between their brainstorming and what they observed in the video, adding any additional observations, curiosities, or questions.

  • Students use the Student Handout - Investigate to match the challenges facing small-scale fishing with the measures that can be taken to build resilience.

  • Students complete the tic-tac-toe activity on the third page of the student handout.

    • Students select one task to complete from each of the three sections (saber: a short reading; conocer: a short video or videos; explorar: a short independent research task) and write a response for each task.

    • Students share their learning in mixed groups, noting similarities and differences in the information they found.

  • As a class, students create a mural to celebrate the importance of small-scale fishing.

  • Each student adds a fact, an illustration, and a recommendation following the guidelines in the Student Handout - Inspire.
  • The mural can be displayed outside the classroom to educate the school community.

Reviews

Login to leave a review