Unit Summary and Rationale

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*Students can find useful information using: http://tendenciasdigitales.com/1461/infografia-usos-de-internet-en-latinoamerica-2012/

Subtopic 2: The Effects of Technology on the Individual (los efectos de la tecnología en el individuo)

  • Students will list as many things that come to mind as possible about the effects that technology can have on an individual/society. The effects can be both negative and positive. Once students have exhausted their list, we will come together and make a large list by combining all of the ideas. If students were unsure of how to say something in Spanish, they can look it up, or ask another student.

  • As we complete the reading, writing, listening, and speaking activities in this section, we will put a checkmark next to ideas covered on our list. If a topic was not on our list, we will add it.

  • We will start by reading “La innovación tecnológica, la solución para la crisis de España” on page 60 of Triangulo Aprobado. Students should be familiar with the economic crisis of Spain in 2010 from the previous unit, but if need be we can revisit it. Before reading, they will define the bolded words from the text in their vocabulary section. They will also add any new vocabulary learned from the reading through context.

  • Next, students will interpret the graph that follows the reading about the opinions of experts about the potential of the system in Spain towards innovation. After reading the text and analyzing the graph, student will answer 11 multiple-choice questions to demonstrate understanding o page 61.

  • Using a graph that deals with why people don’t shop online entitled, “Barreras para comprar por Internet” published in 2010 by tendenciasdigitales.com and found on page 62 of Triangulo Aprobado, students will answer four questions to show understanding of the graph. They will then listen to an audio that deals with how shop online, which can be found on the learning site. They will then answer four comprehension questions and explain what the two selections had in common.

  • Using the website: http://www.un.org/spanish/News/story.asp?newsID=22693#.U6yqFXbE1tp, students will read “La ONU celebra el primer Día Mundial de la Radio” that deals with the importance of the radio in the world and watch the video “ONU celebra el dia mundial de la radio”: http://www.youtube.com/watch?v=6rEp3P7IjPc

  • Students will then read Cápsula Cultural: La Antigua radio eternamente joven o page 64, and the following questions in their journal. They may have to search for more information on their own. -¿Para qué usas la radio tú y tus amigos? -¿Por qué es la radio tan importante en América Latina? -¿Qué afecto ha tenido la radio en la historia del mundo? Da ejemplos específicos. (Students can relate this back to Chava’s radio in Voces Inocentes from last year.

  • We will then turn our attention to Electronic Readers. Before reading and listening to a recording, students will answer this question in their journals: -Se deben abandonar los libros de papel por los lectores electrónicos?

  • We will discuss our answers together and read about the advantages of using electronic readers on page 65.

  • Next, we will listen to “BOOK, un producto revolucionario” found at: http://lalibrea.com/node/190. We will talk about what kind of message is it trying to send and what technique did they use. Taking the reading and the video we will compare and contrast the advantages and disadvantages of reading a book or reading on an e-reader.

  • For homework, students are to find information to answer the question: -¿Qué efecto ha tenido la tecnología en las artesanías en el mundo?

  • Using the website: http://www.polleverywhere.com/, students will work together to create a list of questions to poll their fellow classmates in the school about their use of technology. Questions should be aimed to gather information about how much time students spend online, what social media networks are their favorites, what their favorite Apps are, if they use technology for educational purposes, if they’ve experienced cyber bullying etc. Once the class has come up with a final list of questions, they will ask their classmates to go online to the website and anonymously answer the poll questions. Using the information from the polls, students need to put the information into a graph or table for us to analyze.

  • Our next section will deal with the positive and negative effects technology has on our lives. We will start by reading the article, “Las ‘google glass’ mejoran la calidad de vida de las personas con párkinson” found at: http://www.abc.es/salud/noticias/20140409/abci-parkinson-google-glass-201404081830.html, and discuss how technology can be used to help people with debilitating diseases get better.

  • Then, we will read, “El uso excesivo de las redes sociales puede modificar partes del cerebo”, found at: http://www.laopiniondemalaga.es/municipios/2012/10/15/excesivo-redes-sociales-modificar-partes-cerebro/541127.html, to focus on some of the negative effects of technology on people. Students will answer the following questions by using information in the article: -¿Cómo es la relación de los jóvenes con las redes sociales? -¿Por qué puede ser peligroso el contacto continuo con esta forma de comunicación? -¿Hay consecuencias negativas que no conozcan normalmente los usuarios? -¿Qué otros efectos negativos pueden acarrear? -¿Puede convertirse el uso de las redes sociales en adicciones? -¿A qué edad se producen los primeros contactos a través de internet? -¿Qué recomendaciones puede dar respecto al uso de las redes? -¿Contemplan los psicólogos los efectos que se producen en el lenguaje? -¿Pueden llegar a modificarse el tipo de relaciones con los demás por completo?

  • Reflection Log Entry: Students think about the following question and write personal responses in their logs: -¿Qué impacto tienen la tecnología y los avances científicos en mi vida personal?

  • Then, through journal dialoguing, students engage in an exchange of ideas via a written format with another member of the class. [CR3b] This culminates in a full-class discussion on all of the individual perspectives of the students in the class.

  • To get prepared to make their own Prezi Project, students will look at the following two Prezi presentations online: “Los efectos de la tecnología en el individuo y en la sociedad”, found at: http://prezi.com/lcdsghnvz5q9/los-efectos-de-la-tecnologia-en-el-individo-y-enla-sociedad/, and “Las redes sociales como afectan nuestra vida”, found at: http://prezi.com/saythsigaqcd/las-redes-sociales-como-afectan-nuestra-vida/. They will critique the two presentations while also learning important information.

  • Students will then watch, “Efectos negativos de la Tecnología” http://www.youtube.com/watch?v=frU1tpCF5YE and write a reaction to the video in their journals. They can think about the following Concepts: -¿Cómo te hace sentir el video? - ¿Crees que el video retrata con precisión los efectos de la tecnología? -¿Piensas que lo que estaba pasando en el video es similar a tu vida? ¿Cómo? -¿Conoces a alguien que no use la tecnología o a quien no le importen los avances tecnológicos? Explica las circunstancias.

  • For the end project for this section, students have two options. Options 1: Students interview someone in their lives who can speak in Spanish about his/her youth without cell phones, computers for creating texts, Internet for news, research, etc. This could be a teacher, a family member or friend, or a member of the local Spanish speaking community. [CR9] Students compile a list of questions that they want to ask ahead of time and share them with other students for feedback and with the teacher if they still have any questions. The person interviewed will be able to give students a clear idea of how different life was. [CR3a] Then, students write an essay on how their lives would be different in both a positive and negative way if they did not have the technology today. Students will cite evidence from the interview and/or other information gathered. Option 2: Students create a Prezi that sites the positive and negative effects of technology on people and society.

Subtopic 3: Healthcare and Medicine (El cuidado de la salud y la medicina)

  • Students will start this answer the following questions: -¿Qué opines tú sobre la salud? -¿Cómo defines una vida sana? -¿Cuán sano es tu estilo de vida? -¿Consideras que llevas una vida saludable? -¿Tu comunidad apoya un modo de vida saludable? Explica.

  • Working with a partner, students will complete a chart that will allow them to review important vocabulary dealing with verbs, nouns, and adjectives that describe a healthy person. We will share the responses together.

  • Watch video about Chile’s governmental campaign to promote healthy living amongst its citizens: “¿Qué es Elige Vivir Sano? ¡Averígualo en 3 minutos!” http://www.youtube.com/watch?v=Qt4sFYQYle8. After watching, students will answer comprehension questions about it found on page 347 of Tejidos, and are to answer the following questions in their journals: -¿Por qué quisiera un gobierno promover una vida sana para su ciudadanía? Escribe un párrafo con tus ideas.

  • Students will navigate through the website: http://www.eligevivirsano.cl/ to gain a better understanding of Chile’s initiative on improving health and then compare it with the U.S.’s initiative to get people to live a healthier lifestyle by looking at: http://www.fitness.gov/participate-in-programs/physical-activity-initiative/

  • To self-assess their own health choices, students will use the website: http://www.mifitbook.cl/index.php and we will discuss what they discovered about their lifestyle.

  • Read, “La obesidad infantile” originally published February 23, 2006 by guianinfantil.com, and also found on page 69 of Triangulo Aprobado.

  • Listen to the recording, “La obesidad en los niños”, originally published by parapapas.com. Students will answer 10 multiple-choice comprehension questions.

  • For homework, find an article dealing with the epidemic of childhood obesity and the problems it is causing. Bring it to class to share and discuss.

  • We will then look at some of the factors contributing to childhood obesity such as junk food and fast food. Students will compare the Mediterranean diet with the typical American diet, and investigate how American food chains like McDonalds impacts the health of people all over the world.

  • Other topics of investigation include: -¿En qué consiste un Happy Meal de McDonald’s en España? -¿Por qué ha habido un incremento del porcentaje de españoles que visitan establecimientos de comida rápida en los últimos cinco años? -¿Por qué el gobierno español ha declarado la Guerra contra la comida chatarra en los colegios?

  • Read the adapted text, “¿Le deberían aplicar impuestos a la comida chatarra?” on page 73 of Triangulo Aprobado. This text deals with the reasons why the government shouldn’t control the food in schools.

  • Answer the questions: -¿Debe el gobierno controlar la calidad de la comida en los colegios públicos? -¿Qué leyes ya existen en nuestro estado/país sobre la comida que un colegio puede servir? ¿Estás de acuerdo con esto?

  • Using the Tejidos textbook, students will read a brief opening about what a community needs in order to have the people live a healthy life. The question is: ¿Qué necesita una comunidad para que la gente tenga una vida saludable? Students will be designing their own ideal city where health is the number one priority. Prior to starting the project students will think about their own community first by answer these questions: ¿Qué hay en tu comunidad para que la gente viva bien y saludable? ¿Qué tiene tu comunidad para cuando la gente necesita mejorar su salud? Using the answer to these questions, students can look at ways their community could be improved to help promote a healthy lifestyle amongst the residents, and the overall benefits these changes would carry.

  • Students will use the same marking codes as in the previous reading to annotate the text, “Comunidades Saludables se basa en dos premisas básicas” extracted from: http://ctb.ku.edu/es, and also found on page 348 of Tejidos. Going back through the reading, students will complete a graphic organizer to review what a person needs to live a healthy life and how the community needs to support these needs. We will discuss the reading as a class.

  • In their journals, students will write a definition of a healthy community, and will review the use of the subjunctive to describe something ideal.

  • Watch the video: “Programa Nacional Municipios y Comunidades Saludables” http://www.msal.gov.ar/municipios/ , and decide if they agree with the definition of what a healthy community is based off of the video.

  • Look at the flow chart of what a healthy community is on page 350 of Tejidos, and it can also be found at: www.comunidadsaludable.org

  • Research the top healthiest cities/states/countries in the world and the unhealthiest. Provide information about what made these places healthy or unhealthy.

  • Create a project in which they provide blueprints and a description of their ideal healthy community. When they present to the class they need to explain why they set up the community the way they did and the selection of services that they chose. Students will take into mind all aspects of what makes a community healthy.

  • Read the text and watch the accompanying video to “Tecnología para mejorar la calidad de la vida de los enfermos crónicos” found at: http://es.euronews.com/2012/01/24/tecnologia-para-mejorar-la-calidad-de-vida-de-los-enfermos-cronicos/ which discusses how computers improve the quality of life for the terminally ill, and write a brief summary of the main points to use during class discussion.

  • Listen and take notes from this audio from Radioteca: www.radioteca.net/result. php?id=06030015. Students respond to a multiple choice comprehension activity about the human genome and progress in the last ten years.

  • Reading: A patient of cancer writes about the doctors that treated her while she was sick. This text is on page 68 of Triangulo Aprobado. Students will answer seven multiple-choice questions on the same page, as well as journal their responses to the following questions: -¿Por qué fue tan importante el comportamiento de los doctores para Claudia Osuna? -¿Piensas que la actitud del doctor hacia el paciente tiene un impacto en los resultados de los tratamientos? -¿Conoces a alguien que padece de cáncer o se ha fallecido de él? ¿Cómo ha afectado tu vida y la vida de esa persona?

  • Article, “Donación de órganos = donar vida” http://www.vidaysalud.com/diario/vida-saludable/donacion-de-organos-donar-vida/

  • Watch video, “Donar organos es regalar vida”: http://www.youtube.com/watch?v=vzei37Bq8J0

  • Discuss the following questions: -¿Por qué es importante la donación de órganos? -¿Cuáles son las situaciones en las que hay la opción de hacer donaciones a familiares vivos? -En tu opinión, ¿una persona debe hacer explícita su intención de donar sus órganos o se debe tomar la decisión sus familiares en caso de fallecimiento? -¿Tú eres un donador de órganos?

  • We will be focusing on the question: ¿Cómo varía el cuidado de la salud en distintas regiones del mundo hispano? When dealing with the following topics of healthcare, and traditional versus modern medicine.

  • Research what INC is before reading the Cápsula Cultural: El sistema de sauld de Colombia y INC on page 69. They will then compare how the healthcare system in the U.S. functions with the system in Colombia.

  • Look at the healthcare system in Cuba and answer: -¿Qué dice el Artículo 50 de la Constitución de Cuba para garantizar la salud universal? -¿Cómo es la calidad de los servicios médicos en Cuba? -¿Cuáles son algunas consecuencias inesperadas de la garantía de la salud universal en Cuba?

  • Revisit the essential questions: ¿Cómo coexisten las prácticas de la medicina tradicional y la moderna? They will then read the brief article, “¿Medicina Tradicional o Medicina Científica? ¿En verdad somos tan diferentes en lo esencial?”, found on page 350 of the textbook Tejidos.

  • Complete table on page 351 of Tejidos that has the Spanish words for numerous types of medical treatments. They must determine if the treatment is traditional (T) or scientific medicine (C).

  • Read “¿Medicina Traditional o Medicina Científica” pg. 352, Tejidos (Taken from www.scielo.org.pe). While reading, students will use a coding system to identify things that were surprising to them, something they didn’t understand, something they already knew, and something they don’t want to forget.

  • Following the reading, they will answer these questions using Audacity to record them speaking: -¿Cuáles de las desventajas de la medicina tradicional y las de la medicina científica te molestan más? -¿Cómo trata la medicina tradicional al individuo? ¿y la medicina científica? -¿Puedes decir que una forma de medicina es mejor que la otra? -¿En qué circunstancias prefieres la medicina tradicional a la científica?

  • Students will then break into two groups and research more information about the advantages and disadvantages of traditional and scientific medicine to present to the class.

  • Visiting the webpage: http://www.vidaysalud.com/remedios-naturales, students will learn about natural remedies and discuss the ones they already know about/use. Any new vocabulary will be written in their notebooks.

  • Using google images we will look at pictures of the Mapuche people, and a map of where they are located.

  • Read, “La medicina Mapuche”: http://base.d-p-h.info/es/fiches/dph/fiche-dph-6662.html

  • Vocabulario about the medicine of the Mapuche (pg. 357 Tejidos)

  • Watch: “Medicina Mapuche”: http://www.youtube.com/watch?v=wCdmxy8I1fI

  • Read “En qué se basa la medicina mapuche? (Pg. 354 Tejidos) and “Entrevista 1: Cuando transgredimos la naturaleza…” (pg. 355-356 Tejidos)

  • Listen to audio recording, adapted from “Romero Epazote: Medicina Tradicional Mexicana” found at the Triangulo Aprobado Learning Site, and also at: http://radioteca.net/search/?q=Romero+Epazote%3A+Medicina+Tradicional+MExicana&models=articles.article&models=radiotk.audioseries&models=radiotk.audio&models=staticpages.staticpage. Answer eight multiple-choice questions on page 71.

  • Investigate: ¿Qué es el curanderismo? Explícalo en tus propias palabras.

  • After completing the above activities, students are to write a response to: -¿Qué piensas tú sobre la medicina tradicional (natural) y la medicina moderna (científica)?

  • Complete Actividad 4 in Tejidos from pages 360-364 dealing with, ¿Cómo varía el cuidado de la salud en areas rurales vs. urbanas? Students will review the series of goals from ODM, focusing especially on the 5th objective dealing with improving maternal health around the world.

  • Read “Mejorar la salud maternal” adapted from www.undp.org/content/peru/es Write a formal letter explaining a proposal with recommendations on how to improve maternal health based off of what was learned through the reading and further research.

  • Look at the website: http://www.anesvad.org/es/derecho-a-la-salud/ about the right to health and watch the accompanying video on the site. Students will write a brief summary in their journals about the organization Anesvad is and what it does.

  • As a culminating project, students will pretend they are selected to present at a health fair. They will need to make a presentation and distribute information about a serious health concern somewhere in the world and give recommendations on how to help prevent it.
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