El mundo en que vivimos
1 Direct instruction
Using SMART board games and activities, I introduce and present the environment vocabulary in Spanish. Students recognize cognates and synonyms, and begin working with and practicing higher order words. They are given a vocabulary list, on which one side is a list of words that I generated from articles, textbooks, and overall importance. On the other side, there is room for them to add words that they may not be familiar with, or may want to include in their own personal dictionary and vocabulary.
2 Independent Practice
Students spend time practicing, discussing, quizzing each other, and debating topics using the vocabulary. I am there as a guide and moderator, to make sure they are not only using the words correctly and effectively, they are also expressing, respecting, and listening to others' opinions.
3 Information gathering
From the very beginning of the lesson, students are told to go out into the community (home, school grocery store, playground,etc.) and take snapshots of things that they see that are either good or bad for the environment. I like to do this activity around a holiday season, such as Halloween or Christmas, so they can take advantage of things like candy wrappers on the ground, discarded Christmas trees, etc. I also ask my colleagues to contribute "secret help" in making things visible in their classrooms. Examples might be piles of photocopies that "waste" paper,a recycling bin placed strategically in the back of the classroom, or using a reusable coffee cup or water bottle.