In this unit, students explore water privatization and freshwater access issues within the geophysical and cultural context of Cochabamba, Bolivia. Students identify topographical features that create rain shadows and their relationship to the water cycle. As they discuss several alternative models for supplying water to the residents of Cochabamba, they link concepts of environmental justice to the Cochabamba Water Wars of 2000.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this unit, students address the issue of groundwater demands and environmental justice in the arid Southwest, a region with some of the largest percentages of Hispanics and Latinos in the United States. Students discuss the Rule of Capture, the overuse of water resources, and the dwindling supply of groundwater in many parts of the Ogallala Aquifer. Students connect groundwater's role to the hydrological cycle and consider how issues of inequity can occur when groundwater is not properly regulated.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Vamos por un viaje en el metro de Barcelona para visitar el catedral de Sagrada Familia.  Vas a ver videos, responder a preguntas y entregar una grabación de tus respuestas.  Videos credit: Sydnie Thomson

Case studies from forward-thinking students, educators, content developers, and technologists carrying the banner of Open Education in language learning.

This lesson is designed to allow advanced students to think about art and then describe it.  Students first look at a work of art, then they think about its characteristics and finally work with classmates to write a description in the form of a "word stack" poem.  (Student descriptions are placed in a stack in the middle of their workspace and then used to write a poem.)  This activity can be used as part of the Beauty and Aesthetics theme in AP Spanish or French. Recommended art for Spanish classes:Goya – GirasolPicasso – Tres MúsicosTamayo – Luna y SolEl Greco - ToledoBotero – FamiliaLomas Garza – La TamaladaSorolla – Varando el BarcoRivera – El Vendedor de Alcatraces

4-6 weeks of distance (remote) learning content provided for middle through high school-level world language programs: Chinese, French, Japanese, Korean & Spanish courses. These units were adapted from existing Unit & Pacing guides created by teachers from Tacoma Public Schools in Washington State.

Students will learn which languages are spoken in which countries as well as be able to recognize Spanish accents from around the world. Students will learn more about accents from different Spanish-speaking countries by recognizing the differences in played recordings.

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaPerhaps you remembered what the title of your book means from your previous experiences with Spanish. That is a great start! As you begin the equivalent of a second semester Spanish course with these materials, some of you might think about how long it has been since you studied Spanish while others may come to the class with some background knowledge. We want you to know this book has been designed with many types of learners in mind. Our goals were to address the need for students to achieve the ability to communicate in written and spoken form. We sought to address a common statement by students that may have previous experiences, be they from secondary school or another college that say, “I have studied Spanish for years and don’t know how to speak or write it.” We also sought to present a reasonable alternative to the expensive textbooks and online packages that don’t seem to be practical or relevant. We sought to enhance second language learning by creating our own materials that take a new approach, the flipped classroom model, to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish–tú puedes con Yo puedo 2. The text is supplemented by various presentations and videos that are freely available at https://milnepublishing.geneseo.edu/yopuedo2/

Word Count: 87706

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This unit introduces children to a number of concepts related to water. First, students activate and build on prior knowledge as they explore various places where water is found (e.g., lakes, rivers, swimming pools). In the second lesson, students differentiate between water found naturally (e.g., a lake) and artificially (e.g., a swimming pool). The third lesson focuses on the uses of water and its importance for human life. Next, students learn about the various states (solid, liquid, gas) that water can be found in. In the final lesson, students learn what people can do to conserve water and care for this natural resource. Throughout the lessons, students are exposed to songs and books about water. The unit culminates with as assessment that asks pairs of students to create a nonfiction question-and-answer book about a specific representation of water. Description of the assessment task with an optional technological application is also included.

This is a lesson that makes the students use three different resources for showing where they want to travel to a Spanish speaking land.  It also gives a rubric for grading this assignment.  They are to refer to a video, a website about the location and a website showing the demographic information of that location.  They also have to write their report in Spanish and all their resources have to be in Spanish as well.