2.1 Module 2 Oct - Dec

Level: Novice Spanish
Length: 1–2 weeks (can be adjusted)
Theme: Science in Spanish – Fossils and the past

Essential Question

• ¿Qué son los fósiles y qué nos dicen del pasado?
  (What are fossils and what do they tell us about the past?)
  
  

Unit Goals (Can-Do Statements)

By the end of the unit, students will be able to:

• Identify and describe basic types of fossils in Spanish.

• Say where fossils are found (e.g., en la tierra, en las rocas).

• Express simple facts about fossils using short sentences.

• Compare past and present life (e.g., dinosaurios vs. animales hoy).

• Create a simple project about fossils (drawing, labeling, or mini-report).

Key Vocabulary

• el fósil / los fósiles

• el dinosaurio

• el hueso (bone)

• la roca (rock)

• el diente (tooth)

• el pez (fish)

• la planta (plant)

• el insecto (insect)

• el pasado (the past)

• hoy (today)

• encontrar (to find)

• descubrir (to discover)
  
  

Structures for novices:

• “Es un/una…”

• “Hay…”

• “Yo veo…”

• “El fósil es de…”

• “En el pasado había…”

Cultural Connections

• Fossils in Latin America: dinosaur sites in México (Coahuila, Chiapas) and Argentina (Patagonia).

• Indigenous perspectives: fossils often seen as sacred or mysterious objects.

• Famous dinosaur: Argentinosaurus, discovered in Argentina.
  
  

Activities

1. Hook / Intro

   • Show pictures of fossils (dinosaur bones, plants, insects in amber).

   • Ask: “¿Qué ves?” (Students respond with “un hueso, un dinosaurio, una roca”).

2. Vocabulary Exploration

   • Use realia or images. Students practice with flashcards, memory games, and labeling.

3. Listening & Reading

   • Read a short text: “Un fósil es muy viejo. Es un hueso en una roca. Los fósiles nos dicen: había dinosaurios en el pasado.”

   • Students circle words they understand and draw a quick sketch.

4. Speaking Practice

   • Pair work: Students look at fossil pictures and say: “Es un fósil de planta” or “Es un diente de dinosaurio.”

   • Practice asking/answering: “¿Qué es?” – “Es un fósil de pez.”

5. Compare Past and Present

   • Sentence frames: “En el pasado había dinosaurios. Hoy hay elefantes.”

   • Students make simple comparisons using animals they know.

6. Mini Project (Assessment)

   • Option A: Draw a fossil (real or imaginary) and label it in Spanish.

   • Option B: Create a simple mini-poster: “Mi fósil favorito” with 3 short sentences (e.g., Es un hueso. Es de dinosaurio. El dinosaurio vivía en el pasado.).

Assessment

• Formative: Vocabulary games, oral Q&A, matching pictures with words.

• Summative: Final mini-project (drawing + sentences) OR oral presentation of a fossil picture.

Extension / Cross-Curricular Ideas

• Science connection: Link to fossil formation and paleontology.

• Art: Make “fossils” using clay, leaves, or shells and label in Spanish.

• Music: Learn a fun song about dinosaurs in Spanish 

2.2 Fossils ELA/SLA Planning Template

• What do paleontologists do?

  • Paleontologists are people who look for, unearth, and study fossils.

• How do characters respond to major events?

  • Characters respond in different ways to major events and challenges in books.

• What can we learn from studying fossils?

  • Fossils can help us understand what plants and animals lived long ago and how the earth has changed.

• How do readers learn more about a topic from informational texts?

  • Readers use different strategies to learn about a topic from informational text.

• How do authors write compelling narratives?

  • Writers use various writing techniques to tell compelling stories.

Unit Theme: Ciencia en español – Los fósiles y el pasado
Level: Novice Spanish
Length: Oct 13–Dec 12, 2025 (M–F, except Nov 4, 26–28)

Week 1: Oct 13–17

Essential Focus: What are fossils?

• Mon 10/13: Hook – pictures of fossils. Phrases: “¿Qué ves?” – “Yo veo…”
  
  

• Tue 10/14: Vocabulary intro (el fósil, el hueso, la roca, el dinosaurio). Matching & memory game.
  
  

• Wed 10/15: Reading short text about fossils. Draw to show comprehension.
  
  

• Thu 10/16: Speaking: “Es un/una…” with fossil images. Pair practice.
  
  

• Fri 10/17: Review game (Bingo / Kahoot). Quick oral check: “¿Qué es?”
  
  

Week 2: Oct 20–24

Essential Focus: Where are fossils found?

• Mon 10/20: Add vocab: la planta, el insecto, el pez. Label diagrams.
  
  

• Tue 10/21: Listening practice – teacher reads short descriptions, students match to picture.
  
  

• Wed 10/22: Cultural connection – fossils in México & Argentina. Map activity.
  
  

• Thu 10/23: Speaking practice: “Es un fósil de…” Students classify fossils.
  
  

• Fri 10/24: Review & mini-quiz (ID & label 5 fossils).
  
  

Week 3: Oct 27–31

Essential Focus: Fossil discovery.

• Mon 10/27: New verbs: encontrar, descubrir. Role play “paleontologists.”
  
  

• Tue 10/28: Listening/reading – “Los científicos descubren un fósil en la roca.” Circle words.
  
  

• Wed 10/29: Speaking Q&A: “¿Qué es?” – “Es un fósil de diente.”
  
  

• Thu 10/30: Art activity – create fossil impressions with clay/leaves. Label in Spanish.
  
  

• Fri 10/31: Game day – “Fossil Hunt” (students find hidden fossil cards, describe in Spanish).
  
  

Week 4: Nov 3–7 (no class Tue 11/4)

Essential Focus: From fossils to history.

• Mon 11/3: Intro to past tense frame: “En el pasado había dinosaurios.”
  
  

• Wed 11/5: Compare animals: “En el pasado había dinosaurios. Hoy hay…”
  
  

• Thu 11/6: Reading: dinosaurs vs. modern animals. Sketch comparison.
  
  

• Fri 11/7: Speaking activity – partner interview: “¿Qué había en el pasado?” “Había dinosaurios.”
  
  

Week 5: Nov 10–14

Essential Focus: Comparing past and present.

• Mon 11/10: Vocab review. Add hoy (today), el pasado.
  
  

• Tue 11/11: Chart activity – Past vs. Present animals.
  
  

• Wed 11/12: Cultural – Argentinosaurus in Argentina. Short video or reading.
  
  

• Thu 11/13: Writing practice: 3 sentences using frames.
  
  

• Fri 11/14: Review game + exit slip writing (“Hoy hay… En el pasado había…”).
  
  

Week 6: Nov 17–21

Essential Focus: Putting it together.

• Mon 11/17: Mini project intro – “Mi fósil favorito.” Draw + brainstorm sentences.
  
  

• Tue 11/18: Work day: write 3 simple sentences.
  
  

• Wed 11/19: Speaking support – practice reading sentences aloud.
  
  

• Thu 11/20: Cultural review – fossils & indigenous perspectives.
  
  

• Fri 11/21: Share drafts with partner. Peer feedback.
  
  

Thanksgiving Week: Nov 24–28 (no class Wed 26–Fri 28)

Mon 11/24: Catch-up & review.
Tue 11/25: Game-based review (Jeopardy / Quizlet Live).

Week 7: Dec 1–5

Essential Focus: Final project prep.

• Mon 12/1: Review fossil vocabulary.
  
  

• Tue 12/2: Project work day – finish drawings/posters.
  
  

• Wed 12/3: Practice oral presentations in pairs.
  
  

• Thu 12/4: Cultural connection wrap-up – Latin America fossil sites.
  
  

• Fri 12/5: Informal sharing day (gallery walk).
  
  

Week 8: Dec 8–12

Essential Focus: Final assessment & reflection.

• Mon 12/8: Presentations begin (half the class).
  
  

• Tue 12/9: Presentations continue.
  
  

• Wed 12/10: Class discussion – What did we learn about fossils?
  
  

• Thu 12/11: Review vocabulary through games.
  
  

• Fri 12/12: Reflection – Students write 3 things they can now say about fossils in Spanish. End-of-unit celebration.
  
  

Assessments:

• Formative: Games, exit slips, oral checks, drawings.
  
  

• Summative: Mini project (“Mi fósil favorito”) + short presentation.