Bear Exploration Center facilitates students' creativity and critical thinking skills through a collaborative approach to STEAM learning.

Instructions:

Partner Up: Students work in pairs.
Create Cards: Each pair writes one of the 10 target Spanish occupation words on each blank card.
Shuffle & Place:
1. Shuffle the 10 cards and place them face down in a pile.
2. Partner A takes the top card without looking and slides it into their headband so that Partner B can see the word, but Partner A cannot.
The Game (2-minute timer):
1. Partner A asks questions in Spanish to guess the occupation (e.g., ¿Soy un hombre?, ¿Trabajo en un hospital?).
Switch Roles: Once the 2 minutes are up, or the word is guessed, students switch roles. Partner B puts a new card on their forehead, and Partner A gives clues/answers questions.
Track Points: Each correctly guessed occupation earns one point for the team. The team with the most points after all cards are used wins!

Oficios y Profesiones Occupations

Activity: ¿Quién soy? / Who Am I?

Level: 5th Grade

Objectives:

Identify and verbally produce a minimum of 8 out of 10 targeted Spanish occupation vocabulary words (e.g., el doctor, la maestra, el bombero) when acting out or guessing the profession.
Communicate effectively with a partner using simple Spanish questions and descriptive clues to negotiate meaning and correctly identify the hidden vocabulary word.
I can act out different occupations in Spanish class.
I can ask questions and give clues in Spanish to help my partner guess the job.
I can guess the Spanish occupation my partner is acting out.

Materials:

World Languages Grades K–8

Novice High Proficiency Range

Standards

Communication

Interpersonal Mode

1. Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Communicate and exchange information on familiar topics using simple sentences.

b. Engage in short social interactions with peers.

c. Exchange some personal information with peers.

d. Write simple descriptions and short messages on familiar topics.

Interpretive Mode

2. Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Report on content of a brief written or spoken message on familiar topics. Examples: Emails, personal notes, letters, text messages

b. Identify the main idea in various media such as texts, posters, videos, etc.

c. Identify the main characters of a story.

d. Recall details in simple texts that contain familiar vocabulary.

Presentational Mode

3. Present material in oral and written form.

a. Present basic information of familiar topics using simple sentences.

b. Write information about daily life in a letter, blog, or email.

c. Write basic information about learned material.

Connections

5. Link target language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Acquire and expand vocabulary related to age-appropriate school content.

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