shopping outside a mall. Each group of students can create their own store in the
market and represent authentic Ecuadorian items. Finding specific items on a
shopping list makes this activity a scavenger hunt, allowing for students to
communicate in the target language.
Some items included in the market could be clothing, fruits, vegetables,
musical instruments and local, traditional items found in Ecuador. Because of the
large Ecuadorian population in Queens, New York, there are a wide variety of
authentic items and materials available to me as resources. Food could be brought
in from authentic restaurants in the neighborhood.
Día 10-Biodiversity & the Environment: Manta, Ecuador
The students have been exposed to a vast amount of information that sets
Ecuador apart from many other countries. From animals to fruits and vegetables, to
the distinct regions of the country, Ecuador is unique in many ways. Students can
continue to explore these topics by implementing cultural exchange or a pen-pal
program. They may also connect with Ecuadorians in their own community.
Another possibility is adopting a school in Ecuador to help assist with supplies,
enhance language learning and share ideas among students and teachers. My school
is currently planning to collect donations of supplies for schools in Ecuador.
In my school community, students are required to complete community
service hours. Some activities include an environmental beach clean up and water
testing for Earth science classes. While these are not necessarily connected to