Agricultura Ecológica vs. Convencional

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Grades6, 7, 8, 9, 10, 11, 12Biology, Spanish

Scientist Reviewed

Provided by Ecosia

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What it is

This video by Ecosia discusses the differences between conventional versus regenerative farming and how regenerative farming helps rehabilitate soil, maintain ecosystems, and fight climate change, featuring farmers in Spain.
The video is presented in Spanish, but subtitles in a number of different languages are available.

Teaching tips

Positives

This video highlights the importance of healthy farming techniques for ecological and climate benefits.
The video has a hopeful tone and shows the power of young people to make change.

Prerequisites

Students should be proficient in the Spanish language to watch the Spanish version, or should be paired with a more proficient peer to view the video.
There is also an English version of this video, available here.
Students should be well-versed in certain science vocabulary terms such as ecology, climate change, and biodiversity.

Differentiation & Implementation

Students can complete a graphic organizer or play a roll and chat game (students roll a die and, depending on the number on the die, answer a question about the video) to demonstrate their understanding of the video.
For world languages classes, students can have discussions about the video in pairs or answer written questions about the video in Spanish.
Other resources about regenerative agriculture include Climate Solutions 101: Reducing Sources and How Regenerative Farming Can Help Combat the Climate Crisis.

From the scientist review

Este recurso es una entrevista en vídeo de un padre y su hijo acerca de la práctica de la agricultura orgánica. Agricultura restaurativa es una pràctica muy importante para cambio climatica. Este recurso es recomendado para enseñar. / This resource is a video interview with a father and his son about the practice of organic farming. Restorative agriculture is an very important practice for climate change. This source is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Biology, Spanish
Format: YouTube Video
Language: Spanish
Location: Europe
Provider: Ecosia
Authors: Ecosia
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · CCSS.ELA-LITERACY.SL.6.2 + 9 more

Connecticut Climate Education Hub

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.SL.6.2Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Connecticut Next Generation Science Standards (NGSS)

MS-LS2-2.Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-5.Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-4.Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
MS-ESS3-A.Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)
HS-LS4-5.Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Core

World-Readiness Standards for Learning Languages (ACTFL)

1.2Interpretive Communication: Learners understand,interpret, and analyze what is heard, read, or viewed on a variety of topics.
2.1Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
3.1Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

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