Lesson Plan | Socioemotional Learning | Materials of Main Everyday Objects

Objectives

Duration: 10 to 15 minutes

The purpose of this phase is to introduce students to the topic of everyday materials, providing an essential knowledge base for them to identify and classify different types of materials, as well as to promote an initial understanding of the importance of conscious use and proper disposal. This knowledge will serve as a foundation for developing socio-emotional skills throughout the lesson.

Main Goals

1. Identify the main materials used in everyday objects and distinguish between natural and artificial materials.

2. Understand the importance of conscious use of materials and recognize proper disposal and recycling practices.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Deep Breathing for Focus and Concentration

Deep Breathing is a simple and effective technique that helps promote focus, presence, and concentration among students. It consists of controlled breathing exercises that calm the mind and body, preparing students for the lesson in a calm and attentive manner. This practice is essential for students to be emotionally prepared to absorb content and actively participate in activities.

1. Ask students to sit comfortably in their chairs, with their backs straight and feet flat on the floor.

2. Explain that they will do a deep breathing exercise to help them feel calmer and more focused.

3. Instruct students to close their eyes and place one hand on their abdomen.

4. Ask them to slowly inhale through their nose, mentally counting to four, filling their lungs and feeling their abdomen expand.

5. Then, ask them to hold their breath for a brief moment, counting to four.

6. Next, instruct students to slowly exhale through their mouth, mentally counting to four, feeling their abdomen contract.

7. Repeat the deep breathing cycle for five minutes, encouraging students to maintain calmness and concentration throughout the exercise.

8. After finishing, ask them to slowly open their eyes and share how they feel. Briefly discuss the importance of being emotionally centered for effective learning.

Content Contextualization

The materials we use in our daily lives are everywhere: from the chair we sit on to the pen we use to write. Understanding the origin of these materials and how to dispose of them properly is crucial for living sustainably. For example, many objects we use are made of plastic, an artificial material that can take hundreds of years to decompose. By learning about different materials, students will be able to make more responsible and conscious decisions, contributing to a better world. Additionally, by knowing the origin of materials and their characteristics, students develop a greater understanding of the impact of their choices on the environment and society. This awareness is crucial for forming citizens who care about others and the planet, fostering a sense of community and social responsibility.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

**1. ### Main Components of the Lesson Topic:

Types of Materials: Natural: Wood, cotton, wool, leather. Artificial: Plastic, glass, rubber, metal.

Origin of Materials: Wood: Comes from trees. Cotton: Obtained from the cotton plant. Plastic: Derived from petroleum. Glass: Made from sand.

Conscious Use of Materials: Reduce: Avoid wasting materials. Reuse: Give new uses to items that would be discarded. Recycle: Transform used materials into new products.

Proper Disposal: Recyclable Materials: Plastic, paper, glass, metal. Non-Recyclable Materials: Organic waste, certain types of plastics, and rubbers.

Environmental Impact: Plastics: Take many years to decompose and can pollute the oceans. Metals: Can be recycled indefinitely, saving natural resources.

Examples and Analogies: Compare the decomposition of plastic with that of paper: while paper decomposes quickly, plastic can take hundreds of years. Use the analogy of recycling as a magic trick that transforms trash into new useful products.**

Socioemotional Feedback Activity

Duration: 40 to 50 minutes

Exploring Everyday Materials

Students will explore different everyday objects to identify the materials they are made from, discuss the origin of those materials, and reflect on conscious use and proper disposal.

1. Divide students into small groups of 3 to 4 members.

2. Distribute a variety of everyday objects (plastic bottle, piece of wood, aluminum can, piece of fabric, glass) to each group.

3. Ask students to observe the objects and discuss among themselves to identify the materials they are made from.

4. Instruct the groups to note their observations, including the origin of the materials and whether they are natural or artificial.

5. Request that each group presents their conclusions to the class, highlighting the importance of conscious use and proper disposal of each material.

6. After the presentations, initiate a guided discussion about the emotions that arose during the activity, using the RULER method.

Group Discussion

To apply the RULER method, start by asking students to recognize the emotions they felt during the activity. Ask: 'How did you feel while exploring the materials and thinking about environmental impact?'. Encourage students to understand the causes of those emotions, discussing why they felt those specific emotions. Help students to name the emotions accurately, offering examples such as frustration, excitement, or concern. Then, ask them to express those emotions appropriately, perhaps sharing a personal story or example. Finally, discuss ways to regulate those emotions effectively, suggesting techniques such as deep breathing or thinking about practical solutions to environmental issues.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

To promote reflection and emotional regulation, ask students to form a circle in the classroom. Begin an open discussion by asking: 'What challenges did you face during today's lesson? How did you feel dealing with those challenges?'. Encourage students to share their experiences and feelings. Then, ask them to write on a paper a brief reflection on how they managed their emotions during the activity and what they could do differently in future situations. This activity will help students identify and understand their emotions, facilitating the development of emotional regulation strategies.

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation, helping students reflect on the challenges faced during the lesson and identify effective strategies to deal with challenging situations. This practice promotes self-knowledge and self-control, which are fundamental for socio-emotional development.

Closure and A Look Into The Future

For the closing, ask students to think about a personal goal and an academic goal related to the lesson content. Explain that a personal goal could be to reduce the use of plastics in daily life and an academic goal could be to learn more about different types of materials and their properties. Encourage students to write these goals on a paper and share them with the class if they feel comfortable.

Possible Goal Ideas:

1. Reduce the use of plastics in everyday life.

2. Learn more about different types of materials and their properties.

3. Practice proper disposal of materials.

4. Share the knowledge acquired with family and friends.

5. Participate in recycling activities at school or in the community. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging them to set goals that promote continuity in academic and personal development. This will help them become conscious and responsible citizens, applying the knowledge gained in a practical and meaningful way.