Lesson Plan | Socioemotional Learning | Ecology: Ecological Relationships

Objectives

Duration: 10 to 15 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to provide a clear and structured foundation on what will be learned, aligning academic content with socioemotional development objectives. By defining the objectives, students will have a clear vision of the path to be followed, facilitating the internalization of knowledge and the application of socioemotional skills throughout the lesson.

Main Goals

1. Recognize and identify the main types of ecological interactions that occur between living beings.

2. Distinguish between harmonic and disharmonic relationships, as well as between intraspecific and interspecific relationships.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

 Inner Journey 

Guided Meditation is a practice that involves leading students through a process of relaxation and concentration, using imagination and deep breathing. This activity helps to promote focus, presence, and concentration, emotionally preparing students for the content that will be discussed during the lesson. During the meditation, students are encouraged to connect with their feelings and thoughts, recognizing their emotions and developing greater self-awareness.

1. Ask the students to sit comfortably in their chairs, with their feet firmly planted on the ground and their hands resting on their knees.

2. Request that they close their eyes and breathe deeply a few times, inhaling through the nose and exhaling through the mouth.

3. Instruct students to visualize a calm and safe place where they feel relaxed. It can be a beach, a forest, or any place that brings them peace.

4. Guide them by describing the imaginary environment in detail: the gentle breeze, the sound of the waves, or the chirping of birds, encouraging them to fully engage with the visualization.

5. After a few minutes, ask them to pay attention to their bodies, noticing any areas of tension, and then consciously relaxing those areas.

6. Gradually bring them back to the present by asking them to start moving their fingers and toes, and slowly open their eyes.

7. End the activity by asking them to briefly reflect on how they feel after the meditation, encouraging them to share their experiences if they feel comfortable.

Content Contextualization

Ecological relationships are fundamental for the balance of ecosystems and the survival of species. Understanding how living beings interact with each other can help us better understand the world around us and the importance of each species in the environment. For example, knowing how bees pollinate flowers and how this affects food production can generate greater awareness about the importance of preserving bees and the environment. Additionally, by studying ecological relationships, students can reflect on how their own interpersonal and social relationships affect the environment they live in, thereby developing social skills and social awareness.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Ecological Relationships: The interactions between living beings in an ecosystem are called ecological relationships. They can be intraspecific (between individuals of the same species) or interspecific (between individuals of different species).

2. Intraspecific Relationships: These occur between individuals of the same species and can be harmonic or disharmonic. Examples include:

3. Colony: A group of organisms of the same species that live together and cooperate, like corals.

4. Society: An organization of individuals of the same species with a division of labor, like ants and bees.

5. Intraspecific Competition: Dispute between individuals of the same species for resources such as food and space.

6. Interspecific Relationships: These occur between individuals of different species and can also be harmonic or disharmonic. Examples include:

7. Mutualism: A relationship where both species benefit, like bees and flowers.

8. Commensalism: One species benefits while the other is unaffected, like remoras and sharks.

9. Parasitism: One species benefits at the expense of another, like lice on humans.

10. Interspecific Competition: Dispute between individuals of different species for resources.

11. Predation: One species (the predator) captures and feeds on another (the prey).

12. Amensalism: One species is harmed while the other is not affected, like the fungus Penicillium which releases antibiotic substances that inhibit the growth of bacteria.

Socioemotional Feedback Activity

Duration: 35 to 45 minutes

 Exploring Ecological Relationships 

In this activity, students will be divided into groups and will receive cards with different types of ecological relationships. They should act out small scenes representing these relationships while their peers try to guess and discuss the type of ecological interaction presented.

1. Divide the class into groups of 4 to 5 students.

2. Distribute cards with different ecological relationships (mutualism, parasitism, competition, etc.) to each group.

3. Instruct the groups to prepare a small performance that represents the ecological relationship on their card.

4. Each group will have 5 minutes to prepare and 3 minutes to present their scene.

5. After each presentation, other students should try to guess and discuss which ecological relationship was represented.

6. Encourage students to express how they felt during the activity and to reflect on the importance of ecological relationships for the balance of the ecosystem.

Group Discussion

After the presentations, use the RULER method to guide a group discussion. Start by asking students to recognize the emotions they felt during the activity and while watching their peers' presentations. Ask them what they did to understand the emotions of other groups and how this affected their perceptions of ecological relationships. Encourage them to name these emotions, such as curiosity, surprise, or even discomfort, and to express their feelings appropriately and respectfully. Finally, discuss ways to regulate these emotions, promoting a positive and collaborative learning environment. Ask students how they can apply these skills in everyday situations, both at school and outside, strengthening their social skills and social awareness.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

Ask students to reflect on the challenges faced during the lesson and how they managed their emotions. They can write a brief paragraph or participate in a group discussion, describing specific situations where they felt difficulty and the strategies they used to deal with those emotions. Encourage them to identify moments when they felt particularly frustrated or satisfied and to think about ways to improve their emotional reactions in the future.

Objective: This activity aims to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students can develop a greater capacity to recognize, understand, name, express, and regulate their emotions, promoting a more positive and collaborative learning environment.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the content of the lesson. Ask each student to write a specific goal they wish to achieve in the context of ecological relationships, whether it is to deepen their knowledge about a specific type of relationship or to apply what they have learned in an environmental conservation project. Encourage them to share their goals with the class and to think about concrete steps to achieve them.

Possible Goal Ideas:

1. Deepen knowledge about a specific ecological relationship.

2. Apply learning in an environmental conservation project.

3. Develop research skills about ecology.

4. Promote awareness of the importance of bees in pollination.

5. Create a mini-project about ecological relationships in a local ecosystem. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their skills and knowledge, both in the context of ecological relationships and in other areas of their lives, promoting continuous and meaningful learning.