Lesson Plan | Socioemotional Learning | Human Body: Digestive System

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to prepare students for learning about the digestive system by providing an understanding of how the organs and their functions interrelate. In addition, it seeks to integrate socio-emotional development through the RULER methodology, allowing students to recognize and understand the emotions that may arise while exploring biological content, facilitating a deeper and more meaningful learning experience.

Main Goals

1. Develop knowledge about the organs of the digestive system, identifying their functions and interactions.

2. Promote the connection between the biological understanding of the digestive system and emotions through the RULER methodology.

3. Encourage self-awareness and social consciousness by relating digestive processes to emotions and behaviors.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus

The chosen warm-up emotional activity is Guided Meditation. It involves guiding students to focus their attention and be present in the moment, promoting a state of calmness and concentration. Guided meditation helps students connect with their emotions and relax, which is fundamental for effective learning.

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

2. Guide them to gently close their eyes and start paying attention to their breathing, inhaling and exhaling slowly through the nose.

3. Begin to guide the meditation with a calm and serene voice: 'Let's start focusing our attention on our breathing. Feel the air entering and leaving your body. With each breath, let your body relax a little more.'

4. Continue guiding the students: 'Now, imagine a place where you feel completely relaxed and peaceful. It could be a beach, a forest, or a place you love. Visualize the details of this place: the colors, the sounds, the smells.'

5. Stay in this visualization for a few minutes, encouraging students to immerse themselves in the experience and set aside any thoughts or worries.

6. Gradually, start bringing them back: 'Now, slowly start to bring your attention back to the classroom. Feel your feet on the ground, your hands on your thighs. When you are ready, open your eyes slowly.'

7. After the meditation, have a brief group reflection by asking students how they feel and if they noticed any changes in their emotions or mental state.

Content Contextualization

The digestive system is a fundamental part of our body, responsible for transforming the food we consume into nutrients that our body uses to function. In our daily lives, we often overlook how our eating habits and the health of our digestive system can influence our emotions and well-being. For example, a balanced diet can improve our mood and energy levels, while digestive issues can cause discomfort and even affect our ability to concentrate and learn.

By exploring the digestive system, students will not only learn about the biology and functions of the involved organs but will also have the opportunity to reflect on the importance of healthy eating habits and how these habits are interconnected with our emotional state. This connection is essential for them to develop greater self-awareness and social consciousness, understanding that taking care of the body also means taking care of the mind.

Development

Duration: (45 - 55 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Organs of the Digestive System and Their Functions

2. Mouth: The beginning of the digestive process. The teeth crush food, and saliva contains enzymes that start the digestion of carbohydrates.

3. Pharynx and Esophagus: The pharynx is a channel that carries the food bolus from the mouth to the esophagus, which is a muscular tube that moves food to the stomach through peristaltic movements.

4. Stomach: A muscular organ where food is mixed with gastric juice, containing hydrochloric acid and enzymes that promote protein digestion.

5. Small Intestine: Divided into duodenum, jejunum, and ileum, it is where most digestion and nutrient absorption occurs. Pancreatic juice and bile assist in digestion.

6. Large Intestine: Includes the cecum, colon, and rectum. It is responsible for the absorption of water and electrolytes, forming stool.

7. Liver: Produces bile, which is stored in the gallbladder and released into the small intestine to aid in fat digestion.

8. Pancreas: Produces digestive enzymes and bicarbonate that neutralize stomach acid in the small intestine.

9. Gallbladder: Stores and concentrates bile produced by the liver, releasing it into the small intestine during digestion.

10. Example: A useful analogy is to think of the digestive system as a factory where food is raw material that goes through various processing stages until it becomes usable products (nutrients).

11. Definition: Digestion is the process by which food is broken down into smaller components that can be absorbed by the body.

Socioemotional Feedback Activity

Duration: (25 - 30 minutes)

Analysis of the Digestive System and Related Emotions

Students will be divided into groups to create a diagram of the digestive system, identifying the organs and their functions. Each group must also relate how different emotions can affect the digestive system, considering situations like stress, joy, anxiety, and sadness.

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

2. Provide each group with large paper and markers to draw a diagram of the digestive system.

3. Ask the groups to identify and label the main organs and their functions.

4. Then, each group must discuss how different emotions can influence the functioning of the digestive system. For example, how stress can cause issues like gastritis or how joy can improve digestion.

5. Each group must note their observations about the relationship between emotions and digestion next to the diagram.

6. After 20 minutes, each group presents their diagram and their observations to the class.

Group Discussion

After the group presentations, lead a group discussion using the RULER method to guide socio-emotional feedback. Recognize: Ask students to identify the emotions they felt during the activity. Understand: Discuss the possible causes of those emotions and how they may have influenced group work. Name: Encourage students to properly name their emotions, such as 'anxiety', 'enthusiasm', 'frustration'. Express: Ask how they expressed these emotions during the activity and if they felt it was appropriate. Regulate: Discuss strategies that could have been used to regulate negative emotions and maintain cooperation and focus in the group.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest to students that they write a paragraph reflecting on the challenges they faced during the lesson and how they managed their emotions. Alternatively, promote a group discussion where students can share their experiences and feelings. Ask how they felt working in a group, what emotions arose, and how they dealt with them. Encourage students to think of strategies they could have used to improve their emotional management.

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students develop greater self-awareness and learn to regulate their emotions more efficiently, which is essential for both academic success and personal well-being.

Closure and A Look Into The Future

At the end, explain to students the importance of setting personal and academic goals. Then, ask each student to write a goal related to the lesson content (for example, learning more about how diet affects the digestive system) and a personal goal (for example, practicing guided meditation to improve focus).

Possible Goal Ideas:

1. Better understand the functioning of the digestive system.

2. Apply healthy eating habits in daily life.

3. Practice guided meditation to improve concentration.

4. Develop strategies to deal with negative emotions during challenging activities. Objective: The goal 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, promoting continuity in academic and personal development.