Lesson Plan | Socioemotional Learning | Human Body: Nervous System

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to provide a clear and detailed understanding of the learning objectives, ensuring that students know what is expected of them in terms of knowledge and skills. Furthermore, this stage aims to integrate socio-emotional development by helping students recognize and regulate their emotions during the learning process, which is essential for building a more collaborative and empathetic classroom environment.

Main Goals

1. Describe the organs of the nervous system, such as the brain and spinal cord, and indicate their functions.

2. Understand the functioning of the nervous system and differentiate the central nervous system from the peripheral.

3. Develop socio-emotional skills such as self-awareness and self-regulation while exploring the emotions involved in learning the topic.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

Guided Meditation for Concentration

Guided meditation is a practice that helps students focus on the present moment, promoting a state of calm and concentration. By starting the class with this activity, students mentally prepare to better absorb the content to be taught. Guided meditation involves verbal instructions that guide students to relax their bodies, control their breathing, and focus their minds, creating an environment conducive to learning.

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

2. Instruct them to close their eyes and gently place their hands on their knees or in their laps.

3. Start guiding them through some deep breaths: inhale through the nose counting to four, hold for a moment, and exhale slowly through the mouth counting to six.

4. Guide students to focus their attention on their breathing, feeling the air enter and leave their body.

5. Continue guiding them, suggesting that they relax each part of their body, starting from their feet and moving up to their head, releasing any tension they may feel.

6. Encourage them to keep their mind in the present moment, observing any thoughts that arise without judgment and gently redirecting their focus back to their breath.

7. After about 5 to 7 minutes, ask them to slowly begin opening their eyes and return their attention to the classroom, feeling calm and focused.

Content Contextualization

The nervous system is fundamental for all functions of the human body, from simple movements to complex processes such as thinking and emotions. Understanding how this system works helps us better understand our own emotional and behavioral reactions, as well as those of others. For instance, have you ever wondered why we feel fear when facing a new or challenging situation? This happens because the nervous system activates a 'fight or flight' response, preparing our body to react to potential danger. By studying the nervous system, we can learn more about how our emotions are generated and how we can regulate them more effectively, promoting greater self-awareness and self-control. Moreover, knowing the functions of the brain and the nervous system allows us to appreciate even more the human capabilities and the complexity of our own body.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 25 to 30 minutes

1. Central Nervous System (CNS): The CNS is composed of the brain and spinal cord. It is responsible for processing information and coordinating activities throughout the body.

2. Brain: The main organ of the CNS, divided into several parts, including the cerebral cortex, which is responsible for functions such as thinking, memory, and language. The brain also includes the cerebellum, which coordinates movement and balance, and the brainstem, which controls vital functions such as breathing and heartbeats.

3. Spinal Cord: A tubular structure that connects the brain to the rest of the body, transmitting sensory and motor signals between the brain and peripheral nerves.

4. Peripheral Nervous System (PNS): The PNS is composed of nerves that extend from the CNS to the rest of the body. It is divided into the somatic nervous system and the autonomic nervous system.

5. Somatic Nervous System: Controls voluntary movements and transmits sensory information to the CNS.

6. Autonomic Nervous System: Regulates involuntary functions such as heartbeats and digestion. It is divided into the sympathetic nervous system (prepares the body for emergency situations) and parasympathetic (restores the body to a calm state).

7. Functions and Importance of Emotions in the Nervous System: Explain how the nervous system is intrinsically linked to our emotions. For example, the limbic system, which includes the hippocampus and amygdala, plays a crucial role in regulating emotions such as fear and pleasure.

Socioemotional Feedback Activity

Duration: 35 to 40 minutes

Mental Map of the Nervous System

In this activity, students will create a mental map detailing the components of the nervous system and their functions. They will also identify how different emotions can be linked to different parts of the nervous system.

1. Divide students into groups of 4 to 5 people.

2. Provide each group with poster boards, markers, and post-its.

3. Ask students to draw a brain in the center of the poster board and, from it, create branches for different components of the nervous system (brain, spinal cord, peripheral nervous system, etc.).

4. On each branch, write detailed information about the function of each component.

5. Beside each component, use post-its to write which emotions can be associated with each part of the nervous system. For example, the amygdala may be associated with fear.

6. Encourage students to be creative, using colors and drawings to illustrate their ideas.

7. After completion, ask each group to present their mental map to the class.

Group Discussion

After the presentations of the mental maps, initiate a group discussion using the RULER method. First, ask students to recognize the emotions they felt while doing the activity and presenting their work. Ask how they felt working in groups and sharing their ideas (Recognize). Then, help them to understand the causes of those emotions, discussing how collaboration and creativity can influence our feelings (Understand). Encourage students to label the emotions they identified, whether anxiety, excitement, or pride (Label). Ask students to express how these emotions affected their performance and interaction with peers. Discuss appropriate and constructive ways to express emotions in the school environment (Express). Finally, work together to regulate these emotions, discussing strategies for coping with negative feelings and enhancing positive ones, promoting a healthier and more collaborative learning environment (Regulate).

Conclusion

Duration: 10 to 15 minutes

Emotional Reflection and Regulation

Suggest a written reflection or group discussion about the challenges faced during the class and how students managed their emotions. Give students the option to write a paragraph or share verbally their experiences. Ask about specific moments when they felt intense emotions and how they dealt with those emotions. Encourage them to think about strategies that worked well and areas where they could improve. This activity helps to internalize socio-emotional learning, promoting self-awareness and self-regulation.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. Through reflection, students can recognize their emotions, understand their causes and consequences, label them, express them appropriately, and learn to regulate them effectively. This not only improves academic performance but also contributes to personal and social development.

Closure and A Look Into The Future

At the end, ask students to set personal and academic goals related to the content of the lesson. Explain that these goals can be both short-term and long-term. For example, an academic goal might be to review the content of the nervous system weekly, while a personal goal might be to practice breathing techniques to improve concentration during studies. Encourage students to write down these goals and share them with a peer to promote a sense of responsibility and mutual support.

Possible Goal Ideas:

1. Review the content of the nervous system weekly.

2. Practice breathing techniques to improve concentration.

3. Participate actively in group discussions.

4. Apply emotional regulation strategies learned in class to other areas of life.

5. Establish a study routine to improve understanding of the content. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting goals, students become more aware of their responsibilities and are encouraged to maintain a commitment to their own development. This also promotes a continuous learning environment, where students are constantly seeking to improve and apply the skills acquired in varied contexts.