Lesson Plan | Socioemotional Learning | Use of Natural Resources

Objective

Duration: (15 - 20 minutes)

This stage aims to familiarize students with the use of natural resources, emphasizing the significance of understanding how land and water are utilized. Additionally, it seeks to enhance students' socioemotional awareness, enabling them to explore and express their emotions regarding the topic, while promoting self-knowledge and an understanding of the consequences of human actions on the environment.

Objective Utama

1. Identify the various ways natural resources, such as soil and water, are utilized in daily life across urban and rural landscapes.

2. Understand the positive and negative effects of natural resource use on the environment and society.

3. Develop the ability to recognize and articulate emotions related to environmental issues, using the RULER method.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Nature's Breath

Guided Deep Breathing

1. Have students sit comfortably in their seats, ensuring their backs are straight and feet flat on the ground.

2. Instruct them to close their eyes and place their hands on their bellies.

3. Explain that they should take a deep breath in through their noses, feeling their bellies rise, and slowly exhale through their mouths, feeling their bellies fall.

4. Guide them to repeat this deep breathing exercise for five cycles, focusing solely on their breath and the movement of their bellies.

5. After five cycles, ask them to gently open their eyes and stretch, bringing their focus back to the room.

Content Contextualization

Natural resources play a vital role in our everyday lives, whether we live in cities or rural areas. For example, the water we rely on for drinking, cooking, and bathing comes from natural sources like rivers and reservoirs. The soil is essential for growing the food we eat daily. By understanding how we use these resources, we can make better choices about their conservation.

Additionally, it is crucial to acknowledge how we feel when discussing the exploitation and conservation of natural resources. Our emotions can impact our actions and choices. By recognizing and expressing these feelings appropriately, we can contribute positively to environmental protection and the sustainable management of natural resources.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Natural Resources: Explain that natural resources are elements from nature that humans utilize for various needs, such as water, soil, air, minerals, plants, and animals.

2. Water Use: Explain that water is used for drinking, agriculture, manufacturing, energy production, and recreation. Provide relatable examples like drinking water, irrigation for plants, or water usage in factories.

3. Soil Use: Describe that soil is crucial for food production, constructing homes, and building infrastructure. Use relatable analogies, like a garden that requires healthy soil for plants to thrive.

4. Positive and Negative Impacts: Discuss that while the use of natural resources offers benefits like food and energy production, it can also lead to challenges like pollution, deforestation, and water shortages.

5. Sustainability: Introduce sustainability as the mindful and responsible usage of natural resources, ensuring their availability for future generations. Share examples of sustainable practices, such as recycling and conscious water use.

Activity with Socioemotional Feedback

Duration: (35 - 40 minutes)

Map of Natural Resources

In this activity, students will create an illustrative map that showcases the different ways natural resources are used in their daily lives, both in urban and rural settings. They will have the chance to identify and express their feelings about the use and conservation of these resources.

1. Provide each student with an A3 sheet of paper and drawing materials (coloured pencils, markers, etc.).

2. Instruct students to draw a map of their city and the countryside, marking where and how natural resources, like water and soil, are utilized.

3. Encourage them to include elements such as rivers, farms, houses, factories, and other areas where natural resources are applied.

4. Ask each student to write brief descriptions outlining the usage of each natural resource depicted on their map.

5. Once they finish their artwork, invite students to share their maps with the class, explaining their illustrations and feelings regarding natural resource usage.

Discussion and Group Feedback

Following the drawing session, facilitate a talking circle to implement the RULER method. Begin by inviting students to recognize and share the emotions they experienced while working on their maps (happiness? sadness? concern?). Then, guide them to understand the causes of these feelings by asking, 'What made you feel this way when considering the use of natural resources?'.

Encourage students to name their observed emotions accurately (for example, 'I feel anxious about river pollution'). Prompt them to express these emotions appropriately, perhaps by jotting a sentence or creating a symbol on their maps. Finally, discuss ways to regulate these emotions and make informed decisions, such as practicing water-saving habits or engaging in recycling initiatives.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

After the drawing and discussion activities, prompt students to reflect on the challenges faced during the lesson and how they managed their emotions. This reflection can be conducted through a brief writing assignment or group discussion. Encourage them to pinpoint specific instances when they felt strong emotions (like frustration while drawing or concern about pollution) and to describe how they dealt with those feelings. Encourage sharing of effective strategies for emotional regulation and maintaining focus during the activities.

Objective: The objective here is to encourage students to self-evaluate their emotional experiences during the lesson, recognizing effective strategies for navigating challenging situations. This self-assessment and emotional regulation process is essential to help students become adept at recognizing, understanding, naming, expressing, and regulating their emotions, fostering greater self-awareness and self-control.

Glimpse into the Future

To wrap up the lesson, ask students to establish personal and academic goals related to the day’s content. They can jot these goals down or share them verbally with the class. The goals should involve practical actions they can take to aid in conserving natural resources, like saving water at home or participating in recycling initiatives at school. Additionally, encourage them to think about how these actions can have a positive impact on the environment and their community.

Penetapan Objective:

1. Save water while showering and brushing teeth.

2. Separate recyclable materials from non-recyclable ones at home.

3. Join tree planting efforts at school or within the community.

4. Share their learnings about the importance of natural resources with friends and family.

5. Cultivate the habit of turning off lights when leaving a room to conserve energy. Objective: The aim of this section is to bolster students' independence and the practical implementation of what they've learned throughout the lesson. By establishing personal and academic goals, students are motivated to pursue their academic and personal growth, applying the knowledge they've gained about the use and conservation of natural resources in their daily lives. This nurtures a sense of responsibility and commitment to environmental sustainability.