Lesson Plan | Socioemotional Learning | Use of Natural Resources

Objective

Duration: (15 - 20 minutes)

This phase aims to introduce students to the topic of natural resource usage, emphasizing the importance of recognizing and understanding various uses of land and water. Additionally, this phase seeks to enhance students' socioemotional awareness, allowing them to delve into and express their feelings around this subject, fostering self-awareness and comprehension of how human actions impact the environment.

Objective Utama

1. Identify the various uses of natural resources like soil and water in our daily lives, both in urban environments and rural areas.

2. Understand the positive and negative effects of using natural resources on both 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. Request students to sit comfortably in their chairs with a straight back and feet flat on the ground.

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

3. Explain that they should inhale deeply through their noses, feeling their stomachs expand, and then exhale slowly through their mouths, feeling their stomachs contract.

4. Guide them through five cycles of deep breathing, focusing solely on their breath and the movement of their stomach.

5. After completing the cycles, prompt the students to gently open their eyes and stretch lightly, bringing their attention back to the classroom.

Content Contextualization

Natural resources are vital for our everyday lives, whether we live in cities or rural regions. For instance, the water we drink, cook with, and use for bathing originates from natural sources like rivers and lakes. The soil is what allows us to grow the food we eat daily. By comprehending how these resources are utilized, we can make more conscientious choices regarding their use and conservation.

Furthermore, it's essential to recognize our feelings when discussing the exploitation and conservation of natural resources. Our emotions can influence our decisions and actions. By understanding and expressing these emotions appropriately, we can contribute positively to environmental protection and sustainability efforts.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Natural Resources: Explain that natural resources are elements of the environment that humans utilize for various purposes, including water, soil, air, minerals, plants, and animals.

2. Water Use: Describe that water is essential for human consumption, agriculture, industry, power generation, and leisure. Provide relatable examples, such as water for drinking, watering plants, or its use in factories.

3. Soil Use: Highlight that soil is crucial for growing food, as well as for construction and other infrastructures. Use simple analogies, like likening soil to a garden that requires fertile ground to thrive.

4. Positive and Negative Impacts: Discuss that while the utilization of natural resources can result in benefits such as food and energy production, it may also lead to issues like pollution, deforestation, and water scarcity.

5. Sustainability: Introduce the notion of sustainability, explaining it as the responsible and mindful utilization of natural resources to ensure their availability for future generations. Share examples of sustainable practices like recycling and responsible water usage.

Activity with Socioemotional Feedback

Duration: (35 - 40 minutes)

Map of Natural Resources

In this activity, students will create a visual map illustrating the various uses of natural resources in their everyday lives, both within the city and the countryside. This will allow them to identify and express their emotions related to the utilization and conservation of these resources.

1. Distribute A3 sheets of paper and drawing materials (colored pencils, markers, etc.) to each student.

2. Instruct them to draw a map displaying both the city and countryside, showcasing how and where natural resources like water and soil are utilized.

3. Guide students to include elements such as rivers, crops, homes, factories, and other locations where natural resources are employed.

4. Ask each student to write brief descriptions explaining the use of each natural resource illustrated on their map.

5. Once their drawings are complete, invite students to share their maps with the class, explaining their drawings and feelings regarding the use of natural resources.

Discussion and Group Feedback

Post the drawing activity, facilitate a talking circle to implement the RULER method. Start by having students recognize and share the emotions they experienced while creating their maps (Happiness? Sadness? Concern?). Encourage them to understand the reasons behind these emotions by posing the question: 'What made you feel this way when thinking about the use of natural resources?'.

Prompt students to name the emotions they identified accurately (for example, 'I feel anxious about pollution in rivers'). Encourage them to express these emotions in a constructive way, perhaps by jotting down a sentence or marking a symbol on their maps. Finally, discuss ways to regulate these feelings and make thoughtful decisions, such as practicing water conservation or recycling materials.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

After the drawing and discussion activities, prompt students to reflect on the challenges they faced during the lesson and how they navigated their emotions. This reflection could be done through a brief writing exercise or group discussion. Ask them to consider specific instances when they felt strong emotions (like frustration while drawing or worry when discussing pollution) and describe how they addressed those emotions. Encourage them to share strategies they found helpful in managing their emotions and maintaining focus during the lesson.

Objective: The aim of this segment is to encourage students to assess their emotional experiences during the lesson, identifying effective ways to cope with challenges. This self-assessment and emotional regulation process is crucial for helping students develop their ability to recognize, understand, name, express, and manage their emotions, which promotes enhanced self-awareness and self-regulation.

Glimpse into the Future

To wrap up the lesson, ask students to set both personal and academic goals regarding the topics covered. They can write these goals down or articulate them in class. The goals should consist of actionable steps they can implement to support the conservation of natural resources, such as saving water at home or participating in recycling initiatives at school. Additionally, prompt them to consider how these actions can positively affect both the environment and their community.

Penetapan Objective:

1. Save water when showering and brushing teeth.

2. Separate recyclable waste from non-recyclable waste at home.

3. Involve oneself in tree planting initiatives at school or in their community.

4. Share insights about the significance of natural resources with friends and family.

5. Develop the habit of turning off lights when leaving a room to conserve energy. Objective: The objective of this section is to enhance students' independence and the practical application of what they've learned throughout the lesson. By establishing personal and academic goals, students are encouraged to further their educational and personal growth, utilizing the knowledge gained about natural resource use and conservation in their daily lives. This fosters a sense of responsibility and commitment towards environmental sustainability.