Lesson Plan | Socioemotional Learning | Use of Natural Resources

Objectives

Duration: (15 - 20 minutes)

The purpose of this stage is to introduce students to the topic of the use of natural resources, highlighting the importance of recognizing and understanding the different uses of soil and water. Furthermore, this stage aims to develop the students' socio-emotional awareness, allowing them to explore and express their emotions related to the theme, promoting self-awareness and understanding the consequences of human actions on the environment.

Main Goals

1. Identify the different uses of natural resources, such as soil and water, in everyday life in urban and rural areas.

2. Understand the positive and negative impacts of using natural resources on the environment and society.

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

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Nature's Breath

Guided Deep Breathing

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

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

3. Explain that they should inhale deeply through their nose, feeling their belly expand, and exhale slowly through their mouth, feeling their belly contract.

4. Guide the repetition of the deep breathing process for five cycles, focusing their attention solely on the breath and the movement of the belly.

5. After the five cycles, ask students to slowly open their eyes and gently stretch, returning their attention to the surrounding environment.

Content Contextualization

Natural resources are fundamental to our daily lives, both in urban and rural areas. For example, the water we use for drinking, cooking, and bathing comes from natural sources like rivers and reservoirs. Soil, in turn, is used to grow food that we consume every day. When we understand how these resources are utilized, we can make more responsible decisions about their use and conservation.

Additionally, it is important to recognize how we feel when learning about the exploitation and conservation of natural resources. Emotions can influence our actions and decisions. By understanding and expressing these emotions appropriately, we can contribute more positively to the protection of the environment and the sustainability of natural resources.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Natural Resources: Explain that natural resources are elements of nature used by humans for various purposes, such as water, soil, air, minerals, plants, and animals.

2. Water Use: Detail that water is used for human consumption, agriculture, industry, energy generation, and recreation. Provide practical examples, such as the water we drink, that irrigates plants, or that is used in factories.

3. Soil Use: Explain that soil is fundamental for growing food, building housing, and other infrastructures. Use simple analogies, such as a garden that needs fertile soil to grow plants.

4. Positive and Negative Impacts: Discuss that the use of natural resources can have positive impacts, such as the generation of food and energy, but can also cause problems like pollution, deforestation, and water scarcity.

5. Sustainability: Introduce the concept of sustainability, explaining that it is the conscious and responsible use of natural resources to ensure they are available for future generations. Provide examples of sustainable practices, such as recycling and the rational use of water.

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Natural Resources Map

In this activity, students will create an illustrative map showing the different uses of natural resources in their daily lives, both in urban and rural areas. They will have the opportunity to recognize and express their emotions related to the use and conservation of these resources.

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

2. Ask students to draw a map of the city and countryside, highlighting where and how natural resources, such as water and soil, are used.

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

4. Request that each student write small captions explaining the use of each natural resource represented on the map.

5. Once they finish drawing, ask students to share their maps with the class, explaining what they drew and how they feel about the use of natural resources.

Group Discussion

After the drawing activity, organize a discussion circle to apply the RULER method. Start by asking students to recognize and share the emotions they felt while creating their maps (Happiness? Sadness? Concern?). Then, help them understand the causes of these emotions by asking: 'Why do you feel this way when thinking about the use of natural resources?'.

Ask students to name the perceived emotions accurately (Ex.: 'I feel worried about the pollution of rivers'). Encourage them to express these emotions appropriately, perhaps by writing a sentence or creating a symbol on the map. Finally, discuss ways to regulate these emotions and make responsible decisions, such as practicing water conservation or recycling materials.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

After the drawing and discussion activity, ask students to reflect on the challenges they faced during the lesson and how they managed their emotions. This reflection can be done through a short writing task or a group discussion. Instruct them to think about specific moments when they felt strong emotions (such as frustration while drawing or concern when thinking about pollution) and to describe how they dealt with these emotions. Encourage them to share strategies they found effective for regulating their emotions and staying focused on the activity.

Objective: The objective of this subsection is to encourage students to self-assess their emotional experiences during the lesson, identifying effective strategies for dealing with challenging situations. This process of self-evaluation and emotional regulation is essential to help students develop the ability to recognize, understand, name, express, and regulate their emotions, promoting greater self-awareness and self-control.

Closure and A Look Into The Future

To conclude the lesson, ask students to set personal and academic goals related to the content covered. They can write these goals on a piece of paper or share them orally with the class. The goals should include practical actions they can take to contribute to the conservation of natural resources, such as saving water at home or participating in recycling activities at school. Additionally, encourage them to reflect on how these actions can positively impact the environment and their community.

Possible Goal Ideas:

1. Save water while bathing and brushing teeth.

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

3. Participate in tree planting projects at school or in the community.

4. Share what they learned about the importance of natural resources with friends and family.

5. Develop the habit of turning off lights when leaving a room to save energy. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of what they learned during the lesson. By setting personal and academic goals, students are encouraged to continue their academic and personal development by applying the knowledge acquired about the use and conservation of natural resources in their daily lives. This promotes a sense of responsibility and commitment to environmental sustainability.