Lesson Plan | Socioemotional Learning | Weather and Climate

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to introduce students to the theme 'Weather and Climate', aligning the content to be learned with the cognitive and socio-emotional skills necessary. This stage prepares the ground for students to not only acquire technical knowledge on the subject but also to develop competencies such as self-awareness and social awareness, by understanding the implications of climate in different areas of life and society.

Main Goals

1. Study the formation of different weather patterns and atmospheric phenomena.

2. Understand climate and weather patterns in a broader context.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Deep Breathing for Focus and Concentration

The Deep Breathing activity is a simple and effective technique to help students focus, relax, and prepare emotionally for the class. Through deep and controlled breaths, students learn to regulate their emotions and connect with the present moment, promoting a more focused and calm learning environment.

1. Ask students to sit comfortably in their chairs with their feet on the floor and hands resting on their laps.

2. Instruct them to close their eyes or maintain a soft gaze focused on a fixed point in the room.

3. Tell students to inhale deeply through their noses, counting slowly up to four.

4. Ask them to hold their breath for a moment, counting to two.

5. Instruct them to exhale slowly through their mouths, counting also up to four.

6. Repeat the cycle of deep breathing for about five minutes, encouraging the students to focus on the movement of their breathing and the relaxation of their bodies.

7. After the activity, ask students to slowly open their eyes and briefly reflect on how they feel.

Content Contextualization

Weather and climate are themes that directly impact our daily lives and society as a whole. For example, understanding how climate change affects different regions can help us make more responsible decisions about how we care for the environment. Furthermore, by recognizing how climate influences our moods and well-being, we can develop greater self-awareness and empathy for others in different climatic contexts.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Weather: Refers to the momentary conditions of the atmosphere in a specific place and time. For example, one can say it is raining or sunny today. Weather can change rapidly and is influenced by various factors such as temperature, humidity, wind, and atmospheric pressure.

2. Climate: Is the average pattern of weather in a region over an extended period, usually 30 years or more. For example, the climate of a tropical rainforest is hot and humid all year round.

3. Difference between Weather and Climate: While weather describes momentary conditions, climate describes what is expected in a particular region over time. For example, a cold day in a normally warm region does not change that region's climate.

4. Elements of Weather and Climate: Temperature: Measure of heat in the atmosphere. Humidity: Amount of water vapor present in the air. Atmospheric Pressure: The force that air exerts on the surface. Wind: Movement of air from high-pressure areas to low-pressure areas. Precipitation: Any form of water, liquid or solid, that falls from the sky as rain, snow, hail, etc.

5. Factors Influencing Climate: Latitude: Regions near the equator are warmer. Altitude: Higher altitudes tend to be cooler. Proximity to the Sea: Coastal regions tend to have milder climates. Ocean Currents: Can warm or cool coastal regions.

6. Climate Change: Refers to long-term alterations in temperature and climate patterns. It can be caused by natural factors such as volcanic eruptions, but also by human activities such as greenhouse gas emissions.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Local Weather and Climate Analysis

Students will observe and record the atmospheric weather conditions over a week and analyze how these conditions fit into the region's climate. They will also reflect on how these conditions affect their emotions and daily behaviors.

1. Divide the class into small groups.

2. Instruct each group to observe and record the weather daily for a week. They should note the temperature, humidity, sky conditions (sunny, cloudy, rainy, etc.), and any other relevant observations.

3. After a week of observations, students should compare their records with the typical climate of the region, discussing how the observed conditions fit the expected climate pattern.

4. Ask students to reflect on how the observed weather conditions affected their emotions and daily behaviors. For example, a rainy day may have made them feel sad or less energetic.

5. Each group should prepare a presentation with their results and reflections to share with the class.

Group Discussion

After the presentations, conduct a group discussion using the RULER method: Recognize: Ask students how they felt in different weather conditions. For example, 'How did you feel on rainy days?'. Understand: Explore the causes and consequences of those emotions. 'Why do you think you felt that way when it was raining?'. Label: Encourage students to accurately label their emotions. For example, 'Did you feel sad, tired, excited?'. Express: Discuss appropriate ways to express those emotions. 'How can we express our feelings in a healthy way?'. Regulate: Talk about ways to regulate emotions, such as breathing techniques and activities that can help improve mood on bad weather days.

Conclusion

Duration: (10 - 15 minutes)

Emotional Reflection and Regulation

Suggest that students, in a group discussion format or through brief individual writing, reflect on the challenges faced during the class and how they managed their emotions. For example, ask them how they felt while observing the weather and how this impacted their daily activities. Encourage them to share how they dealt with these emotions and what strategies they used to maintain emotional control. This can be done through questions like: 'What were the biggest challenges you encountered during the observation week?' and 'How did you manage the emotions that arose in those moments?'

Objective: The goal of this subsection is to encourage students to perform a self-assessment and reflect on their emotional regulation skills. By identifying and discussing the effective strategies they used to handle challenging situations, students can develop greater self-awareness and enhance their socio-emotional competencies, applying these strategies in other contexts.

Closure and A Look Into The Future

Ask students to set personal and academic goals related to the content of the lesson. Suggest that they think about how they can apply what they learned about weather and climate in their daily lives and future studies. For example, a personal goal might be to observe the weather every day to better understand climate patterns, while an academic goal might be to research more about climate change and its regional impacts. Encourage them to write down these goals and to periodically reflect on their progress.

Possible Goal Ideas:

1. Observe the atmospheric weather daily for a month.

2. Research climate change and its impacts in the region.

3. Share findings about the climate with family or friends.

4. Keep a journal of emotions related to atmospheric weather.

5. Develop a school project about the importance of environmental preservation. Objective: The goal of this subsection is to strengthen students' autonomy by encouraging them to apply their learning in a practical and ongoing manner. By setting personal and academic goals, students develop a sense of responsibility and purpose, promoting steady progress in their academic and personal development.