Lesson Plan | Socioemotional Learning | Fungi Kingdom: Fungi

Objective

Duration: (10 - 15 minutes)

The goal of this phase is to give students a solid grasp of fundamental concepts related to fungi, setting them up to delve deeper into the topic. This introduction is also geared towards sparking interest and curiosity among students, establishing a strong base for developing socio-emotional skills in their study of fungi.

Objective Utama

1. Identify fungi and their key characteristics.

2. Distinguish fungi from other biological kingdoms based on unique traits.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Concentration

The selected emotional warm-up activity is 'Guided Meditation'. This practice aims to foster focus, presence, and concentration among students, mentally and emotionally priming them for the lesson ahead. The guided meditation offers step-by-step instructions that help students reach a state of relaxation and mindfulness, allowing them to engage more effectively with the content.

1. Ask students to sit comfortably, with their feet flat on the ground and hands resting on their laps.

2. Instruct them to close their eyes and take three deep breaths, inhaling through the nose and exhaling through the mouth.

3. Guide their focus to their breathing, feeling the air entering and leaving their lungs, maintaining their attention on this natural rhythm.

4. Once their breathing is stable, guide them through a visualization: ask them to picture a tranquil and secure environment, like a serene beach or a peaceful garden.

5. Describe the setting in detail, prompting them to visualize the colours, listen to the sounds, and feel the sensations of that imagined spot.

6. Continue guiding them for about 5 to 7 minutes, encouraging them to stay focused on the visualization and their breathing.

7. Gradually invite them to bring their awareness back to the classroom by gently moving their fingers and toes.

8. Finally, ask them to slowly open their eyes and take a deep breath before continuing with the lesson.

Content Contextualization

Fungi are part of our daily lives in ways we might not even notice. From the yeast used in baking to the antibiotics that save lives, these organisms are crucial in our existence. However, fungi can also pose risks, causing diseases in plants, animals, and humans. Understanding fungi and their characteristics is vital for recognising their ecological and economic significance, as well as navigating the challenges they may present.

In this lesson, students will explore the Fungi kingdom, developing socio-emotional skills as they reflect on the interconnectedness of all living beings and the importance of making responsible environmental choices. The curiosity and interest sparked by these practical connections will motivate students to engage deeply with the subject matter.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Definition of Fungi:

2. Explain that fungi are eukaryotic organisms falling under the Kingdom Fungi. They are distinct from plants, animals, or bacteria.

3. Structure of Fungi:

4. Detail the structure of fungi, discussing hyphae and mycelium. Hyphae are the filaments composing the structure of fungi, while mycelium represents the intricate network of hyphae.

5. Types of Fungi:

6. Differentiate the main types of fungi: yeasts, molds, and mushrooms.

7. Yeasts are unicellular organisms used in fermentation, molds are multicellular and often visible as mold, and mushrooms are the fruiting bodies of certain multicellular fungi.

8. Reproduction of Fungi:

9. Explain how fungi reproduce, covering both sexual and asexual methods.

10. In asexual reproduction, spores are created through mitosis, while sexual reproduction occurs with the fusion of gametes from different hyphae.

11. Ecological and Economic Importance:

12. Discuss how fungi decompose organic matter and recycle nutrients.

13. Explain their role in food production (like bread and beer) and in medicine (like antibiotics).

14. Pathogenic Fungi:

15. Describe fungi that cause diseases in plants, animals, and humans, such as the Candida fungus and fungi responsible for rust in plants.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Exploring the World of Fungi

During this activity, students will investigate various types of fungi through a group research project, presenting their discoveries to the class. The focus is not just on understanding the characteristics of fungi but also on recognising the emotions tied to teamwork and learning how to manage them constructively.

1. Divide the class into groups of 3 to 4 students.

2. Assign each group a specific type of fungus (yeasts, molds, or mushrooms) to research.

3. Provide research resources, including books, articles, and internet access.

4. Ask each group to prepare a 5-minute presentation about their assigned fungus, covering characteristics, reproduction, significance, and examples.

5. Encourage groups to discuss and note how they felt during their collaborative work, focusing on identifying and naming their emotions.

6. Each group will then present their findings to the class.

Discussion and Group Feedback

After the presentations, use the RULER approach to facilitate a group discussion. Start by recognising emotions, asking students how they felt during the activity and observing the emotions displayed by their peers. Next, assist them in understanding the causes of these emotions, for instance, frustration stemming from research challenges or group dynamics.

In the next phase, prompt students to name their emotions accurately, such as anxiety, excitement, or pride. Discuss the appropriate ways to express these emotions and how constructive expression of frustration can enhance group communication.

Lastly, teach effective strategies to regulate these emotions, focusing on problem-solving techniques, assertive communication, and empathy. This conversation should highlight the importance of responsible decision-making and maintaining a positive collaborative atmosphere.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

To reflect on the challenges faced during the lesson and how students managed their emotions, organise a circle where each student can share their experiences. Ask about the moments they found most challenging and how they coped with those feelings. Alternatively, students can write a paragraph reflecting on the emotions they experienced during the activities and their management strategies. Encourage them to consider what could have been done differently to enhance emotional experiences and encourage effective group work.

Objective: The aim of this section is to promote self-evaluation and emotional regulation, helping students pinpoint effective strategies for navigating challenging situations. Reflecting allows students to recognise and better understand their emotions, label them accurately, express them appropriately, and learn how to regulate them, thus enhancing self-awareness and self-control.

Glimpse into the Future

To conclude the lesson and look towards the future, ask students to set personal and academic goals concerning what they've learned about fungi. This can be done either individually or in small groups, with each student sharing their goals with peers. Encourage them to think about how they can practically apply what they've learned in both academic and personal spheres. For example, researching further on the ecological impacts of fungi or making a commitment to participate more actively in group dynamics.

Penetapan Objective:

1. Enhance understanding of the ecological and economic roles of fungi.

2. Apply knowledge about fungi to science projects or extracurricular activities.

3. Develop research and presentation skills while exploring various types of fungi.

4. Improve teamwork and communication during group activities.

5. Practice emotional regulation in challenging situations within the school setting. Objective: The aim of this subsection is to boost students' independence and the practical application of their learning, fostering ongoing personal and academic development. By establishing clear goals, students can focus their efforts more effectively and maintain a commitment to their educational and emotional growth, encouraging continuous and integrated learning.