Lesson Plan | Socioemotional Learning | Lamarckism and Darwinism

Objective

Duration: (10 - 15 minutes)

This stage aims to lay a solid groundwork for understanding the theories of Lamarck and Darwin, helping students distinguish between the two while grasping essential concepts like natural selection and the law of use and disuse. Additionally, it seeks to foster students' socio-emotional skills, such as self-awareness and social consciousness, by identifying and naming the emotions encountered while tackling intricate scientific ideas.

Objective Utama

1. Understand the theories of Lamarck and Darwin, identifying their key differences.

2. Learn about natural selection and the law of use and disuse, connecting these concepts to the theories discussed.

3. Develop the ability to recognize and articulate the emotions tied to learning these complex theories.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Deep Breathing for Focus and Concentration

Deep Breathing is a straightforward yet effective technique to help students focus and concentrate. Through controlled breathing exercises, students can calm their minds, ease anxiety, and prepare themselves emotionally for learning. This activity sets a tranquil and focused atmosphere, crucial for understanding complex subjects like the theories of Lamarck and Darwin.

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

2. Discuss the significance of deep breathing in calming the mind and enhancing concentration. Explain that this practice will aid in their emotional readiness for the lesson.

3. Encourage students to close their eyes, if they feel comfortable, to minimize distractions and concentrate on their breathing.

4. Guide students to inhale deeply through their nose, counting to four while filling their lungs. Then, have them hold their breath for a moment.

5. Instruct students to exhale slowly through their mouth, again counting to four and emptying their lungs completely. Remind them to release tension and worries during the exhale.

6. Repeat the inhalation and exhalation cycle five times, urging students to focus solely on their breathing and associated physical sensations.

7. After the series of breaths, ask students to gently open their eyes and shift their attention back to the class, feeling calmer and more focused for the lesson ahead.

Content Contextualization

Lamarck and Darwin's theories are essential for understanding evolution and the diversity of life on our planet. Lamarck argued that traits acquired during an organism's life could be inherited by the next generation, while Darwin introduced natural selection, explaining that individuals better suited to their environment have a greater chance of survival and reproduction. These theories not only inform our scientific understanding but also shape how we perceive adaptation and change in our own lives. By exploring these concepts, students can reflect on their own adaptability in facing challenges, building resilience and adaptability skills.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (25 - 30 minutes)

1. Lamarckism:

2. Law of Use and Disuse: Jean-Baptiste Lamarck claimed that an organism's characteristics evolve based on the use or disuse of certain body parts. For instance, if an animal regularly uses a part of its body, that part becomes more developed. Conversely, if a body part isn't used, it may weaken over time.

3. Inheritance of Acquired Traits: Lamarck believed that traits gained during an organism's lifetime could be passed down. A familiar example is the giraffe's neck, thought to have lengthened because their ancestors stretched to reach leaves high in trees.

4. Darwinism:

5. Natural Selection: Charles Darwin suggested that natural selection is the process where organisms better suited to their environments are more likely to survive and reproduce, thereby passing their advantageous traits to their offspring. A well-known illustration is the variation in finch beaks on the Galápagos Islands, which changes based on available food sources.

6. Variation and Adaptation: Darwin observed that within a species, individuals often exhibit variation. Some variations provide adaptive benefits in certain environments, enhancing the survival likelihood of those individuals.

7. Main Differences between Lamarckism and Darwinism:

8. Cause of Changes: Lamarck argued that changes result from use and disuse, while Darwin emphasized natural variation and environmental selection.

9. Inheritance: In Lamarckism, traits acquired during an organism's life are passed down. In contrast, Darwinism states that only genetic traits contributing to a survival advantage are inherited.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Debate on Adaptation and Evolution

Students will be grouped to discuss and debate Lamarck and Darwin's theories. Each group will advocate for one theory using examples and real-life scenarios to back their arguments. After the presentations, groups will explore the socio-emotional implications of these theories and their connection to resilience and adaptability in their own lives.

1. Split the class into two groups. One group will support Lamarck's theory, while the other will back Darwin's theory.

2. Allow each group 10 minutes to prepare their arguments. They should use examples and analogies to present their points clearly and persuasively.

3. Each group will present their case to the class for 5 minutes.

4. After the presentations, facilitate a Q&A session, allowing groups to question each other and encouraging the entire class to engage.

5. Lead a discussion on the socio-emotional impacts of these theories. Prompt students to reflect on how they perceive adaptation and resilience in their lives and how these theories may provide insight into these concepts.

Discussion and Group Feedback

To utilize the RULER method during the discussion, begin by recognizing the emotions students experienced after the debates. Ask how they felt while defending their positions and listening to opposing views. Follow this by helping them understand the sources of these feelings, discussing how the debate may have stirred emotions like anxiety, confidence, or curiosity.

Name these emotions accurately, encouraging students to articulate their feelings using precise terms. Discuss how they can express their emotions constructively during a debate or discussion. Lastly, cover strategies for regulating their emotions, such as employing breathing techniques, cognitive reframing, or practicing active listening, enabling them to manage their emotional responses effectively in challenging scenarios.

Conclusion

Duration: (20 - 25 minutes)

Reflection and Emotional Regulation

Encourage students to reflect at the lesson's conclusion on the challenges they faced and how they managed their emotions. This can be done through writing or a class discussion. Ask them to summarize the toughest moments in one or two paragraphs, detailing their feelings during those times and the strategies they used to cope. Urge them to be honest, recognizing both achievements and areas for growth in their emotional regulation.

Objective: This activity aims to promote self-assessment and emotional regulation, guiding students to identify effective coping strategies for difficult situations. Students will learn to recognize, understand, name, express, and regulate their emotions by applying the RULER method in the classroom setting.

Glimpse into the Future

To wrap up the lesson, encourage students to set personal and academic goals tied to what they’ve learned. Each student should write down one personal goal and one academic goal they hope to achieve in the upcoming weeks. Goals may focus on deepening their understanding of evolutionary theories, enhancing participation in discussions, or practicing emotional regulation techniques.

Penetapan Objective:

1. Enhance understanding of the theories of Lamarck and Darwin.

2. Engage more actively in class discussions and debates.

3. Practice emotional regulation skills during challenging tasks.

4. Relate concepts of natural selection and use and disuse to everyday situations.

5. Improve the ability to recognize and articulate emotions during the learning process. Objective: The aim of this section is to empower students' autonomy and the practical application of their knowledge, targeting continuity in their academic and personal growth. By establishing goals, students will feel more focused and motivated to reach their objectives, utilizing both the theoretical insights and socio-emotional skills gained throughout the lesson.