Lesson Plan | Socioemotional Learning | Substances and Mixtures

Objectives

Duration: (10 to 15 minutes)

The purpose of this stage is to provide students with a clear understanding of the fundamental concepts of substances and mixtures, preparing them for practical activities and deeper discussions. By describing the objectives, students will be guided on what is expected of them, which facilitates focus and motivation. Furthermore, this stage introduces the use of socio-emotional methodology, encouraging the identification and understanding of emotions related to learning new concepts.

Main Goals

1. Differentiate pure substances from mixtures, understanding their characteristics and examples.

2. Recognize and classify types of substances (simple and compound) and types of mixtures (homogeneous and heterogeneous).

Introduction

Duration: (15 to 20 minutes)

Emotional Warm-up Activity

Guided Meditation: Connection with the Present

The Guided Meditation activity is a practice that seeks to promote focus, presence, and concentration among students. Through relaxation and visualization techniques, students connect with the present moment, reducing anxiety and preparing their minds for learning.

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

2. Instruct them to gently close their eyes and focus on their breathing, inhaling through the nose and exhaling through the mouth slowly and deeply.

3. Guide them to pay attention to each inhalation and exhalation, feeling the air entering and leaving their lungs.

4. Ask the students to imagine a calm and relaxing light filling their bodies as they inhale, and to release any tension or worry as they exhale.

5. Suggest that they concentrate on a positive word or phrase, such as 'calm' or 'focus,' mentally repeating it with each breath.

6. Continue guiding the meditation for approximately 5 minutes, in a soft and calm voice.

7. Thank the students for participating and ask them to slowly open their eyes, returning their attention to the classroom.

Content Contextualization

Substances and mixtures are present in our daily lives in various forms and directly impact our lives. For example, when preparing a recipe, we use various ingredients that are mixtures of substances. Knowing how to distinguish between pure substances and mixtures can help us better understand the labels of the products we consume, such as medications and food, promoting more informed and healthy choices. Moreover, chemistry allows us to understand the environmental impact of substances and mixtures, such as air and water pollution, awakening social and environmental awareness in students. This understanding aids in making responsible decisions and developing social skills as we discuss ways to minimize these impacts and promote a more sustainable environment.

Development

Duration: (60 to 75 minutes)

Theoretical Framework

Duration: (20 to 25 minutes)

1. Definition of Substances and Mixtures: Explain that substances are forms of matter that have a fixed composition and defined properties. Give examples of pure substances, such as distilled water (H₂O) and oxygen (O₂). In contrast, mixtures contain two or more different substances that do not chemically react with each other. Examples include air (mixture of gases) and seawater (mixture of water and salts).

2. Pure Substances: Detail that pure substances can be classified into simple and compound substances. Simple substances are formed by a single type of chemical element, such as hydrogen gas (H₂). Compound substances are formed by two or more chemically combined elements, such as water (H₂O).

3. Mixtures: Explain that mixtures can be homogeneous or heterogeneous. Homogeneous mixtures have a uniform composition, such as salt dissolved in water (saline solution). Heterogeneous mixtures have a non-uniform composition, such as sand mixed with iron.

4. Properties of Mixtures: Discuss how the properties of mixtures are influenced by individual components and how they can be separated by physical methods such as filtration, distillation, and decantation.

5. Analogies to Facilitate Understanding: Use everyday analogies, comparing pure substances to unique ingredients in a recipe (e.g., flour) and mixtures to a fruit salad, where each fruit retains its characteristics, but together they form a combination that can be separated.

Socioemotional Feedback Activity

Duration: (35 to 45 minutes)

Classification and Separation of Mixtures

In this practical activity, students will identify and classify different substances and mixtures, and then apply separation methods to demonstrate their theoretical understanding. They will work in groups, promoting social skills and social awareness.

1. Split the class into groups of 4 to 5 students and distribute the necessary materials: samples of salt, sand, water, iron powder, glass cups, paper filters, magnets, and spoons.

2. Ask the groups to classify each sample as a pure substance, homogeneous mixture, or heterogeneous mixture, noting their observations.

3. Request that they choose an appropriate separation method for each mixture and carry out the process. For example, use the magnet to separate iron from sand and filtration to separate salt from water.

4. Encourage students to discuss the difficulties they faced and the emotions felt during the activity, promoting the recognition and expression of emotions.

5. After the activity is completed, each group should present their results and reflections to the class, highlighting how they managed to regulate their emotions and work as a team.

Group Discussion

To guide the group discussion and socio-emotional feedback, use the RULER method. Recognize the students' emotions by asking how they felt when facing challenges during the activity. Understand the causes of those emotions by discussing what was most difficult or easy and why. Label the emotions correctly, helping students identify feelings like frustration, joy, or anxiety. Express emotions appropriately, encouraging students to share their experiences respectfully and empathetically. Regulate emotions by proposing strategies for handling negative feelings, such as deep breathing or taking a moment to reflect.

During the discussion, highlight the importance of self-control and responsible decision-making while conducting experiments. Encourage students to reflect on how social skills and social awareness were essential for the success of the group activity. Invite them to apply these competencies in other areas of their academic and personal lives.

Conclusion

Duration: (15 to 20 minutes)

Emotional Reflection and Regulation

Suggest that students write a paragraph reflecting on the challenges they faced during the class, how they felt at different times, and how they managed those emotions. Alternatively, organize a group discussion where each student shares their experiences, identifying the emotions they felt and how they dealt with them. Encourage them to talk about strategies that were effective in maintaining self-control and collaborating with peers.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation. It helps students identify effective strategies for dealing with challenging situations, promoting the development of self-awareness and self-control. Additionally, it facilitates awareness of the importance of social skills in resolving group problems.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals to continue applying what they learned in class. Ask each student to write down one personal goal and one academic goal related to the content of substances and mixtures. Goals may include understanding better how mixtures are separated in daily life or applying the acquired knowledge to improve their grades in chemistry.

Possible Goal Ideas:

1. Better understand the methods of separation of mixtures used in everyday life.

2. Improve grades in chemistry by applying the concepts learned about substances and mixtures.

3. Develop team collaboration skills and clear communication.

4. Practice identifying and regulating emotions during challenging activities. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting goals, students are encouraged to reflect on their needs and objectives, fostering conscious and strategic planning for the future.