Lesson Plan | Socioemotional Learning | Earth: Formation of the Continents: Review

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to present the lesson objectives to the students, using a socio-emotional methodology to promote a deeper and more engaging learning experience. By clarifying what will be learned and how it relates to their own emotions and behaviors, students will be better able to connect with the content of Geography and develop socio-emotional skills that are essential for their personal and academic growth.

Main Goals

1. Describe the physical formation of the Earth and the origin of the continents since Pangaea.

2. Identify the main agents that interfere with the formation and movement of continents over time.

3. Develop self-awareness and self-control skills by relating emotions to the learning of the content.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Deep Breathing for Concentration

The chosen emotional warm-up activity is Deep Breathing. This activity aims to promote focus, presence, and concentration among students, emotionally preparing them for the lesson. Deep breathing helps calm the mind and body, reducing anxiety and increasing mental clarity.

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

2. Instruct them to close their eyes or focus their gaze on a point ahead to avoid visual distractions.

3. Explain that they should inhale deeply through their nose, counting mentally to four.

4. Next, the students should hold their breath for a moment, counting mentally to four.

5. Instruct them to exhale slowly through their mouth, again counting to four.

6. Ask them to repeat this deep breathing cycle five to ten times, keeping their focus on the counting and the sensation of breathing.

7. After the exercise, ask the students to slowly open their eyes and take a final breath, feeling calmer and more focused.

Content Contextualization

The formation of the continents is a fascinating subject that connects us with the Earth's deep history. From Pangaea, where all continents were united in a single landmass, to the current configuration, the dynamics of the Earth's crust illustrates a continuous process of change and adaptation. This history not only helps us understand the physical geography of our planet but also teaches us about resilience and transformation. Just as continents move and transform over time, we also go through changes and adaptations in our lives. Understanding the forces that shape the Earth can inspire us to deal with our own personal transformations and to develop a greater awareness of how to act responsibly in our environment. Today's lesson is not just a review of content, but an opportunity to reflect on how the geography of the Earth relates to our own emotional journeys and growth.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 25 to 30 minutes

1. Theory

2. Formation of the Earth and Pangaea: Explain that the Earth formed about 4.5 billion years ago and that, about 300 million years ago, all continents were united in a single landmass called Pangaea. Use maps and illustrations to show the configuration of continents over time.

3. Continental Drift: Introduce the concept of continental drift, proposed by Alfred Wegener, which suggests that continents slowly move over the Earth's surface. Provide examples of evidence supporting this theory, such as similar fossils found on different continents.

4. Tectonic Plates: Explain that the Earth's crust is composed of several tectonic plates that float on the mantle. Detail the types of plate boundaries (convergent, divergent, and transform) and the geological phenomena associated with each, such as earthquakes, volcanoes, and mountain formation.

5. Plate Movements: Discuss the different types of movements of tectonic plates: divergent (when plates move apart), convergent (when plates come together), and transform (when plates slide laterally against each other). Use specific examples, such as the Mid-Atlantic Ridge and the Mariana Trench.

6. Interfering Agents: Identify the main agents that interfere with the formation and movement of continents, such as internal forces (volcanic activity and tectonics) and external forces (erosion, sedimentation).

7. Impact on Life: Relate the formation of continents to the impact on life on Earth, including species distribution, climate, and natural resources. Use analogies such as the adaptation of species on different continents to illustrate how these changes influence life.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Exploring the Formation of the Continents

In this activity, students will work in groups to create a visual model representing the formation of the continents from Pangaea to the current configuration. Using materials such as clay, paper, maps, and other visual resources, students should represent the different phases of continental drift and the movements of tectonic plates.

1. Divide the class into groups of 4 to 5 students.

2. Provide materials such as clay, paper, markers, maps, and other visual resources.

3. Instruct the students to create a model that represents the formation of the continents from Pangaea to the current configuration, highlighting the main movements of tectonic plates.

4. Ask the groups to present their models to the class, explaining the different phases and movements of the plates.

5. During the presentations, encourage students to relate geological concepts to their own experiences of change and adaptation.

Group Discussion

After the presentations, start a group discussion using the RULER method. Recognize the emotions that arose during the activity by asking students how they felt working in teams and creating models. Understand the causes of those emotions by exploring how collaboration and creative expression influence their feelings. Label the emotions accurately, helping students to identify and clearly describe them. Express emotions appropriately, encouraging students to share their experiences constructively and respectfully. Finally, help them to regulate their emotions by discussing strategies for dealing with challenges and frustrations that may arise in collaborative activities. This way, students not only deepen their understanding of the geography of the Earth but also develop essential socio-emotional skills for their personal growth.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

For this activity, ask students to write a brief paragraph or participate in a group discussion about the challenges they faced during the creation of the continental models and how they managed their emotions while working in teams. Ask them how they felt collaborating with their peers, what difficulties they encountered, and how they dealt with potential frustrations. Encourage them to reflect on what they learned about themselves and their emotional skills during the activity.

Objective: The objective of this subsection is to encourage students to perform a self-assessment of their emotional experiences during the lesson. This will help students identify effective strategies for dealing with challenging situations, promoting emotional regulation and the development of self-awareness and self-control skills. By reflecting on their emotions and behaviors, students can improve their problem-solving ability and collaborate more effectively.

Closure and A Look Into The Future

At the end of the lesson, ask students to set personal and academic goals related to the content studied. Explain the importance of establishing clear objectives for the future and how this can help them maintain focus and motivation. Encourage students to think about how knowledge of the formation of continents can be applied in their lives and in future learning.

Possible Goal Ideas:

1. Periodically review the content about the formation of the continents to reinforce understanding.

2. Apply the knowledge acquired to better understand geological phenomena observed in news and documentaries.

3. Develop research skills by exploring more about tectonic plates and the interfering agents in the formation of the Earth.

4. Practice collaboration in group activities to improve social skills and the ability to work in teams.

5. Reflect on personal emotions and develop emotional regulation strategies in challenging situations. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging them to continue developing their academic and personal skills. Setting clear goals helps students direct their efforts and maintain engagement with the content. Additionally, this practice promotes continuity in the development of socio-emotional skills, preparing students to face future challenges with resilience and proactivity.