Lesson Plan | Socioemotional Learning | Renewable and Non-Renewable Energies

Objective

Duration: 10 - 15 minutes

This phase aims to introduce learners to renewable and non-renewable energies, linking the content to the cognitive, emotional, and behavioural skills we will develop during the lesson. This introduction allows students to get to grips with the basic concepts, setting them up for deeper engagement and the application of socio-emotional skills as we learn.

Objective Utama

1. Understand the difference between renewable and non-renewable energy sources.

2. Identify examples of fossil fuels and other non-renewable sources.

3. Classify different energy sources as renewable or non-renewable.

Introduction

Duration: 15 - 20 minutes

Emotional Warmup Activity

Guided Meditation for Focus and Presence

The Guided Meditation activity is designed to enhance focus, mindfulness, and concentration among learners. For a few minutes, students will be guided into a state of relaxation through verbal instructions that help them stay present. This practice effectively alleviates anxiety, boosts attention, and readies the mind for learning.

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

2. Instruct them to close their eyes and take a few deep breaths in through the nose and out through the mouth.

3. Begin the guide through a brief verbal meditation, encouraging them to focus on their breath and feel the air enter and exit their lungs.

4. Instruct them to relax each part of their body starting from their feet and moving slowly up to their head, letting go of any tension they find.

5. Encourage them to picture a serene and safe place, such as a quiet beach or a field of flowers, and to imagine themselves there, feeling calm and at ease.

6. After a few minutes of imagery, bring the students back to the present by asking them to gently wiggle their fingers and toes.

7. Conclude the meditation by prompting them to slowly open their eyes and take a moment to acclimatize to the classroom setting.

Content Contextualization

The discussion around renewable and non-renewable energy is incredibly relevant today, especially in the context of climate change and our drive for sustainable development. Grasping the differences between these energy types not only equips learners with scientific understanding but also fosters a sense of social responsibility regarding the environmental repercussions of our energy choices. The excessive reliance on fossil fuels results in increased pollution and climate change, affecting communities across the globe. Conversely, renewable energies like solar and wind provide cleaner and more sustainable alternatives, promoting a healthier future for all.

Development

Duration: 60 - 75 minutes

Theory Guide

Duration: 25 - 30 minutes

1. Energy Sources: Explain what energy sources are and their significance to modern life. Use relatable examples such as electricity, fuel for vehicles, heating, etc.

2. Renewable Sources: Define renewable energy sources as those that naturally replenish over short periods. Examples include solar, wind, hydroelectric, biomass, and geothermal energy. Use analogies like recharging a cellphone to illustrate the continual renewal of these sources.

3. Non-Renewable Sources: Define non-renewable energy sources as those that exist in finite amounts and take millions of years to develop. Examples comprise oil, coal, natural gas, and uranium. Use analogies like a limited stock of food that can't be quickly replaced.

4. Environmental Impacts: Discuss the negative environmental effects of non-renewable sources, such as greenhouse gas emissions, air and water pollution, and habitat destruction. Explain how these factors exacerbate global warming and climate change.

5. Benefits of Renewable Sources: Highlight the advantages of renewable sources, including reduced emissions, sustainability over the long term, and decreased dependence on finite resources. Share success stories, such as the introduction of wind and solar farms in different countries.

6. Classification of Sources: Teach learners to classify various energy sources as renewable or non-renewable, using visual aids like charts or graphs.

Activity with Socioemotional Feedback

Duration: 30 - 35 minutes

Energy Sources Classification

In this activity, students will collaborate in groups to identify and classify various energy sources as renewable or non-renewable. They will discuss everyday examples and reflect on the social and environmental implications of each energy type.

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

2. Distribute cards featuring the names of different energy sources (like solar, coal, wind, oil, biomass, natural gas, etc.).

3. Encourage groups to discuss and classify each source as renewable or non-renewable.

4. Ask each group to create a poster displaying the classified sources, with brief descriptions and associated environmental impacts.

5. Have the groups present their posters to the class.

6. During the presentations, promote a Q&A session, inviting the class to ask questions and discuss the classifications and descriptions.

Discussion and Group Feedback

After the presentations, facilitate a group discussion using the RULER method. Recognize the emotions tied to learning about environmental impacts (concern, hope, etc.). Understand the reasons for these feelings, like worries about the planet's future. Label the emotions accurately, helping students to clarify their feelings. Express these emotions respectfully, providing an opportunity for students to share their thoughts and feelings. Regulate the emotions by discussing strategies to tackle these concerns, such as implementing sustainable practices and engaging in environmental initiatives.

Conclusion

Duration: 15 - 20 minutes

Reflection and Emotional Regulation

Suggest that students write a reflection or take part in a group discussion about the challenges they faced during the lesson. Invite them to describe how they dealt with their emotions while learning about the impacts of energy sources on the environment. Motivate them to think of strategies they used or could adopt to handle feelings of concern, frustration, or hope. This can be done as a personal reflection in a diary or in a talking circle where each student has the chance to share their experiences respectfully.

Objective: The aim of this activity is to foster self-assessment and emotional regulation among students, helping them pinpoint effective strategies for dealing with challenging situations. By reflecting on their feelings and their management, students enhance their self-awareness and self-control—key skills for personal, emotional, and academic development.

Glimpse into the Future

After the reflection, guide students in setting personal and academic goals related to the lesson content. For instance, a personal goal could be to consume less energy at home, while an academic goal may involve researching renewable energies and sharing their findings with the class. Encourage them to jot these goals down in their notebooks and discuss how they plan to achieve them. This activity assists students in putting their newly acquired knowledge into practice and develops a sense of accountability for their actions.

Penetapan Objective:

1. Reduce energy consumption at home.

2. Research more about renewable energies and share findings with the class.

3. Engage in school or community projects focused on sustainability.

4. Devise a plan for incorporating more sustainable practices into their daily lives. Objective: The objective of this section is to bolster students’ autonomy and the practical application of learning, aiming for their ongoing academic and personal growth. By setting clear and achievable goals, students are encouraged to take initiative and actively engage with environmental matters, leading to a positive influence on their lives and the community.