Lesson Plan | Socioemotional Learning | Maps and Photographs

Objective

Duration: 10 to 15 minutes

The goal of this stage in the Socioemotional Lesson Plan is to introduce students to the topic at hand—identifying familiar objects and places in various visual forms. It also aims to foster an inviting environment where students can recognize and express their feelings, thereby enhancing self-awareness and emotional comprehension, which are critical for socioemotional learning and development.

Objective Utama

1. Identify familiar objects and places, such as school and home, in aerial images, maps (bird's eye view), and photographs (angled view).

2. Develop the ability to recognize and articulate emotions associated with discovering new concepts in Geography.

Introduction

Duration: 15 to 20 minutes

Emotional Warmup Activity

Mindfulness Moment 🌟

Today's emotional warm-up will focus on a Mindfulness practice tailored for children, promoting focus and being present. This approach encourages students to fully engage with the moment, helping them connect with their feelings and get ready for the lesson. Mindfulness techniques can reduce stress, boost concentration, and support overall emotional well-being in kids.

1. Have students sit comfortably in their chairs, with their feet flat on the floor and hands resting softly on their knees.

2. Explain that they will participate in a brief Mindfulness activity designed to help them focus and be present.

3. Invite them to close their eyes or direct their gaze to a fixed point in front of them.

4. Guide the students through a series of deep breaths: inhale through the nose for four seconds, hold for four seconds, and exhale slowly through the mouth for six seconds. Repeat this three times.

5. Ask them to pay attention to the sound and sensation of their breath, observing how the air moves in and out of their bodies.

6. Encourage them to notice any thoughts or feelings that arise without judgment, gently guiding their focus back to their breath.

7. After a few minutes, have them slowly open their eyes and stretch lightly.

8. Wrap up the activity by thanking them for participating and emphasizing the importance of being present and focused during the lesson.

Content Contextualization

Today, we’ll explore how to identify familiar objects and places like our school and homes in aerial images and maps. This knowledge is vital as it aids in understanding and navigating our world. By learning this, we can discover connections between different locations and how to utilize this information in our daily lives.

For instance, as we examine a map or an aerial photograph, we might feel a mix of emotions—curiosity, excitement, or maybe even confusion. Recognizing these feelings is important because they are part of the learning journey. By working together to pinpoint these places and objects, we’ll also enhance our communication and collaboration skills.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 20 to 25 minutes

1. Maps and Photographs: These are visual tools that help us understand and navigate our surroundings.

2. Bird's Eye View (Aerial Images and Maps): These are images captured from above, as if we’re looking straight down. Examples would include satellite maps and aerial photos.

3. Angled View (Photographs): These images are captured from an angled perspective, providing a more three-dimensional view. Think of photos taken from a tall building or a hillside.

4. Familiar Objects and Places: It’s crucial for students to identify known locations, like their homes and schools, in these various visual representations.

5. Practical Example: Show an aerial image of a neighbourhood and prompt students to identify the school and their homes. Then, present a photograph taken from a high vantage point in the same area and ask the same question.

6. Analogies: Compare the bird's eye view to a video game map, where players see everything from above. The angled view can be likened to a panoramic photo taken with a smartphone.

Activity with Socioemotional Feedback

Duration: 30 to 35 minutes

Identifying Our Places on the Map and in the Photo 🗺️📸

Students will be organized into small groups and provided with various aerial images and photographs of familiar spots. They’ll collaborate to identify and mark their homes, the school, and other significant places on the images. Each group will then present their findings to the class.

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

2. Give each group an aerial image and an angled photograph.

3. Encourage students to carefully observe the images and collaborate to identify their homes, the school, and other familiar locations.

4. Students should mark the identified locations on the images using stickers or markers.

5. Each group should prepare a brief presentation to share their findings with the class, explaining how they identified each place and what emotions they felt during the activity.

Discussion and Group Feedback

After the group presentations, gather everyone in a circle for a discussion. Utilize the RULER method to guide the conversation. First, recognize the emotions expressed by the students during the activity by asking how they felt identifying the places in the images. Next, help them understand the reasons behind those emotions, talking about how recognizing familiar locations can generate feelings of safety or nostalgia. Name the emotions accurately, suggesting terms like 'pride', 'curiosity', or 'frustration' (if they encountered challenges).

Then, encourage students to express their emotions appropriately, inviting them to share their experiences working in groups and exchanging their findings. Finally, discuss strategies for regulating these feelings, such as taking deep breaths if they feel frustrated or sharing positive feelings with their peers. This feedback session will help students develop essential socioemotional skills for working in groups.

Conclusion

Duration: 15 to 20 minutes

Reflection and Emotional Regulation

For the reflection and emotional regulation segment, arrange students in a circle and invite each one to briefly share a challenge they faced during the lesson and how they managed their emotions. Alternatively, you can provide sheets of paper for them to write about their experiences. Encourage honesty and reflection on what they learned about themselves and their feelings. After this, invite them to share their thoughts with a partner before opening up the discussion to the whole class.

Objective: The aim of this section is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenges encountered during the lesson. This fosters an environment of self-awareness and self-control, teaching students to recognize and manage their emotions in a healthy and constructive way.

Glimpse into the Future

To close the lesson, prompt students to set a personal goal and an academic goal relating to what they learned. For example, a personal goal might be 'to improve my patience when collaborating with others' while an academic goal could be 'to practice identifying places on maps at home'. Record these goals on a poster or in individual notebooks, and revisit them in future lessons to assess progress.

Penetapan Objective:

1. Enhance patience while working in groups.

2. Practice identifying places on maps at home.

3. Collaborate more effectively with classmates.

4. Deepen understanding of various visual representations.

5. Use maps and photographs to better grasp the surrounding community. Objective: The intent of this section is to bolster students' autonomy and the practical application of their learning, aiming for continuity in their academic and personal growth. This encourages students to commit to their own development and recognize the relevance of what they've learned to their everyday lives.