Lesson Plan | Socioemotional Learning | Movement of Objects and People

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to prepare students for understanding the concept of displacement of objects and people in space. By recognizing, understanding, and describing these movements, students develop observation and analysis skills, which are fundamental for mathematics and everyday life. Furthermore, this process assists in the development of self-awareness and social awareness, as students learn to perceive and consider the perspectives and movements of others around them.

Main Goals

1. Recognize and identify different types of displacement of people and objects in space.

2. Understand and describe changes in direction and meaning based on different reference points.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

🌟 Imaginary Journey 🌟

The chosen emotional warming activity is Creative Visualization. This technique promotes the focus, presence, and concentration of students, using imagination to create positive and relaxing mental scenarios. Through visualization, students can develop greater emotional control and a receptive mental state for learning.

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

2. Instruct students to close their eyes and breathe deeply through their noses, filling their lungs and then slowly releasing the air through their mouths. Repeat this deep breathing exercise three times.

3. Guide students to imagine that they are in a place that brings them peace and happiness. It can be a quiet beach, a flowering field, or any other place they like.

4. Ask students to visualize the details of that place: the colors, the sounds, the smells, and the sensations. Tell them to focus on how they feel in that special place.

5. After a few minutes, ask students to slowly return their attention to the classroom, maintaining the sense of calm and focus they experienced during the visualization.

6. Conclude the activity by asking students to open their eyes and share, if they want, how they felt during the imaginary journey.

Content Contextualization

The displacement of objects and people is a concept that we encounter daily, whether walking to school, organizing the classroom, or playing a board game. Understanding how we move and how objects move around us helps us navigate and interact better with the world. Additionally, by perceiving the movements of others, we develop our social awareness, learning to respect the space and actions of others.

For example, imagine a situation where a student needs to find their way to the classroom in a new school. Knowing how to navigate, recognize reference points, and understand directions are essential skills. Similarly, when playing football, understanding the movement of the ball and players allows for better decision-making during the game. Thus, studying displacement not only helps us in math but also in our daily activities and social interactions.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Displacement: Explain to students that displacement is the movement of an object or person from one point to another in space. Use simple examples, such as walking from one side of the room to the other.

2. Reference Points: Address the importance of reference points in displacement. These points are used to determine the position and direction of movement. Use examples such as the classroom door, the blackboard, or the teacher's desk.

3. Direction and Meaning: Highlight the difference between direction (the path something follows) and meaning (the orientation of that path). Use arrows drawn on the board to illustrate these concepts.

4. Change of Direction: Explain how an object or person can change direction during displacement. Use practical examples, such as turning left or right while walking.

5. Everyday Applications: Relate the concept of displacement to everyday situations, such as finding the way to school, playing sports, or organizing the classroom. Explain how these skills are useful in social interactions and navigating space.

6. Practical Examples: Ask students to give examples of displacements they make daily, such as going to the park, to the bakery, or moving a toy around the room. Use these examples to reinforce the theoretical concepts.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

🛤️ Displacement Through the Maze 🛤️

In this activity, students will work in pairs to create and navigate a maze drawn on the floor with tape. They will practice recognizing reference points, directions, and changes in meaning while moving through the maze.

1. Divide students into pairs and give each pair a roll of colored tape.

2. Instruct the pairs to draw a simple maze on the classroom floor using the tape. The maze should include several reference points (for example, 'start', 'middle', 'end') and changes in direction.

3. After completing the mazes, ask one student from each pair to close their eyes and be guided by their partner through the maze, using verbal instructions from the partner (such as 'go straight', 'turn left', 'stop').

4. Switch roles so that both students have the opportunity to guide and be guided.

5. After all pairs complete the activity, ask students to discuss how they felt while guiding and being guided, what challenges they faced, and how they overcame those challenges.

Group Discussion

After the activity, gather students in a circle for a guided discussion using the RULER method.

Recognize: Ask students how they felt during the activity. Encourage them to recognize and share both positive emotions (such as fun and excitement) and negative ones (such as frustration or confusion).

Understand: Help students understand the causes and consequences of these emotions. For example, feeling frustrated when not being able to guide correctly may be caused by a lack of clarity in instructions.

Name: Encourage students to correctly name their emotions. Use a broad emotional vocabulary to help them express how they felt.

Express: Discuss appropriate ways to express emotions during group activities. Reinforce the importance of communicating clearly and respectfully.

Regulate: Offer strategies for regulating emotions during challenging activities, such as deep breathing, asking for help, or taking a break. Encourage students to use these techniques in upcoming activities.

This discussion helps consolidate socioemotional learning, promoting the self-awareness, self-control, and social skills of students.

Conclusion

Duration: (10 - 15 minutes)

Emotional Reflection and Regulation

For the reflection and emotional regulation activity, ask students to sit in a circle and distribute sheets of paper and pencils. Instruct them to write or draw about the challenges they faced during today's lesson and how they managed their emotions. After a few minutes, invite them to voluntarily share their reflections with the class. Encourage an open discussion about the feelings experienced during the activities, such as frustration at not finding the way in the maze or satisfaction at correctly guiding their partner. Promote a welcoming environment where everyone feels safe to express their emotions.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies to deal with challenging situations. Reflecting on the challenges faced and the emotions felt during the lesson allows students to develop greater self-awareness and self-control, applying these skills in future academic and personal contexts.

Closure and A Look Into The Future

To close the lesson, ask students to think about a personal goal and an academic goal related to the content covered. Explain that these goals should be specific and achievable. For example, as a personal goal, a student may decide to practice patience and clarity when giving instructions to a classmate. As an academic goal, a student may commit to identifying and using reference points in different everyday situations, such as navigating around the school or organizing their toys at home. Write these goals on the board and briefly discuss how each one can be achieved.

Possible Goal Ideas:

1. Practice patience and clarity when giving instructions.

2. Identify and use reference points in daily displacements.

3. Apply concepts of direction and meaning when organizing objects at home.

4. Improve communication with peers during group 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 personal and academic goals, students are encouraged to reflect on what they have learned and how they can apply this knowledge in their lives, promoting continuous growth and the internalization of the developed socioemotional competencies.