Lesson Plan | Socioemotional Learning | Time Intervals

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Social-Emotional Lesson Plan is to establish a solid foundation for understanding the concept of time intervals, promoting both cognitive and emotional development of students. By setting clear objectives, students will better understand the expectations of the lesson and how these skills relate to their daily lives and emotions, creating a more engaged and meaningful learning environment.

Main Goals

1. Develop the ability to indicate and measure the duration of a time interval using a clock, recognizing the starting and ending time.

2. Understand the measurement of time intervals in days, months, and weeks, promoting awareness of the passage of time.

3. Encourage the identification and expression of the emotions involved in learning about time and in managing time in daily activities.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The chosen emotional warm-up activity is Guided Meditation. This activity promotes students' focus, presence, and concentration, emotionally preparing them for learning. Guided Meditation involves guiding students to concentrate on their breathing and visualize a calm environment, helping to calm the mind and reduce anxiety.

1. Ask students to sit comfortably in their chairs, with their backs straight and feet flat on the floor.

2. Instruct them to close their eyes and gently place their hands on their knees.

3. Guide them to start breathing deeply, inhaling through the nose and exhaling through the mouth, slowly and controlled.

4. Tell students to focus on the sensation of air entering and leaving their bodies, allowing any tension or worry to dissolve with each exhale.

5. Begin guiding them in a visualization, asking them to imagine a calm and safe place, like a serene beach or a flowered field.

6. Encourage them to mentally explore this place, noticing the details around them, such as the colors, sounds, and scents.

7. After a few minutes, ask them to begin bringing their attention back to the classroom environment, maintaining the feeling of calm and focus.

8. Conclude the meditation by asking students to slowly open their eyes and do some light stretches to awaken their bodies.

Content Contextualization

Measuring time intervals is an essential skill that we use daily, from managing our routines to organizing important events. Knowing the duration of activities helps us better plan our day and meet our commitments. For example, knowing how much time is left until recess or how long a class lasts can help students feel more secure and confident in their daily activities.

In addition, understanding time is directly related to socio-emotional development. By learning how to manage their time, students develop skills in autonomy, responsibility, and emotional self-regulation. They start to notice how their emotions influence their perception of time and how they can use this knowledge to improve their organization and well-being.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Time Interval: A time interval is the duration between two events. It can be measured in different units such as seconds, minutes, hours, days, weeks, months, or years.

2. Analog Clock: The analog clock has three hands: the hour hand, the minute hand, and the second hand. Explain how each hand moves and how to read the time.

3. Digital Clock: The digital clock displays the time in numbers, usually in a 24-hour or 12-hour format with AM and PM. Explain the difference between these formats.

4. Calculating Time Intervals: To calculate a time interval, we subtract the start time from the end time. For example, if an activity starts at 2:00 PM and ends at 3:30 PM, the interval is 1 hour and 30 minutes.

5. Days, Months, and Weeks: Explain how time intervals can be measured in days, weeks, and months. Use a calendar to show how to count the days in a month, weeks, and the months of the year.

6. Practical Examples: Provide practical examples from daily life, such as the duration of a class, the recess break, and the time for a short trip. Use familiar situations to facilitate understanding.

Socioemotional Feedback Activity

Duration: (40 - 45 minutes)

Measuring Time Intervals in the Classroom

Students will measure different time intervals using analog and digital clocks, as well as calculate the duration of activities based on a calendar. This practical activity will help in understanding theoretical concepts and allow the application of acquired knowledge.

1. Divide students into small groups and distribute analog and digital clocks to each group.

2. Ask students to time some short activities, such as the time required for everyone in the group to complete a simple task (e.g., drawing a circle).

3. Use a calendar and ask students to calculate how many days are left until an upcoming event (e.g., a classmate's birthday, a holiday).

4. After each measurement, have students discuss among themselves how they felt during the activity and how their perception of time may have influenced their emotions.

5. Encourage students to record their measurements and feelings in a logbook, noting the activity, the measured time interval, and perceived emotions.

Group Discussion

After completing the activities, gather students in a circle for a group discussion. Use the RULER method to guide the conversation, starting by Recognizing the emotions they felt during the activities. Ask students how they felt while measuring time and if they noticed any changes in their emotions.

Then, help students Understand the causes of these emotions. For instance, anxiety may have arisen when trying to complete a task within a limited time. Name emotions correctly, helping students identify feelings such as anxiety, frustration, joy, or calmness. Express these emotions appropriately, encouraging open communication and sharing of experiences. Finally, discuss ways to Regulate emotions, such as breathing techniques or relaxation breaks, to improve emotional control during future activities.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest that students reflect on the challenges faced during the lesson and how they managed their emotions. This reflection can be done in writing, where each student notes their perceptions in a notebook, or in a group discussion format. During the reflection, encourage students to think about questions like: 'Which activities were most challenging?', 'How did you feel during these activities?', 'What strategies did you use to deal with these feelings?' and 'What could have been done differently to improve the experience?.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences and emotions, students develop greater emotional awareness and learn to manage their reactions better in future activities, promoting a more positive and productive learning environment.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the content of the lesson on time intervals. Ask each student to set a personal goal, such as 'manage my time better during homework', and an academic goal, like 'improve my skill in reading an analog clock'. These goals should be specific, achievable, and relevant, and can be recorded in a notebook or shared with the class to create a sense of commitment and responsibility.

Possible Goal Ideas:

1. Improve the ability to read analog and digital clocks.

2. Apply knowledge about time intervals in daily routines.

3. Develop time management techniques for school activities.

4. Recognize and regulate emotions during tasks that involve measuring time.

5. Increase awareness of the passage of time and its impact on daily activities. Objective: The objective of this subsection is to strengthen the autonomy of students and the practical application of learning, promoting continuity in academic and personal development. By setting clear goals, students become more responsible for their own learning and development, creating a positive cycle of self-improvement and socio-emotional skills that can be applied in various areas of life.