Lesson Plan | Socioemotional Learning | Energy Sources: Renewable Energies

Objective

Duration: 10 to 15 minutes

The goal of this part of the Social-Emotional Learning Plan is to introduce students to the topic of renewable energy, emphasising its importance for sustainable development. This will help students grasp the necessity of adopting these energy sources, fostering self-awareness of their own views and attitudes towards the environment, while encouraging responsible decision-making for a greener future.

Objective Utama

1. Understand the significance of renewable energy for sustainable development.

2. Identify various sources of renewable energy and their unique characteristics.

Introduction

Duration: 20 to 25 minutes

Emotional Warmup Activity

Conscious Breathing for Connection

The suggested activity is a Mindfulness practice that encourages focus, presence, and concentration among students. This practice involves conscious breathing and reflecting on one’s own thoughts and feelings, aiding students in connecting with the present moment and mentally preparing for the lesson.

1. Preparing the Environment: Have students sit comfortably in their chairs, with their feet flat on the floor and hands resting on their legs. Instruct them to close their eyes or lower their gaze, whichever they prefer. Ensure the environment is as quiet as possible.

2. Beginning the Practice: Guide the students to start focusing on their breath. Ask them to breathe in deeply through their nose, filling their lungs completely, and then exhale slowly through their mouth. Repeat this deep breathing three times.

3. Breath Awareness: After the deep breaths, encourage students to keep attention on their natural breathing without trying to control it. Guide them to notice the air moving in and out of their body, feeling the rise and fall of the chest and abdomen.

4. Observing Thoughts: Explain that it’s normal for thoughts and distractions to pop up. Instruct students to simply acknowledge these thoughts without judgement and gently shift their focus back to their breath.

5. Connection with the Present: After a few minutes, ask students to gradually broad their attention to the sensations in their bodies and the sounds around them, maintaining an attitude of curiosity and acceptance.

6. Closing: Invite students to slowly open their eyes or lift their gaze, bringing their attention back to the classroom. Ask how they're feeling and if they are ready to begin the lesson.

Content Contextualization

The transition to renewable energy sources is a key component for ensuring a sustainable future for our planet. In today's world, where climate change and environmental degradation are pressing issues, comprehending the importance of renewable energy is vital. Renewable sources like solar, wind, and hydroelectric energy not only help lower greenhouse gas emissions but also promote energy independence and generate green jobs.

A great example of this is the city of Copenhagen, Denmark, which aims to be the first carbon-neutral capital in the world by 2025. This serves as an inspiration, showing that it is indeed possible to align economic growth with environmental sustainability. By exploring this topic, students are prompted to reflect on their own behaviours and decisions, cultivating a sense of environmental and social responsibility.

Development

Duration: 60 to 75 minutes

Theory Guide

Duration: 20 to 25 minutes

1. ### Renewable Energy Sources: Definitions and Examples

2. Solar Energy: Energy collected from sunlight. It can be transformed into electricity using photovoltaic solar panels or into heat via solar thermal collectors. Example: Solar power installations in the Mojave Desert, USA.

3. Wind Energy: Harnessed from the wind. It employs wind turbines to convert the kinetic energy of the wind into electricity. Example: Horns Rev Wind Farm in Denmark.

4. Hydropower: Produced from the force of moving water, typically in dammed rivers. Example: Itaipu Hydroelectric Plant on the border between Brazil and Paraguay.

5. Biomass: Derived from organic materials, like plants and agricultural waste. It can be turned into biofuels, biogas, or used directly for generating electricity. Example: Biomass facilities using sugar cane residue in Brazil.

6. Geothermal Energy: Comes from the Earth's internal heat. It taps into steam or hot water from underground to produce electricity or heat spaces. Example: Geothermal plants in Reykjavik, Iceland.

7. ### Importance of Renewable Energy

8. Renewable energy is essential for decreasing our reliance on fossil fuels, reducing greenhouse gas emissions, and tackling climate change. They also enhance energy security and can create green job opportunities.

9. ### Challenges and Solutions

10. Key challenges include high initial costs, the variability of some sources (like solar and wind), and the need for appropriate infrastructure. Solutions involve investing in technology, implementing public policies for incentives, and developing energy storage systems.

Activity with Socioemotional Feedback

Duration: 35 to 40 minutes

Creating a Sustainable City

Students will be grouped and tasked with designing a plan for a sustainable city, utilising various sources of renewable energy. Each group will present their ideas and defend their choices, considering social, economic, and environmental factors.

1. Group Formation: Split the class into groups of 4 to 5 students.

2. Task Distribution: Each group should select a leader and a reporter. The leader will coordinate discussions, while the reporter will document the ideas.

3. City Planning: Groups should discuss and decide which renewable energy sources to implement in their city, justifying their decisions based on social, economic, and environmental criteria.

4. Creating the Plan: Using poster boards and coloured pens, each group must create a city map, showcasing areas where each energy source will be integrated.

5. Presentation: Each group will have 5 minutes to share their plan with the class, explaining their choices and the anticipated benefits.

Discussion and Group Feedback

After the presentations, facilitate a group conversation using the RULER method. First, recognize the different emotions students may be experiencing after presenting their ideas, such as anxiety, pride, or frustration. Encourage them to understand the reasons behind these emotions, like the effort put in or how their ideas were received by classmates.

Ask students to name the emotions they felt during the activity and express them appropriately, fostering an atmosphere of respect and empathy. Finally, assist them in regulating these feelings by providing strategies for coping with negative emotions and reinforcing the significance of positive communication and teamwork.

Conclusion

Duration: 20 to 25 minutes

Reflection and Emotional Regulation

Encourage students to participate in a written reflection or group discussion about the challenges encountered during the lesson and how they managed their feelings. Prompt them to write or discuss specific instances where they experienced strong emotions, like anxiety, frustration, or pride, and how they coped with those feelings. Encourage them to consider what they could do differently in the future to better handle their emotions in similar scenarios.

Objective: This activity aims to promote self-assessment of their emotional experiences during the lesson, helping them identify effective strategies for addressing challenging situations. This nurtures self-awareness and emotional regulation, enabling students to cultivate skills to acknowledge, comprehend, name, express, and manage their emotions in a healthy and constructive manner.

Glimpse into the Future

Encourage students to set personal and academic goals related to the lesson content. Explain that these goals may involve deepening their understanding of renewable energy, adopting sustainable practices in their daily lives, or participating in school or community projects focused on sustainability. Remind them to formulate specific, measurable, achievable, relevant, and time-bound goals.

Penetapan Objective:

1. Enhance knowledge about various sources of renewable energy.

2. Adopt sustainable practices in daily life, such as reducing energy consumption.

3. Get involved in or initiate school or community projects centred on sustainability.

4. Share insights about renewable energy with family and friends.

5. Monitor energy use at home and explore ways to minimize it. Objective: The goal of this section is to empower students' autonomy and the practical application of their learning. By establishing personal and academic goals, students are motivated to continue expanding their skills and knowledge about renewable energy, fostering a sustained commitment to sustainability and personal growth.