Lesson Plan | Socioemotional Learning | Quadrilaterals: Introduction

Objective

Duration: 10 - 15 minutes

This stage aims to give students a clear and objective understanding of the lesson's focus, highlighting the key skills they'll develop. This approach helps students feel better prepared and more engaged with the subject matter, blending cognitive learning with socio-emotional growth.

Objective Utama

1. Examine the properties of quadrilaterals and learn how these properties help define each type of quadrilateral.

2. Utilize the sum of the internal angles of a quadrilateral to find unknown angles.

3. Distinguish between primary types of quadrilaterals, such as squares and rectangles, by evaluating their characteristics.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Concentration

The recommended emotional warm-up activity is Guided Meditation. This activity helps students center their attention, be present, and fully engage with the lesson material. The meditation consists of clear instructions designed to guide students towards relaxed bodies and minds, creating an ideal state of calm for effective learning.

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

2. Instruct them to close their eyes and place their hands on their knees or in their laps.

3. Start the guided meditation in a calm, soothing voice, inviting students to focus on their breath. You might say: 'Breathe in deeply through your nose, filling your lungs, and slowly exhale through your mouth.'

4. Guide them through a series of deep breaths, encouraging concentration on the sensations of breathing and the body movements involved.

5. After a few cycles of breathing, guide students to relax each part of their body, starting from their feet and working up to their head. Say something like: 'Let's relax our feet... now our legs... abdomen... back... shoulders... neck... and finally your head.'

6. Conclude the meditation by inviting students to slowly open their eyes and mentally prepare for the lesson. You could say: 'When you're ready, gently open your eyes and bring this feeling of tranquility and focus with you.'

Content Contextualization

Quadrilaterals can be seen all around us, from the shapes of windows and doors in our homes to the layouts of various sports fields. Having a grasp of the properties of different types of quadrilaterals allows us to better appreciate the geometry in our world and apply this knowledge in real-life scenarios, such as in design or architecture.

Moreover, exploring quadrilaterals opens up a pathway for students to hone valuable skills like problem-solving and responsible decision-making. For instance, when they calculate unknown angles in a quadrilateral, they engage in critical thinking and apply mathematical principles, boosting their confidence both in academics and in day-to-day life.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 30 minutes)

1. Definition and Properties of Quadrilaterals: Quadrilaterals are polygons with four sides. The primary types include squares, rectangles, rhombuses, parallelograms, and trapeziums. Each has specific properties, like equal sides, right angles, and parallel opposite sides.

2. Squares: A square is a quadrilateral with four equal sides and four right angles (90 degrees), creating congruence in all dimensions. Example: the face of a gaming die.

3. Rectangles: A rectangle features four right angles with equal opposite sides. Although all angles are 90 degrees, adjacent sides may vary in length. Example: an A4 sheet.

4. Rhombuses: A rhombus has four equal sides; however, the angles are not necessarily right angles. The opposite angles are always equal. Example: the diamond shape in a deck of cards.

5. Parallelograms: A parallelogram has opposite sides that are parallel and equal in length, with equal opposite angles. Example: a rectangular glass window.

6. Trapeziums: A trapezium has at least one pair of parallel sides, with the adjacent angles of the non-parallel sides summing up to 180 degrees. Example: a trapezoidal table.

7. Sum of Internal Angles: The total of the internal angles in any quadrilateral is always 360 degrees. This can be illustrated by dividing the shape into two triangles, each comprising internal angles summing to 180 degrees.

8. Calculating Unknown Angles: To find an unknown angle in a quadrilateral, subtract the total of the known angles from 360 degrees. For instance, if three angles measure 90, 85, and 95 degrees, then the unknown angle is calculated as 360 - (90 + 85 + 95) = 90 degrees.

Activity with Socioemotional Feedback

Duration: (20 - 25 minutes)

Exploring Quadrilaterals through Art

In this interactive activity, students will create artistic representations of quadrilaterals using colorful paper, rulers, and scissors. Each group will be tasked with crafting and identifying various types, as well as calculating and labeling internal angles and properties. This activity reinforces theoretical understanding while fostering collaboration and emotional expression through creative work.

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

2. Distribute materials such as colored paper, rulers, scissors, and glue among the groups.

3. Instruct each group to produce at least one example of each quadrilateral discussed: square, rectangle, rhombus, parallelogram, and trapezium.

4. Guide students to calculate and label the internal angles for each quadrilateral created, ensuring they use the 360-degree rule to verify their results.

5. Ask groups to write down the properties of each quadrilateral alongside their creations.

6. Encourage the students to decorate their representations to express their creativity and emotions.

7. Once completed, each group should present their artwork to the class, explaining their calculations and identifying characteristics.

Discussion and Group Feedback

To facilitate group discussion and apply the RULER method, start by asking students to recognize and share their feelings during the activity. Prompt with: 'How did you feel while working in your groups and creating the quadrilaterals?' Encourage them to understand the reasons behind these emotions with questions like: 'Why do you think you felt that way?' and 'What led to those feelings?'

Next, assist students in accurately naming these emotions by providing emotional vocabulary such as 'satisfied', 'frustrated', 'proud', or 'anxious'. Create a safe environment for them to express these feelings appropriately, whether through discussion or creative outlets like drawings and writings. Finally, discuss strategies to regulate these emotions by asking: 'What can we do to maintain positive feelings and manage negative ones healthily?' and 'How can we utilize these emotional experiences to enhance our collaborative efforts in the future?'

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

Encourage students to engage in a written reflection or a group discussion regarding the challenges they faced during the lesson and how they managed their emotions. Guide them to write or discuss one to two paragraphs about specific moments when they encountered difficulties or frustrations and how they handled those feelings. Prompt them to consider effective strategies they employed to calm down or regain focus, perhaps sharing an instance when they felt overwhelmed while calculating angles and how they navigated through that experience.

Objective: The aim of this activity is to encourage students to practice self-assessment and emotional regulation, helping them identify successful strategies for managing challenging situations. By reflecting on their emotional responses throughout the lesson, pupils can achieve greater self-awareness and insight into their reactions, supporting personal development and academic success.

Glimpse into the Future

Discuss the importance of setting personal and academic goals related to the lesson's content. Ask each student to think of one personal goal and one academic goal they aim to achieve in the coming weeks. For example, an academic goal might be 'to improve my skills in calculating internal angles of quadrilaterals', while a personal goal could be 'to practice patience and teamwork while collaborating in groups.'

Penetapan Objective:

1. Sharpen the ability to calculate internal angles of quadrilaterals.

2. Deepen the understanding of properties of various quadrilaterals.

3. Practice patience and teamwork when collaborating in groups.

4. Enhance the ability to regulate emotions in challenging situations.

5. Apply knowledge of quadrilaterals in everyday scenarios such as design and architecture. Objective: The intent of this subsection is to bolster students' autonomy and the practical application of their learning, encouraging them to set and strive for goals that nurture both academic and personal growth. When students define clear targets, they often feel more motivated and focused, contributing to a seamless learning experience and fostering the development of their socio-emotional skills.