Lesson Plan | Socioemotional Learning | Renewable and Non-Renewable Energies

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to introduce students to the topic of renewable and non-renewable energies, aligning the content with the cognitive, affective, and behavioral skills that will be developed throughout the lesson. This introduction will allow students to become familiar with fundamental concepts, preparing them for deeper engagement and for applying socio-emotional skills during the learning process.

Main Goals

1. Understand the difference between renewable and non-renewable energy sources.

2. Identify examples of fossil fuels and other non-renewable sources.

3. Classify different energy sources as renewable and non-renewable.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Presence

The Guided Meditation activity is a practice aimed at promoting focus, presence, and concentration among students. For a few minutes, students will be led into a deep state of relaxation through verbal instructions that help them center on the present moment. This practice is effective in reducing anxiety, enhancing attention, and preparing the mind for learning.

1. Ask students to sit comfortably in their chairs, with their feet resting on the ground and their hands on their laps.

2. Request that they close their eyes and take deep breaths a few times, inhaling through the nose and exhaling through the mouth.

3. Begin guiding them through a brief verbal meditation, asking them to concentrate on their breathing, feeling the air entering and exiting their lungs.

4. Instruct them to relax each part of their body, starting from their feet and slowly moving up to their head, releasing any tension they find.

5. Encourage them to visualize a calm and safe place, such as a quiet beach or a blooming field, and imagine themselves in that place, feeling at peace and relaxed.

6. After a few minutes of visualization, bring them back to the present by asking them to gently start moving their fingers and toes.

7. Conclude the meditation by asking them to slowly open their eyes and take a moment to readjust to the classroom environment.

Content Contextualization

The topic of renewable and non-renewable energies is extremely relevant today, especially with climate change and the search for sustainable development. By understanding the difference between these energy sources, students not only acquire scientific knowledge but also develop a social awareness about the environmental impact of our energy choices. The excessive use of fossil fuels is directly related to the increase in pollution and global warming, affecting communities around the world. On the other hand, renewable energies, such as solar and wind, offer cleaner and more sustainable alternatives, promoting a healthier future for all.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 25 - 30 minutes

1. Energy Sources: Explain the concept of energy sources and their importance for the functioning of modern society. Provide examples such as electricity, fuel for vehicles, heating, etc.

2. Renewable Sources: Define renewable energy sources as those that are naturally replenished over a short period of time. Examples include solar, wind, hydroelectric, biomass, and geothermal energy. Use analogies like recharging a cellphone to explain the constant renewal of these sources.

3. Non-renewable Sources: Define non-renewable energy sources as those that exist in limited quantities and take millions of years to form. Examples include oil, coal, natural gas, and uranium. Use analogies like using a food stock that cannot be quickly replenished.

4. Environmental Impacts: Discuss the environmental impacts of non-renewable sources, such as greenhouse gas emissions, air and water pollution, and environmental degradation. Explain that these effects contribute to global warming and climate change.

5. Benefits of Renewable Sources: Emphasize the benefits of renewable sources, such as the reduction of pollutant emissions, long-term sustainability, and lower dependence on finite resources. Use success stories, such as the implementation of wind and solar parks in various parts of the world.

6. Classification of Sources: Teach students to classify different energy sources as renewable or non-renewable. Use a chart or graph to facilitate the visualization of these classifications.

Socioemotional Feedback Activity

Duration: 30 - 35 minutes

Classification of Energy Sources

In this activity, students will work in groups to identify and classify different energy sources as renewable or non-renewable. They will discuss everyday examples and reflect on the environmental and social impacts of each type of source.

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

2. Distribute cards with names of different energy sources (such as solar, coal, wind, oil, biomass, natural gas, etc.).

3. Ask the groups to discuss and classify each energy source as renewable or non-renewable.

4. Request that each group create a poster showing the classified sources, including a brief description of each and the associated environmental impacts.

5. Ask the groups to present their posters to the class.

6. During the presentations, encourage the class to ask questions and discuss the classifications and descriptions presented.

Group Discussion

After the presentations, lead a group discussion using the RULER method. Recognize the emotions involved when learning about environmental impacts (concern, hope, etc.). Understand the causes of these emotions, such as concern for the planet's future. Label the emotions correctly, helping students identify what they are feeling. Express these emotions appropriately, allowing students to share their reflections and feelings respectfully. Regulate the emotions by discussing ways to cope with these concerns, such as adopting sustainable practices and participating in environmental projects.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Suggest that students engage in written reflection or participate in a group discussion about the challenges faced during the lesson. Ask them to describe how they managed their emotions while learning about the impacts of energy sources on the environment. Encourage them to think about strategies they used or could have used to cope with feelings of concern, frustration, or hope. This activity can be conducted as a personal journal or as a talking circle, where each student has the opportunity to share their experiences in a respectful and open manner.

Objective: The aim of this subsection is to encourage self-assessment and emotional regulation among students, helping them identify effective strategies for dealing with challenging situations. By reflecting on their emotions and how they managed them, students develop greater self-awareness and self-control, which are essential competencies for their emotional and academic growth.

Closure and A Look Into The Future

After the reflection, guide students to set personal and academic goals related to the lesson content. For example, a personal goal might be to reduce energy consumption at home, while an academic goal could be to research more about renewable energies and share findings with the class. Encourage them to write these goals in their notebooks and discuss how they plan to achieve them. This activity helps students apply the knowledge they have gained in a practical way and develop a sense of responsibility for their actions.

Possible Goal Ideas:

1. Reduce energy consumption at home.

2. Research more about renewable energies and share with the class.

3. Participate in school or community projects related to sustainability.

4. Develop a personal plan to adopt more sustainable practices in daily life. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in their academic and personal development. By setting clear and realistic goals, students are encouraged to take initiative and actively engage in environmental issues, promoting a positive impact in their lives and in the community.