Lesson Plan | Active Learning | Organic Functions: Organic Functions Problems

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is fundamental to directing students' focus and clearly establishing the competencies that will be developed throughout the lesson. By defining clear and concise objectives, students are able to understand what is expected of them and how the knowledge acquired will be applied. This stage also serves to align the teacher's expectations with the students' progress, ensuring an effective and efficient approach during the lesson.

Main Objectives:

1. Empower students to solve practical problems involving organic functions such as alcohols, amines, and ethers, applying the nomenclature correctly and identifying specific characteristics and properties of each compound.

2. Develop analytical skills in students so they can differentiate and justify the properties and reactivities of the studied organic compounds.

Side Objectives:

1. Encourage teamwork and discussion among peers to promote collaborative learning.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage serves to engage students with the lesson's theme by using problem situations that encourage practical application of prior knowledge, as well as contextualizing it with real and relevant examples. This not only sparks students' interest but also shows the importance of organic function topics in the real world, increasing their perception of the utility of what they are learning.

Problem-Based Situations

1. Consider that a laboratory needs to develop a new disinfectant based on compounds with organic functions. What would be the criteria for choosing the ideal compounds, considering their properties and reactivities?

2. You are a chemist in a perfume company and need to create a new exclusive scent. How do the organic functions of the chosen compounds influence the formation of scents and how would you decide which to use based on their properties?

Contextualization

Organic functions are an essential part of chemistry, present in various products we use daily, such as medicines, perfumes, and even in food. Understanding how these functions interact and differ is crucial for several industries, such as pharmaceuticals and cosmetics, where small modifications can result in significant differences in the properties and applications of compounds. Additionally, the ability to solve practical problems involving organic functions is a valuable skill for students intending to pursue scientific or technical careers.

Development

Duration: (65 - 75 minutes)

The Development stage is designed for students to apply their prior knowledge of organic functions, specifically alcohols, amines, and ethers, in practical and contextualized situations that simulate real challenges. These playful and interactive activities aim to solidify students' understanding of nomenclature, properties, reactivity, and differentiation between compounds while developing critical thinking, problem-solving, and collaboration skills.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Mystery of the Lost Scents

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge of organic functions in identifying compounds based on their characteristics and properties, promoting critical analysis and argumentation.

- Description: In this activity, students will be chemical detectives in a perfume factory where ingredients for a new perfume have gone missing. They need to analyze clues left in the vials and identify the compounds (alcohols, amines, and ethers) that were used, based on their specific properties and characteristics.

- Instructions:

• Form groups of up to 5 students.

• Distribute the vials (samples of organic compounds) and the technical sheets describing their properties.

• Students should compare the characteristics of the compounds found in the sheets with the clues found in the vials to identify the perfume ingredients.

• Each group should present their conclusions, justifying the choice of compounds and their properties that helped in identification.

Activity 2 - Molecular Pharmacy Challenge

> Duration: (60 - 70 minutes)

- Objective: Develop skills in selecting and justifying organic compounds for specific applications, such as in medication development, encouraging critical thinking and collaboration.

- Description: Students will be pharmacists in a simulation game where they must select the best organic compounds for a new medication. They need to combine their properties and reactivities to meet treatment specifications like efficacy, safety, and stability.

- Instructions:

• Form groups of up to 5 students.

• Present the problem situation, describing the disease the medication should treat and its efficacy and safety requirements.

• Distribute cards with information about different organic compounds (alcohols, amines, and ethers) and their properties.

• Groups must choose the compounds that best meet the needs of the medication and justify their choices.

• At the end, each group presents their medication and the scientific reasons behind their compound choices.

Activity 3 - Chemical Surgeons: The Art of Mixing

> Duration: (60 - 70 minutes)

- Objective: Promote understanding of chemical reactions of organic functions and their implications in the formation of new materials, stimulating prediction and analysis skills.

- Description: In this scenario, students will act as chemical surgeons, where they must operate by mixing different organic compounds (alcohols, amines, and ethers) to create a new material with specific properties. They must use their skills to predict the reactions and outcomes of the mixtures.

- Instructions:

• Divide the class into groups of up to 5 students.

• Each group will receive ingredients (organic compounds) and a recipe that describes the desired final material and its properties.

• Students should predict the chemical reactions, mix the compounds, and observe the results.

• After mixing, they must test the resulting material to see if it meets the specifications of the original recipe.

• Each group presents the process, the expected reactions, and the results obtained.

Feedback

Duration: (15 - 20 minutes)

The aim of this stage of the lesson plan is to consolidate learning through the exchange of experiences and perspectives among students. Group discussion allows students to verbalize and defend their conclusions, which is essential for developing argumentative skills and verifying understanding of the concepts addressed. Additionally, by listening to and questioning peers, students can gain new perspectives and insights, enriching their own learning.

Group Discussion

To start the group discussion, the teacher can ask each group to briefly share what they discovered and the conclusions of their activities. After all the presentations, it is suggested that the teacher lead a collective reflection, encouraging students to compare the results and approaches used by each group. This moment is crucial for students to articulate the knowledge acquired and perceive the different perspectives and strategies for solving the proposed problems.

Key Questions

1. What were the main difficulties encountered while trying to identify or select organic compounds during the activities?

2. How did the properties and reactivities of the studied compounds influence your choices during the activities?

3. In what ways can the understanding of organic functions be applied in real contexts or in other subjects?

Conclusion

Duration: (5 - 10 minutes)

The aim of the Conclusion stage is to ensure that students have clarity and consolidate the knowledge acquired during the lesson. Summarizing the main points aids in reinforcing learning while discussing the bridge between theory and practice and the relevance of the topic reinforces the applicability of the concepts in real contexts. This phase is crucial for students to see the value of what they have learned and how they can continue to apply this knowledge in the future.

Summary

In the conclusion, the teacher should summarize and recapitulate the main concepts covered regarding organic functions, nomenclature, characteristics, and properties of alcohols, amines, and ethers. It is essential to revisit the practical activities carried out and highlight the discoveries and learning of the students during the lesson.

Theory Connection

Throughout the lesson, the connection between theory and practice was clearly established through activities that simulate real situations, such as creating perfumes and selecting compounds for medications. These practical applications helped solidify theoretical understanding and the importance of organic functions in daily life and various industries.

Closing

Finally, the teacher should highlight the importance of studying organic functions, emphasizing how this knowledge is utilized in practical applications, from drug production to the creation of new materials. This final reflection aims to reinforce the relevance of the content learned and motivate students to continue exploring and applying organic chemistry concepts in their lives and future careers.