Lesson Plan | Active Learning | Organic Functions: Organic Salt Nomenclature

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 aims to clearly establish what is expected of students by the end of the lesson. By setting specific goals, such as the correct nomenclature of sodium methanoate and potassium propanoate, and their respective structures, this stage guides both the students' learning process and the assessment of their performance. Additionally, by fostering the application of theoretical knowledge in practical situations, it seeks to reinforce the relevance of studying organic functions in everyday and academic chemistry.

Main Objectives:

1. Enable students to name and recognize the names of two organic salts accurately and correctly: sodium methanoate and potassium propanoate.

2. Develop analysis and structural interpretation skills by associating the chemical formula of these salts with their respective names.

3. Promote the practical application of theoretical knowledge, allowing students to identify these salts in real or fictitious contexts.

Side Objectives:

1. Encourage collaboration and debate among students during practical activities to enhance understanding of the topic.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage serves to engage students with the lesson's theme, using problem situations that stimulate the application of prior knowledge in real and relevant contexts. Moreover, the contextualization aims to highlight the practical and everyday importance of the nomenclature of organic salts, increasing interest and relevance of learning. This moment prepares students for practical activities, encouraging them to think critically and actively apply knowledge.

Problem-Based Situations

1. Imagine that an environmental analysis laboratory detected an unknown compound in the soil of an ecological reserve. The chemical formula of the compound is CH3COOK. How would you identify and name this compound, considering it is an organic salt?

2. In a food industry, during the preservation process of a product, a salt was added to improve its durability. The formula of the salt is C2H5COONa. How could you determine the name of this salt and explain its structure if questioned by a supervisor?

Contextualization

The nomenclature of organic salts is not only a technical skill but essential for industries such as pharmaceuticals, food, and environmental, where precise identification of compounds is crucial. For example, sodium methanoate is used in the production of pesticides, and potassium propanoate is an effective preservative in baked goods. Moreover, these compounds can be found naturally in foods, such as in cheeses, where propanoates are used to inhibit the growth of fungi.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to allow students to apply the theoretical knowledge acquired at home in a practical and engaging way. By working in groups, they will not only reinforce their understanding of organic salt nomenclature but also develop collaboration and critical thinking skills. The proposed activities are designed to be interactive and contextualized, ensuring that learning is meaningful and lasting.

Activity Suggestions

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

Activity 1 - Organic Salt Detectives

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge of organic salt nomenclature in practical situations and develop problem-solving and decision-making skills.

- Description: Students will be divided into groups of up to 5 people, and each group will receive a 'dossier' containing information about a possible contamination with an organic salt in different scenarios, such as a spill in an agricultural area, an accident in a research laboratory, or a suspicion of misuse in food. Each scenario will contain clues such as the chemical formula of the salt, its common nomenclature, and potential effects on the environment or health.

- Instructions:

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

• Distribute a different scenario to each group, containing the necessary clues.

• Ask each group to analyze the clues, determine the name of the organic salt, and create an action plan to handle the presented situation.

• Each group must present its action plan and justify its choices based on the properties and nomenclature of the salt.

Activity 2 - Builders of Formulas and Names

> Duration: (60 - 70 minutes)

- Objective: Reinforce the understanding of the structure and nomenclature of organic salts in a playful and interactive way.

- Description: In this activity, students will use building blocks that represent different chemical elements to assemble the formula of unknown organic salts. They must then name the salts based on the formulas created, using prior knowledge of nomenclature and structure of organic compounds.

- Instructions:

• Organize the classroom into workstations with building blocks and recording sheets.

• Explain how the blocks represent different elements and their valences.

• Students, in groups, should assemble formulas of organic salts, following the rules of valence and chemical composition.

• After constructing the formula, each group must name the salt according to IUPAC and verify the correctness with the teacher.

• The groups that correctly name the most salts in a set time will be the winners.

Activity 3 - The Great Salt Quiz

> Duration: (60 - 70 minutes)

- Objective: Test and reinforce knowledge of organic salt nomenclature in a dynamic and competitive manner.

- Description: Students will participate in a competitive quiz, where formulas of organic salts will be presented, and they must quickly name them correctly. The quiz will be divided into rounds, with each round focused on a different type of organic salt. Points will be awarded for correct answers and speed.

- Instructions:

• Prepare a presentation with the formulas of the salts that will be used in the quiz.

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

• Explain the quiz rules, including how to score and the time limit for each question.

• Start the quiz with the first round, projecting the formulas for the students.

• After each round, briefly discuss the answers and key points of the nomenclature.

Feedback

Duration: (10 - 15 minutes)

The purpose of this feedback stage is to consolidate the learning acquired by students during the practical activities, allowing them to articulate and reflect on the applied knowledge. The group discussion helps identify areas of difficulty and share effective strategies, promoting a deeper and more collaborative understanding of the topic. Furthermore, the key questions aim to deepen students' understanding of the relevance of organic salt nomenclature in various contexts, preparing them to apply this knowledge critically and thoughtfully.

Group Discussion

At the end of the activities, gather all students for a group discussion. Start the discussion with a brief introduction, highlighting the importance of collaboration and knowledge sharing. Suggest that each group shares their main findings and challenges encountered during the activities. Encourage students to discuss how organic salt nomenclature can be applied in different contexts, such as in the food, environmental, and pharmaceutical industries.

Key Questions

1. What were the biggest challenges when trying to name organic salts during the activities?

2. How did knowledge about the structure of the salts help in solving the proposed problems?

3. How can the understanding of organic salt nomenclature be applied in practical situations in daily life or in professional contexts?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion is to consolidate learning, ensuring that students have understood the key concepts discussed during the lesson. Additionally, it aims to reinforce the connection between theory and practice, demonstrating the applicability of knowledge in real situations and emphasizing the importance of organic chemistry in daily life and industry. This stage is crucial to ensure that students leave the lesson with a clear understanding and appreciation of the practical value of what they have learned.

Summary

To conclude the lesson, the teacher should summarize the main points covered, highlighting the correct nomenclature and structure of organic salts, such as sodium methanoate and potassium propanoate, and revising the practical application of these concepts in different scenarios, such as in the food and environmental industries.

Theory Connection

It is essential to emphasize how today's lesson connected the theory learned at home with the practical activities conducted in class. Through examples and problem situations, students were able to directly apply theoretical knowledge in real and hypothetical contexts, demonstrating the importance of organic salt nomenclature in daily life and professional applications.

Closing

Finally, the teacher should highlight the relevance of studying organic functions and the nomenclature of organic salts, showing how these concepts are fundamental for understanding and advancement in fields such as pharmaceuticals, food, and environmental industries, reinforcing the importance of continuous learning and practical application of chemical knowledge.