Lesson Plan | Socioemotional Learning | Organic Functions: Amide

Objective

Duration: 15 - 20 minutes

This stage of the Socioemotional Lesson Plan aims to introduce the topic and lay the theoretical groundwork needed to grasp amides while fostering students' socioemotional skills. The initial phase is designed to captivate students' interest and curiosity, preparing them both mentally and emotionally for a deeper dive into the subject matter, while also highlighting the skills they will cultivate throughout the lesson.

Objective Utama

1. Understand how amides are formed by replacing the hydroxyl group in carboxylic acids with a nitrogen-containing group.

2. Identify and explain the properties and characteristics of amides.

Introduction

Duration: 15 - 20 minutes

Emotional Warmup Activity

Mindfulness for Focus and Presence

The warm-up activity will consist of a guided mindfulness practice. Mindfulness is a technique that emphasizes tuning into the present moment, which can help reduce stress and improve focus. Implementing this practice in the classroom helps emotionally and mentally prepare students for learning, thereby enhancing their attention and presence.

1. Environment Preparation: Have students sit comfortably with their feet flat on the floor and hands resting gently on their laps. Ensure the room is quiet and devoid of distractions.

2. Initial Breathing: Ask students to gently close their eyes or maintain a soft gaze forward. Instruct them to start taking deep breaths—inhale through the nose and exhale through the mouth—paying attention to the breath filling and then leaving their lungs.

3. Focus on the Present Moment: Guide them to concentrate on the sensation of their breath, noting when the air enters and exits their body. If their mind drifts, encourage them to gently refocus on their breath.

4. Sensory Exploration: Invite students to notice any other sensations in their bodies aside from their breath—like the feel of their feet on the floor or the weight of their bodies in the chairs. Instruct them to observe these sensations without judgment.

5. Positive Visualization: Encourage them to picture a peaceful place where they feel calm and relaxed. This could be a beach, a forest, or anywhere that evokes a sense of tranquility.

6. Gentle Return: After a few minutes, ask students to slowly move their fingers and toes, bringing their awareness back to the classroom. Encourage them to open their eyes gradually and return to the present, feeling more focused and engaged.

Content Contextualization

Amides are key organic compounds found in various fields, including industrial chemistry and biochemistry. They're important in proteins and pharmaceuticals, playing vital roles in biological processes and health treatments. A solid understanding of amides can help clarify how some medications work and how proteins are constructed and broken down in our bodies. This not only expands students' knowledge of chemistry but also raises their awareness of its practical applications in everyday life.

Development

Duration: 60 - 75 minutes

Theory Guide

Duration: 25 - 30 minutes

1. Definition of Amides: Amides are organic compounds derived from carboxylic acids, created when the hydroxyl group (-OH) of the carboxylic acid is substituted with an amino group (a nitrogen atom bonded with one or more hydrogen atoms or alkyl groups). The general formula for an amide is R-CO-NH2, where R may represent either an alkyl or aryl group.

2. Classification of Amides: Amides can be categorized as primary (R-CO-NH2), secondary (R-CO-NHR'), and tertiary (R-CO-NR'R''), depending on the number of substituents attached to the nitrogen.

3. Properties of Amides: Amides possess high melting and boiling points due to the formation of intermolecular hydrogen bonds. They are generally soluble in water and can form hydrogen bonds with water molecules.

4. Reactivity of Amides: Compared to other carboxylic acid derivatives, such as esters and acyl halides, amides are relatively stable and less reactive. Nonetheless, they can be hydrolyzed in acidic or basic conditions to yield the corresponding carboxylic acid and ammonia or an amine.

5. Examples of Amides: A well-known example of an amide is acetamide (CH3-CO-NH2). Another one is formamide (H-CO-NH2). In biochemistry, the peptide bonds that connect amino acids in proteins are also considered amides.

6. Importance of Amides: Amides hold significance in a variety of settings, from the production of polymers (like nylon) to the formation of drugs and proteins. They play a critical role in biology and medicine, being crucial for both the structure and function of proteins.

Activity with Socioemotional Feedback

Duration: 35 - 45 minutes

Exploration of the Properties of Amides

In this activity, students will conduct straightforward experiments to explore the physical and chemical properties of amides. They will observe variations in solubility, melting points, and reactivity among different amides while discussing how these properties connect to their molecular structures.

1. Group Division: Split students into small groups of 3 to 4.

2. Material Distribution: Provide each group with samples of various amides (e.g., acetamide and formamide), along with water, test tubes, Bunsen burners, thermometers, and other required materials.

3. Solubility: Instruct students to add a small quantity of each amide to different test tubes containing water and observe whether they dissolve. They should document their findings.

4. Melting Point: Have students gently heat a small sample of each amide in a test tube and note the temperature at which it melts.

5. Reactivity: Direct students to mix small amounts of each amide with acidic and basic solutions, observing any changes, such as the formation of precipitates or the release of gas.

6. Group Discussion: After the experiments, facilitate a discussion within each group to compare their observations, linking the properties they saw to the molecular structures of the amides.

Discussion and Group Feedback

Following the experiments, conduct a group dialogue using the RULER method to provide socioemotional feedback. Start by Recognizing the emotions students may have experienced throughout the activity, such as curiosity, frustration, or excitement. Ask how they felt during the experiments and while working with their peers. Next, help students Understand the reasons behind these emotions and their impacts. For example, curiosity may have kept them engaged, whereas frustration could stem from experiments that didn't yield expected results. Label these emotions accurately to help students expand their emotional vocabulary. Express your own feelings appropriately to foster empathy and support. Finally, guide students in Regulating their emotions by discussing strategies for managing frustration and maintaining motivation. This approach not only reinforces the chemical concepts learned but also cultivates essential socioemotional skills critical for both academic and personal success.

Conclusion

Duration: 20 - 25 minutes

Reflection and Emotional Regulation

Encourage students to write a reflection or engage in a group discussion about the challenges they encountered during the lesson. Prompt them with questions like: What were the trickiest moments? How did they cope with their emotions during those times? What insights did they gain about their emotional responses? Encourage them to share effective strategies they employed to overcome challenges and how they felt working with their classmates.

Objective: The goal of this section is to motivate students to assess their emotional experiences throughout the lesson. By reflecting on the challenges they faced and how they handled their emotions, students cultivate the ability to recognize effective strategies for managing tough situations. This promotes self-awareness and self-regulation—crucial skills for their socioemotional growth.

Glimpse into the Future

To wrap up the lesson, encourage students to set personal and academic goals related to the content covered. Explain how these goals can help them solidify their learning and apply their newfound knowledge in future scenarios. For example, one goal could be to review the content on amides regularly or to apply their insights in a research project.

Penetapan Objective:

1. Review amide content weekly to reinforce knowledge.

2. Apply insights related to amides in an experiment or research project.

3. Create a presentation highlighting the importance of amides in chemistry and biology.

4. Engage in group discussions to deepen their understanding of the topic. Objective: The aim of this section is to bolster students' independence and the practical application of their learning. By establishing personal and academic goals, students are encouraged to continue enhancing their skills and knowledge beyond the classroom. This fosters a sense of continuity in their academic and personal growth, preparing them for future challenges and opportunities.