Lesson Plan | Socioemotional Learning | Organic Functions: Ester Nomenclature

Objective

Duration: 10 - 15 minutes

The purpose of this stage is to give students a clear and concise overview of the learning objectives for the lesson, ensuring they understand the main focus of the content. This establishes a solid foundation for developing the cognitive and socioemotional skills needed to grasp and apply ester nomenclature, while also promoting engagement and motivation from the very start of the lesson.

Objective Utama

1. Correctly name esters using IUPAC nomenclature.

2. Distinguish the nomenclature of esters from that of other organic compounds.

Introduction

Duration: 15 - 20 minutes

Emotional Warmup Activity

Focus and Presence through Mindfulness

Mindfulness and Conscious Breathing

1. Preparing the Environment: Ask students to sit comfortably in their chairs, feet flat on the floor and hands resting on their thighs. Ensure that everyone is in a relaxed yet alert position.

2. Introduction to the Activity: Briefly explain mindfulness and how conscious breathing can help enhance focus. Let students know they will be doing a short mindfulness session to emotionally prepare for the lesson.

3. Beginning of Conscious Breathing: Instruct students to close their eyes if they’re comfortable and focus on their breathing. They should take deep breaths in through their noses, filling their lungs, and then slowly exhale through their mouths.

4. Counting Breaths: Have them mentally count each complete breath (one inhale and one exhale) until they reach ten. If they lose count, suggest starting again from one.

5. Focusing on the Present: While counting, direct students to concentrate solely on how the air feels entering and leaving their lungs. If distractions come up, gently remind them to return their focus to their breathing.

6. Closing: After a few minutes (3-5 minutes), ask students to gradually open their eyes and return their attention to the surroundings. Inquire how they felt during the practice and if they noticed any difference in their concentration.

Content Contextualization

Esters are organic compounds commonly used in various parts of our everyday lives, such as in the production of artificial flavours, food flavourings, and even medications. For instance, the pleasant scents of fruits like apples, bananas, and strawberries are often replicated in laboratories using esters. Mastering the nomenclature of these compounds is essential for chemistry and gives insight into how science is present in simple things like the taste of candy or the smell of perfume.

By delving into ester nomenclature, students cultivate cognitive and socioemotional skills like self-awareness and responsible decision-making. Understanding that even a small error in formulating an ester can completely change its properties fosters a reflection on the importance of precision and self-control, both in scientific processes and everyday life.

Development

Duration: 60 - 75 minutes

Theory Guide

Duration: 25 - 30 minutes

1. Definition of Esters: Explain that esters are organic compounds derived from carboxylic acids where the hydroxyl group (-OH) is replaced by an alkyl group (-OR). They are generally represented by the general formula R-COO-R'.

2. IUPAC Nomenclature of Esters: Explain that the IUPAC nomenclature of esters consists of two main parts: the name of the alkyl group (R'), followed by the name of the carboxylic acid, changing the ending '-oic' to '-ate'. For example, the ester formed from ethanol and acetic acid is called ethyl acetate.

3. Examples of Nomenclature: Provide some common examples for clarity: Methyl formate (HCOOCH₃), Propyl acetate (CH₃COOCH₂CH₂CH₃), Butyl propionate (C₂H₅COOCH₂CH₂CH₂CH₃).

4. Importance of Esters in Everyday Life: Discuss the role of esters in everyday products like artificial flavours and fragrances. Use examples like the scents of fruits and esters in the food and cosmetics industries.

5. Analogies to Facilitate Understanding: Use relatable analogies to help students memorize the structure of esters. For example, liken the ester to a 'sandal', where the alkyl group is the strap and the acid group is the sole.

6. Differentiation from Other Compounds: Explain how to distinguish esters from other organic compounds like carboxylic acids and alcohols. Highlight the key structural characteristics to focus on.

Activity with Socioemotional Feedback

Duration: 30 - 35 minutes

Identification and Nomenclature of Esters

In this activity, students will work in groups to identify and name a series of esters using IUPAC nomenclature. Afterward, they should present their findings and discuss the emotions and feelings that arose during the learning and collaboration process.

1. Group Formation: Divide the class into groups of 3 to 4 students.

2. Distribution of Exercises: Provide each group with a list of chemical structures of esters for them to identify and name using IUPAC nomenclature.

3. Activity Time: Allow the groups 20 minutes to complete the task.

4. Presentation of Answers: Once time is up, ask each group to share their answers with the class.

5. Socioemotional Discussion: Use the RULER method to guide a discussion about the emotions and feelings experienced during the activity. Ask students how they felt working in a team, if emotional challenges emerged, and how they addressed them.

6. Constructive Feedback: Encourage students to offer constructive feedback to each other regarding collaboration and communication during the activity.

Discussion and Group Feedback

During the group discussion, the teacher should utilize the RULER method to assist students in recognizing and naming their emotions throughout the activity. Inquire how they felt facing challenges and working as a team. Support them in understanding the origins of those emotions and the impact they had on their teamwork and performance.

Encourage students to express their feelings appropriately and learn to regulate their emotional responses, enhancing cooperation and communication. For instance, if a student felt frustrated, prompt them to discuss their frustration and brainstorm strategies to manage it productively. Additionally, foster empathy by prompting students to acknowledge and respect their peers’ feelings, helping create a supportive environment.

Conclusion

Duration: 20 - 25 minutes

Reflection and Emotional Regulation

Ask students to write a reflective paragraph about the challenges faced during the lesson, emphasizing how they managed their emotions. Alternatively, facilitate a group discussion where each student shares a specific experience and how they dealt with it emotionally. Encourage honesty and reflection on personal learning throughout the process.

Objective: The goal of this activity is to prompt students to undertake an honest self-assessment of their emotional responses to challenges faced during the lesson. This helps them identify effective emotional regulation strategies and promotes self-awareness, essential for both personal growth and academic success.

Glimpse into the Future

At the end, invite students to set personal and academic goals related to the lesson content. Encourage each student to establish a specific goal aimed at improving their understanding of ester nomenclature and another for applying the socioemotional skills they've developed, such as collaboration and emotional regulation.

Penetapan Objective:

1. Review and practice additional exercises on ester nomenclature to reinforce learning.

2. Actively engage in group discussions to enhance communication and collaboration skills.

3. Utilize emotional regulation techniques, such as conscious breathing, when experiencing stress or frustration.

4. Establish a study schedule to regularly review the concepts learned. Objective: The aim of this subsection is to empower students’ autonomy by guiding them to set clear, achievable goals that promote continuous academic and personal development. This also aids them in applying their learning in practical and meaningful ways, equipping them to face future challenges with confidence and resilience.