Objectives (5 - 7 minutes)

1. Introduce students to the concept of Inorganic Functions, focusing on Salt Nomenclature.
2. Teach students how to correctly identify and name salt formulas.
3. Develop students' ability to solve salt nomenclature problems by applying the theory learned.

Secondary Objectives:

• Stimulate active student participation, encouraging questions and discussions during the lesson.
• Promote collaborative learning through group activities.
• Establish a connection between salt nomenclature and the practical applications of this knowledge in everyday life and other areas of chemistry.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start by reviewing basic concepts that are essential for understanding the lesson, such as the definition of ions, cations, anions, and the formation of ionic bonds. It is important to encourage students to share their memories and doubts about these topics. (3 - 5 minutes)

2. Problem situations: The teacher can present two situations that arouse students' interest in the lesson's theme. For example, asking students to identify the components and the nomenclature of a common salt, such as table salt (NaCl). Another situation could be presenting an unknown chemical compound and challenging them to discover its name, explaining that the answer will be in the lesson. (3 - 5 minutes)

3. Contextualization: The teacher should emphasize the importance of salt nomenclature, showing how it is used in everyday life. Examples may include understanding food labels (which often list the salts used in production), reading chemical compositions in cleaning products, and the importance of nomenclature in the pharmaceutical industry. (1 - 2 minutes)

4. Introduction to the topic: The teacher should introduce the topic of inorganic functions and salt nomenclature, explaining that salts are ionic compounds formed by the bonding of a metallic cation with a non-metallic anion. To make the Introduction more interesting, the teacher can mention some curiosities, such as the variety of colors and shapes that salts can present, the presence of salts in the composition of the human body and in marine organisms, among others. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory: Inorganic Functions (5 - 7 minutes): The teacher should explain that Inorganic Functions are groups of compounds that have similar properties due to the presence of the same radical. It should be clarified that salts are one of these functions, and that they are formed by the reaction of an acid with a base. The teacher can draw a parallel with the previous lesson, recalling the concepts of acids and bases, and how they relate in the formation of salts.

2. Theory: Salt Nomenclature (5 - 7 minutes): The teacher should explain how salt nomenclature is done, which consists of naming the cation followed by the anion. It should be clarified that the cation is always named before the anion, and that the cation's name is the same as the metal from which it originates. As for the anion, it receives a suffix depending on the type of anion present. The teacher can illustrate with examples, explaining each step of the nomenclature process in detail.

3. Practice: Nomenclature Exercises (5 - 7 minutes): The teacher should propose some salt nomenclature exercises for the students. The exercises may include the nomenclature of simple salts, such as NaCl (sodium chloride), and also more complex salts, such as Fe2(SO4)3 (iron(III) sulfate). The teacher should encourage students to try to solve the exercises on their own and to raise questions if they have difficulties.

4. Theory: Salt Nomenclature (5 - 7 minutes): The teacher should continue the explanation on salt nomenclature, now addressing special cases. It should be clarified that, in some cases, the cation may have more than one oxidation state, and that, in these cases, it is necessary to indicate the cation's oxidation state in parentheses immediately after the metal's name. The teacher can illustrate with examples, explaining each step of the nomenclature process in detail.

5. Practice: Nomenclature Exercises (5 - 7 minutes): The teacher should propose more salt nomenclature exercises for the students, now including the special cases. The teacher should again encourage students to try to solve the exercises on their own and to raise questions if they have difficulties.

Return (8 - 10 minutes)

1. Connection with the real world (3 - 4 minutes): The teacher should encourage students to make connections between what they learned in the lesson and the world around them. This can be done through guiding questions, such as:

   • How is salt nomenclature used in our daily lives?
   • What would happen if salt nomenclature was not followed correctly?
   • What did you understand about the importance of following salt nomenclature rules in the food industry, pharmaceuticals, etc.?
   • Can you think of other practical applications for what you learned today?

2. Review of key points (2 - 3 minutes): The teacher should briefly review the key points discussed in the lesson, reinforcing the concepts of inorganic functions and salt nomenclature. This can be done through an oral summary or by displaying slides or notes on the board.

3. Learning verification (2 - 3 minutes): The teacher should check if students have achieved the learning objectives of the lesson. This can be done through direct questions to students, or by conducting a small quiz or question-and-answer game. The teacher can also ask students to explain in their own words what they understood about salt nomenclature.

4. Student feedback (1 minute): Finally, the teacher should ask students for feedback on the lesson, asking what they liked the most and what they found most challenging. This can help the teacher adjust future lessons according to the students' needs and interests.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, recalling the concepts of inorganic functions and salt nomenclature. The importance of each step of the nomenclature process and how the correct identification and naming of salt components are essential for chemistry and everyday life should be emphasized.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and application. It should be highlighted that the theory was presented clearly and didactically, practice was carried out through the nomenclature exercises, and application was demonstrated through connections with the real world.

3. Additional Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their understanding of the subject. These materials may include books, websites, videos, and chemistry learning apps. The teacher can also suggest homework assignments or extra exercises for students to practice salt nomenclature.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject presented for students' lives. It should be explained that salt nomenclature is basic and essential knowledge for understanding chemistry, and that it has practical applications in various areas, such as the food industry, pharmaceuticals, and soil analysis, among others. The teacher should emphasize that by learning and applying salt nomenclature, students are acquiring a valuable and useful skill for their daily lives.