Lesson Plan | Socioemotional Learning | Inorganic Functions: Bases

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to introduce the topic of inorganic functions, focusing specifically on bases. This allows students to understand the fundamental concepts and the differences between bases and other chemical compounds, as well as to promote the development of socio-emotional skills, such as self-knowledge and social awareness, by perceiving their emotional reactions and those of their peers during the learning process.

Main Goals

1. Recognize what a base is and differentiate it from other chemical compounds.

2. Identify the properties of bases and their main forms of classification.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

Meditation for Focus and Concentration

Guided Meditation is a technique that involves leading students through a series of verbal instructions to promote relaxation and focus. The practice helps students focus on the present, reduce stress, and increase mindfulness, creating a conducive environment for learning and positive social interaction.

1. Ask students to sit comfortably in their chairs, keeping their feet on the floor and their hands resting on their knees.

2. Instruct students to gently close their eyes and take a deep breath, filling their lungs with air and then exhaling slowly.

3. Guide students through a deep breathing exercise: inhale counting to four, hold the air for four seconds, and then exhale counting to four. Repeat this cycle three times.

4. Ask students to imagine a calm and safe place where they feel relaxed and happy. Describe this place in detail, encouraging them to visualize colors, sounds, and sensations.

5. Lead students to focus on the feeling of calm and peace, maintaining the visualization for a few minutes.

6. Gradually, ask students to return their attention to the classroom, slowly moving their fingers and toes, and when they are ready, to open their eyes slowly.

Content Contextualization

The study of inorganic functions, especially bases, is fundamental for understanding many chemical processes that occur in daily life. For example, sodium bicarbonate, a common base, is used in countless situations, from cooking to health. Understanding the properties and classifications of bases allows students to make informed decisions in various areas of life, such as choosing cleaning products or understanding chemical reactions in the human body.

In addition, by exploring the topic, students can develop socio-emotional skills, such as the ability to recognize and regulate their emotions when facing academic challenges. By becoming more aware of their emotional reactions, they can improve their interaction with peers and make more responsible and informed decisions.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Definition of Bases: Bases are compounds that, in aqueous solution, release hydroxide ions (OH-). Common examples include sodium hydroxide (NaOH), potassium hydroxide (KOH), and calcium hydroxide (Ca(OH)₂).

2. Properties of Bases: Bases have a bitter taste, are slippery to the touch, and can conduct electricity in aqueous solution due to the presence of ions. They also change the color of indicators (for example, turning red litmus paper blue).

3. Classification of Bases: Bases can be classified according to the amount of hydroxide ions they release in solution. For example, monovalent bases (release one OH- ion, such as NaOH), divalent bases (release two OH- ions, such as Ca(OH)₂), and trivalent bases (release three OH- ions, such as Al(OH)₃).

4. Strength of Bases: The strength of a base is determined by its ability to release hydroxide ions in solution. Strong bases, such as NaOH and KOH, fully dissociate in water, while weak bases, such as NH₄OH, partially dissociate.

5. Importance of Bases: Bases have various applications in daily life and in industry. For example, sodium hydroxide is used in the manufacture of soaps and detergents, while magnesium hydroxide is a component of antacids.

Socioemotional Feedback Activity

Duration: 40 to 45 minutes

Exploring Bases in Daily Life

In this activity, students will identify and analyze different substances in daily life that are bases. They will work in groups to research and present the properties, uses, and classifications of the bases found.

1. Divide the class into groups of 4 to 5 students.

2. Distribute a list of common substances that are bases (for example, sodium bicarbonate, calcium hydroxide, ammonium hydroxide).

3. Each group should choose one or two substances from the list to research.

4. Students should identify the properties of the chosen substances, their classification as a base (monovalent, divalent, etc.), and their applications in daily life.

5. Ask the students to prepare a 5-minute presentation to share their findings with the class.

6. During the presentation, encourage students to express their emotions about the research and discovery process.

7. After the presentations, lead a group discussion on the emotions involved in learning and collaborating in groups.

Group Discussion

After the presentations, use the RULER method to guide the group discussion. Recognize the emotions expressed by students during the research and presentation process. Ask them how they felt working in groups and presenting their findings. Understand the causes of these emotions by discussing what motivated feelings of joy, frustration, or anxiety.

Name the emotions correctly, helping students identify if they felt pride, nervousness, or another feeling. Express the emotions appropriately, encouraging students to share in a respectful and empathetic manner. Regulate the emotions by discussing strategies to deal with negative feelings and reinforcing positive behaviors, such as collaboration and mutual support.

This moment is crucial for students to develop socio-emotional skills, recognizing and regulating their emotions, contributing to a healthier and more productive learning environment.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

Suggest that students write a short text or participate in a group discussion about the challenges faced during the lesson. Question them about how they felt working in groups, researching, and presenting their findings. Ask them to reflect on how they managed their emotions during these activities. Encourage them to identify and share strategies they used to overcome difficulties and regulate their emotions. Highlight the importance of recognizing and understanding their own emotions and those of their peers to improve collaboration and learning.

Objective: The objective of this activity is to encourage students' self-assessment and emotional regulation. By reflecting on the challenges faced and the emotions experienced, students can identify effective strategies for dealing with challenging situations. This promotes self-knowledge, self-control, and responsible decision-making, essential skills for both the school context and daily life.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the content of the lesson. Encourage them to think about how they can apply the knowledge gained about bases in daily situations, such as choosing cleaning products or understanding chemical processes in the human body. Ask them to set a specific goal for furthering their studies or applying what they learned in a practical project.

Possible Goal Ideas:

1. Deepen knowledge about the properties and classifications of bases.

2. Apply knowledge about bases in choosing safe and effective cleaning products.

3. Develop a small experiment or project involving the use of a common base, such as sodium bicarbonate.

4. Share the knowledge gained about bases with family or friends, explaining their applications in daily life. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their skills and knowledge autonomously. This process contributes to ongoing academic and personal development, allowing students to see the practical value of what they learn and feel motivated to explore the studied topics more deeply.