Lesson Plan | Active Learning | Inorganic Functions: Salt

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 is fundamental to establish the focus of the lesson and ensure that both the teacher and students are aligned with what will be explored. In this stage, the teacher will direct students' attention to the learning goals, clarifying what is expected for them to understand and be able to accomplish by the end of the lesson. This clarity from the outset is crucial for effective teaching, especially in a flipped classroom context, where practical activities require prior understanding of the concepts.

Main Objectives:

1. Enable students to recognize and differentiate saline compounds from other chemical compounds, highlighting their properties and applications.

2. Develop students' ability to classify and name salts according to IUPAC nomenclature rules, including practical examples to reinforce learning.

Side Objectives:

1. Stimulate students' curiosity through practical examples and industrial applications of salts.

Introduction

Duration: (15 - 20 minutes)

The Introduction serves to engage students through problem situations that encourage the application of prior knowledge, laying the groundwork for a deeper exploration of the topic. Furthermore, by contextualizing the practical and historical importance of salts, students can see how what they study in the classroom relates to the real world, increasing interest and the relevance of learning.

Problem-Based Situations

1. Imagine you are a chemist tasked with analyzing the quality of table salt produced in different regions of the country. What chemical properties would you observe to determine the purity of the salt?

2. A fertilizer company wants to optimize its product formulations, which include various types of salts. How can the classification of salts help the company improve nutrient absorption efficiency by plants?

Contextualization

Salts are much more than just seasoning in our meals. They play essential roles in countless industries, from agriculture, where they are used as fertilizers, to medicine, where they are vital components of many medications. Additionally, curiosities like the history of salt, which has been so valuable that it served as currency in various cultures, connect students with the impact and relevance of salts throughout history and in our daily lives.

Development

Duration: (70 - 75 minutes)

The Development stage is designed to allow students to apply the concepts previously studied about inorganic functions, specifically salts, in a practical and interactive way. Working in groups encourages students to collaborate, discuss, and solve problems, which promotes a deeper and more lasting understanding of the material. Each proposed activity aims to achieve specific objectives, ensuring that students can explore the topic comprehensively and contextually.

Activity Suggestions

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

Activity 1 - Mystery of the Missing Salt

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge of properties and classification of salts to solve a practical and engaging problem.

- Description: Students will be divided into groups of up to 5 people and participate in a playful activity where they must solve a 'mysterious disappearance of salt'. A fictional scenario will be presented where a renowned chef has lost the ability to taste the salty flavor of his dishes. Students, taking on the role of chemical detectives, must use their knowledge of properties and classification of salts to determine what is wrong.

- Instructions:

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

• Present the scenario: 'The famous chef has lost the salty flavor in his dishes and needs the students' help to find out what is happening.'

• Provide the students with a variety of salt samples from different origins and purities.

• Each group must conduct simple tests to identify the composition and purity of the salts, such as solubility tests, flame tests, and electrical conductivity tests.

• Students should record their observations and, based on the tests, formulate hypotheses about what may have caused the loss of flavor.

• Each group presents their findings and hypotheses to the class.

Activity 2 - The Salt Fair

> Duration: (60 - 70 minutes)

- Objective: Deepen understanding of different types of salts and their applications, promoting interaction and collaborative learning.

- Description: In this activity, students will transform the classroom into a fair where different types of salts are 'exhibited'. Each group will be responsible for a 'booth' that must present information about a specific type of salt, including its source, properties, uses, and impacts on daily life. The other 'visiting' groups at the fair will need to collect information and participate in a quiz at the end to test what they have learned.

- Instructions:

• Organize the room into stations, each representing a different type of salt.

• Assign each group a type of salt to research and prepare a presentation for their booth at the 'fair'.

• Groups must prepare posters, samples, and demonstrations that highlight the properties and uses of the assigned salt.

• The 'visitors' of the fair (other groups) will circulate among the booths, collecting information and participating in interactive activities prepared by the groups.

• At the end, each 'visiting' group must complete a quiz based on the information collected.

Activity 3 - Nomenclature and Formula of Salts

> Duration: (60 - 70 minutes)

- Objective: Practice nomenclature and formation of salt formulas, reinforcing the theoretical understanding of ionic bonds.

- Description: Students, in groups, will explore the nomenclature and formation of salt formulas. Using cards with ions, they will form and name different ionic compounds, practicing the rules of chemical nomenclature. This practical activity will help solidify the theoretical knowledge acquired about the structure of salts.

- Instructions:

• Distribute sets of ion cards to each group.

• Instruct students to form ionic compounds by combining ions so that they achieve electrical neutrality and note the formed formulas.

• Ask each group to name the compounds formed following IUPAC nomenclature rules.

• Conduct a review round where each group presents a compound formed and the other groups must name it correctly.

• Promote a friendly competition to see which group can achieve the highest number of correct nomenclatures.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate students' learning, allowing them to reflect on the content worked on and articulate their understanding through group discussion. This not only reinforces acquired knowledge but also develops critical communication and argumentation skills. Additionally, students' responses can provide the teacher with valuable insights into students' understanding and areas that may require more exploration or clarification.

Group Discussion

Start the group discussion with a brief recap of the activities carried out, highlighting the importance of understanding the properties and classification of salts. Encourage each group to share their findings and the challenges encountered during the activities. Ask them to discuss how the properties observed of salts can be applied in everyday situations or in other areas of knowledge.

Key Questions

1. What are the main properties of salts that you observed during the activities and how can they be used to identify different types of salts?

2. How does the classification of salts help to understand their applications in different industries and contexts?

3. Was there any surprising result in the activities that challenged your expectations or what you had studied previously?

Conclusion

Duration: (10 - 15 minutes)

The purpose of the Conclusion stage is to consolidate learning, ensuring that students have a clear and integrated understanding of the topics addressed. This moment serves to tie together all points discussed during the lesson, reinforcing the link between theory and practice and emphasizing the importance of salts, not just as academic content, but as an essential part of our daily lives and technological development.

Summary

In conclusion, the teacher should summarize the main concepts explored during the lesson, recapping the properties and classification of salts as well as the practical examples of application in various contexts. It is essential to reinforce the skills developed by students in identifying and differentiating saline compounds and applying IUPAC nomenclature correctly.

Theory Connection

Throughout the lesson, the connection between theory and practice was established through interactive activities that simulated real situations, such as analyzing the quality of table salt and optimizing fertilizer formulations. This allowed students to see the direct applicability of theoretical concepts to everyday problems and various industries, reinforcing the importance of studying inorganic functions.

Closing

Finally, it is crucial to highlight the relevance of salts in daily life and industries, such as agriculture, medicine, and food. Understanding these compounds allows for a broader view of the world around us and may inspire future applications and scientific and technological developments.