Objectives (5 - 7 minutes)

1. Introduction to Chemical Kinetics: The teacher should introduce the concept of chemical kinetics, explaining that it is the study of the speed of chemical reactions, how they are influenced, and which factors affect their speed. Students should understand the importance of this study for the understanding of processes that occur in nature and in laboratories.

2. Average Speed of a Reaction: The teacher should explain the concept of the average speed of a reaction, which is the amount of reactant consumed or product formed per unit of time. Students should understand how to calculate the average speed of a reaction from a balanced chemical equation.

3. Secondary Objectives: In addition, the teacher should encourage active participation of students in the class, promoting discussion and problem-solving in groups. The goal is for students to apply what they have learned in solving practical exercises and reinforce their understanding of the concept of chemical kinetics and the average speed of a reaction.

   • Objective 1: Understand the concept of chemical kinetics and its importance in Chemistry.
   • Objective 2: Know and apply the concept of the average speed of a reaction.
   • Objective 3: Develop problem-solving skills based on chemical kinetics.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start by reviewing the concepts of chemical reactions, chemical equations, and equation balancing. This review is crucial for students to be able to follow the new content on chemical kinetics. The teacher can ask students questions to assess their understanding of these concepts and clarify any doubts that may arise.

2. Problem Situation 1: The teacher can present the following situation: "Imagine you are in a laboratory and need a chemical reaction to happen more quickly. What would you do?" Students should be encouraged to think of possible solutions, taking into account the concept of reaction speed.

3. Problem Situation 2: The teacher can present another situation: "Imagine you are in a laboratory and need a chemical reaction to happen more slowly. What would you do?" Again, students should be encouraged to think of possible solutions, this time considering ways to decrease the reaction speed.

4. Contextualization: The teacher should explain that the study of chemical kinetics has practical applications in various areas, such as the pharmaceutical industry (to control the speed of drug production) and the food industry (to control the speed of food deterioration). Furthermore, understanding this concept is fundamental for the comprehension of natural phenomena, such as photosynthesis and respiration.

5. Engaging Students' Attention: To spark students' interest, the teacher can share some curiosities about chemical kinetics. For example, they can mention that the reaction speed of a burning candle is so slow that we do not perceive it, but if we increase the room temperature, the reaction becomes faster and the candle burns more quickly. Another curiosity is that most chemical reactions occur very slowly at room temperature, but if the same reaction occurs in an oven, it can be explosive due to the reaction speed.

Development (20 - 25 minutes)

1. Experiment 1 - "Acid and Bicarbonate Kinetics" (10 - 12 minutes)

   • Materials:

     • Test tube
     • Acetic acid (vinegar)
     • Sodium bicarbonate
     • Scale
     • Stopwatch

   • Procedure:

     1. Weigh 5g of sodium bicarbonate and place it in the test tube.
     2. Add 10mL of acetic acid to the test tube.
     3. Start the stopwatch and observe the reaction.
     4. Measure the time needed for the reaction to stop.
     5. Repeat the procedure, but this time using 10g of sodium bicarbonate.
     6. Compare the reaction times and discuss the observed differences.

   • Discussion:

     • Students should observe that with a larger amount of sodium bicarbonate, the reaction occurs more quickly. This can be explained by the fact that there are more sodium bicarbonate particles available to react with acetic acid, increasing the chance of collisions and, consequently, the reaction speed.

2. Activity 1 - "Solving Chemical Kinetics Problems" (8 - 10 minutes)

   • Materials:

     • Sheets of paper with chemical kinetics problems prepared in advance by the teacher.

   • Procedure:

     1. The teacher should divide the class into small groups and give each group a sheet with a chemical kinetics problem.
     2. Students should discuss in their groups how to solve the problem, applying the concepts of chemical kinetics and the average speed of a reaction.
     3. After a set time, the teacher should ask each group to present their solution to the problem.
     4. The teacher should correct any errors in the presented solution and explain the correct reasoning for solving the problem.

   • Discussion:

     • The problems should be chosen to address different aspects of chemical kinetics and the application of the concept of the average speed of a reaction.

3. Game 1 - "Chemical Kinetics Quiz" (5 - 7 minutes)

   • Materials:

     • Slides prepared in advance by the teacher with questions and answers about chemical kinetics.

   • Procedure:

     1. The teacher should divide the class into teams and present the game as a chemical kinetics quiz.
     2. The slides should contain multiple-choice, true or false, and matching questions.
     3. Each team should discuss the answer among themselves and then a team representative should present the answer.
     4. The teacher should correct the answers and reward the team with the most correct answers.

   • Discussion:

     • The game serves to review the concepts of chemical kinetics and the average speed of a reaction in a playful and interactive way.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should organize a group discussion with all students. Each group will have a maximum of 2 minutes to share the solutions or conclusions they reached during the problem-solving activity and the experiment.
   • Students should be encouraged to explain the reasoning they used to arrive at their answers and to relate their findings to the concepts of chemical kinetics and the average speed of a reaction.
   • The teacher should attentively listen to the groups' presentations, clarify any misunderstandings, and reinforce the correct concepts.

2. Connection to Theory (2 - 3 minutes)

   • After the groups' presentations, the teacher should make a connection between the practical activities carried out and the theory presented in the Introduction of the lesson.
   • The teacher should highlight how solving the problems and conducting the experiment helped illustrate and deepen students' understanding of chemical kinetics and the average speed of a reaction.
   • The teacher should also reinforce the importance of studying chemical kinetics for the comprehension and control of chemical processes in various contexts, from industry to nature.

3. Final Reflection (2 - 3 minutes)

   • The teacher should propose that students reflect individually on what they learned in the lesson.
   • The teacher can ask questions such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Students should have a minute to think about their answers.
   • After this time, the teacher can ask some students to share their reflections with the class.
   • The teacher should encourage students to express their doubts or difficulties, promising that these questions will be addressed in the next lesson or in future lessons.

4. Feedback and Closure (1 minute)

   • The teacher should thank everyone for their participation, praise the effort and engagement shown, and reinforce the importance of continuous study and practice for learning Chemistry.
   • The teacher should also remind students of the readings or exercises they should do as preparation for the next lesson and encourage them to seek help if they have difficulties.
   • Finally, the teacher should request feedback from students about the lesson, asking if they found the content clear and interesting and if they felt their doubts were answered. This will help the teacher adjust their teaching strategies to meet the needs and expectations of the students.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by giving a brief summary of the main contents covered in the lesson. This includes the concept of chemical kinetics, the definition of the average speed of a reaction, and how to calculate this speed from a balanced chemical equation.
   • The teacher should recall the experiments and practical activities carried out, highlighting how they helped illustrate and deepen students' understanding of these concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • Next, the teacher should emphasize the connection between theory, practice, and the applications of chemical kinetics.
   • The teacher should highlight how the study of chemical kinetics helps understand and control the chemical processes that occur in nature and in laboratories, and how the practical activities carried out in the lesson helped illustrate these concepts and their applications.

3. Extra Materials (1 minute)

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge of chemical kinetics. This may include Chemistry books, educational websites, explanatory videos, and interactive Chemistry apps.
   • The teacher can also suggest some additional exercises for students to practice calculating the average speed of a reaction.

4. Relevance of the Subject (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of the subject studied for students' daily lives, showing that chemical kinetics is present in various situations.
   • The teacher can mention examples of how knowledge about chemical kinetics is useful in areas such as the pharmaceutical industry, the food industry, and environmental protection.
   • The teacher should conclude the lesson by reinforcing the importance of continuous study and practice for effective learning of Chemistry and encouraging students to continue exploring and questioning the subject.