Objectives (5 - 7 minutes)

1. Understand the concept of oxidation in organic reactions:

   • Define oxidation and reduction.
   • Identify the oxidation number in organic compounds.
   • Relate the increase in the oxidation number to the oxidation of the compound.

2. Identify oxidation reactions in organic compounds:

   • Recognize the main oxidation reactions, such as the oxidation of primary alcohols to aldehydes and carboxylic acids.
   • Differentiate oxidation reactions from other organic reactions.

3. Apply the acquired knowledge to solve problems and questions related to oxidation in organic compounds:

   • Solve problems involving the identification of oxidation products in organic reactions.
   • Interpret and analyze experimental data related to oxidation in organic compounds.

Secondary Objectives:

• Stimulate students' critical thinking and problem-solving skills.
• Promote students' participation and active engagement in the class through practical activities and group discussions.

Introduction (10 - 15 minutes)

1. Review of previous contents:

   • The teacher should start the class by reviewing the concepts of organic reactions, especially about the formation and breaking of chemical bonds in organic compounds. This is essential for students to understand the oxidation process, which involves the loss of electrons by an atom, ion, or molecule.
   • The teacher can ask questions to verify students' understanding of the reviewed concepts, such as: "What is an organic reaction?" and "How does the formation and breaking of chemical bonds occur in organic compounds?".

2. Contextualization of the subject:

   • The teacher should explain that oxidation is a very common and important process in everyday life. For example, the oxidation of alcohol into vinegar, the oxidation of iron into rust, and the oxidation of fats in our body to provide energy are all examples of oxidation reactions in organic compounds.
   • The teacher can suggest to students to think of other examples of oxidation reactions they know or have observed in their daily lives.

3. Presentation of problem situations:

   • The teacher can propose two problem situations to arouse students' interest and prepare them for the content of the class. For example:
     1. "Imagine you are in a laboratory and need to identify if a certain substance has undergone an oxidation reaction. What properties would you observe and how would you interpret them to reach a conclusion?"
     2. "Suppose you are in a kitchen and need to prepare a sauce. You have an alcohol (wine or vinegar) and an aldehyde (lemon juice). How could you ensure that the oxidation of the alcohol produces the aldehyde you need for your sauce?".
   • The teacher should emphasize that understanding the concept of oxidation in organic reactions is fundamental to solving these problem situations.

Development (20 - 25 minutes)

1. Theory on oxidation in organic reactions:

   • The teacher should start the theoretical explanation on oxidation by reinforcing the concepts of oxidation and reduction, which are complementary processes. Oxidation involves the loss of electrons by an atom, ion, or molecule, while reduction involves the gain of electrons. These processes always occur together and are called redox reactions.
   • Next, the teacher should introduce the concept of oxidation number. The oxidation number of an atom in a compound indicates the charge the atom would have if all bonding electron pairs were transferred to the most electronegative atom. The oxidation number can be positive, negative, or zero, depending on the electron distribution.
   • The teacher should explain that in an oxidation reaction, the oxidation number of an atom increases, indicating that it has lost electrons. For example, in the oxidation of a primary alcohol to an aldehyde, the carbon of the hydroxyl group (OH) loses two electrons to form a double bond with oxygen, resulting in a carbon atom with an oxidation number of +2.
   • The teacher should emphasize that the concept of oxidation number is essential to identify oxidation reactions in organic compounds.

2. Oxidation reactions in organic compounds:

   • The teacher should present the main oxidation reactions in organic compounds. For example, the oxidation of primary alcohols to aldehydes and carboxylic acids. The teacher should explain the structure of primary alcohols and how they oxidize to form aldehydes or carboxylic acids, depending on the reaction conditions.
   • The teacher should show the chemical equations of the oxidation reactions and explain what happens at each stage of the reaction. The teacher can use molecular models to illustrate the transformation of an alcohol into an aldehyde or carboxylic acid.
   • The teacher should highlight that the oxidation of an alcohol to an aldehyde is a partial reaction, while the oxidation to a carboxylic acid is a complete reaction. The teacher should explain the conditions under which each type of oxidation occurs.

3. Practice of oxidation in organic compounds:

   • The teacher should propose some exercises for students to practice the identification of oxidation reactions in organic compounds. For example, the teacher can provide a series of reactions and ask students to identify if they are oxidation reactions or not.
   • The teacher should guide students to analyze the structure of the compounds involved in the reactions and the change in the oxidation number of the atoms to identify if an oxidation reaction has occurred or not.
   • The teacher should provide immediate feedback to students to correct any errors and clarify any doubts that may arise during practice.

4. Group discussion and questions and answers:

   • The teacher should promote a group discussion on the class topic. Students should be encouraged to share their opinions, questions, and difficulties.
   • The teacher should clarify any doubts students may have and provide additional explanations if necessary.
   • The teacher should encourage students to ask questions and actively participate in the discussion. This will help consolidate the acquired knowledge and develop students' critical thinking skills.

Return (10 - 12 minutes)

1. Summary and recapitulation:

   • The teacher should start the Return by recalling the main points discussed during the class. This includes the definition of oxidation and reduction, the oxidation number in organic compounds, the main oxidation reactions, and how to identify and differentiate oxidation reactions from other organic reactions.
   • The teacher can ask students to share their notes or memories on these topics, promoting a brief discussion and clarifying any misunderstandings.

2. Connection between theory and practice:

   • The teacher should emphasize how the theory presented in the class connects with the problem situations discussed in the Introduction. For example, how the concept of oxidation number can be applied to identify if a substance has undergone an oxidation reaction, or how the understanding of oxidation reactions can help in food preparation.
   • The teacher can suggest students reflect on how the knowledge acquired in the class can be useful in other everyday situations or in future chemistry studies.

3. Assessment of learning:

   • The teacher should assess students' learning through a brief questionnaire. The questionnaire may include multiple-choice, true or false, or short answer questions that test students' understanding of the key concepts of the class.
   • The teacher should review students' answers and provide immediate feedback. The feedback may include an explanation of the correct answer, guidance to correct errors, or suggestions for additional study.
   • The teacher should encourage students to reflect on what they learned in the class and identify any areas that are still unclear. Students should be encouraged to seek clarification on these areas, either through additional study or by asking the teacher.

4. Final reflection:

   • The teacher should propose that students reflect for one minute on the following questions:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • The teacher can ask students to share their reflections with the class, promoting a final discussion and clarifying any remaining doubts.

5. Closure:

   • The teacher should end the class by thanking students for their participation and effort. The teacher should reinforce the importance of the subject learned and encourage students to continue studying and practicing the concepts discussed in the class.
   • The teacher should inform students about the content of the next class and any tasks or preparatory readings students should do.

Conclusion (5 - 7 minutes)

1. Recapitulation of the main points:

   • The teacher should recapitulate the key concepts discussed during the class, reinforcing students' understanding of oxidation in organic reactions. This includes the definition of oxidation, oxidation number in organic compounds, and the main oxidation reactions, such as the oxidation of primary alcohols to aldehydes and carboxylic acids.
   • The teacher should emphasize the importance of identifying oxidation reactions and differentiating them from other organic reactions, and how this knowledge can be applied in practical situations, such as in food preparation or substance analysis in a laboratory.

2. Connection between theory, practice, and applications:

   • The teacher should explain how the class connected the theory of oxidation in organic reactions with practices, such as solving exercises and group discussions. The teacher should emphasize that theoretical understanding is essential for the practical application of knowledge.
   • Additionally, the teacher should reiterate the practical applications of the learned content, such as in the interpretation of experimental data, problem-solving, and understanding of chemical processes that occur in everyday life.

3. Suggestions for additional materials:

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge on the subject. This may include organic chemistry books, educational videos online, chemistry websites, among others. The teacher can also provide students with a list of exercises to practice at home.

4. Importance of the subject for daily life:

   • The teacher should emphasize the relevance of the subject for students' everyday lives. For example, understanding oxidation in organic reactions can help students better understand chemical processes that occur in their bodies (such as the oxidation of fats to provide energy) and in the environment (such as the oxidation of iron in rust formation).
   • The teacher can also highlight the importance of organic chemistry in various fields, such as medicine, the food industry, and energy production, encouraging students to value and apply the knowledge acquired.

5. Closure:

   • The teacher should end the class by reinforcing the importance of the subject learned and congratulating students for their engagement and participation. The teacher should remind students about the relevance of studying and practicing organic chemistry concepts regularly.
   • The teacher should inform students about the content of the next class and any tasks or preparatory readings students should do.