Objectives (5 - 7 minutes)

1. Main Objective: The teacher should focus on ensuring that students understand the concept of esters and how to name them correctly. This includes understanding the structure of an ester, the nomenclature rules, and exceptions to these rules.

2. Secondary Objectives:

   • Promote the practice of naming esters through examples and exercises.
   • Encourage problem-solving, encouraging students to apply the rules of ester nomenclature to different molecules.
   • Develop the ability to analyze and interpret chemical structures, allowing students to identify the presence of esters in everyday contexts.

3. Complementary Objectives:

   • Encourage classroom discussion about the importance of esters in industry, biology, and cooking.
   • Relate the topic of esters to other concepts already learned, such as organic functions and chemical reactions.

It is important for the teacher to establish these Objectives at the beginning of the class so that students know what to expect and can direct their study and participation effectively.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher should start by briefly reviewing the concepts of organic functions, especially ethers, alcohols, and carboxylic acids. This review can be done interactively, asking students to recall the molecular structures and characteristics of these organic functions. The teacher can also present some example molecules, asking students to identify the organic function present. (3 - 4 minutes)

2. Problem Situations: Present two problem situations involving the nomenclature of esters. For example:

   • "How would you name the chemical compound that gives the smell of strawberry to candies and cosmetics?" (Answer: Methyl ester of butanoic acid)
   • "How would you name the chemical compound that is the main component of vegetable oils and animal fats?" (Answer: Glycerol ester) (2 - 3 minutes)

3. Contextualization: Explain to students the importance of esters in the food industry, perfumes, flavorings, and plastics. For example, highlight that most of the natural and artificial flavors we taste in food and beverages are esters. Another curiosity is that esters are used in the production of biodiesel, a renewable fuel. (2 - 3 minutes)

4. Topic Introduction: Present the topic of ester nomenclature in a curious and intriguing way. For example:

   • "Did you know that the word 'ester' comes from the Greek 'ésthēsis', which means sensation? This is because many esters have pleasant smells and are used in the perfume and flavoring industry." (1 minute)
   • "Have you ever wondered how scientists can create the taste of strawberry in a medicine or the smell of flowers in a soap? The answer lies in the chemistry of esters!" (1 minute)

With these Introduction strategies, students should be engaged and motivated to learn about ester nomenclature.

Development (20 - 25 minutes)

1. Activity 1 - 'Discovering the Smell Structure': (10 - 12 minutes)

   • Objective: This activity aims to reinforce students' understanding of the structure of esters and their relationship with the characteristic odor.
   • Description: The teacher should divide the class into groups of up to 5 students. Each group will receive a set of vials with different volatile substances (such as fruit essences, flowers, cleaning products, among others). Students should smell each vial, observe the odor, and try to guess the reference substance (for example, the vial with the smell of strawberry). After the observations, the teacher will reveal the reference substance and explain that the smell is due to the presence of a specific ester. Students should write down the odors and the ester references.
   • Steps:
     1. Distribute the vials and note cards to each group.
     2. Instruct students to smell each vial, noting their observations.
     3. Reveal the ester references and discuss the students' observations.
     4. Encourage discussion among the groups about the structures of esters and their respective odors.

2. Activity 2 - 'Building Esters': (10 - 12 minutes)

   • Objective: This activity aims to allow students to visualize the formation of esters from the reaction between a carboxylic acid and an alcohol.
   • Description: The teacher should provide students with molecular models of carboxylic acids and alcohols. Each group should select a pair of models and build an ester. After construction, students must name the ester according to the nomenclature rules.
   • Steps:
     1. Distribute the molecular models to each group.
     2. Explain the ester formation rule (reaction between a carboxylic acid and an alcohol).
     3. Instruct students to select a pair of models and build the ester.
     4. After construction, ask students to name the ester and verify if the nomenclature is correct.

3. Activity 3 - 'Ester Nomenclature Game': (5 - 8 minutes)

   • Objective: This activity aims to reinforce the learning of ester nomenclature in a playful and fun way.
   • Description: The teacher should prepare cards with the structures of different esters and their respective names. Students will be divided into groups, and each group will receive a set of cards. The goal is for students, in turns, to pick a structure card and try to name the ester correctly. If they succeed, they earn a point. If they fail, the card goes back to the deck. The game continues until all cards are named. The group with the most points at the end wins.
   • Steps:
     1. Prepare cards with ester structures and their respective names.
     2. Divide the class into groups and distribute a set of cards to each group.
     3. Explain the rules of the game and start the activity.
     4. Monitor the progress of the groups, clarifying doubts and correcting errors.
     5. Reward the winning group and end the activity.

With these activities, students will have the opportunity to apply ester nomenclature in a practical and contextualized way, reinforcing their understanding of the topic. Additionally, playful activities promote interaction among students and make learning more fun and engaging.

Return (8 - 10 minutes)

1. Group Discussion: (3 - 4 minutes)

   • Objective: Promote the exchange of ideas and sharing of learnings among students.
   • Description: The teacher should ask each group to share the solutions or conclusions they reached during the activities. Each group will have up to 3 minutes to present. The teacher should encourage the participation of all group members, ensuring that everyone has the opportunity to express their ideas and doubts. The teacher should intervene, if necessary, to clarify doubts and correct errors.

2. Connection with Theory and Practice: (2 - 3 minutes)

   • Objective: Verify if students were able to establish the connection between the theory (ester nomenclature) and the practice (activities performed).
   • Description: The teacher should lead a brief discussion, asking questions such as:
     1. "How did the activities we did today help you better understand ester nomenclature?"
     2. "Can you see the practical application of ester nomenclature in the activities we carried out?"
   • The teacher should listen attentively to students' answers and, if necessary, make corrections or clarifications.

3. Individual Reflection: (2 - 3 minutes)

   • Objective: Allow students to reflect on what they learned and identify possible questions or difficulties.
   • Description: The teacher should propose that students reflect individually for a minute, mentally answering the following questions:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • After the minute of reflection, the teacher should ask students to share their answers with the class. The teacher should listen attentively to students' answers and note any questions or difficulties mentioned to address them in future classes.

4. Feedback and Closure: (1 minute)

   • Objective: End the class with general feedback and motivate students for the next classes.
   • Description: The teacher should thank the students for their participation and effort in the activities. The teacher should reinforce the importance of the topic covered and how it connects with other chemistry concepts. Finally, the teacher should remind students of any tasks or readings that need to be done for the next class.

With the Return, the teacher will be able to assess students' progress, identify any understanding gaps, and properly plan future classes. Additionally, the Return helps consolidate students' learning, allowing them to reflect on what they have learned and identify areas that still need practice or additional study.

Conclusion (5 - 7 minutes)

1. Summary of Contents: (1 - 2 minutes)

   • Objective: The teacher should recap the main points covered during the class, reinforcing the concept of ester, the nomenclature rules, and exceptions.
   • Description: The teacher should quickly review the fundamental concepts, highlighting the main aspects that students should remember. This can be done interactively, asking questions to students and requesting them to summarize the concepts in their own words.

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

   • Objective: The teacher should explain how the class connected the theory of ester nomenclature with the practice of the activities performed and their applications in the real world.
   • Description: The teacher should highlight how the practical activities helped reinforce the theory, providing students with a deeper understanding of the topic. Additionally, the teacher should reiterate the applications of esters in everyday life, such as in the food industry, perfumes, and plastics.

3. Extra Materials: (1 - 2 minutes)

   • Objective: The teacher should suggest additional study materials for students who wish to deepen their understanding of ester nomenclature.
   • Description: The teacher can recommend chemistry books, educational websites, explanatory videos, and chemistry apps that can help students consolidate their learning. For example, the teacher can suggest the use of a molecular model app to explore the structure of different esters.

4. Topic Relevance: (1 minute)

   • Objective: The teacher should conclude the class by emphasizing the importance of ester nomenclature for everyday life and for the field of chemistry.
   • Description: The teacher should reinforce that the ability to name and recognize esters is essential to understand many chemical processes, from food and medicine production to the creation of new materials and products. Additionally, the teacher can highlight that the chemistry of esters is an active research area, with potential implications in fields such as medicine and renewable energy.