Objectives (5 - 7 minutes)

1. Understand the concept of Organic Salt: The teacher should help students understand that organic salts are inorganic compounds formed by a cation from a base and an anion from an organic acid. The difference between organic and inorganic salts should be highlighted, as well as examples of each.

2. Identify the nomenclature of Organic Salts: The teacher should teach students how to name organic salts. This involves correctly identifying and using the prefixes and suffixes used in the nomenclature of these compounds.

3. Apply knowledge of Organic Salts in everyday life: The teacher should help students make connections between theory and practice, showing examples of how organic salts are widely used in our daily lives, whether in the pharmaceutical, food industry, among others.

Secondary Objectives:

1. Develop research skills: By using the inverted classroom model, students will be encouraged to research and study the topic before class, in order to be prepared for practical activities and discussions in class. This will help develop their research and self-learning skills.

2. Enhance communication and collaboration skills: During group activities, students will have the opportunity to discuss and share their ideas and understandings, enhancing their communication and collaboration skills.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start the lesson by reviewing the concepts of acids and bases, which are fundamental to understanding the topic of organic salts. It is important for students to understand the difference between strong and weak acids and bases, as well as the formation of ions. The teacher can do this through a quick quiz or group discussion.

2. Problem-based situations: The teacher can propose two problem-based situations to spark students' interest. The first one could be: "How is it possible that the salt we use in our daily food can be organic?" The second one could be: "Why are certain medications prescribed as 'salts' of a specific compound?" These questions serve to introduce the concept of organic salts and encourage students to think critically about the topic.

3. Contextualization: Next, the teacher should contextualize the importance of organic salts, explaining that they are widely used in the pharmaceutical industry for the production of medications, in the food industry for food preservation and flavoring, and even in agriculture for the production of fertilizers. The teacher can provide specific examples of medications, foods, and agricultural products that contain organic salts.

4. Engage students' attention: To draw students' attention to the topic, the teacher can share some curiosities. For example, the fact that the salt we use in our food, sodium chloride, is actually an inorganic salt, not an organic salt. Another curiosity could be that organic salts are responsible for the flavor of many fruits, such as potassium citrate in lemons and potassium malate in apples.

Development (20 - 25 minutes)

1. Virtual Laboratory Activity: Synthesis of an Organic Salt (10 - 12 minutes)

   • Activity context: The teacher should introduce a virtual practical activity that will allow students to understand the process of synthesizing an organic salt. Students will be guided to carry out the activity in virtual groups of 3 to 4 people.

   • Activity description: Using a virtual laboratory simulator, students will be guided through the process of synthesizing an organic salt. The teacher should provide students with the necessary reagents (an organic acid and a base), as well as virtual laboratory materials (beakers, glass rods, etc.). Students should follow the simulator's instructions to carry out the synthesis, observing the formation of the organic salt. They should also note the name of the organic salt formed and the type of organic acid and base used.

   • Activity objective: The objective of this activity is to provide students with a practical understanding of the process of synthesizing an organic salt, as well as the opportunity to apply the theoretical knowledge acquired. Additionally, the activity promotes the development of teamwork, communication, and problem-solving skills.

2. Discussion Activity: Applications of Organic Salts (5 - 7 minutes)

   • Activity context: After the virtual laboratory activity, the teacher should facilitate a group discussion on the applications of organic salts in everyday life. Students will be encouraged to share their ideas and knowledge about how organic salts are used in different industries and sectors.

   • Activity description: The teacher should propose some discussion questions, such as: "Can you think of other examples of organic salts that are widely used in our daily lives?", "How can the discovery and production of new organic salts benefit society?", "What are the possible negative consequences of the excessive use of organic salts?".

   • Activity objective: The objective of this activity is to promote students' critical reflection on the relevance and implications of the study topic. Additionally, the activity helps reinforce the connection between theory (synthesis and nomenclature of organic salts) and practice (applications of organic salts).

3. Research Activity: Nomenclature and Classification of Organic Salts (5 - 6 minutes)

   • Activity context: To consolidate students' understanding of the nomenclature and classification of organic salts, the teacher should propose a research activity. Students, still in their virtual groups, will be guided to research the nomenclature and classification of organic salts, focusing on the prefixes and suffixes commonly used.

   • Activity description: Students should use their electronic devices to conduct the research. They can use textbooks, chemistry websites, educational videos, among other resources. The teacher should provide a list of organic salts for students to research and classify according to the correct nomenclature.

   • Activity objective: The objective of this activity is to promote students' autonomous research and deepen their knowledge of the nomenclature and classification of organic salts. Additionally, the activity helps develop research and self-learning skills.

4. Presentation Activity: "The Use of Organic Salts in..." (5 - 6 minutes)

   • Activity context: After the research, each group should prepare a short presentation, lasting a maximum of 3 minutes, on the use of a specific organic salt in a specific sector (for example, the use of sodium acetate in the food industry).

   • Activity description: Students should research the assigned organic salt and the sector in which it is widely used. They should prepare a short presentation, highlighting the properties of the salt, the synthesis process, its use in the chosen sector, and the implications of this use.

   • Activity objective: The objective of this activity is to promote in-depth research on a specific topic and oral presentation, helping to develop research, communication, and presentation skills.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all groups and facilitate a general discussion on the conclusions and solutions found by each group during the activities. The teacher should ask questions that promote students' reflection and evaluation, such as: "What were the main difficulties encountered during the synthesis of the organic salt?", "How can the applications of the organic salts you researched impact society and the environment?", and "What could be the possible alternatives to the use of organic salts in industries?". This discussion allows for idea exchange and collaborative learning.

2. Connection with Theory (2 - 3 minutes): The teacher should then revisit the theoretical concepts presented at the beginning of the lesson and connect them with the practical activities carried out. The teacher should explain how the synthesis of the organic salt, the research on applications, and the group discussion are directly related to the concept of organic salts. The teacher should also clarify any remaining doubts.

3. Individual Reflection (1 - 2 minutes): The teacher should encourage students to individually reflect on what was learned in the lesson. The teacher can ask questions such as: "What was the most important concept learned today?", "What questions have not been answered yet?", and "How can you apply what you learned today in your daily life?". This reflection helps consolidate learning and identify any gaps in students' understanding.

4. Feedback and Evaluation (2 - 3 minutes): Finally, the teacher should request feedback from students about the lesson. This can be done through a quick survey or an open discussion. The teacher should also evaluate students' performance during the lesson, taking into account participation, understanding of concepts, and ability to apply knowledge. The teacher should provide constructive feedback and praise students' strengths, encouraging them to continue learning and developing.

The Return is an essential part of the lesson plan, as it allows the teacher to assess the effectiveness of the lesson, identify areas that need more attention, and provide students with the opportunity to consolidate what they have learned and clarify any doubts they may have. Additionally, the Return helps promote active learning, critical reflection, and self-assessment, which are valuable skills for students' academic and personal development.

Conclusion (5 - 7 minutes)

1. Summary of Key Points (1 - 2 minutes): The teacher should start the Conclusion by summarizing the key points discussed during the lesson. This includes the definition of organic salts, the difference between organic and inorganic salts, the correct nomenclature of organic salts, and their applications in everyday life. The teacher can use a whiteboard or a slide presentation to highlight and summarize these points.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should emphasize how the lesson connected theory, practice, and applications of organic salts. For example, the teacher can explain how the synthesis activity of the organic salt allowed students to observe the practical application of theoretical concepts, while the research and discussion on the applications of organic salts helped reinforce the relevance of the topic in everyday life.

3. Additional Study Materials (1 - 2 minutes): The teacher should then suggest additional study materials for students to deepen their understanding of organic salts. This may include additional readings, explanatory videos, interactive websites, among others. The teacher should encourage students to explore these resources on their own and bring any questions or doubts to the next lesson.

4. Relevance of the Topic (1 - 2 minutes): Finally, the teacher should highlight the practical and real importance of the topic covered. For example, the teacher can explain how knowledge about organic salts can be useful in various careers, such as medicine, chemistry, food engineering, among others. The teacher can also reinforce the relevance of the topic to students' daily lives, highlighting the presence of organic salts in many products we use daily, such as food, medications, and cleaning products.

The Conclusion is a crucial part of the lesson, as it helps consolidate students' learning, reinforce the relevance of the topic, and motivate them to continue studying. Additionally, the Conclusion offers an opportunity for the teacher to assess the effectiveness of the lesson and make necessary adjustments for future lessons.