Lesson Plan | Socioemotional Learning | Organic Functions: Nomenclature of Nitro Compounds

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to provide a clear and structured foundation for what will be covered in the lesson, aligning students' expectations with learning objectives. This helps students understand the relevance of the content and prepares them emotionally for the activities, promoting self-awareness and self-control by establishing clear goals.

Main Goals

1. Correctly name nitro compounds using IUPAC nomenclature.

2. Differentiate the nomenclature of nitro compounds from that of other organic compounds.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

Guided meditation is a practice that involves an instructor's guidance to help participants achieve a state of relaxation and focus. This activity promotes mindfulness, helping students concentrate on the present moment and emotionally prepare for learning.

1. Ask students to sit comfortably in their chairs, with their feet on the floor and their hands resting on their laps.

2. Request that they close their eyes and take a few deep breaths, inhaling through the nose and exhaling through the mouth.

3. Begin to guide the meditation with a calm and gentle voice, asking students to pay attention to their breathing, feeling the air enter and leave their bodies.

4. Instruct students to relax each part of their body, starting from their feet and slowly working their way up to their head.

5. Ask students to visualize a peaceful place where they feel safe and at ease, such as a beach or a flower-filled field.

6. After a few minutes of visualization, ask students to bring their attention back to the classroom while still keeping their eyes closed.

7. Instruct students to slowly open their eyes and maintain the feeling of calm and focus as they start the lesson.

Content Contextualization

Nitro compounds are widely used in various industries, from the manufacture of explosives to the production of pharmaceuticals and dyes. Understanding the nomenclature of these compounds is essential not only for the study of chemistry but also for practical applications in everyday life and in students' professional careers. By learning to name and recognize these compounds, students develop critical analysis and problem-solving skills, which are fundamental competencies both in academic and personal life.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 30 minutes

1. Definition of Nitro Compounds: Nitro compounds are organic compounds that contain one or more nitro groups (-NO2) attached to a carbon atom. These compounds are known for their explosive properties and are used in the production of explosives, pharmaceuticals, and dyes.

2. Structure of Nitro Compounds: The basic structure of a nitro compound includes the nitro functional group (-NO2) attached to a carbon ring or an aliphatic chain. The nitro group is characterized by a double bond between nitrogen and one of the oxygens, and a single bond between nitrogen and the other oxygen.

3. IUPAC Nomenclature for Nitro Compounds: The name of nitro compounds is formed by adding the prefix 'nitro-' followed by the name of the hydrocarbon to which it is attached. For example, 'nitromethane' (CH3NO2) and '1-nitropropane' (C3H7NO2).

4. Nomenclature Rules:

5. Identifying the Main Chain: Identify the longest chain of carbon atoms that contains the nitro group.

6. Numbering the Chain: Number the main chain so that the nitro group receives the lowest possible number.

7. Naming: Use the prefix 'nitro-' followed by the name of the corresponding hydrocarbon.

8. Examples:

9. CH3NO2: Nitromethane

10. C2H5NO2: 2-Nitroethane

11. C3H7NO2: 1-Nitropropane

12. Differentiation: Compare the nomenclature of nitro compounds with other organic compounds, such as alcohols and ketones, to highlight differences in structure and naming.

13. Analogies: Compare nitro compounds with common explosives, like TNT (trinitrotoluene), to help students understand the importance and applications of these compounds.

14. Practical Applications: Describe how nitro compounds are used in the pharmaceutical industry for drug production and in the dye industry. Explain the importance of these compounds in everyday life and in the students' careers.

Socioemotional Feedback Activity

Duration: 40 - 45 minutes

Identification and Nomenclature of Nitro Compounds

In this activity, students will work in groups to identify and name different nitro compounds based on their chemical structures. The activity will be conducted using molecular models and structural drawings to facilitate visualization and understanding of the compounds.

1. Divide the class into groups of 3 to 4 students.

2. Distribute molecular models and structural drawings of different nitro compounds to each group.

3. Ask the students to use the IUPAC nomenclature rules to identify and name each provided nitro compound.

4. Request that each group write the names of the compounds on a whiteboard or on a large sheet of paper.

5. After identifying and naming, each group should present their results to the class.

6. During the presentations, encourage students to discuss the difficulties encountered and the strategies used to solve the problems.

Group Discussion

After the activity, gather all the groups for a group discussion. Use the RULER method to guide the discussion:

Recognize: Ask students to recognize and share how they felt during the activity. Did they feel confident, frustrated, or excited? Understand: Help students understand the causes of their emotions. For example, frustration may have arisen from difficulties in applying the nomenclature rules. Discuss the consequences of their emotions, such as motivation to learn more or hesitance to participate. Label: Encourage students to accurately label their emotions. This can help in the precise identification of feelings and clear communication among peers. Express: Guide students on how to express their emotions appropriately. For example, expressing frustration constructively can lead to seeking help and clarification. Regulate: Teach strategies for effectively regulating emotions. Breathing techniques, reflection pauses, and mindfulness practices can be helpful for maintaining focus and calm during challenging activities.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Ask students to reflect on the challenges they faced during the lesson and how they managed their emotions. This can be done through a brief writing assignment (one to two paragraphs) or a group discussion. Encourage them to write or talk about specific moments when they felt frustrated, excited, confused, or confident, and how they dealt with those emotions. Also, ask what they learned about their own emotional reactions and what strategies they used or could use to improve emotional control in future situations.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies to deal with challenging situations. This promotes self-awareness and the ability to self-manage, essential skills in both academic and personal environments.

Closure and A Look Into The Future

Explain to students the importance of setting personal and academic goals related to the lesson content. Ask them to write a specific goal to improve their understanding and application of nitro compound nomenclature. Additionally, encourage them to set a personal goal related to the development of their socioemotional skills, such as improving group communication or practicing emotional regulation strategies in academic stress situations.

Possible Goal Ideas:

1. Understand and correctly apply IUPAC nomenclature for nitro compounds.

2. Participate actively and collaboratively in group activities.

3. Practice emotional regulation in challenging situations, using techniques learned during the lesson.

4. Conduct periodic reviews of the content to consolidate learning.

5. Seek additional help on specific topics if necessary, promoting autonomy in study. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging continuity in academic and personal development. By setting clear goals, students can direct their efforts more effectively, ensuring continuous progress both in the specific content of the lesson and in their socioemotional skills.