Objectives (5 - 7 minutes)

1. Understand the nomenclature of alcohols: Students should be able to identify the different types of alcohols and understand how they are correctly named. This includes identifying the -OH functional group and its location on the carbon chain.

2. Apply the nomenclature of alcohols in practice: Students should be able to apply the knowledge acquired to name different alcohol molecules. This will involve identifying the main chain, numbering the carbons, and adding the suffix "-ol" to indicate that the molecule is an alcohol.

3. Differentiate the nomenclature of alcohols from other organic functions: Students should be able to distinguish the nomenclature of alcohols from other organic functions that they have already learned, such as ethers, aldehydes, and ketones. This will help solidify their understanding of the structure and nomenclature of organic compounds.

Secondary Objectives:

• Encourage active student participation: Through the use of hands-on activities and group discussions, the teacher should encourage active student participation to promote a deeper understanding of the topic.

• Develop problem-solving skills: Through the practice of naming different alcohol molecules, students will also be developing their problem-solving and critical thinking skills.

INTRODUCTION (10 - 12 minutes)

1. Review of previous content: The teacher should begin the class by reviewing the concepts of organic functions already studied, with a special focus on those that are relevant to the current class. This may include the general structure of an organic compound, the importance of functional groups, and the nomenclature of other organic functions, such as ethers, aldehydes, and ketones.

2. Problem situations: Next, the teacher can present two problem situations to arouse students' interest and show the importance of the topic. For example:

   • "Imagine that you are working in a laboratory and need to identify a compound that contains an OH group. How would you name it correctly?"
   • "Suppose you are reading a scientific article and come across the name '2-propanol'. What can you infer about the structure of this molecule just from its name?"

3. Contextualization: The teacher should then explain the importance of alcohols in everyday life and in various industries. Examples can be mentioned of alcohols used as solvents, disinfectants, fuels, in perfumes, medicines, among others. This helps establish the relevance of the topic for students and motivates them to learn.

4. Introduction to the topic: To introduce the topic in an engaging way, the teacher can share some curiosities or stories related to the nomenclature of alcohols. For example:

   • "Did you know that the nomenclature of alcohols is based on an old convention that dates back to the 19th century? At that time, chemists used to name compounds according to the substance from which they were derived. For example, methanol, which is the simplest alcohol, was originally called 'wood alcohol' because it was produced by the distillation of wood. Today, however, we use a more systematic nomenclature that allows us to name alcohols according to their structure."
   • "Have you ever heard of isopropyl alcohol? It is an example of a widely used alcohol that has a somewhat complicated name. But, if we know the nomenclature of alcohols, we can easily deduce its structure. The prefix 'iso-' tells us that this alcohol has a 3-carbon branch, and the suffix '-ol' tells us that it has an OH group. Therefore, we can conclude that the structure of isopropyl alcohol is CH3-CHOH-CH3."

5. Objectives of the Class: Finally, the teacher should present the Learning Objectives of the class, explaining what the students should be able to do at the end of the class. This helps focus students' attention and set clear expectations.

DEVELOPMENT (20 - 25 minutes)

1. Modeling Activity - Building Alcohol Molecules:

   • Required Materials: Models of atoms and bonds (can be made with modeling clay and toothpicks), cards with names of different alcohols.
   • Student Groups: Students should be divided into groups of up to five people.
   • Activity Description: Each group will receive a set of atoms (representing carbon, hydrogen, and oxygen) and bonds (representing covalent bonds). They will also receive cards with names of different alcohols. The task of the groups will be to build the alcohol molecules corresponding to the given names, following the rules of nomenclature.
   • Step by Step:
     1. The teacher distributes the materials to each group.
     2. Students read the name of the alcohol on the card and try to build the corresponding molecule.
     3. They should follow the rules of nomenclature, such as identifying the main chain, numbering the carbons, and adding the suffix -ol.
     4. After building the molecule, they should check if the nomenclature is correct.
     5. The teacher circulates around the room, assisting the groups and clarifying any doubts.

2. Discussion Activity - Alcohol Nomenclature in Real Life:

   • Required Materials: List of everyday products that contain alcohol (such as disinfectants, perfumes, alcoholic beverages, etc.).
   • Activity Description: The teacher presents the students with the list of everyday products that contain alcohol. Then, the students, in their groups, should discuss and try to identify the alcohol nomenclature present in each product. They should explain how they reached this Conclusion, applying the knowledge acquired during the class.
   • Step by Step:
     1. The teacher presents the list of everyday products.
     2. The students, in their groups, discuss and try to identify the alcohol nomenclature present in each product.
     3. They should explain how they reached this Conclusion, applying the knowledge acquired during the class.
     4. Each group shares its findings with the class.
     5. The teacher provides feedback and clarifies any misunderstandings.

3. Research Activity - Nomenclature of Alcohols in Industry:

   • Required Materials: Access to the internet, textbooks, or other reference resources.
   • Activity Description: The teacher presents the students with the challenge of researching and identifying examples of alcohols used in industry. Each group must choose an example and then research and present to the class information on the structure and nomenclature of that alcohol, as well as its industrial applications.
   • Step by Step:
     1. The teacher presents the research challenge and provides some examples of alcohols used in industry (such as ethanol, used in the production of fuels, disinfectants, and alcoholic beverages).
     2. Each group chooses an example and researches information on the structure and nomenclature of that alcohol, as well as its industrial applications.
     3. The groups prepare a short presentation to share their findings with the class.
     4. Each group presents its findings to the class.
     5. The teacher provides feedback and clarifies any misunderstandings.

WRAP-UP (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes):

   • The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each group during the activities.
   • This is an opportunity for students to share their findings, clarify any doubts that may have arisen, and learn from each other.
   • The teacher should ensure that all students have a chance to participate and that the environment is respectful and collaborative.

2. Connection to Theory (2 - 3 minutes):

   • After the discussion, the teacher should briefly review the theoretical concepts that were applied during the activities.
   • The teacher can highlight how the theory connects with practice, using examples from the activities to illustrate the concepts.
   • This is an opportunity to clarify any misunderstandings and to reinforce learning.

3. Individual Reflection (2 - 3 minutes):

   • The teacher should propose that students reflect individually on what they have learned in class.
   • To guide the reflection, the teacher can ask questions such as:
     1. "What was the most important concept you learned today?"
     2. "What questions have not yet been answered?"
   • Students should write down their answers, which can be shared with the class, if students feel comfortable doing so.

4. Teacher Feedback (1 minute):

   • Finally, the teacher should provide general feedback on the class, praising the students' efforts, highlighting the main findings, and reinforcing the importance of the topic.
   • The teacher should also encourage the students to continue studying the subject at home and to bring any questions to the next class.

CONCLUSION (5 - 7 minutes)

1. Summary of the Class (2 - 3 minutes):

   • The teacher should begin the Conclusion by summarizing the main points covered during the class. This may include a review of the nomenclature of alcohols, the identification of the -OH group and its location on the carbon chain, among others.
   • This summary serves to reinforce learning and help students consolidate the knowledge acquired.

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

   • Next, the teacher should highlight how the class connected theory, practice, and applications. He can, for example, mention how the modeling activity helped students visualize the structure of alcohols, and how the research activity showed that the nomenclature of alcohols is used in industry.
   • This discussion helps students understand the relevance of what they have learned and how they can apply this knowledge in real-world situations.

3. Supplementary Materials (1 minute):

   • The teacher should suggest some study materials for students who wish to deepen their understanding of the nomenclature of alcohols. This may include textbooks, chemistry websites, educational videos, among others.
   • The teacher could, for example, recommend a video that explains the nomenclature of alcohols in a visual and interactive way, or a chemistry website that offers practical exercises for students to practice nomenclature.

4. Relevance of the Topic (1 minute):

   • Finally, the teacher should emphasize the importance of the topic presented for students' everyday lives. He could mention, for example, that the nomenclature of alcohols is used not only in chemistry, but also in various areas, such as pharmacy, medicine, the food and beverage industry, among others.
   • The teacher can end the class by reinforcing the idea that understanding the nomenclature of alcohols is not just a mandatory task for the chemistry discipline, but a useful skill that can be applied in various life situations.