Lesson plan of Organic Functions: Hydrocarbons

Objectives (5 - 7 minutes)

1. Main Objective:

   • Understand the concept of hydrocarbons, their main characteristics and how they are classified.

2. Secondary Objectives:

   • Identify the main organic functions and their relation to hydrocarbons.
   • Differentiate between saturated and unsaturated hydrocarbons, and understand the importance of this difference.
   • Apply the acquired knowledge to identify and name simple hydrocarbons.

By the end of this lesson, students should be able to recognize and classify hydrocarbons, as well as describe their characteristics and properties. They should also be able to differentiate between saturated and unsaturated hydrocarbons, and name simple hydrocarbons. This knowledge is fundamental for the understanding of many other organic chemistry topics.

Introduction (10 - 15 minutes)

1. Review of previous contents:

   • The teacher should start the lesson by reviewing the concepts of carbon atoms and the importance of carbon in the formation of organic compounds. (3 - 5 minutes)
   • Next, briefly review the classification of organic compounds according to the type of bond they have, such as compounds with single, double, and triple bonds. (3 - 5 minutes)

2. Problem-solving situations:

   • The teacher can propose two situations to stimulate students' critical thinking:
     • How to differentiate between an organic compound and an inorganic compound?
     • If an organic compound only has carbon and hydrogen, how can we classify it?
   • These questions should serve as a starting point for the introduction of the concept of hydrocarbons. (2 - 3 minutes)

3. Contextualization:

   • The teacher should then explain the importance of hydrocarbons in everyday life, mentioning their presence in various materials and substances that we use daily, such as plastic, petroleum, natural gas, etc.
   • The relevance of hydrocarbons in the industry, in medicine, and in energy generation can also be mentioned. (3 - 5 minutes)

4. Introduction to the topic:

   • To draw the students' attention to the topic, the teacher can share some curiosities about hydrocarbons, such as the fact that diamond and graphite, despite being made of the same element - carbon - have completely different physical properties and structures, all due to their molecular structure, which is a type of hydrocarbon.
   • Another interesting curiosity is the existence of aromatic hydrocarbons, which have a characteristic aroma, hence the name, and which are widely used in the perfume and flavoring industry. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1: Building Hydrocarbons (10 - 12 minutes)

   • Required materials: Molecular models (Styrofoam balls in different colors and sizes), cards with symbols of the chemical elements (C and H).
   • Students, divided into groups of up to five, will be given the materials and the task of building different types of hydrocarbons (methane, ethane, propane, butane, pentane).
   • Each group should build a 3D model of each hydrocarbon, using the polystyrene balls and the cards with symbols of the chemical elements to represent the bonds between the carbon and hydrogen atoms.
   • During the activity, the teacher should circulate around the room, observing the groups' work, clarifying doubts, and asking questions to stimulate discussion and reasoning among the students.

2. Activity 2: Board Game "Paths of Hydrocarbons" (10 - 12 minutes)

   • Required materials: Printed game board (composed of squares with hydrocarbon names), cards with structural formulas and questions related to hydrocarbons, pawns and dice.
   • The teacher explains the rules of the game, which consists of advancing through the squares on the game board according to the roll of the die. When landing on a square, the group has to answer a question related to the hydrocarbon in that square.
   • Questions can range from identifying the type of hydrocarbon (saturated or unsaturated) to its molecular formula or official name.
   • The aim of the game is to reach the end of the board, which happens when the group answers a question correctly by landing on the last square.
   • During the game, the teacher must monitor the groups' answers, clarify doubts, and correct possible mistakes.

3. Activity 3: Hydrocarbon Challenge in Everyday Life (5 - 7 minutes)

   • The teacher proposes a challenge to the groups: they must find and list the largest possible number of products or materials present in everyday life that contain hydrocarbons.
   • Students can use their smartphones to research if necessary. The group that manages to list the largest number of items wins the challenge.
   • This activity aims to make students realize the importance and presence of hydrocarbons in our daily lives, reinforcing the contextualization of the topic.
   • The teacher should monitor the activity, clarify doubts and assist the groups if necessary.

These activities are intended to promote students' understanding about the structure and classification of hydrocarbons, and to reinforce the importance and presence of these substances in our daily lives.

Feedback (10 - 12 minutes)

1. Group Discussion (3 - 5 minutes)

   • The teacher should gather all the students for a group discussion. Each group will have up to 3 minutes to share their conclusions or solutions to the activities carried out.
   • During the presentations, the teacher should encourage students to explain their choices and reasoning. He should ask questions to stimulate reflection and deepen students' understanding of hydrocarbons.
   • The teacher should highlight the correct answers and clarify possible misunderstandings, ensuring that all students understand the concepts correctly.

2. Theoretical Connection (3 - 5 minutes)

   • After the presentations, the teacher should resume the theoretical concepts presented at the beginning of the class and make the connection with the practical activities performed.
   • He should reinforce the classification of hydrocarbons, the importance of the molecular structure in defining the physical and chemical properties, and the relevance of these substances in our daily lives.
   • The teacher can use examples of the activities to illustrate the theoretical concepts, making the explanation more clear and understandable to the students.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should propose that the students individually reflect on what they learned in class. He can ask questions such as: What was the most important concept learned today? What questions have not been answered yet?
   • The students should write down their answers on a piece of paper. The teacher can collect these notes to assess the students' understanding and identify possible difficulties that need to be addressed in future classes.

4. Feedback and Conclusion (2 minutes)

   • The teacher should thank the students for their participation and emphasize the importance of the learned contents to the study of organic chemistry and for the understanding of many chemical phenomena of our daily lives.
   • He should encourage students to continue exploring the subject outside the classroom and to bring their doubts and discoveries to the next class.
   • Finally, the teacher should provide general feedback on the class's performance, highlighting the strengths and areas that need further attention.

This Feedback moment is crucial for consolidating students' learning, and for the teacher to evaluate the efficacy of his pedagogical approach. It also provides an opportunity for the students to reflect on what they have learned and for the teacher to clarify possible doubts or misunderstandings.

Conclusion (5 - 7 minutes)

1. Content Summary (1 - 2 minutes):

   • The teacher must recap the main points addressed during the lesson, reinforcing the definition of hydrocarbons, their classification according to the presence of double and triple bonds (saturated and unsaturated), and the importance of these substances in daily life.
   • He must also recall the activities performed and how they have helped consolidate the theoretical concepts.

2. Theory-Practice-Application Connection (1 - 2 minutes):

   • The teacher should highlight how the lesson connected the theory, practice and application. He can mention how building molecular models and the board game allowed students to visualize and manipulate the structures of hydrocarbons, facilitating the comprehension of the theoretical concepts.
   • In addition, the teacher should emphasize how the activity "Hydrocarbon Challenge in Everyday Life" helped to contextualize the theme, showing the students the relevance and presence of these substances in our daily life.

3. Complementary Materials (1 minute):

   • The teacher should suggest further study materials for students who want to deepen their knowledge of the subject. This may include chemistry books, educational websites, explanatory videos, among others.
   • He can also ask that students review the lesson content and prepare possible questions to be clarified in the next class.

4. Subject Importance (1 - 2 minutes):

   • To conclude, the teacher must stress the importance of the subject addressed to the formation of the students, explaining how the knowledge about hydrocarbons is fundamental for the understanding of many other organic chemistry topics.
   • He must also reinforce the relevance of hydrocarbons in various aspects of modern life, from energy production to manufacturing of materials and drugs.
   • Finally, the teacher must encourage students to continue studying and exploring the fascinating world of organic chemistry.

The conclusion is an essential part of the class, as it allows the teacher to reinforce the main learning points, to connect theory with practice and application, and to motivate students to keep studying the topic.