Objectives (5 - 7 minutes)

1. Understand the concept of atoms and ions: The teacher should guide the students to understand the difference between atoms and ions, and how electrons are key to the formation of ions from atoms.

2. Recognize the characteristics of atoms: Students should be able to identify the main characteristics of atoms, such as atomic number, atomic mass, and the arrangement of electrons in different energy levels.

3. Understand the formation of ions: The teacher should guide the students to understand how ions are formed, either by losing or gaining electrons, and how this formation affects the chemical properties of elements.

Secondary objectives:

• Relate the formation of ions to the periodic table: Students should be encouraged to associate the formation of ions with the position of elements in the periodic table, recognizing patterns and trends.

• Apply the acquired knowledge in practical situations: Students should be encouraged to apply the concept of atoms and ions in practical situations, such as in the formation of ionic and covalent compounds.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by reviewing the fundamental concepts of atomic structure, such as protons, neutrons, electrons, atomic number, and atomic mass. This can be done through a brief explanation and a quick interactive quiz to check the students' retention of these concepts. (3 - 5 minutes)

2. Problem-based situation 1: 'What happens when an atom loses an electron?' The teacher should present the first problem-based situation to the students, where an atom is about to lose an electron. This situation will serve as a hook to introduce the concept of ions. (2 - 3 minutes)

3. Problem-based situation 2: 'Why do some elements like to lose electrons while others prefer to gain?' The teacher should propose the second problem-based situation, which addresses the formation of ions in a more complex way. This situation will help students realize that the formation of ions is not random, but governed by rules and patterns. (2 - 3 minutes)

4. Contextualization: The teacher should highlight the importance of studying atoms and ions, explaining that these concepts are fundamental to understanding many chemical phenomena, from the formation of compounds to the reaction between different substances. Additionally, the teacher should mention some practical applications, such as the use of ions in medicine, industry, and technology. (2 - 3 minutes)

5. Introduction to the topic: To spark students' interest, the teacher can share two curiosities related to the theme:

   • Curiosity 1: 'Did you know that ions play a fundamental role in the electrical conduction of our body? In fact, the electrical impulses that allow our brain, heart, and muscles to function properly are possible thanks to the presence of ions, such as sodium and potassium, in our cells.'

   • Curiosity 2: 'Have you heard about negative ions in the air? Many people believe that the presence of negative ions in the air can bring health benefits, such as increasing well-being and improving sleep quality. These ions are naturally formed in the atmosphere, especially during storms, and can also be generated artificially by electronic devices, such as air purifiers.' (3 - 5 minutes)

Development (20 - 25 minutes)

1. Activity 1: 'The Electron Game' (10 - 12 minutes)

   • Description: The teacher should divide the class into groups of 3 to 4 students. Each group will receive a box with marbles of two different colors (e.g., red and blue) and a series of cards with symbols of chemical elements. The red marbles represent valence electrons of a neutral atom, while the blue ones represent electrons that have been lost or gained by the atom, forming an ion.

   • Objective: The goal of the game is for students to simulate the formation of ions from neutral atoms. To do this, they must follow the rules established by the chemical element cards. For example, if the card represents an alkali metal, the group must remove an electron (red marble) from the box, forming a positive ion. If the card represents a halogen, the group must add an electron (blue marble) to the box, forming a negative ion.

   • Step by step:

     1. The teacher distributes the boxes and cards to the groups.
     2. Students read the card and follow the rules to add or remove electrons.
     3. After each round, students count the number of electrons in the box and check if they have formed the ion correctly.
     4. The game continues until all cards have been used.

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

   • Description: In this activity, each group will receive a series of cards representing neutral atoms of different chemical elements and other cards representing extra or missing electrons. The challenge is to 'build' the correct ion by combining the neutral atom with the extra or missing electrons.

   • Objective: The objective of this activity is for students to practice the formation of ions in a more complex way, considering the atomic number and electronic configuration of the elements.

   • Step by step:

     1. The teacher distributes the cards to the groups.
     2. Students choose a card of a neutral atom and a card of an extra or missing electron.
     3. Students combine the cards, forming the corresponding ion.
     4. Students record their answers on paper and show them to the teacher for verification.

3. Group Discussion (5 - 7 minutes)

   • Description: After the conclusion of the activities, the teacher should promote a group discussion so that students can share their findings and clarify any doubts that may have arisen during the activities.

   • Objective: The objective of this discussion is to reinforce the concepts learned and facilitate students' understanding, allowing them to apply what they have learned in real and contextualized situations.

   • Step by step:

     1. The teacher initiates the discussion by asking open-ended questions to the groups, such as 'How did you decide how many electrons to add or remove?' or 'Did you notice any patterns in the formation of ions?'.
     2. Students have the opportunity to answer the questions and ask each other questions.
     3. The teacher monitors the discussion, intervening when necessary to clarify concepts or guide the conversation.
     4. After the discussion, the teacher summarizes the main points, reinforcing key concepts and clarifying any misunderstandings.

Return (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   • Description: The teacher should promote a group discussion with all students to review the concepts learned and clarify any doubts that may have arisen during the activities. This is an opportunity for students to share their experiences, difficulties, and discoveries, as well as for the teacher to ask questions that may stimulate critical thinking and deepen students' understanding.

   • Objective: The objective of this discussion is to allow students to reflect on what they have learned and how it applies in different contexts. Additionally, it allows the teacher to assess the level of students' understanding and identify any areas that may need reinforcement in future classes.

   • Step by step:

     1. The teacher initiates the discussion by asking the groups what they thought of the activities, what were the most challenging parts, and what they learned from them.
     2. The teacher then asks more targeted questions to assess students' understanding, such as 'Why does an atom lose or gain electrons to form an ion?' or 'How does the formation of ions affect the chemical properties of elements?'.
     3. Students have the opportunity to answer the questions and ask each other questions.
     4. The teacher monitors the discussion, intervening when necessary to clarify concepts or guide the conversation.
     5. The teacher concludes the discussion by summarizing the main points, reinforcing key concepts, and clarifying any misunderstandings.

2. Connection to Theory (2 - 3 minutes)

   • Description: The teacher should help students make the connection between the practical activities carried out and the theoretical concepts discussed at the beginning of the lesson. This can be done through a quick review of the main points, followed by examples that illustrate the application of these concepts in practice.

   • Objective: The objective of this stage is to make learning more meaningful, showing students how theoretical concepts apply in practice. This can help reinforce students' understanding and motivate them to continue learning.

   • Step by step:

     1. The teacher briefly reviews the main concepts discussed in the lesson, such as the difference between atoms and ions, and how ions are formed.
     2. The teacher then presents examples that illustrate the application of these concepts in practice, such as the formation of ions in nature, the importance of ions for human health, or the use of ions in industry and technology.
     3. Students are encouraged to make connections between theory and practice, sharing examples they may have encountered in their daily lives or in other disciplines.

3. Final Reflection (2 - 3 minutes)

   • Description: The teacher should encourage students to reflect individually on what they have learned in the lesson. He can provide some guiding questions to help students structure their reflections.

   • Objective: The objective of this activity is for students to consolidate their learning, identify which concepts are still unclear, and what they would like to learn in future lessons.

   • Step by step:

     1. The teacher asks students to silently reflect on the following questions: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
     2. After a minute of reflection, the teacher asks students to briefly share their answers with the class.
     3. The teacher thanks the students for their effort and participation, and reinforces the importance of continuous study and practice for understanding chemistry concepts.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • Description: The teacher should summarize the main points covered during the lesson, reinforcing the concepts of atoms, ions, and the differences between them. Additionally, he should recall the processes of ion formation by loss or gain of electrons and how this affects the chemical properties of elements.
   • Objective: The objective of this summary is to consolidate the knowledge acquired by students, recalling the most important concepts and reinforcing their understanding.

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

   • Description: The teacher should explain how the lesson connected theory, practice, and applications. This can be done by highlighting how the practical activities helped to illustrate and apply the theoretical concepts discussed, and how these concepts are relevant to real-world situations.
   • Objective: The objective of this explanation is to show students the importance and usefulness of what they have learned, motivating them to continue studying and applying these concepts.

3. Extra Materials (1 - 2 minutes)

   • Description: The teacher should suggest additional materials for students who wish to deepen their knowledge on the topic. These materials may include books, articles, videos, educational websites, and chemistry apps.
   • Objective: The objective of this suggestion is to provide students with additional resources for independent study, allowing them to explore the topic at their own pace and according to their interests.

4. Relevance of the Subject (1 minute)

   • Description: The teacher should conclude the lesson by reinforcing the importance of studying atoms and ions, highlighting their applications in various areas, from chemistry and physics to biology and medicine.
   • Objective: The objective of this Conclusion is to motivate students to continue learning about the subject, showing them that the knowledge acquired has practical applications and relevance in their lives.