Objectives (5 minutes)

1. Understand the concept of planar isomerism and identify its main characteristics.
2. Distinguish between planar and non-planar isomers, recognizing the structural differences that lead to this classification.
3. Develop the ability to identify planar isomers in molecular structures, using drawings or structural formulas.

Secondary objectives:

• Recognize the importance of planar isomerism in the study of Organic Chemistry and in related areas.
• Apply the knowledge acquired to solve practical problems, such as identifying isomeric compounds in everyday situations or in laboratory experiments.
• Stimulate critical thinking and analytical skills when discussing the implications of planar isomerism in different contexts, such as in the pharmaceutical or food industries.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher begins the class by recalling the concepts of isomerism and planar structure, which were discussed in previous classes. It is important that students are clear about what isomerism is and how planar structures differ from other forms of molecular arrangement. (3 - 5 minutes)

2. Problem situations: The teacher proposes two situations that encourage students' reflection and prepare them for the Development of the class content.

   • The first situation involves the identification of two chemical compounds with the same molecular formula, but with different physical and chemical properties.
   • The second situation suggests the challenge of recognizing the existence of planar isomers in a complex molecular structure. (5 - 7 minutes)

3. Contextualization: The teacher explains the importance of planar isomerism in Organic Chemistry, highlighting how this property is crucial in understanding the characteristics and behaviors of the compounds. In addition, the teacher can mention practical applications of planar isomerism in different areas, such as in the pharmaceutical industry, in the production of food and in the synthesis of materials. (2 - 3 minutes)

4. Gaining the attention of the students:

   • The teacher can share curiosities about planar isomerism, such as the fact that the discovery and study of this property were fundamental for the Development of many medicines and technological materials.
   • Another strategy to arouse students' interest is to present practical and real examples of planar isomers, such as the case of sucrose and fructose, which have the same molecular formula but different structures and, consequently, distinct physical and chemical properties. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory (10 - 15 minutes)

   • Definition of planar isomerism: The teacher explains that planar isomerism occurs when two or more compounds have the same molecular formula, but differ in the sequence of bonds between atoms. In this context, the teacher emphasizes that, despite having the same formula, planar isomers have distinct physical and chemical properties due to their different molecular structure. (3 - 5 minutes)

   • Classification of planar isomers: The teacher presents the two main categories of planar isomers: chain isomers and position isomers. The teacher explains that chain isomers differ in the sequence of atoms that make up the main chain of the molecule, while position isomers have the same sequence of atoms in the chain, but differ in the position of one or more functional groups. (3 - 5 minutes)

   • Examples of planar isomers: The teacher presents a series of examples of planar isomers, both chain and position, using drawings or structural formulas. It is important that the examples are varied and easy to understand, in order to facilitate the visualization of the structural differences between the isomers. (3 - 5 minutes)

2. Practice (10 - 15 minutes)

   • Discussion of examples: The teacher proposes a discussion of the examples presented, encouraging students to identify the structural differences that characterize the planar isomers. This step is crucial for students to consolidate their understanding of the concept of planar isomerism and to develop the ability to recognize this property in molecular structures. (5 - 7 minutes)

   • Practical activity: The teacher proposes a practical activity in which students must identify planar isomers in the provided molecular structures. The teacher can divide the class into small groups for this activity, which favors collaboration between students and discussion of the solutions found. (5 - 7 minutes)

3. Review and clarification of doubts (5 - 10 minutes)

   • The teacher reviews the main points covered in the class, clarifies possible doubts and makes the link between the theory presented and the practical activities carried out. It is important that the teacher is attentive to clarify students' doubts in a clear and objective way, encouraging the participation of all and promoting a welcoming and respectful learning environment. (3 - 5 minutes)

   • The teacher can end the class by proposing a reflection on the importance of planar isomerism in everyday life, highlighting how this property is present in several compounds that we use daily, such as medicines, food and technological materials. (2 - 3 minutes)

Feedback (10 - 15 minutes)

1. Connection with practice and the real world (5 - 7 minutes)

   • The teacher should lead a discussion on how planar isomerism manifests itself in the real world. One could mention, for example, the use of planar isomers in medicines, where small changes in molecular structure can lead to major differences in terms of efficacy and side effects.
   • Another interesting example is the use of planar isomers in the food industry, where different isomers of the same compound can have distinct flavors and textures.
   • The teacher could also discuss how the knowledge about planar isomerism is applied in the synthesis of materials, such as in the production of polymers, where the structure of the material can be controlled by the choice of the appropriate isomers.
   • To reinforce the connection with practice, the teacher can suggest that the students look for examples of planar isomerism in everyday products, such as medicines, food and materials, and report their findings in the next class.

2. Reflection on learning (3 - 5 minutes)

   • The teacher should ask the students to reflect on what they learned in class. Questions like "What was the most important concept you learned today?" and "What questions have not yet been answered?" can be asked.
   • The teacher should emphasize that reflection is an essential part of the learning process, as it helps students to consolidate what they have learned and identify gaps in their understanding, which can be addressed in future classes.

3. Feedback and evaluation (2 - 3 minutes)

   • The teacher should ask for feedback from the students about the class, asking what they thought of the content, the teaching methodology and the proposed activities.
   • In addition, the teacher can evaluate the students' learning through a brief oral or written assessment, in which students must identify planar isomers in the provided molecular structures.
   • Feedback and evaluation are important so that the teacher can adjust his teaching practice according to the needs and expectations of the students, thus ensuring more effective and meaningful learning.

4. Preparation for the next class (1 - 2 minutes)

   • The teacher should inform the students about what will be covered in the next class, in order to prepare them for the new content. One could, for example, announce that in the next class, geometric and optical isomers will be discussed, thus expanding the study on isomerism in Organic Chemistry.

Conclusion (5 - 7 minutes)

1. Summary of the content (2 - 3 minutes)

   • The teacher should summarize the main points covered in the class, reinforcing the concept of planar isomerism and the difference between chain and position isomers.
   • He should remind students about the importance of understanding the molecular structure of compounds in order to understand their properties and behaviors.

2. Connection between theory and practice (1 - 2 minutes)

   • The teacher should highlight how the class connected the theory, practice and application of planar isomerism.
   • He can mention how the discussion of the examples and the practical activity helped students to visualize the structural differences between the isomers and to understand how these differences are reflected in the properties of the compounds.
   • The teacher should also reiterate the examples of how planar isomerism is applied in practice, such as in the pharmaceutical industry, in the production of food and in the synthesis of materials.

3. Extra materials (1 - 2 minutes)

   • The teacher can suggest additional study materials for students who wish to deepen their understanding of planar isomerism.
   • These materials might include textbooks, chemistry websites, educational videos and online exercises.
   • The teacher can also recommend simple experiments at home or in the school laboratory to illustrate the concepts learned.

4. Relevance of the topic (1 minute)

   • Finally, the teacher should emphasize the importance of studying planar isomerism, not only for Chemistry, but also for other areas of knowledge and for everyday life.
   • He can mention again the examples of how planar isomerism affects the efficacy of medicines, the flavor of food and the properties of materials.
   • In addition, the teacher can encourage students to continue observing and questioning the world around them, seeking to identify and understand the chemical phenomena that occur around them.