Objectives (5 - 7 minutes)

1. Understanding the Structure of Hydrocarbons: The main objective of the lesson is for students to understand the basic structure of hydrocarbons, comprehending the arrangement of carbon and hydrogen atoms in the molecule. They should be able to identify the general formula of hydrocarbons and understand their importance and variety in Organic Chemistry.

2. Identification and Classification of Hydrocarbons: Students should be able to identify hydrocarbons in their simplest forms, such as alkanes, alkenes, and alkynes, and classify them according to their structure. They should understand the differences between these classes of hydrocarbons, including the number of double or triple bonds and the presence or absence of unsaturations.

3. Application of Concepts in Practice: Finally, students should apply the acquired knowledge to solve practical problems and questions. They should be able to name and draw hydrocarbon structures, identify the type of bond, and the presence of unsaturations.

Secondary Objectives:

• Promote Critical Thinking: In addition to the specific objectives of the lesson, the lesson plan also aims to promote students' critical thinking, encouraging them to ask questions, seek answers, and form their own conclusions.

• Stimulate Active Participation: Through group activities and discussions, students will be encouraged to actively participate in the lesson, sharing their ideas and understandings, and building knowledge collaboratively.

Introduction (10 - 12 minutes)

1. Review of Related Content: The teacher starts the lesson by briefly reviewing the concepts of chemical bonds, carbon and hydrogen atoms, and the importance of Organic Chemistry. This review is essential to ensure that students have the necessary prior knowledge for the new content. (3 - 4 minutes)

2. Problem-Solving Scenarios: The teacher proposes two problematic situations to arouse students' interest and contextualize the subject:

   • "How do scientists manage to create different types of plastics, from the rigid ones used in bottles to the flexible ones used in food packaging?" (In this case, the teacher can explain that plastics are formed by chains of hydrocarbons, and different types of hydrocarbons result in different physical and chemical properties.)

   • "Why do some fuels burn more easily than others?" (The teacher can explain that the ease of combustion of a fuel is related to its hydrocarbon structure, with alkanes burning more easily than alkenes and alkynes.) (4 - 5 minutes)

3. Contextualization of the Subject: The teacher introduces the importance of hydrocarbons in everyday life, mentioning that they are main components of fossil fuels, plastics, rubbers, waxes, oils, among others. Additionally, emphasizes that the study of hydrocarbons is crucial to understand the reactivity and properties of many organic compounds, and is fundamental to various areas such as Medicine, Engineering, and Chemical Industry. (2 - 3 minutes)

4. Gaining Attention: To capture students' attention, the teacher can share some curiosities, such as:

   • "Did you know that diamond and graphite, despite both being made of carbon, have such different properties due to their hydrocarbon structure?"

   • "And that gasoline, which we use in our cars, is a complex mixture of hydrocarbons, with the majority being alkanes, which are easier to burn?"

These curiosities help to show the relevance of the subject and to arouse students' interest. (2 - 3 minutes)

Development (20 - 25 minutes)

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

   • Preparation: The teacher divides the class into groups of up to 4 students. Each group receives a molecular modeling kit of carbon and hydrogen atoms. The kit consists of small spheres representing carbon and hydrogen atoms, and sticks to connect them.

   • Description: The teacher explains that each group should build as many hydrocarbons as possible, using the spheres to represent the carbon atoms and the sticks to represent the bonds. The teacher gives a time limit of 5 minutes for the activity.

   • Execution: The students, in their groups, start building the hydrocarbons. The teacher circulates around the room, observing and assisting as necessary.

   • Discussion: After the time limit, the teacher asks each group to share one or two hydrocarbons they built, explaining their structure and name. The teacher takes the opportunity to reinforce the concepts of naming and classifying hydrocarbons.

2. Activity "Hydrocarbons Card Game" (10 - 12 minutes)

   • Preparation: The teacher provides each group with a set of cards. Each card has a structural formula of a hydrocarbon and a set of questions on the back.

   • Description: The teacher explains that the game consists of drawing a card, analyzing the hydrocarbon formula, and correctly answering the questions on the back. The questions vary in difficulty, from simple identification of the type of hydrocarbon (alkane, alkene, or alkyne) to counting the number of carbon and hydrogen atoms in the formula.

   • Execution: The students, in their groups, start the game. They take turns selecting cards and answering the questions. The teacher circulates around the room, providing guidance and clarifying doubts.

   • Discussion: After the time limit, the teacher asks each group to share some of the questions and answers from the game. The teacher takes the opportunity to correct any mistakes and reinforce the concepts of identifying and classifying hydrocarbons.

3. Activity "Inventing Molecules" (5 - 6 minutes)

   • Preparation: The teacher distributes a blank sheet of paper and a marker to each group.

   • Description: The teacher explains that each group should invent a hydrocarbon molecule by drawing its structure on the blank sheet of paper. Students should be creative and invent a molecule with a structure different from those they have studied.

   • Execution: The students, in their groups, start drawing the molecule. They should think about how to distribute the carbon and hydrogen atoms in a way that forms a stable and interesting structure.

   • Discussion: After the time limit, the teacher asks each group to share their molecule with the class. The teacher takes the opportunity to discuss the molecule's structure, its stability, and the properties it could have.

These playful and practical activities allow students to visualize and manipulate hydrocarbon structures, facilitating the understanding and application of concepts. Additionally, they encourage collaboration and discussion among students, promoting active participation and critical thinking.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher gathers all students in a circle and starts an open discussion about the solutions or conclusions found by each group during the activities. Each group is invited to briefly share their main discoveries or difficulties during the construction of hydrocarbons, the card game, and the invention of molecules.

   • The teacher should guide the discussion by asking targeted questions to ensure that key content points are addressed. For example: "How did you decide on the structure of the molecule you invented?" or "What were the main difficulties in trying to identify the hydrocarbons during the card game?".

2. Connection with Theory (2 - 3 minutes)

   • After the discussion, the teacher provides a brief synthesis, connecting the activities carried out with the theory presented in the Introduction of the lesson. The teacher highlights how the practical activities helped solidify the understanding of theoretical concepts, and how the group discussion allowed students to learn from each other.

   • The teacher can reinforce the most important concepts, such as the basic structure of hydrocarbons, classification by type, and the naming process. They can also highlight the main properties of hydrocarbons and their importance in various aspects of daily life.

3. Individual Reflection (2 - 3 minutes)

   • To conclude, the teacher proposes that students reflect individually on what they learned in the lesson. The teacher asks questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".

   • Students have a minute to think about the answers. After this time, the teacher can ask some students to share their reflections with the class, if they feel comfortable. This can help identify possible gaps in understanding and plan future lessons or reviews.

   • The teacher should encourage students to be honest in their reflections, emphasizing that learning is a continuous process and that it is normal to have doubts. The teacher can reinforce that they are available to clarify any doubts and that students can and should continue studying the subject at home.

This Return moment is crucial to consolidate learning and for students to perceive the connection between theory and practice. Additionally, it allows the teacher to assess the effectiveness of the lesson and make adjustments, if necessary, for future classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher summarizes the main points covered during the lesson, reinforcing the basic structure of hydrocarbons, classification by type (alkanes, alkenes, and alkynes), the naming process, and the practical application of these concepts.
   • The teacher also highlights the main learnings from the practical activities, such as building hydrocarbons, the card game, and inventing molecules, and how these activities helped solidify the understanding of theoretical concepts.

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

   • The teacher reinforces how the lesson connected theory, practice, and applications. Explains that through practical activities, students were able to visualize and manipulate hydrocarbon structures, which facilitated the understanding of theoretical concepts.
   • Additionally, the teacher emphasizes that the study of hydrocarbons is fundamental to understand the reactivity and properties of many organic compounds, and is applied in various areas such as Medicine, Engineering, and Chemical Industry.

3. Additional Materials (1 - 2 minutes)

   • The teacher suggests additional materials for students who wish to deepen their knowledge of hydrocarbons. These materials may include explanatory videos, interactive websites, textbooks, among others.
   • For example, the teacher may suggest a video showing the combustion reaction of different hydrocarbons to reinforce the practical application of the content.

4. Relevance of the Subject (1 minute)

   • Finally, the teacher highlights the importance of hydrocarbons in everyday life, mentioning again that they are main components of fossil fuels, plastics, rubbers, waxes, oils, among others.
   • The teacher concludes the lesson by reinforcing that the study of hydrocarbons is crucial to understand the reactivity and properties of many organic compounds, and is fundamental to various areas such as Medicine, Engineering, and Chemical Industry.

The Conclusion is an important moment to consolidate learning, reinforce the connection between theory and practice, and motivate students to continue studying the subject. Additionally, by highlighting the relevance of the content, the teacher helps students realize the importance and applicability of the concepts learned.