Lesson Plan | Socioemotional Learning | Organic Functions: Ketone Nomenclature

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Social-Emotional Learning Plan is to provide students with a clear understanding of the specific objectives of the lesson. By defining these objectives, students can focus on what is expected to be learned and developed during the lesson, establishing a solid foundation for the development of cognitive and socio-emotional skills related to the theme.

Main Goals

1. Name and recognize the appropriate IUPAC nomenclature for ketones.

2. Differentiate the nomenclature of ketones from that of other organic compounds.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation: Preparing the Mind for Learning

The suggested emotional warm-up activity is Guided Meditation. The practice consists of leading students to a state of relaxation and focus through a series of relaxation and visualization instructions, helping them to prepare emotionally for the lesson.

1. Ask students to sit comfortably in their chairs, with their feet firmly planted on the ground and their hands resting on their knees.

2. Instruct them to close their eyes and breathe deeply, inhaling through the nose and exhaling through the mouth.

3. Guide them to focus on the sensation of their breaths, observing how the air enters and exits their bodies.

4. Ask students to imagine a tranquil and safe place, like a beach or a flower-filled field, where they can feel completely relaxed.

5. Encourage them to visualize all the details of that place, such as the colors, sounds, and scents.

6. After a few minutes of visualization, ask students to bring their attention back to the classroom, maintaining the feeling of calm and focus.

7. Conclude the meditation by asking students to slowly open their eyes and take a few deep breaths before starting the lesson.

Content Contextualization

Ketones are organic compounds commonly found in our daily lives, whether in cleaning products, food, or even in biological processes in our body. Understanding the nomenclature of ketones not only enhances our chemical knowledge but also allows us to identify and use these compounds safely and effectively. Furthermore, by recognizing and understanding the importance of these compounds in real life, students can develop a deeper appreciation for chemistry and science in general, stimulating their curiosity and motivation to learn more.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Ketones: Ketones are organic compounds characterized by the presence of a carbonyl functional group (C=O) bonded to two carbon atoms. Their general formula is R-CO-R', where R and R' are alkyl or aryl groups.

2. IUPAC Nomenclature: To name ketones according to IUPAC nomenclature, the following steps should be followed:

3. Identify the main chain: The longest chain containing the carbonyl group.

4. Number the main chain: The numbering should start from the carbon closest to the carbonyl group.

5. Indicate the position of the carbonyl: Use the smallest possible number to indicate the position of the carbonyl group.

6. Name the main chain as an alkane: Replace the '-ane' ending of the corresponding alkane with '-one'.

7. Add substituents: Name and number the substituents, if any, and list them in alphabetical order before the main name.

8. Examples of Nomenclature:

9. * Propanone (Acetone) - CH3COCH3: The longest chain consists of three carbons, and the carbonyl group is on carbon 2. Therefore, it is called propanone.

10. * Butanone (Methyl Ethyl Ketone) - CH3COC2H5: The longest chain consists of four carbons, and the carbonyl group is on carbon 2. Therefore, it is called butanone.

11. Comparison with other organic compounds: Differentiating the nomenclature of ketones from other compounds:

12. Aldehydes: Have the carbonyl group at the end of the chain, ending in '-al'. For example, ethanal (CH3CHO).

13. Alcohols: Have a hydroxyl group (-OH) bonded to a carbon, ending in '-ol'. For example, ethanol (CH3CH2OH).

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Identification and Nomenclature of Ketones: A Collaborative Approach

This activity engages students in collaborative work to identify and name ketones from provided structural formulas. Students will work in groups, discussing and applying IUPAC nomenclature rules for ketones. The goal is to promote active learning, cooperation, and the development of socio-emotional skills.

1. Divide the class into small groups of 3 to 4 students.

2. Distribute sheets containing different structural formulas of ketones to each group.

3. Ask groups to identify the main chain, number the carbons, and name the ketones using IUPAC rules.

4. Encourage groups to discuss and justify their choices with each other.

5. After completion, each group will present their answers to the class.

6. During the presentations, promote an environment of respect and collaboration, encouraging students to provide constructive feedback to each other.

Group Discussion

After the presentations, guide a group discussion using the RULER method to promote socio-emotional feedback:

• 易 Recognize: Ask students to recognize how they felt during the activity. They can share if they felt confident, anxious, or excited while working in a group.

•  Understand: Help students understand the causes of those emotions. For example, they might have felt anxiety due to fear of making mistakes or confidence from having studied the content beforehand.

• ️ Name: Encourage students to accurately name their emotions. Identifying whether they were nervous, confident, frustrated, or excited is essential for self-awareness.

• ️ Express: Guide students to express their emotions appropriately, sharing their experiences and feelings respectfully and constructively.

•  Regulate: Discuss strategies for regulating emotions, such as breathing techniques, asking for help when needed, or reflecting on what could be improved in future activities.

This discussion not only reinforces technical learning but also promotes the development of students' socio-emotional competencies, which are essential for their personal and academic growth.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest that students write a brief paragraph or participate in a group discussion about the challenges faced during the lesson. They can reflect on how they felt while learning the nomenclature of ketones and identify what emotions arose when trying to apply IUPAC rules. Encourage them to think about how they managed those emotions and if there were moments of frustration, anxiety, or confidence. Ask how they dealt with those feelings and what they could do differently next time to improve their performance and emotional well-being.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation. By reflecting on the challenges faced and the emotions felt, students can identify effective strategies for dealing with challenging situations, applying these techniques in other academic and personal contexts. This practice promotes self-awareness and self-control, which are fundamental for socio-emotional development.

Closure and A Look Into The Future

To conclude the lesson, ask students to set personal and academic goals related to the content learned. These goals may include regular review of ketone nomenclature, additional practice with identification and naming exercises for ketones, or applying knowledge in practical contexts, such as in science projects. Encourage them to write down these goals and share some with the class, if they feel comfortable.

Possible Goal Ideas:

1. Review ketone nomenclature weekly.

2. Complete additional exercises for identification and naming of ketones.

3. Apply knowledge about ketones in science projects.

4. Share questions and discoveries about ketones with peers.

5. Seek additional resources, such as videos and articles, to deepen knowledge about ketones. Objective: The objective of this activity is to strengthen students' autonomy and encourage the practical application of learning. Setting personal and academic goals helps students stay focused on continuous development, both technically and emotionally. This practice also prepares them for future challenging situations, promoting deeper and more lasting learning.