Lesson Plan | Socioemotional Learning | Organic Functions: Sulfonated Functions

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to provide students with a clear and detailed understanding of organic sulfur functions, preparing them to identify and correctly name compounds like thiols and thioethers. This initial understanding is crucial for students to engage more effectively in practical activities and develop socioemotional skills such as responsible decision-making and self-awareness, as they relate the content learned to their own experiences and emotions.

Main Goals

1. Recognize the main organic sulfur functions, such as thiols and thioethers.

2. Identify the nomenclature and properties of sulfur functions.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Meeting with Inner Calm

Guided Meditation

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, with their feet firmly planted on the floor and their hands resting in their laps. Ensure that everyone is in a relaxed and comfortable position.

2. Start of the Meditation: Explain to the students that they will participate in a brief guided meditation to help focus their minds and prepare them emotionally for the class. Ask them to close their eyes and take a few deep breaths.

3. Leading the Meditation: Use a calm and soothing voice to guide the students. Say something like: 'Let’s start by focusing on our breathing. Feel the air entering and leaving your lungs. Every time you inhale, feel the calm entering your body. Every time you exhale, feel the tension and stress leaving.'

4. Visualization: Ask students to imagine a place where they feel safe and calm, like a beach or a garden. Say something like: 'Imagine yourself in a place that brings you peace. See the colors, feel the scents, and hear the sounds around you.'

5. Conclusion: Slowly ask students to return their attention to the classroom. Say something like: 'When you are ready, start to gently move your fingers and toes. Open your eyes slowly and return to the present, bringing with you this feeling of calm and focus.'

6. Reflection: Dedicate a few minutes for students to share how they felt during the meditation, if they wish.

Content Contextualization

Sulfur functions, such as thiols and thioethers, play crucial roles in various areas of chemistry and everyday life. For example, the characteristic smell of some foods and even cooking gas is due to the presence of sulfur compounds. Identifying these functions can help us better understand how the products we use daily are formulated and how they affect our environment and health.

Furthermore, by learning about sulfur functions, students develop a valuable skill of responsible decision-making by considering the environmental and health impacts of chemical compounds. This reflection promotes not only technical knowledge but also social awareness and individual responsibility regarding the use of chemical resources.

Development

Duration: (50 - 55 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Definition of Sulfur Functions: Explain that sulfur functions are groups of organic compounds that contain sulfur. Two of the main sulfur functions are thiol (or mercaptan) and thioether (or sulfide).

2. Thiol (Mercaptan): Introduce thiols, which are organic compounds that contain a -SH (sulfhydryl) group attached to a carbon atom. They are known for their strong, often unpleasant smell, like rotten eggs. Example: Methanethiol (CH₃SH).

3. Thioether (Sulfide): Explain that thioethers, or sulfides, are compounds in which a sulfur atom is bonded to two carbon atoms. They are analogous to ethers, with the oxygen replaced by sulfur. Example: Dimethyl sulfide (CH₃SCH₃).

4. Nomenclature: Detail how to name sulfur compounds. For thiols, the suffix '-thiol' is added to the name of the corresponding hydrocarbon. For thioethers, the name is formed as if it were an ether, but replacing 'ether' with 'sulfide.'

5. Physical and Chemical Properties: Discuss the properties of sulfur compounds. Thiols, for example, have lower boiling points than the corresponding alcohols and are more acidic. Thioethers, on the other hand, have properties similar to ethers, but are more reactive due to the sulfur.

6. Applications and Relevance: Mention the importance of sulfur compounds in industry and nature, such as in pharmaceuticals, fragrances, and even in biological processes. Explain their relevance to everyday life and the chemical industry.

Socioemotional Feedback Activity

Duration: (25 - 30 minutes)

Exploration of Sulfur Functions in Everyday Products

In this activity, students will investigate and identify sulfur compounds in everyday products, such as foods, cosmetics, and cleaning products. Through this investigation, they will apply the theoretical knowledge acquired and develop socioemotional skills related to responsible decision-making and social awareness.

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

2. Material Distribution: Provide each group with a list of everyday products that possibly contain sulfur compounds (e.g., garlic, onion, shampoos with keratin, etc.).

3. Research and Identification: Ask the groups to research the listed products, identifying the presence of sulfur compounds and noting their observations. They should use the internet and textbooks as sources.

4. Properties Analysis: Request that students describe the properties of the sulfur compounds found, relating them to what was discussed in theory.

5. Socioemotional Reflection: Each group should discuss how knowledge about these compounds can influence responsible decisions in choosing products and in conscious consumption practices.

Group Discussion

After the activity, bring the groups together for a plenary discussion. Use the RULER method to guide the discussion:

Recognize: Ask students how they felt while conducting the research and identifying sulfur compounds. Encourage them to recognize the emotions involved, such as curiosity, frustration, or satisfaction.

Understand: Ask students to reflect on the causes of these emotions. For example, curiosity may have been stimulated by an interest in the topic, while frustration may have arisen from difficulties in research.

Label: Assist students in correctly naming the emotions they felt during the activity.

Express: Encourage students to share their emotions appropriately, respecting each other's speaking space and time.

Regulate: Guide students on how they can regulate their emotions in future activities, such as seeking help when needed or practicing patience in the face of difficulties.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest that students write a brief paragraph reflecting on the challenges faced during the class, especially during the activity of identifying sulfur compounds in everyday products. Ask them to consider how they managed their emotions throughout the activity and what strategies they used to cope with any difficulties. Alternatively, lead a group discussion where each student can share their reflections openly and respectfully, allowing a safe space for emotional expression.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation among students, helping them identify effective strategies to deal with challenging situations. By reflecting on their experiences and emotions, students will develop greater self-awareness and learn to regulate their emotions more effectively, applying these skills in future academic and personal contexts.

Closure and A Look Into The Future

To conclude the class, ask students to set personal and academic goals related to the content studied. They can write these goals on paper and share them with the class if they wish. The goals should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, a student might set a goal to review the nomenclature of sulfur compounds weekly or to research more about the industrial applications of these compounds.

Possible Goal Ideas:

1. Review the nomenclature of sulfur compounds weekly.

2. Research the industrial applications of sulfur compounds.

3. Prepare a summary of the properties of sulfur compounds.

4. Participate in group discussions about the environmental impact of sulfur compounds.

5. Apply the knowledge acquired in laboratory experiments. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, encouraging them to define clear and achievable goals that promote the continuity of academic and personal development. By establishing goals related to the class content, students will be able to consolidate their learning and apply the knowledge acquired in new contexts, fostering continuous and in-depth learning.