Objectives (5 - 7 minutes)

1. Understand and define the concept of geometric isomerism, which involves the spatial arrangement of atoms in a molecule, as well as the impossibility of rotation around a double bond or ring.
2. Identify and distinguish the different types of geometric isomerism: cis-trans and diastereoisomeric isomerism.
3. Apply the concept of geometric isomerism in solving practical problems, such as determining the physical and chemical properties of isomeric substances.

Secondary Objectives:

1. Stimulate students' critical thinking and problem-solving skills through practice exercises and discussion of real-life situations.
2. Develop teamwork and communication skills, as the class will be structured in the form of group activities and class discussions.
3. Promote understanding of the importance of geometric isomerism in Chemistry, demonstrating its application in various fields, such as the pharmaceutical and food industries.

Introduction (10 - 15 minutes)

1. The teacher starts the lesson by reviewing the basic concepts of chemical isomerism, explaining that there are different types of isomerism, including geometric isomerism. He may also briefly discuss the importance of isomerism in Chemistry, mentioning examples of how isomerism affects the physical and chemical properties of substances.

2. Next, the teacher presents two problem situations to engage students:

   • Situation 1: He shows an image of a screw and asks students why, despite being made of identical carbon atoms, the screw and the spring (which have the same molecular formula, C6H12) have different physical properties (such as melting and boiling points).

   • Situation 2: The teacher shows students an image of cis and trans isomers of a common plant substance, lycopene, and asks them to identify which is which and why they have different colors.

3. The teacher contextualizes the importance of the topic, explaining that geometric isomerism is crucial for the pharmaceutical industry, as the biological activity of many drugs depends on their three-dimensional structure. Additionally, he mentions that geometric isomerism is also important in the food industry, as the spatial arrangement of atoms in a molecule can affect the taste and texture of foods.

4. To introduce the topic in a more playful way, the teacher can tell the story of how cisplatin, a medication used in cancer treatment, was discovered. He can mention that cisplatin is a classic example of a substance that exhibits geometric isomerism and that the discovery of its antitumor activity was a milestone in medicinal chemistry.

5. Finally, the teacher presents the objective of the lesson, which is to understand the concept of geometric isomerism, be able to identify cis and trans isomers, and understand how geometric isomerism affects the physical and chemical properties of substances.

Development (20 - 25 minutes)

1. Molecular Modeling Activity (10 - 12 minutes)

   • The teacher divides the class into groups of up to five students. Each group will receive a molecular modeling kit, containing atoms of different colors and rods of different lengths representing chemical bonds.

   • The teacher provides the molecular formula of an isomeric substance to the students and asks them to build the molecular models of its cis and trans isomers.

   • Students must identify the double bonds or rings in each isomer and observe how the spatial arrangement of atoms changes between cis and trans isomers.

   • After building the models, each group presents their isomers to the class, explaining the difference between cis and trans and how geometric isomerism affects the three-dimensional structure of the molecule.

2. Group Discussion Activity (5 - 7 minutes)

   • The teacher provides students with some discussion questions about geometric isomerism, such as: "Why is geometric isomerism important in the pharmaceutical industry?" and "How can geometric isomerism affect the taste and texture of foods?".

   • Students, still in their groups, discuss the questions and prepare a brief presentation to share their answers with the class.

   • Each group presents their answers, and the teacher leads a class discussion, clarifying doubts and highlighting important points.

3. Problem-Solving Activity (5 - 6 minutes)

   • The teacher distributes a set of geometric isomerism problems to each group. The problems may include identifying cis and trans isomers, predicting their physical and chemical properties, and applying geometric isomerism to solve organic chemistry problems.

   • Students, in their groups, solve the problems. The teacher circulates around the room, assisting the groups and clarifying doubts.

   • After solving the problems, each group presents their solutions to the class, and the teacher discusses the answers, reinforcing the concepts of geometric isomerism.

This lesson development allows students to explore the concept of geometric isomerism in a practical and interactive way, as well as develop their teamwork, critical thinking, and problem-solving skills.

Return (10 - 12 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should gather all students and promote a general discussion about the solutions or conclusions found by each group. At this point, each group will have the opportunity to share their findings or solutions with the class.
   • The teacher should guide the discussion, highlighting the main points and making connections with the theory presented at the beginning of the lesson.
   • It is important for the teacher to encourage the participation of all students, whether to share their ideas or to ask questions.
   • The goal of this stage is to consolidate learning, correct any misconceptions, and clarify any remaining doubts.

2. Learning Verification (2 - 3 minutes)

   • The teacher should ask targeted questions to assess students' understanding of the topic. For example: "What is geometric isomerism?" or "How does geometric isomerism affect the physical and chemical properties of substances?"
   • Students' answers to these questions will allow the teacher to assess whether the learning objectives were achieved and identify any areas that may need reinforcement in future classes.

3. Final Reflection (3 - 4 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned.
   • The teacher can ask questions such as: "What was the most important concept you learned today?" or "What questions have not been answered yet?".
   • Students should have a minute to think about these questions and then will be invited to share their answers with the class.
   • This reflection activity will allow students to consolidate their learning, identify any areas of confusion, and provide valuable feedback to the teacher on the effectiveness of the lesson.

4. Teacher Feedback (1 - 2 minutes)

   • Finally, the teacher should provide feedback to students on their performance during the lesson, praising efforts, identifying strengths, and areas for improvement.
   • The teacher should also reinforce the importance of the topic learned and how it connects to Chemistry as a whole.

The Return is a crucial stage of the lesson plan, as it allows the teacher to assess the effectiveness of the lesson, clarify doubts, and reinforce students' learning. Additionally, it promotes reflection and self-assessment skills, which are essential for autonomous learning.

Conclusion (5 - 8 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher should summarize the main points covered during the lesson. This includes a recap of the concept of geometric isomerism, the difference between cis and trans isomers, and how geometric isomerism affects the physical and chemical properties of substances.
   • He can use a simple scheme or diagram to visualize the difference between cis and trans isomers, reinforcing the idea that this difference lies in the spatial relationship of atoms in the molecule.
   • The teacher should also remind students of the practical importance of the topic, referring again to the pharmaceutical and food industries.

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

   • The teacher should highlight how the lesson connected theory (the concept of geometric isomerism), practice (molecular modeling activity and problem-solving), and applications (discussion on the importance of geometric isomerism in the industry).
   • For example, he can mention how building molecular models helped visualize geometric isomerism in practice, and how problem-solving allowed students to apply their theoretical knowledge.
   • The teacher can also reinforce the idea that Chemistry, despite being a theoretical science, has many practical applications and is present in our daily lives.

3. Extra Materials (1 - 2 minutes)

   • The teacher should suggest additional study materials for students who wish to deepen their understanding of geometric isomerism. These materials may include educational videos, interactive websites, organic chemistry books, and online exercises.
   • For example, he may recommend the use of molecular modeling software, which will allow students to explore geometric isomerism virtually.
   • The teacher can also suggest that students research more about the application of geometric isomerism in different industries, which can help them better understand the relevance of the topic.

4. Subject Importance (1 minute)

   • Finally, the teacher should reinforce the importance of the subject covered for students' daily lives.
   • He can mention that even if students do not become chemists in the future, understanding geometric isomerism can help them better understand the world around them, especially regarding the pharmaceutical and food industries.
   • Additionally, the teacher can emphasize that the lesson also contributed to the development of skills such as critical thinking, problem-solving, and teamwork, which are valuable skills in any area of study or profession.