Objectives (5 - 7 minutes)

1. Understand the structure and nomenclature of amines: Students should be able to identify and describe the structure of amines, as well as the nomenclature rule for primary, secondary, and tertiary amines. They should also be able to name common amines using the IUPAC rule.

2. Differentiate amines from other organic compounds: After the lesson, students should be able to differentiate amines from other organic compounds, such as aldehydes and ketones, based on their structure and properties.

3. Apply acquired knowledge to practical problems: Students should be able to apply the acquired knowledge to solve amine nomenclature problems and distinguish amines from other organic compounds in a practical context.

Secondary objectives:

• Encourage active student participation: The teacher should encourage active student participation during the lesson through questions, discussions, and practical activities. This helps reinforce content understanding and develop critical thinking skills.

• Promote autonomous learning: Besides class time, students should be encouraged to study the content at home using the resources provided by the teacher. This helps promote autonomous learning and the consolidation of acquired knowledge.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by recalling some important concepts necessary for understanding the topic. This may include reviewing previously studied organic functions, such as hydrocarbons, alcohols, and ethers, and the IUPAC nomenclature rule. (3 - 5 minutes)

2. Problem Situations: Next, the teacher can propose two problem situations to stimulate students' critical thinking and prepare them for the content to be addressed. The problem situations can be:

   • How would you identify and name an amine in a complex compound?

   • How would you distinguish an amine from another similar organic compound, such as an alcohol or an ether?

   These questions serve to spark students' curiosity and prepare them for the content to be presented. (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of studying amines, explaining that they are essential components of many biologically active molecules, including amino acids, peptides, proteins, DNA and RNA nitrogenous bases, and many medications. This contextualization helps show students the relevance of the subject to everyday life and other areas of study, such as biology and medicine. (2 - 3 minutes)

4. Introduction to the Topic: Finally, the teacher should introduce the topic in an engaging way, presenting curiosities, practical applications, and related stories. Some examples can be:

   • Curiosity: Amines are responsible for the characteristic smell of many fish and ammonia. Did you know that ammonia, a highly toxic gas, is an amine?

   • Practical Application: The teacher can mention that amines are widely used in the pharmaceutical industry. For example, ephedrine, a sympathomimetic amine, is used as a nasal decongestant and bronchodilator.

   • History: The teacher can tell the story of how chemist Ida Noddack, in 1934, proposed that element 43 of the periodic table, which she called masurium, could be produced from uranium bombarded with alpha particles. Later, it was discovered that masurium was not element 43, but technetium, the first element to be produced artificially. Still, the teacher can highlight that Ida Noddack's idea was correct: the amine (NH2) is a common ligand for many transition elements, including technetium. (5 - 7 minutes)

Development (20 - 25 minutes)

1. Activity "Amine Nomenclature in the Real World" (10 - 12 minutes)

   • Divide the class into groups of 4-5 students and provide each group with a list of common products containing amines, such as amphetamine (used in ADHD medications), serotonin (a neurotransmitter), ephedrine (a nasal decongestant), and morphine (a pain reliever).

   • Ask students to research the chemical structure of these amines and name each one according to the IUPAC rule. They should also indicate whether the amine is primary, secondary, or tertiary.

   • The groups should present their findings to the class, explaining the structure of the amine and the nomenclature process used.

   • This activity allows students to apply theoretical knowledge in practice, reinforcing content understanding and developing research and presentation skills.

2. Activity "Distinguishing Amines from Other Compounds" (10 - 12 minutes)

   • Still in groups, students should receive a series of chemical structures, including amines, alcohols, ethers, aldehydes, and ketones.

   • The challenge is to identify and name the amines present, distinguishing them from the other compounds.

   • Students should discuss in groups the characteristics that allow distinguishing amines from other compounds and then present their conclusions to the class.

   • This activity helps students consolidate knowledge about the structure of amines and distinguish amines from other organic compounds, developing observation and analysis skills.

3. Discussion and Reflection (3 - 5 minutes)

   • At the end of the activities, promote a class discussion to review the main points learned.

   • Ask students to reflect on how the acquired knowledge can be applied in real situations, such as identifying and naming amines in medications or distinguishing amines from other compounds in chemical analyses.

   • This reflection helps consolidate learning and show students the relevance of the content to everyday life and other areas of study.

These activities are designed to be interactive and engaging, encouraging active student participation and the development of critical thinking and problem-solving skills. Additionally, by working in groups, students have the opportunity to collaborate, discuss ideas, and learn from each other.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • After the activities, each group should share their solutions and conclusions with the class. Each presentation should be limited to 3 minutes to ensure that all groups have a chance to share.
   • During the presentations, the teacher should encourage the class to ask questions and make comments, thus promoting a rich and engaging discussion.
   • The teacher should facilitate the discussion by asking questions that help students connect what they learned from the practical activities to the theoretical content presented in the lesson.

2. Connection with Theory (2 - 3 minutes)

   • After all the presentations, the teacher should conduct a general review, highlighting the main points connected to the theory presented at the beginning of the lesson.
   • The teacher should emphasize how the practical activities helped illustrate and deepen the understanding of the theory, and how the theory, in turn, was essential for solving the practical activities.
   • The teacher should also take this moment to clarify any misunderstandings or confusing concepts that may have arisen during the activities.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students reflect silently for a minute on the following questions:
     1. What was the most important concept learned today?
     2. What questions remain unanswered?
   • After the minute of reflection, the teacher should ask some volunteers to share their answers with the class.
   • The teacher should listen carefully to the students' answers, as they can provide valuable insights into what was well understood and which areas may need further review in future lessons.

4. Feedback and Closure (1 minute)

   • Finally, the teacher should thank the students for their participation and effort, and remind them to study the content at home and be prepared for the next lesson.
   • The teacher can also use this moment to give general feedback on the lesson, highlighting what went well and areas that can be improved in future lessons.
   • The teacher should encourage students to bring any unanswered questions or difficulties encountered to the next lesson to ensure a complete and thorough understanding of the topic.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by recapping the key points covered during the lesson. This includes the structure of amines, the nomenclature of primary, secondary, and tertiary amines, and the distinction of amines from other organic compounds.
   • The teacher can use a visual aid, such as a diagram or table, to summarize and illustrate these concepts clearly and concisely.
   • It is important that the teacher checks if all students have understood these concepts before proceeding.

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

   • After the summary, the teacher should emphasize how the lesson connected theory (the structure and nomenclature of amines) with practice (the activities of naming and distinguishing amines) and applications (the relevance of amines in biology and medicine).
   • The teacher can reinforce this by briefly mentioning examples of how the acquired knowledge can be applied in real situations, such as identifying amines in medications or distinguishing amines from other compounds in chemical analyses.

3. Extra Materials (1 minute)

   • The teacher should then suggest extra materials for students who wish to deepen their understanding of the topic. This can include additional readings, explanatory videos, interactive websites, and online practice exercises.
   • The teacher should ensure that these resources are easily accessible and appropriate for the students' level of understanding.

4. Relevance of the Subject (1 - 2 minutes)

   • Finally, the teacher should highlight the importance of studying amines, demonstrating their relevance to everyday life and other areas of study.
   • The teacher can mention examples of how amines are essential for life, being components of many biologically active molecules, such as amino acids, peptides, proteins, DNA and RNA nitrogenous bases, and medications.
   • Additionally, the teacher can emphasize that the study of amines is not only relevant to chemistry but also to biology, medicine, pharmacy, and other areas of science and health.
   • By doing this, the teacher helps motivate students, showing them that what they are learning has a real and significant impact on the world around them.