Objectives (5 to 7 minutes )

1. Understand the concept of organic halides: The teacher should explain to students what organic halides are, their properties and characteristics. Emphasize the presence of halogens in the carbon chain and the nomenclature of halides.

2. Identify the structure of organic halides: In this objective, it is crucial for students to be able to identify the structure of organic halides, differentiating them from other organic functions.

3. Classify organic halides: Students should be able to classify organic halides, identifying whether they are primary, secondary, or tertiary. They should also understand the importance of classification and how it affects compound properties and reactions.

Secondary objectives:

• Develop research skills: Students should be encouraged to research organic halides before class to better understand the content, as well as deepen their knowledge.

• Promote active student participation: During class, students should be encouraged to participate actively, asking questions, sharing their research, and contributing to classroom discussions. This helps reinforce learning and promotes a collaborative learning environment.

Introduction (10 to 12 minutes )

1. Review of previous content: The teacher should begin the class by reviewing important concepts that were previously taught and that are necessary for understanding the current topic. This includes the definition of organic compounds, the basic structure of an organic molecule, the importance of functional groups, and IUPAC nomenclature. This review can be done through a short quiz or group discussion. (3 to 4 minutes)

2. Problem-situation 1 - Importance of organic halides: The teacher should then present a problem-situation to arouse students' interest. For example, one could talk about the importance of organic halides in the pharmaceutical industry, as they are used in the synthesis of various medications. The teacher could ask students if they have any idea which medications contain organic halides and why they are used. (2 to 3 minutes)

3. Contextualization: The teacher should then contextualize the importance of organic halides in everyday life. For example, one could mention that they are used in refrigerants, flame retardants, pesticides, and even anesthetics. This helps students see that organic chemistry is not just an academic subject, but something that has practical and relevant applications in their lives. (2 to 3 minutes)

4. Problem-situation 2 - Environmental impact: The teacher could present a second problem-situation, this time related to environmental impact. For example, one could talk about how the overuse of pesticides, many of which contain organic halides, can damage the environment. The teacher could ask students if they have any ideas on how science could help mitigate these impacts. (2 to 3 minutes)

5. Capturing students' attention: To finalize the Introduction and capture students' attention, the teacher could share some curiosities about organic halides. For example, one could mention that chloroform, a compound that contains halides, was used as an anesthetic in the 19th century, but was abandoned due to its toxic effects. Another curiosity is that mustard gas, an organic halide, was used as a chemical weapon in World War I. These stories help students see that, although organic chemistry can be complex, it has real and important implications. (1 to 2 minutes)

Development (20 to 25 minutes)

1. Activity 1 - Building molecular models (10 to 12 minutes)

   • Necessary material: Molecular model kit (balls of different colors and sizes, flexible connectors)
   • Students, in groups of up to 5 people, should receive a molecular model kit and a list of organic halides to be built.
   • The teacher should guide students to build the structure of each halide on the list, paying attention to the position of the halogen and the classification of the compound (primary, secondary, or tertiary).
   • During the activity, the teacher should circulate through the room, assisting groups that have difficulty and clarifying doubts.
   • At the end of the activity, each group should present one of the halides built, explaining how they identified the structure and classification of the compound.

2. Activity 2 - Halide classification game (10 to 12 minutes)

   • Necessary material: Cards with halide structures (primary, secondary, and tertiary) and cards with the correct classification.
   • Students, still in groups, should receive a set of cards with halide structures and another set with the correct classification (primary, secondary, or tertiary).
   • The goal of the game is to correctly match the structure cards with the classification cards, as quickly as possible.
   • The teacher should set a time for the activity and, at the end, the group that has made the most correct matches will be the winner.
   • During the game, the teacher should circulate through the room, observing the work of the groups and clarifying doubts.

3. Activity 3 - Discussion of real cases (5 to 8 minutes)

   • Necessary material: Videos, images, or articles on the application of halides in industry and their environmental impacts.
   • The teacher should present groups with a real case that involves the use of organic halides in industry and their environmental impacts.
   • Each group should discuss the case, considering what they have learned about halides and how the classification of the compound can influence its reactivity and environmental impact.
   • At the end of the discussion, each group should present their conclusions to the class, promoting an open and reflective discussion.

These activities aim to promote students' understanding of the structure and classification of organic halides, as well as the practical application of this knowledge. In addition, group activities encourage collaboration and discussion, important skills for developing critical thinking and teamwork.

Feedback (8 to 10 minutes )

1. Group discussion (3 to 4 minutes)

   • The teacher should ask each group to share their solutions or conclusions from the activities carried out. Each group will have a time limit to present, which will help maintain the focus and efficiency of the discussions.
   • During presentations, the teacher should encourage other students to ask questions and offer constructive comments. This will promote a collaborative learning environment and encourage the active participation of all students.
   • The teacher should ask targeted questions to check if students understood the key concepts of the class, such as the structure and classification of organic halides, and if they are able to apply this knowledge in different contexts.

2. Connection with theory (2 to 3 minutes )

   • After the group presentations, the teacher should review the main theoretical points covered in the class, connecting them with the solutions and conclusions presented by the students.
   • The teacher should highlight any common errors or misunderstandings that emerged during the group discussions and clarify them to ensure that all students have a correct and complete understanding of the topic.
   • The teacher could also provide a brief recap of the practical activities, emphasizing how they helped illustrate and reinforce theoretical concepts.

3. Individual reflection (2 to 3 minutes )

   • To finish the class, the teacher should propose a moment of individual reflection. Students should quietly think about these questions for a minute: "What was the most important concept I learned today?" and "What questions are still unanswered?"

   • After the minute of reflection, the teacher could ask some students to share their answers with the class. This can help identify any gaps in students' understanding and provide valuable feedback for planning future classes or review activities.

   • The teacher could also encourage students to write down any questions or doubts they still have and to seek answers independently or in future classes.

This feedback is a crucial part of the class, as it allows the teacher to assess students' understanding of the topic and identify areas that may need more review or practice. Additionally, by promoting reflection and discussion, the teacher helps students consolidate their learning and develop critical thinking skills.

Conclusion (5 to 7 minutes)

1. Summary and recap (2 to 3 minutes)

   • The teacher should begin the conclusion by reviewing the main points of the class, emphasizing the concept of organic halides, their structure, classification, and importance in industry and the environment.

   • He or she should also review the practical activities carried out, highlighting how they helped illustrate and reinforce theoretical concepts.

   • This is a good opportunity for the teacher to clarify any misunderstandings that may still exist and for students to ask final questions about the class content.

2. Connection between theory, practice, and applications (1 to 2 minutes )

   • The teacher should then explain how the class connected theory, practice, and applications of organic halides.

   • He or she should reiterate the importance of understanding the structure and classification of these compounds in order to predict their properties and reactions, and how this is relevant to industry and the environment.

   • The teacher could also highlight how the skills developed during the practical activities, such as building molecular models and classifying compounds, are useful not only in chemistry, but in many other areas of science and engineering.

3. Extra materials (1 to 2 minutes)

   • To complement students' learning, the teacher could suggest extra materials for study, such as explanatory videos, interactive simulations, chemistry websites with exercises and problems, and textbooks.

   • He or she could also recommend homework or research projects related to the class topic, so that students can continue to explore and deepen their understanding of organic halides on their own.

4. Importance of the subject (1 minute)

   • Finally, the teacher should reinforce the importance of organic halides, emphasizing how they are present in our daily lives, from pharmaceuticals to cleaning products and pesticides.

   • He or she should emphasize that, by understanding the structure and classification of these compounds, students will be better equipped to appreciate and evaluate the implications of their use in industry and the environment.

This conclusion helps consolidate students' learning, reinforces the relevance of the class topic, and motivates them to continue exploring and learning about organic halides.