Objectives (5 - 7 minutes)

During this stage, the teacher will:

1. Introduce the topic of "Inorganic Functions: Bases" and explain its relevance to real-life applications, such as household products and medicines.
2. Outline the specific learning objectives for the lesson, which are:
   • Understand the definition of bases and their importance in chemistry.
   • Identify the characteristics and properties of bases, including their taste, touch, and reaction with indicators.
   • Explain the concept of pH and how bases contribute to it.
3. Briefly describe the methodology to be used, which will involve a combination of explanation, visual aids, and interactive activities to ensure a comprehensive understanding of the topic.

Secondary objectives:

1. Encourage active participation and engagement from students through question and answer sessions.
2. Foster a collaborative learning environment by promoting group discussions and activities.
3. Develop critical thinking skills by encouraging students to apply the knowledge gained to real-world scenarios.

Introduction (10 - 15 minutes)

During this stage, the teacher will:

1. Recap the previous lesson on acids to refresh students' memory and reinforce the connection between acids and bases. The teacher will briefly touch on the fact that acids and bases are opposite in nature and that they often react with each other to form salts and water. (3 minutes)

2. Present two problem situations to spark students' interest and curiosity about the topic:

   • The teacher could show a picture of a person suffering from a bee sting and ask, "What could be used to treat the bee sting and why?" (2 minutes)
   • The teacher could display a picture of a lemon and a picture of baking soda, asking, "Why does one taste sour and the other taste bitter?" (2 minutes)

3. Contextualize the importance of bases in everyday life by discussing their applications in various fields. For instance, the teacher can mention how bases are used in the production of soaps, detergents, and medicines. They can also mention the role of bases in maintaining the pH balance in our body and in the environment. (3 minutes)

4. Grab students' attention with interesting facts and stories related to the topic:

   • The teacher can share the story of how the concept of bases was first introduced by a Swedish chemist named Svante Arrhenius, who won the Nobel Prize in Chemistry in 1903 for his work on electrolytes and acids and bases. (2 minutes)
   • The teacher can share a fun fact that many household items, like baking soda and antacids, are actually bases. They can ask, "Can you think of any other household items that might be bases?" (3 minutes)

By the end of this stage, students should have a clear understanding of what bases are, their importance, and their relevance to their everyday lives. They should also be curious and eager to learn more about the topic.

Development (20 - 25 minutes)

During this stage, the teacher will:

1. Define and Explain Bases (5 minutes)

   • The teacher will start by defining bases as substances that can accept protons or donate pairs of electrons, contrasting this with the definition of acids.
   • The teacher will explain that bases are typically slippery to touch, have a bitter taste, and turn red litmus paper blue, as opposed to acids.
   • The teacher will use visual aids such as molecular models and diagrams to illustrate how bases react with water, releasing hydroxide ions that can react with hydrogen ions (from the water or acid) to form water and a salt.

2. Properties of Bases (6 minutes)

   • The teacher will discuss the properties of bases, emphasizing that they are electrolytes that can conduct electricity in an aqueous solution because they dissociate into positive and negative ions.
   • The teacher will explain how the concentration of hydroxide ions in an aqueous solution of a base determines its basicity or alkalinity, which is measured by the pH scale.
   • The teacher will use a pH scale diagram to show how a base with a higher concentration of hydroxide ions has a higher pH and is more basic.
   • The teacher will illustrate this with examples of common bases, such as sodium hydroxide (lye), ammonia, and calcium hydroxide (lime water).

3. Discussion on the Role of Bases in Everyday Life (6 minutes)

   • The teacher will discuss real-world applications of bases, such as cleaning agents (soap and detergents), antacids, and some food items (baking soda, milk of magnesia).
   • The teacher will explain how bases in cleaning agents work by reacting with and neutralizing acids (like grease and oil), forming a salt and water.
   • The teacher will also discuss the use of bases in the human body, such as the role of bicarbonate ions in maintaining blood pH, and the importance of balance between acids and bases (pH balance).

4. Interactive Activity: "Spot the Base" (3 - 4 minutes)

   • The teacher will conduct a quick, fun activity to engage students and apply their understanding of bases.
   • The teacher will show a series of images on a slide or board, including various household items (e.g., vinegar, lemon, baking soda, milk of magnesia, soap, etc.) and ask students to identify which ones are bases.
   • Students are encouraged to use their knowledge of bases' properties and their real-world applications to make their choices.
   • The activity will end with a brief discussion about the correct answers and why those substances are bases.

By the end of this stage, students should have a thorough understanding of the properties and characteristics of bases, their role in chemistry, and their applications in everyday life. The interactive activity should have reinforced their learning and provided an opportunity for discussion and application of their knowledge.

Feedback (8 - 10 minutes)

During this stage, the teacher will:

1. Assess Students' Understanding (5 minutes)

   • The teacher will conduct a quick review of the main points of the lesson, asking students to share what they have learned about bases. This can be done through a round of spontaneous questioning or a brief group discussion.
   • The teacher will ask students to explain the properties of bases, their role in chemistry, and their real-world applications. This will help the teacher gauge the students' understanding and identify any areas of confusion that need to be addressed.
   • The teacher will use this opportunity to correct any misconceptions and reinforce the correct concepts.

2. Reflect on the Lesson (3 - 5 minutes)

   • The teacher will prompt students to reflect on the connections they have made between the theoretical concepts of bases and their real-world applications. They will be asked to think about:
     1. One thing they found particularly interesting or surprising about bases.
     2. One question they still have about bases or a concept they found challenging.
     3. One real-world application of bases they are most curious to learn more about.

3. Feedback and Discussion (2 - 3 minutes)

   • The teacher will encourage students to share their reflections, fostering a safe and inclusive environment for open discussion.
   • The teacher will provide feedback based on the students' responses, clarifying any points of confusion and addressing any outstanding questions.
   • The teacher will also take note of any common misconceptions or areas of difficulty that were identified during the discussion. These will be useful for planning future lessons or for providing additional support to struggling students.

By the end of this stage, the teacher should have a clear understanding of the students' grasp of the topic. The students should feel confident in their understanding of bases, their properties, and their applications. They should also feel encouraged to continue exploring the topic and to ask questions about any areas of uncertainty.

Conclusion (5 - 7 minutes)

During this stage, the teacher will:

1. Summarize and Recap (2 minutes)

   • The teacher will summarize the main points discussed during the lesson, emphasizing the definition of bases as substances that can accept protons or donate pairs of electrons.
   • The teacher will recap the properties of bases, such as their taste, touch, and reaction with indicators, as well as their role in the pH scale.
   • The teacher will highlight the real-world applications of bases, including their use in cleaning agents, antacids, and some food items.

2. Connection of Theory, Practice, and Applications (2 minutes)

   • The teacher will explain how the lesson connected theoretical concepts of bases with practical applications.
   • The teacher will discuss how the interactive activity "Spot the Base" allowed students to apply their theoretical knowledge of bases' properties and characteristics to real-world examples.
   • The teacher will also highlight how the discussion on the role of bases in everyday life helped students understand the practical importance of the topic.

3. Suggested Additional Materials (1 - 2 minutes)

   • The teacher will suggest supplementary materials for students who wish to further explore the topic of bases. These can include:
     1. Online interactive resources that allow students to visually explore the properties of different bases.
     2. Science experiment kits that allow students to conduct simple experiments using bases and acids.
     3. Recommended readings or documentaries on the history of the study of bases and their importance in various industries.

4. Relevance of Bases in Everyday Life (1 minute)

   • The teacher will conclude by reiterating the importance of bases in everyday life, from the products we use at home to the functioning of our bodies.
   • The teacher will emphasize that by understanding the properties and functions of bases, students can make informed choices about the substances they use and consume.

By the end of this stage, students should have a clear and concise understanding of bases, their properties, and their applications. They should feel equipped to explore the topic further and to apply their knowledge in real-world contexts.