Lesson Plan | Active Methodology | Organic Reactions: Substitution

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

The Objectives stage is designed to create a clear and focused foundation for the lesson, ensuring that both the teacher and students are on the same page regarding what will be explored and learned. By clearly defining the lesson objectives, students can better prepare for class participation and maximize the effectiveness of lesson time for practical applications and in-depth discussions.

Objective Utama:

1. Identify and describe the primary substitution reactions in organic compounds, particularly focusing on nucleophilic and electrophilic substitution reactions.

2. Analyze how catalysts function in substitution reactions and the impact they have on reaction rates and yields.

3. Examine the pathways employed in industry and laboratories to create specific compounds through substitution reactions, and discuss the resulting products.

Objective Tambahan:

Introduction

Duration: (15 - 20 minutes)

The introduction aims to engage students and activate their prior knowledge through real-world scenarios. Problem situations encourage critical thinking about the topic, while contextualization highlights the historical and current relevance of substitution reactions, thus piquing student interest and awareness of the subject's importance.

Problem-Based Situation

1. Picture yourself as a chemist brought on by a pharmaceutical company to develop a new medication. During the synthesis, you need to swap out a functional group in a compound to change its properties and make it more effective. What substitution reactions would you consider and why?

2. Imagine a mishap in a research lab that caused a chemical compound to spill into the environment. This compound is highly reactive and can engage in substitution reactions with other organic compounds found in nature. What implications could this have for the local ecosystem?

Contextualization

Substitution reactions are not only critical in research labs but also play an essential role in the industry, especially for the synthesis of pharmaceuticals, agrochemicals, and various synthetic materials. Interestingly, one of the earliest documented practical applications of a substitution reaction occurred in the 19th century, when chemist Friedrich Wöhler replaced the ammonium radical of silver with silver cyanide, creating a synthetic pathway for producing silver cyanide that was later used in the photography industry.

Development

Duration: (70 - 75 minutes)

The Development stage allows students to practically apply the concepts learned about substitution reactions. Through engaging and contextual activities, students have opportunities to experiment, make mistakes, and learn in a safe environment. The planned activities also aim to enhance teamwork, critical thinking, and the practical application of theoretical knowledge, preparing them to face future challenges in Chemistry.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - The Substitute Race

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge of substitution reactions in a fun and competitive setting, fostering practical skills and teamwork.

- Description: In this activity, students will form groups of up to five. Each group will receive a 'shopping list' detailing a series of substitution reactions necessary to transform initial compounds into desired products. Each reaction corresponds to a 'chemical supermarket' where the 'ingredients' (reactants) and 'utensils' (catalysts) needed are available. The objective is to complete all reactions correctly in the shortest time frame, avoiding 'recipe errors' that might lead to unwanted products or 'explosions' (reaction failures).

- Instructions:

• Split the class into groups of up to five students.

• Distribute the 'shopping lists' and explain the 'race' scenario.

• Each group selects a reaction from the list and heads to the 'supermarket' to gather the necessary reactants and catalysts.

• Groups will set up their 'labs' (tables) and execute the reaction, following the detailed instructions for each reactant.

• After the reaction, a 'judge' (teacher) will review the produced product and the accuracy of the reaction.

• The group will return to the 'supermarket' for the next reaction. The overall race time will be tracked and compared among the groups.

Activity 2 - Chemical Kitchen Mystery

> Duration: (60 - 70 minutes)

- Objective: Foster creativity and the practical application of substitution reaction concepts while enhancing presentation and argumentation skills.

- Description: In this group activity, students act as chefs in a culinary competition with a chemical twist. Each group will receive a 'mystery basket' filled with basic organic compounds and reagents. Students must rely on their understanding of substitution reactions to 'create' (perform reactions) and 'taste' (analyze the products) culinary dishes that will impress the 'jury' (teacher).

- Instructions:

• Arrange the room into kitchen stations, each equipped with 'stoves' (tables), 'pots' (beakers), and 'ingredients' (reactants).

• Distribute 'mystery baskets' to each group.

• Students must plan and execute reactions, documenting the reactants used and products formed.

• Once each reaction is complete, groups present their 'dishes' (products) and explain their theoretical and practical choices.

• The 'jury' evaluates the products and students' presentations, awarding points based on creativity, reaction accuracy, and presentation.

• The group with the most points at the end wins the competition.

Activity 3 - Chemical Escape Room: The Escape of Lost Products

> Duration: (60 - 70 minutes)

- Objective: Encourage problem-solving and teamwork, applying knowledge of substitution reactions in an engaging game format.

- Description: Transform the classroom into an 'escape room' where students must use their knowledge of substitution reactions to find clues, solve puzzles, and 'escape' (solve the final challenge). Each station features a challenge that requires performing a substitution reaction to progress in the game.

- Instructions:

• Set up the classroom with stations containing materials for conducting substitution reactions.

• Divide students into groups and explain the escape room scenario: they are scientists on a mission to recover lost products through substitution reactions.

• Each station offers a challenge that students must solve by carrying out the correct reaction to advance to the next stage.

• Students must complete all challenges in a limited timeframe to 'escape'.

• Monitor the groups' progress, providing hints as needed.

Feedback

Duration: (10 - 15 minutes)

The feedback stage's goal is to consolidate the learning acquired during the practical activities, enabling students to articulate and reflect on their learning experiences. This discussion reinforces comprehension of substitution reaction concepts, highlights areas that may still be unclear, and explores how these reactions are applied outside the academic context. Additionally, this stage enhances students' communication and argumentation skills, which are vital for their academic and professional growth.

Group Discussion

To kick off the group discussion, the teacher can gather all students in a circle and invite each group to share their experiences and outcomes from the activities. The teacher should guide the discussion, prompting students to reflect on how they used substitution reaction concepts, the challenges encountered, and the solutions they devised. It's crucial for each group to present any new insights gained and how their previous notions may have shifted during the activities.

Key Questions

1. What were the main challenges your group faced while conducting the substitution reactions, and how did you tackle them?

2. Were there any surprises regarding the products obtained? How does this relate to what you've studied previously?

3. How can an understanding of substitution reactions be applied in real-world situations, such as in pharmaceuticals or environmental research?

Conclusion

Duration: (5 - 10 minutes)

The aim of this conclusion stage is to ensure students have a solid and comprehensive understanding of the topics discussed, as well as recognition of the practical and theoretical applications of the content studied. Summarizing the main points helps with knowledge retention, while discussing the connection between theory and practice reinforces the relevance of this learning in the real world.

Summary

In the conclusion stage, the teacher should recap the main topics covered related to substitution reactions, emphasizing the types of nucleophilic and electrophilic reactions, the role of catalysts, and common synthetic pathways. It's important to review the products obtained and the conditions that favor each reaction type to solidify students' understanding.

Theory Connection

Throughout the lesson, a clear connection was made between the studied theory and the practiced applications via interactive activities. Students had the opportunity to directly apply theoretical concepts in practical scenarios such as 'The Substitute Race' and 'Chemical Kitchen Mystery', which facilitated a more visual understanding of theory in action and showcased its importance and applicability.

Closing

Lastly, it’s important to underscore the significance of substitution reactions in everyday life and industry, particularly in medication synthesis or materials production. Grasping these chemical processes enriches students' academic knowledge and equips them to apply these concepts in future scientific careers or informed everyday decisions.