Lesson Plan | Socioemotional Learning | Inorganic Functions: Oxides

Objectives

Duration: (10 - 15 minutes)

The purpose of this step in the Socioemotional Lesson Plan is to establish a clear and concise foundation on the topic 'Oxides' in the subject of Chemistry, promoting initial understanding and contextualization of the content. Additionally, this step aims to integrate socioemotional skills, encouraging students to reflect on their own emotions and those of their peers when interacting with the presented material. This facilitates the creation of a collaborative and empathetic learning environment, essential for the holistic development of students.

Main Goals

1. Recognize and differentiate oxides from other inorganic compounds by analyzing their chemical properties.

2. Classify oxides as basic or acidic, understanding their characteristics and chemical implications.

Introduction

Duration: (20 - 25 minutes)

Emotional Warm-up Activity

 Inner Journey: Guided Meditation for Focus and Concentration 

The chosen emotional warm-up activity is Guided Meditation. This practice aims to promote focus, presence, and concentration among students, emotionally preparing them for the lesson. During the guided meditation, students are led to a state of relaxation and mindfulness, which helps calm the mind and improve attention.

1. Ask students to sit comfortably in their chairs, with their backs straight and feet firmly planted on the ground.

2. Request that they gently close their eyes and place their hands relaxed on their laps or thighs.

3. Instruct students to start breathing deeply, inhaling through their noses and exhaling through their mouths, slowly and controlled.

4. Guide them to pay attention to their breathing, feeling the air entering and leaving their lungs. Encourage them to set aside any thoughts or worries, focusing only on their breathing.

5. After a few moments, begin to describe a relaxing scene, such as a calm beach or a blooming field. Paint a vivid picture with your words, detailing sounds, smells, and sensations.

6. Continue to guide them through this scene, encouraging feelings of calm and inner peace. Remind them to keep breathing deeply.

7. After about 5-7 minutes, ask students to start bringing their attention back to the room, gently moving their fingers and toes.

8. Conclude by asking them to slowly open their eyes and take a few deep breaths before returning to a state of alertness.

Content Contextualization

Oxides are chemical compounds present in various aspects of our daily lives, from the air we breathe to the materials we use every day. For example, iron oxide is the main component of rust, a phenomenon we can observe in metal objects exposed to air and moisture. Understanding these compounds is not only fundamental for the study of Chemistry but also helps us better understand the world around us and make responsible decisions about the use and preservation of materials.

Furthermore, by studying oxides, we can reflect on the environmental impact of certain human activities, such as the emission of carbon dioxide (CO₂) into the atmosphere. Understanding the chemistry behind these processes allows us to develop a social awareness of the need for sustainable practices and the importance of caring for the environment for future generations.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (25 - 30 minutes)

1. Definition of Oxides: Explain that oxides are binary compounds formed by oxygen and another chemical element. In this case, oxygen is always the most electronegative element.

2. Classification of Oxides: Divide oxides into two main categories: acidic oxides and basic oxides. Acidic Oxides: Form acids when they react with water (e.g., SO₂ forming H₂SO₃). Basic Oxides: Form bases when they react with water (e.g., Na₂O forming NaOH).

3. Properties of Oxides: List and explain the main properties of oxides: Acidic Oxides: Generally formed by non-metals. Basic Oxides: Generally formed by metals. Solubility: Some oxides are soluble in water, while others are not.

4. Reactions of Oxides: Exemplify the common reactions of oxides. Reaction of acidic oxides with bases: SO₂ + 2NaOH → Na₂SO₃ + H₂O Reaction of basic oxides with acids: MgO + 2HCl → MgCl₂ + H₂O

5. Applications and Environmental Impact: Address the practical applications of oxides and their environmental impacts. For example, carbon dioxide (CO₂) and its relation to the greenhouse effect and climate change.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

離 Investigating Oxides in Daily Life 離

Students will identify and classify different oxides found in everyday objects and discuss their properties and environmental impacts.

1. Divide students into groups of 4 to 5 people.

2. Distribute a list of objects that contain oxides, such as rust (iron oxide), bleach (sodium hypochlorite), and others.

3. Ask each group to identify the type of oxide present in each object and classify it as acidic or basic.

4. Request that the groups discuss among themselves the properties of the oxides found and take notes on their observations.

5. Instruct the groups to reflect on the environmental impacts of the identified oxides, especially those related to pollution and sustainability.

6. Each group must prepare a brief presentation (5 minutes) to share their findings and reflections with the class.

Group Discussion

After the presentations, lead a group discussion using the RULER method to guide students in reflecting on their emotions during the activity. Start by asking them to recognize and share how they felt working in a group (Recognize). Ask about the causes of these emotions, how they felt collaborating and facing challenges together (Understand). Encourage them to name the emotions accurately, such as joy, frustration, or satisfaction (Name). Discuss appropriate ways to express these emotions, especially in collaborative contexts (Express). Finally, explore strategies to regulate emotions, such as clear communication and mutual support (Regulate).

This process not only promotes self-awareness and self-control but also develops social skills and social awareness, essential for teamwork and responsible decision-making.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest that students write a paragraph reflecting on the challenges faced during the lesson and how they managed their emotions. Alternatively, organize a group discussion where each student can share their experiences and feelings. Ask how they felt working as a team, if they faced difficulties, and how they managed to overcome them. Encourage them to think about the strategies they used to maintain calm and concentration, as well as ways to improve emotional management in future activities.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies to deal with challenging situations. This reflection promotes self-awareness, allowing students to recognize their emotions and understand how these influence their behavior and performance. Furthermore, discussing or writing about emotional management develops self-control and communication skills, essential for personal and academic growth.

Closure and A Look Into The Future

To conclude the lesson, suggest that students set personal and academic goals related to the content learned about oxides. Explain that these goals may include strengthening their understanding of the properties of oxides, applying practical knowledge in future projects, or developing greater environmental awareness based on the impact of oxides. Encourage them to write these goals down and share them with the class to create a sense of commitment and mutual support.

Possible Goal Ideas:

1. Deepen knowledge about the classification and properties of oxides.

2. Apply the learning about oxides in scientific projects or practical experiments.

3. Develop greater environmental awareness and sustainable practices related to oxides.

4. Improve teamwork skills and communication in collaborative contexts.

5. Strengthen the ability to regulate emotions in challenging academic situations. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, promoting continuity in academic and personal development. Setting clear goals helps students maintain focus and motivation, while also providing a concrete path for applying the knowledge gained. This practice also encourages responsibility and proactivity, essential skills for both academic success and personal growth.