Objectives (5 - 7 minutes)

1. Understand the structure and nomenclature of Ethers: Students should be able to identify ethers in a molecular and structural formula, as well as name them correctly. They should understand the importance of ethers in organic chemistry and practical applications.

2. Identify and differentiate Ethers from other organic compounds: Students should be able to distinguish ethers from other organic compounds, such as alcohols and aldehydes, based on their chemical structures and nomenclature. This will help develop their analysis and classification skills.

3. Solve Ether nomenclature problems: Students should be able to solve nomenclature problems involving the identification and naming of ethers. This will involve the application of specific nomenclature rules and understanding how chemical structures relate to nomenclature.

Secondary Objectives:

• Promote classroom discussion: Students should be encouraged to actively participate in classroom discussions, sharing their doubts and viewpoints on the topic. This will help deepen their understanding of ethers and organic nomenclature.

• Stimulate critical thinking: Throughout the lesson, students will be challenged to apply what they have learned to solve practical problems. This will help develop their critical thinking and problem-solving skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by briefly reviewing the concepts of organic functions already studied, such as alcohols, aldehydes, and ketones. He may ask students to share what they remember about these functions and clarify any remaining doubts. This review is important to prepare students for the introduction of the new topic and to help them make connections between different types of organic functions.

2. Problem situations: The teacher presents two problem situations to stimulate students' thinking and interest in the topic. The first situation could be: 'Imagine you are a scientist and have discovered a new substance that contains an oxygen atom bonded to two alkyl groups. How would you name this substance?' The second situation could be: 'You are reading the formula of a medication and come across the term 'ether.' What does this mean and how do you know it is an ether and not another type of organic compound?'

3. Contextualization: The teacher explains the importance of ethers in everyday life and industry. He may mention that ethers are used as solvents in many industrial processes and that some ethers are used as anesthetics. He may also mention that the reaction of an ether with water can produce an alcohol, which has implications for the production of alcoholic beverages.

4. Introduction to the topic: The teacher introduces the topic of the lesson, explaining that ethers are a class of organic compounds that contain an oxygen atom bonded to two alkyl groups. He may show the general formula of an ether and explain that the nomenclature of ethers follows specific rules. He may also mention that ethers are often found in nature and in everyday chemical products, such as perfumes, and short-chain ethers are used as anesthetics.

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes):

   1.1. Definition and Characteristics of Ethers: The teacher starts the theoretical part by presenting the definition of ethers, explaining that they are organic compounds that contain an oxygen atom bonded to two alkyl groups (C-O-C). He should emphasize that although ethers may contain oxygen atoms, they are not considered alcohols.

   1.2. Classification of Ethers: The teacher should explain that ethers can be classified into two categories: symmetrical and asymmetrical. Symmetrical ethers are those in which the two alkyl groups bonded to the oxygen atom are the same, while asymmetrical ethers are those in which the two alkyl groups are different.

   1.3. Properties of Ethers: The teacher should discuss the physical properties of ethers, such as boiling point, solubility in water, and characteristic odor. He should explain that ethers tend to have lower boiling points than alcohols of similar molecular mass, due to their molecular structure. He may also mention that many ethers have a pleasant odor, which is why they are used in perfumes and essences.

   1.4. Importance of Ethers: The teacher should emphasize the importance of ethers in everyday life and industry. He may mention that ethers are used as solvents in many industrial processes and that some ethers are used as anesthetics. He may also mention that the reaction of an ether with water can produce an alcohol, which has implications for the production of alcoholic beverages.

2. Nomenclature Rules (5 - 7 minutes):

   2.1. Prefix Definition: The teacher should explain that the prefix of an ether is determined by the number of carbon atoms in the longest alkyl group. He should give examples of common prefixes, such as 'meth-' (one carbon), 'eth-' (two carbons), 'prop-' (three carbons), 'but-' (four carbons), etc.

   2.2. Suffix Definition: The teacher should explain that the suffix of an ether is always '-ether'. He should emphasize that the suffix '-ol' is used for alcohols, not ethers.

   2.3. Infix Definition: The teacher should explain that if there is more than one alkyl group in the ether, the name of the shorter alkyl group is used as a prefix to indicate the position of the longer alkyl group. He should give examples to illustrate this rule.

   2.4. Exceptions to the Infix Rule: The teacher should explain that if there is more than one identical alkyl group in the ether, the infix rule does not apply and the name of the alkyl group is repeated, followed by the number of the oxygen atom to which it is bonded. He should give examples to illustrate this rule.

3. Nomenclature Practice (5 - 6 minutes):

   3.1. Nomenclature Examples: The teacher should give several examples of ether structures and ask students to name them. He should provide immediate feedback and correct any errors.

   3.2. Nomenclature Exercises: The teacher should give students some nomenclature exercises to solve individually. He should walk around the classroom, offering help as needed. He should review the exercise answers with the class after everyone has finished.

Return (10 - 15 minutes)

1. Concepts Review (5 - 7 minutes):

   1.1. Group Discussion: The teacher should promote a group discussion on the main concepts presented in the lesson. He may ask students to share their answers to the nomenclature exercises, discussing the strategies they used to solve the problems. This will allow students to learn from each other and reinforce their understanding of the concepts.

   1.2. Real-World Connections: The teacher should ask students to share examples of ethers they know or have used in their daily lives. For example, he may ask if any student has used an ether as a solvent or has heard of a medication containing an ether. This will help reinforce the relevance of the topic and connect theory to practice.

2. Individual Reflection (3 - 5 minutes):

   2.1. Reflective Questioning: The teacher should propose that students reflect individually on what they learned in the lesson. He may ask questions like: 'What was the most important concept you learned today?', 'What questions have not been answered yet?' and 'How can you apply what you learned in today's lesson in future situations?'. Students should write down their answers in a notebook or on the back of an exercise sheet.

3. Sharing Reflections (2 - 3 minutes):

   3.1. Class Sharing: After students have had time to reflect, the teacher should ask some volunteers to share their answers with the class. He should encourage students to be honest and open in their responses, ensuring that there are no 'right' or 'wrong' answers. This sharing exercise will help the teacher assess the effectiveness of the lesson and identify areas that may need further review or clarification.

4. Lesson Closure (1 - 2 minutes):

   4.1. Reinforcement of Subject Importance: The teacher should conclude the lesson by reinforcing the importance of the topic and how ether nomenclature can be useful in various real-life applications and industries.

   4.2. Indications for the Next Lesson: Finally, the teacher should give a brief introduction to the topic of the next lesson, establishing the connection with what was learned in the current lesson. This will help students understand the progression of the curriculum and the importance of each topic.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   1.1. Reiteration of Key Concepts: The teacher should recap the main concepts covered in the lesson, reinforcing the definition of ethers, their characteristics, classification, properties, and the importance of their nomenclature.

   1.2. Connections with Previous Content: He should highlight how the new knowledge connects with the organic functions concepts already studied, reinforcing the difference between ethers and other organic compounds, such as alcohols and aldehydes.

2. Extra Materials (1 - 2 minutes):

   2.1. Reading Recommendations: The teacher should suggest additional readings to students to deepen their understanding of ethers and their nomenclature. He may indicate chapters from textbooks, scientific articles, online educational videos, among other resources.

   2.2. Practical Exercises: Additionally, he may provide extra exercises for students to practice ether nomenclature at home. These exercises can be taken from textbooks or created by the teacher.

3. Practical Application (1 - 2 minutes):

   3.1. Utilization Examples: The teacher should explain how ether nomenclature can be applied in everyday situations and in various areas, such as in the pharmaceutical industry, perfume production, forensic chemistry, among others.

   3.2. Importance of Learning: He should emphasize that by learning to name and distinguish ethers, students are acquiring a valuable skill that can be applied in future studies and careers.

4. Lesson Closure (1 minute):

   4.1. Gratitude and Encouragement: Finally, the teacher should thank the students for their participation and encourage continuous study of the subject. He may emphasize that organic chemistry is a complex discipline, but with dedication and practice, all concepts will become clearer.

   4.2. Farewell: The teacher should bid farewell to the students, reminding them of the next lesson and encouraging them to reach out if they have any questions or want to discuss the topic further.