Lesson Plan | Socioemotional Learning | Introduction to Organic Chemistry: Types of Formulas

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to introduce students to the topic of Organic Chemistry, specifically in writing and identifying compounds in various formulas. Moreover, it aims to develop important socioemotional skills such as self-awareness and self-control by recognizing and naming emotions that arise during the learning process. This step is crucial to prepare students both cognitively and emotionally for subsequent activities, ensuring a more balanced and effective learning environment.

Main Goals

1. Write and identify organic compounds using different types of formulas: molecular, condensed structural, and stick.

2. Develop the ability to recognize and name the emotions associated with learning new concepts in Organic Chemistry.

3. Promote the skill of emotional regulation when facing academic challenges.

Introduction

Duration: 20 - 25 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

Guided Meditation is a deep breathing and visualization technique that helps promote focus, presence, and concentration among students. This practice involves guiding students through a series of instructions that lead them to a state of calm and relaxation, emotionally preparing them for learning. By focusing on their breath and positive mental images, students can reduce anxiety and increase mental clarity, facilitating the absorption of the content to be studied.

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, with their feet on the floor and hands resting on their knees. Make sure the environment is quiet, and if possible, dim the lighting to create a calm atmosphere.

2. Beginning Deep Breathing: Instruct students to close their eyes and begin breathing deeply, inhaling through their nose and exhaling through their mouth. Ask them to repeat this breathing cycle for a few minutes, paying attention to the movement of air entering and leaving their lungs.

3. Creative Visualization: Guide students to imagine a calm and safe place where they feel completely relaxed. It could be a beach, a forest, or any other place that conveys peace to them. Ask them to visualize the details of that place: colors, sounds, smells.

4. Focus on Presence: Encourage students to focus on the present moment, setting aside worries and distractions. Ask them to feel the weight of their body on the chair and the contact of their feet with the ground.

5. Gradual Return: After a few minutes, ask students to gradually return their attention to the classroom. Instruct them to slowly open their eyes and do some light stretches to finish the meditation.

6. Brief Reflection: Reserve a moment to ask students how they felt during the meditation and if they noticed any changes in their emotional states. This helps them recognize and name their emotions.

Content Contextualization

Organic Chemistry is present in many aspects of our daily lives, from the food we consume to the materials we use. Understanding the types of formulas for organic compounds is essential for identifying and manipulating these substances, both in academic contexts and practical situations.

Additionally, learning Organic Chemistry can be challenging for many students, triggering a range of emotions such as frustration and anxiety. Recognizing and naming these emotions is the first step to regulating them effectively, allowing for a smoother and more productive learning experience.

Development

Duration: 60 - 65 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Introduction to Chemical Formulas: Explain the importance of chemical formulas in Organic Chemistry, highlighting that they are representations of organic compounds that help identify the composition and structure of substances.

2. Molecular Formula: Define the molecular formula as the representation that shows the type and number of atoms present in a molecule. Example: the molecular formula of ethanol is C₂H₅OH.

3. Condensed Structural Formula: Define the condensed structural formula as a representation that groups carbon and hydrogen atoms in a simplified manner while still showing the basic structure of the molecule. Example: the condensed structural formula of ethanol is CH₃CH₂OH.

4. Stick Formula: Explain that the stick formula is a graphical representation where lines represent chemical bonds between carbon atoms and hydrogens are usually omitted for simplification. Example: draw the stick formula of ethanol on the board.

5. Analogies to Facilitate Understanding: Use analogies to help students understand the difference between the formulas. For example, compare the molecular formula to a “business card” that presents basic information, the condensed structural formula to an “executive summary” with more details, and the stick formula to a “technical drawing” that shows the detailed structure.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

Identification and Writing of Organic Formulas

In this activity, students will practice identifying and writing organic compounds using the three types of formulas covered: molecular, condensed structural, and stick. The goal is to consolidate theoretical knowledge through practice while also developing socioemotional skills such as recognizing, expressing, and regulating emotions during the learning process.

1. Group Division: Divide the class into small groups of 3 to 4 students.

2. Task Distribution: Provide each group with a list of organic compounds and ask them to write the molecular, condensed structural, and stick formulas for each compound.

3. Group Discussion: Instruct students to discuss among themselves the difficulties they encountered and how they felt during the activity.

4. Presentation of Results: Each group should present their answers to the class, demonstrating the different formulas for each compound.

5. Emotion Feedback: After the presentation, reserve a moment for each student to share how they felt while doing the activity and if there was a specific emotion that prevailed.

6. Reflection and Regulation: Encourage students to reflect on how they could more effectively regulate their emotions in future learning situations.

Group Discussion

To apply the RULER method, start by asking students to recognize the emotions they felt during the activity, both positive and negative. Then, help them understand the causes of those emotions, discussing whether they were due to the difficulty of the content, the group dynamics, or other factors. Encourage students to name these emotions accurately, using specific terms such as 'frustration', 'anxiety', 'satisfaction', or 'pride'.

Proceed by asking the students to express these emotions appropriately by sharing with the group how they felt and how they dealt with those feelings. Conclude the discussion by guiding students to regulate their emotions, suggesting techniques like deep breathing, strategic breaks, or seeking help when necessary. This way, students not only learn about Organic Chemistry but also develop essential socioemotional skills for their holistic education.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

To carry out the reflection and emotional regulation, suggest that students write or discuss in groups the challenges faced during the lesson, especially regarding the writing and identification of chemical formulas. Ask each student or group to describe how they dealt with their emotions in face of these challenges. Encourage them to think about the strategies they used to regulate their emotions and reflect on the effectiveness of those strategies. This activity can be done in written form or through a circle discussion where each student has the opportunity to share their experiences and perceptions. After the reflection, reserve a moment for students to identify one or two concrete actions they can take to improve their emotional regulation in future learning situations.

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences and sharing with peers, students develop a greater awareness of their emotions and the techniques they can use to regulate them, promoting a more balanced and collaborative learning environment.

Closure and A Look Into The Future

At the end of the class, suggest that students set personal and academic goals related to the content of Organic Chemistry. Explain that the goals can include both objectives of understanding and applying the content, such as regular practice of formula writing exercises, as well as socioemotional goals like maintaining calm and concentration when facing difficulties. Encourage students to write down these goals and reflect on them regularly, assessing their progress over time.

Possible Goal Ideas:

1. Review the chemical formulas learned in class weekly.

2. Practice writing molecular, condensed structural, and stick formulas of new compounds.

3. Use breathing and meditation techniques to maintain calm during studies.

4. Actively participate in group discussions to improve understanding and communication.

5. Seek additional help when facing significant difficulties with the content. Objective: The goal of this subsection is to strengthen students' autonomy and practical application of learning, encouraging them to set clear and achievable goals that promote both academic and personal development. By setting specific goals, students can monitor their progress and adjust their study and emotional regulation strategies, ensuring continuous and balanced evolution in their learning journeys.