Objectives (5 - 10 minutes)

1. Understanding the Concept of Amine: The teacher must ensure that students clearly understand what amines are, their properties, structures, and classifications. This involves discussing that amines are organic compounds derived from ammonia (NH3), where one or more hydrogen atoms have been replaced by alkyl or aryl groups.

2. Identification and Naming of Amines: Students should be able to identify the presence of amines in chemical structures and name them correctly. This includes understanding how to assign the prefix amino- and the suffix -amine, depending on the number of substituted hydrogen atoms.

3. Application of Knowledge about Amines: Students should be able to apply their knowledge about amines in practical situations. This includes solving problems and predicting properties and reactions of amines based on their structure.

Secondary Objectives:

• Encouraging Critical Thinking: Throughout the lesson, students should be encouraged to think critically about the topic, questioning and analyzing the information presented. The goal is to develop the ability to think scientifically and critically.

• Developing Research and Independent Study Skills: This lesson plan adopts the 'flipped classroom' model, where students are encouraged to study the topic before class. This helps develop research and independent study skills, which are crucial for success in higher education and professional life.

• Promoting Active and Collaborative Learning: The use of digital resources and group activities during the lesson helps promote active and collaborative learning. Students are encouraged to discuss the topic, solve problems together, and share their findings, which enhances understanding and retention of the material.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by briefly reviewing the organic chemistry concepts already studied that are relevant to the lesson topic, such as the structure of organic compounds, nomenclature, and properties of functional groups. This is essential to ensure that all students have a solid foundation before moving on to the new topic.

2. Problem Situation: The teacher presents two problem situations to arouse students' interest and show the practical application of the topic. The first situation could be: 'How can we identify and name an amine in a medication?' The second situation could be: 'How would we predict the reactivity of an amine in a chemical reaction based on its structure?'.

3. Contextualization: The teacher explains the importance of amines in everyday life and in various industries. He may mention that amines are used in the production of medications, paints, dyes, plastics, and many other products. Additionally, amines also play a crucial role in biological processes, such as the synthesis of neurotransmitters in the brain.

4. Gaining Attention: To capture students' attention, the teacher may share some curiosities about amines. For example, he may mention that the simplest amine, methylamine (CH3NH2), is an essential component in the manufacturing of methamphetamines, a drug of abuse. Furthermore, he can explain that amines are responsible for the characteristic smell of fish and ammonia.

5. Introduction to the Topic: Finally, the teacher formally introduces the topic of the lesson, explaining that today's lesson will focus on amines, an important group of organic compounds. He may show the general structure of an amine and highlight that amines are characterized by the presence of the amine functional group (-NH2) attached to a carbon.

Development (20 - 25 minutes)

1. Modeling Activity with Lego Pieces (10 - 15 minutes): The teacher distributes a set of Lego pieces to each group of students. Each Lego piece represents an atom (for example, yellow for carbon, blue for nitrogen, and white for hydrogen). The teacher then gives each group an amine structure to build using the Lego pieces. The structures can vary in complexity, from simple primary amines to more complex secondary and tertiary amines. During the activity, students are encouraged to discuss among themselves, ask questions, and help each other. This playful and hands-on activity helps reinforce students' understanding of the structure of amines and nomenclature.

2. Matching Structures and Names Activity (5 - 10 minutes): After the modeling activity, the teacher distributes a series of cards to each group. On one side of the card, there is an amine structure, and on the other side, there is the name of the corresponding amine. Students are challenged to correctly match the structures and names of the amines. This activity helps students practice the identification and naming of amines, essential skills that were established as Learning Objectives.

3. Case Discussion Activity (5 - 10 minutes): The teacher presents students with a set of real-world situations involving amines. For example, a situation could be analyzing a medication formula to identify if it contains amines. Another situation could be predicting the reactivity of an amine in a chemical reaction based on its structure. Students are divided into groups, and each group receives a situation to discuss. They must apply their knowledge about amines to solve the situation, sharing their findings with the class at the end. This activity helps develop students' ability to apply their knowledge about amines in practical situations, an important objective established in the lesson plan.

4. Research and Presentation Activity (5 - 10 minutes): The teacher divides students into small groups and assigns each group a topic related to amines to research. Topics may include 'Industrial Applications of Amines,' 'Amines in Medicine,' or 'Amines in Nature.' Students are encouraged to use their mobile devices or laptops to conduct the research. After the research, each group presents their findings to the class. This activity helps develop research and independent study skills, as well as promotes active and collaborative learning.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students and initiates a group discussion. Each group is invited to share their solutions or conclusions from the modeling, matching structures and names, and case discussion activities. During the discussion, the teacher should ask questions to stimulate students' reflection and clarify any misunderstood concepts. This discussion helps consolidate learning, allowing students to learn from each other and see different approaches to solving the same problems.

2. Theory Connection (2 - 3 minutes): After the discussion, the teacher makes the connection between the practical activities and the theory. For example, he can show how an amine's structure determines its properties and reactivity. He can also highlight the importance of correct nomenclature of amines in organic chemistry and practical applications, such as drug formulation.

3. Individual Reflection (3 - 5 minutes): The teacher then asks students to reflect individually on what they learned in the lesson. He may ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'. Students are encouraged to write down their reflections in a notebook or digital document. This reflection helps students consolidate their learning and identify any gaps in their understanding that need to be addressed.

4. Feedback and Closure (1 - 2 minutes): Finally, the teacher asks the group to provide feedback on the lesson. They may be asked what they liked most, what they found challenging, and what suggestions they have to improve the lesson. The teacher thanks everyone for their participation and closes the lesson, highlighting the importance of the topic learned and how it relates to other concepts in organic chemistry.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher begins the Conclusion of the lesson by summarizing the main points discussed. He revisits the definition of amines, their classifications, properties, nomenclature, and applications. The teacher emphasizes key points, such as the substitution of hydrogen in ammonia by alkyl or aryl groups, and how this affects the nomenclature and properties of amines.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher highlights how the practical activities, such as modeling with Lego pieces and matching structures and names, helped solidify the theoretical concepts discussed. He reiterates that understanding how amine structures relate to their properties and reactivity is fundamental to organic chemistry.

3. Additional Materials (1 - 2 minutes): The teacher then suggests additional study materials for students who wish to deepen their understanding of amines. This may include organic chemistry books, educational chemistry websites, explanatory videos, and online practice exercises. He emphasizes that regular review of these materials can help students reinforce their knowledge and prepare for future assessments.

4. Practical Applications (1 - 2 minutes): Finally, the teacher makes the connection between the lesson topic and its practical applications. He may mention again the role of amines in the manufacture of medications, paints, dyes, and plastics, as well as in biological processes. The teacher emphasizes that understanding amines is crucial for many careers in the fields of chemistry, pharmacy, medicine, and biology.

5. Encouragement for the Next Lesson (1 minute): Before concluding the lesson, the teacher gives a brief Introduction to the topic of the next lesson, encouraging students to review relevant previous concepts. For example, he may say: 'In the next lesson, we will be studying Alcohols. Make sure you are comfortable with the organic chemistry concepts we have covered so far, as they will be the foundation for our next topic.' The teacher encourages students to ask questions and seek help if needed to ensure everyone is prepared and confident for the next lesson.