Objectives (5 - 10 minutes)

1. Understand the structure and characteristics of organic anhydrides: Students should be able to identify the basic structure of an organic anhydride, as well as the properties that differentiate them from other organic compounds.

2. Master the IUPAC nomenclature of organic anhydrides: Students need to learn and apply the IUPAC nomenclature rules to correctly name organic anhydrides.

3. Differentiate the nomenclature of organic anhydrides from other organic compounds: In addition to learning to correctly name organic anhydrides, students should also be able to distinguish the nomenclature of organic anhydrides from that of other organic compounds.

Secondary Objectives:

• Apply the acquired knowledge in practical examples: To consolidate learning, students should be able to apply the learned nomenclature rules in practical examples, correctly naming the presented organic anhydrides.

• Develop critical thinking and analytical skills: By learning to name and differentiate organic anhydrides from other organic compounds, students will also develop important critical thinking and analytical skills.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher starts the lesson by reviewing important concepts that were covered in previous classes and are essential for understanding the current lesson. The concepts would include what organic functions are, what IUPAC nomenclature is, and the concept of organic compounds. This review will be done through direct questions to engage students and assess their level of understanding of the content. (5 - 7 minutes)

2. Problematic Situations: The teacher will introduce two problematic situations that require an understanding of organic anhydrides.

   • Situation 1: Students are presented with a scenario where they are working in a laboratory and need to identify an unknown compound that turns out to be an organic anhydride. How could they correctly name the compound according to IUPAC nomenclature?

   • Situation 2: Students are challenged to differentiate between various organic compounds, including anhydrides, carboxylic acids, and esters, based solely on IUPAC nomenclature. (3 - 5 minutes)

3. Contextualization: The teacher should explain the relevance of organic anhydrides in everyday life and industry, such as the production of certain types of plastics, dyes, and medicines, highlighting the importance of knowing and understanding the nomenclature. (2 - 3 minutes)

4. Curiosities and Stories: To captivate students' attention, the teacher can share some interesting curiosities and stories related to organic anhydrides.

   • Curiosity 1: The teacher can tell the story of how the discovery of organic anhydrides led to the development of new materials and technologies, such as plastics and pharmaceutical products.

   • Curiosity 2: The teacher can share the curiosity that some organic anhydrides are used in the production of certain aromas and flavors, thus showing a practical and interesting application of the topic. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Activity 1 - The Mystery of the Unknown Anhydride (10 - 12 minutes)

   In this activity, students will work in groups of up to five people. Each group will receive a card with the structural formula of an organic anhydride, but without its name. The challenge will be to use the IUPAC nomenclature rules to correctly name the anhydride.

   To do this, the teacher must prepare in advance several cards with different anhydride structures. Some tips for conducting the activity:

   • Students should start by identifying the basic structure of the anhydride in the given formula.
   • Next, they should identify and number the carbon atoms in the main chain.
   • After that, they should name the anhydride according to the IUPAC rules.
   • Finally, they should compare their answers with those of the other groups and discuss any differences found.

   This activity is great for applying the learned concepts in a practical way and promoting interaction among students. The teacher should circulate around the room, assisting groups that encounter difficulties.

2. Activity 2 - The Great Anhydride Bingo (10 - 12 minutes)

   In this activity, students will continue in their groups. They will receive several bingo cards, each containing different names of organic compounds, including anhydrides, esters, and carboxylic acids. The teacher will then show different organic compound structures on the board, and students will have to identify the compound and mark the corresponding card on their bingo cards.

   To conduct this activity, the teacher should:

   • Prepare bingo cards in advance, ensuring a balanced mix of anhydrides, esters, and carboxylic acids.
   • Quickly review the bingo rules with the students.
   • Start the activity by showing the compound structures on the board, one at a time.
   • Encourage students to discuss among themselves before marking a card on their bingo cards.

   This activity is excellent for promoting differentiation between the nomenclature of anhydrides and other organic compounds, as well as stimulating collaboration and critical thinking among students.

3. Activity 3 - Building Anhydride Models (optional, if there is extra time)

   In this activity, students will use molecular modeling kits to build three-dimensional models of organic anhydrides. This activity allows students to visualize the structure of anhydrides and better understand how they are formed.

   To conduct this activity, the teacher should:

   • Provide students with molecular modeling kits.
   • Instruct students to build three-dimensional models of different organic anhydrides.
   • Ask students to name their anhydrides according to IUPAC nomenclature.

   This activity is great for promoting a three-dimensional understanding of the structure of anhydrides and for applying nomenclature rules in a practical context. This activity is optional and can be carried out if there is extra time in the lesson.

Return (10 - 15 minutes)

1. Group Discussion (3 - 5 minutes)

   To start the return stage, the teacher should gather all students and allow each group to share their solutions or conclusions from the previous activities. Each group will have up to three minutes to present their results. During these presentations, the teacher should encourage other groups to ask questions and make comments, thus promoting discussion and the exchange of ideas.

2. Connection between Theory and Practice (3 - 5 minutes)

   After the presentations, the teacher should explain how the activities carried out connect with the theory presented at the beginning of the lesson. For example, the teacher can revisit the structure of organic anhydrides and the rules of IUPAC nomenclature, and show how these concepts were applied during the activities. The teacher can also take this opportunity to clarify any doubts that may have arisen during the activities.

3. Reflection on the Lesson (2 - 3 minutes)

   Finally, the teacher should propose that students reflect individually for a minute on what they learned in the lesson. The teacher can ask guiding questions, such as:

   • What was the most important concept you learned today?
   • What questions have not been answered yet?
   • How can you apply what you learned today in your daily life or in other subjects?

   After the minute of reflection, the teacher can ask some students to share their answers with the class. This stage is important to consolidate learning and for the teacher to know which concepts need to be reinforced or clarified in future lessons.

4. Feedback and Closure (2 - 3 minutes)

   To conclude the lesson, the teacher should thank the students for their participation and effort. The teacher can also provide general feedback on the class performance and on the points that were well understood and those that need to be further explored. Finally, the teacher should inform the students about the content of the next lesson and encourage them to continue studying and reviewing the content learned.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should review the main points discussed during the lesson, reinforcing the structure and characteristics of organic anhydrides, as well as the IUPAC nomenclature rules for these compounds.

   • He should reiterate the difference between the nomenclature of organic anhydrides and other organic compounds.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes)

   • The teacher should reinforce how the practical activities contributed to the understanding of the theoretical concepts presented initially.

   • He should emphasize how the acquired knowledge is applicable not only in the chemistry discipline but also in everyday situations and in various industries, such as pharmaceuticals and plastics production.

3. Extra Materials (1 - 2 minutes)

   • The teacher should suggest additional reading and study materials for students who wish to deepen their knowledge of organic anhydrides.

   • These materials may include links to videos, educational websites, online exercises, among others. The teacher can share these resources via email or on the school's online learning platform.

4. Subject Importance and Closure (1 - 2 minutes)

   • Finally, the teacher should end the lesson by emphasizing the importance of understanding and mastering the nomenclature of organic anhydrides for the students' education, whether for continuing their studies in chemistry or for understanding the world around them.

   • The teacher should encourage students to continue studying the subject at home and preparing for the next lesson. He should reinforce that he is available to clarify any doubts that may arise during students' individual study.