Objectives (5 - 7 minutes)

1. Understand the nomenclature of nitriles and isonitriles: The main objective of this lesson is for students to be able to understand and correctly apply the nomenclature of nitriles and isonitriles. This includes the ability to identify the structural formula and give the correct name for a given substance.

2. Differentiate nitriles from isonitriles: In addition to learning how to name these compounds, students should also be able to distinguish between nitriles and isonitriles. This involves understanding the differences in their molecular structures and chemical properties.

3. Apply knowledge to practical problems: Finally, students should be able to apply the knowledge gained to solve practical problems. This may include solving nomenclature exercises, predicting chemical properties based on molecular structure, or identifying compounds in laboratory experiments.

Introduction (10 - 15 minutes)

1. Review of Previous Content (3 - 5 minutes): The teacher should start the lesson by briefly reviewing the concepts of organic functions that were previously studied. This may include the definition of organic functions, the nomenclature of organic compounds, and the general structure and properties of nitriles and isonitriles.

2. Problem Situations (5 - 7 minutes): The teacher can then present two problem situations to the students to arouse interest and curiosity about the lesson topic.

   • Situation 1: "Imagine you are a chemist working in a laboratory and have received two samples of compounds to analyze. One is a nitrile and the other is an isonitrile. How could you differentiate them based on their structures and chemical properties?"

   • Situation 2: "Suppose you are reading a scientific article about the synthesis of a new compound. The article mentions the use of a nitrile and an isonitrile in the reaction. How could you correctly identify these compounds based on their names and structural formulas?"

3. Contextualization (2 - 3 minutes): The teacher should then contextualize the importance of studying the nomenclature of nitriles and isonitriles, highlighting their various applications in the chemical, pharmaceutical, and materials industries. For example, nitriles are often used as intermediates in organic syntheses and in the production of polymers, while isonitriles have applications as ligands in metal complexes and in the synthesis of natural products.

4. Introduction to the Topic (2 - 3 minutes): To conclude the Introduction, the teacher should present the topic of the lesson - nomenclature of nitriles and isonitriles - in an engaging and captivating way. This can be done through the presentation of curiosities, historical facts, or interesting applications. For example:

   • Curiosity: "Did you know that the nomenclature of nitriles and isonitriles can vary depending on the country or region? This can make communication between chemists from different parts of the world a challenge, but that's why the IUPAC (International Union of Pure and Applied Chemistry) establishes guidelines for a standard nomenclature worldwide."

   • Application: "Nitriles are used in the production of many everyday products, such as adhesives, paints, plastics, and even waterproof clothing. On the other hand, isonitriles are used in the pharmaceutical industry to synthesize medications, such as morphine, which is a powerful analgesic."

Development (20 - 25 minutes)

1. Problem-Solving Activity (10 - 12 minutes): The teacher should divide the class into groups of up to five students and propose a set of exercises on the nomenclature of nitriles and isonitriles to be solved together. These exercises may involve naming compounds from their structural formulas, identifying compounds from their names, or converting between systematic and trivial nomenclatures.

   • Example Exercise 1: "Give the IUPAC name for the following compound: CH3CH2CN."

   • Example Exercise 2: "Identify the compound represented by the following nomenclature: benzonitrile."

   • Example Exercise 3: "Convert the following IUPAC name to trivial nomenclature: 2-methylbutanonitrile."

   The teacher should circulate around the room, providing guidance and clarifying doubts as necessary. After the conclusion of the exercises, each group should present their answers to the class, promoting discussion and the exchange of ideas.

2. Creation of Didactic Cards Activity (8 - 10 minutes): Still in groups, students should create didactic cards on the nomenclature of nitriles and isonitriles. Each card should include the molecular structure of a compound and its name (in both nomenclature systems) on the back. This activity aims to reinforce learning in a playful and visual way, as well as to promote review and independent study.

   • Necessary materials: cardboard paper, colored pens, ruler, and markers.

   The cards should be creative and eye-catching, with colors and drawings that help associate the compound's structure with its name. For example, on the card for the compound CH3CH2CN, students can draw a carbon chain, with the arrow pointing to the nitrogen atom, and write "Propionitrile" and "Ethyl cyanide" below. At the end of the activity, the cards should be exchanged between groups so that everyone has the opportunity to study and learn from the cards created by their peers.

3. Group Discussion (2 - 3 minutes): To conclude the Development part of the lesson, the teacher should promote a group discussion about the difficulties encountered and the concepts learned. Each group should briefly share their solutions to the exercises and talk about the experience of creating the cards. The teacher should take advantage of this discussion to make connections with the theory, clarify persistent doubts, and reinforce the key concepts of the topic.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should lead a group discussion with all students to share the answers and solutions found by each team in the problem-solving activities and in the creation of didactic cards. Each group should have the chance to briefly present their conclusions and the main points they learned during the lesson. The teacher should listen attentively to the students' presentations, intervene when necessary to clarify doubts or correct misconceptions, and encourage all students to participate in the discussion.

2. Learning Verification (2 - 3 minutes): The teacher should then verify the students' learning through targeted questions. This may include:

   • Question 1: "What are nitriles and isonitriles and how do they differ?"

   • Question 2: "How are nitriles and isonitriles named in the IUPAC system?"

   • Question 3: "How do you convert IUPAC nomenclature to trivial nomenclature and vice versa?"

   The teacher should encourage students to answer the questions aloud, thus promoting reflection on what was learned. It is important for the teacher to provide immediate feedback and correct any misconceptions that may arise.

3. Connection with Theory (1 - 2 minutes): The teacher should then make the connection between practice and theory, reinforcing the key concepts of the lesson and explaining how they were applied in the activities. For example, the teacher can highlight how students were able to apply the nomenclature rules to identify and name nitriles and isonitriles correctly, and how the creation of didactic cards helped visualize and internalize these concepts.

4. Final Reflection (1 - 2 minutes): Finally, the teacher should propose that students reflect for a minute on what they have learned. The teacher should ask the following questions:

   • Question 1: "What was the most important concept you learned today?"

   • Question 2: "What questions have not been answered yet?"

   The teacher should give a minute of silence for students to think about these questions. Then, students should share their answers with the class. This final reflection is an important opportunity for students to consolidate their learning and for the teacher to identify any gaps in understanding that need to be addressed in future lessons.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reminding students about the nomenclature of nitriles and isonitriles, the difference between these two compounds, and the importance of mastering the correct nomenclature for effective communication in chemistry. For example, the teacher can mention:

   • The basic structure of a nitrile, with the cyano group (CN-) attached to a carbon atom.

   • The basic structure of an isonitrile, with the isocyanide group (NC-) attached to a carbon atom.

   • The difference between IUPAC nomenclature and trivial nomenclature for nitriles and isonitriles.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should reinforce how the lesson connected theory, practice, and application. It can be mentioned how problem-solving and the creation of didactic cards allowed students to apply theory in a practical and playful way. Additionally, it can be highlighted how the acquired knowledge can be applied in real situations, such as identifying substances in a laboratory or reading a scientific article.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to delve deeper into the subject. This may include organic chemistry books, educational websites, explanatory videos, and online games that help practice the nomenclature of organic compounds.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject presented for daily life. It can be mentioned how organic chemistry and, more specifically, the nomenclature of organic compounds, are fundamental for various areas, such as medicine, the pharmaceutical industry, the production of plastics and materials, among others. Additionally, it can be emphasized that the ability to understand and effectively communicate about chemistry is a valuable skill that can open doors to various careers and fields of study.

5. Closure (1 minute): To conclude the lesson, the teacher should thank the students for their participation, reinforce the importance of continuous study and practice, and encourage them to bring any questions or difficulties to the next lesson. The teacher should then say goodbye, reminding students to bring the necessary materials for the next lesson and, if applicable, to review the lesson content at home.