Objectives (5 - 7 minutes)

1. Understand the structure of phenol and its characteristics: Students should be able to identify the structure of phenol, including the hydroxyl group (-OH) directly bonded to an aromatic ring. They should also understand phenol's unique characteristics, such as its ability to form hydrogen bonds and its tendency to oxidize.

2. Learn the IUPAC official nomenclature for phenols: Students should be able to name phenols according to the rules established by the IUPAC (International Union of Pure and Applied Chemistry). This will involve identifying the parent chain, numbering the carbon atoms, and adding the suffix "ol".

3. Practice naming phenols in different scenarios: Students should have the opportunity to practice naming phenols in a variety of examples and problems. This will help reinforce their understanding of phenol structure and the rules of nomenclature.

Secondary objectives:

• Review the concept of organic function: Before addressing the nomenclature of phenols, it is important for students to review the concept of organic function and understand how it contributes to the properties of organic compounds.

• Develop problem-solving skills: Practicing phenol nomenclature can serve as an opportunity for students to develop their problem-solving skills, as they will need to apply the rules of nomenclature to different and complex situations.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should begin the lesson by recalling the concepts of organic functions, especially that of alcohols, since phenols are a class of organic compounds that have a hydroxyl group (-OH) directly bonded to an aromatic ring. It is important that students have a solid understanding of alcohols in order to understand the structure and properties of phenols. (3 - 5 minutes)

2. Problem situations: To spark students' interest, the teacher can present two problem situations:

   • Situation 1: "Why is phenol, a seemingly simple compound, widely used in the pharmaceutical industry and in the production of plastics and resins?".
   • Situation 2: "How would you name the following compound: a benzene ring with a -OH group attached to it?". (2 - 3 minutes)

3. Contextualization: The teacher should then contextualize the importance of phenols, explaining that they are widely used in industry due to their unique properties. For example, phenol is an essential component in the production of analgesics, antiseptics, dyes, plastics and resins. In addition, the teacher can mention that the ability of phenols to form hydrogen bonds makes them useful in formulating products that require strong intermolecular interactions. (2 - 3 minutes)

4. Gaining attention: To captivate the students' attention, the teacher can share some curiosities about phenols:

   • Curiosity 1: "Did you know that phenol was the first antiseptic used in surgeries? However, due to its toxicity in high concentrations, it was replaced by other safer compounds, such as isopropyl alcohol".
   • Curiosity 2: "Phenols are also found in nature, being widely distributed in plants. They play an important role in the defense of plants against fungal and bacterial infections". (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Phenol in the Real World" (10 - 12 minutes)

   • Situation 1: The teacher divides the class into groups of no more than five students. Each group receives a list of household or industrial products that may contain phenol, such as medicines, disinfectants, dyes, plastics, resins, among others. The groups' task is to identify the products containing phenol and research the function of phenol in the composition or manufacture of these products.
   • Situation 2: The teacher provides the structure of a phenol and challenges the groups to modify the structure to create a different compound, but which still contains the hydroxyl group bonded to an aromatic ring. Groups should draw the new structure and propose a possible application for that modified compound.
   • Situation 3: The teacher presents a hypothetical scenario: "You have been hired as a chemical consultant for a company that is developing a new drug. The research department has identified a promising compound that contains a hydroxyl group bonded to an aromatic ring. They believe that this compound is a phenol, but they are not sure. Your job is to confirm whether the compound is really a phenol and, if confirmed, name it according to IUPAC nomenclature rules." Groups should propose an action plan to confirm the presence of the phenol and, if confirmed, name the compound.

2. Activity "Phenol Nomenclature" (10 - 12 minutes)

   • The teacher provides a series of phenol structures to each group and challenges them to name the compounds correctly, following IUPAC nomenclature rules.
   • To make the activity more challenging, the teacher can include some compounds with substituents bonded to the aromatic ring, which require the use of prefixes or location numbers in the nomenclature.
   • The groups should work together to name the compounds and the teacher should circulate the room, offering support and clarifying doubts. After completing the activity, the teacher will review the answers with the class, correcting any errors and providing additional explanations if necessary.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   • The teacher should gathers all of the students and encourage a group discussion of the solutions or conclusions reached by each group. Each group will have up to 3 minutes to share their discoveries or solutions.
   • During the discussion, the teacher should encourage students to ask questions and make comments, fostering the exchange of ideas and reflection on what they have learned. The teacher may also ask questions to stimulate critical thinking and deepen students' understanding of the nomenclature and properties of phenols.
   • The teacher should ensure that all students have the opportunity to participate in the discussion, promoting an inclusive and respectful environment.

2. Connection with the Theory (2 - 3 minutes)

   • The teacher should relate the completed activities to the theory presented in the Introduction of the lesson. For example, the teacher could highlight how the structure of phenol influences its properties and applications, and how the correct nomenclature is essential for effective communication in chemistry.
   • The teacher could also review the curiosities and problem situations presented in the Introduction and discuss how they were explored during the lesson. This will help students to perceive the relevance and applicability of the concepts they have learned.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should ask the students to quietly reflect on what they have learned. The teacher could ask guiding questions like:
     1. "What was the most important concept that you learned today?".
     2. "What questions do you still have?"
   • After a minute of reflection, the teacher could ask some students to share their answers with the class. This may help to identify areas that may need review or clarification in future lessons.

4. Feedback and Closure (1 minute)

   • The teacher should thank the students for their participation and effort during the lesson. He or she may also ask for student feedback about the lessons, to identify possible improvements for future lessons.
   • The teacher should encourage the students to review the contents of the lesson at home and to complete any homework or additional reading that may have been assigned. He or she should also provide information about the topic of the next lesson and any necessary preparation.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher should begin the Conclusion by recapping the main points discussed during the lesson. This includes the definition of phenol, its structural characteristics, the IUPAC official nomenclature for phenols, and practicing the naming of phenols in different scenarios.
   • The teacher should emphasize the importance of understanding the structure of a phenol in order to name it correctly, and how the appropriate nomenclature is essential for effective communication in chemistry.
   • The teacher should also recall the curiosities and problem situations presented during the lesson, and how they were addressed through practical activities.

2. Connection Between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory, practice and applications of phenols. They could highlight that understanding the structure and nomenclature of phenols is fundamental for identification and description of the wide range of chemicals present in everyday products.
   • The teacher should reinforce the importance of connecting theoretical concepts with practical applications, and how it helps students' learning become more relevant and meaningful.

3. Supplementary Materials (1 - 2 minutes)

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge about the nomenclature of phenols. This may include books of organic chemistry, chemistry websites, educational videos, and online nomenclature exercises.
   • The teacher may also provide a printed summary of the key concepts and rules of the nomenclature of phenols for students to review at home.

4. Practical Relevance of the Lesson (1 minute)

   • To conclude, the teacher should briefly explain the relevance of phenols in everyday life. He or she could mention once again some of the applications of phenols that were discussed during the lesson, such as in the production of medicines, disinfectants, plastics and resins.
   • The teacher could also highlight how knowledge of phenol nomenclature is useful in different contexts, such as when reading and understanding labels of chemicals, communicating with fellow chemists or even in solving daily life problems like identifying unknown compounds.