Objectives (5 - 7 minutes)

1. Understand the definition of inorganic compounds: The teacher will guide the students to understand that inorganic compounds are substances that do not contain carbon in their structure. Examples of inorganic compounds, such as water (H2O), salt (NaCl), among others, will be presented.

2. Identify and classify the main inorganic compounds: Students will be encouraged to identify the main inorganic compounds, differentiating them from organic compounds. The classification will be made based on the analysis of the chemical formulas of the compounds.

3. Relate the importance of inorganic compounds to everyday life: The teacher will guide the students to relate inorganic compounds to everyday situations, such as the importance of water for life, the use of salt in food, among others.

Secondary objectives:

• Apply the acquired knowledge in problem-solving: Students will be challenged to apply the acquired knowledge in solving problems proposed by the teacher, such as identifying inorganic compounds in a list of substances.

• Stimulate critical thinking and scientific curiosity: The teacher will encourage active participation from students, stimulating critical thinking and scientific curiosity. Students will be encouraged to ask questions and seek answers to them, both during the class and in their independent study activities.

Introduction (10 - 15 minutes)

1. Content Review (3 - 5 minutes): The teacher should start the class with a brief review of basic chemistry concepts necessary for understanding the topic. This may include the definition of a chemical element, atom, molecule, chemical bond, among others. This review can be done interactively, asking students to recall the concepts and answer brief questions.

2. Problem Situations (5 - 7 minutes): The teacher should present two problem situations to the students that will be addressed during the class. For example:

   • Why is water essential for life on Earth?
   • Why is salt used to preserve food?

   These questions will serve as a starting point for discussing the importance of inorganic compounds in everyday life.

3. Contextualization (2 - 3 minutes): The teacher should highlight the importance of inorganic compounds, emphasizing that they are present in various aspects of daily life, such as in the composition of the human body, in nature, in industry, among others. Additionally, it can be mentioned that understanding these compounds is fundamental for understanding natural phenomena and for the development of technologies.

4. Introduction to the Topic (2 - 3 minutes): To spark students' interest, the teacher can present curiosities and interesting facts about inorganic compounds. For example:

   • Water is the only substance that can be found in all three physical states (solid, liquid, and gas) under normal pressure and temperature conditions.
   • Table salt (sodium chloride) is one of the main contributors to soil and water salinization, which can be harmful to the environment.

   These curiosities will pique students' curiosity and prepare them for the development of the topic.

Development (20 - 25 minutes)

1. Activity "Chemical Treasure Hunt" (10 - 12 minutes):

   • Preparation: The teacher should prepare cards with the chemical formula of different inorganic compounds (e.g., H2O, NaCl, CO2, etc.) and scatter them around the classroom. Additionally, envelopes with clues about the importance of each compound in everyday life (e.g., "This compound is essential for life on Earth. It is the main constituent of cells and participates in various chemical reactions. Find the formula H2O to discover what it is.") should be prepared, which will be found by students during the activity.

   • Execution: Students, divided into teams, should search for the cards with the chemical formulas around the classroom. Upon finding a card, they should decipher the formula and look for the corresponding envelope. Then, they should read the clue aloud to the class and discuss the importance of that compound in everyday life. The activity continues until all formulas are found and discussed.

2. Activity "Creating an Infographic" (10 - 12 minutes):

   • Preparation: The teacher should divide the students into teams and provide each team with a different inorganic compound. Each team should research the compound, including information such as: chemical formula, structure, physical and chemical properties, main uses in industry and everyday life, among others. Additionally, students should look for images that represent the compound and its applications.

   • Execution: Based on the collected information, students should create an infographic on paper or on the computer, clearly and creatively presenting the characteristics and importance of the compound. At the end, each team should present their infographic to the class, explaining the presented information.

3. Activity "Debate on the Impact of Inorganic Compounds on the Environment" (5 - 6 minutes):

   • Preparation: The teacher should prepare cards with questions and statements about the impact of inorganic compounds on the environment. For example: "The excessive use of fertilizers containing nitrate can cause groundwater contamination. What do you think about this?" or "The increase in CO2 concentration in the atmosphere is one of the main causes of global warming. How can we reduce this concentration?".

   • Execution: Students, still in their teams, should draw a card and discuss the question among themselves. Then, each team should present their conclusions and proposals to mitigate the impact of inorganic compounds on the environment. The teacher should mediate the debate, encouraging everyone's participation and ensuring that the discussions are respectful and constructive.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should promote a group discussion about the solutions found by each team during the activities. This can be done interactively, with each team sharing their conclusions and proposals. The teacher should ensure that all students have the opportunity to speak and that their contributions are valued. This discussion will allow students to learn from each other and see different perspectives on the same topic.

2. Connection with Theory (2 - 3 minutes): The teacher should review the theoretical concepts covered during the class and relate them to the solutions found by the students. For example, the teacher can highlight how understanding the structure and properties of inorganic compounds allowed students to identify their importance in everyday life and the environment. Additionally, the teacher should clarify any remaining doubts and reinforce the most important concepts.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students individually reflect on what was learned during the class. To facilitate this reflection, the teacher can ask the following questions:

   1. What was the most important concept learned today?
   2. What questions remain unanswered?
   3. How can I apply what I learned today in other situations?

   The teacher should give students a minute to think about each question. Then, students can share their answers if they feel comfortable. This reflection will allow students to consolidate what they learned and identify any gaps in their understanding.

4. Feedback and Closure (1 minute): Finally, the teacher should thank the students for their participation, praise their efforts, and provide constructive feedback. The teacher should also remind students of the importance of the topic for their daily lives and the world around them, encouraging them to continue exploring and learning about chemistry and science in general.

Conclusion (5 - 7 minutes)

1. Content Summary (1 - 2 minutes): The teacher should summarize the main points covered during the class, reinforcing the definition of inorganic compounds, the identification and classification of the main inorganic compounds, and the importance of these compounds in everyday life. This can be done interactively, asking students to share what they remember about each point.

2. Theory-Practice Connection (1 - 2 minutes): The teacher should highlight how the activities carried out during the class allowed students to apply theoretical concepts in practice. For example, the "Chemical Treasure Hunt" activity allowed students to identify and discuss the importance of different inorganic compounds, while the "Creating an Infographic" activity allowed students to deepen their knowledge about a specific compound. Additionally, the debate on the impact of inorganic compounds on the environment allowed students to critically reflect on the topic and propose solutions.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who want to deepen their knowledge on the topic. This can include books, websites, videos, apps, among others. For example, the teacher can suggest that students watch an explanatory video about the structure of inorganic compounds, read an article about the importance of inorganic compounds in the industry, or try a virtual reality app that allows exploring the structure of different compounds.

4. Relevance of the Subject (1 minute): Finally, the teacher should emphasize the importance of studying inorganic compounds for students' lives. It should be emphasized that these compounds are present in various aspects of daily life, from the water we drink to the materials we use. Additionally, the teacher should highlight that understanding inorganic compounds is fundamental for understanding natural phenomena and for the development of technologies. For example, understanding the structure and properties of inorganic compounds is essential for the development of new materials and medicines.

5. Closure (1 minute): Finally, the teacher should thank the students for their participation, praise their efforts, and encourage them to continue exploring and learning about chemistry and science in general. The teacher should also reinforce the importance of autonomous study and scientific curiosity, encouraging students to ask questions, seek answers, and apply what they learned in their daily lives.