Plan of activities

Day 1:
Engagement (8 minutes):

We will have the students discuss with their neighbor examples in life of how
chemistry plays a role, then share these examples with the class

Exploration (40 minutes):

The students will be grouped up and then split into either doing single
replacement reactions or double replacement reactions
Each student will receive a classifying chemical reactions worksheet
depending on what type of reactions they will be doing
The teacher will be going around answering questions and asking questions to
keep all the students on task
Ex:
-How do you know what replaces with what during a double replacement
reaction?
-What are the states of matter of all the products in your reaction?
-What are some major observations youve made about the reaction?

Day 2:
Engagement (10 minutes):

The students will return to the groups that they were in the previous day.
In their groups the students will discuss some important characteristics of the
reactions they did yesterday
On a piece of paper each group member will write down a characteristic and
what it may mean about the reaction. Good questions to ask during this time
Ex:
-What about each reaction from yesterday do you think are important to
know?
-How would you teach other people about your type of reaction?

Exploration (10 minutes):

The students will be regrouped into 3 or 4

The students will all be given a practicing single and Double Replacement
reactions worksheet. Each group will work together to complete the
worksheet
The teacher will come around asking questions to stimulate discussions
Ex:

-How do you know that the reaction is a single or double replacement

reaction?
-Do the products you predict make chemical sense?
-What are the similarities and differences between single and double
replacement reactions?
Explanation (24 minutes):

The students will all come together to go over the practice worksheet
The teacher will eliciting questions to help create a discussion about these two
reactions and why they are different and why scientists would want to classify
chemical reactions
Ex:
-what do you look for in the chemical equation that helps you tell if the the
reaction is a single replacement or double replacement?
-how do you know that the reaction is a single or double replacement?
-how would knowing two different types of reactions help chemists develop
technology? Food? Medicine?

Evaluation (9 minutes):

The students will have 9 minutes to complete a quick quiz

NAME:__________________
DATE:_______

Classifying Chemical Reactions Worksheet:

Double Replacement
Reaction #1
Directions:
(1) With goggles and gloves on, pour Lead Nitrate and potassium Iodide into 2
separate beakers.
(2) Record observations of the Lead Nitrate and Potassium Iodide, including state of
matter, color, smell
(3) Pour the Potassium Iodide into a test tube until it is just below half full
(4) Slowly pour in the Lead Nitrate until test tube is three quarters full.
(5) Record observations of the reaction and after the chemicals have settled

OBSERVATIONS
Before

After

Balanced Chemical Equation: Pb(NO3)2(aq) + 2KI(aq) 2KNO3(aq) + PbI2(s)

Question(s):
In the chemical equation displayed above, record what you think the products will be
and explain your prediction.

What are the anions that are being replaced in this reaction?

What are the states of matter for the product(s)?

Using your observations and information youve accumulated about this reaction
further categorize it.

How does this reaction compare to the other double replacement reactions that youve
done?

_____________________________________________________________________________________

Reaction #2
Direction:
(1) With Gloves and goggles on pour a small portion of the HCl and
NaOH into separate beakers
(2) Add 5 drops of the universal indicator to both beakers
(3) Make observations of the two reactants
(4) Add HCl to a test tube until it is just below half full
(5) Slowly pour in the NaOH until it you see a color change
(6) record observations during the reaction and after the chemicals have
settled.
OBSERVATIONS
Before

After

Balanced Chemical Equation: HCl(aq) + NaOH(aq) H2O + NaCl(aq

Question(s):
In the chemical equation displayed above, record what you think the products will be
and explain your prediction.

What are the anions that are being replaced in this reaction?
What are the States of matter for the products?

Why does adding the universal indicator to the two reactants make them turn a
different color?

What would happen if you added more of the NaOH to the solution?

Using your observations and information youve accumlated about this reaction
further categorize it.

How does this reaction compare to the other double replacement reactions youve
done?

Reaction #3
Direction:
(1) With goggles and gloves on and add 5 grams of CaCO3 to the balloon provided
(2) Add a small amount of HCl to the test tube.
(3) make observations of the reactants and the equipment being used
(4) Put the end of the balloon over the end of the test tube and turn over the balloon
allowing the CaCO3 to fall into the test tube
(5) Record your observations during the reaction and after the chemicals have
settled
OBSERVATIONS
Before

After

Balanced Chemical Equation: CaCO3(S) + 2HCl(aq) CaCl2(aq) + CO2(g) + H2O(l)

Question(s):
In the chemical equation displayed above, record what you think the products will be
and explain your prediction.

What are the anions being replaced in this reaction?

What are the States of matter for the products?

How do you know that a gas was formed?

How does this reaction compare to the other double replacement reactions youve
done?

_____________________________________________________________________________________

NAME:__________________
DATE:_______

Classifying Chemical Reactions Worksheet:

Single Replacement
Reaction #1
Directions:
(1) Put on gloves and goggles.
(2) Write down observations about the reactants in the table below before starting
the chemical reaction.
(3) Place the iron nail into the acid solution. (CAUTION: The acid solution is VERY
HAZARDOUS! If you drop the nail into the solution, it may splash the chemical
outside the test tube.)
(4) Record any observations in the table below after the reaction occurs (or during).
(5) Answer the questions below the table to complete this lab.

OBSERVATIONS
Before

Balanced Chemical Equation:

After

Fe(s) +2 H Cl(aq) _________ + __________

(Pure Element) (Ionic Compound)

Question(s):
(1) In the chemical equation displayed above, record what you think the products will
be and explain your prediction.

(2) Relate the products that you wrote down to the observations you made. For
example, if a gas was produced, identify which of your products is the gas.
After identifying the products, discuss whether it makes chemical sense.

(3) How does this compare to the previous reaction you performed?

_____________________________________________________________________________________

Reaction #2
Directions:
(1) Put on gloves and goggles.
(2) Write down observations about the reactants in the table below
before starting the chemical reaction.
(3) Place the magnesium strip into the sulfuric acid. (CAUTION: The acid
solution is VERY HAZARDOUS! If you throw-- not gently place-- the strip
into the solution, it may splash the sulfuric acid outside the test tube.)
(4) Record any observations in the table below after the reaction occurs
(or during).
(5) Answer the questions below the table to complete this lab.

OBSERVATIONS

Before

After

Balanced Chemical Equation:

Mg(s) + H 2 S O 4(aq) _________ + __________
(Pure Element) (Ionic Compound)

Question(s):
(1) In the chemical equation displayed above, record what you think the products will
be and explain your prediction.

(2) Relate the products that you wrote down to the observations you made. For
example, if a gas was produced, identify which of your products is the gas.
After identifying the products, discuss whether it makes chemical sense.

(3) How does this compare to the previous reaction you performed?

Reaction #3
Directions:
(1) Put on gloves and goggles.

(2) Write down observations about the reactants in the table below
before starting the chemical reaction.
(3) Place the aluminum foil into the copper(II) chloride solution.
(CAUTION: The solution is hazardous to your skin! If you drop the nail into
the solution, it may splash the chemical outside the test tube. Also, be sure
NOT TO INHALE THE FUMES!)
(4) Record any observations in the table below after the reaction occurs
(or during).
(5) Answer the questions below the table to complete this lab.

OBSERVATIONS
Before

Balanced Chemical Equation:

After

3 CuCl2(s) +2 Al(s) _________ + __________

(Pure Element) (Ionic Compound)

Question(s):
(1) In the chemical equation displayed above, record what you think the products will
be and explain your prediction.

(2) Relate the products that you wrote down to the observations you made. For
example, if a gas was produced, identify which of your products is the gas.
After identifying the products, discuss whether it makes chemical sense.

(3) How does this compare to the previous reaction you performed?