Chemistry: Chemical Reactions: Classifying Chemical Reactions (Day 3 of 3)

Name: Kayla Wipf

Grade Level: 11-12
School: Colman-Egan HS
Date: 12/2/16
Time: 12:54 1:44

Contextual factors/learner characteristics: Students have computers; projector available; juniors &
seniors; no SPED;

Standards: PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass,
are conserved during a chemical reaction.

Performance Expectation Complete Station #4 with 75% accuracy

Science and Engineering
Practice
Disciplinary Core Idea
Crosscutting Concepts
CCSS ELA / Math
Use mathematical representations of phenomena to
support claims.
The fact that atoms are conserved, together with
knowledge of the chemical properties of the elements
involved, can be used to describe and predict chemical
reactions.
The total amount of energy and matter is closed systems
is conserved.
Science assumes the universe is a vast single system in
which basic laws are consistent.
RST.11-12.1; SL.11-12.5; WHST.11-12.7; WHST.9-12.2;
WHST.9-12.5; HSN-Q.A.1; HSN-Q.A.2; HSN-Q.A.3; MP.2;
MP.4

ABCD Objective Assessment I Can / Target Statement

After discussing balancing Worksheet on balancing and
equations and classifying classifying reactions
chemical reactions, students will
complete station 4s worksheet
with 75% accuracy.

Materials and Resources needed: computer, projector, worksheets, clicker, answer keys , monopoly
pieces, colors
The Lesson review synthesis, decomposition, and single replacement reactions; explain double
replacement and composition reactions; activity stations

1. Introduction (Engage) (Script what you plan to say include how you plan to get attention,
access prior knowledge, assess knowledge, create a need to know and share the objective)

2 min
Video: https://www.youtube.com/watch?v=i-HHvx1VC_8
- Go over remaining problems from yesterdays worksheet

2. (continue your actors script) Core of the Lesson

What you Tell what me what you are doing, what you will say or ask.
are doing / If you are asking a question put in acceptable student responses.
Methodolog Tell me what the students are doing. This is the area for your script.
y
(time
allotment)
Were going to review the three types of reactions we focused on yesterday.
Who can tell me what they are?
synthesis, decomposition, single replacement
Good! What happens in a synthesis reaction?
a new compound is formed
Thats right. What happens in a decomposition reaction?
a compound is broken down
Good. How about in a single replacement reaction?
one part of the compound is subbed out
Thats the gist of it.

Now were going to watch a video that really explains balancing equations
well so you are prepared for the stations we will be doing shortly.
https://www.youtube.com/watch?v=Q4WWiAm3nPM

Lets practice. Balance these equations:

Mg + HCl MgCl2 + H2
*Mg + 2HCl MgCl2 + H2
Fe2O3 + H2 Fe + H2O
*Fe2O3 + 3H2 2Fe + 3H2O
BaCO3 + HNO3 Ba(NO3)2 + CO2 + H20
*BaCO3 + 2HNO3 Ba(NO3)2 + CO2 + H20
H3PO4 + Ca(OH)2 CaHPO4 + H2O
*H3PO4 + Ca(OH)2 CaHPO4 + 2H2O
Awesome job!
 We didnt really talk about double replacement reactions or combustion
reactions yesterday, but who thinks they can explain it to the class?
double replacement: one thing from each compound swaps the other out.
- Combustion: carbon and hydrogen plus oxygen leaves carbon dioxide and
water.
Basically, yes. In a double replacement reaction, part of both compounds on
the left side switch with each other to form new compound with the other parts
on the right side. Combustion reactions occur when a hydrocarbon, with any
combination of carbon and hydrogen, combines with oxygen to burn and
produce carbon dioxide and water.

Now you guys are going to get some hands-on practice with balancing and
identifying these reactions. I have 5 stations set up around the room:
Station 1: Exploring balancing equations
Station 2: balancing board game
Station 3: classifying reactions
Station 4: balancing & classifying reactions
Station 5: analogy cartoons

Each station has a set of directions, so you need to read those before you start.
Break up into even numbered groups (2 or 4). You may work as a team at each
station except when playing the board game.

Everybody pick a different station to start out with and ask questions if
something is not clear. When you are finished at your station, hand me your
worksheet and move on to another one. Only visit each station once.

You have the remaining time to complete all 5 stations.

3. (continue your actors script) Closure (X min) (A good closure includes allowing students to
gage if they met the lesson objectives, reviewing the lesson objectives, and possibly hinting about
what is to come.)

Now that everyone is finished, who is confident that they know all 5 types of reactions? Raise your
hands. Good! Who feels more comfortable balancing equations? (raise hands)

You guys have done an awesome job the last couple days and I am impressed with your quick
learning.

Have a good weekend!

4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the
lesson is running short?)

Running long: stop stations before all are completed and wrap up

Running short: have students share their cartoons

Resources: (What resources did you use which would be of interest to the classroom teacher? You most
likely did not create this lesson from scratch?)

NSTA, Teachers Pay Teachers, YouTube, Pinterest