Edwin Galeano

Yorkville East Middle School

Hunter College
7th Grade Science

Topic: Endothermic and Exothermic Reactions

Do Now: What are the four (4) main clues to know that a chemical change has occurred?

Aim/Focus Question: What is the difference between endothermic and exothermic reactions?
How can we tell?

Standards:
- MS-PS1-2: Analyze and interpret data on the properties of substances before and after
the substances interact to determine if a chemical reaction has occurred.

Performance Objectives:
- SWBAT to observe, record and analyze data on endothermic and exothermic reactions.

Academic Language
Vocabulary
1) Endothermic Reaction - reactions that take in energy from the surroundings. The
energy is usually transferred as heat energy, causing the reaction mixture and its
surroundings to get colder.
2) Exothermic Reaction - reactions that transfer energy to the surroundings. The energy
is usually transferred as heat energy, causing the reaction mixture and its surroundings
to become hotter.

Misconceptions
1) Chemical reactions require heat to begin.
2) All chemical reactions produce heat.
3) Heat and temperature are the same.

Discourse
Observe, Record, Analyze

Syntax
N/A

Materials:
PART A
1) 3% hydrogen peroxide (do not use a higher percentage)
2) Measuring spoons
3) Yeast (3 teaspoons)
4) Cup (paper or plastic)
 5) Thermometer (use thermometers with red liquid only)
6) Watch (with a second hand)
PART B
1) Vinegar
2) Baking soda
3) Measuring spoons
4) Water Cup (paper or plastic)
5) Thermometer (use thermometers with red liquid only)

Safety and Disposal

1) GOGGLES MUST BE ON AT ALL TIMES BEFORE STARTING EXPERIMENTS.
2) DO NOT DRINK, TOUCH or SMELL liquids at any time. The liquids can cause harm.
3) Students are to have desks clear. The only thing out should be their notebooks to write
down their observations and record their data.
4) Students are to have bookbags underneath the table, or put them aside where it won’t
be disturbing the path where other students walk as this can cause them to trip over
someone’s bag.
5) Any student not following instructions WILL NOT be able to participate in the lab activity
as we will be working with certain liquids that can cause harm to one's body or even
damage their clothing.
6) Students must be aware of what’s going around them at all times.
7) When disposing of liquids, not all liquids can be flushed down the sink.

Anticipatory Opening:
Have students give a hypothesis as to what do they think will happen when two (2) chemicals
are combined.

Show them a chemical change.

1) How do we know that a chemical change just occurred?

Development of Lesson:

What the teacher does... What the student does...

Put up Do Now, Aim/Focus Question and Start Do Now, copy the Aim/Focus
HW (2 mins) Question and HW.

Go over the Do Now (3 mins) Students will share out what they wrote.
(This will serve as a diagnostic to assess
What are the four (4) main clues to know that a prior knowledge and a means of formal
chemical change has occurred? assessment.)

Anticipatory Opening Observe chemical change.

Have students give a hypothesis as to what do Give hypothesis as to what do they think
they think will happen. will happen.

Show students a chemical change. Answer question:

 - How do you know a chemical change - How do you know a chemical
has occurred? change has occurred?

Provide new vocabulary Copy vocabulary words into notebook

- Endothermic Reaction - reactions that
take in energy from the surroundings.
The energy is usually transferred as
heat energy, causing the reaction
mixture and its surroundings to get
colder.
- Exothermic Reaction - reactions that
transfer energy to the surroundings. The
energy is usually transferred as heat
energy, causing the reaction mixture
and its surroundings to become hotter

Provide safety directions and instructions

for experiments

Experiment 1: Experiment 1:

Students will assign roles: Assign roles. Each student will have either
- Pourer a role or two.
- Time reader
- Watch reader
- Measurer
- Recorder
- Material Collector

Students will make a table like the one below. Create a table. (Low level students will
receive a handout with a table on it.)
Time 0 1 2 3 4 5 6 7 8 9 10 11 12
(secs) 0 0 0 0 0 0 0 0 0 0 0 0
2. Pour two (2) tablespoons of hydrogen
Temp
(F) peroxide into a cup. Place the thermometer
into the cup. Hold the thermometer and cup
so they do not fall over. Read the
2. Student will pour two (2) tablespoons of temperature and record it in the chart under
hydrogen peroxide into a cup. Place the "Time 0".
thermometer into the cup. Hold the
thermometer and cup so they do not fall over. 3. Measure 1 teaspoon of yeast. Have one
Read the temperature and record it in the chart partner watch the thermometer and another
under "Time 0". look at the second hand on a watch.
3. Student will measure 1 teaspoon of yeast. 4. Dump all the yeast into the cup. Gently
Have one partner watch the thermometer and swirl the cup while one partner calls out the
another look at the second hand on a watch. time every 10 seconds. When each 10
 seconds is called, another partner should
4. Student will dump all the yeast into the cup. call out the temperature. The third partner
Gently swirl the cup while one partner calls out should record the temperature in the chart.
the time every 10 seconds. When each 10 What did you observe?
seconds is called, another partner should call
out the temperature. The third partner should
record the temperature in the chart. What did
you observe?

Make a graph like the one here. Create a graph using the information
recorded from the table to graph the results.

Answer questions on board/handout.

Use the information in your chart to graph your
results. During what period of time did the
temperature change the most? How about the
least?
Experiment 2:
Experiment 2: Assign roles:
Students assign roles: - Pourer
- Pourer - Time reader
- Time reader - Watch reader
- Watch reader - Measurer
- Measurer - Recorder
- Recorder - Material Collector
- Material Collector

1. Students make a chart like the one below. Create a chart to record data.

Time 0 3 6 9 1 1 1 2 2 2 30
(secs) 2 5 8 1 4 7
2. Place two (2) tablespoons of vinegar in
Temp the cup. Put the thermometer in the cup.
(F) Hold the thermometer and cup so they do
not fall over. Read the temperature and
record it in the chart under "Time 0".
2. Student places two (2) tablespoons of
vinegar in the cup. Put the thermometer in the
cup. Hold the thermometer and cup so they do
not fall over. Read the temperature and record
it in the chart under "Time 0".
3. Student measures 1 teaspoon of baking
soda. Dump all the baking soda in the cup.
Gently swirl the cup while one partner calls out
the time every 3 seconds. When each 3
seconds is called, another partner should
record the temperature in the chart. What did
you observe?
3. Measure 1 teaspoon of baking soda.
Dump all the baking soda in the cup. Gently
swirl the cup while one partner calls out the
time every 3 seconds. When each 3
seconds is called, another partner should
record the temperature in the chart. What
did you observe?
4. Create a graph using the information
recorded from the table to graph the results

4. Make a graph like the one below.

Answer questions on board/handout.

Use the information on your chart to graph your

results. During what period of time did the
temperature change the most?

Summative Assessment: Answer the summative assessment. Will be

collected after going over in class.
1) What did you observe?
2) During what period of time did the
temperature change he most?
3) How about the least?
4) What kind of reaction was this?
Explain?

Assign homework. Copy down homework.

- In your own words, summarize what a - In your own words, summarize what
chemical change is and the difference a chemical change is and the
between an endothermic and difference between an endothermic
exothermic reaction. and exothermic reaction.
Differentiated Instructions:
1) Low level students will receive a worksheet with a table to write down observations and
record data.
2) Middle/High level students will create their own tables in their notebooks.
3) Different groups will be working on one of two chemical reactions.

Summative Assessment:
1) What did you observe?
2) During what period of time did the temperature change he most?
3) How about the least?
4) What kind of reaction was this? Explain?

Homework:
In your own words, summarize what a chemical change is and the difference between an
endothermic and exothermic reaction.

Name: .
Yorkville East Middle School
Mr. Galeano

PART A

Time 0 10 20 30 40 50 60 70 80 90 100 110 120

(secs)

Temp
(F)
Name: .
Yorkville East Middle School
Mr. Galeano

PART B

Time 0 3 6 9 12 15 18 21 24 27 30
(secs)

Temp
(F)
Name: . Date: .
Yorkville East Middle School
Mr. Galeano

Summative Assessment Questions

Experiment .

1) What did you observe during the experiment?

2) During what period of time did the temperature change the most?
3) How about the least?

4) What kind of reaction was this? Explain?