ED 3501

Grade/Subject: Science 10 Unit: A: Chemistry

Topic: Chemical Reactions Date: March 8, 2018 Length of Lesson: 84 mins
General Learning A-GLO-3. Identify and classify chemical changes, and write word and balanced chemical
Outcomes (P.O.S.) equations for significant chemical reactions, as applications of Lavoisier's law of conservation of
mass
Specific Leaning A-STSK-3.5-classify and identify categories of chemical reactions; i.e., formation (synthesis),
Outcomes (P.O.S.) decomposition, hydrocarbon combustion, single replacement, double replacement.
A-STSK-3.6-translate word equations to balanced chemical equations and vice versa for
chemical reactions that occur in living and nonliving systems.
A-STSK-3.7-predict the products of formation (synthesis) and decomposition, single and double
replacement, and hydrocarbon combustion chemical reactions, when given the reactants
Learning Students will
Objectives 1. identify the characteristics of different chemical reactions
2. Predict the products from the reactants using knowledge of the characteristics of the reactions
3. Balance chemical equations
Materials •Magnesium Strip • Sugar
•Flame Source • Large Test Tube
• Workbooks • Stirring Rod
• Sulfuric Acid
Procedure Assessment Methods
Introduction (10 (~10 mins) Quiz on skeleton equations from word equations (Ryan) Summative Quiz
min.) Grading the students
understanding of
skeleton equations
after formative
assessments have been
made.
Body of Lesson Prep – Have the chart up comparing the skeleton equations.
(71 min.) 1. (15-20 mins) Comparison Chart - Ask students to take out Formative
their chart in the work book that looks the same. Check students
Go through the first one as a class. What is similar between these answers while
equations. What is happening in these equations. Identify and fill out circulating. Assess
as a class. their questions and if
Instruct students to then do the next few on their own – identifying there are any
similarities between the equations listed. If students finish that fast they reoccurring questions
can go onto trying to think of creative names. that need to be
Bring class back together – briefly go over each. addressed as the class.
Brainstorm a name for each. Ensure students are
remaining on task.
2. Demonstration (5 mins)
- Point students to the first similarities they seen in the
chart. This is called a formation reaction. What does a
formation reaction actually look like? Assess students
- If I put Mg and Oxygen together, what is going to predictions. Do they
happen? (write equation on the board and have students understand that Mg
predict the outcome) When mg metal burns it reacts with and O2 will combine
oxygen to form magnesium oxide. 2Mg (s) + O2 (g) = to make MgO2 in a
2MgO(s) formation reaction?
- Burn the magnesium strip. Show them the product and
show them that compared to actual magnesium oxide –
they can see how one and one became one.
3. Have students pull out their chart of reactions characteristics
and examples – bring it up on the smartboard. (5 mins) Do they understand
-Have students write down the demo as an example. that A+B=AB? That
-Pick out characteristics of it. there will be one
-Have students think of some non-examples. Direct them to product and 2
decomposition answers, which is the complete opposite. reactants?

1
 ED 3501

4. Go over balancing formation reaction equations (chart that’s What did they
filled out – numbers 1,2,3 ) examples as a class referring to remember about
conservation of mass (10 mins) balancing from the day
before? Do they look
5. Give students time to go through balancing formation lost? Do you need to
equations (worksheet 21 #1 and #2 (challenge) ) (10-15 mins) demo more examples
than 3?
6. Do a check – ask if students are good with formation
reactions.

7. Demonstration (5 mins)
-What’s the opposite of a formation reaction? Do they understand
- Write beginning of the reaction on the board that in the opposite
(C12H22O11 + H2SO4 sulfuric acid to break it apart- reaction to a formation
dehydrate it = 12C + 11 H2O (water) ) So if I take sugar one, there will be one
(sucrose) and break it apart what do you think I’ll end up reactant and two
with? Finish the equation. Lets see. products : AB=A+B?
- Add sulfuric acid to sugar in test tube. Were they able to
predict that the water
8. Have students flip to chart of reactions characteristics and comes out when sugar
examples – bring it up on the smartboard (10 mins) is dehydrated?
-Have students write down the demo as an example.
-What else is an example from the equations you did last
night for homework?
-Pick out characteristics of it.
-Have students think of some non-examples. Direct them to
the opposite.

9. Go over balancing decomp. reaction equations (10 mins) Is this easier than
(chart that’s filled out – numbers 4,5 ) examples as a class balancing formation
referring to conservation of mass after they had practice
with formation
10. Give students time to go through balancing decomp. reactions?
equations (10 mins) (worksheet 21 #3 and #4 (challenge)) Are they trying to
work alone or are they
copying? Are they
able to balance them
on their own?
Closure (3 min.) Heads down thumbs up activity
- I can identify the characteristics of a formation reaction (
I know that a plus b is ab)
- I can identify the characteristics of decomposition
reactions ( I know that when ab breaks down or
decomposes it goes to a and b )
- I can predict the products of formation and
decomposition reactions
- I can balance chemical equations

Sponge Activity Move onto looking at single replacement – 6,7,8.

Reflection