• Quick retrieval from earlier learning (Physical and chemical changes). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this a physical or a chemical change: sugar dissolving in tea? (physical change / chemical change) → physical changePrompt: Is a new substance made?
2. Why is boiling water a physical change? (The steam is still water, just in a different state / Bubbles always mean a chemical change / It cannot be reversed / Water turns into hydrogen and oxygen) → The steam is still water, just in a different statePrompt: What are the bubbles made of?
3. Physical and chemical changes: which statement is NOT true? (Atoms are destroyed in chemical reactions. / In a chemical reaction, atoms are rearranged to make new substances. / Rusting needs both oxygen and water. / Burning is a chemical change.) → Atoms are destroyed in chemical reactions.Prompt: Does each change make a new substance?

• Drop an antacid tablet in water (or show a clip) and ask whether a new substance is being made.
• Share the objective: Reactants, products and word equations. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Complete the word equation: calcium + oxygen → ___
• Step 1: calcium + oxygen → calcium oxide
• Step 2: So the answer is: calcium oxide
• Answer: calcium oxide
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Complete the word equation: copper + oxygen → ___ (carbon dioxide / magnesium oxide / copper oxide / copper chloride) → copper oxidePrompt: A metal reacting with oxygen makes a metal oxide.
2. Why does a candle under a glass jar go out? (The oxygen inside is used up / The wax turns into water / Glass puts out flames / The jar gets too heavy) → The oxygen inside is used upPrompt: What does burning use from the air?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. In the reaction "iron + sulfur → iron sulfide", what are the reactants? (iron only / sulfur and iron sulfide / iron sulfide / iron and sulfur) → iron and sulfurPrompt: Reactants are on the left of the arrow.
2. Word equations: which statement is NOT true? (Thermal decomposition breaks a substance down using heat. / Burning metal makes it lighter because mass is lost. / Incomplete combustion can produce carbon monoxide, a poisonous gas. / Combustion is a reaction with oxygen.) → Burning metal makes it lighter because mass is lost.Prompt: Which side of the arrow is which?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.