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Science lesson plan · 7th grade (Year 8 in England) · 30 minutes

Reactants, products and word equations

Chemical reactions, acids and bases

CCSS NGSS.MS-PS1-2CCSS NGSS.MS-PS1-5England: KS3 Chemistry: Chemical reactions

Objective and success criteria

Students will: Reactants, products and word equations.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Physical and chemical changes

Leads to: Neutralisation and naming salts; Exothermic and endothermic reactions; Balancing chemical equations

Materials: Teacher demo or video, Indicator color chart, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • 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: iron rusting? (physical change / chemical change) → chemical changePrompt: Is a new substance made?
  2. Why is boiling water a physical change? (The steam is still water, just in a different state / Water turns into hydrogen and oxygen / Bubbles always mean a chemical change / It cannot be reversed) → 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? (Rusting needs both oxygen and water. / Atoms are destroyed in chemical reactions. / Dissolving is a physical change. / Burning is a chemical change.) → Atoms are destroyed in chemical reactions.Prompt: Does each change make a new substance?

Hook · 3 min

  • 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.

I do: model it · 7 min

  • 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.

We do: guided practice · 6 min

  • 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: iron + oxygen → ___ (zinc oxide / carbon dioxide / iron chloride / iron oxide) → iron 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 / Glass puts out flames / The wax turns into water / The jar gets too heavy) → The oxygen inside is used upPrompt: What does burning use from the air?

You do: independent practice · 7 min

  • 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.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why does a candle under a glass jar go out? (The wax turns into water / Glass puts out flames / The jar gets too heavy / The oxygen inside is used up) → The oxygen inside is used upPrompt: What does burning use from the air?
  2. Complete the word equation: zinc + oxygen → ___ (carbon dioxide / iron oxide / zinc oxide / zinc carbonate) → zinc oxidePrompt: A metal reacting with oxygen makes a metal oxide.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Physical and chemical changes.
  • Use concrete materials: teacher demo or video.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Neutralisation and naming salts; Exothermic and endothermic reactions; Balancing chemical equations.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

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

Free lesson plan from eurekami.com/lesson-plan-builder

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Reactants, products and word equations

Name

Date

Score/ 6

  1. Question 1

    Methane burns completely in air: methane + oxygen → carbon dioxide + ___

    • A. water
    • B. nitrogen
    • C. hydrogen
    • D. carbon monoxide

  2. Question 2

    Complete the word equation: calcium + oxygen → ___

    • A. carbon dioxide
    • B. calcium chloride
    • C. calcium carbonate
    • D. calcium oxide

  3. Question 3

    Word equations: which statement is NOT true?

    • A. Combustion is a reaction with oxygen.
    • B. Reactants are written on the left of the arrow.
    • C. Incomplete combustion can produce carbon monoxide, a poisonous gas.
    • D. The arrow in a word equation means "equals".

  4. Question 4

    Calcium carbonate is heated strongly: calcium carbonate → calcium oxide + ___

    • A. oxygen
    • B. carbon dioxide
    • C. hydrogen
    • D. water

  5. Question 5

    Complete the word equation: iron + oxygen → ___

    • A. carbon dioxide
    • B. iron chloride
    • C. iron oxide
    • D. iron carbonate

  6. Question 6

    Complete the word equation: copper + oxygen → ___

    • A. copper carbonate
    • B. copper oxide
    • C. calcium oxide
    • D. carbon dioxide

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Answer key: Reactants, products and word equations

  1. 1. A. water

  2. 2. D. calcium oxide

  3. 3. D. The arrow in a word equation means "equals".

  4. 4. B. carbon dioxide

  5. 5. C. iron oxide

  6. 6. B. copper oxide