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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: fireworks exploding? (physical change / chemical change) → chemical changePrompt: Is a new substance made?
  2. Which is a chemical change you might see in a kitchen? (chopping carrots / freezing juice / melting butter / toasting bread) → toasting breadPrompt: Which one makes a new substance with a new colour and smell?
  3. Physical and chemical changes: which statement is NOT true? (Burning is a chemical change. / In a chemical reaction, atoms are rearranged to make new substances. / Rusting needs both oxygen and water. / Melting is a chemical change.) → Melting is a chemical change.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: magnesium + oxygen → ___ (carbon dioxide / magnesium carbonate / calcium oxide / magnesium oxide) → magnesium oxidePrompt: A metal reacting with oxygen makes a metal oxide.
  2. In the reaction "iron + sulfur → iron sulfide", what are the reactants? (iron and sulfur / sulfur and iron sulfide / iron sulfide / iron only) → iron and sulfurPrompt: Reactants are on the left of the arrow.

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. Complete the word equation: copper + oxygen → ___ (copper oxide / copper carbonate / magnesium oxide / carbon dioxide) → copper oxidePrompt: A metal reacting with oxygen makes a metal oxide.
  2. Word equations: which statement is NOT true? (Burning metal makes it lighter because mass is lost. / Incomplete combustion can produce carbon monoxide, a poisonous gas. / Combustion is a reaction with oxygen. / Reactants are written on the left of the arrow.) → Burning metal makes it lighter because mass is lost.Prompt: Which side of the arrow is which?

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

    Complete the word equation: iron + oxygen → ___

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

  2. Question 2

    Word equations: which statement is NOT true?

    • A. Reactants are written on the left of the arrow.
    • B. Burning metal makes it lighter because mass is lost.
    • C. Combustion is a reaction with oxygen.
    • D. Incomplete combustion can produce carbon monoxide, a poisonous gas.

  3. Question 3

    Why does a candle under a glass jar go out?

    • A. The oxygen inside is used up
    • B. Glass puts out flames
    • C. The jar gets too heavy
    • D. The wax turns into water

  4. Question 4

    Complete the word equation: calcium + oxygen → ___

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

  5. Question 5

    What is needed for fuels to burn?

    • A. water and light
    • B. oxygen and enough heat
    • C. nitrogen only
    • D. carbon dioxide

  6. Question 6

    Complete the word equation: magnesium + oxygen → ___

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

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Answer key: Reactants, products and word equations

  1. 1. C. iron oxide

  2. 2. B. Burning metal makes it lighter because mass is lost.

  3. 3. A. The oxygen inside is used up

  4. 4. B. calcium oxide

  5. 5. B. oxygen and enough heat

  6. 6. C. magnesium oxide