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Science lesson plan · 7th grade (Year 8 in England) · 45 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 · 5 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: wood burning? (physical change / chemical change) → chemical changePrompt: Is a new substance made?
  2. Why is boiling water a physical change? (Bubbles always mean a chemical change / Water turns into hydrogen and oxygen / The steam is still water, just in a different state / 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? (In a chemical reaction, atoms are rearranged to make new substances. / Melting is a chemical change. / Burning is a chemical change. / Dissolving is a physical change.) → Melting is a chemical change.Prompt: Does each change make a new substance?

Hook · 5 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 · 10 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 · 10 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 → ___ (magnesium chloride / carbon dioxide / magnesium oxide / zinc oxide) → magnesium oxidePrompt: A metal reacting with oxygen makes a metal oxide.
  2. Why does a candle under a glass jar go out? (Glass puts out flames / The oxygen inside is used up / The jar gets too heavy / The wax turns into water) → The oxygen inside is used upPrompt: What does burning use from the air?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Word equations: which statement is NOT true? (The arrow in a word equation means "equals". / Thermal decomposition breaks a substance down using heat. / Reactants are written on the left of the arrow. / Incomplete combustion can produce carbon monoxide, a poisonous gas.) → The arrow in a word equation means "equals".Prompt: Which side of the arrow is which?
  2. Complete the word equation: calcium + oxygen → ___ (calcium chloride / calcium oxide / carbon dioxide / calcium carbonate) → calcium 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/ 8

  1. Question 1

    Word equations: which statement is NOT true?

    • A. Thermal decomposition breaks a substance down using heat.
    • B. Combustion is a reaction with oxygen.
    • C. The arrow in a word equation means "equals".
    • D. Reactants are written on the left of the arrow.

  2. Question 2

    What is needed for fuels to burn?

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

  3. Question 3

    Complete the word equation: iron + oxygen → ___

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

  4. Question 4

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

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

  5. Question 5

    Complete the word equation: copper + oxygen → ___

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

  6. Question 6

    In the reaction "iron + sulfur → iron sulfide", what are the reactants?

    • A. iron and sulfur
    • B. iron sulfide
    • C. sulfur and iron sulfide
    • D. iron only

  7. Question 7

    Complete the word equation: zinc + oxygen → ___

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

  8. Question 8

    Why does a candle under a glass jar go out?

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

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Answer key: Reactants, products and word equations

  1. 1. C. The arrow in a word equation means "equals".

  2. 2. D. oxygen and enough heat

  3. 3. C. iron oxide

  4. 4. B. water

  5. 5. C. copper oxide

  6. 6. A. iron and sulfur

  7. 7. C. zinc oxide

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