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Science lesson plan · 7th grade (Year 8 in England) · 60 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 · 6 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. Which observation shows that a chemical reaction has happened? (Salt dissolves / The substance changes shape / Ice turns to water / A gas is given off and the colour changes) → A gas is given off and the colour changesPrompt: Look for signs of something new being made.
  3. Physical and chemical changes: which statement is NOT true? (Atoms are destroyed in chemical reactions. / Burning is a chemical change. / Dissolving is a physical change. / In a chemical reaction, atoms are rearranged to make new substances.) → Atoms are destroyed in chemical reactions.Prompt: Does each change make a new substance?

Hook · 6 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 · 12 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 · 12 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: copper + oxygen → ___ (copper chloride / copper oxide / zinc oxide / copper carbonate) → copper oxidePrompt: A metal reacting with oxygen makes a metal oxide.
  2. Calcium carbonate is heated strongly: calcium carbonate → calcium oxide + ___ (oxygen / carbon dioxide / water / hydrogen) → carbon dioxidePrompt: What is left when you take CaO away from CaCO₃?

You do: independent practice · 17 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 · 7 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? (Thermal decomposition breaks a substance down using heat. / Burning metal makes it lighter because mass is lost. / Reactants are written on the left of the arrow. / Combustion is a reaction with oxygen.) → Burning metal makes it lighter because mass is lost.Prompt: Which side of the arrow is which?
  2. Complete the word equation: calcium + oxygen → ___ (calcium carbonate / carbon dioxide / calcium oxide / magnesium oxide) → 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. Combustion is a reaction with oxygen.
    • B. Incomplete combustion can produce carbon monoxide, a poisonous gas.
    • C. Products are the substances you start with.
    • D. Thermal decomposition breaks a substance down using heat.

  2. Question 2

    What is needed for fuels to burn?

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

  3. Question 3

    Complete the word equation: magnesium + oxygen → ___

    • A. magnesium chloride
    • B. magnesium oxide
    • C. magnesium carbonate
    • D. zinc oxide

  4. Question 4

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

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

  5. Question 5

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

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

  6. Question 6

    Complete the word equation: copper + oxygen → ___

    • A. copper chloride
    • B. copper carbonate
    • C. magnesium oxide
    • D. copper oxide

  7. Question 7

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

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

  8. Question 8

    Complete the word equation: iron + oxygen → ___

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

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Answer key: Reactants, products and word equations

  1. 1. C. Products are the substances you start with.

  2. 2. C. oxygen and enough heat

  3. 3. B. magnesium oxide

  4. 4. D. iron and sulfur

  5. 5. B. water

  6. 6. D. copper oxide

  7. 7. C. carbon dioxide

  8. 8. A. iron oxide