classifying reactions p2

Chemistry: Chemical Reactions: Classifying Chemical Reactions (Day 3 of 3) Name: Grade Level: School: Date: Time:

Kayla Wipf 11-12 Colman-Egan HS 12/2/16 12:54 – 1:44

Contextual factors/learner characteristics: Students have computers; projector available; juniors & seniors; no SPED; Standards: PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. Performance Expectation Science and Engineering Practice Disciplinary Core Idea

Crosscutting Concepts

CCSS ELA / Math

Complete Station #4 with 75% accuracy Use mathematical representations of phenomena to support claims. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. The total amount of energy and matter is closed systems is conserved. Science assumes the universe is a vast single system in which basic laws are consistent. RST.11-12.1; SL.11-12.5; WHST.11-12.7; WHST.9-12.2; WHST.9-12.5; HSN-Q.A.1; HSN-Q.A.2; HSN-Q.A.3; MP.2; MP.4

ABCD Objective After discussing balancing equations and classifying chemical reactions, students will complete station 4’s worksheet with 75% accuracy.

Assessment Worksheet on balancing and classifying reactions

I Can / Target Statement

Materials and Resources needed: computer, projector, worksheets, clicker, answer keys , monopoly pieces, colors

The Lesson – review synthesis, decomposition, and single replacement reactions; explain double replacement and composition reactions; activity stations 1. Introduction (Engage) (Script what you plan to say – include how you plan to get attention, access prior knowledge, assess knowledge, create a need to know and share the objective) 2 min Video: https://www.youtube.com/watch?v=i-HHvx1VC_8 - Go over remaining problems from yesterday’s worksheet

2.

(continue your “actor’s script”) Core of the Lesson What you are doing / Methodolog y (time allotment)

Tell what me what you are doing, what you will say or ask. If you are asking a question put in acceptable student responses. Tell me what the students are doing. This is the area for your script.

We’re going to review the three types of reactions we focused on yesterday. Who can tell me what they are? – synthesis, decomposition, single replacement Good! What happens in a synthesis reaction? – a new compound is formed That’s right. What happens in a decomposition reaction? – a compound is broken down Good. How about in a single replacement reaction? – one part of the compound is subbed out That’s the gist of it. Now we’re going to watch a video that really explains balancing equations well so you are prepared for the stations we will be doing shortly. https://www.youtube.com/watch?v=Q4WWiAm3nPM Let’s practice. Balance these equations: Mg + HCl → MgCl2 + H2 *Mg + 2HCl → MgCl2 + H2 Fe2O3 + H2 → Fe + H2O *Fe2O3 + 3H2 → 2Fe + 3H2O BaCO3 + HNO3 → Ba(NO3)2 + CO2 + H20 *BaCO3 + 2HNO3 → Ba(NO3)2 + CO2 + H20 H3PO4 + Ca(OH)2 → CaHPO4 + H2O *H3PO4 + Ca(OH)2 → CaHPO4 + 2H2O Awesome job!

We didn’t really talk about double replacement reactions or combustion reactions yesterday, but who thinks they can explain it to the class? – double replacement: one thing from each compound swaps the other out. - Combustion: carbon and hydrogen plus oxygen leaves carbon dioxide and water. Basically, yes. In a double replacement reaction, part of both compounds on the left side switch with each other to form new compound with the other parts on the right side. Combustion reactions occur when a hydrocarbon, with any combination of carbon and hydrogen, combines with oxygen to burn and produce carbon dioxide and water. Now you guys are going to get some hands-on practice with balancing and identifying these reactions. I have 5 stations set up around the room: Station 1: Exploring balancing equations Station 2: balancing board game Station 3: classifying reactions Station 4: balancing & classifying reactions Station 5: analogy cartoons Each station has a set of directions, so you need to read those before you start. Break up into even numbered groups (2 or 4). You may work as a team at each station except when playing the board game. Everybody pick a different station to start out with and ask questions if something is not clear. When you are finished at your station, hand me your worksheet and move on to another one. Only visit each station once. You have the remaining time to complete all 5 stations.

3. (continue your “actor’s script”) Closure (X min) (A good closure includes allowing students to gage if they met the lesson objectives, reviewing the lesson objectives, and possibly hinting about what is to come.) Now that everyone is finished, who is confident that they know all 5 types of reactions? Raise your hands. Good! Who feels more comfortable balancing equations? (raise hands) You guys have done an awesome job the last couple days and I am impressed with your quick learning. Have a good weekend!

4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the lesson is running short?) Running long: stop stations before all are completed and wrap up Running short: have students share their cartoons Resources: (What resources did you use which would be of interest to the classroom teacher? You most likely did not create this lesson from scratch?) NSTA, Teachers Pay Teachers, YouTube, Pinterest