Unit Plan

Chemical Reactions and Equations - Unit Plan
20 December 2015
Braxton and Huang-Hobbs - 1
Matter Matters: Making Sense of Chemical Reactions

10th12th grade Chemistry unit plan written by Jesse Braxton and Helen Huang-Hobbs
Lesson
Day/Class
Number
Lesson Title/Activity
Essential Question Addressed
1
$
Evidence of Reactions Inquiry

Lab
What are signs of a chem rxn

occurring?
2
$
Evidence of Reactions Inquiry

Lab

occurring?
Cornell Notes on Rxn Types
How can we categorize chemical

reactions?
Balancing Chemical Equations
What happens to energy and matter

during a reaction?
Activity Series Inquiry Lab

occurring?
6
$
Student Activity Series

Construction
Why do some reactions occur while

others do not?
Review Day
Assessment
Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Multiple Intelligences: ; Assessments:

20 December 2015
Days 1 and 2: Evidence of Chemical Reactions and Reaction Types

Jesse Braxton, Helen Huang-Hobbs
Chemistry 10th/11th grades
Intro to Evidence of Chemical Reactions and Reaction Types
2 x 65 minutes
OVERVIEW/ RATIONALE
This is the first lesson in a unit on chemical reactions, and uses an inquiry approach to introduce students
to the question of evidence of a chemical reaction. Students will observe a demonstration of a
combustion reaction before performing four other chemical reactions (synthesis, decomposition, single
displacement, double displacement). In each case they will record observations of the reactants, products,
and the evidence they observe of a chemical reaction taking place. This lab will span the first two days of
the unit and provide the basis for discussions in future classes about evidence of reactions, reaction types,
and balancing chemical equations.
ENDURING UNDERSTANDINGS
Scientific knowledge is based on evidence that can be collected experimentally.
ESSENTIAL QUESTIONS
What are signs of a chem reaction occurring?
GOALS/OBJECTIVES
Students will be able to:
Recognize when a chemical reaction has taken place
Safely conduct a laboratory experiment
Students will understand:
A chemical reaction is a process in which one or more substances convert into one or
more new substances with different properties.
Students will know:
Vocab: chemical reaction, reactants, products
Evidence of a chemical reaction include
STANDARDS
CHEM.B.2.1.3 Classify reactions as synthesis, decomposition, single displacement, double displacement,
or combustion.
MATERIALS
Reaction 1 (Demonstration)
Methane
Balloon
String (to make a wick on the balloon)
Tape (to attach the balloon to a blackboard)
Matches
Materials for the student stations are listed in the lab procedure.


20 December 2015
PROCEDURES
DAY 1
OPENER (5 minutes)
Quick write: In your own words, what is a chemical reaction? What are at least two examples of
chemical reactions you experience in your daily life?
This question is a form of diagnostic assessment to see what background knowledge of chemical reactions
students bring with them to this unit while also serving as a way of connecting chemical reactions to
students daily experience.
BODY OF THE LESSON (55 minutes)
Demonstration of a combustion reaction, igniting a balloon taped to the blackboard filled with methane.
Students can clearly see evidence of a chemical reaction by the heat, light, and sound released, as well as
the residue of water produced left on the blackboard. Students will write in their lab handout the evidence
of a chemical reaction that they saw, providing them with an example of what to do during the lab. (10
minutes)
Students will then work in small, mixed ability groups to carry out a lab experiment that involves
four different chemical reactions. This part of the lab will begin with a tour of the different stations and
safety considerations for each. Each group will then begin with the electrolysis of water before rotating
through the other stations. For each reaction, students will record their observations in a data table. (45
minutes)
This lab sets the students up for the next two days of class, which will focus on evidence of chemical
reactions, reaction types, and writing and balancing chemical equations. These subsequent classes will
refer back to the five reactions in this lab, considering the types of evidence observed of each reaction,
what type of reaction each one is, and how to balance the equation for each reaction. Although our
students are not yet ready for a full, student-initiated inquiry, this lab incorporates an element of inquiry
by asking students to determine from their own observations what evidence we can collect to determine
whether a chemical reaction occurred. This lab incorporates the crosscutting concepts of (1) scale,
proportion, and quantity, (2) energy and matter; and (3) stability and change.
CLOSER (5 minutes)
3-2-1 cards: Students will write three things they learned today, two questions they still have, and one
thing theyd like to learn about in more depth.
ASSESSMENT/EVALUATION
3-2-1 cards are a version of formative assessment after the first day of the lab.
DAY 2
OPENER (3 minutes in pairs, 2 minutes share-out)
Think-pair-share: From the stations you have completed so far, what did you find the most interesting?


20 December 2015
Students will complete any reactions they have not yet had time to finish.
CLOSER (10 minutes)
On a notecard, write: What from the lab over these two days did you find most surprising? What is one thing
you are still unsure of or wondering about?
This closer again serves as a formative assessment which can reveal the extent to which students have engaged
with the content and where they are still confused.
ACCOMMODATIONS
This lab requires students to carefully follow the instructions given in the lab procedure. As a result,
students will be in mixed ability groupings to ensure that there is a student capable of reading and
interpreting the directions in every group. This is a good role for TS, who is a strong reader and needs to
be given a specific assignment in group activities. This will help CY too by putting her in a group where
instructions can be read aloud to her.
Groups that finish early can work on the post-lab questions that are due for homework.
Students will record all observations in a data table provided to them. At the end of the data table are
analysis questions that students will complete for homework. Data tables will be turned in at the
beginning of day three of the unit.


20 December 2015
EVIDENCE OF CHEMICAL REACTIONS

A Laboratory Investigation
Introduction:
A chemical reaction is a process in which one or more substances change into one or more new
substances. Chemical reactions are constantly happening around us: car engines and batteries are both
powered by chemical reactions, plants produce glucose through a series of chemical reactions called
photosynthesis, the cells in our bodies break down that glucose through cellular respiration, and cooking
involves a variety of chemical reactions that break down molecules in the ingredients and form new
molecules in the finished product. The original substances are called the reactants. The substances that
are created are called products.
In this lab you will perform four different chemical reactions at four different stations in the lab:
1.
2.
3.
4.
Burning magnesium metal

Reaction of calcium metal with water
Electrolysis of water
Reaction of potassium iodide with lead nitrate
For each chemical reaction, make careful observations of the reactants before the reaction begins, what
happens during the reaction, and the products that are created during the reaction. Write these
observations in your data table, and record all forms of evidence that allowed you to recognize
that a chemical reaction took place.
Read and follow the instructions of each reaction carefully. Before leaving any station, make sure to
clean it so that it is at least as tidy for the next group as you found it.
Reaction 1, Methane and Oxygen: CH4 + O2 -----> H2O + CO2
Important: This reaction is done as a demonstration. Observe the reaction and record your
observations in the data table.
Reaction 2, Electrolysis of Water: H2O -----> H2 + O2
In this reaction, an electric current is used to break water molecules apart, forming hydrogen gas and
oxygen gas.
Materials
9V battery
Matches
Wooden splint
Electrical wire (insulated) with alligator clips
Graphite from a mechanical pencil
Ring stand
Test tube clamp
Rubber gloves

20 December 2015
Two test tubes

Ruler
Procedure
1. Record observations of the materials before during and after the procedure.
2. Locate a station where there is a tub containing water (a small amount of baking soda is
dissolved in the water but is not involved in the reaction).
3. Put on rubber gloves
4. Dip a test tube into the water so that it fills completelythere should be absolutely no
air inside. Leaving the mouth of the test tube under water so that no air can enter, clamp the test
tube upside down to the ring stand.
5. Repeat step 3 with the second test tube. You should now have both test tubes full of
water and partially submerged in the tub with no air in the top of either test tube.
6. Clamp the alligator clip of one wire to a stick of
graphite, then repeat this with a second wire so that you
have two separate wires with sticks of graphite attached on
one end.
7. Without removing the test tubes from the water in
the tub, carefully place one of these graphite sticks inside
each test tube. Each test tube should still be full of water
and contain a stick of graphite that is connected to a wire.
8. Connect the free ends of the wires to the terminals
of the 9V battery. Once both wires are connected start a
timer. You should see bubbles forming. If not, check your
setup.
9. Record observations. Allow this reaction to
continue while you go on to your next station.
(Complete your next station before continuing)
10. Return to your electrolysis of water station for and record the time on the timer.
11. Unclip the wires from the 9V battery.
12. Using a ruler, measure the length of any gas that has appeared in each test tube, and
record this in your data table.
13. Keeping the test tubes upside down and in their clamps, slide the clamps up the ring stand
so that the test tubes are no longer submerged.
14. Use a match to ignite a wooden splint, then place the splint in the tongs. Blow it out, and
place the glowing splint inside the first test tube. Record any observations in the Reaction 3
section under Glowing Splint Test Observations.
15. Repeat step 13 for the second test tube.
Reaction 3, Calcium and water: Ca + H2O -----> Ca(OH)2 + H2
In this reaction, calcium and water react to form calcium hydroxide and hydrogen gas.
Materials

20 December 2015
Test tube
Ring stand
Test tube clamp
Graduated cylinder
Forceps
Calcium metal
Litmus paper
Procedure
1. Record observations of the materials before during and after the procedure.
2. Clamp the test tube to the ring stand using the test tube clamp. Remember: Never hold
a test tube in your hands while performing an experiment. Ensure that the mouth (opening)
of the test tube is pointing away from yourself and other individuals.
3. Using the graduated cylinder, measure 10 mL of water and pour it into the test tube.
4. Using forceps, add 2 or 3 pieces of calcium metal to the test tube. Do not touch the
calcium with your fingers! It will burn!
5. When the reaction stops, use litmus paper to test the pH of the resultant solution.
6. Describe the reaction and record the results in the data table.
Reaction 4, Magnesium and Oxygen: Mg + O2 -----> MgO
In this reaction, magnesium and oxygen in the air react to form magnesium oxide. Magnesium is the
active ingredient in sparklers, and burns hot and very brightly. Hold it away from your body and do
not look directly at it when burning to avoid damaging your eyes.
Materials
Magnesium ribbon approximately 1 cm long

Tongs
Bunsen burner
Flint striker
Ceramic fiber square
Procedure
1. Record observations of the reactants and products before during and after the procedure.
2. Use the tongs to pick up one end of the magnesium, then ignite the other end in a Bunsen
burner flame.
3. Hold the burning magnesium over a ceramic fiber square until the reaction is complete.
Do not look directly at the burning magnesium!
4. Remember to record your observations of what the product looks like in the data table.
Reaction 5, Potassium iodide and lead (II) nitrate: KI + Pb(NO3)2 -----> PbI2 + KNO3
Materials
Test tube
Ring stand
Test tube clamp

20 December 2015
Graduated cylinder
Lead (II) nitrate solution
Potassium iodide solution
Procedure
1. Clamp a clean test tube to the ring stand using the test tube clamp.
2. Using the graduated cylinder, measure 5 mL of potassium iodide solution and place it in
the test tube.
3. Rinse the graduated cylinder thoroughly.
4. Using the graduated cylinder, measure 5 mL of lead (II) nitrate solution and place it in the
test tube. Describe and record the results in the data table.
5. Discard the product in the waste receptacle provided. Do not flush this down the
drain!


20 December 2015
Name:___________________________
Date: __________ Section:__________
Data Tables for Intro to Chemical Reactions

Reaction 1, Methane and Oxygen:
CH4
O2 ----->
H2O
CO2
Observations of the reaction and descriptions of the product(s):
Reaction 2, Electrolysis of Water:
H2O ----->
H2 + O 2
How much gas is in the tube that now contains the most gas? Measure in millimeters: _________
How much gas is in the other test tube? Measure in millimeters: _________
Glowing Splint Test Observations:
Tube 1:
Tube 2:
Reaction 3, Magnesium and Oxygen:
Mg
O2 ----->
MgO
Reaction 4, Calcium and Water:
Ca
H2O ----->
Ca(OH)2
H2


20 December 2015
Litmus Paper Test Results:
Reaction 5, Potassium iodide and lead (II) nitrate:
KI
Pb(NO3)2 -----> PbI2
+ KNO3
Post-Lab Questions:
For Reaction 2:
$Did you hear a pop when inserting the glowing splint into one of the test tubes but not the other?
What might have caused the pop, and why didnt it happen in the other tube? (Hint: look at the chemical
equation for this reaction)
Crosscutting concept: cause and effect
Determine the ratio of the amounts of gas between the two test tubes by dividing the larger amount by
the smaller:
Crosscutting concept: scale and proportion
$Why do you think the amount of gas in each tube is not the same? (Hint: this reaction is breaking
water into two different gases. Why would the amount of one be different from the other?)
Crosscutting concepts: scale and proportion, cause and effect
For Reaction 4:
$ Explain how the litmus paper test done after this reaction can be used as evidence that a chemical
reaction took place:


20 December 2015
Day 3: Introduction the Chemical Reaction Types

Introduction to Chemical Reaction types
65 minutes
OVERVIEW/ RATIONALE
For the last two days students have performed a lab activity in which they observed chemical reactions
occurring. Today we will formally introduce chemical reaction types, a categorization system that can be
used to organize the different reactions that they regularly see in their lives.
Chemical reactions occur in our lives every day.
Categorizing information allows us to better understand the world around us and predict future events.
ESSENTIAL QUESTIONS
How can we categorize chemical reactions?
GOALS/OBJECTIVES
Recognize and define signs that a chemical reaction has taken place
Categorize chemical reactions based on their observations and knowledge of the reactants
Predict products based on knowing the type of chemical reaction occurring.
Students will know:
Vocab: reactants, products, synthesis, decomposition, single replacement, double
replacement, combustion, precipitate,
Examples of different types of chemical reactions
.
STANDARDS
CHEM.B.2.1.3 Classify reactions as synthesis, decomposition, single replacement, double replacement,
or combustion.
MATERIALS
Class set of notes (including one completed set for CY).
Powerpoint presentation on chemical reaction types
PROCEDURES
OPENER (4 minutes independent + 5 minutes group discussion + 1 minute share-out)
$ As a class opener, students will be asked to pull their lab packets out of their chemistry notebooks, and
recall the observations that they made yesterday. Students will be asked, What is the difference between
a chemical and physical change? They will be asked to discuss their ideas with their small group/table

20 December 2015
and come up with a working theory of at least four signs that a chemical reaction occurred. The claimevidence-reasoning framework has already been introduced to our students and we will remind them to
use their knowledge of chemical changes along with their observations to justify their claims that X is a
sign of a chemical reaction.
Students will be asked to volunteer their ideas on the signs that a chemical reaction occurs.
I will distribute the Cornell note styled packet out to students. We will go through a slide show
presentation in which I will introduce four indications that a chemical reaction has taken place, and five
different reaction types. During this presentation of information students will be given definitions of the
reaction types, as well as examples of chemical reactions. They will be asked based on the general
formula for each reaction type to predict the product(s) when the reactant(s) are presented to them. This is
done to build a connection between knowing the general formula and applying it. Cross cutting concepts
of energy and matter; and stability and change.
Students will fill in the blanks in their note sheet as well ask being asked to describe in their own words
what happens during each of the types of chemical reactions - students will be asked to volunteer to
share these descriptions. As we review the reaction types some examples will be given, students will be
asked to volunteer ideas on examples of reaction types. As students volunteer their ideas on chemical
reactions we can adjust/reword the definitions to clear up misconceptions, implementing an informal type
of formative assessment.
CLOSER (10 minutes)
As a closer/exit ticket: Students will classify the reactions that they saw during the lab. They will also
be asked to write down any questions they have about the chemical reaction types. These sheets will be
collected and this will help us address misconceptions and gaps in knowledge. It will be used as a
formative assessment tool, allowing us to better understand what misconceptions and questions students
may have. These sheets will be returned to students tomorrow to give them feedback so that they can take
ownership of some gaps in knowledge.
ACCOMMODATIONS
CY is recovering from a concussion, in order to reduce cognitive load, she will be asked to follow
along in a completed Cornell note set and be given a highlighter to highlight as we work through the notes
as a class.
Students who need structure and schedule - an Objectives section was added to the Cornell notes with
these students in mind.
The exit-ticket sheet on the last page of the guided notes will ask students for any remaining questions
that they have about chemical reaction types.
Students will be asked for homework to describe moments from their own everyday life that show
evidence of a chemical reaction occurring - this homework will also serve to help us as instructors

20 December 2015
understand how well students are connecting the chemistry in the classroom to their lives.


20 December 2015
Name:________________________________
Date:_______________________
Class Period___________
Guided Notes for Chemical Reaction Types:

Objectives:
Recognize signs of a chemical reactions

Be able to categorize a chemical reaction into one of the five types
Motivation:

Classifying chemical reactions into categories allows us to be better able to predict the
types of products that will result from a chemical reaction.
What evidence of a chemical

reaction did you see during the
lab yesterday?
What is a precipitate?
In your own words what does

the law of conservation of
mass state?
What are indications that a chemical reaction has taken

place?
1. Energy is released or _________________ as
heat or ________
2. _______ is produced.
3. The _________ of the solution changes
4. A _______________ is formed.
During a chemical reaction, atoms are rearranged.

_________ are broken and formed.
There is no loss of mass due to the Law of
___________________ of mass.
Similarly the Law of ______________________ of
_________ means that there is no change in ____________.
In a reaction you start with ________________. After the
What are the 5 basic types of

chemical reactions?
reaction occurs you end up with _____________________.

There are several types of reactions,
1. ________________________
make something new
2. ________________________
break it down now
3. ________________________
one switcheroo
4. ________________________
two switcheroo


20 December 2015
What happens in a synthesis

reaction?
5. ________________________
burn baby burn
Synthesis: A synthesis reaction occurs when
The general equation for a synthesis reaction:
In this equation _____________ represents the reactants, and

___________ represents the product(s).
Example(s):
What happens in a
decomposition reaction?
Decomposition:
The general equation for a decomposition reaction:

Example(s):
What happens in a single

displacement reaction?
Single displacement:
The general equation for a single displacement reaction:


20 December 2015

Example(s):
What happens in a double

displacement reaction?
Double displacement:
The general equation for a double displacement reaction:

Example(s):
What happens in a combustion

reaction?
Combustion:
_____ is always a reactant in combustion reactions. The
other reactant is often called ______.
Combustion reactions are also commonly referred to as
____________.
The products of a combustion reaction include ____ and
____.


20 December 2015
The general form for a combustion reaction is:
Example(s):
Use a diagram, bullet points, or full sentences to summarize the most important information about
chemical reaction types: Students are encouraged to put their understandings into their own words and
formats that are most accessible to them.


20 December 2015
Name:________________________________
Date:_______________________
Exit ticket:
Classify the chemical reactions you did yesterday into the five types you learned about today in class:
Do you have any questions about chemical reactions and reaction types?


20 December 2015
Homework tonight:
1. Describe a chemical reaction you have seen outside of the lab. What evidence did you see that a
chemical reaction occurred?
2. How would you classify this type of chemical reaction?
Select at least 7 of the following reactions.

For each of the reactions you chose
categorize the reaction into one of the five types that we discussed today in class
explain your reasoning for choosing that category
predict the products of the reaction
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Mg + I2
CuCl2 + H2S
NaOH + HClO4
ZnCO3
HCl + Zn
Na + MgCl2
CaCl2 + K2CO3
K + Cl2
BaCl2 + K3PO4
H2SO4 + KOH
Al2(CO3)3


20 December 2015
Balancing Chemical Equations
Day 4: Balancing Equations

10th & 11th Grade Chem
65 Minutes
OVERVIEW/ RATIONALE
This is the fourth lesson of the unit on chemical reactions, and continues to build on the lab from the first
two days, this time by introducing them to the concept of balancing chemical equations. Students will
learn a strategy for balancing equations, practice using a PhET simulation, and then apply this strategy to
balance the chemical equations for the reactions they experienced in the first two days of the unit.
Matter can change but cannot be created or destroyed.
ESSENTIAL QUESTIONS
What happens to energy and matter during a reaction?
GOALS/OBJECTIVES
Balance a chemical equation
Atoms are not changed in a chemical reaction, they are simply rearranged in new
combinations
The atoms that make up the reactants in a chemical reaction must also be present in the
products in the same quantity.
Students will know:
Vocab: coefficient, subscript
STANDARDS
CHEM 3.2.C.A4 Balance chemical equations by applying the laws of conservation of mass.
MATERIALS
Computers with internet access
Projection
PROCEDURES
OPENER (3 minutes group discussion, 2 minutes share-out)
In a group of four, share the evidence of chemical reactions you see in your life. Each group will tally
how many of the types of evidence they were able to collect.
Write the unbalanced equation for decomposition of water on the board and ask students what is
wrong with this equation. If they need a hint, suggest that it has to do with the conservation of mass.
Using questions to guide the discussion, bring the class to a recognition that the equation is unbalanced
because the number of oxygen atoms in the reactants are not equal to the number in the products. Display
the PhET simulation (https://phet.colorado.edu/sims/html/balancing-chemical-equations/latest/balancingchemical-equations_en.html) for balancing the decomposition of water to provide a visual of the unequal
number of atoms on each side of the equation, and demonstrate how it is only possible to add whole

20 December 2015
numbers of molecules in order to balance the equation. Write a chart on the board to keep track of the
number of atoms on each side of the equation, and show how to balance the equation by changing the
coefficients of reactants as needed, then balance the equation on the PhET simulation. Show how it is
easier to balance the equation by starting with atoms that only appear in one reactant or product. (15
minutes)
Students will then open their computers and navigate to the PhET simulation. The introduction to the
simulation provides scaffolds for students to balance the combustion of methane, which they will attempt
on their own. After a few minutes, as students finish balancing the equation, check their comprehension
by asking them to indicate the coefficient of the water that is produced by holding up that number of
fingers, placing that number of fingers on their chest so as not to show their answer to the whole class. If
nearly all students show the correct answer, have one of them come up to the board to balance the
equation. If not, walk through it with them and then have students do the make ammonia simulation in
the PhET introduction. Have a student balance this equation on the board. (15 minutes)
Students will then work their way through the PhET game balancing chemical equations, which has
three levels. Direct students to complete the first two levels, and do the third if they want an additional
challenge. (20 minutes)
CLOSER (10 minutes)
Exit ticket: Write the balanced version of all five equations from the lab.
Students have already done two of these five equations using the PhET simulation, and should be able to
complete the last three at this point.
ACCOMMODATIONS
The introduction to the PhET simulation provides optional scaffolds in the introduction for students who
need them. The game itself has three difficulty levels, allowing students who are ready for an additional
challenge to practice the more difficult equations of level 3.
The exit ticket will demonstrate whether students have learned the basics of balancing equations. For
homework, they will be given a handout with three equations to balance, which will provide additional
evidence of their learning.


20 December 2015
Exit Ticket: Balance the Equations from the Evidence of Reactions Lab
Instructions:
Write the balanced version of these three equations from the lab.
1. Burning magnesium:
Mg
O2 ----->
MgO
2. Calcium and water:
Ca
H2O ----->
Ca(OH)2
H2
PbI2
3. Potassium iodide and lead (II) nitrate:
KI
Pb(NO3)2 ----->
K(NO3)


20 December 2015
Balancing Chemical Equations Homework

Strategy for balancing equations:
1. Write the unbalanced equation for the chemical reaction.
2. Make a chart and count the number of each type of atom in the reactants and products
3. Balance the number of atoms on each side of the equation by changing the coefficients of
reactants and products as needed. After changing a coefficient, update your chart to show how
many atoms of each type are now present. Start with atoms that only appear in one reactant or
product, and after they are balanced go on to the others.
4. Continuously verify your results. The number of each type of atom on boths of the
equation must be equal when you finish!
1.
Mg
H2O
----->
Mg(OH)2
H2
2.
C2H6
O2
----->
CO2
H2O
3.
Al
Fe2O3 ----->
Fe
Al2O3
Days 5 and 6, Student Generated Activity Series


20 December 2015
Activity Series Construction

2 x 65 minutes
OVERVIEW/ RATIONALE
For the past week students have been learning about chemical reactions and reaction types. Students will
first conduct a series of experiments. The next day, using the data that they collected, they will construct
their own activity series in their lab groups.
Categorizing information allows us to better understand the world around us and predict future events.
An activity series can be used to determine predict whether or not a reaction can occur.
ESSENTIAL QUESTIONS
What are signs of a chem reaction occurring?
Why do some reactions occur while others do not?
GOALS/OBJECTIVES
Recognize and define signs that a chemical reaction has taken place
Categorize chemical reactions based on their observations and knowledge of the reactants
Predict products based on knowing the type of chemical reaction occurring.
Predict whether a reaction will occur based on an activity series
Students will know:
Vocab: activity series, single replacement reaction,
.
STANDARDS
or combustion.
CHEM.B.2.1.4 Predict products of simple chemical reactions (e.g., synthesis, decomposition, single
replacement, double replacement, combustion).
MATERIALS
Copies of the lab activity for every students
Materials for the lab are listed in the lab procedure
For the lab construction activity, students will be given index cards, markers, masking tape, and a large
piece of flipchart paper
PROCEDURES
Day 1:
OPENER (3 minutes independent + 4 minutes group discussion + 3 minutes class discussion)

20 December 2015
As students enter the room they will receive a lab packet. As an opener they will be asked to individually
read through the introduction and complete the first two pre-lab questions. They will be asked to discuss
their answers with their lab groups. As a class I will ask students to volunteer answers to the two pre-lab
questions. I will ask students to volunteer their definition of activity, and write this definition on the board
for reference during the lab activity.
Students will be asked to read through the lab activity. I will ask if there are any questions about the
procedure.
Students will work through the lab activity in pairs but completing the packet individually. I will
circulate throughout the room during this time to ensure that students are conducting the lab safely and
writing down their observations. Crosscutting concept:energy and matter and stability and change.
CLOSER (5 minutes)
Students will clean up their work stations and ensure that their data charts are completed. As homework
they will be asked to complete the post-lab questions.
If students are finished early, they will be asked to do the post-lab questions in class.
Day 2:
OPENER (7 minutes group discussion + 3 minutes class discussion)
In their lab groups students will discuss their answers to the post-lab questions. We will pull the
discussion to the whole class to get consensus.
$As a group a four, students will be asked to construct their own activity series. The goal is to be able
to use this activity series to predict whether or not a reaction will occur. Students will be given index
cards to write elements onto, and a large sheet of paper to tape down their final activity series. They can
use markers to label the series and describe how to read it. During the construction of their series,
students should use the claim evidence reasoning framework; the claim evidence reasoning steps will be
posted in the room and students will be encourage to reference them as they debate the positions of the
different elements on the activity series. Crosscutting concept: patterns, energy and matter, and stability
and change (25 minutes)
$ Students will be asked to post their activity series around the room and conduct a gallery walk. During
this walk students will be asked to take note of others series and if there are discrepancies between the
series. As a class we will address discrepancies between different activity series. (10 minutes)
If there are discrepancies between group members or student-constructed activity series, we will discuss
the issues as a class. This is a good opportunity to discuss the reasons for multiple trials. Some members
may have missed signs of a chemical reaction, but with 14 pairs conducting the experiment, it is unlikely
that everyone missed the evidence of a chemical reaction.
As a class we will make a class activity series constructed based on the student versions. (5 minutes).
Where would you put magnesium? How would I use this to predict whether or not a reaction would
occur? are types of questions that can be used to prompt students.
Students will be shown a video of alkali metals reacting in water. (https://www.youtube.com/watch?
v=HvVUtpdK7xw) and asked to add sodium, lithium, and potassium metals to the class activity series.
They will be asked to hypothesize where calcium goes based on the reaction they performed during the


20 December 2015
first two days of the unit. Based on their knowledge of what many coins and currencies historically have
been made of, they will be asked to add gold and silver to the class activity series (10 minutes)
CLOSER (5 minutes)
Students will be shown the activity series from the book and compare/contrast the class activity series to
it. They will be asked to write out the similarities and differences that they notice between the two. This is
done so that students can see how the knowledge and understanding they constructed compliments and
potentially contrasts the information format generally accepted and used by the textbook. By showing
them that this information can be presented in multiple ways I hope to build student confidence in
tackling data and charts in books and rework it into a format that is more accessible/readable to them.
ACCOMMODATIONS
CY will complete the lab but her partner will be the group recorder who does the writing for them.
Her partner will also be asked to read the instructions aloud to her (she has an easier time processing
auditory information than written information)
The group construction of activity series will serve as an informal assessment as to whether or not
students understand the activity lab exercise that they completed on Day 5. When they submit their labs, it
will serve as a way of assessing their ability to record observations, and recognize signs of a chemical
reaction occurring.


20 December 2015
Mixing Metals: Building An Activity Series

The goals of this lab are to have students explore a variety of chemical reactions. Using their knowledge
of single-replacement reactions, and data they collect in the lab they will construct their own activity
series as a way of scaffolding them into a more inquiry-based lab. The question and procedure are both
teacher generated, but the students will formulate their own results.
Introduction:
If a piece of iron is placed into a solution of gold nitrate, the iron solid reacts with the gold solution
(review your notes for evidence that a chemical reaction is occurring). This process occurs because the
more active iron metal displaces the less active gold in solution. In todays lab you will be conducting a
series of experiments. As you conduct these experiments, you will make observations to determine
whether or not a chemical reaction is occurring. After you have completed these experiments you will
take your results and try to develop your own version of an activity series. This activity series should be
able to be used to predict whether or not a reaction occurs.
Safety concerns:
You will be working with an acid, HCl, which should be handled with caution. As with all lab activities,
proper personal protection equipment should be worn at all times. During your metal mixing trials, you
will be working with some metals that are potentially harmful to the environment and must be disposed of
properly, please place your waste in the appropriate waste container.
Objective:
Students will conduct a series of experiments in order to develop their own activity ranking. Using this
ranking system students should be able to predict whether or not a metal will displace another metal
Pre-Lab Questions:
1. What are signs of a chemical reaction occurring?
2. One of the possible chemical reactions today is copper metal solid reacting with zinc
nitrate. What type of chemical reaction is this? Write out a chemical equation for the proposed
reaction.
These pre-lab questions are intended to connect the lab activity to prior learnings about signs of a
chemical reaction and types of chemical reactions.
Materials:
1 cm pieces of Copper foil
1 cm pieces of Zinc foil
1 cm pieces of Magnesium ribbon
1 cm pieces of Lead foil
1 cm pieces of Aluminum foil
Pieces of Iron metal

20 December 2015
0.1 M Magnesium nitrate solution
0.1 M Zinc nitrate solution
0.1 M Copper nitrate solution
0.1 M Silver nitrate solution
5 test tubes
6M HCl
Procedure:
Part I: Will a metal displace hydrogen?
Note: Though hydrogen is a nonmetal, it is often included in activity series. These experiments will also
help you determine the relative activity of the solid metals.
Into each test tube place one of the metal solids. Add 2 pipettes of 6M HCl to each of the test tubes.
Record any observations. Note the time. In 20 minutes, observe and record observations again. At the end
of the lab take a final time point and observe and record observations.
Part II: Will metals displace each other?
Note: Just like in the introduction where solid iron reacted with gold nitrate you will test whether or not a
solid metal reacts with a metal in solution. These experiments will help you determine the activity of each
of the metals you test.
Using a 24 well plate, place magnesium solid in the Column 1 wells of the 24 well plate. Place zinc solid
in Column 2 wells, repeat for copper, iron, lead, and aluminum solids, in wells 3, 4, 5 and 6 respectively.
Using the data table attached to this sheet, record your observations about the metal mixing trials. Add 510 drops of magnesium nitrate solution to each of the different metals in Row A, do the same for the zinc,
copper, and silver nitrate solutions in rows B-D.
Figure 1. 24-well plate


20 December 2015
Table 1. Observations from metal mixing trials :
Guiding Questions: Did a reaction occur? What is your evidence that a chemical reaction occurred?
Magnesium
Zinc
Copper
Iron
Lead
Aluminum
Magnesium
Nitrate
Zinc Nitrate
Copper Nitrate
Silver Nitrate
After you have done your mixing experiments and recorded your observations in the data table, you may
clean up. Make sure that you dispose of your liquid and solid waste in the appropriate waste
containers.
Post-Lab questions:
1.
Write balanced chemical equations for the metals that reacted with the hydrochloric acid.
This allows students to practice the balancing chemical equation skill that they have learned in class.
2. Post 1982 pennies have a zinc core with a thin copper outer shell. Using your activity ranking
predict what would happen if a post 1982 penny were put into a solution of hydrochloric acid?
Students have previously done a melting penny lab where they compare the properties of pre-1982
pennies to post-1982 pennies, this allows them to connect their current understandings about activity
with prior experiences in lab.
3. Copper, silver and gold are found in nature as the pure element (not combined with another
compound), while lithium, sodium and potassium are never found as the pure element. What does this
suggest about the activity of these two groups of elements?
This question primes them for the extension activity that they will do in class tomorrow.
Days 7 and 8: Reviewing and Final Assessment

20 December 2015
Review day and Final Summative Assessment

2 x 65 minutes
OVERVIEW/ RATIONALE
These two days will wrap up a unit on chemical reactions. Day 7 will serve as a way for students to
identify gaps in understanding, and Day 8 will serve as a way of assessing their learning from the unit.
What happens on a macro level is determined by what happens on a micro level
Chemical reactions are always happening around us
Models and systems for categorizing information can help us make sense of complex ideas and predict
outcomes
Scientific knowledge is based on evidence that can be collected experimentally.
GOALS/OBJECTIVES
Describe evidence that a chemical reaction occurs
Categorize chemical reactions and predict products or reactants for a chemical reaction.
Students will know:
Vocab: chemical reaction, reactants, products, synthesis, decomposition, single
replacement, double replacement, combustion, precipitate,
Examples of observable evidence of a chemical reaction
STANDARDS
or combustion.
CHEM.B.2.1.4 Predict products of simple chemical reactions (e.g., synthesis, decomposition, single
replacement, double replacement, combustion).
CHEM.B.2.1.5 Balance chemical equations by applying the Law of Conservation of Matter.
MATERIALS
Class copies of review sheets

Class set copies of tests
PROCEDURES
DAY 1
OPENER (5 minutes)
Students will be asked to individually reflect on which of the 3 areas (Chemical reaction evidence and
categorization; balancing chemical equations; Development and use of an activity series) they feel the
strongest, and which area they feel they need the most work.
This self-reflection will help us as instructors group students (i.e. pair someone who feels weak at
chemical equation categorization with someone who feels that this is their strength).


20 December 2015
In small groups students will work through the review questions. They can use their notes as a reference
but will be prompted to use each other as resources first (this is done to try to emphasize students as
holders of knowledge as well as build their skills at explaining/reasoning to one another). (40 minutes)
During this review time, I will circulate through the room, responding to students questions.
As a class we will review the answers to the activity sheet (10 minutes)
CLOSER (10 min)
Students will use the bottom of the review sheet to reflect on what areas they need to study in order to be
prepared for tomorrows assessment. Students will be told that the majority of the exam is open ended
questions, there are only 2 multiple choice questions on the exam. They can take the review sheet & their
reflections home with the intent that it will influence their studying for the exam tomorrow.
Review activity has mostly open ended questions. It will not be collected but serve as formative
assessment for the students to better understand what areas they need to study.
DAY 2
Students will take their chemical reactions and equations test.
ACCOMMODATIONS
Students who need an alternative testing space as per their 504/IEPs will be sent to the Special Education
liasons office to take their assessment.
CY can take the exam before or after school, over the course of two days; this will allow the exam to be
read aloud to her. She can describe her answers verbally as opposed to writing them down.
Test corrections will be allowed for every student but students must not only correct their answers but
justify the reasoning behind why the new answer is correct and the reason why they got the answer wrong
previously.
The test they take will serve as an evaluation of students understandings of chemical reactions.


20 December 2015
Name:________________________________
Date:_______________________
Review Activity:
In your assigned small groups tackle the following problems:
1. In the laboratory, you are given two small chips of each of the unknown metals X, Y, and
Z, along with dropper bottles containing solutions of XCl 2(aq) and ZCl2(aq). Describe an
experimental strategy you could use to determine the relative activities of X, Y, and Z.
2. List the observations that would indicate that a reaction had occurred.
3. Define the following terms:
a. Chemical Equation
b. Precipitate
c. Coefficient
d. Reactant
e. Product
4. Write the general equation for each of the five reaction categories we have discussed in
class.
5. Describe the law of conservation of mass in your own words.
6. For each of the following reactions, predict the missing product(s) and then balance the
resulting equation. Identify each reaction by type
a. Br2 + KI
b. NaClO3
c. C7H14 + O2
d. CuCl2 + Na2S
After we review the answers to the above questions, please reflect on this learning activity:
Evidence of a chemical reaction (Q2)

Categorizing chemical reaction (Q3, Q4, Q5, Q6)
Balancing chemical equations (Q5, Q6)
Understanding how an activity series is constructed (Q1)
What questions and areas did you struggle with on this review activity?
Were your mistakes due to a gap in understanding, or a brain-fart?
What are the areas that you need to address in order to be ready for the test tomorrow?
What strategies will you use to study for the test tomorrow?


20 December 2015
Name:________________________________
Date:_______________________
Chemical Reactions and Balancing Equations Test
1. According to the law of conservation of mass, the total mass of the reacting substances is
a. always more than the total mass of the products.
b. always less than the total mass of the products.
c. sometimes more and sometimes less than the total mass of the products.
d. always equal to the total mass of the products.
2.
a.
b.
c.
d.
Which equation below violates the law of conservation of mass?

2H2 + O2 2H2O
KCl + Br KBr + Cl2
2Fe2O3 + 3C 4Fe + 3CO2
Na2CO3 + 2HCl 2NaCl + H2O + CO2
3. Correct the coefficients in the erroneous equation in #2 so that it now follows the law of conservation
of mass.
4. Some small rockets are powered by the reaction represented by the following unbalanced equation:
(CH3)2N2H2(l) + N2O4(g) N2(g) + H2O(g) + CO2(g) + heat
a. Identify the reactants in the equation
b. Identify the products in the equation
c. Balance the chemical equation
d. Define the type of reaction that is occurring. Explain your reasoning behind this choice
based on your knowledge of chemical reaction types.
5. Write the general formula for the following reaction types.
a. synthesis
b. decomposition
c. combustion
d. single-displacement
e. double-displacement


20 December 2015
Below is a copy of the class activity series we constructed together. (A version of the class-constructed
activity series would be included here in the test).
Write a sentence that explains how you use the activity series to predict whether or not a reaction occurs.
Based on this activity series predict whether or not a reaction would occur in the following equations.
If a reaction occurs, write the products and balance the equation.

6. Zn(s) + HCl(aq) _____________________
7. Mg(s) + Cu(NO3)2(aq) ________________
8. Ag(s) + Zn(NO3)2(aq) _________________
9. Fe(s) + Ag(NO3)3(aq) _________________
10. Draw a picture that shows at least one example of a chemical reaction occurring outside of a lab.
Categorize the type of chemical reaction occurring.
For extra credit write out a balanced chemical equation for the reaction.
*Questions from this assessment have been adapted from Holt Chemistry Textbook (2009)
Self Assessment. You must complete this section

Estimate how long you studied for this exam:
List the strategies you used to study for this exam:
Did you use the information from yesterday to adjust your studying last night?
What score do you think you got on this exam?


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Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 1

Matter Matters: Making Sense of Chemical Reactions

Essential Question Addressed

Evidence of Reactions Inquiry

What are signs of a chem rxn

Evidence of Reactions Inquiry

What are signs of a chem rxn

Cornell Notes on Rxn Types

How can we categorize chemical

Balancing Chemical Equations

What happens to energy and matter

Activity Series Inquiry Lab

What are signs of a chem rxn

Student Activity Series

Why do some reactions occur while

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 2

Days 1 and 2: Evidence of Chemical Reactions and Reaction Types

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 3

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 5

EVIDENCE OF CHEMICAL REACTIONS

Burning magnesium metal

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 6

Two test tubes

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 7

Magnesium ribbon approximately 1 cm long

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 8

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 9

Date: __________ Section:__________

Data Tables for Intro to Chemical Reactions

Observations of the reaction and descriptions of the product(s):

Reaction 2, Electrolysis of Water:

Observations of the reaction and descriptions of the product(s):

Reaction 3, Magnesium and Oxygen:

Observations of the reaction and descriptions of the product(s):

Reaction 4, Calcium and Water:

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 10

Observations of the reaction and descriptions of the product(s):

Litmus Paper Test Results:

Reaction 5, Potassium iodide and lead (II) nitrate:

Pb(NO3)2 -----> PbI2

Observations of the reaction and descriptions of the product(s):

Argumentation: $; Crosscutting Concepts:; Differentiation: ; Inquiry: ;

Chemical Reactions and Equations - Unit Plan

Braxton and Huang-Hobbs - 11

Day 3: Introduction the Chemical Reaction Types

Chemical Reactions and Equations - Unit Plan

Date: Section: