1.

Description
Date September 2016
Subject Science 7
Topic Evidence of a Chemical Reaction
Grade 7th Grade

2.

Goals and Objectives

Goals Students will be able to identify whether or not a chemical reaction has taken
place by identifying different evidences.
Objectives
1. Students will be able to list the major evidences of a chemical reaction.
2. Students will be able to perform an experiment to determine if a chemical reaction
takes place.
3. Students will be able to design an experiment to determine if a chemical reaction has
taken place.
Next Generation Science Standard MS-PS1-2 Matter and Its Interactions: Analyze and
interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.
English Language Development Standard Vocabulary and Concept Development
Apply knowledge of academic and social vocabulary to achieve independent reading.
Accommodations for ELL/SDAIE Word Wall vocabulary cards; during NGSS
assessment, ELL students will be grouped according to native language; Quizlet with
voice recordings; students will also have an Spanish-English Science Glossary available
to them
Accommodations for Special education students During the NGSS assessment, Special
Education students will be placed in heterogeneous groups; Quizlet with voice
recordings; in NGSS-assessment, Sped students are only required to identify one property
change instead of all three
Accommodations for exceptional students Exceptional students will be asked why
Helium gas (from Helium balloons) was not added to the Experiment Design list and to
explain their reasoning.
Basic Vocabulary reactant, product, chemical reaction, exothermic reaction, physical
change, chemical change

3.

Materials and Tools

Texts None. Students will use Google Custom Search Engine online to look up
materials

Visuals Word Wall cards of vocabulary and corresponding pictures

Technologies OWL chart on Google Classroom, PowerPoint presentation, computer to
watch video, Quizlet
Handouts guided notes, Student response sheet, Student Inquiry Lab instructions, MSPS1-2: Properties of substances (ID#: 020.03-c02) NGSS assessment, Experiment
Design Homework
Lab Supplies Lye, Epsom salts, Distilled water, stirring rods, two beakers, goggles,
gloves, temperature gun, plastic cups, cabbage juice (pre-prepared), ammonia, baking soda,
vinegar
4.

Procedure
Introduction (5 min.) Students will fill out an OWL chart during the demonstration. (O
= What students OBSERVE, W = What students Wonder, and L = What students
LEARN). The teacher will have the following premeasured: 2 tsp Epsom salts and tsp
lye. The teacher will also have distilled water pre-measured into two beakers (250ml
each) and stirring rods. The teacher will tell the students a little about both lye and Epsom
salts. The teacher will write the chemical formulas for these substances on the
whiteboard. (Lye = NaOH, Epsom salts = MgSO47H2O). The teacher will take the
temperature of the distilled water and ask the students to record it in their O column on
the OWL document. Then the students will fill out the W column. The teacher will add
the Epsom salts to the water, stir, and take the second temperature. The teacher will
repeat the process for the lye. The teacher will explain that the change in the temperature
is evidence of a chemical reaction. The teacher will also explain that the lye reaction was
an exothermic reaction. The students will fill out the L column of their OWL charts.
The teacher will then pour the Epsom salt solution into the lye solution. The students will
fill out more information into the O and W columns. The teacher will explain that the
formation of the precipitate is evidence of a chemical reaction. The students will fill in
the L column of their chart. The students will submit the OWL chart to the teacher
through Google Classroom.
Teacher Presentation (15 min.) The teacher will review physical and chemical properties
from day before. The teacher will introduce the new vocabulary using Word Wall cards.
The teacher will remind the students that they can go to the Quizlet link in Google
Classroom to access this units vocabulary. The terms are in Unit 1, and each one has a
voice recording of the term and definition.
The teacher will also give the students guided notes worksheets. The students will fill in
the blanks while the teacher presents notes through a PowerPoint presentation. The

students will watch the following video: https://www.youtube.com/watch?

v=37pir0ej_SE&index=8&list=PLhz12vamHOnaY7nvpgtQ0SIbuJdC4HA5O.
Class Activities (25 min.) Students will work on inquiry labs. The teacher will have set
up two labs that students will choose and work on. Each lab will have a sheet with
instructions for the lab (see Student Inquiry Instructions), and the students will fill out a
response sheet.
Students will then be asked to share the results of inquiry labs with the class.
Students will work in pairs on an NGSS-Assessment. The assessment is called MS-PS12: Properties of substances (ID#: 020.03-c02). The teacher will walk around the room
and monitor the progress of the students and ask guided questions if the students are
stuck.
Homework Students will be given a list of materials they can chose from. Students will
design their own experiment to determine if a chemical reaction has occurred. Students
must identify the reactants chosen, hypothesis, materials, procedures, observations, and
conclusions. Using the classs Google Custom Search Engine, students must also include
a brief description of each reactant. Students will be able to perform their experiments in
class tomorrow.
Closure (5 min.) The teacher will review the evidences of a chemical reaction. The
students will identify the evidences that they witnessed in class today.
5. Assessment and/or evaluation
Formative assessment Students will show knowledge by identifying if there was a
chemical reaction and what was the evidence in the guided inquiry lab; students answers
on the NGSS assessment will be assessed
Summative assessment The completed copy of the Experiment Design worksheet will
serve as the summative assessment and will be graded with a rubric.

Name _________________________________________________
Date__________________________
Directions: Watch the demonstration conducted by your teacher. Write down
everything you observed during the demo. Now think about what you saw, write

down any questions that come to mind about the topic. Your teacher will let you
know when they want you to fill in the final column of what you learned.
O
What did you OBSERVE?

W
What did you WONDER?

L
What did you LEARN?

PHYSICAL AND CHEMICAL CHANGES

_________________ change that affects one or more physical

properties of a substance.
1. Physical changes do not change _____________ of substance
2. Physical changes can often be undone
3. Examples:
a. Breaking chalk in two only change size
b. Melting coconut oil still coconut oil
c. Dissolving sugar in water still sugar and can be
recovered from the water
_____________________ occurs when one or more substances are
changed into entirely new substances with different properties
1. Chemical changes often cause color changes, fizzing or
foaming, heat, or the production of sound, light, or odor.
2. Chemical changes cannot be undone using physical means
3. Examples:
a. Soured milk bacteria have formed new substances in
the milk
b. Hot gas formed when hydrogen and oxygen join to make
water
c. Statue of Liberty copper reacts with carbon dioxide to
form copper carbonate

Student Inquiry Instructions #2

Materials:
Cups
Stirrer
Cabbage juice
Ammonia
1. Pour the contents of the cup labeled ammonia into
the cup labeled cabbage juice.
2. Stir the mixture.
3. Record your findings on your response sheet.

Student Inquiry Instructions #2

Materials:
Cups
Stirrer
Baking soda
Vinegar
1. Pour the contents of the cup labeled vinegar into the
cup labeled baking soda.
2. Stir the mixture.
3. Record your findings on your response sheet.

Student Response Sheet:

List the reactants:

Did you see evidence of a chemical reaction?

If so, what was that evidence?

Student Response Sheet:

List the reactants:

Did you see evidence of a chemical reaction?

If so, what was that evidence?

From: http://authoring.concord.org/activities/5173/pages/68943/287d7c37-8cf2-4315-bb4ac21e7d165f86

MS-PS1-2: Properties of substances (ID#: 020.03-c02)

When you eat foods that contain starches (like corn, potatoes, or crackers), your body
digests the starches in two steps. The first step takes place in the mouth, and the next
step takes place in the small intestine.
The properties of three samples: before digestion, after digestion by the mouth, and
after digestion by the small intestine are recorded in Table 1.
Table 1: Data of samples before and after digestions

Use the data in Table 1 to answer the following two questions.

Write a scientific explanation stating whether a chemical reaction occurs during digestion by
mouth.

Write a scientific explanation stating whether a chemical reaction occurs during digestion by
small intestine.

Experiment Design
Chose two substances from the list below:
Ammonia

Cabbage juice

Vinegar

Distilled water

Baking soda

Citric acid

Salt

Copper sheet

Rubbing alcohol

Acetic acid

Peroxide

Sugar

Fill out the following chart:

Substances
Chosen
Paragraph about
Substance #1

Paragraph about
Substance #2

Hypothesis

Materials

Procedure

Observations

Conclusion