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5 Day Unit Plan: Chemistry

Focus: Goal:
Chemical Reactions To understand the nature of chemical reactions and
to apply scientific principles
This Week’s Vocabulary:
Law of conservation of mass, reactant, product, temperature, balanced chemical reaction, catalyst, heat,
bubbles, color change

Day FOCUS ACT

M Students will be The teacher will give a worksheet that describes 2 chemical reactions, in
introduced to what a which she/he will conduct 2 demonstrations as a supplemental.
chemical reaction is, 1. Water: Students will be given a chemical equation of the
the law of conservation synthesis of water. The teacher will have a lit candle, a balloon
of mass, and the filled with hydrogen gas, and safety equipment. The teacher will
indicators of a chemical ask the students how they know water will be produced given that
reaction. Students will the atmosphere contains oxygen and the balloon contains
use specific scientific hydrogen. Students will write down and voice their predictions.
terminology to describe The teacher will then light the balloon, which will pop. Students
chemical reactions and are asked to immediately write down their observations and voice
demonstrate their how they knew the reaction had occurred. Students are also
understanding. asked whether atoms have been created or destroyed and what
helped the reaction to proceed.
2. Hydrogen Peroxide: The teacher will have setup consisting of
30% hydrogen peroxide, food coloring, water, detergent, and
safety equipment. The teacher will ask what ingredient is
generally in whitening toothpaste (hydrogen peroxide) and
students will respond. The teacher will then explain the function of
a catalyst, relate the term to the prior experiment, and state the
sodium iodide is needed to act as a catalyst for this reaction. The
teacher will add detergent, food coloring, water, and hydrogen
peroxide before mixing in sodium iodide. Students will then record
their observations and answer how they knew the reaction had
occurred.
T Students will be A worksheet will be given consisting of chemical equations. The teacher
introduced to balancing will ask students to count the number of atoms per each compound or
equations. The law of element on both sides of the equation, explaining that the number of
conservation of mass atoms is always the same; therefore atoms were not created or
will be reinforced. destroyed. The teacher will guide students on how to balance the
chemical equations. Students will then balance the chemical equations.
W Students will be The teacher will then introduce how food recipes and chemical reactions
introduced to limiting work in similar ways. A worksheet will be given consisting of different food
and excess reagents. recipe scenarios. Students will work in small groups.

Example: 3 eggs and 2 cups of milk make 1 cake. How many cakes can
be made with 23 eggs and 14 cups of milk?

Students will then determine the amount of reactants (eggs or cups of

milk) is completely used up or leftover. The teacher will then relate this to
limiting and excess reactants.

At the end of lesson, students will be asked to define limiting and excess
reagents, to design their own chemical equation with various different
reactant scenarios.
Th Students will conduct The teacher will guide an experiment that consists of using safety
 Set a Goal Make a Plan Organize Act Make Progress

an experiment to equipment, aluminum foil, distilled water, copper chloride dihydrate.

reinforce the principles Students will follow a written protocol, record their observations of the
of chemical reactions, appearance of the reactants before and after the reaction, and note the
indicators, and law of temperature. Students will be asked to explain what constituted a
conservation of mass. chemical reaction or not, whether the reaction proceeded or not, and how
they knew.
F Assess whether Students will be given a quiz asking to define the law of conservation of
students understand mass, a chemical reaction, indicators of a chemical reaction, how to
basic principles of balance chemical equations, identify limiting and excess reagents, and
chemical reactions provide examples of chemical reactions.