In this lesson, the students will be practicing writing out Chemical Equations for the 5 types of reactions, practice identifying the 5 types of reactions from Chemical Equations, and practice predicting products for the 5 types of chemical equations based off of the reactants given to them. These activities should help really solidify the 5 different types of reactions for the students, as well as make them relatable with the high school dance activity!
The 5 Types of Reactions: Reinforcement Lesson Plan
Start of Class:
To start the class, the goals for the day will be written on the board. The goals for today are similar to Day 15 and they are:
After going over the goals for the day, the teacher should also tell students his/her performance expectations for the students. As always, the students are expected to be attentive and on task for the class period. The teacher will also hand back the labs the students completed on Day 15.
Introduction of Lesson:
After the teacher hands back the labs from the previous day, he/she should go over some of the commonly missed questions. This would also be a good time to answer any questions the students may have from the day before.
Lesson Instruction:
Once the lab review is over, there will be a class activity to relate the ideas behind the 5 types of reactions to the student's lives. The activity will include several student volunteers and reinforce the 5 types of reactions via modeling.
To start the activity, set the scene of a high school dance (homecoming, prom, TWIRP, whichever dance may be coming up next). Inform the students that during this activity, boys and girls will represent metals and non-metals, respectively.
For the Composition Reaction:
For the Decomposition Reaction:
For the Single-Replacement Reaction:
For the Double Replacement Reaction:
For the Combustion Reaction- this one is a little different:
After the activity is complete, hand out a worksheet/quiz. Tell the students to work on this worksheet/quiz alone for the rest of the period. It may be helpful to do a few practice problems with the students. Go through and identify the boys and girls of the reaction, and reiterate that this is an analogy for metals and non-metals. The worksheet will have sections where the students are asked to do the following:
Assessments/Checks for Understanding
The assessment for this lesson comes from the worksheet the students will complete. The most important part of the worksheet will be when the students describe each type of reaction in their own words. As the teacher reads through these, they will have a good idea of weather or not the student has really grasped each one. If a student gives a description using boys and girls, it can be said that they have a surface level understanding. However, if the students can use the generic equations, metals, and non-metals in their description, it would be safe to say they understand the topics. Use this worksheet/quiz as a formal type of assessment. Grade the worksheet and return it to the students within the next couple of days.
Closure/Wrap-Up/Review:
Thank the students for participating in the class activity. The teacher should ask the students as a class if they are struggling with any of the 5 types of reactions, and answer any questions. The students should be made aware that many of these types of reactions are reversible and, in this instance, both the forward and reverse reactions are happening at the same time. This is what tomorrow's lesson will cover. Finally, have the students hand in their worksheet/quiz at the end of class.
To start the class, the goals for the day will be written on the board. The goals for today are similar to Day 15 and they are:
- Students can identify the 5 types of reactions.
a. Composition- A reaction of two substances, typically a metal and a nonmetal, come together to form one compound.
b. Decomposition- A reaction that breaks apart one compound into simpler substances, (usually two elements or an element and a smaller compound).
c. Single-Replacement- A reaction between one compound and one element that produces a different compound and element.
d. Double-Replacement- A reaction between two compounds that are dissolved in water that produces two different compounds, one of which is insoluble.
e. Combustion- A reaction between a Carbon/Hydrogen (and sometimes Oxygen) compound with O2. - Students can predict the products of a reaction, given the reactants.
After going over the goals for the day, the teacher should also tell students his/her performance expectations for the students. As always, the students are expected to be attentive and on task for the class period. The teacher will also hand back the labs the students completed on Day 15.
Introduction of Lesson:
After the teacher hands back the labs from the previous day, he/she should go over some of the commonly missed questions. This would also be a good time to answer any questions the students may have from the day before.
Lesson Instruction:
Once the lab review is over, there will be a class activity to relate the ideas behind the 5 types of reactions to the student's lives. The activity will include several student volunteers and reinforce the 5 types of reactions via modeling.
To start the activity, set the scene of a high school dance (homecoming, prom, TWIRP, whichever dance may be coming up next). Inform the students that during this activity, boys and girls will represent metals and non-metals, respectively.
For the Composition Reaction:
- Ask for two volunteers one boy (metal) and girl (non-metal)
- Explain that these two volunteers came to the dance alone (have the students walk to the front of the room separately). At the dance, the boy and girl bump into each other and end up dancing the night away. At the end of the dance they leave together. Have the students dance a little bit and then leave holding hands.
- Write a generic Chemical Equation on the board for a Composition Reaction. A + B --> AB
For the Decomposition Reaction:
- Ask for two volunteers one boy (metal) and girl (non-metal).
- Explain that these two volunteers come to the dance together (have the students walk in together, holding hands). Tell the class that at the dance these two volunteers get in a fight and end up leaving the dance separately. Have the students dance, fight, and then leave separately.
- Write a generic Chemical Equation on the board for a Decomposition Reaction. AB --> A + B
For the Single-Replacement Reaction:
- Ask for 3 volunteers: 2 boys (different metals) and one girl (non-metal).
- Explain that one of the boys and girl come to the dance together, the other boy is already at the dance. Have one boy stand in the front of the room dancing, and the couple walk in holding hands. As the couple walks in, have the boy that is alone ask if he can cut in to the pair. The dance end and there is now a new couple and the one boy's date has been stollen.
- Write a generic Chemical Equation on the board for a Single-Replacement Reaction: A + BC --> AB + C
For the Double Replacement Reaction:
- Ask for 4 volunteers: two boys (different metals) and two girls (different non-metals).
- Explain that the two pairs (one boy and one girl) come to the dance together. At the dance, the couples swap date because they realize that they like the other person better. They then leave the dance having swapped dates.
- Write a generic Chemical Equation on the board for a Double-Replacement Reaction: AB + CD --> AD + BC
For the Combustion Reaction- this one is a little different:
- Tell the students a story: A couple is on the way to the dance in a car. One says to the other, "You know what is really cool? How cars work. Did you know that gasoline is made out of Carbon and Hydrogen? It can then react with the Oxygen in the air to form Carbon Dioxide and water vapor. Thats what makes up car exhaust!" The other responds with "You're so weird..." and get out of the car. There was no second date.
- Write a Generic Chemical Equation on the Board for a Combustion Reaction: CnHn + O2 --> CO2 + H20
After the activity is complete, hand out a worksheet/quiz. Tell the students to work on this worksheet/quiz alone for the rest of the period. It may be helpful to do a few practice problems with the students. Go through and identify the boys and girls of the reaction, and reiterate that this is an analogy for metals and non-metals. The worksheet will have sections where the students are asked to do the following:
- Describe each of the reactions in their own words
- Identify the type of reaction from a Chemical Equation
- Practice predicting the products of the types of reactions from the reactants
Assessments/Checks for Understanding
The assessment for this lesson comes from the worksheet the students will complete. The most important part of the worksheet will be when the students describe each type of reaction in their own words. As the teacher reads through these, they will have a good idea of weather or not the student has really grasped each one. If a student gives a description using boys and girls, it can be said that they have a surface level understanding. However, if the students can use the generic equations, metals, and non-metals in their description, it would be safe to say they understand the topics. Use this worksheet/quiz as a formal type of assessment. Grade the worksheet and return it to the students within the next couple of days.
Closure/Wrap-Up/Review:
Thank the students for participating in the class activity. The teacher should ask the students as a class if they are struggling with any of the 5 types of reactions, and answer any questions. The students should be made aware that many of these types of reactions are reversible and, in this instance, both the forward and reverse reactions are happening at the same time. This is what tomorrow's lesson will cover. Finally, have the students hand in their worksheet/quiz at the end of class.