ED 3501

Grade/Subject: Science 10 Unit: A- Chemistry

Topic: Types of Reactions Lesson 2 Date: March 9, 2018 Length of Lesson: 62 mins
General Learning A-GLO-3. Identify and classify chemical changes, and write word and balanced chemical
Outcomes (P.O.S.) equations for significant chemical reactions, as applications of Lavoisier's law of conservation of
mass
Specific Leaning A-STSK-3.5-classify and identify categories of chemical reactions; i.e., formation (synthesis),
Outcomes (P.O.S.) decomposition, hydrocarbon combustion, single replacement, double replacement.
A-STSK-3.6-translate word equations to balanced chemical equations and vice versa for
chemical reactions that occur in living and nonliving systems.
A-STSK-3.7-predict the products of formation (synthesis) and decomposition, single and double
replacement, and hydrocarbon combustion chemical reactions, when given the reactants
Learning Students will
Objectives 1. identify the characteristics of different chemical reactions
2. Predict the products from the reactants using knowledge of the characteristics of the reactions
3. Balance chemical equations
Materials •HCl
•Zn - Matches
•Workbook •Notebook
Procedure Assessment Methods
Introduction ( 15 1.(10mins) Hand back quizzes to students. Go over some common
min.) misconceptions – nitrate, O2, lowercase h, sodium as S.

2. (5 mins) Briefly review a formation reaction. What are the

characteristics of it? How do we balance it?
Equation on board (aluminum metal reacts with oxygen gas to form
solid aluminum oxide
4Al + 3O2 form 2Al2O3 )
Transition by asking what we moved onto next – what did we do as the
second demonstration?
Body of Lesson Write second demonstration on board in the 3 box chart.
(42 min.) (C12H22O11 + H2SO4 sulfuric acid to break it apart- dehydrate it =
12C + 11 H2O (water) )
1.Have students flip to chart of reactions characteristics and examples
– bring it up on the smartboard (5 mins)
-Have students write down the demo as an example.
-Pick out characteristics of it.
-What else is an example?
-Have students think of some non-examples. Direct them to
the opposite (formation).

2.Go over balancing decomp. reaction equations (10

mins) (chart that’s filled out – numbers 4,5 ) examples as
a class referring to conservation of mass (use drawings –
pictures OR skittles/smarties/pipecleaners)

3.Give students time to go through balancing decomp.

equations (10 mins) (worksheet 21 #3 and #4 (challenge))

Transition by bringing them back to the demo

4.Demonstration of single replacement (5 mins)

- Point students to the third similarities they seen in the
chart.
- If I put HCl and Zn together, what is going to happen?
(write equation on the board and have students predict the
outcome) 2HCl + Zn = ZnCl2 + H2
- Do the demonstration (pop test of hydrogen gas)

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5.Have students pull out their chart of reactions characteristics

and examples – bring it up on the smartboard. (5 mins)
-Have students write down the demo as an example.
-Pick out characteristics of it.
-Have students think of some non-examples. Direct them to
double replacements

6. Go over balancing equations (chart that’s filled out – numbers

6 7 8 ) examples as a class referring to conservation of mass
(10 mins)

7. Give students time to go through balancing formation

equations (worksheet 21 #5 and 6 (challenge) (10 mins)

Closure (5 min.) 3 W’s

What did we learn today?

So what? (why is it relevant, why is it useful?)

Now where? (what types of reactions have we not talked about yet?)

Reflection