Types of chemical reactions

This lesson is intended for use in a first year Chemistry class and has modifications aligned with the North Carolina Novice High English Language Development objectives. It provides an overview of various types of chemical reactions by allowing students to visually observe examples of synthesis, decomposition, single displacement, and double displacement reactions and to identify certain products by the use of litmus and splint tests.

A lesson plan for grades 9–12 English Language Development and Science

By Harriett Tillett

Learn more

• Safety in the Laboratory Guidelines for lab safety

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• Chem-speak (introduction to chemical equations): Students will understand what constitutes a chemical reaction and how chemical equations represent chemical reactions by means of discussion and demonstrations.

Related topics

• Learn more about English language learners, chemical reactions, chemistry, decomposition reactions, double replacement reactions, labs, science, single replacement reactions, and synthesis reactions.

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Learning outcomes

Students will:

• learn to recognize the different types of reactions.
• identify reactants and products in a chemical reaction.
• learn how to write and balance equations.

Teacher planning

Time required for lesson

270 minutes

Materials/resources

Safety Equipment

• Chemical resistant aprons
• Safety goggles
• Waste containers

Laboratory equipment

• Beakers (fifty milliliters, six hundred milliliters)
• Bunsen burner and sparker
• Buret or utility clamp
• Ceramic fiber square
• Filter funnel and paper
• Forceps
• Glass plate
• Graduated cylinder (ten or twenty-five milliliters)
• Laboratory balance
• Litmus paper
• Paper towels
• Ruler
• Sandpaper
• Scoopula or spatula
• Stirring rod
• Test tubes with rack
• Test tube clamp
• Textbook or solubility table
• Wood splints

Chemicals

• Solids:
  • Calcium metal
  • Calcium oxide
  • Copper strips
  • Copper (II) sulfate pentahydrate (medium crystals)
  • Magnesium ribbon
  • Potassium permanganate
  • Sodium carbonate
  • Sulfur powder
  • Zinc, mossy
  • Zinc strips
• Aqueous solutions: (All .10 M unless otherwise indicated)
  • Aluminum chloride
  • Ammonium hydroxide (Diluted 1:3)
  • Copper (II) sulfate
  • Hydrochloric acid (3.0 M)
  • Lead (II) nitrate
  • Silver nitrate (.20 M)
  • Sodium chloride
  • Sodium iodide

Additional ELD resources

• Pastel and neon colored paper (yellow and blue)
• Grape jelly

Pre-activities

Students need a working knowledge of the types of chemical reactions and laboratory safety rules.

Activities

1. Two days (ninety minutes per day) are allotted for hands-on laboratory work by students in groups of three to four in a well-stocked chemistry laboratory. Students should follow the instructions on the Laboratory Procedure handout. The teacher will serve as facilitator only and will be available to answer questions as they arise.
2. A third day is allotted for writing and balancing equations and completing an evaluation and analysis form. Again, students will work in groups of three to four to complete this activity with the teacher serving as facilitator.

Assessment

• Data Tables
• Evaluation and analysis form

Supplemental information

Solution preparation assistance, Laboratory Safety Rules, additional laboratory safety information, and an overview of the cooperative learning process can be found in the sidebar.

Modifications

Students will work together in groups of three to four with only one English Language Learner (ELL) per group for the laboratory portion. Since the language used in the Laboratory Procedure is beyond that of the Novice High English Language Learner, non-ELLs will be responsible for reading the procedure and assisting ELLs with the hands-on portion of the laboratory experience. This is best accomplished with the assignment of cooperative learning roles (reader, recorder, facilitator, equipment manager, safety officer, etc.) by the teacher.

English Language Learners will work together to complete the modified assessment with the assistance of the teacher or a peer. Pastel and neon paper should be used to assist the learner with the concept of “bright.” Grape jelly can be used to illustrate the concept of “jelly-like” or gelatinous precipitates.

Alternative assessments

Students will complete alternate Data Tables for observed reactions, which lack the word equations.

Their evaluation document will be presented in a more simplified format.

Critical vocabulary

• chemical reaction
• reactants
• products
• allotrope
• synthesis
• decomposition
• single displacement
• double displacement
• combustion

Comments

This activity has been designed for a four by four block schedule as follows:

• Procedures one & two should be completed on day one
• Procedures three & four should be completed on day two
• Equation and evaluations should be completed on day three.

It may, of course, be edited for a traditional schedule.

Modifications have been made for ESL Novice High students. These modifications, however, may be adjusted to apply to Intermediate and Advanced ESL students. This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments, which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the North Carolina English Language Development standards.