Interpret particle models of mixtures, Explaining: Making compounds The atoms, molecules, elements and Demonstrate a series of reactions to demonstrations compounds. make compounds. For example, the can be used as a Securing reactions that take place when copper way of showing Name simple compounds formed from and magnesium are heated in the air. that a compound two elements. can be very Recall that temperature changes occur Plenary: Chemical keys different from the during many chemical reactions. Students work in groups to elements that Represent atoms, molecules of design a dichotomous key to tell make it up. elements and simple compounds using whether a chemical is an element or a model. not, and a metal or a non-metal. Exceeding Students then swap their keys with Write simple chemical formulae from other groups to be ‘road-tested’. molecular structures. Lesson 7He: Chemical reactions Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Different changes Exploring: Resources n/a Students carry Recall examples of chemical Demonstrate the difference between a Household from 7He out a set of reactions in everyday life. chemical and a physical change and how reactions Exploring experiments Recall some observations that one is easier to reverse than the other, Students should Science. using mainly indicate a chemical reaction. by burning a match and bending a match be able to household Identify the products and reactants (use long matches, and do not break categorise the chemicals. a word equation. them). Then demonstrate folding a piece chemical Supply missing reactants or of cotton or wool fabric and burning it. reactions – products to complete a word Ask students to describe the difference needing or not equation. between the changes. needing energy Identify thermal decomposition to start them off, reactions. Exploring: Household reactions reversible or not, Securing Provide simple instruction cards for undergo physical simple reactions using word students to carry out a set of and chemical equations. experiments using mainly household change or just Recall examples of energy being chemicals. Students decide whether chemical change, used to start a chemical reaction or there is no reaction, a reversible or an etc. keep it going. irreversible change and state if a change is physical or chemical and explain why.
Interpret particle models of mixtures, atoms, molecules, elements and compounds. Securing Name simple compounds formed from two elements. Recall that temperature changes occur during many chemical reactions. Represent atoms, molecules of elements and simple compounds using a model. Exceeding Write simple chemical formulae from molecular structures. Explaining: Making compounds Demonstrate a series of reactions to make compounds. For example, the reactions that take place when copper and magnesium are heated in the air. Plenary: Chemical keys Students work in groups to design a dichotomous key to tell whether a chemical is an element or not, and a metal or a non-metal. Students then swap their keys with other groups to be ‘road-tested’. The demonstrations can be used as a way of showing that a compound can be very different from the elements that make it up. Lesson 7He: Chemical reactions Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall examples of chemical reactions in everyday life. Recall some observations that indicate a chemical reaction. Identify the products and reactants a word equation. Supply missing reactants or products to complete a word equation. Identify thermal decomposition reactions. Securing simple reactions using word equations. Recall examples of energy being used to start a chemical reaction or keep it going. Starter: Different changes Demonstrate the difference between a chemical and a physical change and how one is easier to reverse than the other, by burning a match and bending a match (use long matches, and do not break them). Then demonstrate folding a piece of cotton or wool fabric and burning it. Ask students to describe the difference between the changes. Exploring: Household reactions Provide simple instruction cards for students to carry out a set of experiments using mainly household chemicals. Students decide whether there is no reaction, a reversible or an irreversible change and state if a change is physical or chemical and explain why. Exploring: Household reactions Students should be able to categorise the chemical reactions – needing or not needing energy to start them off, reversible or not, undergo physical and chemical change or just chemical change, etc. Resources from 7He Exploring Science. n/a Students carry out a set of experiments using mainly household chemicals.
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