Lesson

Engage

Have students complete the first part of the activity. They may work either in groups of alone.

Using the following shape equations, give each set:

1. a unique descriptive name (that reflects how the shapes rearrange themselves)
2. a written description of what is happening and
3. create your own example that follows the pattern for the group.

Compare the differences between the types of equations in all 5 groups.

Group 1

Name ________________________________________________

Description of Equation Type 1 ________________________________________________

Your New Example: __________________________________________________________

Group 2

Name ________________________________________________

Description of Equation Type 1 ________________________________________________

Your New Example: __________________________________________________________

Group 3

Name ________________________________________________

Description of Equation Type 1 ________________________________________________

Your New Example: __________________________________________________________

Group 4

Name ________________________________________________

Description of Equation Type 1 ________________________________________________

Your New Example: __________________________________________________________

Group 5

Name ________________________________________________

Description of Equation Type 1 ________________________________________________

Your New Example: __________________________________________________________

Before students begin the second portion of the activity, initiate discussion about what names they came up with for each type of reaction. For each group of reaction, ask questions such as:

What patterns did you notice?

How did the shapes rearrange themselves?

Did the number of shapes change during the reaction? Do the shapes themselves look different? If not, what changed about them?

After discussing the initial activity, begin to transition into actual chemical equations.

Chemical elements also rearrange themselves, much like the shapes in the previous activity.

Point out the patterns found in each type of reaction and how they relate to the patterns found above.

With the students, work through each type of reaction, noting the patterns found, and name the reaction type.

To lead the students into the concept of balancing equations, you may want to point out that the number of elements changed when they react. Ask the students;

Should this happen? Why or why not? What can be done to make sure the number of atoms of reactants equals the number of atoms of products?