Teacher: Ms. Erin Hopkins
Chemistry
Unit 2: Chemical Reactions
January 31st – February 4th
Pennsylvania Standards:
Standard - 3.2.C.A4:
- Predict how combinations of substances can result in physical and/or chemical changes.
- Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions.
- Balance chemical equations by applying the laws of conservation of mass.
- Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.
- Use stoichiometry to predict quantitative relationships in a chemical reaction.
Pennsylvania Anchors:
CHEM.A.1.1: Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.
CHEM.A.1.2: Compare the properties of mixtures.
CHEM.B.1.1: Explain how the mole is a fundamental unit of chemistry.
CHEM.B.1.2: Apply the mole concept to the composition of matter.
CHEM.B.1.3: Explain how atoms form chemical bonds.
CHEM.B.1.4: Explain how models can be used to represent bonding.
CHEM.B.2.1: Predict what happens during a chemical reaction.
CHEM.B.2.2: Explain how the kinetic molecular theory relates to the behavior of gases.
CHEM.A.1.1.5: Apply a systematic set of rules (IUPAC) for naming compounds and writing chemical formulas (e.g. binary covalent, binary ionic, ionic compounds
containing polyatomic ions).
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Wednesday
Student Objectives
Essential Questions
Teaching & Enrichment Activities/materials needed
The students will be able to:
1. Identify and name binary
ionic compounds.
2. Identify and name
tertiary ionic compounds.
3. Identify and name
molecular compounds.
4. Identify and name acids.
5. Explain the rules of
binomial nomenclature
for chemical compounds.
BIG IDEA: Chemical reactions
are predictable.
TOPIC: Chemical Nomenclature
- -----------------------------------------------------------VOCABULARY: ionic compounds, covalent compounds, binary ionic compounds,
tertiary ionic compounds, molecular compounds, acids
ESSENTIAL QUESTION: What
are the rules for naming
chemical compounds?
TEACHING ACTIVITIES/STRATEGIES:
Warm Up:
 Students will be asked to take out their Chemical Nomenclature Video
Presentation handout.
 Students will work in their video presentation groups and will be given 5
minutes to check their answers and make sure they have all of the flash
cards and title slides they need for their video.
Video Taping:
 Students will receive a rubric that will describe the advisors expectations for
their video presentation.
 Students will then read the rubric as a class, and the advisor will answer any
questions that students may have.
 Students will be given the rest of the class period to film their video
presentations.
 Each group will be required to divide the tutorial into sections to be
presented by each group member.
 At the end of class, students will return all supplies and hand in their
Chemical Nomenclature Video Presentation handout.
HOMEWORK: Students will be required to finish their video presentations
during project time, after school, or at home if they do not finish them in class.
Students will have one week to finish these videos outside of class, but will not
be given any more class time.
ASSESSMENT: Students will be assessed on their understanding of the chemical
naming system using the rubric that was created for the video presentation.
MATERIALS:
 Chemical Nomenclature Video Presentation handouts
 Flash Cards
 Markers
 Colored Pencils
 Chemistry Textbooks
 Computers with internet access
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
Friday
The students will be able to:
1. Distinguish among the
five major types of
chemical reactions.
2. Classify a reaction as
belonging to one of five
major types.
3. Observe physical
changes that take place
during chemical
reactions.
4. Compare changes that
take place during
different types of
chemical reactions.
BIG IDEA: Chemical reactions
are predictable.
ESSENTIAL QUESTION:
1. How do stoichiometric
ratios relate reactants to
products in a chemical
reaction?
2. What factors identify the
types of chemical
reactions?
3. According to the collision
theory, what factors
affect the rate of a
chemical reaction?
Video cameras
TOPIC: Types of Reactions
VOCABULARY: synthesis, decomposition, single displacement, double
displacement, combustion
TEACHING ACTIVITIES/STRATEGIES:
ChemLab: Types of Reactions
 Pass out the lab handout and read the background information and
essential question aloud to the class.
 Tell students they will be working in groups to complete four reactions at
four different stations.
 Explain to students that they will be given 10-15 minutes at each station.
 Ask a student to read through the procedure for the first reaction on the lab
handout and demonstrate the tasks as the student reads the directions.
 Demonstrate each station as a student reads the procedure aloud.
 Go over proper use of the Bunsen burner and the set-up for collecting the
gas given off in the single-replacement reaction.
 After discussing the directions for the lab, divide students into groups of
three and pass out goggles and aprons (students should be placed in
heterogeneous groups).
 Tell students to put the goggles and aprons on and to keep them on until all
chemicals are cleaned up and put away at the end of class.
 As students work in groups at the different stations, walk around the
classroom to monitor student progress.
 Make sure that students are wearing goggles at all times and that they are
following the directions on the lab handout.
 Closely monitor students performing the single-replacement reaction and
the synthesis reaction.
 This lab may take two class periods – collect the lab handouts at the end of
the first class period to ensure that students will have the lab handout for
the next class period.
HOMEWORK: Students will need to answer the Analysis Questions on the lab
handout once the lab is complete.
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ASSESSMENT: Students will be assessed on their answers to the questions on
the lab handout.
MATERIALS:
 ChemLab: Types of Reactions handout
 Goggles and aprons
 Assorted beakers
 Test tubes
 Test tube clamps
 Bunsen burner
 Tongs
 Magnesium Ribbon (Mg)
 Calcium carbonate (CaCO3)
 Sodium carbonate (Na2CO3)
 Calcium chloride (CaCl2)
 Calcium hydroxide solution (Ca(OH)2 – lime water)
 Powdered sulfur (S)
 Hydrochloric acid (HCl)
 Mossy Zinc (Zn)
 Wooden splint
 Graduated cylinders
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MATERIALS:
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