Lesson Plan | Active Learning | Main Reaction Types

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is essential for directing the focus of students and the teacher. By clearly establishing what is expected to be achieved, it facilitates the organization and assessment of learning. This section serves to align the expectations and learning goals, ensuring that everyone involved in the class is aware of the expected outcomes.

Main Objectives:

1. Empower students to differentiate and identify the types of chemical reactions, including addition, decomposition, single displacement, and double displacement.

2. Develop the ability to find the reactants and products in specific chemical reactions, applying previously acquired knowledge.

Side Objectives:

1. Encourage critical thinking and detailed analysis of chemical reactions through practical and theoretical examples.

Introduction

Duration: (15 - 20 minutes)

The introduction stage aims to engage students and briefly review the studied concepts, using problem situations that prompt them to apply their previous knowledge practically. Additionally, contextualization seeks to connect theoretical content with real applications and curiosities, increasing the interest and relevance of studying chemical reactions.

Problem-Based Situations

1. Consider the following scenario: in a chocolate factory, a chemical reaction was observed between cocoa and sodium bicarbonate. How would you classify this reaction and what products would be formed?

2. Imagine a chemistry student conducting an experiment in the laboratory, mixing copper sulfate with a small amount of hydrochloric acid. What kind of reaction would occur and what would be the expected reactants and products?

Contextualization

Chemical reactions allow us to understand everything from the formation of compounds we encounter daily to the industrial processes that drive economies. For example, fermentation, which transforms sugars into alcohol, is essential in beer and wine production. Furthermore, chemical reactions are crucial for health, such as in drug production, and in the environment, such as in the decomposition of materials. Understanding the different types of reactions and how to identify them is like deciphering a code that reveals many everyday mysteries.

Development

Duration: (70 - 75 minutes)

The Development stage is designed for students to practically and contextually apply the theoretical knowledge acquired about the types of chemical reactions. Through the proposed activities, it is expected that students not only identify and classify the reactions but also develop teamwork, critical thinking, and creativity skills. This section allows for a deep immersion in the topic, preparing students to use concepts in real and experimental situations.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Mystery of the Chemical Kitchen

> Duration: (60 - 70 minutes)

- Objective: Identify and classify different types of chemical reactions, applying knowledge of addition, decomposition, single displacement, and double displacement.

- Description: In this activity, students will be challenged to solve a 'crime' that occurred in a kitchen, where common ingredients were used to simulate chemical reactions. They will have to identify the types of reactions, the reactants, and the products involved, using their prior knowledge and clues provided during the investigation.

- Instructions:

• Divide the class into groups of up to 5 students.

• Present the scenario: 'In the laboratory kitchen, various substances were mixed. After an explosion, evidence of different types of reactions remained. Your task is to identify each reaction and explain what happened.'

• Distribute an 'evidence kit' to each group, containing small samples of common substances (sodium bicarbonate, vinegar, iron, hydrochloric acid, etc.)

• Ask each group to prepare a report explaining each observed reaction, classifying them and describing the reactants and products formed.

• Each group will present its findings to the class, justifying its conclusions based on the properties of the substances and known chemical reactions.

Activity 2 - Festival of Chemical Fireworks

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge about single and double displacement reactions in a practical and creative context, developing planning and experimental execution skills.

- Description: Students will design their own fireworks display using chemical reactions to generate colors and effects. This playful and practical activity allows for the exploration of single and double displacement reactions while students create a visual presentation.

- Instructions:

• Organize students into groups of up to 5 people.

• Provide groups with different chemical products known to produce colorful effects in fireworks (copper sulfates, potassium chloride, etc.).

• Each group will design a small show, deciding which reactions they will use to generate colors and visual effects.

• Students must present their project to the class, explaining the chemical reactions occurring and the products formed.

• The class will vote on the presentations, considering creativity, the accuracy of the reactions, and safety in handling the products.

Activity 3 - Reactions in Cinema

> Duration: (60 - 70 minutes)

- Objective: Demonstrate understanding of the different types of chemical reactions through a visual medium, improving communication skills and information synthesis.

- Description: Students will use a video editing application to create a 'movie' that simulates various chemical reactions. They must choose specific reactions (addition, decomposition, single displacement, and double displacement) and represent them clearly and creatively.

- Instructions:

• Divide the class into groups of up to 5 students.

• Explain how the video editing application works and provide access to computers.

• Each group will choose a type of reaction to represent in the video, researching chemical reactions that fit the chosen type.

• Students will record the reactions using safe and non-toxic materials in the school laboratory or with pre-prepared reaction kits.

• After recording, students will edit the video, adding sound effects and explanatory texts about the chemical reactions.

• Each group will present its video to the class, followed by a discussion about the accuracy and creativity of the representations.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate students' learning, allowing them to share their experiences, errors, and successes, and discuss the applicability of the concepts learned. The group discussion helps reinforce knowledge, deepen understanding, and identify any gaps that may persist. This collective feedback also serves as a formative assessment, where the teacher can identify areas that require additional reinforcement and can be explored in future classes.

Group Discussion

Start the group discussion with a brief recap of the activities carried out, reinforcing the importance of identifying and classifying the types of chemical reactions. Ask each group to share their discoveries and the challenges faced during the activities. Use questions like 'Which types of reactions were easiest to identify and why?' and 'How did classifying reactions help you understand the behavior of materials better?' to guide the conversation and promote reflection.

Key Questions

1. What are the main differences between the types of reactions you observed in the activities?

2. How can the understanding of types of reactions be applied in daily situations or in other disciplines?

3. Was there any reaction that surprised you or that did not clearly fit into any type? How did you resolve that?

Conclusion

Duration: (10 - 15 minutes)

The conclusion stage serves to consolidate the acquired knowledge, ensuring that students can reflect on what they learned and how to apply this knowledge. This section helps to synthesize the most important points of the class and reinforce the connection between theory and practice, preparing students for future applications. Additionally, it highlights the relevance of the concepts discussed, motivating students to continue exploring and questioning the world around them.

Summary

To conclude, the teacher should summarize and reinforce the main concepts addressed regarding the types of chemical reactions, such as addition, decomposition, single displacement, and double displacement. It is essential to recap the practical examples explored during the class, reinforcing the identification of reactants and products in each type of reaction.

Theory Connection

During the class, the connection between theory and practice was robustly established through interactive activities like 'The Mystery of the Chemical Kitchen,' which allowed students to apply theoretical knowledge in practical and playful scenarios, reinforcing the understanding of concepts through experimentation and problem-solving.

Closing

Understanding the types of chemical reactions is crucial not only for the study of chemistry but also for applying chemical concepts in daily life and in other fields of knowledge, such as biology and geology. This knowledge helps to solve practical problems and better understand the world around us, highlighting the importance of a solid scientific education.