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    Balancing Chemical Equations - 60 Min Lesson

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    bcncarles2000
    This 60-minute lesson teaches students how to balance chemical equations. Students will use an online simulation to explore balancing equations through pictorial representations. They will develop strategies for balancing equations by investigating conditions needed for reactions to be balanced. The lesson engages students with a video on the law of conservation of mass and an initial exploration of the simulation. Students then work through introduction and game sections of an investigation in groups, with the teacher circulating and asking guiding questions. Students complete an exit ticket to assess their understanding.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Balancing Chemical Equations - 60 Min Lesson

    Uploaded by

    bcncarles2000
    103 views2 pages
    This 60-minute lesson teaches students how to balance chemical equations. Students will use an online simulation to explore balancing equations through pictorial representations. They will develop strategies for balancing equations by investigating conditions needed for reactions to be balanced. The lesson engages students with a video on the law of conservation of mass and an initial exploration of the simulation. Students then work through introduction and game sections of an investigation in groups, with the teacher circulating and asking guiding questions. Students complete an exit ticket to assess their understanding.

    Original Title

    BalancingChemicalEquations_Lesson

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    This 60-minute lesson teaches students how to balance chemical equations. Students will use an online simulation to explore balancing equations through pictorial representations. They will develop strategies for balancing equations by investigating conditions needed for reactions to be balanced. The lesson engages students with a video on the law of conservation of mass and an initial exploration of the simulation. Students then work through introduction and game sections of an investigation in groups, with the teacher circulating and asking guiding questions. Students complete an exit ticket to assess their understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    103 views2 pages

    Balancing Chemical Equations - 60 Min Lesson

    Uploaded by

    bcncarles2000
    This 60-minute lesson teaches students how to balance chemical equations. Students will use an online simulation to explore balancing equations through pictorial representations. They will develop strategies for balancing equations by investigating conditions needed for reactions to be balanced. The lesson engages students with a video on the law of conservation of mass and an initial exploration of the simulation. Students then work through introduction and game sections of an investigation in groups, with the teacher circulating and asking guiding questions. Students complete an exit ticket to assess their understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Balancing Chemical Equations – 60 min Lesson

    PRIOR KNOWLEDGE
     Mass is conserved during a chemical reaction.
    LEARNING GOALS
     Investigate the conditions necessary for a reaction to be considered balanced using pictorial representations
    as a guide.
     Develop strategies that can be used to balance chemical equations.
    Common Core Standards Texas Essential Knowledge and Skills
    (TEKS)
    NGSS Science Content HS-PS1-7 C.8D use the law of conservation of
    PRE-PLANNING

    Use mathematical representations to support the claim that atoms, mass to write and balance chemical
    and therefore mass, are conserved during a chemical reaction. equations
    Crosscutting Concept
    Energy and matter: the total amount of energy and matter in a closed
    system is conserved
    Science and Engineering Practices
    Using Mathematics and Computational Thinking: use mathematical
    representations of phenomena to describe explanations
    MATERIALS
     PhET Balancing Chemical Equations https://phet.colorado.edu/en/simulation/balancing-chemical-
    equations
     Balancing Chemical Equations Investigation – 1 per student
     3-2-1 Exit Ticket – 1 per student
    ENGAGE 5 minutes
    Show the first 1:30 min of the TED Lesson on Conservation of Mass: http://ed.ted.com/lessons/the-law-of-
    conservation-of-mass-todd-ramsey

    In pairs, ask students to state the Law of Conservation of Mass in their own words on a whiteboard or index
    card. Collect student ideas by having a few students share their responses.
    Part 1 – Beginning Observations 10 minutes
    Teacher will… Students will…
    Pass out Balancing Chemical Equations handout. Explore the simulation and make
    Select 2-3 students that will share out their observations with the beginning observations (Part 1 of lab).
    class. If possible, have students show their findings using the teacher When other students are sharing their
    LESSON CYCLE

    computer in front of the room. *make sure students have shared the ideas have remaining students put
    “Tools” function and how to reset the simulation. laptops half way closed to ensure focus
    on student presenting.
    Part 2 -3 – Introduction and Game 30 minutes
    Teacher will… Students will…
    Introduce lab expectations. Complete investigations using the
    introduction and game tabs.
    Circulate while students are completing the investigation and ask
    guiding questions.

    The following guiding questions could be asked to individual/groups


    of students as the teacher circulates.
    Guiding Questions
    1. What are the benefits of using the tools function?
    2. Does using one tool over the other have more advantages?

    http://phet.colorado.edu August 2015, Elyse Zimmer


    3. What does the pictorial diagram show that the balanced
    equation below it does not?
    4. How are the atoms represented in the simulation?
    Molecules?
    5. What are the limitations of the simulation?
    6. Why does the simulation default – or make you – change the
    coefficients instead of the subscripts?

    Exit Ticket 10 minutes


    Teacher will… Students will…
    Distribute Exit Ticket to students. Complete their Exit Ticket individually.
    Collect lab investigations and Exit Tickets. Read and use to guide
    further instruction.

    OPTIONAL: Have students share their responses to their 3-2-1 ticket


    with their table or with the whole group.

    http://phet.colorado.edu August 2015, Elyse Zimmer

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