LESSON PLAN Lesson #_1_____

Name: Carmen Williams Content Area: Science (SED)

Date: 12 October 2017 Grade Level: 7

Use this template to plan, removing the notes in parentheses and this box. Give this form to your cooperating teacher for
review and a signature before you teach your lesson.

Goal(s):
Analyze and interpret data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred. MS-PS1-2

Over the last several weeks students have been studying properties of substances as well
Planning: as how to determine if something is a property or not. Students will be given a chance to
review some of the properties they have learned which help to identify a substance.
Some common misconceptions students have is that the amount of a substance effects
melting point whereas the melting time may increase however the melting point remains
that same. Another misconception many students have is the difference between mass
and density. Many students believe that they are the same. For this lab, the values of
these properties will be given to students as they are not testable in the lab. This is an
opportunity to review these properties if students are still unclear on these concepts after
their test the Friday prior. There are some students in the class who tend to be quite
social with other students during the lab time. This activity involves the use of fire by the
teacher however the light produced can be harmful to look at and students will need a
very clear cautionary statement reminding them that bright light can harm the eyes and to
avoid looking directly at the flame produced.

Objective(s): 1) Students will collect, analyze, and use data as evidence to argue whether burning is
a chemical reaction.
:
2) Students will construct an argument to support whether burning is a chemical
reaction using claim, evidence, reasoning format.

What vocabulary will students learn to use when demonstrating their learning?
Properties, substance, reaction, colour, hardness, solubility, melting point, density

What language function will students practice and use? Collect, analyze, argue, construct

1) Students will record observations of the properties of a substance in a data table prior to
Assessment:
burning and will also record the properties of the “same” substance after it has undergone
oxidation by combustion noting any discrepancies between the two.

2) Students will include in their lab reports a CER (claim supported by evidence and tied
together by reason) structured conclusion where they state whether they believe burning
 is a chemical reaction, the observations in their included data tables to support their
claim, and why they came to this conclusion.

Materials Needed: • Metal ring stand

• Metal clamp
• Fire retardant demonstration surface
• Strip of magnesium (≈8cm long)
• Bunsen burner or other appropriate flame source
• Warm tap water
• Test tubes (2)
• Cork stoppers to snuggly fit test tubes (2)
• A small scoop or spoon
• Test tube racks (1)
• Student lab activity sheets

*Highlighted materials should be prepared beforehand with the ring

stand being placed on a fire-retardant surface. A metal clamp should be
attached to the ring stand and the sample of magnesium should be placed
in the clamp.

Procedures:
Liann:
Introduction: We have spent the last several weeks looking at substances and the properties that help us to
determine what a substance is. Recently we have begun exploring chemical reactions. Today we will use
what we know about substances to determine if a reaction has taken place.

Steps for instruction To begin the lesson ask the students what happens in a chemical reaction. How can
you tell if something is a reaction? Have you witnessed chemical reactions in your life outside of science
class? Allow students to discuss with one another and then ask students to share what they discussed. If
students need prompts remind students that in a chemical reaction a new substance is made from an old
substance. (How can I made new stuff from old stuff?) Once students have reviewed what they already
know, pose the question of the day, “Is burning a chemical reaction?” If you are to light something on fire
do the properties of the substance change?

After students have a chance to discuss their ideas begin to introduce the activity for the day. Tell students
that today they will observe a substance, magnesium, before and after burning and that they will use the
properties of the substance before and after burning to determine if burning is a chemical reaction. Inform
students that some properties such as melting point and density are not possible within the constraints of our
lab however scientists have already determined these values and that are already included in the students’
data tables. “While testing the density, and melting point of the substance is not possible in our lab,
observing the colour, hardness, and solubility of the substance before and after burning is.” First start by
showing the students a solid strip of magnesium. Ask the students to record observations of the colour and
hardness into their data tables. Once students have recorded their observations move on to the solubility
demonstration. Place a small strip of solid magnesium into a test tube and fill the test tube with warm water
until the sample is covered and tube is filled approximately 2/3 full. Seal the test tube with a snug fitting
cork. Use this time as an opportunity to demonstrate proper glass safety techniques with the students. Make
sure that the students can clearly see your hand as you verbally explain that the tube should be held firmly in
the palm of your hand with fingers wrapped around tube. Tell students that when held with a proper form
that it should look as though you are giving a “thumbs up” and then bend the thumb placing the thumb
firmly over the cork. Shake the test tube vigorously for a few moments. (The magnesium is insoluble in
water so the amount of time spent shaking the sample will not impact solubility test.) Allow students time
to observe the sample and record in their data tables the solubility of the magnesium prior to burning.

Carmen:
Introduction (Hook): “As Liann explained we’re going to be determining if burning is a chemical reaction.
Burning is something that can happen in everyday life. (Show students burnt toast.) When I was making
my breakfast, I left my bread in the toaster too long and what happened?” It started to burn.

Steps for Instruction:

“Now that you have had a chance to observe the magnesium we’re going to need to observe the magnesium
after burning. To do that, we need to burn the magnesium.” Show the students the burning apparatus set up
explaining the parts (ring stand, clamp, magnesium, fire source) as you go. Briefly review fire safety and
evacuation protocol with students so they are aware in the event of a fire emergency during the
demonstration. VERY IMPORTANT SAFETY MEASURE: Make sure students are very clear that once
the magnesium is ignited that it will burn very brightly. Students should be warned not to look directly at
the flame at any time but rather to use their peripheral vision to observe the actual burning process.
Looking directly at the flame can cause vision damage. The instructor should also observe the burning
peripherally while monitoring the students to make sure they are not looking directly at the flame. Prior to
lighting the magnesium sample the instructor should bend the sample into an “L” shape at the end as the
magnesium will not light when the flame is placed perpendicularly to the strip. Put on a pair of lab goggles
and carefully light the sample making sure not to look directly at the flame. After the magnesium, has
burned ask the students if they can think of another time or instance where they may have seen magnesium
being burned before. Allow students time to think and answer. Magnesium is often used I conjunction with
other substances (to produce different colours) in both sparklers and fireworks.

Now that the magnesium has been burned there is a sample that can be used for testing and observation in
the same way the substance was tested and observed prior to burning. (Note to teacher: Burning is a
chemical reaction in which the original substance, magnesium, reacts with the oxygen in the air to produce
magnesium oxide which is in fact a new substance. Students will use what they have learned about
properties of a substance to infer that a chemical reaction has taken place.) Have students explore the
sample and record their observations of colour and hardness in their data table in the “after burning” row.
Once students have recorded their observations move on to the solubility demonstration. Place a small
scoop of the magnesium oxide powder into a test tube and fill the test tube with warm water until the sample
is covered and tube is filled approximately 2/3 full. Seal the test tube with a snug fitting cork. Remind
students of the proper glass safety techniques you used in the previous solubility exploration. Make sure
that the students can clearly see your hand as you verbally remind students that the tube should be held
firmly in the palm of your hand with fingers wrapped around tube. Also remind them that it should look as
though you are giving a “thumbs up” and then bend the thumb placing the thumb firmly over the cork.
Shake the test tube vigorously for a few moments. (The magnesium oxide is also insoluble in water so the
amount of time spent shaking the sample will not impact solubility test.) Allow students time to observe the
sample and record in their data tables the solubility of the magnesium after burning.

Once students have finished recording their observations inform them that they will now use the
observations they have made as well as what they have already learned about substances and properties of
substances to determine if burning is a chemical reaction. Remind students that in a reaction one substance,
known as a reactant, reacts with another substance, also called a reactant, to form another substance,
referred to as a product. Remind students that to craft a sound inference that they should be practicing the
CER format where make a claim, support their claim with evidence, and use reasoning to explain how their
evidence connects to the claim that they have made. Also remind students that their claim should not start
with, “I think…” but rather, “Burning is a chemical reaction,” or “Burning is not a chemical reaction.” Give
students time to work making yourself available to answer any questions the students may have without
making the inferences for them.

Strategies for students requiring additional assistance: While the students are working walk through the
classroom and offer clarification or prompt students to help them begin thinking about how to apply what
they already know.

Closure (Shortly before the bell (approx. 2 minutes prior) remind students that any questions that they have
not finished will be homework and that tomorrow they will continue their investigation of chemical
reactions with a modeling activity.

References:
Lesson plan adapted from “Lesson 7 – Is Burning a Chemical Reaction?” IQWST How can I make new
stuff from old stuff?: chemical reactions and conservation of matter. (2013). Norwalk, CT: SASC LLC.