Balancing Equations Lesson Plan

Class: Chemistry

Grade Level: 9-12

Unit: Balancing Equations

Teacher: Mr. Anthony Gates

Objectives
 Understand fundamental structure of a chemical equation
 Understand how to balance a chemical equation

Iowa Core Curriculum-Subject Area Standard

 Chemical Reactions

21st Century Skill(s)

 Critical Thinking and Problem Solving
 Communication and Collaboration

Essential Question
How do chemicals undergo reactions and why is this important in the everyday world?

For the Teacher

This lesson is based on a previous understanding of: the Law of Conservation of Mass;
moles; and chemical symbols.

Anticipatory Set

Bell Work (5min):

Watch the video, at the following link address, about balancing toys
http://www.youtube.com/watch?v=x-sjDm8-IuA

Have the students write down why they think the toys didn’t fall over on their own and
what caused the toys to fall over in the end.

Questions to ask (5min):

Why was the toy structure able to stay standing in the beginning?
What caused the structure to fall over in the end?
Does anyone remember what the Law of Conservation of Mass says?
If not, it basically says that matter cannot be created nor destroyed. It does allow
matter to change its physical or chemical structure.
How can this idea of balance be related to the law of conservation of mass?
(It is okay if the students cannot answer this question. This is the point of this
lesson. This question is simply to get them thinking about it).

Teaching: Activities
The teacher provides the information needed for students to gain the knowledge or skill
through lecture, film, tape, video, pictures, projects, cooperative learning, educational
technology, discussion, etc

Have the students create a KWL chart on Balanced Chemical Equations (5min).
They should put everything they may already know about chemical equations on
the K column and write down a couple of things they want to know about
Balanced Chemical Equations under the W column.

Ask the students what were some of the things they put down under their K and W
columns. Write the answers on the board for the class to see (10min).

Lecture while following along the “Balancing Chemical Equations” Power Point (15min)

Practice balancing equations (30min):

a. Hand out “Balancing Chemical Equations Practice” to each student, explain
directions, and have the students work in pairs.
b. Students may use the M&M’s to symbolize the atoms and molecules if it helps.
Each color will be a different element and each M&M is a different atom. The
students then draw the molecules using the M&M’s and keep making molecules
on each side of an equation until both sides of the equation have the same number
of each color.

Have the students come to the front board and show the class how they balanced the
chemical equation from the practice sheet (15min).
Have a different student show each practice problem. If they get stuck they can
call on their classmates to help them out.

Students may eat the M&M’s afterwards, but if they take them to another class they have
to get permission from their teacher before eating them in their class.

Closure

Now that they have all had some experience balancing equations, ask the question from
the anticipatory set again and have them write it down to turn in as they leave (5min):

How can the idea of balance apply to the Law of Conservation of Mass?

Independent Practice

Assign Book Problems (depends on the book).

Assessment

The examples on the board along with the explanations will give some feedback on how
the students are coming to understand the concept.

Test Questions:

Balance the following chemical equation:

___C7H10N + ___O2  ___CO2 + ___H2O + ___NO2

Materials
1. “Balancing Chemical Equations” Power Point
2. “Balancing Chemical Equations Practice” sheet
a. Enough for each student and a few extras
3. YouTube video: http://www.youtube.com/watch?v=x-sjDm8-IuA
4. M&M’s
5. Dry erase board and markers
6. Projector and screen

Duration
See Activity Descriptions

Modified from Madeline Hunters Lesson Plan Design