YEAR 7 – CHEMISTRY SCHEMES OF WORK

The chemistry modules have nine lessons and then 8 lessons assigned to them, giving 18 lessons for the chemistry rotation. Two lessons of Sc. 1 have been incorporated into the Scheme of work and one lesson has been assigned to the two module test.

Exploring Science 1 worksheets: C1 Target/Word and summary sheets can be distributed to help pupils with the course. 7E ACIDS & ALKALIS LESSON NUMBER 1 2 3 4 5 6 7 8 LESSON TOPIC Introduction to acids & alkalis Making and using an indicator Investigating the pH of solutions More on indicators and pH of solutions Investigation neutralisation The uses of neutralisation Rainbow Fizz (Sc 1) The causes and effects of acid rain

Exploring Science 2 worksheets: C5 & C7 Target/Word and summary sheets can be distributed to help pupils with the course. 7F SIMPLE CHEMICAL REACTIONS LESSON NUMBER 1 2 3 4 5 6 7 8 9 10 LESSON TOPIC Investigating chemical reactions Investigating physical changes Investigating how acids react with metals Investigating how acids react with metal carbonates Investigating burning materials in oxygen What products are made when a fuel burns? Investigating what is needed for materials to burn Investigating how much gas is present in fizzy drinks (Sc 1) Investigating how much gas is present in fizzy drinks (Sc 1) Module tests

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YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 1 – Introduction to acids & alkalis Learning objectives Pupils are to understand and learn: • That many household materials are acids and alkalis, some are dangerous, and others are less hazardous. • The acids and alkalis used in the laboratory • to recognise and interpret common hazard symbols • that adding water to an acid and alkali dilutes it and makes it less hazardous KS 3 NC Ref: Sc 3. 1a KS 2 links/Prior learning: Pupils should have learnt: • about liquids other than water at KS2 Suggested Teaching Activities Introduce the 2 Chemistry modules being taught as ‘Acids and Alkalis’ and ‘Simple Chemical Reactions’. Starter Activity • Brainstorm with pupils about any previous knowledge on ‘Acids and Alkalis’ and write on the board. Pupils are to use this information to write a title page in their exercise books. Core Activities • Pupils are to be provided with labels from household materials and ask pupils to find names of acids or alkalis contained in them. • Pupils could be shown a selection of household acids and alkalis i.e. vinegar, fruit juice, bicarbonate soda etc.. and asked to describe appearance and smell (acids – bitter, alkalis – soapy) • Discuss and show pupils acids and alkalis used in the laboratory and relevant hazard symbols/Hazcards. Discuss safety aspects of handling acids and alkalis (wearing goggles, holding bottle of chemical from the neck) and ask pupils how they could make them less hazardous i.e. dilute with water. Ask pupils how they would clear split acid or alkali on a bench. • Ask pupils to consider hazard warning signs on tankers when chemicals are transported by road. • Pupils are to do questions from Exploring Science book 1: P 63 C1c ‘Solvent and safety’ and Exploring Science 1 worksheets: C1c/5 ‘What Hazard?’ • Pupils can do worksheet associated with the work: Hodder Support A: Activity A8S2 ‘Safety first’, A8S1 ‘Acid and safety’, A8S4 ‘ Road tanker crash’ Plenary • Pupils are to give Year 7 Badger Key Stage 3 Science Starters 47 ‘Hazard signs: Danger!’ Safety/Risk Assessment Any glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles should be worn. Resources OHP and transparency
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Several laboratory acids and alkalis i.e. Hydrochloric acid, sodium hydroxide etc. Hazard symbols and Hazcards Selection of labels from household substances i.e. bleach, washing powder etc (can be photocopied) Hodder Support A: Activity A8S2 ‘Safety first’, A8S1 ‘Acid and safety’, A8S4 ‘ Road tanker crash’ Hodder Resource A: 8.1 ‘Chemical opposites’ Exploring Science 1 worksheets: C1c/5 ‘What Hazard?’ Exploring Science book 1: P63 C1c ‘Solvent and safety’ Year 7 Badger Key Stage 3 Science Starters 47 ‘Hazard signs: Danger!’ Homework Pupils can complete worksheets: Hodder Resource A: 8.1 ‘Chemical opposites’. Additional Notes/Differentiation At this stage common names such as caustic soda, bicarbonate of soda can be used. Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation

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Resources Red cabbage leaves. substances to test (vinegar. fruit juices. hydrochloric acid.2 ‘Is it a red indicator?’ • Pupils are to answer questions from Exploring Science 1 worksheet: C1d/4 ‘Indicators at home’. fruit juice. water. Sc 3. spotting tile. Alkalis are more hazardous to skin and eyes than acids of a similar concentration. or neutral. filter paper and funnel. or descaler. conical flask. pestle and mortar. bicarbonate of soda. 3d KS 2 links/Prior learning Pupils should have learnt: • the safety procedures from the previous lesson • about household/laboratory acids and alkalis substances Suggested Teaching Activities Starter Activity • Pupils are to list safety rules or identify hazard symbols on chemicals used in the laboratory. 0. Pupils are to write a conclusion (Sc1) • Pupils are to answer questions from Exploring Science book : P64 C1d ‘In the red’ • Pupils are to complete worksheet Hodder Resource A 8.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 2 – Making and using an indicators Learning objectives Pupils are to understand and learn: • about that acids and alkalis can change the colours of dyes and that this can be used to classify them • about neutral substances and know examples such as water • to conduct an experiment to make an indicator and classify solutions as either acid.4 mol dm-3 laboratory acids and alkalis can be used. Core Activity • Teacher demonstrates to pupils the class practical of making an indicator and using it to identify household solutions as acid. bicarbonate soda. Avoid using bleach. C1d/6 ‘Acids and alkalis in the home’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 46 ‘Acid or alkali?’ on OHP transparency Safety/Risk Assessment Pupils are to wear goggles during the experiment and to be carefully when using hot water. soap. Pupils should be given details instructions using Exploring Science 1 worksheet: C1d/1 or 2 ‘Red Cabbage indicator 1 or 2?’ (can use Beetroot to compare indicator’s results and to establish that there are many indicators which can distinguish the types of substance) • Pupils can test substances such as Vinegar. soap etc with their indicator and record results in a table. washing powder etc) Year 7 Badger Key Stage 3 Science Starter 46 ‘Acid or alkali?’ on OHP transparency 4 . alkali.2i. drain cleaner. hot water and kettle. dropping pipette. alkali or neutral • to devise a table to show results and identify patterns in results (Sc 1) KS 3 NC Ref: Sc 1.

OHP and transparency Exploring Science book 1: P64 C1d ‘In the red’ Exploring Science 1 worksheets: C1d/4 ‘Indicators at home’. C1d/6 ‘Acids and alkalis in the home’ C1d/1 or 2 ‘Red Cabbage indicator 1 or 2?’ Hodder Resource A 8. Analysing) 5 . Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * (Observing.2 ‘Is it a red indicator?’ SEN worksheet: ESc C1d ‘Making an ash of it’ Homework Pupils are to complete C1d/6 ‘Acids and alkalis in the home’ Additional Notes/Differentiation More able pupils are to complete Hodder Extension Activity A8E1 ‘Plants and indicators’.

washing powder. paper towels OHP and transparency Exploring Science book 1: P66/67 c1e ‘Mixing a rainbow’ Exploring Science 1 worksheets: C1e/1or 2 ‘pH testing 1 or 2’ Hodder A Activity: 8. • Pupils are to use Exploring Science worksheet: C1e/1or 2 ‘pH testing 1 or 2’ to help carry out their experiment.4 mol dm-3 laboratory acids and alkalis can be used. For example. toothpaste etc). Universal indicator paper or solution. washing up liquid. drain cleaner. alkali. spotting tile. 2m. Pupils are to put their results in a table and write a conclusion as to whether the substance is acid. hand wash. toothpaste solution etc.2 ‘Measuring acids’ 6 . salt water. alkali or neutral Suggested Teaching Activities Starter Activity • Pupils are to make a list of substances which are either acidic.2 ‘Measuring acids’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 49 ‘Making a pH scale’ on OHP transparency (and pupils could have their own worksheet). or descaler. • Pupils are to answer questions from Exploring Science book : P66/67 c1e ‘Mixing a rainbow’ • Pupils are to complete worksheet Hodder A Activity 8. salt water. Resources Beakers with vinegar. 0. acidic solutions are below 7 and alkaline solutions are above 7 • To conduct an experiment that determines of pH of substances that are used in everyday life KS 3 NC Ref: Sc1 2k. Safety/Risk Assessment Pupils are to wear goggles during the experiment. Avoid using bleach. alkali or neutral (at least five substances). or neutral. water. washing up liquid. alkali or neutral • an indicator shows whether a substance is acidic. 2n & Sc3 3d -h KS 2 links/Prior learning Pupils should have learnt: • the solutions that are acidic. water. bicarbonate of soda. washing powder. soaps. soaps. pH colour chart. vinegar. hand wash.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 3 – Investigating the pH of solutions Learning objectives Pupils are to understand and learn: • That universal indicator gives a range of colours in acidic and alkaline solutions • That pH numbers indicate how acidic or alkaline a solution is • That neutral solutions are pH . Core Activity • Teacher is to demonstrate to pupils how to carry out the class practical of using universal indicator paper or solution and a pH chart to obtain pH number for several solutions. bicarbonate of soda. pipettes. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.

Year 7 Badger Key Stage 3 Science Starter 49 ‘Making a pH scale’ on OHP transparency (and pupils could have their own worksheet) Spotlight science 6c ‘Acids and alkalis’ Homework Pupils are to complete worksheet on the pH scale. Analysing) 7 . Pupils could then explain how this could affect its corrosiveness. Additional Notes/Differentiation More able pupils could be asked to predict the effect on pH of making an acid more dilute or more concentrated. Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * * (Observing.

Resources Blue and red litmus paper or litmus solution.4 mol dm-3 laboratory acids and alkalis can be used. sodium hydroxide solution. C1e ‘Mixing a rainbow’. alkali and neutral solutions. Core Activity • Pupils are to fill in a universal indicator pH chart drawn on the board/OHP transparency and asked to fill in missing pH numbers and details such as strong acid. acidic solutions are below 7 and alkaline solutions are above 7 • That blue litmus turns red in acids solutions and red litmus turns blue in alkalis solutions KS 3 NC Ref: Sc3 3d -h KS 2 links/Prior learning Pupils should have learnt: • the the solutions that are acidic. drain cleaner. Explain to pupils there are many indicators which can be used to discover the acidity or alkalinity of solutions. or descaler. hydrochloric acid and water in beakers. C1d ‘In the red’ 8 . Avoid using bleach. pipettes OHP and transparency Exploring Science book 1: P66/67 c1e ‘Mixing a rainbow’ or P65 C1d ‘Making an ash of it’ Exploring Science 1 worksheets: C1e/4 ‘Making a pH chart’ Year 7 Badger Key Stage 3 Science Starter 48 ‘Indicators’ on OHP transparency SEN worksheet: Esc C1d ‘Making an ash of it’. neutral etc. alkali or neutral • the pH numbers of several solutions Suggested Teaching Activities Starter Activity • Teacher to demonstrate to pupils using red and blue litmus paper/litmus solution to test acidic.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 4 – More on indicators and pH of solutions Learning objectives Pupils are to understand and learn: • That universal indicator gives a range of colours in acidic and alkaline solutions • That pH numbers indicate how acidic or alkaline a solution is • That neutral solutions are pH . 0. alkali or neutral • an indicator shows whether a substance is acidic. • Pupils are to answer questions from Exploring Science book : P66/67 c1e ‘Mixing a rainbow’ or P65 C1d ‘Making an ash of it’ • Pupils are to answer questions from Exploring Science 1 worksheet: C1e/4 ‘Making a pH chart’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 48 ‘Indicators’ on OHP transparency Safety/Risk Assessment Pupils are to wear goggles during the experiment. Alkalis are more hazardous to skin and eyes than acids of a similar concentration. Pupils are to record results in a table and write a conclusion.

Homework Pupils are to complete C1e/6 & 7 ‘More about indicators’ Additional Notes/Differentiation More able pupils could be asked to predict the effect on pH of making an acid more dilute or more concentrated. Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * (Observing. Mention to pupils that litmus paper/solutions remains the same colour in neutral solutions. Analysing) 9 . Pupils could then explain how this could affect its corrosiveness.

4 ‘An acid animation’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 50 ‘Neutralisation’ on OHP transparency Safety/Risk Assessment Pupils are to wear goggles during the experiment. a salt and water are produced which both have a pH of 7. C1e ‘Mixing a rainbow’. Core Activity • Teacher demonstrates to pupils the class practical of exploring what happens when a solution of an acid is added drop by drop to a solution of an alkali. Resources Universal indicator solution. 8.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 5 – Investigation neutralisation Learning objectives Pupils are to understand and learn: • That when an acid is added to an alkali it lowers it pH • That a neutral solution can be obtained by adding an acid to an alkali • To conduct an experiment to produce a neutral solution KS 3 NC Ref: Sc1 2k. pH chart OHP and transparency Exploring Science book 1: P65 C1d ‘Making an ash of it’ Hodder A Activity 8. hydrochloric acid and water in beakers. Ensure that pupils know a green colour indicates a neutral solution when universal indicator is used. C1d ‘In the red’ 10 . 0.3 ‘Salt and water’. 2n & Sc3 3d. test tubes and rack. alkali and neutral solutions. pipettes. or descaler.3 ‘Salt and water’. 2m. • Explain to pupils that when an acid and alkali are added together.4 mol dm-3 laboratory acids and alkalis can be used. sodium hydroxide solution.4 ‘An acid animation’ Year 7 Badger Key Stage 3 Science Starter 50 ‘Neutralisation’ on OHP transparency SEN worksheet: Esc C1d ‘Making an ash of it’. drain cleaner. 3f KS 2 links/Prior learning Pupils should have learnt: • the use of universal indicator and understanding of pH Suggested Teaching Activities Starter Activity • Pupils to give examples of indicators and possible colour changes in acid. 8. • Ask pupils what happens to the colour/pH when too much acid is added or too much alkali is added to the solution. Alkalis are more hazardous to skin and eyes than acids of a similar concentration. Avoid using bleach. • Pupils are to answer questions from Exploring Science book : P65 C1d ‘Making an ash of it’ • Pupils are to complete worksheet Hodder A Activity 8.

Pupils could be asked to investigate changes in temperature during neutralisation and be introduced to the idea that a chemical reaction is taking place. Analysing) 11 . Use Hodder Extension A: Activity A8E4a ‘Electronic pH data’. Pupils could also be asked to describe what computer generated graphs show about the way pH changes as more alkali is added. A8E4b ‘Electronic pH practical’ & A8E3 ‘Temperature and neutralisation’ Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * (Observing.Homework Pupils are to complete worksheet C1e/5 ‘Revision Crossword’ Additional Notes/Differentiation More able pupils test their prediction using a pH monitor and data logger when carrying out experiment.

advertisements or sources of information about skin and hair products as well as food preservatives. 0. • Teacher to give guidance on how to carry out an Sc 1 investigation to see for example. Examples are as follows: treatment of indigestion (stomach acid is neutralised by an antacid). 3g KS 2 links/Prior learning Pupils should have learnt: • the use of universal indicator and understanding of pH Suggested Teaching Activities Starter Activity • Pupils are to describe how to neutralise an acid and to write the general word equation for neutralisation. bicarbonate soda. beakers. Alkalis are more hazardous to skin and eyes than acids of a similar concentration. sodium hydroxide. Resources Hydrochloric acid. treatment of stings by bees & wasps. A8E2 ‘An acid antiseptic’. if one tablet of antacid neutralise the same amount of acid. 2m. which substance (out of 3) is best at neutralising stomach acid etc. vinegar. or descaler. Core Activity • Teacher is to demonstrate and explain to pupils everyday situations where neutralisation occurs. how much antacid neutralises a certain amount of acid. Avoid using bleach. • Pupils are to answer questions from Exploring Science book : P67 C1e ‘Mixing a rainbow’ • Pupils are to complete worksheet Hodder A Activity: A8S3 ‘Vinegar for wasps’. 2n & Sc3 3f.4 mol dm-3 laboratory acids and alkalis can be used. • Pupils are to complete Exploring Science 1 worksheet: C1e/8 ‘Are pH balanced products really better for your skin?’ • Pupils are to answer questions from spotlight science7: 6c P78/79 ‘An balancing act’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 51 ‘Neutralisation 2’ on OHP transparency Safety/Risk Assessment Pupils are to wear goggles during the experiment. spatulas. antacids. drain cleaner. food preservation and toothpaste on teeth to neutralise acid produced by bacteria feeding on sugar. treatment of acidic soil. measuring cylinder.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 6 – The uses of neutralisation Learning objectives Pupils are to understand and learn: • That acids and alkali are used in a range of everyday situations • the examples of and uses of acids and alkalis • to observe and analyse experiments of acids and alkalis neutralising each other KS 3 NC Ref: Sc1 2k. petri dish OHP and transparency Exploring Science book 1: P67 C1e ‘Mixing a rainbow’ 12 . hair and skin care.

A8E2 ‘An acid antiseptic’.Hodder A Activity: A8S3 ‘Vinegar for wasps’. Analysing) 13 . web sites such as www. humans in digestion etc.g. Year 7 Badger Key Stage 3 Science Starter 51 ‘Neutralisation 2’ on OHP transparency Homework Pupils are to research how living things use acids such as ants. Additional Notes/Differentiation Pupils may need to be guided towards suitable sources of information e.org. Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * * (Observing. Miamisci. nettles. Pupils need identify and note the key points about the range of pH used and potential harmful effects and to explain these verbally as a presentation or produce a poster/leaflet.

2n & Sc3 3d -h KS 2 links/Prior learning Pupils should have learnt: • the solutions that are acidic.4 mol dm -3 laboratory acids and alkalis can be used. alkali or neutral • an indicator shows whether a substance is acidic. • Teacher is to ask pupils for their explanations and then discuss experiment with the class. Pupils are to identify areas of acid and alkali and explain why their ideas. water. Resources Ethanoic acid (vinegar). Safety/Risk Assessment Pupils are to wear goggles during the experiment. OHP and transparency Exploring Science 1 worksheets: C1e/3 ‘Rainbow fizz’ Homework Pupils are to complete Exploring Science 1 worksheet: C1d/6 ‘Making sherbet (theory)’ Additional Notes/Differentiation Pupils will need a lot of guidance when conducting the experiment as pouring solutions to fast can cause experiment to give the differing results. Associated Skills 14 . Plenary • Pupils are to write their observation of test tube drawn on the board/OHP showing universal indicator and acid/alkali combination. test tubes & rack. universal indicator. 0. soda crystals. alkali or neutral • the pH numbers of several solutions Suggested Teaching Activities Starter Activity • Pupils to give write down the colours of strong/weak acids and alkalis as well as neutral when universal indicator solution is used. Core Activity • Teacher to discuss and demonstrate to pupils the rainbow fizz experiment using Exploring Science 1 worksheet: C1e/3 ‘Rainbow fizz’. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 7 – Rainbow Fizz (Sc 1) Learning objectives Pupils are to understand and learn: • To relate ideas about acids. alkalis and neutralisation to the experiment • To conduct experiment and record observations as well interpret results KS 3 NC Ref: Sc1 2k. 2m. • Pupils are to conduct experiment and answer questions (observations and analysis of results).

Analysing) 15 .Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * (Observing.

Sulphur dioxide is an irritant. • Pupils are to answer questions from Spotlight science 7: 6b P77 ‘How strong?’ • Pupils are to answer questions from Exploring Science book 2: P9 C7e ‘A burning problem’ • Pupils are to answer questions from Exploring Science 9 worksheet: 9Gb/6 or 7 ‘Where does it come from1 or 2?’. • Explain to pupils how we get acid rain i. 16 .e.e. Safety/Risk Assessment Pupils are to wear goggles during the experiment.YEAR 7: UNIT 7E ACIDS & ALKALIS LESSON 8 – The causes and effects of acid rain Learning objectives Pupils are to understand and learn: • That when sulphur found in fossil fuels burns in oxygen. Ask pupils to suggest ways of reducing acidity i. neutralising by adding an alkali. 2n & Sc3 3d -h KS 2 links/Prior learning Pupils should have learnt: • the solutions that are acidic. Ask pupils on the effects of acid rain on the environment i. alkali or neutral • the pH numbers of several solutions Suggested Teaching Activities Starter Activity • Pupils are to sort out list of substances with pH written on the board/OHP into acid. Core Activity • Teacher is to demonstrate sulphur burning in air and collecting the gas (sulphur dioxide) in a gas jar. The room should be well ventilated and only small amount of sulphur is required which should be placed in the burning spoon. fossil fuels containing sulphur burning in air to produce acidic gases which dissolve in rain. chalk (containing calcium carbonate) is eaten away by acid rain. 0. Discuss other gases that may dissolve in rainwater. Teacher is to demonstrate dropping sulphur acid to limestone and explain how stonework made of marble. nitrogen dioxide. alkali or neutral • an indicator shows whether a substance is acidic. carbon dioxide dissolve in water to produce acid rain • that acid rain causes environmental damage and can be neutralised by alkalis KS 3 NC Ref: Sc1 2k. Ask pupils to write word equation for the reaction. 9Gb/4 ‘The formation of acid rain’ • Pupils could watch video ‘acids’ and answer questions about the content of the video. alkali and neutral. it produces an acidic gas sulphur dioxide • that acidic gases such as sulphur dioxide. • Ask pupils to explain how acid rain would effects stonework. Ask pupils to predict pH/colour when water and then universal indicator are added.e. limestone. Plenary • Pupils are to put a several sentences in order of how acid rain forms.4 mol dm -3 laboratory acids and alkalis can be used. 2m. making soils and lakes acidic and killing plant and animals.

safety mat. Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * * (Observing) 17 . Bunsen burner. universal indicator solution. hydrochloric acid OHP and transparency Exploring Science 9 worksheets: 9Gb/6 or 7 ‘Where does it come from1 or 2?’ 9Gb/4 ‘The formation of acid rain’ Exploring Science book 2: P9 C7e ‘A burning problem’ Spotlight science 7: 6b P77 ‘How strong?’ TV & Video ‘acids’ Homework Pupils are to complete Exploring Science 9 worksheet: 9Gb/8 ‘The effects of acid rain’. gas jar. limestone. burning spoon.Resources Sulphur. Additional Notes/Differentiation More able pupils could research what could be done/is being done to reduce the amount of acidic gases being released into the atmosphere and causing acid rain (could use ICT internet). water. matches. goggles.

• Pupils are to describe the things that show them that a chemical reaction is taking place. bubbling. test tubes & rack. Safety/Risk Assessment Pupils are to wear goggles during the experiment. copper sulphate solution. Exploring Science 2 worksheets: C5a/4 ‘Reaction or no reaction’. giving reasons for their conclusions. sodium hydroxide. sodium hydrogen carbonate. white copper sulphate powder (anhydrous). heat energy. C5a/3 ‘Useful and harmful reactions’ Plenary • Ask pupil for their results and conclusion for the investigation. 18 .new substance made/irreversible reaction. frying/cooking food etc . Teacher to write a list of descriptions on the board (gas produced. boiling tubes. sodium chloride. Zinc oxide. test tube holder.e. 3a KS 2 links/Prior learning Pupils should have learnt: • In the acid & alkalis module about reversible and irreversible changes Suggested Teaching Activities Starter Activity • Teacher to demonstrate to pupils the chemical reaction between magnesium and hydrochloric acid in a test tube. safety mat. Core Activity • Teacher to demonstrate to pupils how to conduct investigation using Exploring Science 2 worksheet: C5a/1 ‘Is there a reaction 1? Pupils are record there observation and say whether their experiment was a chemical reaction or not. C5a/3 ‘Useful and harmful reactions’. 2m & Sc3 2a. iron wool/nail. colour change. • Pupils are to answer questions from Exploring Science 2 worksheet: C5a/4 ‘Reaction or no reaction’. 0. Pupils must explain how they know i. sound produced etc). C5a/1 ‘Is there a reaction 1? Homework Pupils are to look at their own everyday situations and make list of chemical reactions they see. hydrochloric acid.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 1 – Investigation Chemical reactions Learning objectives Pupils are to understand and learn: • That a new substance is made in a chemical reaction • Most chemical reactions are irreversible • To conduct an investigation chemical reactions KS 3 NC Ref: Sc1 2g. Resources Bunsen burner. magnesium strip.4 mol dm -3 laboratory acids and alkalis can be used.

Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * (Observing.Additional Notes/Differentiation At KS 2 pupils will not have describe chemical changes as chemical reactions. Analysing) 19 . although they will have explored changes where new materials are made.

C5a/3 ‘Useful and harmful reactions’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 53 ‘Reversible or irreversible?’ on OHP transparency Safety/Risk Assessment Goggles need to be worn during evaporation of water from the copper sulphate solution. butter melting • Pupils are to answer questions from Exploring Science book 2: P54/55 C5a ‘Getting a reaction’ • Pupils are to answer questions from Exploring Science 2 worksheet: : C5a/4 ‘Reaction or no reaction’. • Ask pupils for other examples of physical change they see in everyday life i. Pupils should conclude that ice cube melting is a physical change as no new substance is being made and the process reversible. 3a KS 2 links/Prior learning Pupils should have learnt: • That chemical changes are irreversible and new substances are made Suggested Teaching Activities Starter Activity • Pupils to read out and discuss the previous lesson’s homework about making a list of chemical reactions seen in their everyday life and to explain how they know i. 2m & Sc3 2a. irreversible reaction. safety mat. copper sulphate solution. Ask pupils if these examples are reversible and if a new substance is being made. glass rod OHP and transparency Exploring Science book 2: P54/55 C5a ‘Getting a reaction’ Exploring Science 2 worksheets: C5a/4 ‘Reaction or no reaction’. Core Activity • Teacher to demonstrate to pupils physical changes by showing an ice cube melting on a petri dish. evaporating and dissolving are examples of physical change KS 3 NC Ref: Sc1 2g. beaker. petri dish. evaporating basin. C5a/3 ‘Useful and harmful reactions’ Year 7 Badger Key Stage 3 Science Starter 53 ‘Reversible or irreversible?’ on OHP transparency Homework Pupils are to complete Hodder support A: activity A11S3 ‘Permanent’ 20 . salt dissolving in warm water etc.e. sodium chloride. frying/cooking food etc . warm water.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 2 – Investigating physical changes Learning objectives Pupils are to understand and learn: • That a physical change is reversible and that no new substance is made • That melting. water being evaporated from a solution of copper sulphate.new substance made.e. tripod. gauze. Resources Ice cube.

Additional Notes/Differentiation At KS 2 pupils will not have describe chemical changes as chemical reactions. although they will have explored changes where new materials are made. Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * (Observing) 21 .

copper. Pupils could also be asked to complete half-written word equations from the board.e. i. Teacher to show the reaction between magnesium and hydrochloric acid in a test tube to collect the hydrogen gas being produced. iron filings.1 ‘Do all metals react with acids?’ Hodder support A: A11S1 ‘Acids and metals’ 22 . goggles OHP and transparency Exploring Science book 2: P56/57 C5b’All change’ Hodder Resource A Activity: 11. copper and record their observations. Demonstrate to pupils the test for hydrogen gas.1 ‘Do all metals react with acids?’ Hodder support A: A11S1 ‘Acids and metals’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 55a/b ‘How do acids react with metals?’ on OHP transparency Safety/Risk Assessment Pupils are to wear goggles during the experiment. If bubbles are seen in the test tube then pupils are to assume that hydrogen gas is being produced. test tubes & rack. Resources Metals – Magnesium. pH range.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 3 – Investigating how acids react with metals Learning objectives Pupils are to understand and learn: • That some acids are corrosive • That acids react with some metals to produce new substances – a salt and hydrogen gas • The test for hydrogen gas • To conduct an experiment to determine which metals are reactive KS 3 NC Ref: Sc1 2g. Any contact with skin should be washed off with plenty water and reported to the teacher. Core Activity • Teacher to demonstrate to pupils the class practical of reacting hydrochloric acid with different metals. zinc.4 mol dm-3 laboratory acids can be used. 2m & Sc3 2a. colour etc. 3a KS 2 links/Prior learning Pupils should have learnt: • About acids and safety procedures Suggested Teaching Activities Starter Activity • Pupils are to write down everything they know acids. • Pupils are then to write a conclusion and list the metals in order of their reactivity with hydrochloric acid. iron filings. zinc. • Pupils are to answer questions from Exploring Science book 2: P56/57 C5b’All change’ • Pupils are to complete worksheet Hodder Resource A Activity: 11. 0. spatulas. Pupils are also to give examples of acids. • Pupils are conduct experiment with the following metals: magnesium.

Year 7 Badger Key Stage 3 Science Starter 55a/b ‘How do acids react with metals?’ on OHP transparency Homework Pupils are to complete Hodder Resource A11.1 ‘Hydrogen gas from metals’ Additional Notes/Differentiation More able pupils could predict what happens to the pH of the acid as it reacts with the metal and if time allows they could also try to find out by doing further experiments. Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * (Observing. Analysing) 23 . Introduce the term ‘Reactants’ and ‘Products’.

Core Activity • Teacher is to demonstrate to pupils the class practical of reacting metal carbonates with hydrochloric acid. limewater. spatulas. Pupils are provided with samples of metal carbonates such as limestone (calcium carbonate). zinc carbonate. Hodder support A11S2 ‘Testing gases’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 56 a & b ‘How do acids react with carbonates’ on OHP transparency (pupils to have their own worksheet) Safety/Risk Assessment Pupils are to wear goggles during the experiment. test tubes & rack. 0. indigestion powder. water and carbon dioxide gas • That limewater is the test for carbon dioxide gas which turns from colourless to cloudy white • To conduct experiment to observe the reactions between an acid and metal carbonates • To identify patterns and write a word equation for the reaction KS 3 NC Ref: Sc1 2j. 2k & Sc3 3e. Pupils are to conduct experiment and write their observations as well as a conclusion to establish whether a chemical reaction has taken place.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 4 –Investigating how acids react with metal carbonates Learning objectives Pupils are to understand and learn: • That when metal carbonate reacts with an acid it produces a metal salt. 3g KS 2 links/Prior learning Pupils should have learnt: • the About acids and safety procedures Suggested Teaching Activities Starter Activity • Pupils are to discuss which gas is being released when a carbonated drink is opened. • Pupils are to write word equations for the reactions between metal carbonates and acid (teacher guidance is needed) • Pupils are to complete worksheet Hodder A Activity: 11. nickel carbonate. goggles OHP and transparency Hodder A Activity: 11.4 mol dm-3 laboratory acids can be used. hydrochloric acid. nickel carbonate. Identify the gas as carbon dioxide and demonstrate to pupils how to collect the gas and test for it using limewater (can pipette carbon dioxide gas from a reaction between a metal carbonate and acid into limewater). indigestion powder.2 ‘Testing for carbon dioxide’ & Activity B ‘Vinegar fizz reaction’. Hodder support A11S2 ‘Testing gases’ 24 . zinc carbonate. etc. Resources Metal carbonates such as limestone (calcium carbonate). etc. Any contact with skin should be washed off with plenty water and reported to the teacher.2 ‘Testing for carbon dioxide’ & Activity B ‘Vinegar fizz reaction’.

Analysing) 25 .co2science.org Additional Notes/Differentiation Reinforce that the colourless gas (carbon dioxide) made in this reaction is different to the colourless gas hydrogen made in the previous lesson and behaves differently. Website: http: //www.Year 7 Badger Key Stage 3 Science Starter 56 a & b ‘How do acids react with carbonates’ on OHP transparency (pupils to have their own worksheet) Homework Pupils are to research on the effects of carbon dioxide gas and global warming and produce a leaflet. Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * * (Observing. The effects of acid rain on carbonate buildings is covered in more detail in 8G ‘Rocks and weathering’.

Pupils are also to be asked to say whether a chemical reaction had taken place and explain how they know. Core Activity • Teacher to demonstrate to pupils. • Pupils are to answer questions from Exploring Science book 2: P80/81 C7a ‘On fire!’ • Pupils are to complete worksheet Hodder A Activity: 11. usually oxides when material burn • Burning requires oxygen gas • How to write word equations for chemical reactions involving oxygen KS 3 NC Ref: Sc1 2j & Sc3 1e. cards with reactants and products from the chemical reactions observed. burning spoon. matches. • Pupils could be asked write word equations for the reactions demonstrated. (optional . 3a KS 2 links/Prior learning Pupils should have learnt: • About reversible and irreversible changes Suggested Teaching Activities Starter Activity • Pupils to give information about which gas is required for burning and what to do in case of a fire. Bunsen burner.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 5 – Investigating burning materials in oxygen Learning objectives Pupils are to understand and learn: • That new substances are made. OHP and transparency 26 . carbon.4 gas jars full of oxygen). iron wool. Resources Safety mat. magnesium. C7a/3 ‘The fire triangle’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 54 ‘Which gas’ on OHP transparency Safety/Risk Assessment Goggles should be worn by teachers and safety screen use to protect pupils during demonstration activities. iron wool. materials such as copper. Pupils should be advised not to stare directly at the burning metals and they usually burn very brightly. safety screen. Burning metals in oxygen gives a more vigorous reaction and so a burning spoon with a lid must be used when placing the heated metal in the gas jar. goggles. magnesium. C7b/1& 2 ‘A model fire extinguisher 1 & 2’. tongs. • Pupils are shown fire triangle and asked to fill in the missing parts using words taken from a list given on the board. Burning metals in air gives a less vigorous reaction and the product is the same. copper. Pupils are describe their observations of each material burning and instructed to name the new substances (oxides) being made.5 ‘Reacting with oxygen’ • Pupils are to answer questions from Exploring Science 2 worksheet: C7a/1 & 2 ‘Flame proofing 1 & 2’. carbon etc burning in air (or oxygen in a gas jar). Explain to pupils that these are things needed for a fire to burn. 2i. splint. Pupils could also be given cards showing ‘Reactants’ and ‘products’ to produce word equations.

Analysing) 27 .Exploring Science book 2: P80/81 C7a ‘On fire!’ Exploring Science 2 worksheets: C7a/1 & 2 ‘Flame proofing 1 & 2’. C7b/1& 2 ‘A model fire extinguisher 1 & 2’.5 ‘Reacting with oxygen’ Year 7 Badger Key Stage 3 Science Starter 54 ‘Which gas’ on OHP transparency Homework Pupils can complete any of Exploring Science 2 worksheets or pupils can use a secondary source to find information about fire prevention and fire fighting to produce a leaflet for use in the home (ICT – internet). Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * * (Observing. C7a/3 ‘The fire triangle’ Hodder A Activity: 11. Additional Notes/Differentiation The pH of the oxide produced can be tested and the product of burning. The product of carbon burning in oxygen could be tested with limewater to show that it is carbon dioxide.

2m & Sc3 2h. glass thistle funnel. 11. Core Activity • Teacher to demonstrate to pupils what happens when methane burns/candle burns/ethanol burns (see apparatus on Exploring Science 2 worksheet: C7c/1or 2 ‘Burning fuels’. iced water. suction pump. thermometer. safety mat. large beaker. 28 . bung. cobalt chloride paper (turns from blue to pink in the presence of water) and universal indicator in water (turns orange). 2i KS 2 links/Prior learning Pupils should have learnt: • That burning materials in oxygen/air produces oxides Suggested Teaching Activities Starter Activity • Ask pupils to discuss the term ‘Fuel’-what it means and to give a few examples of fuels used. Goggles need to be worn during the demonstration and safety screen. splint. Resources Fuel –candle.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 6 – What products are made when a fuel burns? Learning objectives Pupils are to understand and learn: • That fuels are substances that release energy when they burn • That fossil fuels are rich in compounds containing carbon • That burning fossil fuels in oxygen results in the production of carbon dioxide • That natural gas is called methane. u-tube.4 ‘Fire’. Explain the term ‘combustion’ • Explain to pupils that most fuels contain carbon and ask pupils to suggest what might form when fuels are burnt in oxygen.5 ‘Forest fire’. glass tubing. Ask pupils to describe their observations before the experiment and when the products of burning are tested with limewater (carbon dioxide test). Hodder Extension A Activity: A11E4 ‘Burning reactions’ • Pupils are to answer questions from Exploring Science 2 worksheet: C7c/3 ‘word equations for burning reactions’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 58 ‘Reaction: before and after ’ on OHP transparency (and cards with reactants and products of previous chemical reactions taught to form word equations) Safety/Risk Assessment Use small quantities of fuels and keep stock containers away from where the fuels are burnt. • Pupils are to answer questions from Exploring Science book 2 : P84/85 C7c ‘Mixing oxides’ • Pupils are to complete worksheet Hodder A Activity: 11. matches. limewater. Ask pupils to write a general word equations for the burning of a fuel in oxygen. cobalt chloride paper. • Discuss whether it is likely that water and carbon dioxide can be changed back into the fuel. and that carbon dioxide and water are produced when it burns KS 3 NC Ref: Sc1 2g. clamp and stand. iced water. boiling tube (see Esc 2 worksheet). safety screen.

Environmental effects of burning are done in Unit 9G ‘Environmental chemistry’.OHP and transparency Exploring Science book 2: P84/85 C7c ‘Mixing oxides’.5 ‘Forest fire’. C7c/1or 2 ‘Burning fuels’ Exploring Science 2 worksheets: C7c/3 ‘word equations for burning reactions’ Hodder A Activity: 11. 11. Pupils often think that energy is like a gas and has mass. Analysing) 29 . Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * (Observing. Additional Notes/Differentiation The formation of fossil fuels and burning of fossil fuels is done in unit 7I ‘Energy resources’ so concentrate mainly on the products of burning.4 ‘Fire’. Hodder Extension A Activity: A11E4 ‘Burning reactions’ Year 7 Badger Key Stage 3 Science Starter 58 ‘Reaction: before and after ’ on OHP transparency (and cards with reactants and products of previous chemical reactions taught to form word equations) Homework Pupils are to complete Exploring Science 2 worksheet: C7c/4 ‘Fireworks’ & C7d/5 ‘History of explosives’.

2i. goggles 30 . timer. Write on the board and ask pupils questions to encourage what is happening e. matches.4 ‘What happens when something burns?’ • Pupils are to answer questions from Exploring Science 2 worksheet: C7a/4 ‘Candle problems’. large beaker. Suggested Teaching Activities Starter Activity • Pupils to carry out activity from Year 7 Badger Key Stage 3 Science Starter 59 ‘What is in air?’ on OHP transparency. C7a/3 ‘The fire triangle’ Plenary • Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 57 ‘A burning candle’ on OHP transparency Safety/Risk Assessment Goggles must be worn. Ensure that candles are not likely to fall over during the experiment. 2j KS 2 links/Prior learning Pupils should have learnt: • About combustion of materials and their products from previous lessons. trough with water. P82/83 C7b ‘Put it out’.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 7 – Investigating what is needed for materials to burn Learning objectives Pupils are to understand and learn: • That part of air is used up during burning • To record their observations about an experiment involving a candle burning in a container • To give explanations for their observations • To suggest ideas and test them KS 3 NC Ref: Sc1 1b & Sc3 2a. • What was in the large container? • Why did the candle do out? • Why didn’t it go out immediately? • Why did the water rise up the container? • What products are formed when the candle wax burns? • What happens to this? • Ask pupils to work out an explanation and remind of the work done earlier on combustion.g. • Pupils are to complete worksheet Hodder A Activity 11. Explain to pupils that part of the air was used up in burning and that the candle cannot continue to burn. • Pupils are to answer questions from Exploring Science book 2: P84/85 C7c ‘Making oxides’. Resources Candle on a foil/container. splint. Core Activity • Teacher to demonstrate the effect of putting a large glass container over a lighted candle floating in a trough of water. The part used up in air was the oxygen gas.

P82/83 C7b ‘Put it out’.g. C7a/3 ‘The fire triangle’ Hodder A Activity 11. the effects of volume (use different size beakers –volume of air) and time taken to burn out.4 ‘What happens when something burns?’ Year 7 Badger Key Stage 3 Science Starter 59 ‘What is in air?’ on OHP transparency Year 7 Badger Key Stage 3 Science Starter 57 ‘A burning candle’ on OHP transparency Homework Pupils are to complete Exploring science 2 worksheet: C7b/3 ‘Putting out fires safely’. Associated Skills Communication * Information Technology Citizenship * Literacy * Application of Numbers Scientific Investigation * (Observing. C7b/4 ‘The great fire of London’ or C7b/5 ‘The King cross fire’ Additional Notes/Differentiation More able pupils could think of investigating get results which can be plotted on a graph e. Pupils could also find out about the earlier work on burning by scientists like Lavoisier and Priestly. Exploring Science 2 worksheets: C7a/4 ‘Candle problems’. Analysing) 31 .OHP and transparency Exploring Science book 2: P84/85 C7c ‘Making oxides’.

funnels. • Pupils are to answer questions from Exploring Science book 1: P86/87 C3d ‘Free to go’ may remind pupils about the properties of a gas. graph paper. Core Activity • Teacher to use planing charts to help ‘guide’ pupils to plan the experiment (see worksheet for details of how to help pupils plan and conduct investigation). conclusion using scientific knowledge and an evaluation KS 3 NC Ref: Sc1 2e. method. Resources OHTs –planning sheets 10 mini pop bottles. graph. 10 measuring cylinders. Any broken glassware must be disposed of in the broken glass bin using a dustpan and brush. towels Plain paper. • Pupils are to carry out investigation and write up a report during the 2 lessons allocated to the Sc 1. 10 rubber bungs and pipes. 2f. diagram. Additional Notes/Differentiation Pupils will need guidance to carry out this investigation. 2n KS 2 links/Prior learning Pupils should have learnt: • That carbon dioxide gas is dissolved in most fizzy drinks Suggested Teaching Activities Starter Activity • Teacher to demonstrate to pupils an apparatus set up to show a gas being collected from a fizzy drink with a selection of other fizzy drinks. fair test. Vaseline.Sc 1) Learning objectives Pupils are to understand and learn: • That fizzy drinks contained carbon dioxide gas dissolved in the solution • To plan and carry out an experiment to investigate how much gas is present in fizzy drinks • To write up a report which includes an apparatus list. 32 . 10 washing up bowels. 3 pop samples. 2j-m. plastic wallets OHP and transparency Exploring Science book 1: P P86/87 C3d ‘Free to go’ Homework Pupils are to revise for the end of unit test ‘Acids and alkalis’ & ‘Simple chemical reactions’. Plenary • Pupils could share their ideas about their investigation with the rest of the class. results table. Safety/Risk Assessment Goggles must be worn during the experiment. pencils.YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS LESSON 8 & 9 –Investigating how much gas is present in fizzy drinks (2 lessons . 2g. prediction. pens. ruler. • If pupils have finish their report for the investigation then the Exploring science 2 worksheet: ‘End of Unit Test’ can be given out for acids & alkalis.

Observing.Associated Skills Communication * Information Technology Citizenship Literacy * Application of Numbers Scientific Investigation * (Planning. Evaluating) 33 . Analysing.