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Lesson 5.2Chemical Reactions Everywhere
The Earth SystemLesson Guides
Lesson 5.2
© The Regents of the University of California
1
In this lesson, students read Chemical Reactions Everywhere. From the variety of everyday examples in this book, theylearn that a change in properties can be evidence of a chemical reaction. Students reflect on this idea by completing atable to identify what changes in properties happen in the chemical reactions they read about. Students then applytheir developing understanding of chemical reactions to discuss whether or not a chemical reaction happened duringtheir Mixing Substances Investigation. Once they determine that a chemical reaction did take place, they rename theinvestigation the “Hot Yellow Gas Reaction.” The lesson concludes with students applying their new understanding to adiscussing a series of slides and determining which changes pictured are the result of chemical reactions. The purposeof this lesson is to provide students with foundational knowledge of chemical reactions and to give them an opportunityto apply this knowledge to what they observed in the Mixing Substances Investigation in Lesson 5.1.
Anchor Phenomenon:Anchor Phenomenon: A wastewater treatment plant turns wastewater into clean freshwater.InInvveesstigtigativative Phenomenon:e Phenomenon: Objects such as apples, fireworks and candles change.
StudentStudents les learn:arn:
Lesson Overview
• In a chemical reaction, substances are mixed and at least one new substance with different properties is formed.
• Physical changes such as changing color, producing light, or producing gas can be evidence of a chemicalreaction.
• We cannot always tell that a chemical reaction has happened based on physical evidence.
Lesson 5.2The Earth System
Lesson Guides
© The Regents of the University of California
2
Students read Chemical Reactions Everywhere and think about how newsubstances form.
Instructional Guide1. R1. Reevieview the Inw the Invveesstigtigation Qation Queuesstion.tion. Point out the Investigation Question on the board. Have students turn and talk witha partner about how the question relates to the Mixing Substances Investigation they did in the previous lesson.
Accept all responses.
2. Intr2. Introducoducee ChemicChemical Ral Reeactions Eactions Evvererywherywheree.. Hold up the book and explain that students will read this book with apartner.
33. Dis. Distributtribute and pre and preevieview bookw bookss.. Distribute one copy of Chemical Reactions Everywhere to each pair of students. Givepartners a few minutes to preview the book. Ask students to share what they noticed about the information in the bookand how it is organized.
44. S. Set a purpoet a purposse fe for ror reeading.ading.
55. P. Partnerartners rs reead.ad. As students read, circulate and listen to students reading and discussing the text with their partners.
66. Dis. Discuscuss chemics chemical ral reeactionsactions.. After students have finished reading, regain attention and lead a discussion aboutchemical reactions.
1READING
Partner Reading
2 3 4
Partner Reading25MIN
Now that you have done the Mixing Substances Investigation, how do you think new substances form?
You will read to find more information to help us answer our Investigation Question: How do new substancesform?
Based on what you read, what do you think a chemical reaction is?[A chemical reaction is when substances change into new substances.]
The Earth SystemLesson Guides
Lesson 5.2Activity 1
© The Regents of the University of California
9
Post the chemical reaction vocabulary card on the classroom wall and say the definition aloud.
Teacher SupportInstructional Suggestion
PPrrooviding Morviding More Ee Experiencxperience: Te: Todaodayy’’s Ds Daily Waily Writtritten Ren ReflectioneflectionWhat was surprising about the Mixing Substances Investigation? This prompt (on page 91 in the InvestigationNotebook) allows students to reflect on their hands-on experience with a chemical reaction in the previous lesson.
Rationale
PPedagedagogicogical Goal Goals: Whals: Why Ey Experiencxperience a Chemice a Chemical Ral Reeaction Baction Beefforore Re Reeading?ading?Lesson 5.1 provides students with an exciting hands-on activity through which they begin to explore chemical reactions,without necessarily realizing that they are observing a chemical reaction. As they read Chemical Reactions Everywhere,they will be able to make connections back to what they observed in their Mixing Substances Investigation. Providingthe activities in this order ensures that all students have some firsthand experience on which to build their developingunderstanding of chemical reactions.
Instructional Suggestion
LitLitereracacy Noty Note: Gre: Gradual Radual Releeleasase oe of Rf Reesponsibilitsponsibility fy for Ror ReeadingadingIn this lesson, students will read with their partners with relatively little guidance from you. This is a good opportunity tolisten to students’ conversations as they read to see how they are navigating the text, keeping the InvestigationQuestion in mind, and observing what questions they have and what they talk to their partners about as they read. Givestudents as much independence as possible as they read the last book of this unit.
A chemical reaction is a process in which substances change into different substances and new substances form.One example of a chemical reaction that you just read about is apples turning brown.
Lesson 5.2Activity 1
The Earth SystemLesson Guides
© The Regents of the University of California
10
The Earth System—Lesson 5.294
Name: _______________________________________ Date: ________________
Evidence of Chemical Reactions
1. Use what you read in Chemical Reactions Everywhere to help you complete the table below (continued on the next page).
2. With your class, write six ways you know that a chemical reaction has happened, one at the top of each column.
3. With your partner, write an “X” if the evidence described in each column is present in the chemical reaction listed in each row.
Evidence of a Chemical Reaction
Apples turn brown
Fireworks explode
Muffins rise
Candles burn
Bread becomes sweet
Light sticks glow
Air bags inflate
Bikes get rusty
Batteries produce electrical energy
Bread becomes toast
Cold packs get cold
The Statue of Liberty turns green
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
The Earth System—Lesson 5.2 95
Name: _______________________________________ Date: ________________
Evidence of Chemical Reactions (continued)
Evidence of a Chemical Reaction
Apples turn brown
Fireworks explode
Muffins rise
Candles burn
Bread becomes sweet
Light sticks glow
Air bags inflate
Bikes get rusty
Batteries produce electrical energy
Bread becomes toast
Cold packs get cold
The Statue of Liberty turns green
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Students read Chemical Reactions Everywhere and think about how newsubstances form.
Instructional Guide1. R1. Reevieview the Inw the Invveesstigtigation Qation Queuesstion.tion. Point out the Investigation Question on the board. Have students turn and talk witha partner about how the question relates to the Mixing Substances Investigation they did in the previous lesson.
Accept all responses.
2. Intr2. Introducoducee ChemicChemical Ral Reeactions Eactions Evvererywherywheree.. Hold up the book and explain that students will read this book with apartner.
33. Dis. Distributtribute and pre and preevieview bookw bookss.. Distribute one copy of Chemical Reactions Everywhere to each pair of students. Givepartners a few minutes to preview the book. Ask students to share what they noticed about the information in the bookand how it is organized.
44. S. Set a purpoet a purposse fe for ror reeading.ading.
55. P. Partnerartners rs reead.ad. As students read, circulate and listen to students reading and discussing the text with their partners.
66. Dis. Discuscuss chemics chemical ral reeactionsactions.. After students have finished reading, regain attention and lead a discussion aboutchemical reactions.
1READING
Partner Reading
2 3 4
Partner Reading25MIN
Ahora que han hecho la Investigación de mezclar sustancias, ¿cómo piensan que se forman nuevas sustancias?
Leerán para encontrar más información para ayudarnos a responder nuestra Pregunta de investigación: ¿Cómose forman nuevas sustancias?
Basándose en lo que leyeron, ¿qué piensan que es una reacción química?[Una reacción química es cuando las sustancias se transforman en nuevas sustancias].
The Earth SystemLesson Guides
Lesson 5.2Activity 1
© The Regents of the University of California
9
Post the chemical reaction vocabulary card on the classroom wall and say the definition aloud.
Teacher SupportInstructional Suggestion
PPrrooviding Morviding More Ee Experiencxperience: Te: Todaodayy’’s Ds Daily Waily Writtritten Ren ReflectioneflectionWhat was surprising about the Mixing Substances Investigation? This prompt (on page 91 in the InvestigationNotebook) allows students to reflect on their hands-on experience with a chemical reaction in the previous lesson.
Rationale
PPedagedagogicogical Goal Goals: Whals: Why Ey Experiencxperience a Chemice a Chemical Ral Reeaction Baction Beefforore Re Reeading?ading?Lesson 5.1 provides students with an exciting hands-on activity through which they begin to explore chemical reactions,without necessarily realizing that they are observing a chemical reaction. As they read Chemical Reactions Everywhere,they will be able to make connections back to what they observed in their Mixing Substances Investigation. Providingthe activities in this order ensures that all students have some firsthand experience on which to build their developingunderstanding of chemical reactions.
Instructional Suggestion
LitLitereracacy Noty Note: Gre: Gradual Radual Releeleasase oe of Rf Reesponsibilitsponsibility fy for Ror ReeadingadingIn this lesson, students will read with their partners with relatively little guidance from you. This is a good opportunity tolisten to students’ conversations as they read to see how they are navigating the text, keeping the InvestigationQuestion in mind, and observing what questions they have and what they talk to their partners about as they read. Givestudents as much independence as possible as they read the last book of this unit.
Una reacción química es un proceso en el cual sustancias se transforman en sustancias diferentes y se formansustancias nuevas. Un ejemplo de reacción química sobre el que acaban de leer son las manzanas que se ponende color café.
Lesson 5.2Activity 1
The Earth SystemLesson Guides
© The Regents of the University of California
10
94
Nombre: ____________________________________ Fecha: ________________
El sistema Tierra—Lección 5.2
Evidencia de reacciones químicas
1. Usa lo que leíste en Reacciones químicas en todas partes para ayudarte a completar la tabla debajo (continúa en la página siguiente).
2. Con tu clase, escribe seis maneras en las que sabes que ha ocurrido una reacción química, una en la parte de arriba de cada columna.
3. Con tu compañero/a, escribe una “X” si la evidencia descrita en cada columna está presente en la reacción química indicada en cada fila.
Evidencia de una reacción química
Las manzanas se ponen de color caféLos fuegos artificiales estallan
Los muffins crecen
Las velas arden
El pan se hace dulce
Las barritas luminosas brillanLas bolsas de aire se inflan
Las bicis se oxidan
Las pilas producen energía eléctricaEl pan se convierte en pan tostadoLas compresas frías se enfríanLa Estatua de la Libertad se vuelve verde
© 2018 The Regents of the University of California. All rights reserved.
95
Nombre: ____________________________________ Fecha: ________________
El sistema Tierra—Lección 5.2
Evidencia de reacciones químicas (continuación)
Evidencia de una reacción química
Las manzanas se ponen de color caféLos fuegos artificiales estallan
Los muffins crecen
Las velas arden
El pan se hace dulce
Las barritas luminosas brillanLas bolsas de aire se inflan
Las bicis se oxidan
Las pilas producen energía eléctricaEl pan se convierte en pan tostadoLas compresas frías se enfríanLa Estatua de la Libertad se vuelve verde
© 2018 The Regents of the University of California. All rights reserved.
