Beaconhouse School System

Beaconhouse School System

Metropolitan Campus Islamabad

Science plan
Exothermic and Endothermic Reactions
Monday 22nd January, 2024 to Friday 26th January, 2024
(Grade VII)
Mamoona Sajid

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Name of Teacher: Mamoona Sajid Class: VII Subject: Science Week-3 Day: 1

Topic: Reinforcement- The Reactivity of Metals Duration: 40 min Date: 22nd January, 2024 – 26th January, 2024

Book Reference: Cambridge Lower Secondary Science

Attainment target:

● Identify whether a chemical reaction has taken place through observations of the loss of reactants and/or the formation of products which have different
properties to the reactants (including evolving a gas, formation of a precipitate or change of colour etc.).

● Use models (2D or 3D) to describe the materials (elements or compounds) taking part in a chemical reaction, and products (elements or compounds) being
produced by chemical reactions.

● Write simple word equations with reactants and products to describe reactions.

● Describe the reactivity of metals with oxygen, water and dilute acids. [limited to sodium, potassium, calcium, magnesium, zinc, iron, copper, gold and silver]

● Identify an order of reactivity of metals.

● Describe and explain some of the safety precautions to be taken when dealing with reactive metals.

● Understand that some substances are generally unreactive and can be described as inert.

Learning Outcomes: (Knowledge, Skills and Attitudes)

Students will be able to:

▪ Recapitulate the content of the unit “The Reactivity of Metals”

Content and Teacher’s Activity Students’ Activity Time Learning Material Formative
and Resources Assessment
(How are you explaining and demonstrating the topic? The (What are the students doing to help them 40
teaching strategies/ methodology selected) understand the topic?) min (What resources Day to day
will you use that assessment
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will support the (How do you

teaching and plan to assess
learning learning as it is
activities?) happening?)

Introduction (Whole-Class Discussion):

Students should be able to summarize the learning

points of all the topics in the unit including:
Introduction (Brainstorming):
✔ Indicators of a Chemical Reaction
● Textbooks
Ask students to recall the topics of the entire unit ‘The ● Students’
Reactivity of Metals’ ✔ Reactants and Products in a Chemical Reaction 5 min ● Notebooks verbal
Have students write one topic of the unit that still needs ✔ Reactivity of Metals with Oxygen Feedback
● Index cards
further explanation and clarity using index cards
✔ Reactivity of Metals with Water

✔ Reactivity of Metals with Acids

✔ Reactivity Series and Inert substances

Engage and Explore (Teacher Demonstration):

Engage and Explore (Group Work):
● Students’
15 ● Workbook
● Discuss workbook page 44-45 with students by explaining
● Students will complete workbook page 44-45 in min verbal
each question in detail for a thorough revision of the page 44-45
the class as a reinforcement of the entire unit. Feedback
taught concepts.

● Student’s
Explain and Elaborate (Individual Work):
Verbal
Explain and Elaborate (Whole-class discussion):
15 Feedback
● Students will then attempt an unguided task ● Worksheets
min
● Distribute worksheets to students as an unguided task which will be marked as a day-to-day task out of ● Written
10 Task (Day-
to-day)

Wrap Up: Evaluate (Wrap-Up): 5 min

● Students’
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Evaluate (Quick Self-Reflection):

● Ask students to verbally share some of their learning (Quick Self-Reflection):

verbal
outcomes from the unit such as I was able to __________
feedback
● Students will be given full chance to perform a
● Involve students in analyzing their own work, identifying quick self-evaluation by sharing the learning ● Self-
errors, and reflecting on their learning. outcomes they have successfully achieved at the
Reflection
end of the unit
● Discuss common mistakes from the quiz. Clarify
misconceptions, if any

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Name of Teacher: Mamoona Sajid Class: VII Subject: Science Week-3 Day: 2-3

Topic: Exothermic and Endothermic Reactions Duration: 80 min Date: 22nd January, 2024 – 26th January, 2024

Book Reference: Cambridge Lower Secondary Science

Attainment target:

● Describe similarities and differences between exothermic and endothermic reactions.

Learning Outcomes: (Knowledge, Skills and Attitudes)

Students will be able to:

▪ Define exothermic and endothermic reactions

▪ Compare and contrast exothermic and endothermic reactions

Content and Teacher’s Activity Students’ Activity Learning Material Formative

and Resources Assessment
(How are you explaining and demonstrating the topic? The (What are the students doing to help them
teaching strategies/ methodology selected) understand the topic?) Time (What resources Day to day
will you use that assessment
80
will support the (How do you plan
min
teaching and to assess learning
learning as it is
activities?) happening?)

Introduction (Brainstorming): Introduction (Whole-Class Discussion): 15

● White board ● Students’
min
verbal
⮚
Write the lesson objectives and key scientific vocabulary on the
Students will share their responses about ● Marker
white board Feedback
the posed questions.
● Textbook
Ask students: ⮚ Students will skim through textbook page page 125
no. 125 and highlight the key vocabulary and
⮚ When something changes its state, what does it do?
definitions
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(Undergoes a physical change.)

⮚ What happens to something when it freezes? (Changes from

liquid to solid.)

⮚ Explain what happens when something melts, using the

particle model. (Particles gain energy, shift from solid to
liquid.)

⮚ When something changes state, is it a physical process or

⮚ Students will brainstorm on how both these
due to a chemical reaction? (Physical process.)
reactions can be detected? (Through a
⮚ How can you tell if a chemical reaction has taken place? change in temperature)

(New substance formed or observable changes.)

Explain that:

⮚ An exothermic reaction is a chemical reaction in which energy

is transferred to the surroundings in the form of heat.
⮚ An endothermic reaction is a chemical reaction in which
energy is transferred from the surroundings in the form of
heat.

Engage and Explore (Whole-Class Discussion): Engage and Explore (Whole-Class Discussion): 25
● Textbook ● Students’
min
Concept Sorting Activity: Students will skim through textbook page 126- page 126-128 verbal
128 about “Measuring energy in fuels and Feedback
● Information
✔ Divide the class into small groups. foods”. Later the questions given on page 128 ● Concept
cards or
will be discussed:
✔ Provide each group with a set of cards containing information Multimedia Sorting skills
1. Why is air pumped through the chamber slides
about either exothermic or endothermic reactions.
Alternatively different properties of exothermic and instead of just letting the fuel use the air that is

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endothermic reactions can also be displayed through the present? (If we just rely on the air already
multimedia. For example: present, it might vary, leading to inconsistent
reactions. By pumping a controlled amount of
✔ Transfer of energy to the surroundings
air, we ensure the right conditions for the
✔ Transfer of energy from the surroundings reaction).

✔ Melting 2. The pipe carrying the hot gases is made of a

copper coil. What do you think is the reason for
✔ Evaporation this? (Copper’s high thermal conductivity
ensures efficient heat transfer).
✔ Combustion
3. Why is the water stirred? (Ensures even heat
✔ Burning oil in a lamp
distribution during the reaction).
✔ Campfire
4. How do you find the rise in temperature of
✔ Respiration water? (Measure initial and final temperatures;
calculate the difference).
✔ Nuclear Fission

✔ Rusting

✔ Sherbet

✔ Cooking

✔ Photosynthesis

✔ Fireworks

✔ Burning matchstick

✔ Ice pack

✔ Neutralization

✔ Freezing

✔ Condensation

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✔ Surrounding temperature rises

✔ Surrounding temperature falls

✔ Ask students to discuss and identify key characteristics of

each type of reaction.
✔ Have each group present their findings to the class.

✔ Facilitate a class discussion to highlight similarities and

differences.

Explain and Elaborate (E-Learning): Explain and Elaborate (Individual Work): 30

● Laptop ● Student’s
min
Students will then answer the following Verbal
● Play a video to help students differentiate between ● Multimedia
textbook questions in their science notebooks: Feedback
exothermic and endothermic reactions. Two links are being
shared which can be used as per the teacher’s preference. Q1. Compare exothermic and endothermic https:// ● Written Task
reactions using a Venn diagram. www.youtube.co
● Monitor the written task closely and facilitate slow learners,
m/watch?
where necessary. Q2. Give a use for each of the fuels listed v=eJXL0IrbtqE
below:

● Wood https://
● Coal www.youtube.co
m/watch?v=-xgl-
● Coke S7vH_k

● Charcoal ● Notebooks
● Oil

● Diesel Oil

● Petrol

● Natural Gas

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● Wax

Q3. Bjorn and Ingrid live in a country with cold

winters. They live in identical houses, but Bjorn
heats his house with coal, while Ingrid heats
her house with wood. They both fill up their
fuel stores for the winter. Who will need the
larger store? Explain. (Page 128)

Q4. What happens if the amount of air reaching

the fuel is increased or decreased?

Q5. If something is on fire, what chemical

reaction is taking place?

Q6. How do you use a beaker of cold water and

a thermometer in an experiment to show that
burning fuel is an exothermic reaction?

Evaluate (Wrap-Up):
Evaluate (Wrap-Up):
3-2-1 Countdown: 10 ● 3-2-1
3-2-1 Countdown: Students will share their Index cards
min countdown
Have students write down 3 things they learned, 2 questions they responses verbally or via index cards
still have, and 1 concept they found interesting.

How will you make the lesson inclusive?

By incorporating visual resources to cater to the needs of both visual and auditory learners.

For Teachers’ Reference:

Q1. Compare exothermic and endothermic reactions using a Venn diagram.

Common Features (Overlap): Both types of reactions involve the exchange of energy with the surroundings.
Exothermic Reactions (Left Circle):
● Release energy to the surroundings.

● Examples include combustion, rusting, respiration, neutralization etc

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● Temperature of the surroundings increases.

Endothermic Reactions (Right Circle):
● Absorb energy from the surroundings.

● Examples include photosynthesis, melting, evaporation etc

● Temperature of the surroundings decreases.

Q2. Give a use for each of the fuels listed below:

● Wood: Heating homes, Cooking

● Coal: Power generation in plants, Heating, Industrial processes

● Coke: Production of iron and steel

● Charcoal: Cooking (barbecues), Art (drawing)

● Oil: Transportation (gasoline/diesel), Petrochemical industry

● Diesel Oil: Diesel engines in vehicles, Industrial processes

● Petrol: Gasoline engines in cars and motorcycles

● Natural Gas: Heating homes, Power plants

● Wax: Making candles, Polishes, Coatings

Q3. Bjorn and Ingrid live in a country with cold winters. They live in identical houses, but Bjorn heats his house with coal, while Ingrid heats her house
with wood. They both fill up their fuel stores for the winter. Who will need the larger store? Explain. (Page 128)
Ingrid will need a larger fuel store because wood has a lower energy content than coal. Coal provides more energy per gram (34 kJ/g) compared to wood (22
kJ/g). Therefore, Ingrid will need a larger amount of wood to generate the same heat as Bjorn's coal, making her fuel store larger.

Q4. What happens if the amount of air reaching the fuel is increased or decreased? (Page 128, Science in context- Improving fuel efficiency)
● If the amount of air reaching the fuel is increased, the amount of oxygen taking part in combustion is increased, and the amount of heat released is also
increased.

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● If the amount of air reaching the fuel is decreased, the amount of oxygen taking part in combustion is decreased and the amount of heat released is also
decreased.

Q5. If something is on fire, what chemical reaction is taking place?

When something is on fire, the chemical reaction taking place is combustion. In combustion, a fuel reacts with oxygen to release heat and light.

Q6. How do you use a beaker of cold water and a thermometer in an experiment to show that burning fuel is an exothermic reaction?
To show that burning fuel is an exothermic reaction using a beaker of cold water and a thermometer, you can follow these steps:
1. Measure the initial temperature of the cold water in the beaker using the thermometer.
2. Ignite the fuel (e.g., a candle) and place it under the beaker.
3. Record any increase in temperature of the water over time.
4. An exothermic reaction releases heat, so if the water temperature increases, it indicates that burning fuel is an exothermic process.

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Name of Teacher: Mamoona Sajid Class: VII Subject: Science Week-3 Day: 4-5

Topic: Exothermic and Endothermic Reactions Duration: 80 min Date: 22nd January, 2024 – 26th January, 2024

Book Reference: Cambridge Lower Secondary Science

Attainment target:

● Describe similarities and differences between exothermic and endothermic reactions.

Learning Outcomes: (Knowledge, Skills and Attitudes)

Students will be able to:

▪ Describe the type of reactions involved in rusting and hand warmers

▪ State word equations to describe reactions

▪ Explain the chemistry of ice packs

Content and Teacher’s Activity Students’ Activity Learning Material Formative

and Resources Assessment
(How are you explaining and demonstrating the topic? The (What are the students doing to help them
teaching strategies/ methodology selected) understand the topic?) Time (What resources Day to day
will you use that assessment
80
will support the (How do you
min
teaching and plan to assess
learning learning as it is
activities?) happening?)

Introduction (Brainstorming): Introduction (Whole-Class Discussion): 15

● White board ● Students’
min
Students will share their responses about the posed verbal
● As a lesson starter, have students skim through textbook ● Marker
questions: Feedback
page 128-129
● Textbook
● Discuss the design of the two-pot cooking stove developed
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in Sri Lanka
⮚ Designing more efficient stoves conserves fuel by
● Ask students questions given on page no. 129:
ensuring better combustion, reducing waste, and
1. How will designing more efficient stoves help to conserve maximizing heat transfer.
fuel?
⮚ Using the damper controls airflow, making wood
2. How will using the damper make the wood burn more
slowly or more quickly? burn slowly when closed (less oxygen) and quickly page 128-129
3. In the past, people used to put a pan on three stones when open (more oxygen).
over a fire. Why is the two-pot cooking stove an ⮚ The two-pot cooking stove improves efficiency by
improvement?
allowing multiple pots to be heated
Write key discussion points and vocabulary on the board for simultaneously, saving time and energy compared
later use during the written task to the traditional three-stone method.

Engage and Explore (Whole-Class Discussion):

● Students will skim through textbook page 129-132

Engage and Explore (Whole-Class Discussion): ● Students will brainstorm on the following
questions:
✔ Have students skim through textbook page no. 129 -132
✔ What makes the sherbet fizz? (Sherbet fizzes
✔ Discuss the chemical reactions involved in rusting and from a chemical reaction between acid and baking
hand warmers soda, creating bubbles.) ● Students’
25 ● Textbook
✔ What changes take place in your favourite foods min verbal
✔ Explain why nuclear fission is considered an exothermic page 129-132
Feedback
process whereas nucleosynthesis is an endothermic when they are cooked? (Cooking alters food
process textures and flavors, undergoing processes like
browning and caramelization).
✔ Explain the endothermic reactions involved in melting,
✔ How good are you at controlling the heat
sherbet and ice packs
entering food (cooking) to make a meal that is
neither uncooked nor burnt? (Cooking skill means
nailing the heat – not too raw, not too burnt, just
right!)

Explain and Elaborate (Whole-Class Discussion): Explain and Elaborate (Individual Work): 30
● Notebooks ● Student’s
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Students will then answer the following textbook

questions in their science notebooks:

Q1. Is respiration an exothermic reaction? Explain.

Q2. What is the exothermic reaction taking place

inside our bodies to keep us warm? Verbal
Feedback
Q3. When you have sherbet in your mouth, why does
● Monitor the written task closely it feel cool? min ● Written
Task
● Facilitate slow learners, where necessary Q4. Explain what happens when an ice pack is
squeezed, and how it helps when someone has an
injury.

Q5. What kind of reaction occurs in:

a. a fuel when it is used to cook food
b. the food as it cooks?

Q6. State the word equation when sherbet dissolves

in your saliva and the two chemicals react together.

Evaluate (Wrap-Up):
Evaluate (Wrap-Up):
Homework Assignment:
Muddiest Point strategy: Ask students to write down the most 10 ● Muddiest
confusing or unclear aspect of the lesson on an index card. Ask students to research and write a short paragraph Index cards
min Point
Collect the cards and address the common concerns in the on a real-world application of either an exothermic or
next class. endothermic reaction, emphasizing its significance in
everyday life or industry.

How will you make the lesson inclusive?

By incorporating a variety of AFL strategies to gauge the understanding of individual learners.

For Teachers’ Reference:

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Q1. Is respiration an exothermic reaction? Explain.

Yes, respiration is primarily an exothermic process. During cellular respiration, glucose is oxidized to produce carbon dioxide, water, and energy. This process
gives off heat, so it's exothermic.

Q2. What is the exothermic reaction taking place inside our bodies to keep us warm?
The exothermic reaction responsible for keeping us warm is the breakdown of nutrients, such as glucose, through cellular respiration. This process releases
heat energy.

Q3. When you have sherbet in your mouth, why does it feel cool?
Sherbet contains ingredients like citric acid and sodium bicarbonate. When these substances dissolve in saliva, a chemical reaction occurs that absorbs heat
from the tongue and saliva, making the whole mouth feel cool.

Q4. Explain what happens when an ice pack is squeezed, and how it helps when someone has an injury.
Squeezing an ice pack causes the chemicals inside (often ammonium nitrate and water) to undergo an endothermic reaction. This absorbs heat from the air
immediately around the ice pack, creating a cooling effect. Applying the ice pack to an injury helps reduce inflammation and pain by constricting blood
vessels and slowing down nerve impulses.

Q5. What kind of reaction occurs in:

a. a fuel when it is used to cook food
- Combustion, which is typically an exothermic reaction.
b. the food as it cooks
- Various chemical reactions, including browning and caramelization, which are also exothermic processes.

Q6. State the word equation which occurs when sherbet dissolves in your saliva and the two chemicals react together.
Citric acid + Sodium bicarbonate → Sodium citrate + Carbon dioxide + Water

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