Lesson Plan Chemical Reaction
Nicolette F. Nuñez August 11, 2010
Grade Level: Grade 8- Damselfly
Subject: Biology
LESSON PLAN
Lesson: Chemical Reactions + Catabolism/Anabolism
Number of Meetings: 1
Behavioral Objectives: At the end of the lesson, students should be able to: a.) Relate chemical reactions with metabolism b.) Identify the major components of a chemical reaction c.) Describe at least one everyday example of an endergonic and exergonic reaction d.) Relate the breakdown and formations of organic molecules to catabolic or anabolic reactions
Reference: * http://www.chem4kids.com/files/bio_metabolism.html * dela Cruz, Susana. Biology. Phoenix Publishing House, Inc.: Quezon City. 2003.
Lesson Proper:
Topic/ Content | Teacher’s Activity | Students’ Activity | Materials | Time | Chemical Reactions | Recall to students the common examples of chemical reactions which were already used in class: Acid + base - Salt + Water or HCl + NaOH NaCl + H2O Here, HCl + NaOH are called as the reactants while NaCl + H2O are the products. Tell students that chemical reactions do not occur only in a laboratory. Even at home, many chemical reactions occur. Ask students for some example. Possible answers/additional answers: Burning wood, lighting a stove, rusting of iron, cooking of egg. Shortly recall evidence of a chemical reaction.-color change, temperature changeSome reactions occur spontaneously and some occur non-spontaneously. Define. For a reaction to occur, the molecules of each of the reactants must collide or interact with one another. We know from previous lessons that molecules/particles are always constantly moving. And this is due to their kinetic energy. So for a reaction to occur and for the molecules to collide, there must be sufficient Kinetic Energy. | Listen, answer questions | Whiteboard Marker, Whiteboard | 20 mins | | Now, why are we studying chemical reactions for a biology class? That is because inside all
Grade Level: Grade 8- Damselfly
Subject: Biology
LESSON PLAN
Lesson: Chemical Reactions + Catabolism/Anabolism
Number of Meetings: 1
Behavioral Objectives: At the end of the lesson, students should be able to: a.) Relate chemical reactions with metabolism b.) Identify the major components of a chemical reaction c.) Describe at least one everyday example of an endergonic and exergonic reaction d.) Relate the breakdown and formations of organic molecules to catabolic or anabolic reactions
Reference: * http://www.chem4kids.com/files/bio_metabolism.html * dela Cruz, Susana. Biology. Phoenix Publishing House, Inc.: Quezon City. 2003.
Lesson Proper:
Topic/ Content | Teacher’s Activity | Students’ Activity | Materials | Time | Chemical Reactions | Recall to students the common examples of chemical reactions which were already used in class: Acid + base - Salt + Water or HCl + NaOH NaCl + H2O Here, HCl + NaOH are called as the reactants while NaCl + H2O are the products. Tell students that chemical reactions do not occur only in a laboratory. Even at home, many chemical reactions occur. Ask students for some example. Possible answers/additional answers: Burning wood, lighting a stove, rusting of iron, cooking of egg. Shortly recall evidence of a chemical reaction.-color change, temperature changeSome reactions occur spontaneously and some occur non-spontaneously. Define. For a reaction to occur, the molecules of each of the reactants must collide or interact with one another. We know from previous lessons that molecules/particles are always constantly moving. And this is due to their kinetic energy. So for a reaction to occur and for the molecules to collide, there must be sufficient Kinetic Energy. | Listen, answer questions | Whiteboard Marker, Whiteboard | 20 mins | | Now, why are we studying chemical reactions for a biology class? That is because inside all