Name of the Chapter: 1. Chemical reactions and equations.

Std-X
Subject: Science

Learning objectives: Student will able to:

Students will be able to:

 recognize the Physical and chemical processes associated with biological and industrial
processes affecting life and the environment.
 understand chemical reaction they encounter every day.
 represent equations to represent the reactions.
 apply the principles of conservation of mass to balance chemical reactions .
 Identify the chemical reactions associated with biological and industrial processes affecting
life and the environment
 Use any form of media, present chemical reactions involved in biological and industrial
processes affecting life and the environment.
 Apply the principles of conservation of mass to chemical reactions
 Understand the concept of chemical reactions and their types
 Learn about the different types of chemical equations
 Understand the role of energy in chemical reactions
Previous Knowledge:
 Basic knowledge of the situations of daily life and think what happens when physical
and chemical changes take place
 The nature and the identity of the initial substance have somewhat changed.
 What is actually meant by a chemical reaction? How do we come to know that a
chemical reaction has taken place?.

Subtopic Explanation New words

Introduction  -Teacher will start the lesson by asking students what they understand by Chemical reactions, equat
the term "chemical reactions."
 - Teacher will discuss examples of everyday chemical reactions, such as
rusting of iron, burning of wood, baking a cake, etc.
 -Teacher will introduce the concept of chemical equations and discuss their
importance in representing chemical reactions.
 -Teacher will highlight the need for balancing chemical equations to satisfy
the law of conservation of mass.

Teacher will introduce the topic by asking various questions from previous
knowledge:
 Analytical skills (scrutinizing an observation): To identify physical
 and chemical changes. Example-Paper is torn or Paper is burnt, ice
is melting or iron nail is kept exposed to moist air.
Evidence-based active-learning instructional strategies:
 Problem solving (investigating and applying established principles
to justify an observation) Example- Activity:-Burning of a
magnesium ribbon in air and collection of magnesium oxide in a
watch-glass
Teacher will set of pictures and ask to observe them properly. Based on
your prior knowledge about chemical change, choose the picture that
illustrates chemical change and give evidence of the chemical change.

Chemical  Teacher will present the four main types of chemical reactions:
equations synthesis, decomposition, single displacement, and double
displacement.
 Teacher will provide examples of each type of reaction and discuss
their characteristics.
 Teacher will encourage students to identify these types of reactions
in real-life scenarios.

Chemical  Teacher will explain the process of balancing chemical equations

equations(writin step by step.
g balancing  Teacher will demonstrate balancing simple equations on the
equations) whiteboard.
 Teacher will provide practice problems for students to solve
individually or in pairs.
 Teacher will walk around the classroom to provide assistance and
clarify doubts.

Type of
chemical 1. CombinationReaction- a reaction when two (2) or more reactants
reactions combine to form a single product.
(combination General formula: A+B AB
and Example: C(s) + O2 (g) CO2 (g)
decomposition A + B AB

What will be the product of nitrogen hydrogen gas when combine

together?
N2 (g) + 3H2 (g) ________

2. Decomposition Reaction- in this reaction, a single reactant breaks down

into simpler ones. (2 or more products). This is the reverse of combination
reaction.
General formula: AB A+B
Examples: heat
2 HgO (s) 2 Hg(g) + O2 (g)
AB A + B
2 AgBr (s) light 2 Ag (s) + Br2
AB A + B
3.Substitution Reaction- it is also called as single displacement reaction. In
this reaction, a more active element replaces a less active element in the
compound.
 General formula:
A+BC AC + B

The activity series is a list of elements arranged in decreasing order of

reactivity. The most active element appears at the upper portion of the
table. Each element can replace any element below it in a compound that is
by substitution.
a.Displacement Reaction in Metals
 In ametal displacement reaction, a more active metal kicks out a
less active metal from a compound.
Example:
Fe (s) + CuSO4 (aq) FeSO4 (aq) + Cu (s)
A + B C A C + B
b.Displacement Reaction in Halogen
 Just like in metals, more active halogens will displace less active
halogens from a compound.
 Example:
Cl2 (g) + 2 NaI (aq)2 NaCl (aq) + I2 (s)
A + BC B A +C
c.Hydrogen Displacement
 Hydrogen can also be displaced from compounds by all alkali
metals and even some alkaline earth metals.
Examples:
2 Na (s) + 2 H2O (l) 2 NaOH (aq) + H2 (g)
A + B C A C + B
Just like the above reaction, an explosion occurs because when hydrogen is
displaced from water, it quickly forms hydrogen gas and 2 molecules of
sodium hydroxide.
4. Double Displacement Reaction- it is characterized by the exchange of
ions between two compounds.
General formula: AB+CD AD+CB

Examples:
NaCl (aq) + AgNO3 (aq) NaNO3 (aq) + AgCl (s)
A B + C D A D + C B

a. Acid-Base Reaction- it is a type of double displacement reaction

that occurs between an acid and a base. The H+ ion in the acid
reacts with the OH- ion in the base to form water and ionic salt.
Example:
HBr + NaOHNaBr + H2O
Ionic salt + water
b. c. Precipitation Reaction- it is the formation of a precipitate by mixing
solutions of two soluble compounds.
This is an example of precipitate specifically a lead iodide precipitate.
 d. Here is the chemical reaction in the formation of lead iodide as precipitate.
Pb(NO3)2 + 2KI PbI2 + 2 KNO3
A B + CD AD + C B
AgNO3(l) + NaCl(l)AgCl(s) + NaNO3(l)
A B + C D A D + C B
Any questions about the different types of chemical reaction?
A. Developing Mastery:
Write the products of each chemical reaction, indicate their type of reaction
and balance the chemical equation.
a. Li + F2 ______
b. CuCO3 ______
c. Na + CuCl2 _______
d. NaCl + Al2(SO4)3 _________
B. C. Finding practical applications of concepts and skills in daily
living

Teacher will give some examples of chemical reaction you encounter in

your day to day life aside from the pictures I’ve shown earlier?
Oxidation and 1. Begin by asking students if they have heard the terms "oxidation" Corrosion,rancidity,oxidati
reduction and "reduction" before. reaction
2. Provide a simple definition of oxidation and reduction:
 Oxidation: The gain of oxygen, loss of hydrogen, or loss of
electrons by a substance.
 Reduction: The loss of oxygen, gain of hydrogen, or gain of
electrons by a substance.
3. Relate these concepts to familiar examples, such as rusting of iron
and burning of fuels.
Learning outcomes:
 Summarize by highlighting real-life examples of oxidation and
reduction reactions.
 Encourage students to stay curious and observant about chemical
reactions they encounter in their daily lives.
 Safety Precautions:

 Remind students to wear safety goggles during any experiments or demonstrations involving
chemicals.
 Ensure proper ventilation in the classroom if performing any practical activities.
Learning outcomes:
1. Identification:
 Students will be able to identify and classify different types of chemical reactions,
including synthesis, decomposition, single replacement, double replacement, and
combustion reactions.
 They can recognize the general form of each type of reaction and understand the key
characteristics that distinguish one type from another.
2. Explanation:
 Students will understand the molecular-level changes that occur during each type of
chemical reaction.
  They can explain the rearrangement of atoms and the formation of new substances in
terms of chemical bonds breaking and forming.
3. Balancing Equations:
 Students will develop the ability to balance chemical equations for various types of
reactions.
 They can apply the principles of conservation of mass and charge to ensure that the
number of atoms of each element is the same on both sides of the equation.
4. Predictions:
 Students will be able to predict the products of different types of chemical reactions
based on their knowledge of reactants and reaction types.
 They can use their understanding of reaction patterns to anticipate the outcomes of
chemical reactions and explain why certain products are formed.
5. Real-Life Applications:
 Students will recognize the importance of different types of chemical reactions in
everyday life, industry, and environmental processes.
 They can identify examples of each type of reaction in contexts such as cooking,
environmental processes, industrial synthesis, and biological systems.
6. Critical Thinking:
 Students will develop critical thinking skills by analyzing complex chemical reactions
and determining the type of reaction occurring.
 They can evaluate and compare different reaction types, considering factors such as
reaction conditions, reactants, and products.
7. Problem-Solving:
 Students will apply their knowledge of types of chemical reactions to solve problems
involving stoichiometry, limiting reactants, and percent yield.
 They can use balanced chemical equations to calculate quantities of reactants or products
involved in a reaction.
8. Experimental Design:
 Students will design and conduct experiments to investigate different types of chemical
reactions, including synthesis, decomposition, and displacement reactions.
 They can plan procedures, select appropriate materials, and interpret experimental results
to draw conclusions about reaction types and outcomes.
9. Communication:
 Students will effectively communicate their understanding of types of chemical reactions
through written explanations, diagrams, and oral presentations.
 They can articulate the key concepts, describe experimental procedures and results, and
discuss the significance of different reaction types in various contexts.

HOTS Questions:
1. What is a redox reaction?
2. What is corrosion? Explain its advantage and disadvantage.
3. What is rancidity? How can we reduce the problem of rancidity?
4. How is corrosion different from rusting?
5. What is meant by endothermic and exothermic reactions? Give suitable example for
each.
6. Define different types of chemical reaction and give examples for each.
7. Why is photosynthesis considered as an endothermic reaction?
8. In electrolysis of water, why is the volume of gas collected over one electrode double
that of the other electrode?
9. What happens when water is added to solid calcium oxide taken in a container? Write
a chemical formula for the same.
10. Give one use of quick lime.
11. Give three types of decomposition reaction.
12. Name the compound used for testing CO 2 gas.

Value Based Question:

1. How can the principles of chemical reactions and equations be applied to address
environmental issues, such as pollution or waste management?
2. How can knowledge of chemical reactions and equations be used to develop sustainable
solutions for local communities, such as water purification or renewable energy
technologies?
3. In what ways can students use their understanding of chemical reactions to educate and
empower their communities about environmental conservation and safety measures?
4. How can students apply their understanding of chemical reactions to analyze and evaluate
real-world scenarios, considering both the short-term and long-term consequences of
their actions?
5. What role do individuals play in promoting responsible use of chemicals and chemical
processes in their everyday lives, and how can small actions contribute to larger efforts to
protect human health and the environment?
6. How can students apply the values of integrity and accountability in their own scientific
endeavors, ensuring honesty and transparency in their research and experimentation?
Mindmap: