Types of Chemical Reactions Jig-saw Lesson

Clara Oster
Grade 10-12 Chemistry

Common Core Standards:

C.IM.1: Chemical reactions

 Classify a chemical reaction as synthesis, decomposition, single replacement, double replacement or
organic combustion.
 Compare different reaction types.
 Using activity series and solubility rules construct an outcome for single replacement and double
replacement reactions.
 Draw a particle diagram representing the interactions of particles in a chemical reaction.

C.PM.3: Chemical bonding

 Construct models or diagrams (e.g., Lewis dot structures, ball and stick models) of common
compounds and molecules (e.g., NaCl, SiO2, O2, H2, CO2) and distinguish between ionically and
covalently bonded compounds.

C.PM.4: Representing compounds

 Construct three-dimensional ball-andstick models to determine the shapes of simple covalent
compounds.

Lesson Summary:

Students will be tasked with becoming experts on a certain type of chemical reaction. They will use internet
resources to learn about their reaction type and then create a padlet presentation to teach the rest of the class.
Their presentation must include a representation of their reaction both at the molecular level (using the
sketch chrome extension) and in real life. The later should be images or video footage of the reaction. They
will also create a homework assignment and google quiz for the rest of the class to take and assess their
understanding. The purpose of this lesson is for students to have an understanding of how molecules interact
in different chemical reactions and to be able to predict what kind of reaction will take place based on the
reactants present.

Estimated Duration:

This lesson will require 5-45 minute class periods.

Students will be allotted 3 class periods to research and create their presentations and supplemental
materials. The final 2 class periods will be dedicated to jig-saw groups combining and presenting their
material to one another, completing the homework assignments, and quizzes.
Commentary:
To begin the lesson, I will ask students to give me examples of some chemical reactions that they know of or
have seen. I will do a demonstration to “hook” them in which I conduct a combustion reaction in a water jug
that shoots fire out of the opening. I will then explain that they will be teaching themselves and each other
about the different types of chemical reactions—and that they are all equally cool! I anticipate the idea of
groupwork being a challenge for some students. I will assign 5 different groups to correspond with the 5
different types of chemical reactions. However, groups will be allowed to chose which reaction they would
like on a first-come-first-serve basis. I will also provide a detailed rubric for the groups so that they have a
clear understanding of what is expected of them.

Instructional Procedures:

Day 1:
First 10 minutes: Introductory demonstration- We will first discuss as a class how they would define
“chemical reaction” and come up with examples that they may know from real life. Then I will do a
demonstration of a combustion reaction to hook students and get them excited about the topic. I will ask
students to explain how they know a chemical reaction occurred even though they can’t see the actual
molecules.
Next 15 minutes: Project Instructions- I will introduce the jig-saw project to the students. I will tell students
that there are 5 types of chemical reactions and they will be split into groups and asked to become experts on
one specific type of reaction. I will give them their rubrics and instructions and go through each part and
answer student questions. I will then assign groups and ask them to pick a type of chemical reaction (first-
come-first-serve).
20 minutes: Begin doing research for project- Students will each check out one of the laptops and begin
doing research on their chemical equation. I will provide a list of credible websites on the project padlet for
them to use and find the appropriate information. Students will be creating a google slides presentation so
they can all add information to their group google slides as they are doing individual research. I will be
circulating around the classroom and providing support, answering questions, and making sure students are
on task.

Day 2:
First 5 minutes: Reminders- I will briefly reiterate expectations for the project, and remind students of the
timeline. I will strongly suggest that their google slides presentation be completely finished by the end of the
period today. I will also remind students that homework and quizzes should be made using google forms.
Everything will be uploaded to the class project padlet. I will answer any questions that have come up.

Remainder of the class (40 minutes): Students will continue doing research and building their google
slides presentation that follows the instructions and requirements laid out in the rubric. Students may also
decide to begin creating their homework assignments and quizzes using google forms. I will be initialing
their rubrics in order to make sure students are on track, including necessary information, and understanding
the information correctly. I will be both circulating the room as well as managing progress on the computer
by looking at their google slides from my own computer. This will allow me to identify misconceptions,
issues with group work, and general time management of the project.

Day 3:
First 5 minutes: Reminders- I will briefly reiterate expectations for the project, and remind students that this
is the last class period to finish the project. Any work not completed by the end of the class period must be
done outside of the classroom. Everything will be uploaded to the class project padlet. I will answer any
questions that have come up.
Remainder of the class (40 minutes): Students will continue doing research, building their google slides
presentation, and creating a homework and quiz on their topic that follows the instructions and requirements
laid out in the rubric. I will be initialing their rubrics in order to make sure students are on track, including
necessary information, and understanding the information correctly. I will be both circulating the room as
well as managing progress on the computer by looking at their google slides from my own computer. This
will allow me to identify misconceptions, issues with group work, and general time management of the
project. I will be asking probing questions regarding their work to assess understanding.

Day 4:

First 5 minutes: Regrouping- I will regroup students so that there is now a representative from each type of
chemical reaction present in each group. Students will get their computers, sit together accordingly, and
open up the class project padlet. I will instruct the order of “teaching” to be: Synthesis, Decomposition,
Single Replacement, Double Replacement, and Combustion.

Remainder of the class (40 minutes): Teaching & Quizzes- The representative from each type of reaction
will teach the rest of their group all about their assigned chemical reaction (starting with synthesis). Students
will follow along with the google slides presentation and are free to ask questions throughout (as they would
do with me). When a presentation is finished, the entire group will work on the homework assignment
together, with the representative acting as the teacher. I will be circulating to make sure “teachers” are not
simply giving answers, but are guiding their classmates and helping them to clarify any misconceptions. I
will also be checking to make sure the groups are on track. I will express that by the end of the period,
groups should be AT LEAST finished with synthesis and decomposition reactions. Students will be debating
and explaining the newly learned content in order to reach a mutual decision on all homework answers.

Day 5:

Entire class (45 minutes): Teaching & Homework - The representative from each type of reaction will
teach the rest of their group all about their assigned chemical reaction (starting with synthesis). Students will
follow along with the google slides presentation and are free to ask questions throughout (as they would do
with me). When a presentation is finished, the entire group will work on the homework assignment together,
with the representative acting as the teacher. I will be circulating to make sure “teachers” are not simply
giving answers, but are guiding their classmates and helping them to clarify any misconceptions. I will also
be checking to make sure the groups are on track. I will express that by the end of the period, groups should
be finished with all five reaction types. Students will be debating and explaining the newly learned content
in order to reach a mutual decision on all homework answers.

Pre-Assessment: Prior to introducing the project, students will be put in groups and given a “challenge”.
They will be given 20 different chemical equations that they must group into 5 different categories. I will not
tell them what the categories are, simply that they are able to find patterns that delineate 5 different
groupings. The first 3 groups to correctly categorize the chemical equations will receive extra credit on the
activity. However, it is acceptable that groups do not finish at all. As long as they are trying, and attempting
to think critically about the patterns they see among products and reactants, they will receive full credit. In
the last five minutes of the period, we will hold a class discussion about the patterns students noticed and
what they think the differences are between these chemical equations. This will allow me to see what (if any)
prior knowledge students have on the topic, as well as misconceptions and outlying patterns.

Scoring Guidelines:
This preassessment will be scored based on participation. As long as students are trying, and
attempting to think critically about the patterns they see among products and reactants, they will
receive the full 10 points. The first three groups to complete the challenge successfully will receive 3,
2 and 1 extra credit point on the activity, respectively. The speed at which groups succeed, and the
number of groups that succeed (or not) will give me basic feedback on what and how much students
know. The class discussion following the activity, will give me more detailed data on what students
already know and what is unclear to them.

Throughout this project, I will be asking probing questions regarding their google slides content to assess
understanding of the material and help students to identify mistakes or misconceptions. I will be signing off
on the various parts of the rubric, only after groups have proved understanding and completion of the
required information. As long as every section is signed-off, groups will receive full credit.

Post-Assessment:
All students will complete 4 small quizzes created by each other group. The quizzes will be done
individually and will assess their understanding of the chemical reaction type and information taught in the
google slides presentations.

Scoring Guidelines:
Students will receive a grade for each quiz out of 10 points, for a total of 40 points. All questions
only have one correct answer.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: The groups that I create for this assignment are specifically chosen to include a range of students.
This will allow accelerated or gifted students to be content leaders in their group and help guide their peers
who may need additional support in understanding the material.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: In addition to struggling students being paired up with their peers, I could also provide a tactile,
molecular models that they can use to build and visualize how these chemicals are reacting.
Extension
https://byjus.com/chemistry/types-of-chemical-reactions/
This site talks about all reaction types with both visual and written explanations. The information in concise
and well organized in one place for students to compare and contrast the reaction types.

Homework Options and Home Connections

The only at-home work students will be doing for this assignment are their post-assessment quizzes.

Interdisciplinary Connections
Students can examine the various biological reactions that take place, specifically cellular respiration and
photosynthesis. These are reaction that the students should be very familiar with from biology, but that they
were not able to understand at the molecular level until now.

Students can also look into historical chemical reaction that have changed the course of world history. For
example, the production of mustard gas in WWII, or how the lead in Flint, MI drinking water reacts in the
human body.

Materials and Resources:

For teachers Smart board, google slides, padlet, google forms, project rubric,

For students Laptops, google slides, padlet, google forms, chrome sketch extension

Key Vocabulary
Reactants, products, yield, synthesis, decomposition, single replacement, double replacement, combustion,
intermolecular bonds, atom, molecule, precipitate, solubility
Additional Notes