Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Chemistry
Lesson Topic: Predict and explain, for a reversible reaction, how the position of equilibrium is affected by: (a) changing temperature (b) changing pressure (c) changing concentration (d) using a catalyst using information provided
Learning Objective/s:
  • Describe Le Chatelier’s principle and its relevance to reversible reactions.
  • Explain how temperature, pressure, concentration, and catalysts influence the position of equilibrium.
  • Predict the direction of equilibrium shift when reaction conditions are altered.
  • Interpret equilibrium tables to determine changes in reaction rates and product yields.
Materials Needed:
  • Projector and screen
  • Whiteboard and markers
  • Printed worksheets with equilibrium tables
  • Molecular model kits (gaseous molecules)
  • Calculators
  • Access to an interactive simulation (e.g., PhET “Reaction & Equilibrium”)
  • Practice question handouts
 Introduction:
Begin with a quick poll: “Can a reaction ever go both ways?” Connect to prior learning about forward and reverse reactions. State that by the end of the lesson students will be able to predict how changing conditions moves the equilibrium and justify their predictions using Le Chatelier’s principle.
Lesson Structure:
  1. Do‑now (5') – short quiz on forward/reverse reactions and dynamic equilibrium.
  2. Mini‑lecture (10') – introduce Le Chatelier’s principle; show tables for temperature and pressure effects.
  3. Guided practice (15') – in pairs, analyse provided tables and predict shifts for given scenarios; teacher checks understanding.
  4. Simulation activity (10') – students manipulate temperature, pressure, and concentration in a PhET simulation and record observed shifts.
  5. Catalyst demonstration (5') – short video illustrating rate increase without equilibrium change.
  6. Independent practice (10') – answer the four practice questions; peer‑check answers.
  7. Exit ticket (5') – write one prediction for a new reaction condition and the reasoning behind it.
Conclusion:
Recap the four factors that move the equilibrium position and emphasize that catalysts only affect the rate. Collect exit tickets to gauge understanding, and assign homework: complete a worksheet that requires students to create their own equilibrium‑shift scenarios.