| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Chemistry |
| Lesson Topic: Describe the relative reactivities of metals in terms of their tendency to form positive ions, by displacement reactions, if any, with the aqueous ions of magnesium, zinc, iron, copper and silver |
Learning Objective/s:
- Describe the reactivity series for Mg, Zn, Fe, Cu and Ag and explain why a higher‑placed metal can displace a lower‑placed one.
- Predict the products of single‑replacement reactions between these metals and aqueous ions.
- Explain how ionisation energy and standard electrode potential relate to metal reactivity.
- Apply the reactivity series to real‑world contexts such as corrosion protection and metal extraction.
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Materials Needed:
- Projector and screen
- Printed handout of the reactivity series table
- Metal strips (Mg, Zn, Fe, Cu, Ag)
- Solutions of MgSO₄, ZnSO₄, FeSO₄, CuSO₄, AgNO₃
- Beakers, test tubes, safety goggles
- Lab worksheet for prediction activity
- Exit‑ticket slips
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Introduction:
Begin with a striking demonstration: drop a piece of magnesium into a blue copper(II) sulfate solution and watch the colour fade. Ask students what they think is happening, linking it to prior knowledge of oxidation‑reduction. Explain that today they will use this observation to master the reactivity series and learn the success criteria: accurately predict and justify displacement outcomes.
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Lesson Structure:
- Do‑now (5'): Quick quiz on oxidation numbers and previous displacement examples.
- Mini‑lecture (10'): Introduce the reactivity series, ionisation energy, and standard electrode potentials.
- Demonstration (5'): Show Mg displacing Cu²⁺; discuss observations.
- Guided activity (15'): In pairs, students use the handout to predict outcomes for a set of metal‑ion combinations, recording reasoning.
- Lab stations (20'): Students perform the remaining metal‑ion reactions, note colour changes or precipitates, and compare with predictions.
- Plenary & exit ticket (5'): Whole‑class discussion of results, students write one correct prediction and one misconception on a slip.
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Conclusion:
Summarise the order Mg > Zn > Fe > Cu > Ag and reinforce how electron loss drives displacement. Collect exit tickets to check understanding and assign homework: complete a worksheet that asks students to predict displacement in novel scenarios and explain the underlying electrode‑potential reasoning.
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