| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Chemistry |
| Lesson Topic: Describe the reactions, if any, of: (a) potassium, sodium and calcium with cold water (b) magnesium with steam (c) magnesium, zinc, iron, copper, silver and gold with dilute hydrochloric acid and explain these reactions in terms of the position of th |
Learning Objective/s:
- Describe the reactions of K, Na, Ca with cold water; Mg with steam; and Mg, Zn, Fe, Cu, Ag, Au with dilute HCl.
- Explain how a metal’s position in the reactivity series predicts the observed reaction rate or lack of reaction.
- Write balanced chemical equations for each reaction and identify the products.
- Compare the vigor of reactions and relate it to the metal’s ability to displace hydrogen ions.
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Materials Needed:
- Projector and screen
- Reactivity‑series ladder diagram (handout)
- Worksheet with matching and equation tasks
- Safety goggles and lab coat (for demonstration video)
- Short video clips of K, Na, Ca reacting with water and Mg with steam
- Clicker/online poll tool for quick checks
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Introduction:
Begin with a quick question: “Which metals do you think will fizz in water?” Students share ideas, linking to prior knowledge of hydrogen displacement. Clarify that today they will investigate why some metals react vigorously while others do not. Success criteria are displayed: students will be able to describe reactions, write equations, and explain them using the reactivity series.
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Lesson Structure:
- Do‑now (5’) – List all metals that could react with water; brief whole‑class share.
- Mini‑lecture (10’) – Introduce the reactivity series, emphasising the position relative to hydrogen.
- Video demonstration (8’) – Show K and Na reacting with cold water and Mg with steam; discuss observations.
- Guided worksheet activity (12’) – In pairs, match each metal to its reaction type (cold water, steam, HCl) and write the balanced equation.
- Concept check (8’) – Use clicker questions to probe understanding of why gold does not react with HCl.
- Summary & exit ticket (7’) – Students write one sentence explaining how the reactivity series predicts the reactions observed.
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Conclusion:
Recap the key link between a metal’s position in the series and its reactivity with water, steam, and acid. Collect exit tickets to gauge individual understanding, and assign a short homework: complete a table predicting reactions for three additional metals not covered in class.
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