Exploring Chemical Reactions

Overview

This 60-minute lesson is designed for Year 7 SEMH students in an alternative provision setting, focusing on Chemical Reactions from the National Curriculum for England. The lesson uses simple language, visual aids, and hands-on activities to engage and support learners with social, emotional, and mental health needs. Clear, manageable objectives and low-stress assessments encourage confidence and curiosity in science.

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National Curriculum Links (England, Key Stage 3)

Science Programme of Study: Chemistry

• Pupils should be taught:
  • Describe and explain simple chemical reactions, including reversible reactions and indicators.
  • Understand how to identify reactions involving a chemical change.
  • Explore evidence of chemical changes (new substances, changes in colour, gas, temperature).

Relevant Learning Objectives:

• Recognise and describe chemical reactions in everyday materials (NC Chemistry 7.3)
• Identify reversible and irreversible changes (NC Chemistry 7.3)
• Use simple scientific language and symbols to communicate ideas (cross-curricular literacy)

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Learning Objectives

By the end of the lesson, students will:

1. Understand what a chemical reaction is and recognise examples around them.
2. Identify the signs that show a chemical reaction has happened (colour change, gas, temperature change).
3. Experience simple, safe chemical reactions through hands-on activities.
4. Use visual aids and basic scientific terms to describe their observations.
5. Work cooperatively in a calm, supportive environment.

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Resources Needed

• Visual aids: Simple diagrams showing chemical reactions (before/after pictures, reaction symbols)
• Hands-on materials: Baking soda, vinegar, lemon juice, water, small clear containers, safety goggles
• Temperature strips or digital thermometers (optional)
• Reaction cards with clear pictures and labels
• Whiteboard and markers
• Worksheets with simple sentence starters and drawings for observations
• Timer or clock

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Lesson Structure

1. Introduction and Engagement (10 minutes)

• Welcome and calm check-in: Brief wellbeing chat (e.g., how they feel, breathe exercises).
• Show a simple, colourful visual aid of a baking soda and vinegar reaction. Ask:
  • “What do you see happening here?”
  • “Is this something you've seen before?”
• Explain: “When things mix and something new happens—like bubbles or new colours—we call that a chemical reaction.”
• State learning objectives in clear, simple language. Use a poster or board.

Teacher strategies:

• Use encouraging, positive language.
• Give each student a chance to speak or pass.
• Use clear, short sentences with frequent pauses.

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2. Model and Explain (10 minutes)

• Use a visual step-by-step diagram showing the mixing of baking soda and vinegar and the reaction signs (gas bubbles).
• Discuss signs of chemical reactions with examples:
  • Change in colour (leaves turning brown)
  • Effervescence (bubbles/gas)
  • Temperature changes (feeling warm/cold)
• Link to pupils' daily life (cooking, rusting, burning paper).

Teacher strategies:

• Use gesture and pointing to diagrams.
• Repeat key vocabulary: chemical reaction, gas, bubbles, temperature.
• Use smiley/frowny face visuals to match signs with easy recall.

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3. Hands-on Activity (25 minutes)

Activity: Baking Soda and Vinegar Reaction Exploration

• Step 1: Put on safety goggles and explain safety rules calmly.
• Step 2: In small groups or pairs, students mix a small spoon of baking soda with a few drops of vinegar in a clear container.
• Step 3: Observe – notice bubbles, discuss smell (vinegar), feel temperature change if possible.
• Step 4: Use reaction cards to help students describe what happened (e.g., “bubbles,” “fizz,” “warm”).

Optional variation: Try lemon juice instead of vinegar and note differences.

Teacher strategies:

• Closely monitor and support interaction to maintain calm.
• Praise curiosity and any verbal/written attempt to describe observations.
• Use lots of encouragement and break tasks into small, manageable instructions.

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4. Reflection and Assessment (10 minutes)

• Complete a simple worksheet with drawings and sentence starters:
  • “When I mixed ___ and ___, I saw...”
  • “This shows a chemical reaction because...”
• Pair-share: Students tell a partner what they observed using words or drawings.
• Teacher circulates and offers positive feedback.

Low-stress, practical assessment:

• Observation of students’ participation and ability to express what they saw.
• Use thumbs up/down for confidence with vocabulary.
• Oral Q&A with gentle prompts (what did the bubbles mean?).

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5. Plenary and Calm Closure (5 minutes)

• Recap key points with a simple visual quiz: show images and ask if each is a chemical reaction or not.
• Praise group for effort and curiosity.
• End with a short breathing or relaxation exercise to transition calmly.

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Differentiation, Engagement & Support Strategies

• Use of simple, clear language and visual prompts throughout.
• Scaffold explanations and questions for different ability levels.
• Allow non-verbal responses (drawing, gestures).
• Small group/pair work to reduce overwhelm.
• Frequent positive reinforcement and clear routines to help manage behaviour.
• Flexible time for activities to reduce pressure.
• Use emotional check-ins and safe zones if behaviour escalates.

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Additional Notes for Teachers

• Chemistry in Year 7 can seem abstract – linking ideas to everyday life and senses (smell, sight, touch) helps grounding.
• Hands-on experiments increase engagement, especially for SEMH students who benefit from kinaesthetic learning.
• Maintaining a calm and predictable atmosphere is key. Visual schedules or timers may aid transitions.
• Reinforce the difference between physical and chemical changes simply (if possible in follow-up lessons).

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This lesson blends National Curriculum requirements with SEMH-sensitive approaches and aims to foster curiosity, confidence, and a positive relationship with Science.