Neutralisation Reactions

National Curriculum Links

• KS3 Science (England) - Chemistry: Chemical reactions (3.5.3)
  Pupils should be taught to:
  • Explain what happens in neutralisation reactions between acids and alkalis, including the formation of salt and water.
  • Identify neutralisation as a chemical reaction.
  • Use indicators to explain changes in pH during reactions.
• Working scientifically
  Pupils should develop scientific enquiry skills by:
  • Planning and carrying out comparative, fair tests.
  • Recording data in suitable formats.
  • Explaining patterns and drawing conclusions from results.

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Lesson Details

Year Group: 7
Class Size: 30 (44.4% SEND)
Duration: 50 minutes
Unit: Chemical Changes Uncovered (Lesson 3 of 5)
Lesson Title: Neutralisation Reactions
Teacher Notes: Apply Rosenshine’s Principles & adaptive teaching, include sentence starters and dyslexia-friendly materials.

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Learning Objectives (WALT)

• WALT: Explain the process of neutralisation.
• Understand that acids react with alkalis in a chemical reaction forming salt and water.
• Describe why neutralisation is a chemical reaction.
• Investigate neutralisation practically through a controlled experiment.

Success Criteria

• I can describe neutralisation in my own words.
• I can explain what happens when an acid reacts with an alkali.
• I can identify evidence that neutralisation is a chemical reaction.
• I can complete a simple experiment to demonstrate neutralisation using household items.

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Resources

• pH paper or universal indicator solution
• Dilute hydrochloric acid (or vinegar as a safe acid alternative)
• Sodium hydroxide solution (or baking soda dissolved in water as a safe alkali alternative)
• Small beakers or clear plastic cups
• Stirring rods or plastic spoons
• Whiteboard and markers
• Printed sentence starters sheets
• Dyslexia-friendly worksheet with clear font, spacing & colour contrast
• Safety goggles & gloves

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Lesson Structure

1. Do It Now (5 minutes)

Rosenshine’s retrieval practice:

• Display 3 quick questions on the board covering:
  1. What is an acid? Give an example from Lesson 2.
  2. What is an alkali? Give an example.
  3. What happens when acid and alkali mix? (Brief recall)
• Students write answers in their exercise books or on mini-whiteboards.
• Adaptive support: Provide sentence starters (e.g. "An acid is…", "An alkali is…") for weaker writers and SEND students.

2. Introduction & Explanation (10 minutes)

• Define neutralisation clearly: “It is when an acid and alkali react to make salt and water.”
• Show simple word equation:
  Acid + Alkali → Salt + Water
• Explain why it’s a chemical reaction: new substances form, energy may be released, and pH changes.
• Use a pH scale visual: show acid (red), alkali (blue), neutral (green).
• Dyslexia-friendly reading: Short paragraphs, bullet points, high-contrast visuals.

3. Class Demonstration & Investigation (20 minutes)

• Teacher demo: Mix vinegar (acid) and baking soda solution (alkali). Show bubbling (gas release), change in pH (use indicator).
• Students work in pairs/groups to:
  • Use pH paper or universal indicator with their acid and alkali samples.
  • Slowly mix acid with alkali and observe colour change in indicator.
  • Record observations: What happens to pH? What evidence shows a chemical reaction?
• Provide a structured worksheet with sentence starters:
  • “When I mixed the acid and alkali, I saw…”
  • “The pH changed from ____ to ____.”
  • “This shows a chemical reaction because…”
• Differentiation:
  • Extra support for SEND: use pictorial data recording and one-to-one guidance.
  • Extension task: design their own experiment using household items at home and predict outcomes.

4. Group Mini-Discussion (7 minutes)

• Students share:
  • Their observations.
  • What they understand about neutralisation now.
• Use teacher prompts:
  • “Why do you think neutralisation is important in real life?”
  • “Can you give examples where neutralisation is useful?”
• Reinforce scientific vocabulary.

5. Summary & Plenary (8 minutes)

• Summarise key points (teacher-led, visuals on board) with focus on:
  • Acid + Alkali produce salt and water.
  • Neutralisation is a chemical reaction with pH change.
• Exit ticket: Each student writes one sentence describing neutralisation using sentence starters if needed.
• Collect exit tickets for quick assessment of understanding.

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Assessment & Feedback

• Formative: Observation during experiment and discussion.
• Written exit ticket evaluated against success criteria.
• Provide personalised verbal feedback focusing on use of scientific language and understanding of neutralisation.

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Differentiation Strategies

• Sentence starters help with writing support.
• Pictorial and colour-coded materials.
• Peer support within mixed-ability groups.
• Extra adult support for SEND students during practical.
• Dyslexia-friendly printed materials (clear fonts, spacing, dark text on light background).
• Use oral questioning and model answers.

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Extension Activity (Home Learning or in-class for advanced pupils)

• Design an experiment using household items (e.g. lemon juice + washing soda) to demonstrate neutralisation.
• Write a method with predicted results and explain the reaction scientifically.

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Rosenshine’s Principles Embedded

• Daily review via Do It Now task.
• Clear modelling during demo.
• Guided practice with group work and worksheets.
• Check for understanding through questioning.
• Practice recalling scientific vocabulary during discussion and plenary.
• Provide scaffolds for independent writing and extension work.

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This 50-minute lesson ensures all students, particularly those with SEND needs, engage in the scientific process aligned to the National Curriculum through varied, hands-on, and inclusive learning experiences.