Lesson Plan | Active Learning | Chemical Equilibrium

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is crucial for directing the focus of students and the teacher to the most important aspects of the topic, ensuring that everyone clearly understands what is expected at the end of the lesson. This section defines the learning goals and serves as a roadmap for subsequent activities, ensuring that the lesson is structured to achieve the desired outcomes.

Main Objectives:

1. Describe and explain the concept of chemical equilibrium, including the dynamics of reactions that reach this state.

2. Enable students to calculate the equilibrium constant or use the equilibrium constant to determine the concentrations of reactants and products at equilibrium.

Side Objectives:

1. Encourage critical thinking and analytical skills when discussing practical and theoretical examples of chemical equilibrium.
2. Promote collaboration and communication among students during practical activities in the classroom.

Introduction

Duration: (15 - 20 minutes)

The purpose of the Introduction stage is to engage students and revive their prior knowledge about chemical equilibrium, using problem situations that stimulate reflection and connection with the real world. Furthermore, by contextualizing the topic with practical and everyday examples, the aim is to increase students' interest and demonstrate the relevance of studying chemical equilibrium in various applications.

Problem-Based Situations

1. Imagine you are watching a campfire. Initially, there is a lot of wood and it burns quickly, but as the wood is consumed, the burning slows down until eventually, it seems to be in equilibrium, with constant flames. How is this process related to the concept of chemical equilibrium?

2. Consider the case of a bottle of carbonated water that is opened and left still. Initially, the pressure inside the bottle is high and gas bubbles can be seen rising rapidly. Over time, the number of bubbles decreases until there appears to be no more formation. How can this be explained using the concept of chemical equilibrium?

Contextualization

Chemical equilibrium is not just an abstract concept, but something we encounter in many everyday processes, such as rust formation, the digestion of food in the human body, and even in the production of materials like plastics and drugs. Understanding these processes allows students to see the applicability and importance of Chemistry in their daily lives and in various professional fields.

Development

Duration: (65 - 75 minutes)

The purpose of the Development stage is to allow students to practically and interactively apply the concepts of chemical equilibrium previously studied. By participating in activities that simulate equilibrium reactions creatively, students can solidify their theoretical understanding and develop critical thinking and problem-solving skills. This approach not only makes learning more engaging but also ensures that the concepts are internalized more effectively.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Dance of Equilibrium

> Duration: (60 - 70 minutes)

- Objective: Visualize and understand the dynamics of reactions at equilibrium in a playful and interactive way.

- Description: In this playful and interactive activity, students will simulate a chemical reaction that reaches equilibrium, using a group dance as a metaphor. Each student will represent an atom or molecule of a reactant or product, and their movement in the classroom will represent the transformation that occurs during the reaction. Initially, students will be 'imbalanced', representing the reactants, and to the sound of a gradually increasing music, they will 'react' and move chaotically. After a sound signal, they must try to find an equilibrium where the number of 'reactants' and 'products' remains stable.

- Instructions:

• Divide the class into groups of up to 5 students.

• Explain the concept of chemical equilibrium using the metaphor of dance.

• Ask each group to choose which students will represent which substances.

• Start the music and ask the students to begin dancing, representing the initial reaction.

• After a few minutes, stop the music and ask the students to find equilibrium, continuing to dance, but in a way that the number of people 'reacting' and 'producing' remains constant.

• Observe the dynamics of movement and discuss with the students how this relates to chemical reactions at equilibrium.

Activity 2 - The Equilibrium Game

> Duration: (60 - 70 minutes)

- Objective: Apply theoretical knowledge of chemical equilibrium in a practical and competitive context, reinforcing learning through the game.

- Description: Students, divided into groups, will participate in a board game specifically created for this lesson. The board will represent a chemical reaction at equilibrium, where players must 'balance' the amount of reactants and products to earn points. Each square of the board will represent a stage of the reaction, with challenges and questions about calculating equilibrium constants and concentrations. The game will involve the use of cards that simulate changes in reaction conditions, and students will need to adjust their strategies to maintain equilibrium.

- Instructions:

• Prepare the board and cards before the lesson with the help of an assistant or another teacher.

• Divide the class into groups of up to 5 students.

• Explain the rules of the game, including how to calculate points based on correct answers and chosen equilibrium strategies.

• Start the game, allowing groups to advance on the board, answering questions and facing challenges that simulate changes in reaction conditions.

• At the end, discuss with students the strategies used and how the game reflects the concepts of chemical equilibrium.

Activity 3 - Building Equilibrium

> Duration: (60 - 70 minutes)

- Objective: Tangible and practical demonstration of the concept of chemical equilibrium and changes in reaction conditions.

- Description: Students, organized into groups, will use building materials (such as wooden blocks or plastic pieces) to represent a chemical reaction at equilibrium. Each material will represent a type of molecule, and students will construct 'models' that demonstrate the equilibrium state of the reaction. The challenge will be to keep the structure stable, representing the equilibrium constant, while 'external factors' that simulate changes in reaction conditions are introduced.

- Instructions:

• Prepare building materials before the lesson.

• Organize students into groups of up to 5.

• Explain how each type of piece represents a reactant or product.

• Ask students to start building their structures, representing the unbalanced reaction.

• Introduce 'external factors' to the game, such as removing or adding pieces, that represent changes in reaction conditions.

• Discuss with students how these changes affect the structure's equilibrium and what this means in terms of chemical reactions.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to allow students to articulate the knowledge acquired collectively, sharing insights and perspectives. Group discussion helps consolidate learning, enables the exchange of experiences, and promotes a greater understanding of chemical equilibrium through different practical approaches. Furthermore, this stage allows the teacher to assess students' understanding and clarify any remaining doubts.

Group Discussion

To start the group discussion, the teacher can propose that each group share their main findings and challenges faced during the activities. It is suggested to use a talking circle, where each group has the opportunity to speak, and other groups can contribute questions or observations. The teacher should moderate the discussion, ensuring that all students actively participate and that contributions align with the learning objectives of the lesson.

Key Questions

1. What were the main challenges when trying to balance the 'dance' or 'building' of chemical reactions? How does this relate to the concept of chemical equilibrium?

2. How did the changes in reaction conditions, simulated in the games and activities, influence the state of equilibrium?

3. In what way did the practical activities help consolidate your theoretical understanding of chemical equilibrium?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion stage is to ensure that students have a clear and consolidated understanding of the concepts of chemical equilibrium, linking theoretical content with practical activities and application to the real world. This recap helps reinforce learning and prepares students for future applications of knowledge in academic and professional contexts.

Summary

In this final stage, the teacher should summarize and recap the main points covered about chemical equilibrium, reinforcing the definitions, concepts, and practical activities carried out. It is important that the summary is concise and covers all essential elements discussed during the lesson, ensuring that students have a clear view of what has been learned.

Theory Connection

Additionally, the teacher should clearly explain how the practical activities, such as simulating the reaction at equilibrium through dance and building models, relate to the theory of chemical equilibrium studied in class. This connection between theory and practice is fundamental for students to understand the applicability and importance of theoretical concepts in the real world.

Closing

Finally, the teacher should emphasize the relevance of studying chemical equilibrium, highlighting how this knowledge is applied in various industrial and everyday processes, such as in the production of medicines, materials, and in wastewater treatment. This contextualization helps students recognize the importance of Chemistry in their lives and in the development of new technologies and products.