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Ion exchange reactions in the solution

Фром Юлия Владимировна
КГУ «Гимназия №9»
г. Караганда, Карагандинская область, Казахстан

Date: 16.09.2020 Teacher’s name: Фром Ю.В.
Grade: 9А, 9Б
1 hour

Number present:
Number absent:

Aim of professional
Topic of the lesson Ion exchange reactions in the solution.
Learning objectives № 6 Practical work «Reactions of ion exchange in solution»
Lesson objectives ionic formulation of reaction equations
Success criteria Ionic formulation of reaction equations
Language objective double – replacement reactions – реакции ионного обмена, ион

алмасу реакциялары; 
the positive ion – положительный ион, оң ион; 
the negative ion – отрицательный ион, теріс ион; 
white precipitate – белый осадок, ақ тұнба; 
acids – кислоты, қышқылдар; 
base – основы, негіздер; 
salts – соли, тұздар; 
products – продукты, өнімдер; 

Value links During the lesson the values of knowledge:

  • Honor
  • Cooperation
  • lifelong learning
    presentations, personal and class collaboration.

Crosscurricular links The terms related to biology, physics and mathematics are


Сабақ барысы

Planned activities (replace the notes below with your

planned activities)


1-3 min.

3-6 min.

Organizational unit. Welcome greetings, positive
atmosphere. Training will be held. To do this, the
students will be given a piece of paper with ion names
and a melody. Through the training of ion dance students
are divided into three groups. Ions: K +, CO32-, Al3 +,
OH-, Cl-, H +, PO43-, H +, Mg2 +, SO42-, NH4 +, OH-.
I group bases, II group acids, III group salts.
New Lesson.
The subject of the new lesson is asking what kind of
questions you would like to ask for. To do this, students
are given paper cuts of cross-sectional keywords. The key
words are the words that connect the lesson and the
lesson. Pupils are asked to repeat each other’s questions
when creating questions on the topic.



Paper cuts

7-13 min.

13-15 min.

15-18 min.

18-30 min.

31-37 min.

After learning about the questions of students, the
questions are discussed with the classroom. During the
discussion, the subject of our lesson will be opened.
Together with the students, the objectives of the lesson
are determined.
A new lesson on presentations will be explained.

Group work: Each team will practice using the experience
as a guide to the virtual laboratory reference to the

Group I: Formation of tincture
II group: formation of gas
III group: formation of water

Evaluation. Groups evaluate each other in the
presentation criteria.

Reflexes. «Rainbow»
1.I can create….

  1. I learned …
  2. It was difficult
  3. I have well done…
  4. … was fun
  5. I was amazed by…
  6. Today I found out…



38-40 min.

Homework assignments. Homework provides
exercises that you do not have to accomplish in the
classroom and exercises that you have not been able to
accomplish in the classroom.

Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?

Assessment – how
are you planning
to check learners’

Health and safety check
ICT links

Total: can properly define dissociation of
Many of them know: — three situations of
ion exchange that go to the end of the
reaction equation;
Some can write ion exchange equations
of reaction.

Evaluation is done
in both self-help
and pair work.

Compliance with the rules in the
chemistry cabinet.
The diversity of activities
prevents pupils from getting tired.

Were the lesson
objectives/learning objectives
realistic? Did all learners
achieve the LO?
If not, why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?

Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.

Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals
that will inform my next lesson?

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