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Ideally, they have an idea of what a chemical reaction really is. Now it is the time to "show them!" . THE FOLLOWING ARE ALL DEMOS! Students. . No. . .... Teacher. ... YES! . ACT ONE: Time for fireball! The big thing is, this time, put newspaper on floor to catch wax. Is this a reaction? What is the reactant? What is the product? . Part two: not quite as big, do iodine and starch. What does a potato turn? Is there a reaction here?

What about ammonium carbonate? Is there a reaction here? . Reminder, what is the definition of a chemical reaction, and how does it apply in this circumstance? . ACT TWO . Continue the discussion about reactions, what are they. When it appears that they have "got it" (asking them, check for understanding, not that stupid lightbulb thing), then go on to balancing equations. . See here for a great worksheet -- []

ACT THREE . 10 minutes of chatting how it is done, how do you really balance equations (the process) . ACT FOUR . 10 minutes of trying to get them to do it (get them to do the process) . ACT FIVE . 10 minutes of them STARTING to work on their own at it. (yes, this will take a while, this is just to get them started) . ACT SIX . In case I lost the link to the worksheet, the copy/paste is found below.