LESSON PLAN

School : Chia-Chi Girl’s High School and Elim Sharing Center

Course : Chemistry
Subject : Chemical Reaction
Grade/semester : X/1
Time Allocation : 2x45 minutes

A. Standard of Competence
KI-1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
(Appreciating and practicing the devotion of their religion)
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif, dan pro aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
(Appreciating and practicing good behaviors (honesty, dicipline, responsibility, care,
(gotong royong, team work and cooperative, tolerance, and peaceful), corteous, responsive,
and pro-active, and shows attitude as a part of the solution to various problems in connecting
effectively with social environment and able to put in social interaction effectively and
naturally within the students’ communicative environment as a nation representative in
global world
KI-3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural,
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni budaya,
berdasarkan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian spesifik sesuai bakat dan minatnya untuk memecahkan
masalah
(Understanding, applying, analyzing factual, conceptual, prosedural, based on their curiosity
about science, technology, art and culture, humanities with humanitarian insight, nationality,
and civilization-related causes of phenomenon and events, and applying procedural
knowledge on specific study according to talents and interests to solve problems)
KI-4 : Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya disekolah secara mandiri dan mampu menggunakan
metoda sesuai kaidah keilmuan
(Processing, reasoning and serving in the realm of concrete and abstract with development of
it learns in school independently and able to use method according to scientific methods.)
 B. Basic Competence and Indicators
Basic Competence Indicator
Students are able to: Students are able to:
1.1 Recognizing the ordeliness of the 1.1.1 Grateful for the existence of
structure of material particles as a oxidation-reduction reactions that
manifestation of the greatness of God show the balance of components in
abd the knowledge of the particle nature as one of the greatness of God
structure of matter as the result of Almighty
creative human thought that the truth is 1.1.2 Recognize the usefulness of
tentative compounds undergoing of oxidation-
reduction reactions in everyday life
for the benefit of fellow human
beings

2.2 Shows scientific behavior (curiosity, 2.1.1
discipline, honest, objective, open, able to
distinguish fact and opinions, resilient,
meticulous, responsible, critical, creative,
innovative, democratic, communiative) in 2.1.2
designing and conducting experiments
and discussion embodied in everyday
attitude
3.9 Analyze the development of the concept 3.9.1
of oxidation-reduction and determine the
oxidation number of atoms in molecules
or ions
discusses the relationship between
oxodation-reduction reactions and
daily life to show a critical attitude
completing tasj about redox reactions
with responsibility
differentiates the concept of
oxidation-reduction in terms of the
incorporation and release of oxygen,
electron discharges and reception, as
well as the increase and decrease of
oxidation number

3.9.2 determine the oxidation number of

elemental atoms in a compund or ion

3.9.3 determine the oxidizer and the

4.9 Design, perform, and conclude and 4.9.1
present experimental results of oxidation-
reduction reactions
4.9.2
reducing agent on the redox reaction
discusses about the example of
phenomenon in daily life related with
redox reactions
conclude the example of redox
reactions in daily life
 C. Learning Materials

The original concept of “oxidation” applied to reactions where there was a “union with
oxygen”. The oxygen was either furnished by elemental oxygen or by compounds containing
oxygen. Likewise then, “reduction” applied to reactions where there was a “removal of oxygen”.
(King, 74) These definitions though were given prior to the structure of atoms being fully
understood.
The updated definition gives “oxidation as the loss of electrons”. The loss of electrons
occurs due to oxidizing agents. So, oxidizing agents are reactants that gain electrons. Likewise,
“reduction is the gain of electrons”. Reducing agents are responsible for reduction and they lose
electrons. There is a mnemonic used to help remember the direction in which the electrons flow.
The mnemonic is “LEO the lion says GER”.

L oss of G ain of
E lectrons is E lectrons is
O xidation R eduction

Another common mnemonic is OIL RIG for “Oxidation Is Loss” of electrons and
“Reduction Is Gain” of electrons.

Also keep in mind, the reducing agents are always oxidized; and, the oxidizing agents are
always reduced. One process cannot occur without the other. If something is oxidized, then
something else must be reduced at the same time.
(Remember: Reducing agents are oxidized. Oxidizing agents are reduced.)

Oxidation Numbers

In order to keep track of electron transfers in oxidation-reduction reactions, it is

convenient to introduce the concept of oxidation numbers. The oxidation number of an atom is
the charge which the atom appears to have when its valence electrons are counted according to
some fairly arbitrary rules:
a.) electrons shared between like atoms are divided equally between the sharing atoms;
and,
b.) electrons shared between two unlike atoms are counted with the more electronegative
atom.
More specifically, the following rules may be used to determine the oxidation numbers
 for various types of atoms.

Rules for Determining Oxidation Numbers

1.) The total electric charge of a molecule is zero (0).

All oxidation numbers must be consistent with the conservation of charge. So the
charge must be conserved in the sense that the sum of all of the apparent charges must
equal the net charges of the particle. That is, the sum of the positive charges must equal
that of the negative charges.
2.) The electric charge of an element is zero (0).
This applies to all elements regardless of how complicated they are. This rule
applies to any pure substance whether it is a diatomic gas like oxygen O2 or a piece of
pure metal like iron. The examples given (iron, hydrogen, sodium, phosphorus, and
sulfur) all have the oxidation number of zero.

Fe H2 Na P4 S8
0 0 0 0 0
3.) The oxidation number of a monatomic ion is its ionic charge.

In these cases the apparent charge of the atom is the real charge of the ion.

a. For Group I elements (the alkali metals), the oxidation number is +1 in all
compounds.
Li+ Na+ K+ Rb+ Cs+
+1 +1 +1 +1 +1
b. Likewise, for Group II elements (the alkaline earth metals), the oxidation
number is always +2.

Mg2+ Ca2+ Sr2 Ba2+ Ra2

+ +
+2 +2 +2 +2 +2
c. The Group VII elements – Fluorine always has an oxidation number of -1 in
its compounds. The other halogens have oxidation number -1 in their
compounds, except in compounds with oxygen and with other halogens,
where they can have positive oxidation numbers. The halides always have an
oxidation number of -1 in binary metallic compounds.

NaCl FeBr2 GaI3

-1 -1 -1
4.) The oxidation number of H is +1 except when it is in a hydride of a
metal and then it is -1.

In the case of hydrides, the hydrogen is bonded to an atom that is less

electronegative than the hydrogen. For example, in sodium hydride (NaH) the sodium is
less electronegative than the hydrogen, so both electrons are counted with the hydrogen
giving it a -1 charge.

H2O HNO3 Ca(OH)2 CaH2

+1 +1 +1 -1
5). The oxidation number of oxygen, O, is -2, except in peroxides where it
is -1 and superoxides where it is – ½ and in instances where it is bound to
fluorine.

H2O KClO3 PbO2

-2 -2 -2
a. In peroxides, there is a bond between like atoms, so the electrons are shared
between them. For example, in hydrogen peroxide (H-O-O-H), the electrons
in the hydrogen-oxygen bond are counted with the more electronegative
oxygen. For the oxygen-oxygen bond, the electron pair is shared between
the two oxygen atoms. This results in an apparent charge on the oxygen of -
1.
H2O2 BaO2
-1 -1
b. In sodium and potassium superoxides, there is a double bond between each
of the oxygens and the central metal atom. This results in the apparent
charge of – ½ for each oxygen to balance out the +1 charge on the metal.
O=K+=O O=Na+=O
-½ -½ -½ -½

(Note: Fractional oxidation numbers are not common; however, they are
allowed in order to maintain a consistent set of rules.)
c. Another exception which is less common is when oxygen is bound to
fluorine, the only atom which is more electronegative than oxygen. In an
oxygen-fluorine bond, the shared electrons are counted with the more
electronegative fluorine. For example, oxygen difluoride (OF2) yields an
oxidation number of -1 for each of the fluorines and +2 for oxygen.
O F2
+2 -1
6.) For complex ions or polyatomic ions (charged particles with more
than one kind of atom), the oxidation numbers of all of the atoms must
add up to the charge on the ion.

The charge of the polyatomic ion is a property of the entire ion, while the
oxidation numbers are assigned to each individual atom. For example, the sulfate ion,
SO4 2-, has an overall charge of
-2, so the oxidation numbers must add up to -2.

7.) The oxidation number of nonmetals in oxygen acids

 And similar compounds is the charge needed to make the molecule electrically
neutral once the oxidation numbers for H, O, and the metal atoms have been assigned.

Balancing Half-Reactions

The change in the oxidation number of an atom shows the number of electrons it
has gained or lost. We can use this number of electrons to balance half-reactions. When
the half- reaction is balanced the sum of the ionic charges on the left side of the equal
sign is equal to that on the right side.
It is not necessary to determine the oxidation numbers prior to figuring out the
number of electrons involved in a half-reaction. One may simply balance the half
reaction equations by adding the appropriate number of electrons. The complete reaction
equation then is obtained by adding the two half-reactions together. To do this though,
we need to first verify that the same number of electrons are involved in both the
oxidation and the reduction portions. (Pierce 137)
The rules for balancing redox reactions are relatively simple and need to be
followed in order. Any steps that are not relevant may be skipped, but the order of the
steps should be maintained.

Rules for Balancing Half-Cell Reactions

(Another mnemonic: “Rule of Thumb” – Prior to balancing any reaction, place

your thumb over elemental hydrogen. This is to remind you to balance the hydrogen
last. If there is no hydrogen, place your thumb over the elemental oxygen.)

1.) Identify the reactants on the left side of the equation (arrow) and the
products on the right of an unbalanced equation.
2.) Assign each atom in each molecule the appropriate oxidation number. Identify
the elements which show the change of valence and indicate the valence of
each atom above its symbol.
3.) Break the equation into halves to create two equations.
a. The reactants in each half equation need to go to their exact products.
b. At this point, do NOT worry about how many of each atom
type there is in the products at this stage
Then for each half-cell:
4.) Balance the numbers of atoms on both sides. Determine the gain and
loss and what coefficients are required to make the gain and loss
equal
5.) Balance any oxygen atoms by adding water molecules to the
OPPOSITE side of the equation (arrow).
6.) Balance the number of water molecules, by adding H+ ion (acidic solution) or
OH- (basic solution) to the left or right side of each half-cell as required.
7.) Add electrons (each one represents a -1 charge) to the
appropriate side of the equation to make the charges on
 each side equal.
8.) Take both half equations and multiply one or both by the appropriate
number such that they both have the same number of free electrons
in each half-cell.
9.) Add both half reactions together again.
For the full equation:
10.) Cancel out any parts that are identical on both sides of the equation. The
electrons will always be eliminated because we guaranteed that they were
equal prior to adding the half-cells together. Also, the H+ and water
molecules are generally either partially or completely eliminated.

Sample Problem:

Given the following unbalanced reaction:

2+ 2+ 3+
Zn (s) + VO (aq) → Zn (aq) + V (aq)

Step 1: Assign the oxidation numbers to all atoms on both sides of the equation to
determine which are oxidized and which are reduced.
Zn + VO 2+ → Zn 2+ + V 3+

0 +4 -2 +2 +3

Step 2: Write 2 unbalanced half-cell equations, one for the species that is oxidized and
its product; and, one for the species that is reduced and its product.
oxidation: Zn → Zn 2+

reduction: VO 2+ → V 3+

Step 3: Insert coefficients to make the numbers of atoms of all elements (except oxygen and
hydrogen) equal on the two sides of the equation.
This is not necessary here because zinc and vanadium are already balanced in
the 2 half- cell reactions. No other atoms appear, except for oxygen. So step 3 is
complete.

Step 4: Balance oxygen by adding H2O to the left or right side of each half-cell reaction.
This step is not necessary for the oxidation portion: Zn → Zn 2+

reduction: VO 2+ → V 3+ + H2O
Step 5: Balance the hydrogen by adding H+ ion (acidic solution) or OH- (basic solution)
to the left or right side of each half-cell as required.
reduction: VO 2+ + 2 H+→ V 3+ + H2O
Step 6: Balance the charge by inserting electrons, e-, as a reactant in the reduction half-
cell and as a product in the oxidation half-cell.
 oxidation: Zn → Zn 2+ + 2 e-

reduction: VO 2+ + 2 H+ + e-→ V 3+ + H2O

Step 7: Multiply the 2 half-cell equations by numbers chosen to make the number of
electrons given off by the oxidation equal the number of electrons take up by the
reduction.

oxidation (x 1): Zn → Zn 2+ + 2 e-

reduction (x 2): 2 VO 2+ + 4 H+ + 2 e-→ 2 V 3+ + 2 H2O

Step 8: Add the 2 half-cell equations to cancel electrons. If H+ ion, OH- ion, or H2O
appear on both sides of the final equation, cancel out the number that are duplicated.
Zn → Zn 2+ + 2 e-
2 VO 2+ + 4 H+ + 2 e-→ 2 V 3+ + 2 H2O -

Zn + 2 VO 2+ + 4 H+ → Zn 2+ + 2 V 3+ + 2 H2O (FinalAnswer.)

Step 9: If you are asked to solve the equation in a basic solution, complete steps 1-8
and then add H2O to the “final answer” to cancel out the protons.
Zn + 2 VO 2+ + 4 H+ → Zn 2+ + 2 V 3+ + 2 H2O (From Step 8.)
2H2O → 4 H+ + 4 OH- -

Zn + 2 VO 2+ + 2 H2O → Zn 2+ + 2 V 3+ +4 H++ 4 OH- (Basic)

D. Learning Method
1. Model of Learning : Problem Based Learning
2. Learning Approach : Blended Learning
3. Learning Methods : Discussion, Worksheet, Question-Answer

E. Media and Learning Sources

Media :
- PPT
- LCD
- Worksheet
- Paper Discussion
- Stuff needed

Learning Sources :
- Hand out oxidation reduction reaction
- OpenStax.College E-book

F. Learning Activity
First Meeting
Teaching and Learning Steps
1. Opening ( 5 minutes)

No. Activities Teacher’s Language

1. Greeting Good morning, class.

(Students answered the greeting

by the teacher)

2. Asking for student’s condition How are you today?

(Students answered the question

of the teacher)

3. Leading a prayer Before we start our lesson today, let’s pray

together. Prayer, do. … Thank you.
(Students start to pray together)

4. Checking attendance Who is absent today?

(Students examined its presence

by the teacher)

5. Student can be conditioned to be Okay, so please everyone to open your book on

ready to do the lesson page .........

6. Apperception Okay, so let’s the study begin. Is there anyone

who still remember about the chemical equation?
Teacher gives an apperception to
I would like to ask for a volunteer to do a
students by asking some
balancing equation. (write down a question on
question related to the last
board)
subject that have been discuss on
the last meeting. The question
Okay, so here is the thing. Have you noticed a
could be about “The chemical
moment after an apple being sliced? The apple
equation and ionic bond”.
flesh is white but for some moment like 15
minutes after being sloced and left in the open
air, the color of the apple flesh slowly turns
brown. Why does it happen? this is characteristic
of the occurrence of chemical reactions, precisely
redox reactions. In addition, redox reactions also
occur in some other phenomenon such as
 lightning in the air. How exactly is the concept of
redox reactions occurring? To be able to answer
it, study the redox material that will be discussed
at this meeting.

2. Core activities ( 80 minutes)

No. Activities Teacher’s Language

1. Exploration You have learned about how to balancing the

Teacher introduces how to
write the chemical reaction
equation in oxidation
reduction and give examples.
chemical equation a few days ago. So right now
it’s time to put your knowledge about the reaction
equation to redox equations. It’s similar, just a
and
few differences. So I will introduce you with how
to writing the oxidation and reduction reaction
and how to balance it. but before we go there, first
we will discuss about what is the differences
between oxidation and reduction reactions.

2. Elaboration OK. From my explanation I want you to do the

exercise at the slide. I give you 15 minute to do it.
Giving task to student.

3. Confirmation Please, one of you share your answer to the class.

Teacher asks someone to share

the answer to the class and give
clarification if not correct.

4. Exploration Okay, so finally we come to the chemical

equations. I will explain how to balance the
Teacher explain how to write
complex chemical equation in this subject. Let’s
and balance the chemical
start with the easiest one............
equation in redox reaction.

3. Elaboration OK. From my explanation I want you to do the

exercise at the slide. I give you 15 minute to do it.
Giving task to student.

4. Confirmation Please, one of you share your answer to the class.

Teacher asks someone to share

 the answer to the class and give
clarification if not correct.

3. Closing ( 3 minutes)

No. Activities Teacher’s Language

1. Propose the next topic and That’s all the time we have for today. In the last
giving task. lesson we have examination about this chapter.
Oxidation and reduction reaction and how to write
the equation and balance it. hopefully, what we
have learned today, will be useful for our future.
So have a nice weekend and

2. Leave Taking See you later.

 Sheets of Cognitive Aspect Assesment

Name:

Number: Date:

Oxidation / Reduction Worksheet

1. Define the following
terms:
a.) Oxidation –

b.) Reduction –

c.) Oxidation number –

d.) Oxidizing Agent –

e.) Reducing Agent –

2. Assign oxidation numbers to the following atoms in each compound:

a. I2 b. KMnO4

c. CaH2 d. SnCl4

e. BaO2 f. CO2
3. Identify the oxidizing agent and the reducing agent in each of the following
reactions.

Write the answers in the corresponding blanks to the left of the reactions.

(Note: For one of these, the same species is both the oxidizing and the reducing agent.)

Oxidizing Reducing

a.) Zn + Cu 2+ → Zn 2+ + Cu

b.) Cr2O7 2- + 6 I- + 14 H+ → 2 Cr 3+ + 3 I2 + 6 H2O

c.) Cl2 + H2O → HCl +HOCl

4. Multiple Choice – Write the correct answer in the blank to the left of the questions.

a.) Which metal is in the lowest oxidation state (i.e., has the lowest oxidation
number)?

A. CrCl3 B. Cu C. FeCO3 D. MnO2

b.) In which species does sulfur have the same oxidation number as the chlorine in
ClO2 -?

2-
A. H2S C. SO
3
B. S8 D. none of the above

c.) The oxidation number of sulfur in SO32- is the same as the oxidation
number of carbon in?

A. CO B. K2C2O4 C. C2H3O2- D. CO2

d.) The oxidation state of iodine in the equation below changes from to .
2IO3-(aq) + 5HSO3-(aq) I2 (s) + 5SO42-(aq) + H2O (l) + H

A. +7 to -1 B. +5 to +1 C. +5 to 0 D. +3 to 0
 Skill Assessment Sheets

Name of School :
Subject :
Group :
Members of the group :
No Aspect of the assessment Score note
1. Skill of expressing opinions
Student 1
Student 2
Student 3
2 Skill of discussion
Student 1
Student 2
Student 3
3 Skill of writing down reactions
Student 1
Student 2
Student 3
4 Skill inferring
Student 1
Student 2
Student 3
Total Student 1
score Student 2
Student 3

Value information :
Good :4
Satisfactory :3
Less than satisfactory :2
Deficient :1
Maximum total score : 16
Minimum total score :4
 GROUP TASK
Oxidation-reduction reaction

Please, discuss with your friend about :

1. The reaction of burning magnesium sheets on fireworks frops. Does the combustion
reaction include a reduction or an oxidation reaction?
2. Crust on the bottom of the pan that causes heat inhibition. Does the crust occur in
reduction or oxidation reactions? (rusted iron)
Copy the task individually in a striped folio in the format specified and present in groups in
front of your class!
The format of the redox reaction group task:
Name :
Group :
a. Reaction of burning magnesium
Answer:
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.......................................
b. Reaction of crust on the base crust of the pan
Answer:
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.......................................
c. Analysis of the reaction of burning magnesium
Answer:
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.......................................
d. Analysis of crust on the base crust of the pan
Answer:
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.......................................
Conclusion :
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
..........................................................................................................................
G. Assesment of Learning Outcomes
- Evaluation techniques :
a. Test performance/ practice and writing
b. Assesment instruments: Observation and students worksheet

Anastasia Nur Asri

4301415089