CITY OF KNOWLEDGE ACADEMY
IJEBU-ODE, OGUN STATE.
NIGERIA.
Lesson Plan
Topic: Redox Reactions
Date: [Insert Date]
Week: [Insert Week]
Subject: Chemistry
Class: SS2
Duration: 45 mins
No. of Contacts: 1
Learning Objectives
• Define redox reactions as simultaneous oxidation and reduction.
• Define oxidation as the gain of oxygen and reduction as the loss of oxygen.
• Define oxidation in terms of loss of electrons and increase in oxidation number.
• Define reduction in terms of gain of electrons and decrease in oxidation number.
• Use Roman numerals to indicate oxidation numbers in compounds.
• Identify redox reactions via oxygen exchange, electron transfer, and changes in
oxidation number.
• Apply oxidation number rules to detect redox processes.
• Identify oxidising and reducing agents in redox reactions.
• Use colour changes of potassium manganate(VII) and potassium iodide to detect redox
reactions.
Keywords
Oxidation, Reduction, Oxidation number, Oxidising agent, Reducing agent, Electron transfer,
Potassium manganate(VII), Potassium iodide.
Differentiation
All students: Will define oxidation and reduction by oxygen gain/loss.
Most students: Will interpret redox reactions using oxidation numbers and electron
transfer.
Some students: Will identify oxidising/reducing agents and use potassium manganate(VII)
and iodide tests.
Resource Materials
• Whiteboard and marker
• Periodic Table
• Sample chemical equations
• Potassium manganate(VII) solution
• Potassium iodide solution
• Chart of oxidation number rules
Lesson Starter
• Display the reaction of magnesium burning in air: 2Mg + O2 → 2MgO. Ask: What do
you observe?
• Discuss the changes observed (bright light, white ash).
• Guide learners to see oxygen added → oxidation.
Lesson Activities
5 min | Teacher: Introduce oxidation/reduction as gain/loss of oxygen. | Learners: Students
share observations and attempt to define terms.
10 min | Teacher: Present oxidation/reduction in terms of electrons. | Learners: Students
analyze half-reactions.
15 min | Teacher: Teach oxidation number rules and practice with examples. | Learners:
Students calculate oxidation number changes.
10 min | Teacher: Demonstrate redox with potassium manganate(VII). | Learners: Observe
and record colour changes.
5 min | Teacher: Summary on oxidising/reducing agents. | Learners: Group answers
questions.
Plenary/Conclusion
Review definitions of oxidation/reduction using all four approaches:
1. Oxygen gain/loss
2. Electron transfer
3. Oxidation numbers
4. Colour change observations
Ask: How can you spot a redox reaction?
Evaluation/Assessment
• Define oxidation and reduction (both oxygen and electron perspectives).
• Identify oxidation numbers in these species: Fe, Cl₂, SO₄²⁻, KMnO₄.
• State whether the following reactions are redox: a. Zn + HCl → ZnCl₂ + H₂; b. AgNO₃ +
NaCl → AgCl + NaNO₃.
• Identify oxidising and reducing agents in question 3a.
Homework
• Balance and classify as redox or not:
• a. Cu + HNO₃ → Cu(NO₃)₂ + NO + H₂O
• b. Cl₂ + KI → KCl + I₂
• Write two real-life applications of redox reactions.
Reflection
✔ What went well?
✔ What needs improvement?
✔ Were objectives met for all students?
HOD’S Signature: ____________________
V.P. Academic’s Signature: ____________________
