LESSON PLAN IN GENERAL CHEMISTRY 2

Content Standard: The learners demonstrate an understanding of Redox

reactions as applied to galvanic and electrolytic cells.
Performance Standard: The learners create a graphic organizer that will
demonstrate understanding of Redox reactions.
Learning competency and code: Define oxidation and reduction reactions.
(CODE: STEM_GC11AB-IVf-g-169)

Quarter: 4th

I Objectives:

At the end of 60 minutes, 100 % of learners are expected to:

1. Define oxidation and reduction reactions.

2. Calculate Oxidation numbers.
3. Relate the importance of redox reactions in our everyday life.

II Content:
Subject Matter: Electrochemistry
Integration:
Environmental Science: appreciation of the importance of Redox
reactions in the environment.
Mathematics: Problem Solving Skills
Strategies: 7E’s, Collaborative learning, visualization
Materials: Laptop computer, LCD projector, worksheet, pictures
References

1. Textbook pages: Chemistry Connections to our Changing World

pages 657-661
2. Internet: https://www.dummies.com

III Learning Tasks: Materials

ELICIT (3 MINUTES)

Start the lesson by eliciting student’s prior

knowledge. PowerPoint
 The following guide questions will be asked: Presentation
1. Why do metals tend to lose electrons in
chemical reactions?
2. How does nonmetal tend to gain electrons
in chemical reactions?
3. What is an Ion, cation and anion?
POSSIBLE ANSWERS:
1. Metals tend to lose valence electrons to form
cations to have fully stable Octet.
2. Nonmetal tends to gain electrons to form
anions to have a fully stable Octet.
3. Ions result from atoms or molecules that
have gained or lost one or more valence
 electrons. Those with a negative charge are
called anions and that with positive charge is
called cations.
ENGAGE ( 5 MINUTES)
 The teacher will show three different
pictures and let the students’ observe each Pictures
picture.

PICTURE 1 PICTURE 2
PICTURE 3

Guide Questions:
1. What do you observe in the pictures?
2. What is the situation shown in picture
number 1?
3. How can you describe picture number 2?
4. What can you say about picture number 3?
Possible answers:
1. Fishing boat, an engine and gas burner of a
stove.
2. (Answers may vary) a fishing boat full of
rust.
3. (Answers may vary) a burning fuel that
forces a piston down.
4. A gas burner of a stove.

 Ask students: Can you think of possible

answers why fishing boat become rusty?
Why burning of fuel makes an engine and
gas stove works?
(Possible answers may vary)
 Tell students that the situation shown in the
given pictures are some of familiar examples
of oxidation and reduction reactions.
 (Teacher will Present Lesson Objective/s)
 Before continue the lesson, unlock first few
difficult words:
1. Oxidation – is the process by which a
substance loses one or more electrons.
2. Reduction- is the process by which a
substance gains one or more electrons.
3. Oxidation-reduction- reactions in which
electrons are transferred between
reactants or simply called
Redox reactions.
4. Oxidation number – number assigned to
the atoms in a molecule that shows the
general distribution of electrons among
bonded atoms.
 Teacher can use the mnemonic OIL=
Oxidation Is Loss of electrons; RIG=
 Reduction Is Gain of Electrons to help the
learners remember these definitions.
EXPLORE (20 MINUTES)

 Tell students that it is not always easy to

identify the chemical species being oxidized
or reduced so, chemist have devised system
that help both of these problems. This
system is based on the concept of oxidation
numbers.
 Teacher will prepare PowerPoint of rules for
assigning Oxidation Numbers to the
Elements ( source:
https://www.dummies.com )
 Have students apply these rules on
assigning oxidation numbers that illustrated
on Practice Problem # 1 and Practice
Problem # 2
 The class will be divided into 4 groups and
let the group solve the Practice Problem in
Manila paper. Groups 1&2 will solve practice
problem #1 and groups 2&3 will solve
practice problem # 2.Each group will be
rated using a Rubric.

PRACTICE PROBLEM #1 What is the oxidation

number of each element in potassium dichromate
(K₂Cr₂O₇)?

PRACTICE PROBLEM #2 What is the oxidation

number of an atom of each element in (a) SO2 (b)
Al (NO3)3?

Key answers:

1. Let x equal the oxidation number of Cr:

2(+1) + 2x + 7 (-2) = 0
+2 + 2x – 14 = 0
2x= +12
X= +6
2. (a) S= +4, O= -2 (b) Al= +3, N= +5. O= -2
EXPLAIN ( 15 MINUTES)

 Let the students present their output in the

class.
 Teacher will give additional points for the
Presentation.

ELABORATE ( 5 MINUTES)

 The teacher will work with the students to

guide them to correct answers.
 Reminding them the steps/rules for
calculating oxidation numbers.
Teacher may provide additional example.
 Teacher will go through PowerPoint
 Presentation which covers topics:
1. What are redox reactions?
2. How to determine whether a reaction is
Redox or not?
3. How to determine what is oxidized/
reduced species?
Values Integration:

 Ask students: How Redox reactions

important in our everyday life?
POSSIBLE ANSWER: Redox reactions are so
important to us. Without the transfer of electrons
that occur in these reactions we don’t have an
electricity to operate any of our electronics
devices.
 Tell students that these reactions are also
important to our body as they provide
energy needed for the basic functions of life.
EVALUATE (10 MINUTES)

SHORT ANSWER:
1. Define oxidation and reduction.
2. Compare oxidation and reduction. Why they
must occur simultaneously?

Possible answers:
1. Oxidation is the process by which
substance loses one or more electrons.
Reduction is the process by which
substance gains one or more electrons.
2. Oxidation is term use for loss of
electrons whereas reduction term use
for gain of electrons. Oxidation and
reductions always occur together. If
electrons are lost by one substance,
they do not disappear; instead they are
gained by another substance.
EXTEND ( 2MINUTES)

Assignment:
Calculate the oxidation number of the following
compounds: (a) H₂Co₃ (b) N₂

Key Answer:
(a) H=+1, C= +4 O= -2 (b) N= 0
RUBRIC ON ASSESSING THE PERFORMANCE OF GROUP ACTIVITY

CRITERIA BEGINNER(1) ACCEPTABLE PROFICIENT(3)

(2)
Process Skills Members do not Members Members always
demonstrate occasionally demonstrate
targeted process demonstrate targeted process
targeted process skills.
skills.
Time Members do not Members finish Members finish
Management finish on time on time with ahead of time
with incomplete incomplete data. with complete
data data.
Cooperation Members do not Members have Members are on
and Teamwork know their tasks defined tasks and have
and have no responsibilities defined
defined most of the time. responsibilities
responsibilities Group conflicts at all times.
group conflicts are cooperatively Group conflicts
have to be managed most are cooperatively
settled by their of the time. managed at all
teacher. times.
Neatness and Messy workplace Clean and Clean and
Orderliness during and after orderly orderly
activity. workplace with workplace at all
occasional mess times during and
during and after after the activity.
the activity.
TOTAL POINTS 12
 LESSON PLAN IN GENERAL CHEMISTRY 2

Content Standard: The learners demonstrate an understanding of Redox

reactions as applied to galvanic and electrolytic cells.
Performance Standard: The learners create a graphic organizer that will
demonstrate understanding Redox Reactions.
Learning competencies and code: Balance Redox reactions using the change
in oxidation number method. (CODE: STEM_GC11AB-IVf-g-170)

Quarter: 4th

I Objectives:

At the end of 60 minutes, 100% of learners are expected to:

1. Balance reactions using the change in oxidation number method.

2. Explain the steps on balancing Redox equation using number changes
method.

II Content:
Subject Matter: Electrochemistry
Integration:
Mathematics: Problem Solving Skills
Environmental Science: Appreciation on the important of Redox
reactions to living organisms.
Strategies: 7E’s, Collaborative Learning, Inquiry- based
Materials: Laptop computer, worksheet, video clip, PowerPoint

References

1. Textbook pages: Chemistry: Connections to our Changing World

pages 674- 676
2. Internet: https://you.tube/mvbPtQfAfUQ

III Learning Tasks: Materials

ELICIT ( 5 MINUTES)

 Teacher will show a video to start the lesson. Videoclip

The reference of this video is found
here:https://you.tube/mvbPtQfAfUQ
 Let students jot down all the important
details shown in the video.

ENGAGE ( 5MINUTES)

From the video ask students to create a flow

chart to show the steps to require balancing
a redox equation using Oxidation numbers.
 Have students volunteer or randomly pick
students to share their answer in the class.
 Present Objective/s
EXPLORE ( 20 MINUTES)

 Have students answer Oxidation/reduction Worksheet

practice worksheet.
  Divide the class into four and have students
work in their group to solve the equations in
their activity worksheet.

EXPLAIN ( 13 MINUTES)

 Have students present their output in the

class.
 The teacher will give additional points for
learner’s presentation.
ELABORATE (5 MINUTES)

 Ask students: What are two different Powerpoint

methods for balancing a redox equation?
(Answer: two different methods for balancing
redox equations are the oxidation number change
method and the half- reaction method.
 Teacher will prepare PowerPoint on the
steps on balancing redox reduction using
oxidation –number change method:
(Step 1: assign oxidation numbers to all
atoms; write above their symbols.
Step 2: identify which are oxidized /reduced.
Step 3: use bracket lines to connect them
Step 4: Use coefficients to equalize Step 5:
make sure they are balanced for both atoms
and charge).
 The teacher will give example of balancing
redox equations using oxidation number
changes.

Values Integration:
Ask students: Why are Redox reactions important
to living organisms?

Possible Answer: Redox reactions are

important because they are the principal
sources of energy in our planet, both natural
or biological and artificial. Oxidation of
molecules by removal of hydrogen or
combination with oxygen normally liberates
large quantities of energy.
EVALUATE ( 10 MINUTES)8
Paper Pencil Test:
Balance the Following equations:
1. H₂S + HNO₃ → S + NO + H₂O
2. H₂SO₄ + HBr → SO₂ + Br₂ + H₂O
3. H₂SO₄ + HI → H₂S + I₂ + H₂O
4. N₂O + H₂ → H₂O + NH₃
5. K + KNO₃ → N₂ + K₂O

Key Answer:
1. 3 H₂S + 2 HNO₃ → 3 S+ 2 NO + 4 H₂O
2. H₂SO₄ + 2 HBr → SO₂ + Br₂ + 2 H₂O
3. H₂SO₄ + * HI → H₂S + 4 I₂ + 4 H₂O
4. N₂O + 4 H₂ → H₂O + 2 NH₃
5. 10 K + 2 KNO₃ → N₂ + 6 K₂O

EXTEND ( 2 MINUTES)

Assignment:
 Teacher let students research about
electrochemistry and batteries. Students
may present their findings in the class.

Name: Date:
 Balancing Redox Reaction Practice Worksheet

Balance the following chemical equations.

1. Fe + H2S04 → Fe2(SO4)3 + H2

2. C2H6 + O2 → H 2O + CO2

3. KOH + H3PO4 → K 3PO4 + H2O

4. SnO2 + H2 → Sn + H2O

5. NH3 + O2 → NO + H2O

RUBRIC ON ASSESSING THE PERFORMANCE OF GROUP ACTIVITY

CRITERIA BEGINNER(1) ACCEPTABLE PROFICIENT(3)

(2)
Process Skills Members do not Members Members always
demonstrate occasionally demonstrate
targeted process demonstrate targeted process
targeted process skills.
skills.
Time Members do not Members finish Members finish
Management finish on time on time with ahead of time
with incomplete incomplete data. with complete
data data.
Cooperation Members do not Members have Members are on
and Teamwork know their tasks defined tasks and have
and have no responsibilities defined
defined most of the time. responsibilities
responsibilities Group conflicts at all times.
group conflicts are cooperatively Group conflicts
have to be managed most are cooperatively
settled by their of the time. managed at all
teacher. times.
Neatness and Messy workplace Clean and Clean and
Orderliness during and after orderly orderly
activity. workplace with workplace at all
occasional mess times during and
during and after after the activity.
the activity.
TOTAL POINTS 12

LESSON PLAN IN GENERAL CHEMISTRY 2

Content Standard: The learners demonstrate an understanding of Redox
reactions as applied to galvanic and electrolytic cells.
Performance Standard: The learners create a graphic organizer that will
demonstrate understanding of Redox Reactions.
Learning competencies:

1. Draw the structure of a galvanic cell and label the parts. (CODE:
STEM_GC11AB-IVf-g-171)
2. Identify the reaction occurring in the different parts of the cell.
(CODE: STEM_GC11AB-IVf-g-172)

Quarter: 4th

I Objectives:
1. Draw the structure of a galvanic cell and label the parts of the cell.
2. Identify the reaction occurring in the different parts of the cell.
3. Appreciate the importance of galvanic cell in everyday life.
II Content:
Subject Matter: Electrochemistry
Integration:
Physics: constructing simple battery
ESP: appreciation on the importance of battery in everyday life.
MAPEH: Arts
Strategies: Collaborative learning, 7E’s
Materials; Laptop, picture, worksheet, video clip
References

1. Textbook pages: Chemistry : Connections To Our Changing

World pages 684-688
2. https://youtu.be/HIGITf-rhCE, https://opentextbc.ca

III Learning Tasks: Materials

ELICIT ( 5 MINUTES)

 Have students watched the Laptop, projector

following video from this link:
https://youtu.be/HIGITf-rhCE
(teacher may download the
video from this link prior to the
lesson).
 After watching the video ask
students: “Name the things you
have used today that depends
on battery?”
 Call a student’s volunteer to
write their answers on the
board.

ENGAGE ( 3MINUTES)

 Teacher will unlock difficulties

in some terms use in this
 lesson:
*Anode- the positively charged
electrode by which the
electrons leave a device.
*Cathode- is a negatively
charged metal electrode from
which conventional current
travels in a polarized electrical
device.
*Cell potential- is the ways in
which we can measure how
much voltage exist between
the two half-cells of a battery.
*Electrochemical cell- is a
device capable of either
generating electrical energy
from chemical reactions or
using electrical energy to cause
reactions.
*Galvanic cell/voltaic cell-
named after Luigi Galvani or
Alessandro Volta is an
electrochemical cell that
derives electrical energy from
spontaneous redox reactions
taking place within the cell.
*Salt bridge- a tube
containing an electrolyte
(typically in the form of a gel),
providing electrical contact
between two solutions.

EXPLORE ( 20 MINUTES)

 Students will perform the Worksheet, Rubric

“Making Simple Battery
Experiment.”
 Class will be divided into two
for this laboratory experiment.
 Students will be rated using a
rubric.
 Teacher will distribute the
“Simple Battery Experiment
Laboratory worksheet. (See
attached worksheet in the last
page of this lesson).

EXPLAIN (15 MINUTES)

 Students will present their

Experiment findings in the
class through group
presentation.
ELABORATE (5 minutes)
 Teacher will show Picture of Picture
standard Galvanic Cell

Source: https://opentextbc.ca
 Teacher will ask students to
identify different reactions
occurring in the cell.
 Teacher will use the key
concepts below for elaboration.
KEY CONCEPTS:
 Electron flow from the
anode to the cathode: left
to right in the standard
galvanic cell in the figure.
 The electrode in the left
half-cell is the anode
because oxidation occurs
here. The name refers to
the flow of anions in the
salt bridge toward it.
 The electrode in the right
half-cell is the cathode
because reduction occurs
here. The name refers to
the flow of cations in the
salt in the salt bridge
toward it.
 Oxidation occurs at the
anode (the left half-cell in
the figure)
 Reduction occurs at the
cathode (the right half-cell
in the figure)
  The cell potential, +O.46 V,
in these case results from
the inherent differences in
the nature of the materials
used to make the two half-
cells.
 The salt bridge must be
present to close (complete)
the circuit and both an
oxidation and reduction
must occur for current to
flow.
Values Integration:
Ask students: Why are galvanic cells
important in everyday life?
Possible answer:
 Galvanic cells are very
important to our lives
because they provide the
foundation of generating
and electric current
spontaneously from
chemical reaction….

EVALUATE ( 10 MINUTES)
Assessment:
1. Draw the Galvanic Cell Diagram
and label its part.
EXTEND (2 MINUTES)

Assignment:
1. Make a list of the batteries you
use in and around your home.
Identify them by their size,
voltage, and the chemical
ingredients if possible.
 SIMPLE BATTERY EXPERIMENT

Introduction: The simple battery experiment uses the principle of galvanic

action. A galvanic cell is created by using two different metals separated
by an electrolytic medium is the saltwater saturated into the pieces of
coffee filter.

Materials:

 3 pre- 1982 pennies

 3 nickels
 Coffee filter
 Copper wire
 Scissors
 Salt
 Water
 Electrical Tape
 Multimeter (voltmeter)
 Breadboard (optional)
 Alligator (optional)

PROCEDURES:

1. Using a penny as a template, cut 3 pieces of coffee filter. Make each piece
about the size of a penny.
2. Mix two tablespoons of salt into the water making a saltwater solution with no
left over salt.
3. Drop all of the coffee filter pieces into the saltwater solution and allow them
to soak.
4. Cut two small pieces of electrical tape about the size of a penny.
5. Strip the ends of two small pieces of copper wire to expose the bare wire.
6. Tape the end of one wire to the top of a nickel, using small piece of electrical
tape.
7. Lay the nickel with the attached wire down on the table with the wire side
down. Place a piece of saltwater- saturated coffee filter on the nickel. Place
the penny on the top with the attached wire.
8. Attached the positive (+) lead of the multimeter to the wire attached to the
nickel. Attach the negative (-) lead of the multimeter dial to test for DC
voltage. Using alligator clips to connect the wires together makes things
easier. Some multimeters have alligator connectors on the testing wires.
Read the voltage.
Q1. How much DC voltage did the single galvanic cell produce?
________________________________

9. Add more voltage to the output by adding more galvanic cells. To make
things easy a breadboard was used in the experiment to connect all the
wiring. The breadboard is optional, alternatively twist the wires together and
wrap the connections with electrical tape. Three single coin cells combined
for less than .10 volts in our experiment.

Q2. How many coin combinations are needed to power a LED?

________________________________

LESSON PLAN IN GENERAL CHEMISTRY 2

Content Standard: The learners demonstrate an understanding of Redox

reactions as applied to galvanic and electrolytic cells.
Performance Standard: The learners create a graphic organizer that will
demonstrate understanding of Redox Reactions.
Learning Competencies:
1. Write the half- equations for the reactions occurring in the
electrodes.(CODE: STEM_GC11AB-IVf-g-173)
2. Write the balanced overall cell reaction. (CODE: STEM_GC11AB-
IVf-g-174)
3. Calculate the standard cell potential. (CODE: STEM_GC11AB-IVf-
g-178)

Quarter: 4th

I Objectives:

At the end of 60 minutes, 100% of learners are expected to:

1. Write the half- equations for the reactions occurring in the electrodes.
2. Write the balanced overall cell reaction.
3. Calculate the standard cell potentials
4. Showing awareness on the environmental impact of using metal such
as lead and cadmium.

Content:
Subject Matter: Electrochemistry
Integration:
Mathematics: Problem Solving Skills
Environmental Science: showing awareness on the environmental
impact of using lead and cadmium in consumer products in today’s society.
Strategies: 7E’S, Collaborative learning

Learning Materials:

A. References
1. Textbook pages: Chemistry : Connections To Our Changing
World pages 689- 693
2. Additional Materials from learning resources:
https://www.youtube.com/watch?
v=8xuNffjUrJU&feature=share
 https://www.wikihow.com

III Learning Tasks:

ELICIT ( 3 MINUTES)

 Review: To elicit student’s prior knowledge, the

teacher will ask the ff. questions.
Guide Questions:
1. What are all of the components of an
electrochemical cell?
Answer: electrolytic cell or electrochemical cell has
three components: an electrolyte and two electrodes
(a cathode and anode)
2. What two metals are often used in
electrochemical cells?
Answer: copper and zinc
ENGAGE ( 5 MINUTES)
 Teacher will show a video from this link: Laptop,
https://www.youtube.com/watch? Projector
v=8xuNffjUrJU&feature=share

EXPLORE ( 20 MINUTES)
 Teacher will divide the class into three groups. Hand-outs,
worksheet
 Teacher will provide the “How to Write Half
Equations” hand- outs
(https://www.wikihow.com) to students. Each
group will discuss the steps on how to write half
equations in reactions.

After the discussion students will do “Keep

Practicing!” Activity

Try out these ones:

 Dichromate (Cr2O7 {2-] reduced to
chromium ions (Cr {3+}) under acidic
conditions.
 Nitrate (NO3 {-} reduced to nitrogen
monoxide (NO) under acidic conditions.
 Copper (Cu) oxidized to copper ions
(CU[2+])
 Hydrogen peroxide (H202) oxidized to
oxygen (02) under alkaline conditions.
 Vanadium ions (V{2+]) oxidized to
Vanate (V04[3-]) under alkaline
conditions.

EXPLAIN ( 15 MINUTES)

 Presentation of Output of the students (based

from the result of their activity).
 The teacher will give feedback after the
presentation.
ELABORATE ( 5 MINUTES)
PowerPoint
 Teacher will show the table of Standard
Reduction Potentials
To elaborate further on how to determine the 2
half- reactions and standard reduction
potentials for the redox reaction occurring in

galvanic cell.

VALUES INTEGRATION: Discuss the environmental

impact of the use of metals such as lead and
cadmium in the consumer products of today’s
society.
 Problems:
1. What is the standard cell potential of a
voltaic cell composed of a magnesium
electrode in contact with Mg2+ ions and a
tin electrode in contact with Sn2+ ions?
2. A voltaic cell is constructed using electrodes
based on the following half reactions:
Pb2+ (aq) + 2 e- → Pb (s)
Mn2+ (aq)+ 2 e- → Mn (s)
(a) What is the anode and what is the
cathode in this cell?
(b)What is the standard cell potential?

Key Answer:
1. +2.23 V
2. (a) The anode is Mn and the cathode is Pb
(b) 1.06 V
EXTEND ( 2 MINUTES)
Assignment:
Guide questions:
1. Can you measure the half- cell potential of an
isolated half- cell? Explain your answer.
2. What are standard oxidation and reduction
potentials? How are they related?