Lesson Plan : Balancing RedOx Reactions
Teacher Name: | Ms. Le/Mr. Schiller |
Grade: | Grade 11-12 |
Subject: | Science |
Topic: | Balancing Reduction-Oxidation (RedOx) Reactions using half-reactions |
Content: | (SC.3g*): Conservation of Matter & Stoichiometry--Students know how to identify reactions that involve oxidation and reduction and how to balance oxidation-reduction reactions. (Key Vocabulary): Oxidation, reduction, electron transfer, half reactions, acidic, basic, oxidation number, electrons |
Goals: | Teacher will utilize student's prior knowledge on previous lesson on: oxidation numbers, electron transfer, oxidation, and reduction. Teacher will build on that knowledge and have students apply their working & procedural memories to balancing redox reactions. |
Objectives: | Students will be able to independently identify & balance redox reactions using the half-reaction method for both acidic and basic solutions. |
Materials: | Teacher will use: PowerPoint lecture notes, SMART board, white board Students need: pencil/pen, notebook/sheet of paper for notes, Ch. 20.3 worksheet for practice |
Introduction: | Teacher will review briefly key points of previous lesson: + Ch. 20.1 Introduction of Oxidation & Reduction and + Ch. 20.2 Oxidation Numbers Emphasize to students they will be using this prior to balance redox equations. Assessment questions should be integrated in class discussion as Teacher demonstrates how to balance redox reactions. |
Development: | Using PowerPoint lecture notes, present redox reactions to students. Have the students record notes in their notebook, as it is procedural & they will need to refer to it frequently for practice problems on the homework (worksheet Ch. 20.3). Periodically stop to ask students questions, such as, "What element is being oxidized/reduced? How do you know? What is the oxidation number for (chosen element)?" to assess the strength of their prior knowledge. |
Practice: | Teacher-guided practice is integrated into the PowerPoint presentation. Teacher may decide to use either the SMART board and/or white board to succinctly demonstrate balancing of redox reactions. |
Accommodations: | Utilizing varying levels of Bloom's Taxonomy questions to gauge student's knowledge. For example, "compare balancing redox reactions with acid/base reactions" or "what law of chemistry can you link balancing redox to?" |
Checking For Understanding: | Teacher will review 2nd redox reaction with the class. Have students volunteer or randomly pick students to verbally assess their knowledge. Remember to ask them to explain how they got to their concluded answers when possible. Scaffold students when necessary and build up their confidence! |
Closure: | Open class discussion for any questions the students may have about parts of the lesson that were unclear. |
Evaluation: | |
Teacher Reflections: |
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