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Lesson Plan 1
Grade/Subject: Chemistry 30 Unit: 7 Lesson Duration: 60 Minutes By: Mike Harrison 001181633
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM OF
STUDIES
- Students will
define oxidation
and reduction
operationally and
theoretically
- Students will
define oxidizing
agent, reducing
agent, oxidation
number, halfreaction, and
disproportionatio
n

LEARNING OBJECTIVES
(2-3, clear, and measurable)

Formative &
Summative
ASSESSMENTS (How
Students will:
will you know they met
learning objectives?)
(Observations, Key
Questions,
Products/Performances)
- identify both the oxidizing and reduction elements of Formative:
theoretical equations (the operational portion of the
- questioning during
SLO will be meet in the third lesson).
lecture portion.
- identify both the oxidizing agent and reducing agent
in a theoretical equation.

- Having them complete

examples on the board

- recognize and explain each elements oxidation

number in a theoretical equation.

-Skit questions
- Exit slip

- identify and develop half-reactions of theoretical

equations.
- identify theoretical disproportionation equations.

LEARNING RESOURCES CONSULTED

Resource #1: https://www.youtube.com/watch?v=dZPzYmO0f7w
Resource #2:
MATERIALS/ EQUIPMENT/ SET UP
* Rusted penny
*Different colour markers
*
PROCEDURE
Introduction (5-10 min (depending on part a or b of transition)):
Attention Grabber: I will start the lesson with a rusted penny in my hand. I will ask the students what
is in my hand. I assume I will get an answer along the lines of a penny, To which Ill rebuttal a
redox reaction. To this point the students have not learned anything about redox reactions and most
likely have no idea what Im talking about. This should engage them because they will be curious what
a redox reaction is and how it applies to the penny. I will then write the reaction on the board in all
black marker. After doing this I will explain that this reaction answers all the criteria to the key
questions/concepts (will be written on the board before class). The questions/concepts are: what are
oxidation numbers, what in a reaction is reducing and what is oxidizing, what are the reducing and
oxidizing agents, how do half-reactions help us determine redox reactions, and what are
disproportionation reactions?
Assessment of Prior Knowledge: They have no prior knowledge so it is imperative that when
explaining redox reactions I always related it back to reactions they are familiar with. However even
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though they do not know anything about redox reactions they will need to remember period trends. An
example is that the Alkali Metals have a charge of +1 or that the Halogens have a -1. This knowledge
will be needed for identifying oxidation numbers. The prior knowledge will be touched on at the start
of the lecture.
Connection to Curriculum: Every student knows what rust is. Since they have never heard of a redox
reaction I want to relate this new information to something they already have a base knowledge. In the
reaction Cu + O2 CuO (rust) Cu is oxidized and is a reducing agent, and the O is reduced and is an
oxidizing agent. Throughout the lesson I can come back to this example. This reaction meets all parts
of the SLOs other than being a disproportionation reaction.
Expectations for Learning and Behaviour: The students should be engaged in the lesson, actively
answering and asking questions; however, since there is so much information to get through students
should be respectful when I am talking.
Advance Organizer/Agenda: as listed above I will have five key questions/concepts that we will go
through chronologically.
Transition to Body Plan A: After writing the copper reaction on the board I will draw the classes
attention to the key questions/concepts on the board and tell that this reaction applies to all the key
concepts except the last one. I will then tell them that we are going to start taking down our first key
questions/concept what are oxidation numbers?
Transition to Body Plan B: Since this is the first lesson they have ever received on redox reactions
there is a lot of base information that we have to cover in the lesson. For this lesson to be effective the
students will have to be on task and engaged. If for some reason they seem distracted or unfocused we
will do a quick 5 minutes of yoga. This will help them reduce their extraneous load and will get them
focused on applying their germane load. After doing the yoga I will transition to the first key
concept/question.
Body (40 min.):
An important side notes: -the vast majority of this lesson is in accordance with the knowledge and
comprehension level 1, 2 of Blooms Taxonomy. This means that the majority of this lesson plan is an
explanation so students gain understanding and knowledge and for further application.
-Based on the formative assessment from the last lesson if students are struggling with a certain part of
redox reactions I can take 5 minutes to go over it again.
Learning Activity #1: Explanation of what oxidation numbers are. Oxidation numbers are needed to
understand everything involving redox reactions from what is being reduced to what is an oxidization
agent. To understand oxidation numbers the students must remember period trends. I will ask students
questions that will help them remember or relearn the information. This can be done simply through a
question like how many electrons does the alkali metals have in their outer shell? I would then
follow up this question with another along the lines of what happens to that alkali metals electron
when it reacts with a non-metal? They should be able to identify that an ionic bond would form that
alkali metal would lose its one electron giving it a charge of +1. Once students remember the basic
period trends and bonding I will transition on how it is relevant to redox reactions. I will say that
oxidation numbers are representations of an elements charge. We can determine an element's charge
by applying our period trends and bonding principles. I will then use a work aloud strategy to show
multiple examples. First I will show aluminum by itself. I will explain that since it is not bonded to
anything and that it does not have a charge its oxidation number is 0. Next I will show water, H2O I
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will state that Hydrogen is an alkali metal and therefore has a charge of +1 and that Oxygen and the
rest of group 16 or 6 has a charge of -2. When we add it together there are two Hydrogens which
makes +2 and one Oxygen so -2 that they balance out and water does not have a charge. This means
that Hydrogens oxidation number will be +1 and Oxygens oxidation number is -2. I will then bring it
back to the original example of the oxidation of Copper. I will ask a student first to tell me the
oxidation number of Copper. They should be able to work out that it does not have a charge. I will
write oxidation number above Copper. Next I will call on a different student to give me the oxidation
number of Diatomic Oxygen which again they should be able to figure out that it is 0. I will then write
Oxygens oxidation number above it.
Formative & Summative Assessments: After doing the examples of Al, and H2O if the students are
looking puzzled I can see more examples or ask a quick fist to five to gauge where the students
knowledge is at. Also if I do go on and they are not able to give me the correct answers to Copper
example I know that I have to go over some material again.
Specific Learner Considerations: I will have the equations written on the board for the visual learners.
For the auditory learners there is the discussion. For the tactile learners I can let the penny circulate
through the room but I assume everyone has seen a rusted penny.
Transition to Activity #2: I will say now that we have our oxidation numbers why are useful. This
will get the students thinking how the two could be related. I will then point to our second key
concept/questions what in a reaction is reducing and what is oxidizing
Learning Activity #2: I will state that we need oxidization numbers are needed to identify what is
reducing and what is oxidizing in a reaction. I will explain that something that is reducing is receiving
electrons whereas something that is oxidizing is giving electrons. I again will use the think aloud
model, I will write the equation 2NaBr + Cl2 2NaCl Br2. I will work through getting all the
oxidation number out loud, further reinforcing the last teachings, Reacts: Na = +1, Br = -1, Cl2 = 0
Products: Na = +1, Cl = -1, Br2 = 0. I would write all the oxidation numbers above the element like last
time. I would then go through that since Cl went from 0 to -1 that it was reduced because it accepted an
electron giving it a negative charge. On the other hand Br goes from -1 to 0 which means it was
oxidized because it lost an electron. After that example is complete we will go back to the original
equation of Copper. I will ask a student what in the reaction is being reduced, to which they will
answer Oxygen. I will then erase the oxygen in black marker and rewrite it in blue (on the board I
will specify that blue marker stands for reduction and red stands for oxidization) so students can easily
distinguish between the two. I will then ask the students what does that mean for Copper to which
they will reply Copper is being oxidized. I will then rewrite the Copper in red.
Formative & Summative Assessments: same as the last activity I will read the room to see if I need to
explain more or do another example.
Specific Learner Considerations: same as the last activity other than the addition of colours to the
reaction will be another boost for the visual learners.
Transition to Activity 3: I will draw the students to key concept number 3 to which Ill ask them based
on their new knowledge of oxidization and reduction what do you think an oxidizing and reducing
agent is?
Learning Activity #3: After hearing the students ideas about oxidizing and reducing agents I will
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explain. Both oxidizing and reducing agents are found on the reactants side of the equation. An
oxidizing agent is what causes a reduction to occur. A reducing agent is what causes oxidation to occur.
In 2NaBr + Cl2 2NaCl Br2 example Cl would be an oxidizing agent because it causes Cl to be
reduced. This means that Br would be the reducing agent because it causes Br to be oxidized. I will
apply this to a new example of Cr+ + Sn4+ Cr3+ + Sn2+. Again I will use the think aloud model and
we will go through oxidation numbers and what is being reduced and oxidized in the reaction.
Reactants: Cr = +1, Sn = +4 Products: Cr = +3, Sn =+2. Since Cr loses two electrons going from +1 to
+3 it is being oxidized, this also makes Cr+ the reducing agent. On the other hand Sn goes from +4 to
+2 therefore it gained two electrons meaning it was reduced, making Sn4+ the oxidizing agent. Again I
will go back to the original example and I will ask students to identify the oxidizing agent and reducing
agents of the Copper equation. They should give me the answer that Copper is reducing agent and that
Oxygen is the oxidizing agent. I will also write the RA and OA in different colours.
Formative & Summative Assessments: Same as the last activity
Specific Learner Considerations: Same as the last activity
Transition to Activity #4: I will ask the students since redox reactions are dependent on the movement
of electrons wouldnt it be great if we had a way to show the electron movement? This is a rhetorical
question and after asking it I will point to the fourth key concept.
Learning Activity #4: I will explain that half reactions are dividing the overall reaction into two parts.
The one part is the reduction and the other part is the oxidation. Since there is no new information we
can just dive right into an example. For the reaction Cr+ + Sn4+ Cr3+ + Sn2+ we know that Cr is being
oxidized so the half reaction would look like this: Cr+ Cr3+ + 2e-. This shows the two electrons it
lost. The half reaction for Sn would look like: Sn4+ + 2e- Sn2+. This shows the two electrons it gains.
Again going back to the Copper example I would ask the students to make the half reactions (I would
write it on the board but they would tell me). I would also keep the colours the oxidation half reaction
would stay the reduction reaction would be in blue and the oxidation would be in the red. This again
helps the students see the correlation.
Formative & Summative Assessments: Same as the last activities
Specific Learner Considerations: Same as the last activities
Transition to Activity #5: I will tell them that is the full dissection of the Copper reaction and it applied
to all of our key concepts other than the last one.
Learning Activity #5: In a disproportionation reaction everything is the same except one substance
gets both reduced and oxidized. We would dive into the example of 2H2O2 2H2O + O2. Since the
basics of solving this problem have not changed I would ask the students for the oxidation numbers,
and for the half reactions.
Formative & Summative Assessments: Same as before
Specific Learner Considerations: Same as before
Transition to Activity #6: I would tell the students that we are going to put it all together in a way that
we will remember.
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Learning Activity #6: This activity will need three volunteers from the class. With the help of the three
students I will take them through a quick story. The characters are: a huge candy bar, a rich child
named Ronald Arnold, and a poor child Oliva Adams. The story goes that Ronald and Oliva go to the
same school. Ronald is aware of Olivas socioeconomic position. One day he has this massive candy
bar and he decided that it is better for Oliva to have it. Oliva accepts the offer and they are both happy.
Rational behind the story, I will explain the Ronald Arnold (RA) is a reducing agent it wants to get rid
of its candy bar or electron. Oliva Adams (OA) is an oxidizing agent and wants a candy bar or electron.
I gave them their names based on oxidizing and reducing agents because that usually causes more
confusion. I will explain the rationale of the story to the students. This story should have the students
make and recall the information.
Formative & Summative Assessments: I will ask questions along the lines of what was the candy bar
symbolic of, is Ronald a reducing or oxidization agent, etc. These questions will help me understand
if the students understand how the story relates to redox reactions.
Specific Learner Considerations: This will change the pace of the lesson and will re-engage students.
This kind of a presentation hits a lot of different learning styles.
Transition to Closure: I will tell them that they have to fill out an exit slip in which they answer all five
of the key concept questions with one of two sentences.
Closure ( 10-15 min. (depending on intro)):
Consolidation/Assessment of Learning: The constant questions and having the students complete
problems on the board should give me a good idea whether they understand the material or not. For
sure the exit slip (each key concept is part of an SLO meaning if they get all the answer right they fully
know both of the SLOs) will allow me to see what the student do and do not understand and I can then
go over what they did not get next lesson.
Feedback From Students: Exit slips and general questions
Feedback To Students: I will read their exit slips and bring them up next class. If I think they lack in
knowledge of a certain area I will go over it again.
Transition To Next Lesson A: Next lesson is using these principles to identify what separates redox
reactions from others. They will also be practicing the skill they learned in todays lesson.
Transition To Next Lesson B: If I do not get through all the material I can easily cover the rest at the
start of next lesson. I will simply tell the students to do the exit slip up to what we have done and tell
them we will finish the next day.

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Lesson Plan 2
Grade/Subject: Chemistry 30 Unit: 7 Lesson Duration: 60 minute By: Mike Harrison 001181633
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM OF
STUDIES

LEARNING OBJECTIVES
(2-3, clear, and measurable)

- Students will
define oxidation
and reduction
operationally and
theoretically

- Use their knowledge of oxidation numbers to

complete oxidation numbers Mahjong.

- Students will
define oxidizing
agent, reducing
agent, oxidation
number, halfreaction, and
disproportionatio
n

- Solve problems involving oxidization and reduction

Students will:

- Solve problems involving oxidizing and reducing

agents.

Formative &
Summative
ASSESSMENTS (How
will you know they met
learning objectives?)
(Observations, Key
Questions,
Products/Performances)
Formative:
- Observations, going
around to each learning
centre.
- Worksheets from each
learning centre

- Use half-reactions to describe redox reactions.

- Kahoot quiz
- Classify a disproportionation redox reaction.

LEARNING RESOURCES CONSULTED

Resource #1: http://www2.stetson.edu/mahjongchem/
Resource #2: https://play.kahoot.it/#/k/ac5db0f8-73d7-4948-9cf6-87db7749d93a
MATERIALS/ EQUIPMENT/ SET UP
* Tablets/laptops for oxidation numbers Mahjong
* Worksheets
* Learning centres, groups predetermined, and tables set up with worksheets present or Tablets
* Smartphones for Kahoots quiz
PROCEDURE
Introduction (10 min.):
Attention Grabber: Now that we know the basics of redox reactions we get to apply them. We will be
doing learning centres today after we have got some practice we will do a Kahoots quiz. The attention
grabber is simply just explaining what we are going to be doing for the day. Kahoot quizzes are fun, so
I think that will motivate students to make sure doing the learning centres that they work because this
gives them the best chance of doing well on it.
Assessment of Prior Knowledge: To refresh their memory of last class I will quickly go over a question
on the board using the think aloud model. While doing the example, I will do it similar to the last
lesson. I will start with the oxidation numbers, then write what is being oxidized and reduced in
different colours, followed by determining the oxidizing and reducing agents, and finally dividing the
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reaction into half reactions. I will also just verbally remind them what a disproportionation reaction is.
Connection to Curriculum: Now that they have the base information they need to practice and use this
knowledge. These two SLOs are the base of solving all SLOs for the rest of the unit so it is imperative
that students can do all of these skills.
Expectations for Learning and Behaviour: Since I am taking all the worksheets from the learning
centres in as formative assessment I want collaboration to occur. I would make it clear that each
student has to complete and hand in a worksheet because they need to be able to do these skills
individually; however, the classroom management technique ask two before me would be in effect.
If a student is struggling, they should first ask the students in their table for help. This is a good
technique because most of the time the student will get the answer they are looking for and the student
who gave the answer has to teach the concept which leads to a deeper understanding. This means that
there will be talking so some noise will be present but it should never get too loud because that can be
hard for students to concentrate. During the Kahoot quiz, I hope the students are into it, and there is a
good, fun, competitive spirit. I anticipate that it will quite down during the actual questions, but in
between round there will be a lot of discussions because they will want to know where everyone is at
in the rankings.
Advance Organizer/Agenda: Intro: practice problem, Body: explain each learning centre and have the
students complete each learning centre, Conclusion: Kahoot quiz and a brief explanation of tomorrows
lab.
Transition to Body: Ill tell everyone their groups and what table they are starting at. I will then explain
what each station is.
Body (43 min.):
Each of these Learning Activities is a specific learning centre. All these learning centres will be
done simultaneously in small groups. Each group will have 7 minutes at each learning centre.
Important side notes: -now that students have achieved the first and second level of Blooms
Taxonomy (knowledge, understanding) these lesson/activities are designed to engage students in the
third level application.
-If we did not make it through the whole lesson yesterday, we could easily finish it before we go into
the learning centres. If this is needed, I will just lower the time at each stage by one minute.
Learning Activity #1: Oxidation number game. The first learning centre will give the students practice
finding oxidation numbers. Stetson University has made an oxidation state (number) Mahjong game.
The premise of the game is you have to match tiles. There are two types of tiles: one will have a
molecule like WF6 and the second kind will have an oxidation number like 6. You would have to match
the tiles, so the oxidation state matches the element (the game will highlight one element in the
molecule). This is a great activity for multiple reasons. First and most importantly the response time.
When a student makes a wrong answer, they get the results back immediately. I think this is very
important when first learning a skill. Having the immediate feedback means they either just made a
quick error or they do not fully understand how to find oxidation numbers. This makes sure students
are not practicing the wrong technique. Second, it is more fun/engaging than just a worksheet. There is
not getting away from it worksheets are needed but when possible I want to switch it up. Even though
students will probably only get through the game once it does time them, so when they are at home
they could try and beat their best time. Lastly the game times the students, this can lead to selfregulated learning. The student could be motivated to try and beat their best time, and this will improve
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their knowledge.
Formative & Summative Assessments: Formative, observation there is no way for me to get the results,
so it is important that I am circulating and making sure students can complete the task.
Specific Learner Considerations: this program is user-friendly, and there is not a lot of reading. It is
just matching, and I think that every learner has a strong chance to succeed. If they are struggling, they
are in a group so ask two before me applies. If the two people do not know, then I can help them with
their problem.
Transition Between All Activities: I will have a timer on the interactive whiteboard. When it reaches 0,
I will put a 30-second timer on and that is how long they get to get the next centre and start working. If
they were at a station that had a worksheet they just have to leave their worksheets in a pile.
Learning Activity #2: Students will be completing a worksheet that tests their knowledge of oxidizing
and reducing agents.
Formative & Summative Assessments: Formative, observations I will be circulating the room and
seeing if students understand the worksheet. The worksheet will also be a formative assessment. This is
the first work the students are doing on redox chemistry; therefore, I do not want it to be summative. I
want the worksheet strictly to be for learning; I want the students to know what they understand and
what they do not.
Specific Learner Considerations: there is not a lot of reading or writing, but if an ELL student is
struggling they are working in a group so ask two before me applies.
Transition Between All Activities: Same transition as above
Learning Activity #3: Students will be completing a worksheet that tests their knowledge of oxidation
and reduction in a reaction.
Formative & Summative Assessments: same formative assessments as above, same logic.
Specific Learner Considerations: Same as above
Transition Between All Activities: Same as above
Learning Activity #4: Students will be completing a worksheet that tests their knowledge of halfreactions.
Formative & Summative Assessments: Same formative assessments as above, same logic.
Specific Learner Considerations: Same as above
Transition Between All Activities: Same as above
Learning Activity #5: Students will be completing a worksheet that tests their knowledge of
disproportionation reactions.
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Formative & Summative Assessments: Same formative assessments as above, same logic.
Specific Learner Considerations: Same as above
Transition to Closure: Ill tell everyone to pull out their smartphones (they can stay in the same tables
that finished the learning centres in).
Closure (7 min.):
Consolidation/Assessment of Learning: The last assignment is the Kahoot quiz. The Kahoot quiz
covers most of the learning outcomes and therefore will be a good representation of what the students
have learned in the class.
There is a lot of data I can analyze to ensure that students have met the learning objectives. The
formative assessment from the 40 minutes of observing the students in their centres. Also the four
worksheets. The reason I want four different worksheets is that it can be hard to tell sometimes what
step a student is getting lost at. With each step/part of redox reactions broken into these worksheets, I
can see where specifically students are struggling. Finally, I will have the Kahoot quiz. I can compare
the results from the Kahoot quiz to the worksheets I receive. This is important because if someone did
well at the worksheets but bombed the quiz this could be an indicator that the student might struggle
with tests. This could lead to trying to observe more about the student and if needed talking to the
student about their test taking skills.
Feedback From Students: Kahoot quiz and worksheets.
Feedback To Students: I will mark their worksheets (they will not be for actual mark), so the students
know where they are struggling.
Transition To Next Lesson: I will tell them that they will get to apply their knowledge in the awesome
lab next lesson.

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Formative assessments for Lesson 2

Disproportionation
Determine if the following are reactions are disproportionate. Use oxidation and reduction to help
support your answer.
1) 3NaCIO 2NaCl + NaCIO3

2) NH4NO3 N2O + 2H2O

3) 2Mg + O2 2MgO

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Half-Reactions
Separate the following into their two half-reactions:
1) 2FeCl2 + Cl2 2FeCl3

2) 2KBr + Cl2 2KCl + Br2

3) MnO2 + 4HCl MnCl2 + Cl2 + 2H2O

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Oxidization and Reduction

Correctly label what is being reduced and oxidized in the following reactions:
1) PCl3 + 3H2O 3HCl + H3PO3

2) 4NH3 + 3O2 2N2 + 6H2O

3) 4Al + 3O2 2Al2O3

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Oxidizing and Reducing Agents

Correctly label both the oxidizing and reducing agents in the follow reactions:
1) 3HCl + HNO3 Cl2 + NOCL + 2H2O

2) HgCl2 + 2KI HgI2 + 2KCl

3) Fe2O3 + 3CO 2Fe + 3CO2

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Lesson Plan 3
Grade/Subject: Chemistry 30
SPECIFIC
OUTCOMES
FROM
ALBERTA
PROGRAM OF
STUDIES
-30-B1.4k:
students will
identify electron
transfer, oxidizing
agents and
reducing agents in
redox reactions
that occur in
everyday life, in
both living systems
and nonliving
systems.
GLO:
-students will
value the role of
precise observation
and careful
experimentation in
learning about
chemistry.
- students will
select and use
appropriate
instruments for
collecting data
effectively, safely
and accurately

Unit: Unit 7

LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:

classify the reaction between

Copper (II) Sulfate with Zinc,
Aluminum, Iron (II), and Copper as
either living or nonliving system.
investigate the reaction between
Copper (II) Sulfate with Zinc,
Aluminum, Iron (II), and Copper.
identify electron transfer, oxidation
agents, and reducing agents of the
reaction between Copper (II)
Sulfate with Zinc, Aluminum, Iron
(II), and Copper.
recognize both chemical and
physical changes in the reaction
between Copper (II) Sulfate with
Zinc, Aluminum, Iron (II), and
Copper.

Lesson Duration: 60 minutes

Formative & Summative
ASSESSMENTS (How will you
know they met learning objectives?)
(Observations, Key Questions,
Products/Performances)
Formative:
-Rubric
-Observation I will listen to what the
groups are hypothesizing to see if they
are on the right track.
-Observation I will be walking around
making sure each group is doing the
lab correctly and are applying their
knowledge to explain what is
happening.
-Group presentation about their
specific reaction.
- Lab Worksheet
Summative:
-Exit slip

display proper lab safety skills

demonstrate proper use of lab
materials in the reaction between
Copper (II) Sulfate with Zinc,
Aluminum, Iron (II), and Copper.

LEARNING RESOURCES CONSULTED

Resource #1: http://chemdemos.uoregon.edu/demos/Reaction-of-Zinc-and-CopperII-Ion
Resource #2: https://www.youtube.com/watch?v=pV0k260gsZ0
MATERIALS/ EQUIPMENT/ SET UP
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* Each lab station will need to be set up before class. There will be four stations; every station
will have CuSO4, NaCl, and each station will have one of the metal so either Zn, Al, Fe, or Cu.
* Students desks will be arranged into their lab groups. These will also be the groups that they
present in. Each group will have a sheet that tells them what metal their group will be doing in the
experiment.
* Each group will have a worksheet to complete before and during the lab and will help them in
their presentations.
PROCEDURE
Introduction (7 min.):
Attention Grabber: Introduce and explain the awesome experiment they will be doing (does not
take long the experiment is not complicated).
Assessment of Prior Knowledge: The first part of the worksheet assesses prior knowledge. The
first part is the hypothesis, to correctly determine what they think will happen in the experiment
they must apply their fundamental knowledge of redox reactions.
Connection to Curriculum: this experiment allows students to physically see a redox reaction take
place. CuSO4 is a bright blue solution, and when Fe, Zn, or Al is placed in it the solution will
change colour and a brownish solid will appear the brown solid is copper. For example Zn +
CuSO4 ZnSO4 + Cu. So you can see that the final product has solid copper and the solution has
changed to ZnSO4 a student can visually see the blue solution going away and the brown solid
appearing. From this experiment students can apply their knowledge of redox reactions through
explaining half-reactions, oxidation numbers, reducing and oxidizing agents. Also, it is not a living
system because no Carbon is present.
Expectations for Learning and Behaviour: CuSO4 is not overly dangers, but it is important that
students follow the lab safety rules and the PPE are always on when in the lab. Students are
expected to act appropriately in the lab. The overall behaviour does not have to be strict there is a
lot of group work and collaboration during this lesson, so it will not be dead silent.
Advance Organizer/Agenda: students write hypotheses, general discussion about hypotheses,
students start the lab, students take down observations, students start working on exit slip, students
finish lab, students finish writing observations, students work on presentation, students present, I
give a conclusion, give the small transition lecture, and collect exit slips
Transition to Body: after the brief description of the lab I will let the groups start working on their
hypotheses.
Body (45 min.):
Important side notes: -this lesson is designed to engage students in level 4 and 6 (analysis and
evaluation) of Blooms Taxonomy.
-The rubric is assessing three portions the lab worksheet, the lab work, and the presentation. The
rubric will only mark the observations portion of the lab worksheet. The hypothesis is just a way to
get students to think about the experiment. The result section is a way for them to get their
thoughts on paper before doing their presentation. The rubric will assess how well their chemist's
eyes are and whether they are making good observations.
Learning Activity #1: In their lab groups, students will hypothesize what they think will happen to
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their metal when submerged into the CuSO4 solution. Each group has to confirm with me what
their hypotheses are because I want to make sure they have a good idea of what the experiment is
trying to accomplish. I will specifically be looking for students to have what electron transfer
somewhere in their hypothesis (this will also give them the answer to what is being reduced and
oxidized which then gives them what the oxidizing and reducing agents are). If they do not have
this, I will tell them they are close but have they thought about what will drive the change in the
reaction and other prompting questions like this.
Formative & Summative Assessments: Formative, when groups are working on their hypotheses I
will go around to each group hearing what they believe will happen and ask them questions on
why they think that.
After they finish I will either accept their hypothesis (if they are on the right track) or deny it; if
denied I will help give hints to help them find the answer.
Specific Learner Considerations: since there is only one worksheet per group someone who does
not have strong literacy skills does not have to write any of the answers down but can still
contribute verbally. Also, general group collaboration will allow for minor learner considerations.
Transition to Activity #2: Once I have confirmed a groups hypothesis they can go into the lab and
get started on the experiment.
Learning Activity #2: The experiment, students, will follow the format of the worksheet first
describing the materials they are working with. Then they will add the NaCl to their CuSO4
solution then submerging their metal in the solution. The metal has to stay submerged for about 20
minutes. During this time they will take notes on what happens when the metal was immediately
submerged what has happened after 10 minutes and after 20. The students do not need to be in the
lab for the entire 20 minutes. Instead, they will do their initial observation then return to their
desks and start working on their exit slips. They will then decide who in the group will do the
observations at 10 and 20 minutes.
Formative & Summative Assessments: Formative, I will go around to the lab groups and make sure
they are doing the experiment right and ask questions about them experiment. KEY QUESTION:
do the students expect there to be much of an initial reaction? Also, I want to make sure they are
making good observations. It is vital that they write down all colour changes, if there are physical
property changes like bubbles (gas) a solid appearing, or if the solution changes to a suspension
with a precipitate. Build these chemist eyes are vital for being able to visually understand what
is going on in the reaction and the different stages it goes through. For example, the reactions
between CuSO4 and Zn creates ZnSO4 and Cu. The solution starts blue but then will fade to a
colourless solution. The colour changes are because the solution is changing from CuSO4 to
ZnSO4. Having that written down/understanding why the colour change is important for
connecting the theory on the paper to what they see in the lab. If students are not taking good
enough observations, I will ask questions to try and lead them to better notes. The students need
these notes for activity 4.
Specific Learner Considerations: the experiment portion has something for every learner. It is
visually stimulating (CuSO4 is a nice blue colour), kinetics learners get to work hands on, the
observations will get discussed for the auditory learner and finally the students who like literacy
can write down the information.
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Transition to Activity 3: they will be doing activity during parts of activity 2.

Learning Activity #3: the exit slip (will be worked on multiple times throughout the period). The
exit slip is a worksheet that requires students to correctly: balance equations, balance half
reactions, find oxidation states, and label oxidizing and reducing agents (all concepts were taught
in a previous lesson). The experiment that they are either doing or have done will help reinforce
the concepts the learn. This is done because they are not just learning the theory they can
physically see the redox reaction taking place. This worksheet will be a great assessment of how
well they understand the key facets of redox reactions. I will also let the students work on the exit
slip after the presentations (activity 4).
Formative & Summative Assessments: Summative, the worksheet itself. The worksheet took me 6
minutes to complete so I estimate that it will take the students around 18 minutes to complete (I
times what it took me by 3).
Specific Learner Considerations: if a student is struggling with the literacy of the assignment I can
verbally explain what the questions are asking.
Transition to Activity 4: Once a group finishes their experiment they will start activity 4.
Learning Activity #4: group presentation. Every group will present the finding of their part of the
experiment. They will need to discuss colour change and any other change to the solution. They
will also have to state why these changes occurred and how they relate to oxidation, reduction,
oxidizing agent, reducing agent, and electron transfer. Key Concept: for the groups that had Fe,
Zn, or Al the students should be able to identify that the brownish solid that formed in the solution
was copper. A bonus question I will ask the groups is what the function of the NaCl was in the
solution. This goes into what they will be learning about in the next class but asking the question
will help the students to start to think about what will be talking about next class.
Formative & Summative Assessments: Formative assessment will be used when the groups are
preparing their presentation to make sure they understand what happened in their experiment. I
will also be formatively assessing during the group's presentation. If the groups missed any major
points, I would ask questions that will hopefully lead them to the answers.
Specific Learner Considerations: if a student does not want to present they could fill another roll
Transition to Closure: once a group present they will return to their desks so after all groups have
presented they will be back in their desks and I will start my closure.
Closure (8 min.):
Consolidation/Assessment of Learning: I will discuss how I thought that experiment and
presentations went. I would give a quick summary of the key concepts and what they need to take
away from the class and also If there were any key concepts that the groups had missed I would go
over them. Key concept: how electron transfer and how we can explain the colour change, what is
being reduced, oxidized, as well as what the reducing and oxidizing agents are. I will let them
know that I plan to have their worksheets marked by tomorrows class.
Feedback From Students: all the formative assessment during the class will give me a good idea if
the students do have an understanding of the experiment and the purpose of the class (including
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the marked rubric). If the students do not understand the formative assessment will allow me to
help students before the summative assessment. The exit slip will show if the students understood
how the experiment related to the theory they had already learned.
Feedback To Students: I will go over what went well with the experiment and the presentations. I
will quickly recap what happened in the experiment to make sure the concept is reinforced.
Transition To Next Lesson: Next lesson is on what makes a good conductor so I can ask the
question why did the reaction go forward why did the CuSo4 dissociate and the different metal
sulfate solution was made? Because copper is a weak conducting metal and we will go in-depth
why next class.

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Formative Assessment for Lesson 3

Name:____________
Redox Reactions of Copper (II) Sulfate

Prelab:
What do you hypothesize will happen when your metal is submerged in the CuSO4 solution?

Observations:
Describe the physical properties of the CuSO4 solution and the physical properties of your groups
metal looks

Describe the changes that occur to the solution and metal throughout the experiment (very start middle
and end)

Results/Conclusion:
Explain the physical changes to the solution and metal through the balanced reaction and half reaction.

Is this reaction considered living or nonliving, why or why not?

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Rubric for Formative Assessment for Lesson 3

Performance Task Rubric

Mike Harrison

4
Excellent

3
Proficient

2
Adequate

1
Limited

Insufficient/
Blank

Lab
Methods
And
Observation
Worksheet

Students
mention all
physical and
chemical
changes that
occurred
(colour
change, the
formation of
solid, etc.).

Students
mention most
physical and
chemical
changes that
occurred.

Students
mention some
physical and
chemical
changes that
occurred

Students
mention
minimal
physical and
chemical
changes that
occurred

Students
mention no
physical and
chemical
changes that
occurred

Lab Work

Students
followed all
lab safety
rules. Students
properly
followed all
parts of the
procedure.

Students
Students
followed most followed some
lab safety
lab safety
rules. Students rules. Students
properly
properly
followed most followed some
parts of the
parts of the
procedure.
procedure.

Students
followed no
lab safety
rules. Students
properly
followed no
parts of the
procedure.

Presentation
Of
Lab Results

Students
mention all
key facets of
the
experiment.
(Key facets
are: oxidation,
reduction,
oxidizing
agent,
reducing
agent, electron
transfer)

Students
mention most
key facets of
the
experiment.

Students
followed
minimal lab
safety rules.
Students
properly
followed
minimal parts
of the
procedure.
Students
mention
minimal key
facets of the
experiment.

Level

Criteria

Students
mention some
key facets of
the
experiment.

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Students
mention no
key facets of
the
experiment.

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Summative Assessment for Lesson 3

Name:____________
Exit Slip
1.

a) Balance the equation Al(s) + CuSO4(aq) Al2SO4(aq) + Cu(s)

b) Show the electron transfer through half reactions

2.
Balance the equation Zn(s) + CuSO4(aq) ZnSO4(aq) + Cu(s) and correctly label the oxidizing and
reducing agents.

3.
a) Balance the equation Fe(s) + CuSO4(aq) FeSO4(aq) + Cu(s) and correctly label the oxidizing
and reducing agents.

b) Show the electron transfer through half reactions

4.

a) Balance the equation Cu(s) + CuSO4(aq) CuSO4(aq) + Cu(s)

b) Show the electron transfer through half reactions and correctly label each elements
oxidation number.

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Reference List
Butzer, B., Day, D., Potts, A., Ryan, C., Coulombe, S., Davies, B., & Khalsa, S. B. S. (2014).
Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second-and
Third-Grade Students A Pilot Study. Journal of evidence-based complementary & alternative
medicine, 2156587214557695.
Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). Yoga as an intervention for
children with attention problems. School Psychology Review, 34(3), 415.

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