Redox Reactions | Lesson Plans | Chemistry | Form 2 | CBC

MINISTRY OF EDUCATION

GeminiGeneratedImage7huo8r7huo8r7huo-removebg-preview.png

KASEMPA DAY SECONDARY

LESSON PLAN

Class: Form 2

Number of Pupils in Class: 64

Date: 10/09/2026

Duration: 80 minutes

Name of Teacher: MR MASUMBA

Subject: Chemistry

Topic: Redox Reactions

Subtopic: Oxidation and Reduction

LESSON GOAL: By the end of the lesson, learners will interpret redox reactions by correctly identifying oxidising and reducing agents from drawn reactions. BROAD COMPETENCES:

• Analytical Thinking

• Communication

• Collaboration

EXPECTED TARGET COMPETENCE: Interpret redox reactions LESSON COMPETENCIES: COMPETENCE 1: Define oxidation as electron loss and reduction as electron gain. COMPETENCE 2: Analyse drawn reactions to identify oxidising and reducing agents. COMPETENCE 3: Construct a table that classifies substances as oxidised or reduced using OIL RIG. TEACHING METHODS AND STRATEGIES:

• Question and answer

• Guided discovery

• Cooperative group work

• Demonstration using charts

ASSESSMENT STRATEGIES: Formative: Oral questioning, group table checks and peer responses during exploration and explanation. Summative: Individual exit table in which learners classify oxidising and reducing agents in a new reaction and justify their answers. LEARNING MATERIALS:

• Chart 1: Magnesium and oxygen electron transfer diagram

• Chart 2: Zinc and copper(II) sulphate redox reaction

• Chalkboard/whiteboard

• Exercise books and pens

LEARNING ENVIRONMENT: Artificial Environment: Chemistry classroom or laboratory; if unavailable, use a prepared room with displayed charts and clear board space. PRIOR KNOWLEDGE:

• Learners can identify reactants and products in simple chemical reactions.

• Learners know common chemical symbols and formulae such as Mg, O, Zn and Cu.

• Learners are familiar with the idea of ions or charged particles.

INTERDISCIPLINARY CONNECTIONS:

• Mathematics: Balancing electron loss and gain in redox reactions uses simple addition and subtraction of negative charges.

• Biology: Cellular respiration and photosynthesis involve electron transfer through oxidation and reduction.

• Physics: Electrochemical cells convert chemical energy from redox reactions into electrical energy.

• Home Economics: Browning of cut fruits and vegetables is an everyday oxidation reaction that can be delayed by limiting oxygen.

LESSON PROGRESSION:

Duration	Lesson Phases	Teacher's Activities	Learner's Activities	Targeted Competency	Assessment Criteria
10 min	Engagement (Introduction)	Display Chart 1 showing magnesium reacting with oxygen and ask learners what happens when metals react with oxygen. Pose the guiding question, 'What is happening to electrons when magnesium reacts?' and record learners' initial ideas on the chalkboard/whiteboard. Connect the question to the lesson topic and state that learners will identify oxidation and reduction.	Observe Chart 1 and answer that magnesium gains oxygen to form magnesium oxide. Share initial ideas that electrons may be lost or transferred by magnesium. Listen and link the guiding question to the lesson topic.	Communication, Analytical Thinking	Learners correctly mention oxygen gain or electron transfer as a starting idea of oxidation.
35 min	Exploration (Development)	Organise learners into small groups and provide Chart 1 and Chart 2. Guide groups to trace which species loses electrons and which species gains electrons on each chart. Instruct groups to record the species that donates electrons and the species that accepts electrons in a table in their exercise books. Move around groups and ask, 'Which substance is oxidised and which is reduced?'	Move into small groups and receive Chart 1 and Chart 2. Trace electron movement on each chart and discuss which species loses or gains electrons. Fill in a group table identifying oxidising and reducing agents in each reaction. Answer probing questions by justifying labels using electron loss or gain.	Collaboration, Analytical Thinking, Communication	Learners correctly record oxidising and reducing agents in their group table for both chart reactions.
15 min	Explanation (Conceptualization)	Ask each group to present one finding from their table to the class. Use Chart 1 and chalkboard/whiteboard notes to explain oxidation as loss of electrons and reduction as gain of electrons. Introduce the memory aid OIL RIG and help learners apply it to Chart 2.	Present group findings and listen to other groups while comparing answers. Take notes and define oxidation and reduction in their own words. Use OIL RIG to classify the oxidised species and reduced species in Chart 2.	Communication, Analytical Thinking	Learners accurately define oxidation and reduction and correctly classify one oxidising and one reducing agent.
15 min	Synthesis (Continuity and Extension)	Write a simple unseen reaction on the chalkboard/whiteboard: CuO + H₂ -> Cu + H₂O. Lead a brief discussion on how redox applies to everyday processes such as rusting or browning of cut fruits. Ask learners to complete an individual exit table in their exercise books showing the oxidising and reducing agents in the new reaction.	Read the given reaction and individually identify the oxidising and reducing agents. Suggest everyday examples of oxidation and reduction, linking them to electron transfer. Write the exit table in exercise books and justify each classification in one sentence.	Analytical Thinking, Communication	Each learner correctly labels the oxidising and reducing agents in the unseen reaction and gives at least one valid everyday example.
5 min	Evaluation and Reflection	Ask two quick review questions: 'What is oxidation?' and 'What is reduction?' Sample the exit tables and give immediate verbal feedback on common errors. Ask learners to write one sentence reflecting on how to avoid confusing oxidising and reducing agents.	Answer the review questions using OIL RIG: oxidation is loss of electrons and reduction is gain of electrons. Listen to feedback and correct table entries where necessary. Write one reflection sentence in their exercise books and share it with a partner.	Communication, Analytical Thinking	Learners correctly recall OIL RIG and correct or justify their exit table entries during feedback.

CLASS EVALUATION:

SELF EVALUATION:

Lesson Plan — Chemistry (Redox Reactions)

Want to create your own resources?