HIGH SCHOOL LESSON PLAN

School :
Subject : Chemistry
Grade Level : XII/ Odd Semester
Subject Matter : Balancing Oxidation Reduction Reaction Using The Half
Reaction Method
Time Allocation : 2 x 45 Minute

A. Core Competencies
1. Feel and practice the adopted dogma.
2. Living and practicing honest behavior, discipline, responsibility, caring, courtesy,
responsiveness and pro-active also showing attitude as part of the solution to various
problems in interacting effectively with the social and natural environment.
3. Understanding, applying, analyzing and evaluating factual, conceptual, procedural,
also metacognitive knowledge based on their curiosity about science, technology, art,
culture, humanity, nationality, and applying procedural knowledge in the study field
with specific talents to solve problems.
4. Processing, reasoning, presenting, and creating in the realm of concrete and abstract
realm related to the development in school independently and acting effectively also
creatively, and being able to use methods according scientific rules.

B. Basic Competencies and Indicators

Basic Competencies Indicators

3.3 Balancing chemical equation 3.3.1 Students can analyze how to balance the
of redox reactions and redox reaction with the half-reaction method.
estimating reactions that 3.3.2 Students can write chemical reaction
occur based on electrode equations with the half reaction method in
potential. front of the class.

C. Learning Objectives
1. Through the process of engage, explore, explain, elaborate, and evaluate, students can
explain how to balance the redox reaction with the half-reaction method.
2. One representative student from each group can write the redox reaction equation with
the half-reaction method on the board.
D. Concepts
1. Learning Materials
Knowledge Subject Matter
Factual Chemical reactions are written as balanced chemical
equations. In ordinary chemical reactions, the number and
kind of atoms must be conserved.
Conceptual  Redox reaction
 Oxidation number
 Half reaction method
Procedural Steps to balancing the redox reaction using the half-reaction
method
Metacognitive The Effect of oxidation reactions in daily life

2. Material Remidial
Adjust to material sections that have not been mastered by students.
3. Enrichment Material
Study the effects of oxidation reactions in daily life.

E. Learning Method
Approaches : Scientific
Model : Problem based learning
Method : Lecture, interactive discussion and exercises

F. Media Pembelajaran
Instructional Media : Cut apple slices at least 20 minutes, handsout and PowerPoint
Material list : Laptop, LCD, Whiteboard, and Boardmarker

G. Lesson Source
Chang, Raymond. 2005. Kimia Dasar Konsep-Konsep Inti Edisi Ketiga Jilid 2. Jakarta:
Erlangga.

Muchtaridi. 2017. Kimia 3 SMA Kelas XII. Jakarta: Yudhistira.

Purba, Michael.2004.Kimia untuk SMA kelas XII.Jakarta : Erlangga.

Salirawati, Das, Fitria Meilina, Jamil Suprihatiningrum. 2007. Belajar Kimia secara
Menarik untuk SMA/MA Kelas XII. Jakarta: Gramedia Widiasarana Indonesia.

Sukardjo. 2009. Kimia SMA/MA Kelas XII. Jakarta: Bina Aksara.

H. Learning Activities
Activities Steps
Probing Question
Comunication
 Teacher gives greetings
 Teacher lets students sit and calm 
down to prepare for learning
 Teacher invites students to pray 
before starting the lesson
 Teacher asks how students are
and check their presence.
Engage
(The teacher shows a brownish
apple slice, a piece of rusty iron,
and a burning candle)
 What evidence do you see that 
chemical reactions have and/or 
Introduction are taking place here?
 What could have been done to 
stop these reactions?
Time
Student Responses Allocation
 Students replies greetings
Students sit and calm down
Students pray led by class
leaders
10 minute
The apple turned brown.
The iron rusted.
 The candle emits light,
heat, and smoke.
Don’t cut up the apple, or
seal it up after cutting.
 Paint the iron.
 Blow out the candle.

 What is a common reactant in the

 Oxygen
three reactions?
 Do you know that these is a
 Yes, we do!
redox reaction?
 Redox reactions often occur
around us without us knowing it
 How can we tell if this is a redox  Assign oxidation numbers
reaction? to the reactants and
products.
Main Explore 30 minute
Activities (The teacher gives Handout
General Plan for Balancing
Redox Reactions and explain
each step by demonstrating the
full process)
 This handout spells out the steps
for balancing redox reactions.

(As a class, teacher and students

complete the steps for balancing
a redox reaction equation
together)
 What is the initial unbalanced  Determine from question
equation? posed.

 How do I assign oxidation  Use the toolkit rules.

numbers?
 Why do we use half reactions?  They isolate the key ions
or atoms whose oxidation
numbers change.

 How do I balance charge?  Add electrons to the more

positive side.

(Assign pairs of students one of

five redox reactions to balance.
Each pair will then join with the
other pairs assigned the same
reaction to compare solutions)
 What is the initial overall (Varies)
equation?
 How do you find unknown  Solve for unknowns using
oxidation numbers? the charge of atom/ ion.
 What are the halfreactions? (Varies)
Explain
(One representative from each
group will write the solution on
the board.)
 How did you know which  Change in oxidation
atoms/ions to use in the half number from reactant to
reactions? product.

 Why can you add H+ and H2O  Reaction takes place in

into the reaction? acidic, aqueous solution.

 How did you balance the charge

 Multiply the entire half
when you needed to add
reaction(s) by an
different numbers of electrons to
appropriate number to
the half reactions?
make them equal
Elaborate
(Review definitions of oxidation
and reduction.)
 What is the difference between  Oxidation: Losing
oxidation and reduction? Electrons, increase in
oxidation number.
 Reduction: Gaining
Electrons, decrease in
oxidation number.
(Introduce terms: oxidizing
agent and reducing agent)
 What do you think an oxidizing  Causes oxidation
agent does? a reducing agent?  Causes reduction
 So if an oxidizing agent causes  It is reduced
oxidation, what do you think
happens to the oxidizing agent?
 What happens to the reducing  It is oxidized
agent?
Closing Evaluate 5 Minute
(Teacher gives a short (Expected Student)
question to students about (Outcomes)
equating redox reactions with
the half-reaction method)

(Students are asked to work

on a problem related to
equating reactions with the
half-reaction method)
Closing
(The teacher ends the learning
activities by praying and
greeting to close the learning
activities)

I. Assessment of Learning Outcomes

Mechanism and Keterangan
No Aspect Instrumen
Procedure
1. Knowledge • Written Test • Evaluationn Attached
2. Skills • Discussion skills • Discussion Attached
performance rubric
3. Attitude • Responsibility • Responsibility Attached
attitude Attitude Observation
rubric

Semarang, March 2019

Headmaster Teacher
Attachment

RUBRIC ASSESSMENT OF KNOWLEDGE ASPECTS

Students are able to:

Learning Objective Indicator Exercises
Balancing the redox Balancing the 1. Write the steps for equalizing the redox
reaction equation redox reaction reaction using the half-reaction method.
with the half- equation with 2. Equate the following reaction equation:
reaction method. the method of I do
changing half HCl(aq) + HNO3(aq) → HClO(aq) + NO(g)
the reaction. We do
Cr2O72-(aq) + Br-(aq) → Cr3+(aq) + Br2(l)
You do
Cu(s) + SO42-(aq) → Cu2+(aq) + SO2(g)
Fe(s) + O2(aq) → Fe3+(aq) + H2O(l)
MnO4-(aq) + Fe2+(aq) → Mn2+(aq) + Fe3+(aq)
Br-(aq) + H2O2(aq) → Br2(aq) + H2O(l)
MnO2(s) + Cu+(aq) → Mn2+(aq) + Cu2+(aq)