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```									                                                LESSON PLAN 4.1

Unit           : SMP Negeri 1 Margahayu
Grade / Term   : VII / 2nd semester
Subject        : SCIENCE-PYSICS
Chapter        :4
Sub Chapter    : 4.1 Physical and Chemical change
Time           : 2 X 40 minutes

A.   Standard Competence:
Knowing the characteristics of physical and chemical change.

B.   Basic Competence :
To identify physical and chemical change.

C.   Learning Goals
Students are able to :
1. compare process and products of physical and chemical Change of a matter.
2. classify the physical and chemical changes in daily life.

Skills
a. Experimenting
b. Interpreting data
c. Classifying

Concept
The physical and chemical changes

Learning methods
a. Experiment
b. Observation.
c. Discussion.

D.   Teaching learning processes
a. Introduction ( 10 minutes )
Guiding question :
- Give some examples of the change of matter in a
daily life.

b. Main activities ( 60 minutes )
i.    The teacher asks the students to make a group of five
ii.    The teacher explain the steps of experiment.
iii.    The teacher guide the students while they are working in groups.
iv.     The teacher asks the students to present and discuss the results.
v.     The teacher asks the students to make the conclusion.

c. Closing activities ( 10 minutes )
i.      The teacher asks the students to observe Surrounding and find the change of a matter.
ii.      The teacher asks the students to classify the Change into physical and chemical change.

E.   Sources :
1. Science students book
2. Worksheet
F.     Assessments :

Indicator Of                                        Assessment
Assessment                       Technic          Instrument       Example Of Instrument
Students are able            Written Test      Multiple Choice        1. The difference between physical
and chemical change is …..
1. To compare process and                                              a. physical change is simple while
products of physical and                                                chemical change is more
chemical change of a                                                    complicated.
matter.                                                             b. physical change takes long time
while chemical change occurs in
2. To classify the physical                                                short time.
and chemical changes in                                             c. physical change does not need
daily life.                                                             medium while chemical change
needs medium.
d. physical change does not create
new substance while chemical
change creates new substance.

2. Which one of the statements in the
following is the physical property?
a. reactivity
b. inflammability
c. hardness
d. stability in molecules

3. An Ice block melts to be water. The
process is defined as ….
a. Physical change
b. Chemical change
c. Volume change
d. Phase change

Bandung,
Acknowledged by,
Principal                                                             Science Teacher

Drs. H. Tono Sumartono, M.Si                                          Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                            NIP. 19701209 199301 2 001
LESSON PLAN 4.2

Unit              : SMP Negeri 1 Margahayu
Grade / Term      : VII / 2nd semester
Subject           : SCIENCE-CHEMISTRY
Chapter           : 4. Change in matter
Sub Chapter       : 4.2 Nature of Chemical Reaction
Time              : 2 x 40 minutes

A. Standard Competence:
Understanding some properties of physical and chemical changes

B. Basic Competence:
Identifying the existence of chemical reaction by conducting a simple experiment

C. Indicators to achieve competence:
Identifying a chemical reaction based on the object’s nature.

D. Objectives
Students can identify a chemical reaction based on the object’s nature

E. Teaching Material
A chemical reaction can be identified based on the change happening in the reaction.
Some changing can be in the form of precipitation, colour changes, gas roduction,and temperature changes.

F. Learning approach and method:
1. Approach : Cooperative Learning
2. Method : Expository and demonstration

G. Learning Phases

Phases                                                Activities
Opening                      a. Introduction
(10 Minutes)                 Greeting, praying,checking students attendance
b. Motivation
What is the difference between physical and chemical changes?
c. Prerequisite
Students are reminded to chemical and physical changes

Main                         a. Explain the meaning of science word.
(40 Minutes)                 b. Explain .about nature of chemical reaction
c. Demonstrate one of the nature of chemical reaction.
d. Students observe and write down the demonstration results in the
work sheet paper.
e. Students answer the questions related to the demonstration that has
been done.
a. Students discuss the demonstration results facilitated by the teacher.
b. Students make conclusions guided by the teacher.
Closure                      c. By showing the picture, Students do the post-test for checking their
(30 Minutes)                    understandings.
d. Do the project
H. Sources:
i.      Student book
ii.      Text books
iii.      Websites

I. Assessment

Indicator Of                                   Assessment
Assessment                 Technic           Instrument          Example Of Instrument
Students are able        Written Test       Explanation            1.   Write a chemical reaction to
separate water.
Identifying a chemical
reaction based on the                                              2.   Write the characteristics of
object’s nature.                                                        chemical reaction.

3. Are the following physical or
chemical properties?
a. taste
b. flammability
c. color
d. smell
e. solubility
f. breakable

Bandung,
Acknowledged by,
Principal                                                           Science Teacher

Drs. H. Tono Sumartono, M.Si                                        Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                          NIP. 19701209 199301 2 001
Project 4.2

Subject                  : Science-Chemistry
Project title            : Nature of Chemical Reaction

Time allocation : 1 week
Standard Competence : Understanding some properties of physical and chemical changes
Basic Competence        : Identifying the existence of chemical reaction by conducting a simple experiment
Indicators               : Identifying a chemical reaction based on the object’s nature
Project                  : Understand kinds of nature materials which can be used as acid-base natural indicators.
Scoring Rubric
Level                                           Descriptions
4            -   Prepare a plan that contains preparation steps, materials, and
(Excellent)           interesting and good title.
-   Excellent written structure and accurate data.
-   Describe the nature of chemical reaction completely.
-   Make an excellent summary.
-   Have an excellent presentation performance and understand the
project.
3           -   Prepare a plan that contains preparation steps, materials, and
(Very good)           interesting and good title.
-   Very good written structure and accurate data.
-   Describe the nature of chemical reaction completely
-   The summary is complete and accurate performance.
-   Have a very good presentation and understand the project.
2            -   Prepare a plan that contains preparation steps, materials, title is not
(Good)              suitable and not interesting.
-   Good written structure and accurate data but the data is inadequate.
-   Describe the nature of chemical reaction not completely
-   The summary is not complete and accurate.
-   Have a good presentation performance and understand the project.
1          -   Prepare a plan but not complete, title is not suitable and not
(Need             interesting.
improvem      -   Written structure needs to be improved and data is limited and not
ent)            accurate.
-   Describe the nature of chemical reaction not completely
-   The summary is not complete and not accurate.
-   Presentation performance needs to be improved.
LESSON PLAN 5.1

School          : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 5.1 Acid, base and salt
Time Allocation : 2 x40 minutes

A. STANDARD COMPETENCE
5. To understand the characteristics of acid, base, and salt.

B. BASIC COMPETENCE
5.1. Classify the characteristics of acid, base and salt solution by using accurate tools and indicators.

C. LEARNING OBJECTIVES
Student are able to:
● Identify the characteristics of acid, base, and salt, using a suitable indicator.
● Classify substance in our daily life based on acid, base, and salt concept
● Use an indicator to know the pH of a substance
● Understand the concept of neutralization reaction

D. LEARNING MATERIALS
Acid, base, and salt.

E. LEARNING METHOD/ LEARNING MODEL
1. Learning model:
a. Cooperative learning.
b. Direct instruction.
c. experiment
2. Method: Observation.

F. LEARNING ACTIVITIES

First Meeting

Introduction
a. Remind the student about materials that they must bring to the laboratory
b. Motivate the student by asking, “Have you ever taste vinegar? What is the taste?”.

Main activity
.
a. Teacher guides students to make groups.
b. Teacher and students’ discuss about acid, base, and salt and then determine their characteristics by using pH indicator.
c. Teacher gives an observational worksheet paper to the student
d. Teacher and students’ prepares acid, base, and salt solution. Students observe and categorize them.
d. Students discus and communicate in groups.

Closure
a. Teacher and students make summary.
b. Teacher gives written test about acid, base and salt.

Second Meeting

Introduction

a. Remind the student about acid, base, and salt concept and their characters
b. Motivate the student by asking,” do you ever mix acid with base? What will happen?”.

Main activity
a. Teacher gives instruction to students to mix the acid with base solution and measure the pH by using pH indicators
b. The student know the pH of the mixture
c. The student ask to the teacher what it happen?
d. The teacher explaining it by using animation
e. The teacher and the student have a discussion
Closure
a. Teacher and students’ make a summary
b. Teacher gives written test about neutralization reaction

G. LEARNING SOURCES
-   Science interactive book
-   observational worksheet
-   laboratory apparatus
-   chemical substances
-   IGCSE media

H. ASSESSMENT

Procedure           : - Written test
- Observation test
- Product result test

Form                : - Multiple choices.
- Identification test.
- Essay

I. Assessment Technique

Assessment
Indicators of achievement                      Type of               Example of Instrument
Technical
Instrument
● Identify the characteristics written test Multiple choice If blue litmus paper react with a solution the litmus
of acid, base, and salt,                                  paper will be red, so the solution is…
using a suitable indicator.                               a. acid c. salt
b. base d. neutral
● Classify substance in our Observatio Identification
daily life based on acid,    n test       test            Classify the substances into acid, base, and salt!
base, and salt concept

● Use an indicator to know
the pH of a substance          Product     Identification    Measure the pH of the substances by using pH
result test test             indicator!
● Understand the concept of
neutralization reaction
Written test Essay           Write the chemical equation from the reaction of
hydrochloric acid with sodium hydroxide!

Personal procedural checklist
Determine the acidity degree of a substance using a pH indicators
No.                                    Aspects                                           Score
1. Accuracy in using PH stick.                                                            2
2. Do activity by using save procedure.                                                   2
3. Get data from activity.                                                                2
4. Make summery.                                                                          2
Total score                                           8

Bandung,
Acknowledged by,
Principal                                                                                       Science Teacher

Drs. H. Tono Sumartono, M.Si                                                                    Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                                      NIP. 19701209 199301 2 001
LESSON PLAN 7.1

Unit            : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 7.1 units of an ecosystem
Time Allocation : 6 x40 minutes

A. STANDARD COMPETENCE
7. To understand the interdependence of living and non-living things in an ecosystem

B. BASIC COMPETENCE
7.1.To point out the units of an ecosystem and the interactions among the units

C.LEARNING OBJECTIVES
The students are able to      :
 Identify the components of ecosystem and the sun as the main energy source in ecosystem.
 Make models of interdependent between organisms based on an observation (food web and food chain)
 Describe the role of each component of ecosystem
 Explain kind of interaction between organism

D. LEARNING MATERIALS
 Deffinition of ecosystem
 Types of ecosystem
 Units of living things as components of ecosystems
 Component that compose ecosystem

E. LEARNING METHOD/LEARNING MODEL
1. Model   : cooperative learning
2. Method  : discussion

F. LEARNING ACTIVITIES
First Meeting (120 minutes)
I. Introduction
Motivation and apperception
Remind the students about the definition of ecology – the branches of biology
Motivate students by asking: Are you involved in an ecosystem?
II. Main Activities
 The teacher asks students to go to schools garden to observe.
 The teacher asks the students to make a group of five and assign to observe and record everything That they found
including the air and soil.
 The teacher guides the students while they are working in groups.
 The teacher asks the students to classify the things that they observe into two group :living things (biotic) and non living
things (abiotic)
 The teacher asks them to presentation the results of their observation
 According to the result of observation, the teacher asks students to identify components of ecosystem and explain that
sun is the source of energy in the biological system
 The teacher shows some slides about kinds of ecosystem and asks students to describe the characteristics of each
ecosystem

III. Closure
 Help the students to make a conclusion.
 Give a reward to a diligent student and the group that does a good work.

Second Meeting (120 minutes)
I. Introduction
Motivation and apperception
Remind the students with review the lessons last time
Are you involved in an ecosystem?
II. Main Activities
 The teacher shows some slides about interaction between organisms in ecosystem
 The teacher asks the students to identify and discus interaction pattern between organisms
     The teacher asks students to make models of interdependence between organisms based on an observation (food web
and food chain)
III. Closure
 Help the students to make a conclusion.
 Give a reward to a diligent student and the group that does a good work.

G. LEARNING SOURCES
1. IPA Biologi Bilingual For SMP Kela VII. Yrama Widya
2. Science For Junior High School. Ministry Of National Education

H.ASSESMENT
Assessment
Indicators of achievement                   Type of             Example of Instrument
Technical
Instrument
 To identify the components of Observa-tion observation a. Observe the school garden ! fill the table organism and
ecosystem and the sun as the               alworksheet      object that you find in the school garden!
main energy source in
ecosystem                                                No     Name         component
Abiotic      Biotic

b.   Explain each component that construct an ecosystem!

Make a model of food chain and food web diagram based
 To make models of                observation    Project   on your observation in the school garden!
interdependent between
organisms based on an
observation (food web and
food chain)                                               Explain the role of plant in ecosystem!

 To describe the role of each     written test   Essay
component of ecosystem                                    What is differences between mutualism and
commensalism?
 to explain kind of interaction
between organism                 written test   Essay

essay

Bandung,
Acknowledged by,
Principal                                                                                        Science Teacher

Drs. H. Tono Sumartono, M.Si                                                                     Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                                       NIP. 19701209 199301 2 001
LESSON PLAN 7.2

Unit            : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 7.2 Biodiversity in an ecosystem
Time Allocation : 6 x40 minutes

A. STANDARD COMPETENCE
7. To understand the interdependent on an ecosystem

A. BASIC COMPETENCE
7.2 To identify the importance of biodiversity in an ecosystem preservation

B. LEARNING OBJECTIVES
The students are able to
1. Explain what is biodiversity and its advantages
2. To define living things that is in extinction
3. To mention some example of animal and plant that is in extinction and mention what is the cause that they in an
extinction
4. To explain how important that we preserve the animal and plant that is in an extinction
5. Writing an article introducing the endangered organisms in Indonesia

C. LEARNING MATERIALS
 The importance of biodiversity in Indonesia
 Biodiversity preservation

D. LEARNING METHOD AND LEARNING MODEL
1. Model        : - Direct Instruction (DI)
- Cooperative Learning
2. Method : - Discuss
- Problem base learning
Scientific Skills : Observing, Measuring, Communicating

E. LEARNING ACTIVITIES
First Meeting
1. Introduction
Motivation and apperception.
 The teacher reminds the students about the components of ecosystem
 The teacher motivates the students by asking. Example: What are the difference and the similarity between plants
and animals?
 The teacher also motivates the students by watching biodiversity movie
2. Main Activities
 The teacher shows the slides of biodiversity in Indonesia
 The teacher asks the students to make a group of six and assign them the topics what they have to discuss (the
topics about damaging of biodiversity and biodiversity preservation)
 The teacher guides the students while they are working in groups
 The teacher asks each group to present and discuss their result. Another group has to listens their friend’s
presentation.
 After the group present, another group can asks about the result if they still confuse. The group which present has
 The teacher guide and give the reinforcement to the student’s answer

3. Closure
 Students make a conclusion guided by the teacher
 The teacher give information to another groups to prepare their presentation for next meeting

Second Meeting
1. Introduction
 The teacher gives motivation to the students by asking about last meeting and gives them reinforcement if they
2. Main Activities
 The teacher asks each group to present and discuss their result. Another group has to listens their friend’s
presentation.
 After the group present, another group can asks about the result if they still confuse. The group which present has
 The teacher guide and give the reinforcement to the student’s answer
 The teacher explains a little bit about biodiversity preservation in Indonesia

3. Closure
 Students make a conclusion guided by the teacher
 The teacher gives information to students that next meeting they will get the test of this chapter

Third Meeting
1. Introduction
 The teacher checks the students’ attendance
 The teachers asks the students to prepare their stationary

2. Main Activities
 The teacher gives a chance to students to read their book and notes book about 10 minutes
 The teacher asks the students to keep their book and notes book to their bag and ready to do the test

3. Closure
 The teacher asks the students to collect their test
 The teacher asks the students to read next chapter in their book for next meeting

F. LEARNING SOURCES
 Science students book
 Slides of biodiversity
 Video of biodiversity

G. ASSESMENT
 Procedure : Written test
 Form : Essay
Assessment
Indicators of achievement                        Type of                Example Instrument
Technical
Instrument
 Explain what is biodiversity Written test   essay            What are the biodiversity advantages in our daily life…

 To define living things that                                 What are the characteristics of living things that is in
is in extinction             Written test   essay            extinction….

 To mention some example                                      Mention some example of animal and plant that is in
of animal and plant that is Written test    essay            extinction are….
in extinction and mention                                    What are the causes of the extinction?
what is the cause that they
in an extinction

 To explain how important
that we preserve the                                         Why we have to do the biodiversity preservation?
animal and plant that is in Written test    essay            Explain one of the biodiversity in Indonesia that you
an extinction                                                know?

 Writing an article
introducing the
endangered organisms in                                      Write an article about endangered species organism in
Indonesia                                                    Indonesia!
Product        product making
Assessment
Affective evaluation
 Presentation evaluation.
 Example form as shown below:

Table 2. Presentation Evaluation Format

No    Students                    Component of evaluation/ evaluation aspect                  Total
name        Presenta-    Explainati Attitude      Content        Know-      Due date   score
tion         on                                   ledge
1
2
3
4
Notice:
 Score for each component: 5-10
 The rubric is not provided, teacher should develop it

Bandung,
Acknowledged by,
Principal                                                                            Science Teacher

Drs. H. Tono Sumartono, M.Si                                                         Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                           NIP. 19701209 199301 2 001
LESSON PLAN 7.3

Unit            : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 7.3 Human population
Time Allocation : 6 x40 minutes

A. STANDARD COMPETENCE
7. To understand the interdependent on an ecosystem
B. BASIC COMPETENCE
7.3 To predict the influence of human population density to the environment
C. LEARNING OBJECTIVES
Student are able to:
:
1. To explain the concept of human population density
2. To calculate birth rate and death rate in a place
3. To predict the relationship between human population with clean water needed
4. To predict the relationship between human population and food needed
5. To predict the relationship between human population and area that they lived
6. To explain the influence of the increasing number of human population to the environmental damage

D. LEARNING MATERIAL :
Relation between human population density and environment

E. LEARNING METHOD AND LEARNING MODEL:

1. Model : - Direct Instruction (DI)
- Cooperative Learning
2. Method : - Discuss
- Problem base learning

Scientific Skill: Observing, Predicting, Communicating

F. LEARNING ACTIVITIES

First Meeting
a. Introduction
 Motivation and apperception
What are the negative and positive influences from human population density?

b. Main Activities
 The teacher explains to the students about human population density
 The teacher asks the students to make a group of five
 The teacher assign the students to observe the chart or video of human population density and discuss about
relationship of human population and life needed
 The teacher guides the students while they are working in groups.
 The teacher asks the students to present and discuss the results.
 The teacher asks them to draw the conclusion.

c. Closure
 Help the students to make a conclusion.
 Give a reward to a dilligent student and the group that does a good work.

Second Meeting

a. Introduction
 Motivation and apperception
Remind the students about the video that they have saw in the previous meeting
What are the factors that influence the human population density?

b. Main Activities
 The teacher explains to the students about birth rate, death rate, emigration and imigration
 The teacher asks the students to play a game to pretend an area
    The teacher explain to the student about the purpouse of playing that game
    The teacher guides the students to get a critical thingking of playing that game

c. Closure
 Help the students to make a conclusion.

Third Meeting

a. Introduction
 Motivation and apperception
Remind the students about the game that they played in the previous meeting
What are the factors that they must do to pretend the area?
b. Main Activities
 The teacher show a video about a crowded city
 The teacher guides the students while they are working in groups.
 The teacher asks the students to present and discuss the results.
 The teacher asks them to draw the conclusion.
c. Closure
 Help the students to make a conclusion.

F. LEARNING SOURCES

       Video of human development
       Science interactive book
       Students worksheet

H. ASSESSMENT

Indicator of achievement                                            assessment
Technical        Type of            Example of instrument
Instrument
 To explain the concept of human       Written test   essay          What is human density?
density

Written test
 To calculate birth rate and death                                   n 2002 x town has 5200 people, now the
essay
rate in a place                                                     people is 7000. calculate the mortality rate!

Written test

 To predict the relationship between                  essay          Explain the relationship between human
human population with water                                         population and clean water needed!
needed
Written test

 To predict the relationship between                  essay          Explain the relationship between human
human population and food needed Written test                       population and the food needed!

 To predict the relationship between
human population and area that      Written test
essay          Explain what happen to the total area if the
they lived
human is incresing rapidly!
 To explain the influence of the
increasing number of human
population to the environmental                      essay          Why the increasing number of people can
damage                                                              produce the negative impact to the
environment?

Bandung,
Acknowledged by,
Principal                                                                                         Science Teacher

Drs. H. Tono Sumartono, M.Si                                                                      Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                                        NIP. 19701209 199301 2 001
LESSON PLAN 7.4

Unit            : SMP Negeri 30
Subject         : Science- Biology
Chapter         : 7.4 Pollution
Time Allocation : 6 x40 minutes

A. STANDARD COMPETENCE:
7. Understanding mutual dependences in ecosystem

B. BASIC COMPETENCE:
7. 4 Apply human beings role in environment management to overcome pollution and environment damage

C. LEARNING OBJECTIVES:
The students are able to:
1. Explain the differences between renewable and non renewable natural
resources
2. Find the concept about pollution and environmental damage
3. Analyze the experimental result to find a concept about global warming
4. Educate others about global warming

D. LEARNING MATERIALS:
Renewable and non-renewable natural resources, pollution and environmental damage

E. LEARNING METHOD/LEARNING MODEL
1. Learning Model:
 Cooperative Learning
 Problem Based Instruction
2. Method :
 Information Discussion
 Experiment

F. LEARNING ACTIVITIES:
1. First Meeting
a. Introduction
 Motivation
- Do you think science is boring subject?
- Let’s make science not become boring anymore. (Phase 1)
 Prerequisite Knowledge
- Do you still remember our last lesson about population density?
- Mention some problems rise from population density!
 Presenting learning objectives and keywords which will be used often during the lesson.

b. Main Activities
 Teacher brings in two cups, water, plastic wrap and lamp and holds it up for the children to see.
 Teacher asking students to have a seat in 6 (six) group.
 One group asked to fill the cups with water and wrap one of the cups with plastic wrap, then leave both cups
under the lamp.
 Each group have to discuss which one will be warmer? Why? Is there any correlation between these
experiments with global warming concept? What is the meaning of global warming?
 Several groups send their delegates to present the discussion result.
 Teacher writes keywords on the board: global warming, green house gases, atmosphere, earth
 Teacher elicits the concept of global warming using Power point presentation

c. Closure
 Teacher evaluating students with giving an oral question around the objectives to reach for.
 Give a reward for students or group which present a good performance.
 The teacher guides students to make a conclusion about the lesson.
 The teacher reminds students to prepare a poster that explain about global warming. They should find their daily
non-food trash and use the items to make a three-dimensional poster.

Second meeting
a. Introduction
 Motivation
Give question to a students.
- How do you think about illegal logging?
   Prerequisite Knowledge
- Do you still remember our last lesson about global warming?
- What is global warming

b. Main Activities
 Teacher tell students to sit with their group.
 Teacher tell students about today activity
 Students will read some articles and make a conclusions from that article.
 Teacher give each group one article.
 Students read their article then make a conclusion from it.
 Each group presenting their article and give their opinion about that article.
c. Closure
 Teacher evaluating students with giving an oral question around the objectives to reach for.
 The teacher guides students to make a conclusion about the lesson.

Third meeting
a. Introduction
 Motivation
Give question to a students.
- Have you see water pollution near your house? How do you think about it?
 Prerequisite Knowledge
- Do you still remember our last lesson about illegal logging?
- What is illegal logging?

b. Main Activities
 Teacher tell students to sit with their group.
 Teacher tell students about today activity
 Students will discuss about air pollution, water pollution and soil pollution
 Teacher tell students to discuss to find solution to overcome pollution and environmental dammage.
 Students presenting their result.

c. Closure
 Teacher evaluating students with giving an oral question around the objectives to reach for.
 The teacher guides students to make a conclusion about the lesson.

G. LEARNING SOURCES
1. Student Book from Directorate of Junior High School Development
page 321.
2. Student Work Sheet
3. Experimental equipment and materials
4. Reference Book

H.ASSESSMENT

Indicator of achievement                                                  assessment
technical       Types of                Example of instrument
Instrument
 To explain the consequences from Written test Multiple             Statement:
cutting the forrest unwisely and the                   choice      1. the number of wood decreasing
effect to the environment and how to                               2. global temperature increasing
solve it                                                           3. oxygen in air increasing
4. soil water decreasing
Written test
 To explain the effect of water, air, soil              essay       What is the statement that hace a relation ship with
pollution to the human and how to                                  illegal logging?
solve it                                                                a. 1, 2, and 3
b. 1, 2, and 4
c. 1, 3, and 4
Written test                  d. 2, 3, and 4

 Describe human efforts to overcome                   essay        a.is there an influence of water pollution with human
pollution and environmental damage                                  health, explain it!
b.how to solve the water pollution?
Explain one example of micobe which used in
bioremediation!

Bandung,
Acknowledged by,
Principal                                           Science Teacher

Drs. H. Tono Sumartono, M.Si                        Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                          NIP. 19701209 199301 2 001
LESSON PLAN 8.1

Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 2nd semester
Subject          : SCIENCE-PYSICS
Chapter          :8
Sub Chapter      : 8.1 State of matter
Time             : 2 X 40 minutes

A. Standard Competency
To understand the state of matter and its changes.

B. Basic competency
To describe characteristic of solid, liquid and gas based on their state and its application.

C. Indicators
1. To investigate the state of matter
2. To describe the attraction force and particles move in a matter
3. Differentiate cohesion and adhesion through an observation
.       4. To connect the capillarity in our daily live

D. Teaching model
Cooperative learning
Direct instructions

E. Learning Resource
Students book
Work #### 8.1 and work #### 8.4

F. Apparatus and materials
1. a measuring cylinder
2. a glass cup
3. a ruler
4. a glass
5. water
6. kerosene
7. a wood block
8. a balloon

G. Teaching and learning activity
a. Introduction (10 minutes)
1. The teacher gives motivation to students by doing following activity.
2. The teacher explains some learning indicators.

b. Main activity ( 3 X 40 minutes )
1. The teacher arranges students into groups 5 or 6.
2. Student are introduced to the matter of working safety when they use materials which are made of glass.
3. Student are asked to do the activity collectively .
4. The teachers prepares a tables on the blackboard. One of students as a representative of each group is
asked to write the result of their observation on the blackboard.
5. The teacher guides student in discussing the result of their observation written on the black board.

c. Closing remark
1. Still in group setting, the teacher gives emphasis on the concept about the characteristic of matter and
its change of state.
2. The teacher discusses again the motivating activities in the introduction so that student can find the
explanation of the phenomena in the activities.
3. Student are asked to apply their understanding with discussion about the Thing about It and Do It section
in students book.
H. Assessment

Assessment
Indicator of Achievement
Technique     Instrument     Example of Instrument
 To investigate the state        Written test   Essay       Rain is a process of…
change on a matter

Written test   Essay         Why we can smell the perfume ?
 To describe the attraction
force and particles move in a
matter

 Differentiate cohesion and
observation                                    work-sheet      experiment

 To connect the capillarity in                                 Why the wall can be wet in the
our daily live                  Written test   Essay           rainy day

Bandung,
Acknowledged by,
Principal                                                                          Science Teacher

Drs. H. Tono Sumartono, M.Si                                                       Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                         NIP. 19701209 199301 2 001
Name : ________________________ Class : ___________________ Date : ______________

Student Worksheet 8.1

Matter and Its States
8.1 Recognize States of Matter

In this activity you will recognize some characteristics of solids, liquids, and gases.
Apparatus and materials
1. a measuring cylinder
2. a glass cup
3. a ruler
4. a water
5. a balloon
6. a wood block
7. a small board marker

What to do
1. Prepare these apparatus and material: a wood block, a glass cup, a glass, balloon, a measuring cylinder, a
ruler, and a small board marker.
2. Use the measuring cylinder to measure 50 ml of water. Pour the 50 ml of water into glass. What is the
shape of the water after you pour the water into the glass?
Using small board marker, write a mark on the part of the glass where the water surface is.
3. Now pour the water into the glass cup. What is the shape of the water after you pour the water into the
cup?...
Using a small board maker, write a mark on the part of the glass cup where the water surface is. Then,
measure the volume of water. Does the volume of water change? How do you find it out?
4. Let’s have a look at a wood block. What is shape of the block? Measure its length, width, and height. Put
the block in empty glass. Does the shape of the block change? Write down the result of your observation
and measurement of the block in the table below

A SOLID BLOCK
Initial Shape
Length
Width
Height
Shape in the glass

5. Blow air into balloon so that it is inflated and tie the tube so that the air is not deflated. What is the shape of
the air in the balloon?...
Can you change the shape of the air? How?…

Analyze
1. What is the state of this matter?
a. water
_________________________________________________________________
b. wood block
_________________________________________________________________
c. air
_________________________________________________________________
2. Think about a wood block. Do its volume and shape change?
_____________________________________________________________________
3. Do all solids have unchanged volume and shape?
_____________________________________________________________________
_____________________________________________________________________

Matter                 Volume                Shape               Draw the shape of matter
Solid
Liquid
Gas
LESSON PLAN 8.2

Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 2nd semester
Subject          : SCIENCE-PYSICS
Chapter          :8
Sub Chapter      : 8.2 Density
Time             : 2 X 40 minutes

A. Standard Competence :
Students understand about material state and its change.

B. Basic Competence :
Students able to descript density concept in daily life and its applications.

C. Indicator:
 to define density based on measurement
 to find mass, volume, and density relation.
 to conclude that density of matter are not depend on shape and volume of matter.
 to conclude that matter with the same kinds have the same density.

D. Objectives
 Students are able to define density based on measurement
 Students are able to find mass, volume, and density relation.
 Students are able to conclude that density of matter are not depend on shape and volume of matter.
 Students are able to conclude that matter with the same kinds have the same density.

E. Subject materials
Density

F. Learning approach and method
1. Approach      : Cooperative Learning
2. Method        : Expository and Experiment

G. Learning Phases

Phases                                            Activities
Opening             a. Introduction
(10 minutes)           Students are reminded about mass and volume
b. Motivation
Students are asked whether a piece of wood can float on the water’s
surface and a piece of iron can sink down under water.
c. Prerequisite
Students can measure mass and volume of matter
d. Pre Experiment
Be careful in using balance
Main                a. Students work in group of four.
(40 minutes)        b. Students prepare instruments : a O’haus balance, a ruler, a vernier
scale, a measuring cylinder, water, material cube, a stone.
c. Measure the mass of a material cube use a balance.
d. Find the volume of this material cube by measure the length, width, and
height use a ruler.
e. Write down the result of measurements in the table below
Matter         Mass (g)         Volume (cm3)        Mass/Volume
f. Do the same procedure to another material.
g. Students answer the questions related to the experiment that has been
done.
Closure            a. Students discuss the experimental results of their groups facilitated by
(20 minutes)           the teacher.
b. Students draw experimental conclusion guided by the teacher.
c. Students do the post test for checking their understandings.
d. Students are assigned to mention density application in daily life.

H. Learning Resources
1. Student Book
2. References
3. Experimental Apparatus

I.   Assessment
Assessment
Indicator of Achievement
Technique        Instrument    Example of Instrument
   to define density based   Written test      Essay       What is density of object ?
on measurement

 to find mass, volume,       Experiment        Experiment      Find the density of cube.
and density relation                          worksheet

 Students are able to        Written test      Essay
Calculate density of stone, if mass
of stone 200 gram and volume of
conclude that density of                                      stone 50 cm 3 ?
matter are not depend
on shape and volume of
matter
Why the density of water
 to conclude that matter     Written test      Essay            different with the density of
with the same kinds                                            ice
have the same density

Bandung,
Acknowledged by,
Principal                                                                             Science Teacher

Drs. H. Tono Sumartono, M.Si                                                          Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                            NIP. 19701209 199301 2 001
Name : ________________________ Class : ___________________ Date : ______________

STUDENTS WORKSHEET
Subject             : Science-Physics
Chapter             : 8. Matter and State
Sub-Chapter         : 8.2. Density

What do you need ?
1.   Material cube (aluminium, iron, copper, wood)
2.   stone
3.   ruler
4.   measuring cylinder
5.   balance
6.   water

Procedures
1.   Measure the stone mass with the balance
2.   Put the stone in to the measuring cylinder that contains a certain volume of water (V0). Volume of water after the stone is put in
the measuring cylinder (V1).
3.   Volume of the stone (Vs) = V1 - V0
4.   Density of the stone = mass/volume
5.   Do the same procedure to another material
LESSON PLAN 8.3

Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 2nd semester
Subject          : SCIENCE-PYSICS
Chapter          :8
Sub Chapter      : 8.3 Expansion
Time             : 4 X 40 minutes

A. Standard Competence:
To understand the state of matter and its changes

B. Basic Competence:
To do an experiment related to the expansion in our daily live

C. Indicators to Achieve Competence
1. To research expansion process of liquids, solids, and gases.
2. To identify volume expansion of liquid
3. To show expansion principle in technology, for example a bimetal.
4. To mention example of expansion in daily life.

D. Objectives
1. Students are able to research expansion process of liquids, solids, and gases.
2. Students are able to identify volume expansion of liquid
3. Students are able to show expansion principle in technology, for example a bimetal.
4. Students are able to mention example of expansion in daily life.

E. Subject Material
Expansion liquid , solid and gases.

F. Learning approach and method
1. Approach :      Cooperative Learning
2. Method          :      Research
Experiment
Presentation

G. Learning Phases

1. Meeting 1st
Phases                                      Activities
Opening        a. Introduction
10Minutes         Students are reminded about materials or object.
b. Motivation
Students are asked why glasses have contain hot water suddenly
Break
c. Prerequisite
Students know if the materials receive calor will be explain.
d. Pre Experiment
Be careful in using the Muschenbroek.
Main           a. Student work in groups of four.
50Minutes      b. Student discuss the report of research about expansion of liquids,
solids and gases.
c. Students are provided with a set experimental apparatus for each
group
d. Each students group carries out an experiment according to
experimental objectives
e. Students observe and right down the experimental result in the form
of table
f. Students answer the questions related to the experiment that has
been done.
Closure       a. Students discuss the experimental result of their groups Facilitated by
20Minutes         the teacher.
b. Students describe experimental conclusion guided by the teacher.
c. Student do the post test for checking their understandings
d. Student are assigned to observe types of expansion of liquids, solids
and gases.

2. Meeting 2nd
Phases      Activities
Opening     a. Introduction
10Minutes      Students are reminded about expansion solids
b. Motivation
Students are asked why bulb of iron light on or light off.
c. Prerequisite
Students know about the bimetal functions.
d. Pre Experiment
Be careful in using the Bimetal

Main          a. Student work in groups of four.
50Minutes     b. Student discuss the report of research about expansion of liquids,
solids and gasses
c. Students are provided with a set experimental apparatus for each
group
d. Each students group carries out an experiment according to
experimental objectives
e. Students observe and right down the experimental result in the form of
table.
f. Students answer the questions related to the experiment that has
been done.
Closure       a. Students discuss the experimental result of their groups Facilitated by the
20Minutes         teacher.
b. Students describe experimental conclusion guided by the teacher.
c. Student do the post test for checking their understandings
d. Students are assigned to observe types of bimetal function.

H. Learning Resources
1. Student Book
2. References
3. Internet/Website
4. Laboratories (Experiment apparatus).
5. Environment.
I. Assessment
Assessment
Indicator of Achievement
Technique    Instrument    Example of Instrument
 To research expansion       Observation    Observation   Observe the expansion of metal by
process of liquids, solids,                worksheet     using Muschenbroek tools
and gases                                                Why the water can be spread out
when we are boil it in a pan?
Written test   Essay
 To show expansion
principle in technology,                                 Explain the basic concept of
automatic iron
for example a bimetal                      Essay
Written test                 Mention the example of
 To mention example of
expansion in daily life
expansion in daily life                    Essay
Written test

.
Bandung,
Acknowledged by,
Principal                                                                         Science Teacher

Drs. H. Tono Sumartono, M.Si                                                      Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                        NIP. 19701209 199301 2 001
EXPANSION 8.3

Now you need to think about states of matter a little bit. We'll start with gases. The idea behind thermal expansion
is that gases expand as the temperature increases. If you have a balloon and you heat up the contents, the balloon
will get larger.

Material and Apparatus
1. Balloon
2. Empty Battle
3. Hot water
4. Coldwater

Procedures
1. Set the balloon and empty bottle like the figure
beside. The balloon takes at the top of the bottle.

2. Put the bottle at the container A that contains with hot water. After few minutes what will happens to the
balloon? Why that can be happen?
3. After that put the bottle at the container B that contains with cold water. After few minutes what will happens to
the balloon?
4. Make a reason why that can be happen
LESSON PLAN 8.4

Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 2nd semester
Subject          : SCIENCE-PYSICS
Chapter          :8
Sub Chapter      : 8.4 Heat
Time             : 8 X 40 minutes

A. Standard of competence
To understand the state of matter and its changes.

B. Basic competence

To describe heat energy in changing the state of matter temperature, and its application in daily life.

C. Indicator to achieve competence
Objective:
1. To investigate the heat flow by conduction (in solid matters), convection (in liquid and gaseous matters) and
2. To identify matter classified as conductor and insulator of heat
3. To Apply the heat flow concept in solving everyday physics problems such as a vacuum flask and a flat-iron
4. To investigate the influence of heat energy to temperature and matter changes.
5. To investigate some factors affecting rate of evaporation.
6. To investigate amount of heat needed for increasing the temperature.
7. To investigate the heat needed for boiling and melting.
8. To apply the formula : Q = m . c . ∆t , Q = m . U , and Q = m . L for solving simple problem.

D. Objective
Students are able to:
Objective:
1. To investigate the heat flow by conduction (in solid matters), convection (in liquid and gaseous matters) and
2. To identify matter classified as conductor and insulator of heat
3. To Apply the heat flow concept in solving everyday physics problems such as a vacuum flask and a flat-iron
4. Describe the influence of heat energy to temperature and matter changes.
5. Mention some factors affecting rate of evaporation.
6. Mention some factors that needed for increasing the temperature.
7. Determining the boiling and melting point.
8. Apply the formula : Q = m . c . ∆t , Q = m . U , and Q = m . L for solving simple problem.

E. Subject Materials
Heat
F. Learning approach and methods
1. Approach : Cooperative learning.
2. Methods : Experiment, Discussion and presentation.

G. Teaching – Learning Process

First Meeting

Phases                                             Activities
Opening (10 minutes)                      a. Introduction
 Teacher remind about three states of matter

b. Motivation
Example from daily life
• Why does mom have to use cloth to take a wok?
•   Have you ever grip ice cube?
•   What do you feel?
•   How does the heat flow from one place to another?
c. Perquisite
Science word
• Conduction (Conductor, Insulator)
• Convection

Main (50 minutes)       •    Heat energy flows from a warm substance to a cooler
substance.
• Heat can be transferred by three processes:
– conduction,
– convection, and
Conduction is the transfer of heat along a solid object.
Convection transfers heat through the exchange of hot and cold
molecules.
Radiation is the transfer of heat via electromagnetic (usually infrared)

In conduction, heat is transferred through a material by the
collision of adjacent atoms or molecules

Radiation is the process of transferring heat through a vacuum
(without medium)

Application
What does she use if she wants to keep her hand from heat

?

Application
• What do you use if you want to keep your drink cool or warm?
• Thermos bottles or Dewar flasks (see Cryogenics) provide
insulation through an evacuated double-wall arrangement in
which the walls have reflective silver or aluminum coatings.
a. The teacher asks the students in a group of four .
3.10 page 50
c. Each group takes apparatus and materials in prepared room
d. Each of group does the experiment
e. The students write down result of experiment on the table
f. Ask students to make some the discuss the result of the
experiment
g. Some groups are asked to deliver presentations of the result
of discussion. The other groups are asked to rise questions.
Closure (20 minutes)               a.The students make summaryze guided by the teacher

Mechanism of    Vibrating particles   Heated particles Electromagnetic
heat transfer   pass energy to        set up a         waves from the
neighboring particles convection       heat source
current

Medium          Solid, Liquid ,gas   Fluid            None

Ability to travel None               None             yes
through vacuum

Rate of heat    fast                 Faster than      At the speed of
transfer                             conduction       light

b. Teacher gives students a task
Match These Words from the left to the suitable words in the right
1. Mechanism of heat transfer for convection ( ….. )
2. Medium conduction ( …)
3. Rate of heat transfer radiation ( ….)
4. Cork of plastic material (….)
5. Conduction (…...)
6. Stopper ( … )
7. Vacuum ( … )
8. Layer of air ( … )
9. Silver coating the glass walls (….)
A. A poor radiator of heat
B. A poor conductor and convection
C. Reduces heat loss by conduction and convection
D. Reduces heat loss by convection by keeping the air in
E. A poor conductor of heat
F. Vibrating particles pass energy to neighboring particles G.
mechanism
H. Heated particles set up a convection
I. Solid, liquid and gases
J. At the speed of light

H. Learning Resources
1. Student Book
2. References
3. Student Worksheet
4. Apparatus and material experiment

Scoring rubric of Activity
Aspects
Students Proce          Choosing         Result Report          Cleanliness       Team           Total
No
Names Dure             Tools and                                                 work           Score
materials
1
2
3
4
Second meeting

A. Teaching – Learning Process

Phases                                                      Activities
Opening (10 minutes)                    a. Introduction
 Teacher remind about three state of matter
b. Motivation
 Ask the student why ice cube can be melt?
c. Prequisite
 Student have known about state change of matter
Main (50 minutes)                                  a.The teacher ask the students in a group of four .
worksheet
b. Each of group to take apparatus and materials in
prepare room
c. Each of group doing eksperiment
d. The students write down result of experiment on
the table
e. Ask students a group to discuss result of
experiment
f. Some groups are asked to deliver a presentation of
the result of discussion. The other groups are
Closure (20 minutes)                    a.The students make summarize guided by the teacher
b. Teacher give students a task

B. Learning Resources
1. Student Book
2. References
3. Student Worksheet
4. Apparatus and material experiment

C. Assessment
Assessment
Indicator of Achievement
Technique      Instrument    Example of Instrument
     To investigate the influence   Observation     Observation      Observe the temperature state of
of heat to temperature                         worksheet        matter change when we are heating
change and state of matter                                      an ice!
     To investigate the amount
number of heat that is used                    Observation
to increase the temperature    observation                      Observe the increasing of
worksheet
of an object                                                    temperature and the heat needed to
     To investigate factors that                                     heat an object!
can accelerate the
evaporation process            Written test                     Heating a cloth is one example to
Essay            accelerate the evaporation by
     to applicate the relationship                                    using…
n
Q = m.C. ∆t                      Written test    Essay             Calculate the heat that is used, if 1
Q = m.U dan Q = m.L                                                kg ice -10 °C, heated until boil! Ice
To solve a problem                                                 specific heat = 2.100 J/kg°C, water
specific heat = 4.200 J/kg°C
Scooring rubric of Activity
Aspects
Student    Proce       Choosing    Result   Report   Cleanliness   Team   Total
No
Names      dure        Tools and                                   work   Score
materials
1
2
3
4

Bandung,
Acknowledged by,
Principal                                                                 Science Teacher

Drs. H. Tono Sumartono, M.Si                                              Siti Sa’ariah Kamila, M.Pd
NIP. 19550515 198803 1 006                                                NIP. 19701209 199301 2 001
Name : ________________________ Class : ___________________ Date : ______________

STUDENT WORKSHEET 8.4

 Specific Heat Capacity
Does the kind of substance affect the amount of heat energy needed to increase the temperature of substance?
In this activity you will investigate that problem. Do the experiments relate to the following procedures.

Apparatus and Materials
 Bunsen burner                                           match
 beaker glass pyrex 100 mL ( 2 unit)                     tripod stand
 water ( room temperature )                              wire gauze
 sand                                                    balance
 thermometer                                             pipette
 stopwatch                                               spoon

Procedures
1. Turn on the Bunsen burner and let the wire gauze become hot. Be careful, don’t touch the wire gauze. Don’t let
the Bunsen fall.
2. Prepare 100 gram of water and pour it into beaker glass I. Prepare 100 gram of sand and pour it into beaker
glass II.
3. Measure the temperature of water in beaker I and measure the temperature of sand in beaker II. Write down
your measurement in Table 1 (row 1 )

Table 1
Water                     Sand
temperature (oC)          temperature(oC)

Beginning

After being
Heated for 5
minutes

4. Place the thermometer in the water and place beaker I on the wire gauze that has been heated. Write down the
temperature of the water after 5 minutes. Write down your measurement in Table 1 ( Row 2 , column 2 )
5. Repeat step 4 using beaker II ( containing sand). Write down your measurement in Table 1
( Row 2, column 2 ).

Observation
1. What happens to the water and sand in each beaker?

________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________

2. Which substance is hotter, the water or the sand? How do you know?

________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________

Analysis and Application
1. Why are the temperature of water and sand different?

________________________________________________________________________________________
____________________________________________________________
2. To increase the temperature by 1 oC, which substance needs more heat energy?

________________________________________________________________________________________
____________________________________________________________

3. Which substance has more specific heat capacity? (Hint: Read the student book, about Specific Heat Capacity)

________________________________________________________________________________________
____________________________________________________________

4. How much energy is provided by Bunsen burner for the water during the 5 minutes of heating?(Hint:Remember
the definition of 1 calorie)

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________

5. How much energy is provided by the Bunsen burner for the sand during the 5 minutes of heating? (Hint: Assume
that the flame is always constant )

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________

( Hint : Student Worksheet Grade VII Chapter 3 Page 50 till 54 )

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