RENCANA PELAKSANAAN PEMBELAJARAN

Document Sample
RENCANA PELAKSANAAN PEMBELAJARAN Powered By Docstoc
					                                                                          F.04.KUR.06
                                            LESSON PLAN 1

Subject             :    Biology
Grade / Semester    :    XI (Eleven)/ 1
Theme                :   Cell
Topic               :    Structure and the function of cell
Time Allocation     :    4 hours

A. Competency Standard : 1. Comprehending the structure and the function of cell as smallest
                            unit
B. Basic Competency    : 1.1 Describing Component chemistry cell, structure and
                             function of cell as smallest unit of life.

C. Indicators

      Making prepared microscopic observation of animal cell and plant cell
         *using a graticule and stage micrometer to measure cells and be familiar with units
        (millimeter, micrometer, nanometer) used in cell studies;
      Drawing cellular structure based on result of microscopic observation
      Comparing dead life cellular structure and cell
      Comparing animal cellular structure and plant cell
      Explaining structure and function of cell membrane, cytoplasm, and cell core
      Describing the of difference of cellular structure prokaryotic and eukaryotic cell

D. Learning Materials

      Cellular structure and function of cell covers,
       1. Membrane cell
       2. Cytoplasm
       3. Cell core

    Difference of animal cell and plant cell

    The cell prokaryotic and eukaryotic cell

E. Learning Activities
                                        Meeting 1 ( 2 x 45)

  1. Pre-activities ( 10 minutes)
    Teacher gives matter scope deliverer about cell.

  2. Whilst Activities (70 minutes)
     Exploration
       Searching internet use microscop, picture of plant and animal cell
     Elaboration

           Teacher demonstrates way of making prepared microscopic observation of plant cells
            and animal cells.
           Student takes equipment and material to practice observation of plant cell and animal
            cell.
           Student makes prepared plant cell then observes below(under microscope)
           Student draws result of observation.
           Student makes prepared animal cell then observes it below(under microscope)
           Student draws result of observation.
           Student makes report result of observation.

       Confirmation

           teacher gives aid to group that needed
           teacher gives motivation for the passive student
   3. Post Activities (10 minutes)
    The Student and teacher conclude cellular structure which can be observed by using
       its(the light microscope and function.
    Students with teacher discuss difference of animal cell and plant cell based on result of
       observation.
    Students collect report result of observation.

                                          Meeting 2 ( 2 x 45 )

   1. Pre-Activities (10 minutes)
    Teacher asks again the difference between animal cell and plant cell.

   2. Whilst Activities (70 minutes)                                              F.04.KUR.06
       Exploration
        Searching internet about animal cell and plant cell

      Elaboration

          Teacher shows cork cells picture and cells animal/cells plant.
          Student is asked to differentiate cells animal/cells plant with cork cell.
          Student is asked to give name of parts of its(the animal cells and plant and function
          Teacher shows bacterial cell picture.
          Student is asked to differentiate cellular animal structure / plant cells with bacterial cell.
          Student concludes difference of eukaryotic cell and cell prokaryotic.

       Confirmation

          teacher gives aid to group that needed
          teacher gives motivation for the passive student

   3. Post Activities (10 minutes)
    The Students and the teacher concludes difference of life cell and death cell, animal cell
       and plant cell, and eukaryotic cell and cell prokaryotic.

F. Assessment
     Report result of observation cell
     written test

G. Sources/Media/Material
    Laptop and infocus
    Khristiyono, Ign. 2004. Biology Job(Activity Book 2A, Esis. Jakarta
    Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
    Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge
    Microscope


    Approve by                                                     Tangerang Selatan, July 2010
    Principal of SMAN 3 TANGSEL                                    Biology teacher,



    Drs H. Sujana, MPd                                             Shanty Chairani, Ir
    NIP. 19580601 198101 1 006                                     NIP. 19630428 200604 2 003
                                         LESSON PLAN 2                              F.04.KUR.06
Subject                 : Biology
Grade / Semester        : XI ( Eleven )/ 1
Theme                   : Cell
Topic                    : Structure and fuction organelle plant cell and animal
Time Allocation         : 2 hours

A. Competency Standard : 1. Comprehending structure and function of cell as smallest unit of
                             life
B. Basic Competency    : 1.2 Identifying organelle plant cell and animal

C. Indicators
     Mentioning name of cell organelles at cell picture
     Explaining function of cell organelles

D. Learning Materials
     its(the Cell organelles and function)

E. Learning Activities
     Meeting 1 ( 2 hours)

   1. Pre Activities (10 minutes)
       Teacher shows cell picture based on result of observation with light microscope and
           electron microscope.
       Students with teacher discuss the difference of light microscope principle and electron
           microscope

  3. Whilst Activities (70 minutes)
     Exploration
       Study literature from various source about cell chemical component.
       Study literature from various source about function organelle cell.
       Study literature from various source about animal cell difference and plant cell.

      Elaboration
       Teacher and students discuss cell organelles which there is in cell.
       Students and teacher discuss and explains structure and function of organelles cell.
       Students and teacher identify the difference of cell organelle which there is in animal
          cell and plant cell.
      Confirmation
       teacher gives aid to group that needed
       teacher gives motivation for the passive student

   3. Post Activities (10 minutes)
       Students with teacher concludes structure and function of cell organelle.
       Teacher assigns students for to make cell poster

F. Assessment
     Poster about cell
     Written test

G. Sources/Media/Material
    Laptop dan infocus
    Khristiyono, Ign. 2004. Biology Job(Activity Book 2A, Esis. Jakarta
    Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
    Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge
    Cell picture
Approve by                    Tangerang Selatan,   July 2010
Principal of SMAN 3 TANGSEL   Biology teacher,




Drs H. Sujana, MPd            Shanty Chairani, Ir
NIP. 19580601 198101 1 006    NIP. 19630428 200604 2 003
                                                                                F.04.KUR.06
                                         LESSON PLAN 3


Subject                  : Biology
Grade / Semester         : XI (eleven)/ 1
Theme                    : Cell
Topic                     : Mechanism of transport at membrane
Time Allocation          : 4 hours

A. Competency Standard : 1. Comprehending structure and function of cell see smallest unit
                            of life
B. Basic Competency    : 1.3 Comparing mechanism of transport at membrane (diffusion,
                             osmosis, active transport, endocytosis, exocytose

C. Indicators
     Describing and explain the fluid mosaic model of membrane structure, including an outline
        of the roles of phospholipids, cholesterol, glycolipids, proteins and glycoprotein’s
     Showing existence of diffusion symptom and osmosis
     describing and explain the processes of diffusion, osmosis, active transport, facilitated
        diffusion, endocytosis and exocytose
     Using the knowledge gained in this section in new situations or to solve related problems.
      use the knowledge gained in this section in new situations or to solve related
        problems


D. Learning Materials
     Cell membrane structure
     Plasmolysis
     Mechanism transportation of matter through inter cell membrane:
           1. Diffusion
           2. Osmoses
           3. Imbibition
           4. Active transport

E. Learning Activities
                                      Meeting 1 ( 2 x 45 )

   1. Pre-Activities (10 minutes)
    Teacher asks again parts of cell and asks function of cell membrane.

   2. Whilst Activities (70 minutes)
       Exploration
        Study literature about cell membrane, and transport by cell membrane

      Elaboration
        Making 5 group
        Students discuss in group about component of cel membrane
        Teacher shows cell membrane picture, then asks the students the description student
           of cell membrane structure.
           Students with teacher discuss relation between cell membrane structure with its (the
           function
        Student presentation the result of discussion
       .
       Confirmation
        teacher gives aid to group that needed
        teacher gives motivation for the passive student

   3. Post Activities (10 minutes)
        Students and teacher conclude understanding of plasmolysis and cause.    F.04.KUR.06
        Student collect report result of observation.
        Teacher leads the time observation
                                       Meeting 2 (2 x 45)

   1. Pre-Activities (10 minutes)
       Teacher checks the result of observation
       Students with teacher conclude the result

   2. Whilst Activities (70 minutes)

      Exploration
          Study literature about transportation by cell membrane

      Elaboration

        Students with teacher discuss the mechanism of transportation of through cell
         membrane
        Student discuss about the real condition of transport by membrane cell in our life.

       Confirmation
        teacher gives aid to group that needed
        teacher gives motivation for the passive student

    3. Post Activities (10 minutes)
        Students with teacher conclude transportation process of matter through cell
           membrane.

F. Assessment
     Report result of experiment
     Written test ( terlampir)

G. Sources/Media/Material
    Laptop and infocus
    Khristiyono, Ign. 2004. Biology Job(Activity Book 2A, Esis. Jakarta
    Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
    Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge



    Approve by                                                 Pamulang,     July 2010
    Principal of SMAN 3 TANGSEL                                Biology teacher,




    Drs H. Sujana, MPd                                         Shanty Chairani, Ir
    NIP. 19580601 198101 1 006                                 NIP. 19630428 200604 2 003
                                    CELL EXAMINATION

                     NAMA           :
                     DATE                    : AUGUST , 2010


1. Around 1863 Robert Brown reported                  e. The place of respiration process occur
   that…
   a. cell is the most important in human          7. Which of the following statement is not
       bodies                                         true about vacuole in plant cells…
   b. a cell is the basic unit of living              a. Bounded by a single membrane
       things                                         b. Contains of several polymers such
   c. animals and plants are made up of                   as pectin and lignin
       cells                                          c. Maintain turgor pressure against cell
   d. nucleus is found in cell                            wall
   e. cell is consist of protoplasm                   d. Surrounded by tonoplast
                                                      e. Change cytoplasm in shape and
2. Which of the following organelle that                  diameter
   make eukaryotic cell differ from
   prokaryotic cell...                             8. Cell wall is correctly characterized by
   a. plasma membrane                                 which of the following statements…
   b. nuclear membrane                                a. Surrounded by polysacharide
   c. cytoplasm                                       b. The place where photosynthesis occur
   d. cell wall
   e. cell membrane                                   c. Secondary cell wall is outside and
                                                         primary is inside
3. Ribosome’s          are       correctly            d. Made up by cellulose fiber and sterol
   characterized by which of the following            e. Consists of two layer cell wall
   statements…
   a. The place where respiration                  9. What kind of organelle that when in cell
       process occur                                  division, separate to the opposite pole
   b. Consists of two subunit that fit                then it radiates the mitotic spindle…
       together                                       a. Lysosomes
   c. Contains RNA and DNA                            b. Centrioles
   d. Found only in rough endoplasmic                 c. Peroxisomes
       reticulum                                      d. Golgi Apparatus
   e. The place where intracellular                   e. Nucleus
       digestive occur
                                                   10. Which of the following statements best
4. Which organelle is surrounded by a                  describes the next process, after the
   double membrane                                     endocytosis vesicle moves into the cell
   a. nucleus                                          interior of Amoeba’s body …
   b. nucleolus                                        a. amoeba encounters an appetizing cell
   c. lisosome’s                                          in its surroundings
   d. mitochondrion                                    b. the vesicle is fuses with plasma
   e. both a and d                                        membrane
                                                       c. membrane-enclosed cytoplasm move
5. Digestive enzymes are stored inside                    outward
   organelles called                                   d. plasma membrane surrounds some of
   a. ribosome’s                                          the extracellular fluid
   b. lisosome’s                                       e. there it fuses with lysosomes
   c. nucleosomes
   d. chromosomes                                  11. One day Aunt Maggie makes
   e. cell wall                                        cucumber pickle by mixing cucumber,
                                                       sugar, vinegar, and salt. After 12
6. Which of the following statement that               hours,   the   cucumbers    become
   does not show the function of                       wrinkled and produce much water.
   endoplasmic reticulum (ER)...                       Which of the following statements
   a. Protein synthesis                                best describes the occurrence above
                                                       …
   b. The place of ribosome attaches                   a. The condition inside cell of
                                                          cucumber is hypertonic
   c. Synthesis of lipids
   d. Metabolism of carbohydrates                     b. The condition outside         cell   of
                                                         cucumber is hypertonic
    c. The cell wall of cucumber is
       lyses and damage                       17. Organeles that exist in plant cell are . . .
    d. The condition outside cell of              a. ribosome, nucleus, chloroplast
       cucumber is hypotonic                      b. mitochondrion, cell membrane, cell
                                                       wall
    e. The cell wall of cucumber is               c. nucleus, chloroplast. plastid
       swollen                                    d. cell membrane, nucleus, chlorolast
                                                  e. cell wall, chloroplast, plastid
12. .Which of the following process best
    describe         active      transport    18. Observation result of animal cell and
    mechanism…                                    plant cell in microscope shows that . .
    a. Pumping natrium out of cell and            a. plant cell is bigger
       pumping kalium into the cell               b. the amount of animal cell is more
    b. The fragrance of perfume spread            c. the plant cell is clearer
       in the air                                 d. the animal cells have movement
    c. The enterance of salt into eggs in            equipment
       the process of making salty eggs          e. the form of plant cells are homogen
    d. The spread sugar molecules in
       water                                  19. This picture is show ...
    e. The enterance of water molecules
       into plants root

13. Spindel fibers are used during the
    process of . . .                          .
    a. respiration                            .
    b. digestion
    c. photosynthesis
    d. replication                                a. transport active
    e. transportation                             b. endocytosis
                                                  c. exocytosis
14. The following statement that related to       d. osmosis
    mitochondrion is . . .                        e. diffusion
    a. place of forming energy
    b. place of keeping nutrition             20. The escape process of protoplasm from
    c. place of processing protein                plant cell wall if entered the salt solution
        synthesis                                 of 10% is called . . .
    d. place of in and out of substance           a. lysis
        among cells                               b. hydrolysis
    e.    place     of     processing    of       c. cyclosis
        photosynthesis                            d. plasmolysis
                                                  e. osmosis
15. Smoth valve in cytoplasm that limits
    and closely related with transportation   ESSAY
    system on protein synthesis is . . .
    a. ribosome                               1. What is different between eukaryotic cell
    b. endoplasmic reticulum                     and prokaryotic cell?
    c. plasmodesma                            2. Mention 3 kinds the different between
    d. golgi apparatus                           plant cell and animal cell
    e. lysosome                               3. What is :
                                                 a. Plasmolysis
16. In the picture (2) is ...                    b. Active transport
                                                 b. Endocytosis




    a. ribosome
    b. endoplasmic reticulum
    c. plasmodesma
    d. golgi apparatus
    e. lysosome
4. To complete this table, you must
look at the pictures !


  No    Picture    Name of            function
        number     organeles
  1
  2
  3
  4
  5
  6
  7
  8
  9
  10
                                                                                        F.04.KUR.06

                                         LESSON PLAN 4

Subject                 : Biology
Grade / Semester        : XI ( Eleven ) / 1
Theme                   : Plant Tissue
Topic                  : Structure plant tissue
Time Allocation        : 8 hour

A. Competency Standard : 2. Comprehending the interrelationship between structures and
                            tissue function of plant and animal and its(the applying in
                            context another society of technology

B. Basic Competency        : 2.1 Identifying plant tissue structure and relates isn't it his (its with
                               its(the unction, explains tot potency character as tissue culture
                               base
C. Indicators
     Identifying various tissue at plant
     Mentioning structure and function of various plant tissues
     Drawing root structure, bar, and leaf
     Comparing root structure and dicotyl plant bar and monocots
     explaining the need for transport systems in multicellular plants and animals in terms of
        size and surface area to volume ratios;
     define the term transpiration and explain that it is an inevitable consequence of gas
        exchange in plants;
     *describing how to investigate experimentally the factors that affect transpiration rate;
     explaining the movement of water between plant cells and between them and their
        environment, in terms of water potential (no calculations involving water potential
        will beset);
     describing the pathways and explain the mechanisms by which water is transported
        from soil to xylem and from roots to leaves;
     *describing how the leaves of xerophytic plants are adapted to reduce water loss
        bytranspiration;
     explaining translocation as an energy-requiring process transporting assimilates,
        especially sucrose, between the leaves (sources) and other parts of the plant
        (sinks);
     explaining the translocation of sucrose using the mass flow hypothesis;

D. Learning Materials
     Structural various tissue found on plant:
       1. Meristem tissue
       2. Permanent tissue
     Physiology plant tissue

      Microscopic structure of plant organ
       1. Root
       2. Bar
       3. Leaf

E. Learning Activities
     Meeting 1 & 2( 4 hour)

   1. Pre-Activities (10 minutes)
    Teacher asks again the level of life organism starting from cell until organ system.
    Teacher asks the students to explain relation between cell-tissue -organ-system organs.
    Teacher asks the students to collect information of various networks at plant with reading
       textbook, then compiles it in the form of tables containing name of network, marking, its(the
       picture and function).

   2. Whilst Activities (70 minutes)
    Student reads book while text, then writes down result of its(the reading in the form of
        tables.
    Student with teacher discuss structure and function of various networks at plant.
    Student with teacher discuss transpiration process at plant
                                                                                 F.04.KUR.06

        Student with teacher discuss describe how the leaves of xerophytic plants are adapted to
         reduce water loss bytranspiration
        Student with teacher discus describing the pathways and explain the mechanisms by
         which water is transported from soil to xylem and from roots to leaves;

   3. Post Activities (10 minutes)
    Student and teacher conclude various plant tissues.
    Teacher asks student to study organ at plant.

   Meeting 3 & 4 (4 hour (clock lesson)

   1. Pre-Activities (10 minutes)
    Teacher asks student to draw up observation activity of plant tissue by using activities 21
       and 22 (object can be added with bar).
    Student draws up equipment and observation material.

   2. Whilst Activities (75 minutes)
    Student draws up microscope for observation.
    Student makes preparat lengthwise cutting of leaf, then observes with microscope with
       magnification of 10 x 10 and 10 x 40.
    Student draws result of observation.
    Student observes with cross section microscope of root and bar with magnification of 10 x
       10 and 10 x 40.
    Student drawing result observation.
    Student compiles report result observation.

   3. Post Activities (10 minutes)
    Student collects report result of observation.

F. Assessment
     Report result of observation of plant tissue
     Written test ( terlampir )

G. Sources/Media/Material
    Biology Job(Activity Book 2A, Ign. Khristiyono, Esis
    Khristiyono, Ign. 2004. Biology Job(Activity Book 2A), Esis. Jakarta
    Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
    Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge
    Microscope
    Root, bar, and leaf



Approve by                                                Tangerang Selatan, July 2010
Principal of SMAN 3 TANGSEL                               Biology teacher,




Drs H. Sujana, MPd                                        Shanty Chairani, Ir
NIP. 19580601 198101 1 006                                NIP. 19630428 200604 2 003
                                                                                  F.04.KUR.06
                                         WORK SHEET


               OBSERVING STRUCTURE OF ROOT AND STEAM

The main organs of plant are root, steam and leaf. The root is structured from epidermis tissue,
cortex, and stele. In stele there is periscle tissue, vascular bundle and pitch (emphulur). Either
dicotyledon and monocotyledon steam are structured of epidermis tissue, cortex and stele. Leaf are
structured of epidermis tissue, mesophyl and vascular bundle.

Objectives of Activity

   1.   Observing root structures of monocotyledon and dicotyledon
   2.   Observing steam structures of monocotyledon and dicotyledon
   3.   Observing leaf structures of monocotyledon and dicotyledon
   4.   Identifying the structure of root , steam and leaf tissue
   5.   Comparing similarities and differences structure of monocotyledon and dicotyledon root
   6.   Comparing similarities and differences structure of monocotyledon and dicotyledon steam
   7.   Comparing similarities and differences structure of monocotyledon and dicotyledon leaf

Substance and Instrument

   1.   Durable smear or fresh of monocotyledon and dicotyledon root
   2.   Durable smear or fresh of monocotyledon and dicotyledon steam
   3.   Durable smear or fresh of monocotyledon and dicotyledon leaf
   4.   Object glass
   5.   Cover glass
   6.   Gillette
   7.   Microscope

Step of Working

   1.   Prepair microscope for observation
   2.   Take durable smear or fresh of cross slice of monocotyledon and dicotyledon root
   3.   Put it on the object table then observe it by multiplying in 10 X 10
   4.   Draw your result observation
   5.   Change the multiplying microscope to 10 X 40 then observe it again
   6.   Draw your result of observation and give explanation on its part
   7.   Repeat step of working for monocotyledon and dicotyledon steam and leaf

Observation Result

Picrure 1 : Cross slice of monocotyledon root

 Multiplying 10 X 10                            Multiplying 10 X 40
Picture 2. Cross slice of dicotyledon root

 Multiplying 10 X 10                           Multiplying 10 X 40




Picture 3. Cross slice of monocotyledon stem

 Multiplying 10 X 10                           Multiplying 10 X 40




Picture 4. Cross slice of dicotyledon stem

Multiplying 10 X 10                            Multiplying 10 X 40
 Picture 5. Cross slice of monocotyledon and dicotyledon leaf

Monocotyledon leaf ( multiplying 10 X 40 )         Dycotyledon leaf ( multiplying 10 X 40 )




 Answer the questions

 1. Based on the observation result,, make description of each object you observed. The
    description involves tissue structure and structure of transporting tissue .

     a. Monocotyledon root :
        ______________________________________________________________________
        ______________________________________________________________________
        ______________________________________________________________________

     b. Dycotyledon root :
        ______________________________________________________________________
        ______________________________________________________________________
        ______________________________________________________________________

     c. Monocotyledon steam :
        ______________________________________________________________________
        ______________________________________________________________________
        ______________________________________________________________________

     d. Dycotyledon steam :
        ______________________________________________________________________
        ______________________________________________________________________
        ______________________________________________________________________

     e. Monocotyledon leaf :
        ______________________________________________________________________
        ______________________________________________________________________
        ______________________________________________________________________

     f. Dycotyledon leaf :
        ______________________________________________________________________
        ______________________________________________________________________
        ______________________________________________________________________

4. From the observation result and reading study, complete the differences structure of root,
   steam
      Leaf into the following table.


No   Organ characteristic              Monocotyledon               Dicotyledon

1    Root

     - Structure of tissue from
       outside to inside

     - Structure of vascular bundle

2    Steam

     - Structure of tissue from
       outside to inside

     - Structure of vascular bundle

3    Leaf

     Structure of tissue from
     upper to lower



3. On outer part of root, steam and leaf there are epidermis tissue. Explain the structure and
   function of epidermis tissue ( Coralate epidermis structure in superting its function).
   _____________________________________________________________________________
   _____________________________________________________________________________
   _____________________________________________________________________________

4. Secondary growth caused change of structure. Explain the difference dicotyledon structure
   before and after secondary growth

5. Look at the following schema picture dicotyledon steam that experience primary and secondary
   growth.
   Show parts of cambium, primary and secondary xylem, primary and secondary floem
 SUMMARY
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________

Primary growth

 a. ________________________
 b. ________________________
 c. ________________________

 Secondary growth

 a. ________________________
 b. ________________________
 c. ________________________
 d. ________________________
 e. ________________________

 Bark

 a. ________________________
 b. ________________________
 c. ________________________
                                                                                F.04.KUR.06
                                          LESSON PLAN 5


Subject                : Biology
Grade / Semester       : XI (eleven)/ 1
Theme                  : Tissue Animalia
Topic                 : Structure Animalia Tissue
Time Allocation       : 8 hour (clock lesson)

A. Competency Standard : 2. Comprehends interrelationship between structures and tissue
                            function of plant and animal and its(the applying in context
                            another society of technology

B. Basic Competency       : 2.2 Description of Animal tissue structure Vertebrata and
                                hook; correlates with its(the function

C. Indicators
    Draws various tissue types at animal based on microscopic observation
    Structural description and function of various tissue at animal
    Explains relation between net, organ, and organ system

D. Learning Materials
     Structural various animal tissue
       1. Tissue epitel
       2. Connective tissue
       3. Muscular tissue
       4. Nervous tissue

      Organ at animal

      Organ system at animal

E. Learning Activities
     Meeting 1 & 2 ( 4 hour(clock lesson)

   1. Pre-Activities (10 minutes)
    Teacher asks student to identify various tissue found on animal with reading textbook.
    Teacher asks student to do observation applies microscope various tissue at animal

   2. Whilst Activities (70 minutes)
    Student draws up microscope and preserved preparat animal tissue for observation.
    Student observes preserved preparat various animal tissue.
    Student draws result of observation and gives description of its(the parts.
    Student answers question of discussion.

   3. Post Activities ( 10 minutes)
    Student with teacher concludes structural characteristic various animal tissues.
    Student collects report result of observation.

   Meeting 3 & 4 (4 hour (clock lesson)

   1. Pre-Activities ( 10 minutes)
    Teacher assigns student to study structure and network function of animal from book.
    Teacher assigns student to compile information which containing of in the form of tables
       containing name of tissue, marking, picture, function, and location.

   2. Whilst Activities (70 minutes)
    Student reads book Chapter 3, then makes description tables of animal tissue.
    Teacher shows organ picture and network type compiling it.
    Student concludes organ understanding.
    Teacher asks student mention one of organ system then identifies its(the compiler organ.
    Student concludes understanding of organ system.
   3. Post Activites (10 minutes)
                                                                                  F.04.KUR.06
    Student with teacher concludes relation between network, organ, and organ system.
    Teacher shows the relation of another society of technology animal tissue at applying
       surgical operation.
    Skin reconstruction.

F. Assessment
     Report result of observation of animal tissue
     Written test (terlampir)

G. Sources/Media/Material
    Khristiyono, Ign. 2004. Biology Job(Activity Book 2A, Esis. Jakarta
    Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
    Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge
    Microscope
    Preserved preparat animal tissue


Approve by                                              Pamulang,     August 2010
Principal of SMAN 3 TANGSEL                             Biology teacher,




Drs H. Sujana, MPd                                      Shanty Chairani, Ir
NIP. 19580601 198101 1 006                              NIP. 19630428 200604 2 003
                              NAME          :
                              CLASS         :
                              DATE          :

I.   IDENTIFYNG KINDS OF ANIMALS TISSUES
1.   a.Epithelium tissue is _______________________________________________________
          _______________________________________________________________________
     b. Base on shape of cells, epithelium can be differentiated became 3, that is
          _________________ , _______________ and ___________________ .
2.     Complete the table with difference among smooth muscle, skeletal muscle, and cardiac
muscle!
     Sparator            Smooth muscle              Skeletal muscle       Cardiac muscle
Cell nucleus


The property of its
Work
Its reaction on the
Stimuli
Its location




3.   a. Function of nerve tissue is __________________________________________________
     b. Look the picture of nerve cell. Complete the picture above!




          1. ___________________            4. ___________________    7. ______________
          2. ___________________            5. ___________________
          3. ___________________            6. ___________________




            ….
                                                                                    F.04.KUR.06

                                              LESSON PLAN 6


Subject                   : Biology
Grade / Semester          : XI (Eleven) 1
Theme                    : Motion system of man
Topic                    : Describe structure, function, and process, and disease happened at
                            motion system of man
Time Allocations          : 12 hours

A. Competency Standard : 3. Explains structure and function of man organ and certain animal,
                         disease which possibly happened and implication its(the si at
                         another society of technology.
B. Basic Competency    : 3.1 Explains interrelationships between structures, function, and
                          process and disease which can happened at motion system at
                          man
C. Indicators

      Explains structure and function of frame as motion system compiler at man
      Drawing the relation of another bone g is forming various articulations
      Depicts articulation structure
      description of Bone structure
      Explains structure and function of muscle as motion system compiler at man
      Connects various involving movement and articulation
      Identifies various disease or trouble happened at motion system of man

D. Learning Materials
     equipment compiler component of motion of Man:
       1. Frame
       2. Muscle
     The relation of between bones :
       1. Sinartrosis
       2. Diarthrosis
     Assorted of articulation
     Various motions which can be done man
     Trouble at motion system of man

E. Learning Activities

      Meeting 1 & 2 : 4 hour(clock lesson)

   1. Pre-Activities (10 minutes)
    Teacher asks student to model various motions which can be done.
    Student with teacher identifies component involving in movement that is bone, muscle, joint.

   2. Whilst Activities ( 70 minutes)
    Teacher asks student to observe man framework.
    Student observes and identifies name of bones which there is in man framework.
    Teacher asks student to identify various articulations found on human body framework and
       movement which can be done.
    Student observes articulation found on human body framework, then identifies movement which
       can be done
    Student concludes name of joint, location, and movement which can be done.

   3. Post Activities (10 minutes)

      Student with teacher concludes various name of bones at human body, articulation formed, name
       of articulation, and movement which can be done.
      Teacher assigns student to bring fresh ox thighbone and studies activities 41.

   Meeting 3 & 4 : 4 hour(clock lesson)
                                                                                F.04.KUR.06
  1. Pre - Activities (10 minutes)

      Teacher asks student to draw up equipment and material for observation of bone structure with
       activities 41.

   2. Whilst Activities (70 minutes)

      Student draws up equipment and material
      Student observes bone structure.
      Student notes result of observation.
      Student makes report result of observation and answers question for discussion.

   3. Post Activities (10 minutes)

      Students discuss length bone structure.
      Student with teacher discuss is assorted form of bone.
      Student collects report practicum.

   Meeting 5 & 6 : 4 hour(clock lesson)

   1. Pre- Activities (10 minutes)

      Teacher asks student to model lifts burden [his] arm sly and observes change happened at its(the
       brachium).
      Student demonstrates movement asked by teacher then observes it.
      Student concludes function of muscle in executing movement.

   2. Whilst Activities (35 minutes)

      Teacher asks student to study muscle contraction mechanism.
      Student reads textbook to collect information of muscle contraction mechanism.
      One of student explains mechanism of muscle job(activity.
      Student with teacher discuss various troubles at motion system of man.

   3. Post Activities (10 minutes)

      Student with teacher discuss conclusion of mechanism the happening of movement at man.

F. Assessment

      Report result of observation of bone structure
      Written test

G. Sources/Instruments

      Khristiyono, Ign. 2004. Biology Job(Activity Book 2A, Esis. Jakarta
      Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
      Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge


Approve by                                               Pamulang,     August 2010
Principal of SMAN 3 TANGSEL                              Biology teacher,




Drs H. Sujana, MPd                                       Shanty Chairani, Ir
NIP. 19580601 198101 1 006                               NIP. 19630428 200604 2 003
ESSAY

1. What are the five major function of skeleton
2. What type of exercises ( min 2 ) help to increase muscle size and strength
3. Look the picture of skeletal. Complete the picture above !
                                                                                F.04.KUR.06
                                        LESSON PLAN 7


Subject                 : Biology
Class / Semester        : XI (Eleven) 1
Theme                   : Blood Circulation
Topic                    : Description structure, function and process diseases happened at
                           circulation system
Time Allocations        : 16 hour (clock lesson)

A. Competency Standard : 3. Explains structure and function of man organ and certain animal,
                          diseases which possibly happened and its(the implication at
                          another society of technology.
B. Basic Competency    : 3.2 Explains interrelationships between structures, function, and
                           process and disparity which can happen at circulation system

C. Indicators

      Explains relation between various its(the blood components and function
      Makes blood clotting process scheme
      Tests blood group
      Explains the relation of parts of its(the heart and function
      Explains the relation of venous structure and its(the function
      Depicts blood circulation trajectory to man
      Explains system lymph
      Description the relation of circulation system and lymphatic system
      Description diseases happened at man circulation system
      Explaining the role of memory cells in long-term immunity;
      relate the molecular structure of antibodies to their functions;
      Distinguish between active and passive, natural and artificial immunity and explain how
       vaccination can control disease;
      Description of Circulation system at invertebrate animal
      Compares circulation system at animals vertebrata
      Recognize phagocytes and lymphocytes under the light microscope;
      Describe the origin, maturation and mode of action of phagocytes;
      Explain the meaning of the term immune response;
      Distinguish between B- and T-lymphocytes in their mode of action in fighting infection and
       describe their origin and functions;
      Discuss the reasons why vaccination has eradicated smallpox but not measles, TB,
       malaria or cholera;
      Use the knowledge gained in this section in new situations or to solve related problems.

D. Learning Materials

      Man circulation system compiler component:
       1. Blood
       2. Heart
       3. Venous
      Mechanism of man circulation system
      classification of Blood
      Various troubles or disease happened at man circulation system

E. Learning Activities
     Meeting 1:& 2 4 hours (clock lesson)

   1. Pre-Activities (10 minutes)

      Teacher asks to understanding student and system function of circulation at man.
      Student answers beforehand makes gestures.

   2. Whilst Activities (70 minutes)

      Teacher explains man circulation system compiler components.
                                                                             F.04.KUR.06
   Student is assigned to observe erythrocyte
   Student observes erythrocyte and draws result of observation.
   Student is assigned to does blood group test
   Student compiles report.
   Student with teacher discuss man blood compiler components.
   Student with teacher discuss classification principle of blood with system ABO.
   Student with teacher discuss possibility that blood transfusion to man.

3. Post Activities (10 minutes)

   Student collects report.

    Meeting 3 & 4 : 4 hours (clock lesson)

1. Pre-activities (10 minutes)

   Teacher asks how blood can circulate
   Student explains role of heart and venous in circulation system

2. Whilst Activities (70 minutes)

   Teacher gives heart picture, then student is asked to mentions part of heart referred and
    its(the function.
   Teacher asks kinds of its(the veins and function.
   Teacher gives venous picture and student is asked [by] description of difference of third
    structure kinds of vein.
   By paying attention to parts of heart and function of vein, student is assigned to makes
    blood circulation scheme covering small blood circulation.

3. Post Activities ( 10 minutes)

   Student with teacher discuss conclusion about heart structure.
   Student with teacher discuss conclusion about structure and function of vein.
   Student with teacher discuss blood circulation trajectory of man.

Meeting 5 & 6 : 4 hours (clock lesson)

1. Pre-Activities (10 minutes)

   Teacher asks to understanding student and system function limfe.
   Description student of Understanding of system limfe and its(the function.

2. Whilst Activities (35 minutes)
 Teacher gives organs picture limfe which there is in body and student is asked to
    determine name of the organ.
 Teacher gives circulatory system picture limfe, then student is asked to mentions small
    channel marking limfe and its(the circulatory system.
 Student with description teacher of difference of circulation system and system limfe.
 Student with teacher discuss trouble or disease at man circulation system.
 Teacher assigns student to collect information about cause, trouble, curative and
    prevention diseases at man circulation system from various medias and compiles it
    becomes a clipping.

3. Post Activities (10 minutes)

   Student with teacher concludes structure and system function limfe.
   Teacher asks student to bring animal vertebrata to be cut open and observed its(the
    circulation system.

Meeting 7 & 8 : 4 hours (clock lesson)

1. Pre-Activities (10 minutes)

   Teacher asks student to draw up equipment of surgical operation.
                                                                                   F.04.KUR.06
      Student draws up surgery.

   2. Whilst Activities (70 minutes)

      Student anaesthetizes animal brought, then puts down it above surgical operation board.
      Student operates on animal neglectlessly until chest cavity so that detectable heart.
      Student observes heart to cover its (the form and pulse is then draws result of observation.
      Student cuts vein around heart so that heart can be discharged
      Student observes heart which has been released.
      Student concludes circulation system to animal observed.
      Student clears the table job (activity from ex- activity.
      Student collects information from textbook about various circulation systems vertebrata,
       then compiles it in the form of difference tables of animal circulation system vertebrata.
      Student collects information of invertebrate animal circulation system and description some
       example of circulation systems at animal invertebrate.

   3. Post- Activities ( 10 minutes)

      Student with teacher discuses to conclude difference of animal circulation system principle
       vertebrata.
      Student with teacher concludes blood circulation systems to invertebrate animal.

F. Assessment

      Report result of observation of erythrocyte
      Report practicum blood group test
      Report result of observation of animal circulation system vertebrata
      Interest test is written [by]
      Clipping about trouble, therapy, and preventive
      Disease at man circulation system

G. Sources/Instruments

      Khristiyono, Ign. 2004. Biology Job(Activity Book 2A, Esis. Jakarta
      Aryulina, Diah. 2004. Biology Book XI, Esis. Jakarta
      Jones, Fosbery, Taylor, Gregory. 2007. As Level and A level Biology, Cambridge
      Animals vertebrata
      Newspaper, magazine, journal, source book, and internet



Approve by                                                Pamulang,     August 2010
Principal of SMAN 3 TANGSEL                               Biology teacher,




Drs H. Sujana, MPd                                        Shanty Chairani, Ir
NIP. 19580601 198101 1 006                                NIP. 19630428 200604 2 003
                         :




1.   The number of erythrocyte in side
     human body influenced by several
     things, except ….
     a. blood type
     b. gender
     c. age
     d. height of living
     e. food
I.   ESSAY
1.   Complete this picture
                                                            1. ________________________
                                                            2. ________________________
                                                            3. ________________________
                                                            4. ________________________
                                                            5. ________________________
                                                            6. ________________________
                                                            7. ________________________
                                                            8. ________________________
                                                            9. ________________________
                                                            10. ________________________
                                                            11. ________________________




2.   Mention the differentiated insect, Pisces, amphibian, reptilian, aves!
3.   Explain the different between reptile and mammals blood circulation system!
4.   Write the sequence blood coagulant using schema!
5.   Look the picture in number 1. Base on the picture, explain about human blood circulation!




Biologi SMA kelas XI

				
DOCUMENT INFO