# LESSON PLAN grade smt KB SMPN Margahayu by mikeholy

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```									                                            LESSON PLAN 1.1

Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 1st semester
Subject          : SCIENCE-PYSICS
Chapter          :1
Sub Chapter      : 1.1 Measurement
Time             : 8 X 40 minutes

A.   Standard Competence:
Students are able to understand the scientific procedure for learning the natural objects by using tools.

B.   Basic Competence
Students are able To describe the basic and derived quantities and their units

C.   Objectives:
Students are able to;
 Identify the pysics quantities in daily life and then to classify them in fundamental and derived
quantities
 Diffrentiate the fundamental and derived physical quantities
 Mention the units of fundamental and derived physical quantities
 Show the derived quantity units from fundamental quantity units
 Use the international units in measurements

D.   Teaching Materials:
People have always measured things in the world. Science also involves measuring things. Things that can
be measured are called pysical quantities.
In this theme, you will learn why we need to make measurements, the kinds of things we measure and how
to use measuring instruments.
Learning outcomes:
a. What do we measure?
b. How do we measure?
c. How do we measure length?
d. How do we measure mass?
e. How do we measure time?

Teaching Models
Cooperative Teaching

Integrated Subjects:
Mathematics and Languages

Thinking Skill

Scientific Skills

Observing; Identifying, Classifying; Measuring; Inferring; Communicating; predicting

Students will use science process skills to examine a plot of ground, make a chart to illustrate findings, and
write a paragraph that describes what they observed.
E.      Teaching-Learning Process:

First Meeting
I. Introduction: (5 minutes)
Motivation and apperception
Do you know the distance form the Moon to Earth?
Show to students some examples of products
Ask students which are labeled on the products.

Motivation : can you mention physics quantities in the classroom?

II. Main Activities: (70 minutes)
 The teacher explains the fundamental and derived quantities and their units.
 The teacher asks the students in a group of four to discuss and make a list of physical quantities which are
used in daily life
 Students are asked to classify the list into fundamental and derived quantities
 The teacher presents the measurement slide.
 The teacher explain about basic and derived quantities..
 Teacher give worksheet to students
 Students discuss with their groups and classify the quantities, example : length,mass, temperature
 Teacher accompany students when they discussing.

III. Closure: (5 minutes)
 Help the students to make a conclusion.
 Teacher give homework to students. Then tell them to prepare it, if teacher ask one of them to present it in
front of class on next week.

Second Meeting
I. Introduction: (5 minutes)
Motivation and apperception
quantities.

II. Main Activities: (70 minutes)
 The teacher explain about using metre rule, vernier calipers, and micrometer screw.
 Teacher give each groups vernier caliper and micrometer screw.
 The teacher asks the students to write what the read students in tools.
 The teacher correcting students work.
 Teacher explain about vernier caliper and micrometer screw again and explain using stopwatch, balance
and its units.
 Students make a practical report.

III. Closure: (10 minutes)
 Teacher help the students to make a conclusion.
 Students give their practical report to teacher.
 Teacher remembered students about homework.

Third Meeting
I. Introduction: (5 minutes)
 Motivation and apperception
II. Main Activities: (70 minutes)
 The teacher explain about international system.
 Students discuss with their group to make that comparisons by browsing internet.
 Students make the result from their work on paper

III. Closure: (10 minutes)
 Teacher help the students to make a conclusion.
 Students give their job to teacher..

G. Sources:
- Science interactive book

H. Evaluation:
a. Procedure : - written test
b. Form        : - essay

I. Assessment Technique:

Aspects
Student
Name        Content      Performance                              Resource         Conlution
quality        usage                                  Score

Assessment
Indicators                           Instrument                 Instrument
Technic
type
 To identify physical      Written test   Multiple choices The appropriate basic quanmtities         and   their
quantities in daily lives                                 international standart units, except...
and then classified them                                  a. weight and Newton
into basic quantities and                                 b. speed and km/hour
derived quantities                                        c. work and Joule second
d. mass and kilogram
Fill the blank
 Measuring and object by Written test                      Unit of legth in SI is…
using International                                       Unit of speed in SI is…
standart units
Fill the blank
 Conversion of length,     Written test                     100 cm = ..... m
mass, and time                                              100 gram =....... kg
Fill the blank
Written test
 Conversion of derived                                      72 km/hour = .... m/s
quantities                                                 13,6 gr/cm3 = ....kg/m3

Bandung,
Acknowledged by,
Principal                                                                Subject Teacher

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

Students Worksheet 1.1
Measuring Length Using Vernier Calipers

What do you need?

1. Vernier calipers

2. Test tube

3. A book

4. Students worksheet

Procedure

1.    Close the jaws of the vernier calipers. Record the zero error, if any, under ‘Results’ on the next
page.

2.    To measure the external diameter of the test tube, open the jaws and place a test tube into the
space between the jaws. Then, close the jaws until they hold the test tube firmly

3.    Measure the external diameter.
LESSON PLAN 1.2

Unit               : SMP Negeri 1 Margahayu
Grade / Term       : VII / 1st semester
Subject            : SCIENCE-PYSICS
Chapter            :1
Sub Chapter        : 1.2 Temperature
Time               : 6 X 40 minutes

A. Standard Compentence
Understanding the scientific procedure to investigate the natural objects using equiments.
B. Basic Competence
Describing the meaning of temperature and its measurement.
D. Objectives
Measuring temperature using thermometer appropriately.

E. Subject materials
Temperature
F. Learning approach and method
1. Approach : Cooperative Learning
2. Method         :   Discussion, Information, dan Experiment
G. Learning phases

Phases                                                            Activities

Introduction (5’)
What do you feel when you are spilled by hot water?
Core activity (70’)
 Students sit in groups.
 Each group conduct an experiment and observe why sense cannot be used to measure the
temperature of a substance.
 Each group conduct an experiment and measure the temperature of an object using
Meeting 1 (2 PERIODS)               thermometer.
 Each group make a conclusion from the experimental result.
 Teacher guides students to have an approriate concept.

Closing (15’)
Through a discussion teacher sumarizes:
1. Sense cannot be used to measure temperature.
2. Thermometer can be used to measure temperature because of its linear expansivity so it can
show the temperature of an object.

Introduction (10’)
Why the melting ice temperature has different values in Celcius and Fahrenheit termometer?

Core activity (60’)
 Teacher informs what is meant by lower and upper fixed points.
Meeting 2 (2 PERIODS)            Students sit in groups.
 Each group conduct an experiment to determine lower and upper fixed points using an unscale
thermometer.
 Each group compare the scale in that thermometer to the scale in the Celcius thermometer.
 Ech group summarize the result of their experiment.
 Teacher guides students to have an approriate concept.

Closing (10’)
Through a discussion teacher sumarizes:
Phases                                                               Activities
To make thermometer first we have to determine two fixed points, which are lower and upper fixed
points.

Introduction (5’)
In what number the scale in Celcius has the same value with the scale in Fahrenheit?

Core activity (70’)
Meeting 3 (2 PERIODS)          Teacher give formulas to convert the value in Celcius scale to Fahrenheit and Kelvin scale.
 Students do the exercises.
 Teacher guides the students who do not understand how to use the formulas.

Closing (15’)
Teacher gives tests to assess whether the students understand how to convert the value in
Celsius scale to another scale.

H. Learning Resources : Reference Books, Physics Practical Workbook, Physics jurnals/articles Internet/Web
Sites

I. Assessment

Assessment
Indicators
Technic Instrument                        Instrument
type
Experiment      Worksheet 1. What the superiority and the weakness of using alcohol
 To use thermometer                     Experiment as a liquid to fill thermometer?
for measuring an                                   2. What is the superiority and the weakness of using
object                                            mercury to fill thermometer.

 To make a simple
scaled thermometer Written test          Essay          If you make a thermometer X, with lower fixed point is 10
based on volume                                        and upper fixed point is 80, and if a celcius scale shows the
changing                                               result of measurement of 450 C, what is the result with your
thermometer scale?
 To compare the         Written test   Fill the blank
Celcius scale to                                        100 C = …. oR
other scale                                            40o C = ….o F
122oR = …..oF
212oF = …..oC

Performance
Example of performance instrument
A. Title of Experiment : Temperature
Class / Semester : VII / 1 ( Odd )

B. Experimental objectives
Describing why human senses can not be used as a tool to measure the temperature
C.Apparatus and materials
1. Containers .............................................................. 3 pieces
2. Water : cold, tap, and warm ................................... 100 cc
3. Thermometer ……………………………………… 1 piece
D.Experimental procedures
1. Provide three containers A, B, and C. Fill in container A with cold water, B with tap water, and C with warm
water.
2. Put your left forefinger into A and your right forefinger to C. How do you feel ?
3. Stimultaneously put your forefingers to B. Do you feel container B is hot or cool? Which forefingers can you
realy on to measure temperature?
4. Now change your left forefinger with a thermometer A and your right forefinger with thermometer B. Measure
the temperature of water in container A and C ?
5. Discuss the above activities with your group. Compare the results of step 4 with the result of step 2-3. What is

E. Experimental table
Result with Thermometer
NO.                         The type of Water                                     Result with Forefingers
(0C)
1                                    Cold                                                       ...                                              ...
2                                    Tap                                                        ...                                              ...
3                                   Warm                                                        ...                                              ...

F.Conclusions
........................................................................................................................................................................................
Scoring scheme
Score
No                                                   Scoring aspects
1       2 3             4
1.       Preparation
a.Appararatus and materials are complete
b.Apparatus and materials used by the student are correct for
achieving the experimental objectives
c.All apparatus and materials are arranged neatly

2.       Performing experiment
a. Measurement of the water with forefingers
b. Measurement of the water with thermometer
c. Working in group
Experimental results
3        a.Collecting experimental data
c.Drawing conclusions
Total Score                                                                                         40

Scoreachieved
Final mark                           100
40
Rating mark:
1. If the student did nothing
2. If the student did incorrectly
3. If the student did correctly but not perfectly
4. If the student did perfectly correct

Bandung,
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 1.3
Unit               : SMP Negeri 1 Margahayu
Grade / Term       : VII / 1st semester
Subject            : SCIENCE-PHYSIC
Chapter            :I
Sub Chapter        : 1.3 Measurement Tools
Time               : 4 X 40 minutes

A.     Standard Competence:
Understanding the scientific procedure to learn nature object by using instrument

B.     Basic Competence
To do basic measurement using measuring tools which are used in our daily life

C.     Objectives:
Students are able to;
1. Explain how to measured length, mass, time, and volume using measuring tools
2. To define measuring tools of length, mass, time, and volume
3. Explain how to measure change of rate and speed

D.     Teaching Materials:
1. Measurement of length,mass,Time, Area and Volume
2. Rate of change and speed

E.     Teaching Models
1. Inquiry learning process
2. Tryal & Error Learning Process
3. Discovery Learning Process

Integrated Subjects:
Mathematics, Languages and Social Science

Thinking Skill:
Predict the use of many measuring tools, how to use it and know were we can find in daily life

Scientific Skills:
Observing; Identifying, Classifying; Measuring; Inferring; Communicating; Predicting
Students will use science process skills o measure characteristic of things, make a table and report for the
problem. Using ICT to have a data about measuring tools.
Exchange the worksheet with other students via Science cross the world

F.     Teaching – Learning Processes

1st Meeting
1. Introduction (10 minutes)
a. Remind the students about the basic unit of masurement
b. Motivate students by telling them about scientist charactheristics:
     Keen observation, pation, …. Who wants to be Scientist?

2. Main Activities (60 minutes)
a. The teacher asks the students to make a group of five and assign them to solve the problem on the
envelope
b. Student must solve the problem with use measuring tools that their never see before
c. By books, the student solve this problem, teacher only guide the student
d. The teacher can‟t answer student question that already exist in the book
3. Closure (10 minutes)
a. The teacher asks how the student solve their problem ?
b. Does any one have a better idea to solve the problem?

2nd Meeting
1. Introduction (10 minutes)
a. Remind the students about the use of measuring tools
b. Motivate students by telling them
     I‟ll introduce about something that really amazing …

2. Main Activities (60 minutes)
a. The teacher use power point slide to review and explain more detail about measuring tools
b. The teacher asks the students to make a group of five and assign them to find Measuring Tools in
daily life. Take a picture of it with them.

3. Closure (10 minutes)
Make sure the student understand their assigment

G.     Sources:
 Science Students Book
 Worksheet
 Measuring Tools Power point slides
 Market, Hospital and environtment

H.     Assessment

Assessment
Indicators
Technic Instrument                        Instrument
type
Experiment     Worksheet 1. Look at the Picture. The thick of a plate is shown at the
 To Measure an                          Experiment figure. What is the result of measurement?
object by using basic
quantities and other                                      0               5
quantities                                                                            35

 Measuring (length,                                                                    30
mass, time) an
object with tools
accurately

2. Measure of irregular object.

75 cc
50 cc

What is the volume of an object?

 To do the safety        Written test
work in measuring
an object
1               2         3
What is the meaning of the hazard symbols above?
Bandung
Acknowledge 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 1.4

Unit            : SMP Negeri 1 Margahayu
Grade / Term     : VII / 1st semester
Subject          : SCIENCE-PYSICS
Chapter          :1
Sub Chapter      : 1.4 The graph
Time             : 4 X 40 minutes
A. Standard Compentence
Understanding science procedure to study the natural object by using equipments

B. Basic Competence
Making graph base on result of measurement , analyzing and communicating
C. Objectives
4. Students can making the graph of displacement – time base on the data
5. Students can read the Graph
6. Students can making conclusiont and commnicating the graph

D. Subject materials
1. Paper Graph
2. Ruler
3. Colour of Pencil

E Learning approach and method
3. Approach : Cooperative Learning

F. Learning phases

Phases                                                      Activities
Opening                             a. Introduction
(10 Minutes)                           Students are reminded to basic units of displacement and time
b. Motivation
What is the basic unit of displacement ?
c. Prerequisite
Students know how to use ruler
d. Pre Experiment
Be careful in making te graph
Main                                a. Students work in groups of six.
(50 Minutes)                        b. Students discuss the meaning of displacement.
c. Students are provided with the data of displacement againts time .
d. Student making the graph of displacement – time base on the data.
e. Students observe and write down the experimental results in the paper graph
f. Students answer the questions related to the experiment that has been done.
Closure                             a. Students discuss the experimental results of their groups facilitated by the
(20 Minutes)                           teacher.
b. Students draw experimental conclusions guided by the teacher.
c. Students do the post-test for checking their understandings.

H. Learning Resources
1. Student Book year VII
2. Interactive Science Book 1
3. Work Sheet Paper
4. Experimental Apparatus
5. Amazing physic program
I. Assessment
A. Written Test
Assessment
Indicators                      Instrument                Instrument
Technic
type

    Can make the Written test     Essay         1. Bellow the data of velocity (v) respect to the time(t)
radian, bar,                                 t(s)    1       2       3        4      5       6        7
Cartesian                                    V(m/s   0       2       4        6      8       10       12
)
graph by using
a data
Draw a graph based on the data above with x-axis as a time
(t) and y-axis as a velocity (v).
    Analyzing and
communicating                               2. What is the type of the graph bellow?
the graph.

10

0

B. Performance
Performance instrument
A. Title of Experiment : The graph of Measurement result
Class / Semester : VII / 1 ( one )

B. Experimental objectives
Making the graph of displacement – time base on the data
C.Apparatus and materials
1. Paper graph
2. Ruler
D.Experimental procedures
1. Read the data on the table
2. Making the graph base on the data
3. Make the straight line that connecting two points on the graph
4. Make horizontal and vertical line from the line so that form a triangle.
5. Measure the length of horizontal and vertical line
6. Analyzing the speed base on the graph

A car travels 10 km due east and then makes a U-turn back to travels a further distance of 7 km. Calculate.
(a) the distance traveled by the car, and
(b) the displacement of the car
(c) Drawing the graph base on the data!

7 km

(a) Distance traveled      = 10 + 7
= 17 km
(b) Displacement           = 10 – 7
= 3 km due east
Time taken, (second)                            0          10         20          30          40          50          60          70
Displacement, (meter)                           0          50         100         200         350         550         850        1200

The table above shows the displacement of a car on a straight road from its point after 10 s, 20 s, 30 s, and so
on. If we plot the displacement against time, we obtain a graph as shown in above. In each successive time
interval, -10 s, 10-20 s, and so on, the car covers a greater distance than in the previous one. This means the
car is going faster and faster.
F.Conclusions
........................................................................................................................................................................................
Scoring scheme
Score
No                                                    Scoring aspects                                                           1       2        3      4
1.       Preparation
a.Appararatus and materials are complete
b.Apparatus and materials used by the student are correct for achieving the
experimental objectives
c.All apparatus and materials are arranged neatly

2.       Performing experiment
a.the scale and the formed of the graph
b.Measurement of the horizontal line
c.Measurement of the vertical line
d.Working in group
3        Experimental results
a.Analyzing of the graph
b.conclusions
Total Score                                                                                      36

Score achieved
Final mark                           100
36

Rating mark:
1. If the student did nothing
2. If the student did incorrectly
3. If the student did correctly but not perfectly
4. If the student did perfectly correct

Bandung
Acknowledge 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 2.1

Unit            : SMP Negeri 1 Margahayu
Grade / Term    : VII / 1st semester
Subject         : SCIENCE-PHYSICS
Chapter         : 2. Element, compound and mixture
Sub Chapter     : 2.1. To explain the definition of element and compound
Time            : 2 x 40 minutes

A.   Standard Competence:
Students are able to to understand element, compound, and mixture.

B.   Basic Competence
Students are able to to explain the definition of element and compound.

C.   Objectives:
Students are able to:
 identifying the symbol of element and compound then
 find an information of element and compound and their chemical formulas

D.   Teaching Materials:
Element is the simplest substances and elements can be joined each other with speficic ratio to form
compound, so an elements has different properties than those of compound. To make easier to be written,
the chemists had made some rules in writing the name of elements
The terms that should be mastered by the students are:
1. The definition of element
2. Element has rule in writing its name
3. Alchemy period – elements were written in symbols
4. John Dalton‟s Rule – elements also written in symbols but the were simpler than those used in alchemy
period
5. Berzellius – he stated that elements are written in alphabets either in one alphabeth or in two
alphabeths
6. IUPAC – developed the naming system introduced by Berzellius
7. Periodical Table – the arrangement of elements in groups and periods
8. The definition of compound
9. The properties of compound
10. Chemical formula for simple compounds, such as table salt (NaCl), water (H2O), etc

Teaching Models
Cooperative Teaching

Integrated Subjects:
Chemistry and Languages

Thinking Skill:
Write the name and chemical formula of element and compound

Scientific Skills:
Identifying; Classifying; Inferring; Communicating
Students will comprehend element and compound including their properties
Students will apply theory about how to write chemical formula for element and compound
Students also can transcribe the name of element and compound from the chemical formula that had been
given
E.       Teaching – Learning Processes

1. Introduction (10 minutes)
c. Tell simple activity in daily life, example: buying and selling in traditional market
     “Can you make list about things that had been told to you ?”
     “Can you distinghuish the characteristics of each item?”
2. Main Activities (60 minutes)
e. The teacher defines element and compound
f. The teacher guides the students in classifying the items listed to be element or compound based on
the previous description
g. The teacher explains about naming an element
h. The teacher explains briefly about periodical table
i. The teacher explains how to name compound
j. The teacher asks the students to give name to the simple compounds written in the list of point b
k. The teacher asks them to draw the conclusion.
3.      Closure (10 minutes)
The teacher asks the students to give the other examples of elements and compounds as many as 5
each

F.       Sources:
 Science Students Text Book
 Worksheet
 Ecosystem Power Point slides
 Internet/Web Sites:
 Periodical table

G.       Assessment :

Indicator Of                                            Assessment
Assessment                    Technic                  Instrument              Example Of Instrument
1.    The right symbol of Chlorine
is…
a. CL
b. Cl
c.    cL
Students are able 
d. cl
a. to explain the
appropriate way ro write
2. Ba is the symbol of…
the symbol of element
Multiple Choice                 a. barium
and compound
b. brom
b. to write the name and
c. balcium
the symbol of an            Written Test
d. bromium
element and compound
c. to write the name and
3. The chemical formula of
simple chemical formula
sulphuric acid is…
of an element and
a. H2SO4 c.H2SO3
compound
b. H2 S     d. H2 CrO
1. Explain the rules of writing
symbol of elements.
Essei                        2. How is the comparison of the
forming components in a
compound?

Bandung
Acknowledge 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: ____________________________ Date: _____________________ Class: ___________

Students Worksheet 2.1
Element, Compound and Mixture

What do you need?

1.       gloves

2.       beaker glass

3.       aluminium or plastic tray

4.       students worksheet

Procedure

1.       Divide students into groups of five, explain that the key of this activity is sharing observation

2.       Discuss the idea of element, compound and mixture. Ask for ideas on what the differences among them. Tell
the students to observe how to classify substance as element, compound or mixture

3.       Pass out all samples

4.       Ask the students to predict the type of substance that is categorized as element, compound or mixture

5.       Ask the students to observe and record the information on worksheet

6.       Ask the students to write a description in paragraphs how those things can be classified as element,
compound or mixture

Data Table of element, compound and mixture

No               Samples            Element     Compound          Mixture         Description

1             One
2             Two
3             Three
4             Four
5             Five
6              Six
7             Seven
8             Eight
9             Nine
10                 Ten

1.       Observe the properties of element, compound and mixture .

2.       Classify the samples into element, compound and mixture

3.       Describe each thing why it can be classified as element, compound and mixture
1.   _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________
2.   _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________
3.   _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________
EVALUATION MODELS 2.1

A.    Paper and Pencil Test
1.    From the following statements, which one is true?
a. Platinum, copper and barium are mixture
b. Sugar, salt, and vinegar are compound
c. Acetat acid solution is element
d. Sodium bisulphite, calcium phosphat and oxygen are element

2.    Which one of the following matter is element?
a. Stainless steel
c. Milk
d. Iron

3.    Matter in the following are compound, except ….
a. Ethyl alcohol
b. Carbondioxide
c. Air
d. Water

4.    They are homogenous mixture, except ….
a. Milk and hot water
b. Isobuthyl alcohol solution
c. Sand in water
d. Blood

5.    Sodium chloride, barium carbonate, and carbon monoxide can be classified as ….
a. Homogenous mixture
b. Chemical compound
c. Heterogenous mixture
d. Element

6.     From the matter below:
i. Sulphur                           v. Titanium
ii. Merchaptant                       vi. Soil
iii. Salt                              vii. Glucose
iv. Silicon                            viii. Air
Which parts of them can be classified as element?
a. i, iv, v
b. ii, iii, v
c. ii, iv, vii
d. v, vi, viii

7.    Chemical symbols for iron, gold, mercury, sodium, and phosphorus are ….
a. I, Gd, Me, S, Ph
b. Fe, Gd, Me, Ca, P
c. In, Au, Me, K, Ph
d. Fe, Au, Hg, Na, P
III. Essay
1. Explain about naming elements according to Berzellius’ rule!

2. There are two types of elements they are metals and non metals. Describe them and give
examples as many as two elements for each type.
3. Write the chemical formula of :
a. Urea                                f. Caustic soda
b. Glucose                             g. Gold
c. Tin                                 h. Sucrose
d. Calcium                             i. Sulphurous acid
e. Chloride acid                       j. Barium

1. ________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________________________________
2. ________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________
3. ________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________
B. PERFORMANCE EVALUATION 2.1

I.    Affective evaluation
 Presentation evaluation.
 Example form as shown below:

Table 2. Presentation Evaluation Format

No    Students                   Component of evaluation/ evaluation aspect                     Total
name      Presentation    Explanation   Attitude    Content    Knowledge     Due date   score
1
2
3
4
5
6

Notice:
 Score for each component: 5-10
 The rubric is not provided, teacher should develop it

II.   Psychomotor Evaluation
 Chemistry practice activity.
 Example form as shown below:

Table 3. Chemistry Practice Activity Evaluation Format

Component of evaluation/ evaluation aspect
Determining
N    Student                     sample as                                                     Total
Proce                                                              Team
o    names         dure
element,      Result     Report     Cleanliness
Work
score
compound
or mixture
1
2
3
4
5
6

Notice :
 Score for each component : 5-10.

Notice :
 We can use presentation and chemistry practice activity as an evaluation for cognitive evaluation.
Chemistry practice activity can be used as an evaluation for affective evaluation too.
 If we want to arrange presentation and chemistry practice as tools to measure cognitive, affective and
physic-motors factors, we have to prepare another form, especially if we want to make those two activities
as a continuous program (Combine activity).
III.   Science Project

Student                 Component of evaluation/ evaluation aspect                        Total
No.                               Project
names     Originality
Design
Procedure   Data       Resource     Results       score
1
2
3
4
5
6

IV.    Presentations
Studen                  Component of evaluation/ evaluation aspect
Total
No.       t                                     How To    Language
Contents       Performance                            Resource    Conclusion    Score
1
2
3
4
5
6
LESSON PLAN 2.2

Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 1st semester
Subject          : SCIENCE- CHEMISTRY
Chapter          :2
Sub Chapter      : 2.2 Characteristics of element, compound and mixture
Time             : 6 X 40 minutes

A. Standard Competence
To understand elements, compounds, and mixtures.

B. Basic Competencies
To differentiate the characteristics of elements, compounds, and mixtures.

C. Teaching Activity

Introduction to the lesson
In this section, you should tell your students that they will learn about elements, compounds, and mixtures, and
their properties. Students also learn how to write the symbols for elements. Then, through experiments and
observation students try to understand the concept of compounds, and how to write the chemical formula of
compounds and mention their names.

Activity 1.
Observation of characteristic of elements, compounds, mixtures (2 X 40 menit)
 The students have information of the steps of experiment
 Group students
 Students are asked to observe and to note characteristic of elements, compounds, mixtures in around your
school.
 The students classify the result of observation
 Each of group presents the result of classification
 The students submit the result of their observation.

Activity 2.
Names and Symbols of Elements (1 X 40 minutes)
In this activity:
 The teacher asks students to mention some examples of matter found around them.

 The teacher explains some elements that cannot be changed.
 The teacher explains the rules of how to write the symbols of elements derived from their original names.
 Students are asked to work on Activity 2 in the student worksheet.
 The teacher facilitates a discussion to understand the concept of elements.

Activity 3.
Make the simple diagram of matter classification (1 X 40 minutes)
Beginning the activity, the teacher should explain about what the student to do
 Group students
 The student are asked to make the simple diagram of matter classification
 The students submit their project

Activity 4.
Experiments of homogenous and heterogeneous mixtures (2 X 40 minutes)
Beginning the activity, the teacher should explain about the following points:
1. Pure and impure substances
2. Impure substances are mixtures which contain two or more different substances.
Then, the teacher facilitates a discussion on the basis of the following activity.
In this activity
 Students are asked to work on Activity 4 in the student worksheet.
 Referring to the student textbook, students are asked to compare the characteristics homogenous and
heterogeneous mixtures
 The teacher facilitates a discussion on the classification of matter.

D. Learning Resources
6. Student Book year VII
7. Interactive Science Book 1
8. Work Sheet Paper
9. Experimental Apparatus
10. Amazing physic program

E. Assessment
1. Assessment Techniques
a. Written and performance tests.
b. Performance test
2. Instruments

Indicator Of                                          Assessment
Assessment                     Technic              Instrument             Example Of Instrument
1. Which of the followings represents
elements?
Gold, sodium, water, rice, sugar,
lead, zinc, oxygen, paper, air, and
copper.
Students are able 
2. What is the name of-each of these
a. Compare            the
compounds?
characteristics     of
a. 0 2
elements, compounds,
b. C02
and mixtures based on
c. C6H1206
observation.
d. CuS
b. To more understand
3. What is the chemical formula for
each of these compounds?
compounds, and
a. Water
mixtures based on        Written Test          Explanation
b. Oxygen gas
literature.
c. Ammonia                             e.
d. Carbon dioxide                      f.
c. Make the diagram
simple of matter
4. Which of the following is the
classification.
property of a compound?
a. It consists of only one type of the
same atom.
d. To differentiate the
b. It consists of more than two
characteristics of
different elements combining
homogenous and
through a chemical change.
heterogeneous mixtures
c. It cannot be separated into smaller
substances by chemical change.
d. It consists of more than two
different substances

Bandung
Acknowledge 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 2.3
Unit             : SMP Negeri 1 Margahayu
Grade / Term     : VII / 1st semester
Subject          : SCIENCE- CHEMISTRY
Chapter          :2
Sub Chapter      : 2.3 Separating Mixture
Time             : 4 X 40 minutes

A.      Standar Competence:
To understand element, compound, and mixture

B.      Basic Competence
To separate mixture using various techniques on the basis of physical and chemical properties.

C.      Indicators to achieve competence:
At the end of the lesson,student will be able to:
1.Explain the principle of the separation of mixtures on the basis of physical and chemical properties.
2.To do experiment to obtion clen water with a simple technique.
3.To do experiments to separate mixtures with the appropriate method.

D.       Objectives:
At the end the lesson,student will be able to:
1.Explain the principle of the separation of mixtures on the basis of principle size.
2.Explain the principle of the separation of mixtures due to the boiling point.
3.Do experiment to obtion clean water with a simple technique.
4.Do experiment with the evaporation method.
5.Conclude the process of separation mixture with the evaporation method.

E       Subject Material
Mixture Separation

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

G.       Learning phase

Phases                                                  Activities
Opening                                                  a.Introduction
(10 Minutes)                                             b.Motivation
Students are asked whether muddy water is mixture or
solution
c.Prerequiste
Definition of mixture
d.Pre Experiment
Be careful in using the glases
Main                                                     a.Students work in group of four
(50 minutes)                                             b.Students discuss the appropriate
separation method
c.Students are asked to prepare asimple apparatus to
separate dirty water,that they brought from home as
suggested by the teacher in previously meeting
d.Students do experiment to separate dirty water with a
simple
technique (bottle of mineral 1,5 L
cotton,sand gravel,dirty water,and
beaker glass)
e.Students observe and write down the experimental
result in worksheet
f.Students discuss the experimental result of their groups
facilitated by the teacher.
g.The teacher conducts post-test for checking their
understandings.

Closure                                               a.Students draw experimental conclusions
(20 minutes)                                            guided by teacher
b .Students do worksheet as homework and submit in
the next meeting

Phases                                            Activities
Opening                                            a.Introduction
(10 minutes)                                       b.Motivation
Have you ever seen people make salt?
c. Prerequisite
The method of separation mixture
d.Pre Experiment
Be careful in using the glasess,Bunsen burner.
Main                                               a.The students sit in a group and work
(50 Minutes)                                          cooveratively to do experiment on separating
mixture with evaporation method
b.The students ineach group observe the
experiment and write the result
c.Each group presented the result and other
group to respond to it
d.The teacher assures each group that they know the
e.The students whose performance is good is
given reward
Closure                                            a.Guide students to make summary of all the
(20 Minutes)                                          proceses and the result
b. Give attest about separation mixture

H. Sources:
- Science Students Book
- Worksheet
- Physical Power Point Slide
- Experimet Apparatus

I.    Assessment Technique
- Written test (pencil and paper test)
- Performance assessment

Instruments Assessment

Indicator Of                                            Assessment
Assessment                         Technic            Instrument                 Example Of Instrument
1. A mixture can be separated based
on . . .
Students are able 
a. boiling point and size of particles
b. size and shape of particles
1.   To Explain the principle                                                      c. shape of particles and boiling point
of the separation of                                                          d. size particle and phase of particles
mixtures on the basis of
physical and chemical                                                         2. Constituents of blac ink can be
properties.                Written Test        Multiple Choice                     separated by:
2.   To do experiment to                                                           a. vavorization
obtion clen water with a                                                      b. chromatography
simple technique.                                                             c. filering
3.   To do experiments to                                                          d. distillation
separate mixtures with
the appropriate method.
3.Steps in a distillation process are
a. evavorating and freezing
b. freezing and condensing
c. evavorating and condensing
d. condensing and refining

4.The mixture of dyes can be
separated by the method of
a. chromatography
b. distillation
c. filtration
d. sublimation

Performance test:
Performance indicator
No        Name                                                        Responsib                       Score      Value
Discipline   Innovation   Idea    Cooperation                  Work safety
ility
1
2
3
4
5

Note :
5. Excelent
4. Very good
3. Fair
2. Poor
1. Very poor

Bandung
Acknowledge 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 3.1

School          : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 3.1 Natural Phenomenon
Time Allocation : 4x40 minutes

A.   STANDARD COMPETENCE
3. Understanding the natural phenomena by using scientific method

B.   BASIC COMPETENCE
3.1 To observe objects systematically in order to gain information about natural phenomena, both biotic and a biotic

C.    LEARNING OBJECTIVES
The students are able to       :
1. Mention scientific method
2. Using the scientific method to solve the problems
3. Perform the qualitative and quantitative experiment
4. Make a conclusion from experiment result and perform presentation

D.   LEARNING MATERIALS
Scientific method, scientific attitude

E.   LEARNING METHOD/LEARNING MODEL
Model
 Cooperative Learning
 Problem Based Instruction

Method
7. Information Discussion
8. Experiment

F.    STEP OF ACTIVITIES:
First Meeting
a. Opening
 Motivation and apperception:
1. Have you ever heard about scientists?
2. Do they work for hours at laboratory?
 Prerequisite Knowledge
What does science mean
 Presenting learning objectives and keywords which will be used often during the lesson

b. Main Activities
 The teacher presenting information about science and scientists. ( Phase 2 )
 The teacher asking students to have a seat in 6 (six) group ( Phase 3 )
 In each group, the student‟s have to discuss about is scientific method and scientific attitude. ( Phase 4)
 Each group sends their representative to present the discussion result.
(Phase 5)
 The teacher ascertains that all of students already know the correct information. (Phase 5)

c. Closure
 The teacher evaluating students with giving an oral question around the objectives to reach for. ( Phase 5)
 Give a reward for students or group which presents a good perform.
(Phase 6)
 The teacher guides students to make a conclusion about the lesson.
 The teacher reminds students to prepare an experiment for the next meeting.
Second Meeting
a. Introduction
Motivation and apperception:
4. Motivation and apperception:
1. Have you ever know how does the scientists work?
2. Have you ever do an experiment systematically?
 Prerequisite Knowledge
What is the scientific method?
 Presenting learning objectives and keywords which will be used often during the lesson
Experiment pre requisite
Be careful in conducting an experiment

b. Main Activities
 Students divided into five groups
 Students have seat in a group, one of the student in group take a materials to prepare an experiments and
worksheet.
 Students perform an experiment to observe get gases from vinegar and baking soda.
 Teacher give a big paper for each group to make a result poster and put their poster at the wall so that other group
 Each group going around the class to give an argument each other
 Teacher ascertains that all of the groups know the correct answer.

c. Closure
 The teacher evaluating students with giving an oral question around the objectives to reach for.
 The teacher asks students to do experiment to observe the better place for plants to grow and report the result at
the next meeting.
 Give a reward for students or group which presents a good perform.
 The teacher guides students to make a conclusion about the lesson.

G.   LEARNING SOURCES:
 Student book from Directorate of Junior High School Development page 127-143
 Student Work Sheet
 Experimental equipments and materials
 Reference book

H.   ASSESSMENT:
Indicator of                                            Assessment
Achievement              Technical           Types of                  Sample of Instrument
Instrument
Students are able to
:

2. Explain how          Written test       Essay test         Scientists use a series of steps called
scientists                                                 scientific method to solve the problem.
What are step of scientific method?

Attitude test                           No      Name    Attitude
3. Confident and                           Fill in      the                     confident       Polite
questions and
giving arguments

4. Conduct
qualitative          Performance                           Perform an experiment to observe the
observation          test               Procedural         gas formed from baking soda and
systematically                          working test       vinegar

5. Conduct
qualitative          Performance                           Perform an experiment to observe the
observation          test               Procedural         better places for plants to growl
systematically                          working test
Rubric for Procedural working test

No                                    Aspect                    Score
1.    Using experiments equipment with good and clean             2
2.    Perform an experiment with the correct procedure            3
3.    Gathering data from the experiment                          2
4    Make a conclusion                                           3
Maximum                          10

Bandung,
Acknowledge 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 3.2

School          : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 3.2 Microscope
Time Allocation : 4x40 minutes

A. STANDARD COMPETENCE
3. Understanding the natural phenomena by using scientific method

B. BASIC COMPETENCE
3.2 To use microscope and other supporting equipment to observe living phenomena.

C. LEARNING OBJECTIVES
The students are able to       :
a. Mention all of the microscope‟s parts
b. Showing the microscope‟s parts
c. Explain the function of each parts in microscope
d. Using microscope correctly
e. Mention the name of the slice‟s shape
f. Make a wet specimen using free slice manually
g. Make a wet specimen using forceps
h. Dissecting animals

D. LEARNING MATERIALS
a. The part of microscope
b. The function of microscope
c. Using microscope
d. Make a crosswise slice
e. Make a lengthwise slice
f. Make a wet specimen

E. LEARNING METHOD/LEARNING MODEL
Model:
1. Cooperative Learning
2. Problem Based Instruction

Method     :
5. Cooperative Learning
6. Problem Based Instruction

F. STEP OF ACTIVITIES:
First Meeting
a. Introduction
 Motivation and apperception:
1. Have you ever seen the microscope? (Phase 1 )
 Prerequisite Knowledge
What do you know about microscope?
 Experiment Pre-requisite
Be careful in conducting the experiment

b. Main Activities
 The teacher presenting an information about microscope (Phase 1)
 The teacher asking students to have seat in 5 groups
 In each group, the students have to discuss about parts of microscope and its function
 Each group send their representative to present the discussion result
(Phase 5 )
 The teacher ascertains that all of students already know the correct information. (Phase 5 )
c. Closure
 The teacher evaluating students with giving an oral question around the objectives to reach for
 Give a reward for students or group which presents a good perform.
 The teacher guides students to make a conclusion about the lesson.
 The teacher reminds students to prepare an experiment for the next meeting.

Second Meeting
a. Introduction
5. Motivation and apperception:
 Prerequisite Knowledge
Which condition of materials that can be observed by using microscope?
 Presenting learning objectives and keywords which will be used often during the lesson

b. Main Activities
 The teacher divide students into five groups
 Each group preparing their equipment and materials which will be need during the lesson
 Teacher presenting the ways to make a microscope slide
 Students make a microscope slide from onion skin
 Students record the data from their experiment result and report it in front of the class
c. Closure
 Give a reward for students or group which presents a good perform.
 The teacher guides students to make a conclusion about the lesson.
 The teacher reminds students to prepare an experiment for the next meeting.

G.    LEARNING SOURCES
a. Student book from Directorate of Junior High School Development page
162-175
b. Student Work Sheet from Directorate of Junior High School Development page 92, 96-98, 99-102
c. Experimental equipments and materials
d. Reference book

H. ASSESSMENT:
Indicators of Achievement                                   Assessment
Technical           Types of      Sample or Instrument
instrument
Students are able to :

6. Knowing the part of        Written test        Identification      Mention all of the parts in
microscope                                     test                Microscope based on the
picture!

Observe the specimen by
7. Using the microscope       Performance         Procedural          using microscope!
correctly                  test                working test

8. Make a wet specimen in                                             Make a section in
different ways                                                     different ways!
Performance         Procedural          ( making a free slice
test                working test        manually and using
forceps)
Rubric for Procedural working test

No                                 Aspect                    Score
1.    Using experiments equipment with good and clean          2
2.    Perform an experiment with the correct procedure         3
3.    Gathering data from the experiment                       2
4    Make a conclusion                                        3
Maximum                                                 10

Final Score: Score               x Ideal Score
Maximum Score

Bandung,
Acknowledge 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 3.3

School          : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 3.3 Work Safety
Time Allocation : 4x40 minutes

A. STANDARD COMPETENCE
3. Understanding the natural phenomena by using scientific method

B. BASIC COMPETENCE
3.3 To apply work safety in carrying out observation of natural phenomena

C. LEARNING OBJECTIVES
Students are able to:
1. know and understand chemical symbols
2. interpret the chemical symbols
3. study and apply the rules and safe work practice

D. LEARNING MATERIALS
In a biology laboratory, students do experiments and they have to work safely. For the safety, every student must follow
safety rules. Otherwise many substances in laboratory are dangerous so the students have to know the chemical symbols.
The terms that should be mastered by the students are:
1. symbols on chemical packaging
2. rules and safety work practice in laboratory

E. LEARNING METHOD/LEARNING MODEL:
Model         :
 Cooperative Learning
 Direct Instruction
Method        :
9. Observation
10. Discussion

F. STEP OF ACTIVITIES:
First Meeting
a. Introduction
 Motivation : teacher points to a chemical package with symbol
 Pre-condition : students know that it contain dangerous chemical substances

b. Main activities
 Students observed and noted forms, symbols or labels that is present in chemical substance package
 Students are guided by teacher to discuss and formulate rules for work practice safely

c. Closing
 Teacher guides student to make conclusion.

G. LEARNING SOURCES
1. Student book from Directorate of Junior High School Development page 176-193
2. Student Work Sheet Directorate of Junior High School Development page 103-111
3. Experimental equipments and materials
4. Reference book
H.     ASSESSMENT:
Indicators of                                        Assessment
Achievement             Technical      Types of                     Sample or Instrument
Instrument
 Handling, taking      Performance     Procedural          Take, bring and use a microscope correctly
using equipment and   test            working test
materials safety

 Identify symbols at                                       Which one of these materials that causing
laboratories          Written test    Multiple choice     respiration disturbance?
a H2SO4
b. HCI
c. Formaldehyde
d. Alcohol

 Identify symbols at                   Identification      Take 3 materials and mention what does
laboratories          Performance     test                each symbols mean?
test

Rubric for Procedural working test

No                  Aspect                  Score
1.   Talking microscope correctly             2
2.   Bring microscope correctly               2
3.   Using microscope correctly               2
Maximum                                       6

Bandung
Acknowledge 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 6.1

School          : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 6.1 Characteristics of Living Things
Time Allocation : 4x40 minutes

A. STANDARD COMPETENCE
1. Understanding the diversity of living tings

B. BASIC OF COMPETENCE
6.1. To identify the characteristics of living things

C. LEARNING OBJECTIVE
The students are able to:
1. Collect information about the characteristics of living things
2. To conclude and write a report about living things
3. Explain the characteristics of living things

D. LEARNING MATERIALS :
 Characteristics of living things:
Living things have several characteristics different from non-living things, such as moving, reproducing,
sensing, using nutrition, using energy, respiring, and growing.
 Respiring
Respiration is the process of breaking up food and giving off energy. Living things take oxygen and release
carbon dioxide during respiration. The respiration produces energy, water vapors, and carbon dioxide.
 Moving
A plant grows towards the sun light. Birds fly, snakes slither, horses walk, we walk and run. Flying,
slithering, walking and running are ways of moving. So, all organisms move, but not all are able to move to
different places.
 Receiving and Responding to Stimulus
Touch a Mimosa pudica‟s leaves, what happen? It will close its leaves. One characteristic of an organism is
to respond to its surrounding. An example of such a response is a plant growing towards the light.
 Growing and Developing
Growing is a changing process by increasing the size and number of cells. Besides growth, there is also a
maturation process which is called development. Human beings grow from infants to adults.
 Reproducing
All living things reproduce. Animals like cows and deer reproduce by giving birth, while others like turtles
and chickens reproduce by laying eggs.

E. LEARNING METHOD / LEARNING MODEL :
Model:
 Cooperative learning
 Direct instruction
Method:
 Information discussion
 Experiment

F. STEP OF ACTIVITIES:
First Meeting
a. Opening activities
 Motivation and apperception :
 Do you know, what is the difference between living things and non living things?
 Why we have to learn the characteristic of living things?
 Prerequisite knowledge
The characteristics of human that classifying human as living things are…
 Presenting learning objectives about keywords which will be used often during the lesson
b. Main Activities
 The teacher presenting information about map concept of living things.
 The teacher divided students into 5 per a group.
 Each group prepare their equipments and materials which will be need during the lesson.
 The teacher presenting the experiment‟s step for activity 6.1 and 6.3 in student‟s worksheet page 112
and 116.
 Students to perform an experiment 6.1 and 6.3.
 In each group, the students have to discuss about the experiment result and report in front of the
class and each group sends their representative to present the discussion result.
 The teacher ascertains that all students already know the correct information.

c. Closing Activities
 The teacher evaluation students with giving an oral question around the objective to reach for.
 Give a reward for student or group witch present a good performance.
 The teacher guides student to make a conclusion about the lesson.
 The teacher reminds student to prepare an experiment for the next meeting.

Second Meeting
a. Opening Activities
 motivation and apperception :
 Motivation
What are the important characteristics of living things?
 Prerequisite knowledge
The characteristics of living things are ….?
Presenting learning objective an explain logistic which will be need during the lesson

b. Main Activities
 The teacher divided students into 5 groups.
 Each group to prepare their equipments and materials which will be need during the lesson.
 The teacher presenting the experiment‟s step for activity 6.2 in student‟s worksheet page 113.
 Students to perform an experiment 6.2.
 In each group, the students have to discuss about the experiment result and report in front of the class
and each group sends their representative to present the discussion result.
 The teacher ascertains that all students already know the correct information.

c. Closing activities
 Teacher evaluation student with giving an oral question around the objectives to reach for.
 give reward for student or group which presents a good performance
 Teacher guides student to make a conclusion about the lesson.

G. LEARNING SOURCES
a. Student book from directorate of Junior High School Development chapter 5, page 190.
b. Student‟s worksheet from directorate of Junior High School Development, page 112 - 116
c. Reference book.
d. Slides
H. ASSESSMENT

Indicator         of                         Assessment
achievement            Technique    Types of Instrument  Sample of Instrument
 To Identifying     Written test   Multiple choice     1. respiring
the                                                   2. moving
characteristics of                                    3. growing and
living things                                            developing
4. receiving and
responding to
stimulus
Living               thing‟s
characteristics are …
a.   1,2,3,4
b.   1,2,3
c.   1,3
d.   2, 4

Performance    Working report
 Make a reporting test                                 Chose 3 living things and
characteristics of                                    them
living things
based on the
observarional
result

 Distinguish the
Writen test    Essay
charecteristics of                                    Write 2 characteristics of
plant,l animal,                                       living     things      that
and human                                             distinguish plant, animal
and human

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 6.2

School          : SMP Negeri 1 Margahayu
Subject         : Science- Biology
Chapter         : 6.2 Diversity of Living Things
Time Allocation : 4x40 minutes

A. STANDARD OF COMPETENCE
6. Understanding the diversity of living things

B. BASIC OF COMPETENCE
6.2. To describe diversity of life system from cell to organism level

C. LEARNING OBJECTIVE
1. To describe the variation of cell based on an observation using microscope
2. To compare both animal and plant cell
3. To describe kinds of tissue based on the cells that construct them
4. To describe variation of organs and organs systems based on an observation
5. To know the relationship of cells, tissue, organ and organ system

D. LEARNING MATERIALS
Organization of life

E. LEARNING METHOD/LEARNING MODEL
Model   : 1. Cooperative learning
2. Direct instruction

Method     : 1. Information discussion
2. Experiment

Scientific skill: observing, measuring, communicating

F. TEACHING ACTIVITIES
First Meeting
a. Introduction
 Motivation and apperception
 did you ever look a cell
 how many cell do you have in your body?
 what tool do you use if you want to look a cell?

b. Main activities
 The teacher present information about map concept of organization of life
 Make groups of 4-5 students
 The teacher gives a paper with the picture of the structure of plant cell and the students
 have to discuss about the organelles in the cell
 Fill the table by giving check mark (V) in the right column

c. Closure
• One of student from the group presents their discussion result in front of the class
• The teacher guides student to make a conclusion about the cell.

Second Meeting
a. Introduction
 Motivation and apperception
 Have you seen the cell of onion (Allium cepa)?
 Have you seen the Protozoa?
 Make groups of 5 students
b. Main activities
 Put the microscope on the practicum table, Put on an ocular lens with 10x magnification and an objective lens
with 10x magnification.
 Rotate the mirror to the direction of light source
 put preparation of red onion cells in object glass which has been dropped with water and eosin
 put the closure glass of that object by using tweezers
 observe the preparation and make a drawing of it.
 put one drop water of fishpond or lake in object glass
 put the closure glass of that object by using tweezers
 observe and make a drawing of it

      Closure The teacher evaluates students‟ worksheet by giving some questions about characteristic plant cell
and animal cell
      Teacher guides student to make a conclusion about cell

Third Meeting
a. Introduction
 Motivation and apperception
What is the difference between cell and tissue?
 Prerequisite
Give the examples of the main organ in plant?

b. Main activities
 The teacher presents information about cell, tissue, organ, system organ and organism.
 Tissue is a group of cells which have the same origin, structure and function.
 An organ is a collection of several tissues that work together to do a certain function.
 Organ system is several kind of organs which coordinates to do a function.
 All organ systems finally will interact with each other to form an organism. The organisms have specific
characteristics which differentiate them from non living things
 The teacher divides students into 5 groups
 The students fill in the blanks of organization of life diagram (work sheet 3)
 The students fill in the table about example of organization of life (work sheet 4)

c. Closure
 One of the group member has to present the discussion result in front of the class
 The teacher guides students to make a conclusion about organization of life

G. LEARNING SOURCES
a. Student book from Directorate of Junior High School Development
b. Experiment in Laboratory
c. Reference book
d. Work sheet

H. ASSESSMENT
Assessment
Indicator of
achievement                              Types of
Technique                                       Sample of Instrument
Instrument
 To know the              Written test     Multiple choice        Which is the correct sequence for the cell
relationship of cells,                                           organization in the human body?
tissue, organ and                                           a.   a. Organ-cell-system-tissue
organ system                                                b.   b. Cell-tissue-organ-tissue
c.   c. Tissue-organ-cell-system
d.   d. System organ -organ-tissue-cell

Make some information and report on
 Make a report about                       Working report         the magazine wall about experiment
the comparison of        Performance                             result of the difference of plant and
plant and animal cell    test                                    animal cell
based on the
experiment result
Bandung
Acknowledge 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 6.3

School                  : SMP Negeri 1 Margahayu
Subject                 : Science- Biology
Chapter                 : 6.3 Diversity of living things
Time Allocation         : 6 x40 minutes

A. STANDARD COMPETENCE
6. To understand the variation of living things

B.       BASIC COMPETENCE
6.3 To describe the diversity of life system from cell to organism

C. LEARNING OBJECTIVES
The students are able to            :
 Explain the meaning and importance of diversity in living things
 Understand the meaning and taxonomy level of living things, also how to giving name them in appropriate way.
 Understand the difference Dicotyledonous and Monocotyledon plants, and give the example from each it.
 Describe the difference between Vertebrate and Invertebrate animals, how to classified them, and the example
from each it. a simple determination key

D.   LEARNING MATERIALS
 There are various kind living things in our planet, but still there isn‟t a scientist know exactly all the species in this
earth.
 Based on living things classification from Whittaker “Five Kingdom”, living things divide into five kingdom, Monera,
Protista, Fungi, Plant, and Animal
 Basic for living things classification
 Giving name process to living things (human, animal, and plant)
 The uses of Five Kingdom classification
 Determination Key as tools to Classification living things.

E. LEARNING METHOD/ LEARNING MODEL
Model                     :
 Cooperative Teaching
 Discussion
 Practical in Laboratory

Method:
11. Information Discussion
12. Experiment

F. LEARNING ACTIVITIES
First Meeting
1. Introduction
Teachers give apperception with some question about the importance of classifying living things. After that, the
teachers give motivation with a simple question, “Why the living things be classified?”
Teachers give apperception about the importance classification for various objects, for example like in traditional
market. After that, the teachers give motivation about how is the living things classification.
2. Main Activities
    The teacher divide all of student into some groups, each of it have 2 persons or more.
    The teacher asks students read materials classification of living things scientific name.
    Teacher tell students about learning activity that they will do today. Students will learn how to classify living
things in a simple way.
    Teacher give each groups of students a worksheet Classifying Living Things .
    Students learn how to classify from that worksheet.
    The students underline importance concept the materials about living things scientific name (binomial
nomenclature).
    The delegation from students does presentation about how to write binomial nomenclature for the living things,
and also give five examples each of it.
    Still in their group, student‟s discus about purpose and base of living things classification.
    Teacher asks students to do presentation and explain about living things classification in Five Kingdom.
3. Closure
    Teacher helps students to make conclusion about „binomial nomenclature‟ , classification and characteristic for
Monera and Protista

Second Meeting
1. Introduction
    The teachers give apperception about kinds of organism that include in Kingdom Monera and Protista. After
that, teachers give motivation that there is a group of organism without chlorophyll, and so on their placed into
Fungi Kingdom.

2. Main Activities
    Teacher asks students to sit down with their groups.
    The students underline main idea in the materials, after that they write down into notebook.
    Teachers ask a student in random to presentation characteristic and examples for organism that include in
Fungi, Plant, and Animal Kingdom.
    Teachers explain about connection about first meeting with the second meeting materials.
(organism).
3. Closing
Teachers help the students to conclude about materials in Five Kingdom, especially about their characteristic.
Third Meeting
1. Opening
Teachers give apperception to students about living things classification in Five Kingdom. After that, teachers give
motivation about technique or how make easier living things classification.
2. Main activities
       Teachers ask students to read textbook about base of classification and determination key as tools for
classification.
       Teachers ask a student to mention some important concept about base of classification and determination key.
       Teachers help students in their groups to do/fill dichotomy key for determination.
3. Closing
       Teachers help students to make conclusion about the base of Linnaeus‟s classification
       Teachers help students to make conclusion about determination key
G. LEARNING SOURCES
a. Textbook
b. Students Worksheet (LKS)
c. Power point slides about Diversity and Classification
d. Laboratory
e. Environment
f. Websites

H. ASSESMENT

Indicator of                                                 Assessment
Achievement                     Technical             Types of                 example or Instrument
instrument
 Distinguish one living      Performance test          Procedural       Perform an experiment according to
thing from the other                                 working test     activity 6.6 in student book!
based on the
specific living
characteristic             Written test                               What are the advantages             from
Essay            classification of organism?
 Explain the
importance of              Written test                               Make your own dichotomous key!
classifying living                                   Essay
things                                                                Classify these organism!
Work sheet
 Classifying an                                        Observation
organism around                                      test
based on its
characteristic

Rubric for performance test (presentation)
Component of Evaluation                                   Total
No.        Students         Contents /       Performance        Answering                                               Score
Language        Attitude   Conclusion
Name            Knowledge        /Explanation        Questions
1
2
3
4
5
dst.

Rubric for Affective evaluation
 Presentation evaluation.
 Example form as shown below:

Table 2. Presentation Evaluation Format

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

V.        Psychomotor Evaluation
 Biology practice activity.
 Example form as shown below:

Table 3. Biology Practice Activity Evaluation Format
No         Student                    Component of evaluation/ evaluation aspect                          Total
name      Procedure      Choosing       Result     Report        Cleanliness     Team         score
tools and                                               Work
materials
1
2
3
4

Notice :
 Score for each component : 5-10.

Notice :
 We can use presentation and biology practice activity as an evaluation for cognitive evaluation. Biology practice
activity can be used as an evaluation for affective evaluation too.
 If we want to arrange presentation and biology practice as tools to measure cognitive, affective and physic-motors
factors, we have to prepare another form, especially if we want to make those two activities as a continuous program
(Combine activity).

VI.       Science Project
Component of evaluation/ evaluation aspect
No         Student                                                                               Total
Origina-     Project   Proce-                     Re-
.         names                                           Data                     Results      score
lity       Design     dure                     source
1
2
3
4

VII.      Presentations
Component of evaluation/ evaluation aspect
No         Student                                                                                             Total
How To        Language
.         names      Contents     Performance                                  Resource      Conclusion       Score
1
2
3
4

Bandung
Acknowledge 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

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