PRR Bio kls 1 in Eng
Transcript of PRR Bio kls 1 in Eng
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Lesson Plan Grade 7 by Iswadi 8
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / First Semester
Subject : Science-Biology
Competency Standards:
5. Understand natural phenomena through observation.
Basic Competence:
5.1 Carry out observations of objects in a planned and systematic way to obtaininformation on biotic and abiotic natural phenomena.
Indicators:1. Distinguishing natural phenomena and events material on abiotic objects through
observation.
2.
Distinguishing natural phenomena and events on the object material biotic throughobservation.
Learning Objectives:
The Student will be able to:1. Explaining understanding biotic components.
2. Mentioned several examples of biotic components.
3. Explaining understanding abiotic components.4. Mention a few examples of abiotic components.
5. Biotic explain natural phenomena are commonly encountered in everyday life.
6. Describe the abiotic natural phenomenon commonly encountered in everyday life.
Learning Materials: Natural Phenomena biotics and abiotics
Learning Methods: Model
Direct Instruction (DI) Cooperative Learning
Method
Discussion groups Lecture
Activity Steps
FIRST MEETING
a. Activities Introduction
Motivation and apersepsi Animals classified as biotic or abiotic components? Why is water hyacinth can flourish in the waters near the rice fields?
Prerequisite knowledge What are biotic and abiotic components? How water hyacinth can flourish in the waters near the rice fields?
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) to discuss understanding biotic components. Students discussion groups mentioned several examples of biotic components. Students (with teachers) discuss the notion abiotic components. Students discuss the group cited examples of abiotic components.
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Students discuss the distinguishing components of biotic and abiotic components. Students (with teachers) to discuss natural phenomena biotic and abiotic natural
phenomenon commonly encountered in everyday life.
Students discuss the nature of symptoms distinguish biotic and abiotic naturalphenomena.
Students present the results of a classical discussion.
Teachers respond to student discussions and providing true information.
c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resources
a. IPA-Biologi Bilingualb. Internetc. Environmental
Assessment of Learning Outcomes
a. Technical Assessment: Written test Observations
b. Shape Instrument: Choice Sheet observation
c. Example Instruments: Examples of choice test
Here is where the symptoms include natural biotic events on an object ....
a. smelly c. colorb. growing d. size
Approval by
Principal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011
Subject Teacher
Halim, S.Pd., M.Pd
Nip. 19681130 199412 1 001
Iswadi, S.Pd.I
Nip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 10
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / First Semester
Subject : Science-Biology
Competency Standards:
5. Understand natural phenomena through observation.
Basic Competence:
5.3 Using the microscope and other supporting equipment to observe the symptoms of life.
Indicators:
1. Understanding the parts of a microscope.
2. Using a microscope with the correct (set focus, pencaha-wealth, and find objects microscope).3. Creating 3-dimensional wake predictions where available the results of the influence of Matan
2 dimensions (horizontal and vertical).
4. Make an incision in a certain direction (transverse, longitudinal, etc.).
5. Make a wet preparations.6. Perform surgery with the tools and the proper way.
Learning Objectives:The Student will be able to:
1. Mention the name of the parts of a microscope.
2. Shows the name of the p arts of a microscope.3. Explain the functions of the parts of a microscope.
4. Using a microscope correctly.
5. Mention the name of the incision.
6. Make an incision (transverse and longitudinal).7. Make a wet preparations.
8. Open the animal's body.9. Collecting living things.
10. Explains how to preserve animals and plants.
Learning Materials: Microscope
Learning Methods: Model
Direct Instruction (DI) Cooperative Learning
Method
Discussion groups Demonstration Experiment
Activity Steps
FIRST MEETING
a. Activities Introduction Motivation and apersepsi
Tools are used to seeing very small objects? Have you ever seen a microscope?
Prerequisite knowledge What is a microscope? How to use a microscope?
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Lesson Plan Grade 7 by Iswadi 11
Pre-experiment Be careful using a microscope.
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) discuss the notion microscope and its uses. Teachers presented the microscope parts and showed it to students. The teacher asked one student to do the same thing as shown by the teacher, if any errors weregiven direct feedback. Teachers demonstrate the steps using a microscope, the observation on an object, how to draw the
results, determine the wake of objects and the size of objects under the microscope.
Representatives from each group were asked to take a microscope, glass objects, glass cover,paper cuts, and hair.
Teachers presented the step labor to perform experiments observing the object with a microscope. Students in each group conducted experiments in accordance with the working steps which have
been described by teachers.
Teachers give instruction to students to conduct experiments to know and understand how tomeasure microscopic objects with a microscope.
Students perform experiments by using a microscope, micrometer, gratikula and fruit flies. Teachers conducted experiments examining the activities of students if it is done correctly or not.If still no learner or group that has not been able to do it right, teachers can immediately provide
guidance.
Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.
SECOND MEETING
a. Activities Introduction
Motivation and apersepsi How do I make an incision? Have you made preparations wet?
Prerequisite knowledge
What is the incision? How to make preparations wet?
Pre-experiment Be careful using a microscope.
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) discuss the notion incision and type. Students discussion group about the purpose of making an incision. Representatives from each group were asked to take a microscope, razor blades, tweezers,
small cup, dropper drops, glass objects, glass cover, coffee bottles, plastic, water pond,
the young stems and not woody.
Teachers presented the step labor to perform experiments and preparations made anincision wet.
Students in each group conducted experiments in accordance with the working stepswhich have been described by teachers.
Students (with teachers) to discuss the purpose of opening the animal's body. Teachers give instruction to students to conduct experiments open the animal body
coverings.
Students in groups to experiment with using scissors, needles bulb, tweezers, surgicaltrays, paraffin, fish, frogs and chloroform.
Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provideguidance.
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Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. The teacher explains how to preserve animals and plants.
No Aspect Score1. Completeness of the microscope, called his name 1
2 Truth position of each part of the microscope, called his name 2
Score maximum 3
- Sample test descriptionExplain how to make the stem lengthwise slice preparations.
Approval byPrincipal of SMP Negeri 1 Bireuen Bireuen, July 11, 2011Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 13
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / First Semester
Subject : Science-Biology
Competency Standards:
5. Understand natural phenomena through observation.
Basic Competence:
5.4 Apply safety in making observations of natural phenomena.
Indicators:
1. Hold, take and treat the tools and materials safely.2. Describe the tools and hazardous materials.
3. Identify the symbols in the laboratory.
Learning Objectives:The Students will be able:
1. Explain the functions of the laboratory.
2. Knowing the rules to follow when in the laboratory.3. Knowing how to carry and use tools in order to salvation.
4. Mention the chemicals in the laboratory that are harmful to health.
5. Explains how to store and retrieve the chemicals in the laboratory.6. Identify the symbols and tools that exist in the laboratory.
7. Explain the meaning of the symbols in chemicals.
Learning Materials: Safety
Learning Methods: Model
Direct Instruction (DI) Cooperative Learning
Method
Discussion groups Demonstration
Activity Steps FIRST MEETING
a. Activities Introduction
Motivation and apersepsi Can we inhale chemicals directly? What is the meaning of the cross found on chemicals?
Prerequisite knowledge What are the rules must be adhered to while in the laboratory? What is the meaning of the symbols in chemicals?
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) discuss the function of the laboratory.
Students discussion groups mentioned a few tools and materials contained in the
laboratory.
Students (with teachers) to discuss rules to follow when in the laboratory.
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Teacher demonstrates how to carry and use tools that exist in the laboratory for the sakeof safety to students.
The teacher asked one student to do the same thing as shown by the teacher, if any errors
were given direct feedback.
Students discuss the group says the chemicals in the laboratory that are harmful to health.
Students (with teachers) to discuss how to store and retrieve the chemicals in the
laboratory.Students discussion group about the meaning of the symbols in the existingchemicals in the laboratory.
Students (with teachers) around the lab to identify the symbols and tools that exist in the
laboratory.
Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.
c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resources
a. IPA-Biologi Bilingualb. Internetc. Equipment and lab materials
Assessment of Learning Outcomes
a. Technical Assessment:
Test performance Written test
b. Shape Instrument:
Test procedures work quotes Choice quiz
c. Example Instruments:
Examples of Choice testRules you must obey the following laboratory, except ....
a. Do not eat in the laboratory c. do not run around in the laboratory
b. Do not ask d. Do not breathe too deep gas
Approval by
Principal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011
Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 15
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / First Semester
Subject : Science-Biology
Competency Standards:6. Understanding the diversity of living things.
Basic Competence:
6.1 Identify the characteristics of living things.
Indicators:
1. Identify the characteristics of living things.
2. Creating reports the characteristics of living things based on observation.3. Distinguishing characteristics of plants and animals.
Learning Objectives:The Student will be able to:1. Explaining differences in living beings and nonliving creatures.
2. Mention the characteristics of nonliving creatures.
3. Knowing the plant reaction to the stimulus.4. Determining the characteristics of living things based on observation.
5. Creating reports the characteristics of living things based on observation results.
6. Explain the difference between animals and plants.
Learning Materials: Characteristics of Living Things
Learning Methods: Model Direct Instruction (DI) Cooperative Learning
Method
Discussion groups Observations
Activity Steps
FIRST MEETING
a. Activities Introduction
Motivation and apersepsi What is the difference between the stones with chicken? Why do girls shy plant will shut its leaves when touched?
Prerequisite knowledge Are the characteristics of living things? What is the difference between animals and plants?
b. Core Activities
Teachers guide students in forming groups. Students (with the teachers) went to the school and record everything that was found. Students discuss the search for differences in living and nonliving. Students (with teachers) to discuss the characteristics of living things. Representative of each group was asked to take plants shy daughter, match sticks and
water.
Teachers presented the step labor to conduct experiments to know the reaction of plants tostimuli touch embarrassed daughter.
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Lesson Plan Grade 7 by Iswadi 16
Students in each group conducted experiments in accordance with the working steps whichhave been described by teachers.
Students (with teachers) observe a lush potted plants and to discuss why in many plants
around the parent plants are small. Teachers give instruction to students to conduct experiments to plant green beans, a pot
placed in the light and another in the dark.
Students in groups are asked to observe and make conclusions from these activities, after 4-5 days later.
Teachers conducted experiments examining whether students had done right or not. If still
no learner or group that has not been able to do it right, teachers can immediately provideguidance.
Students (with teachers) discuss the differences between animals and plants.
Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion.
Teachers respond to student discussions and providing true information.
c. Concluding Activities
Teachers give awards to groups with good performance.
Students (with teachers) to create a summary of discussions. Teachers give homework, students are asked to observe the living things in the list below:
- A fungus that grows on bread - earthworms - Seeds are germinated - fish - Leaves on trees
that are still alive - frog - Flowering plants - yourself
Write down the characteristics of each living thing can you observe.Learning Resources
a. IPA-Biologi Bilingualb. Equipment and lab materialsc. Environmental
Assessment of Learning Outcomes
a. Technical Assessment:- Test performance- Written test
b. Shape Instrument:- Test the performance- Choice quiz
- Description
c. Example Instruments:- Sample test product performance
Knowing the shy daughter of plant reaction to the stimulus of touch and water.
Type of stimulus Plant parts that were given stimulus Reaction plants
TouchLeaf Tip
Leaf Base
Stem
Precipitation
Leaf tip
Leaf BaseStem
Examples of Choice testMetabolic waste substances which must be removed from our bodies as follows, unless ...
a. urine (urine) c. digestive gland
b. sweat d. carbon dioxide
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Lesson Plan Grade 7 by Iswadi 17
Sample test descriptionWhat is the purpose of living things reproduce?
Approval by
Principal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011
Subject Teacher
Halim, S.Pd., M.Pd
Nip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 18
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) /Second Semester
Subject : Science-Biology
Competency Standards:6. Understanding the diversity of living things.
Basic Competence:6.2 Classify living things according to characteristics.
Indicators:1. Distinguish living things from one another based on specific features of its life.
2. Describe the importance of classification of living things done.
3. Classify some living things around based on the observed characteristics.4. Making a comparison of the specific characteristics of each kingdom in the system of five
kingdoms.
Learning Objectives:The Student will be able to:
1. Explain the purpose of classification of living things.
2. Explain the basic classification of living things.3. Classify animals based on the form outside the body as the basis for classification.
4. Knowing the classification of living things according to Carolus Linnaeus.
5. Knowing the five kingdom classification system.
6. Writing scientific names of living things.7. Describe the key objectives of determination.
Learning Materials: Classification of Living Things
Learning Methods: Model
Direct Instruction (DI) Cooperative Learning
Method
Discussion groups Observations
Activity Steps
FIRST MEETING
a. Activities Introduction
Motivation and apersepsi
- How to classify living things?
- What is the scientific name of rice?
. Prerequisite knowledge
- What is the basic classification of living things?
- How are the rules for writing scientific names of living things?
. Pre-experiment
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Lesson Plan Grade 7 by Iswadi 19
- Take care when using laboratory equipment.
b. Core Activities
Teachers guide students in forming groups. Students (with the teachers) went to the school yard to record the existing living thing. Students (with teachers) to discuss the purpose of classification of living things.
Representatives from each group were asked to determine the basis of classification ofliving things (based on body size, neighborhood, benefits and types of food).
Representatives from each group were asked to take the petri dish, tweezers, magnifying
glass, grasshoppers, beetles, butterflies, dragonflies, shrimp, ants, flies, spiders andmillipedes.
Teachers present their work to do experiment measures classify animals based on the
form outside the body as the basis for classification. Students in each group conducted experiments in accordance with the working steps
which have been described by teachers.
Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provide
guidance.
Students (with teachers) discuss the weakness of some of the basic classification of livingthings that had been predetermined.
Teacher explains the basic classification of living things by Carolus Linnaeus and the 5
kingdom classification system.
Students (with teachers) discuss some of the advantages of the basic classification of
living things by Carolus Linnaeus and the classification system of five kingdoms.
The teacher explains the rules of scientific nomenclature of living things and give someexamples of scientific names of living things.
Students in each group discussion to write the scientific names of living things found
around the school.
Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. Teacher explains the purpose of having a key determinant and provides a key example of
determination to put living things into a kingdom.
c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises
Learning Resourcesa. Bilingual IPA-Biologib. Equipment and lab materialsc. EnvironmentalAssessment of Learning Outcomes
a. Technical Assessment:
Test performance Written test
b. Shape Instrument:
Test the product of work quotes Choice quiz Description
c. Example Instruments:
Examples of work products quotation test testClassify animals based on the form outside the body as the basis for classification.
1. Make notes about the characteristics found in animals beetles, butterflies,dragonflies, shrimp, ants, flies, spiders and millipedes.
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Lesson Plan Grade 7 by Iswadi 20
2. Of all the animals were observed, does anyone have the same characteristics? Trysegmenting the animals that have similar characteristics.
3. Record your observations on the observation table as below.Animal Body parts Number of legs Wing
Grasshopper head
cheststomach
6 units there
Examples of Choice testWay of writing the scientific name of paddy by the binomial nomenclature is ....
a. Oryza sativa c. Oryza sativa
b. Oryza sativa d. Oryza sativa
Sample test descriptionWhy living things to be classified?
Approval byPrincipal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 21
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / Second Semester
Subject : Biology-Science
Competency Standards:
6. Understanding the diversity of living things.
Basic Competence:
6.3 Describe diversity in the system of organization of life from the cellular level to the organism.
Indicators:
1. Describe the diversity of cell level based on results pengama-tan using a microscope.2. Describe the diversity level of the network by its constituent cells.
3. Describe the diversity level of organs and organ systems berda the basis of observations ..
4. Linking the relationship between cells, tissues, organs and organ systems of the body
constituent organisms.
Learning Objectives:
The Students will be able to:1. Explain the meaning of the cell.
2. Describe the parts of the cell.
3. Differentiating plant cells and animal cells.4. Observe the parts of plant cells and animal cells.5. Explain the meaning network.
6. Mention the various tissues in vertebrates and humans.
7. Mention the various tissues in plants.8. Know that there are tissues in plants.
9. Explain the functions of various tissues.
10. Explaining the sense organs.11. Mention the various organs in vertebrates and humans.
12. Mention the various organs in plants.
13. Explain the functions of various organs.14. Explaining the sense organ systems.
15. Mention the various organ systems in vertebrates and humans.
16. Mention the various organ systems in plants.17. Explain the function of various organ systems.
18. Explain the relationship between cells, tissues, organs and organ systems of the body
constituent
Learning Materials: Diversity of Life Organization Systems
Learning Methods: Model
Direct Instruction (DI) Cooperative Learning
Method
Discussion groups
Observations Experiment
Activity Steps
FIRST MEETING
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Lesson Plan Grade 7 by Iswadi 22
a. Activities Introduction
Motivation and apersepsi Did you know that chicken egg is a giant-sized cells? How water and mineral salts to flow from root to leaf?
Prerequisite knowledge What is a cell? What is the function of xylem tissue?
Pre-experiment Take care when using laboratory equipment.
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) to discuss the understanding of the cell.
Students pay attention replica model of plant cell and animal cell that brought teachers.
Students in each group (with teachers) to discuss the parts of plant cells and animal cells. Representatives from each group were asked to take a cotton bud or ear cleaners, glass
objects, glass cover, pipette, microscope and methylene blue. Students in each group received experimental pieces of work that includes steps to
conduct experiments to know the parts of plant cells and animal cells.
Students in each group conducted experiments in accordance with the steps that areworking on the experiment sheet.
Teachers conducted experiments examining whether students had done right or not. If still
no learner or group that has not been able to do it right, teachers can immediately provideguidance.
Students in each group discuss the differences in plant cells and animal cells. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss understanding the network.
Teachers presented the step labor to conduct experiments to know that there are tissues inplants.
Students in each group conducted experiments in accordance with the working steps
which have been described by the teacher using the glass objects, glass lid, razor blades,
pipettes, cork, microscopy and plant leaves. Teachers conducted experiments examining whether students had done right or not. If still
no learner or group that has not been able to do it right, teachers can immediately provide
guidance. Students in each group discussed the functions of various tissues in plants, vertebrates and
humans.
Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.
c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises
SECOND MEETING
a. Activities Introduction. Motivation and apersepsi
What networks that make up the eye? The human body consists of how many organ systems?
Prerequisite knowledge What is an organ? What is an organ system?
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Lesson Plan Grade 7 by Iswadi 23
b. Core Activities
Teachers guide students in forming groups.
Students (with teachers) to discuss the sense organs and mentions the various organs in
plants, vertebrates and humans. Students discussion group about the function of various organs in plants, vertebrates and
humans.
Representatives from each group were asked to present the results of discussions in theclass.
Teachers respond to student discussions and providing true information. Students notice the replica model organ in plants, vertebrates and humans are carried by
the teacher.
Students (with teachers) to discuss the sense organ systems and to mention the variousorgan systems in plants, vertebrates and humans.
Students in groups discussing the function of organ systems in plants, vertebrates andhumans.
Representative of each group was asked to present the results of discussions in the class.. Teachers respond to student discussions and providing true information.
Students notice the replica model organ systems in plants, vertebrates and humans are
carried by the teacher.
Teacher explains the sequence of the formation of organizational life and provide
questions to students as feedback to the understanding of the material.
c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resources
a. Bilingual IPA-Biologib. Relevant reference booksc. Lab equipmentsd. Internet
Assessment of Learning Outcomes
a. Technical Assessment:
Test the performance of the product Written test
b. Shape Instrument:
Test procedures work quotes Choice quiz Description
c. Example Instruments:
Examples of work picking test procedures
Record observations in the table, the cells which are owned or not owned by animal cells
and plant cells.
Part cell animal cell plant cell
Cell wall
Cell membrane
Cell nucleus + +
Chloroplasts
Vacuoles
Golgi Body
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Lesson Plan Grade 7 by Iswadi 24
Part cell animal cell plant cell
Endoplasmic reticulum
Mitochondria
Nucleolus
Examples of Choice testCell organelles are found only in plant cells and absent in animal cells is ....
a. cell nucleus c. vacuolesb. plastids d. cell membrane
Sample test descriptionMention that there are networks in plants and their functions.
Approval byPrincipal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 25
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / Second Semester
Subject : Science-Biology
Competency Standards:
7. Understanding the interdependence of the ecosystem.
Basic Competence:
7.1 Determining the mutual relationship between ecosystems and ecosystem components.
Indicators:
1. Identify the units in the ecosystem and declare the sun is the main energy source.2. Illustrates in diagram form food chains and food webs based on the observations of an
ecosystem.
Learning Objectives:The Student will be able to:
1. Explaining the understanding of ecosystems.2. Describes a unit of living things in the ecosystem.3. Mention the various ecosystems.4. Describe the components of the ecosystem.5. Distinguishing autrotof organisms and organisms heterotof.6. Distinguishing organisms herbivores, carnivores and omnivores.7. Explain the relationship of interdependence between the components of biotic and abiotic
components.
8.
Explain the interdependence between producers, consumers and decomposers.9. Explaining the understanding of food chains, food webs and food pyramids.10.Create food webs are formed from a collection of the food chain.11.Explain the current understanding of energy.12.Explain the cycle of matter.13.Mention the interaction patterns of organisms.14.
Distinguishing symbiotic mutualism, parasitism and symbiosis symbiosis komensalisme.
Learning Materials: Components of Ecosystems, Roles, and interactions
Learning Methods: Model
Direct Instruction (DI)
Cooperative LearningMethod
Discussion groups Observations Experiment
Activity Steps
FIRST MEETING
a. Activities Introduction
Motivation and apersepsi In ecosystems, plants classified as producers or consumers? Are cats considered carnivores or herbivores?
Prerequisite knowledge What is the manufacturer? What is a carnivorous animal?
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Lesson Plan Grade 7 by Iswadi 26
Pre-experiment Take care when using laboratory equipment.
b. Core Activities
Teachers guide students in forming groups.. Students (with the teachers) went to the schoolyard to observe the environment and
record what is seen. Students (with teachers) discuss the notion of ecosystem.
. Students in each group discuss the unit of living things within ecosystems (individuals,
populations and communities).
Representatives from each group were asked to take a rope, tape, and stationery toobserve living things contained in the observations.
Teachers presented the step labor to perform experiments to understand the sense of
individuals, populations and communities in an ecosystem. Students in each group conducted experiments in accordance with the working steps
which have been described by teachers.
Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provideguidance.
Students (with teachers) to discuss a variety of ecosystems based on the formationprocess.
Students in each group discuss the components of the biotic component of ecosystems(producers, consumers and decomposer) and abiotic components (water, soil, air, sunlight,
temperature and humidity). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information.
. Students (with teachers) discuss the definition and examples of the organism and theorganism autrotof heterotof.
Students in each group discuss the organisms that belong to the heterotof (herbivores, andomnivores karnifora).
Representatives from each group were asked to present the results of the discussion.
Teachers respond to student discussions and providing true information.c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
SECOND MEETING
a. Activities Introduction
Motivation and apersepsi Can plants live without water? What is the role of plants in the food chain?
Prerequisite knowledge What is the effect of water on living beings? What is a food chain?
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) discuss the relationship of interdependence between biotic andabiotic components.
Representatives from each group were asked to take two boxes or trays, stationery, paperlabels, some tail earthworms and soil.
Teachers presented the working steps to investigate the influence biotic components of
abiotic components. Students in each group conducted experiments in accordance with the working steps
which have been described by teachers.
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Lesson Plan Grade 7 by Iswadi 27
Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provide
guidance.
Students group discussion about the influence of water and air to living things, theinfluence of plants on soil and air and the influence of earthworms on soil fertility.
Representatives from each group were asked to present the results of discussions in the
class. Teachers respond to student discussions and providing true information.
Students (with teachers) discuss the interdependence between producers, consumers and
decomposers. Students in each group discussed the notion of producers, consumers and decomposers.
Students in groups to make a name living things on paper board with a length of 25 cm
and 10 cm wide. Students are asked to play the role of food chains and food webs using rope and name
living things.
Representatives from each group were asked to present the results from playing a role infront of the class.
Teachers responding to the results of playing the role of Students and provide trueinformation.
Teacher explains the meaning of the food pyramid and energy flows and provide
questions to students as feedback to the understanding of the material.
c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
THIRD MEETING
a. Activities Introduction .
Motivation and apersepsi How does the oxygen cycle occurs in nature? The relationship between bees with flowers quite symbiotic mutualism parasitism or
symbiosis?
Prerequisite knowledge What is the cycle of matter? What is a symbiotic mutualism?
b. Core Activities
Teachers guide students in forming groups. Students (with teachers) to discuss the understanding of material cycles. Students discussion group about the oxygen cycle, carbon cycle and water cycles that
occur in nature.
Representatives from each group were asked to present the results of discussions in theclass.
Teachers respond to student discussions and providing true information. Students (with the teachers) went to the schoolyard to understand the forms of
relationship that occurs between two living beings.
Students (with teachers) discuss the interaction patterns of organisms. Students discussion group about the symbiotic mutualism, parasitism and symbiosis
symbiosis komensalisme.
Students discuss the group to record some examples of interaction patterns of organismsbased on the observation in the school yard.
Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information.
c. Concluding Activities
Teachers give awards to groups with good performance.
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Lesson Plan Grade 7 by Iswadi 28
Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resourcesa. Bilingual IPA-Biologib. Equipment and lab materialsc.
Environmental
Assessment of Learning Outcomes
a. Technical Assessment:
Observations Duties
b. Shape Instrument:
Sheet observation Project Tasks
c. Example Instruments: Example of observation sheet
Make observations of symbiotic forms around your house and record the results in the
observation table below.
No Couples living thingsForm symbiotic
Mutualism Parasitism Komensalisme
1 Bees with honey + - -
2
3
4
5
6
7
8
9
10
Examples of project workMake a model diagram of the food chain and food webs based on the observations of an
ecosystem that you observe. Do it in the form of group work and presented in front of the
class at the time specified.
Approval by
Principal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011
Subject Teacher
Halim, S.Pd., M.Pd
Nip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 29
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / Second Semester
Subject : Science-Biology
Competency Standards:7. Understanding the interdependence of the ecosystem.
Basic Competence:
7.2 Identify the importance of diversity of living things in the preservation of ecosystems.
Indicators:
1. Defining a rare creature.
2. Mention examples of plants and animals are classified as rare creatures in a given location.
3. Suggests the importance of cultivating rare plants and animals.
4. Make a paper to introduce the type, shape, and the benefits of rare plants and animals areprotected.
Learning Objectives:The Student will be able to:
1. Mentioning the living beings on the basis of five kingdom classification system.2. Mention the kingdoms of living things are classified as Monera.3.
Describe the classification, characteristics and examples of living things that belong tokingdom Monera.
4. Mention the kingdoms of living things are classified as protists.5.
Describe the classification, characteristics and examples of living things are classified as
protists kingdoms.6. Mention the kingdoms of living things are classified as fungi (fungi).7.
Describe the classification, characteristics and examples of living things that belong tokingdom fungi (fungi).
8. Mention that are categorized as living plant kingdom (Plantae).9. Describe the classification, characteristics, and moss samples.10.Describe the classification, characteristics, and examples of ferns.11.Distinguishing moss (bryophyta) and ferns (pterydophyta).12.Describe the classification, characteristics, and examples of open seed plants
(gymnosperms).
13.Describe the classification, characteristics, and examples of seed plants closed(angiospermae).14.Distinguishing open seed plants (gymnosperms) and seed plant closed (angiospermae).
15.Describe the classification, characteristics, and plant samples into pieces one(monocotyledoneae).
16.Describe the classification, characteristics, and plant samples into pieces two(dicotyledoneae).
17.Distinguishing plant dashed one (monocotyledoneae) and two pieces of plants(dicotyledoneae).
18.Describe the classification, characteristics, and examples of animal invertebrates(invertebrates).
19.Describe the classification, characteristics, and examples of vertebrate animals(vertebrates).20.Differentiate groups of animals invertebrates (invertebrates) and vertebrate groups(vertebrates).
21.Explaining the understanding of biological resources.22.Mention some plant species have been rare in Indonesia.23.Mentioning several animal species that have been rare in Indonesia.24.Distinguishing the nature reserves and wildlife reserves.25.Distinguishing national parks, theme parks and marine parks.
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Lesson Plan Grade 7 by Iswadi 30
Learning Materials: Diversity of Living Things and the effort to conserve
Learning Methods: Model
Direct Instruction (DI) Cooperative Learning
Method
Discussion groups Observations
Activity Steps
FIRST MEETING
a. Activities Introduction .
Motivation and apersepsi Bacteria are used to make fermented cheese? What are the benefits of red algae (Rhodophyta)?
Prerequisite knowledge What are the advantages of bacteria for humans? Are the characteristics of red algae (Rhodophyta)?
b. Core Activities
Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe and record the living
things.
Students (with teachers), discuss living things based on the 5 kingdom classification
system. Students (with teachers) to discuss the characteristics of the kingdom Monera.
Students in each group discuss the classification, characteristics and examples of thekingdom Monera.
Representatives from each group were asked to mention the advantages and disadvantagesto humans from organisms that belong to kingdom Monera.
Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss the characteristics of the protist kingdom. Students in each group discuss the classification, characteristics and examples of protist
kingdoms.
Representatives from each group were asked to mention the advantages and disadvantagesto humans from organisms that are classified as protists kingdoms. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss the characteristics of the kingdom fungi (fungi). Students in each group discuss the classification, characteristics and examples from the
kingdom fungi (fungi). Representatives from each group were asked to mention the advantages and disadvantages
to humans from organisms belonging to fungal kingdoms (fungi).
Representatives from each group were asked to present the results of the discussion.
Teachers respond to student discussions and providing true information.c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions.
Teachers give homework in the form of exercises.
SECOND MEETING
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Lesson Plan Grade 7 by Iswadi 31
a. Activities Introduction
Motivation and apersepsi What is the difference between mosses and ferns? Palm trees belong to the plant into pieces one or two pieces of plants?
Prerequisite knowledge Are the characteristics of ferns? Are the characteristics of the plant into pieces one?
b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the school yard to observe and record the plant.
Students (with teachers) to discuss the characteristics of the plant kingdom (Plantae). Representatives from each group were asked observed moss in damp and wet places. Students in each group discuss the classification, characteristics and moss samples.
Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) observe ferns that exist in the school environment (taken by theteacher). Students in groups to determine the type and characteristics of ferns are found. Students in each group discuss the classification, characteristics and examples of ferns.
Representatives from each group were asked to mention the advantages and disadvantages
for people of ferns. Students in each group discuss the differences in moss and ferns.
Representatives from each group were asked to present the results of the discussion.
Teachers respond to student discussions and providing true information. Students (with teachers) observe and record plants in the school environment.
Students in each group discuss the classification, characteristics and examples of open
seed plants (gymnosperms) and seed plant closed (angiospermae). Students in each group discuss the differences between open seed plants (gymnosperms)
and seed plant closed (angiospermae).
Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information.
Students (with teachers) observe and record plants that have seeds enclosed in the school
environment.
Students in each group discuss the classification, characteristics and examples of plant-
dashed one (monocotyledoneae).
Students in each group discuss the classification, characteristics and examples of twopieces of plants (dicotyledoneae).
Students in each group discuss the differences between plants dashed one(monocotyledoneae) and two pieces of plants (dicotyledoneae).
Representatives from each group were asked to present the results of the discussion.
Teachers responding to the results of playing the role of Students and provide true
information.
c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions.
THIRD MEETING
a. Activities Introduction
Motivation and apersepsi Earthworms belong gilig roundworms or worms? Why horned rhinoceros one needs to be protected?
Prerequisite knowledge Are the characteristics of roundworms? What are the benefits of wildlife reserves?
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Lesson Plan Grade 7 by Iswadi 32
b. Core Activities
Teachers guide students in forming groups. Students (with the teachers) went to the school yard to observe and record the animal. Students (with teachers) to discuss the characteristics of the animal kingdom (Animalia).
Students in each group discuss the classification, characteristics and examples of animal
invertebrates (invertebrates). Representatives from each group were asked to present the results of the discussion.
Teachers respond to student discussions and providing true information.
Students (with teachers) observe animals in the school environment and in laboratory (astuffed animal).
Students in each group discuss the classification, characteristics and examples of
vertebrate animals (vertebrates). Students in each group discuss the differences between animals are not bertu rear-lang
(invertebrates) and vertebrates (vertebrates).
Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information.
Students (with teachers) to discuss the understanding of biological resources.
Students in groups to discuss several species of plants and animals that have been rare inIndonesia.
Students (with teachers) discuss the differences of nature reserves and wildlife reserves. Students in groups discussing the places where nature reserves and wildlife reserves in
Indonesia. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Teacher explains the differences between national parks, theme parks and marine parks
and provide questions to students as feedback.
c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resourcesa. Bilingual IPA-Biologib. Equipment and lab materialsc. Environmentald. Internet
Assessment of Learning Outcomesa. Technical Assessment:
Oral Tests Written test Assignment
b. Shape Instrument:
List of questions Fields Choice quiz Homework
c. Examples of Instruments
Example of an oral testPlease list 2 examples of rare animals and plants in Indonesia.
Examples of choice testBacteria are classified into the kingdom ....
a. protists b. Monera c. mushrooms d. Animalia
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Lesson Plan Grade 7 by Iswadi 33
Examples of fieldFill in the table below by writing "yes" or "no" in the column provided.
Plant partsPlant
Alga Moss Nail Gymnosperms AngiosspermaeTrue Roots
True stem
True leaf
Xylem and phloem
Produce spores
Seed is open in strobilus
Seeds enclosed in fruit
Examples of homeworkDo the observations in groups of several animals in your neighborhood and note your
observations on the observation table below.
Animal Name Spine Member body Breeding Places lived
Cat + 4 feet Litter land
Approval byPrincipal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 34
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / Second SemesterSubject : Science-Biology
Competency Standards:7. Understanding the interdependence of the ecosystem.
Basic Competence:7.3 Predicting the influence of human population density with lingku hand.
Indicators:
1. Predicting the relationship between the population with clean water and clean air.
2. Predicting the relationship between the population with food needs.3. Predicting the relationship between human population with keterse-way supply of land.4. Describe the effect of increasing of population growth with environmental damage.
Learning Objectives:The Student will be able to:
1. Explain the meaning of the population.2. Explain the result of human population density.
3. Mention the terms of clean water.
4. Explain the relationship between the population with clean water requirements.
5. Explain the meaning of clean air.6. Explain the relationship between the population with clean air requirements.
7. Mention the impact of imbalance between the increasing population with increasing foodproduction.
8. Explaining the impact of increased human population on the availability of land.
9. Describe the effect of increasing the population against environmental damage.
10. Explaining the impact of population density against environmental pollution.11. Explaining the impact of population density on the limited space.
Learning Materials: The Effect of Human Population Density Environmental
Learning Methods: Model
Problem-Based Instruction (PBI) Cooperative Learning
Method
Discussion groups Observations Lecture
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Lesson Plan Grade 7 by Iswadi 35
Activity Steps
FIRST MEETING
a. Activities Introduction
Motivation and apersepsi Why do humans need clean water? Can you give an example of land that should not be used for settlement?
Prerequisite knowledge Are the terms of clean water? What is the impact of increased human population on the availability of land?
b. Core Activities
Teachers guide students in forming groups.
Students (with the teachers) went to the schoolyard to observe the surroundingenvironment.
Students (with teachers) to discuss the understanding of the population. Students in each group discuss the result of human population density. Representatives from each group were asked to name the terms of clean water. Students in groups discussing the relationship between the population with clean water
requirements.
Students (with teachers) discuss the notion of clean air. Representatives from each group were asked to mention how to get cleaner air.
Students in each group discussed the relationship between the population with clean air
requirements. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) take photographs or images obtained from magazines,newspapers or other media containing the result of human population density.
Students in each group discussed the relationship between the population with food needs,
availability of land and environmental damage. Students in each group discussed the impact of population density that can cause
environmental pollution and limited space.
Each group was asked to present the results of discussion in front of other groups. Teachers respond to student discussions and providing true information.
c. Concluding Activities
Teachers give awards to groups with good performance.
Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resources
a. Bilingual IPA-Biologib. Relevant reference booksc. Image and photos
Assessment of Learning Outcomes
a. Technical Assessment:
Written testb. Shape Instrument:
Description Choice quiz
c. Example Instruments:
Sample test descriptionGive four examples of environmental damage due to increasing human population.
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Lesson Plan Grade 7 by Iswadi 36
Examples of choice testClean water is water which meets the quality of physics, chemistry and biology. Terms of
biology that is water ....
a. does not contain the germs of diseaseb. not contain substances that contain disease
c. clear and does not change color
d. clear, tasteless, and odorless
Approval byPrincipal of SMP Negeri 1 Bireuen
Bireuen, July 11, 2011Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
Notes:
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Lesson Plan Grade 7 by Iswadi 37
LESSON PLAN
School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)
Class / Semester : VII (seven) / Second SemesterSubject : Science-Biology
Competency Standards:7. Understanding the interdependence of the ecosystem.
Basic Competence:
7.4 Applying the human role in environmental management, un-tuk overcoming pollution and
environmental damage.
Indicators:1. Explain the consequences of deforestation and its influence terha-dap environmental
destruction and efforts to overcome them.
2. Describe the effect of water pollution, air and soil relation to human activities and efforts toovercome them.3. Propose ways to cope with pollution and environmental damage.
Learning Objectives:The Student will be able to:
1. Explain the meaning of environmental pollution.
2. Mention the characteristics of the natural environment.3. Mention the characteristics of the environment polluted.
4. Distinguishing natural environment and polluted environment
5. Mention the sources of environmental pollution.
6. Explaining the understanding of water pollution.7. Explaining the sources of water pollution.
8. Explaining the understanding of air pollution.9. Mention air contaminants.
10. Explain the meaning of land pollution.
11. Explaining the impact of soil contamination.12. Explaining understanding sound pollution.
13. Mention the sources of sound pollution.
14. Describe the effect of pollution on living things globally.15. Explaining the use of tropical rain forest.
16. Describe the loss due to deforestation.
17. Describes efforts to prevent and cope with pollution.18. Describes efforts to prevent and cope with environmental degradation due to deforestation.
Learning Materials: Pollution and Environmental Damage
Learning Methods: Model
Problem-Based Instruction (PBI) Direct Instruction Cooperative Learning
Method
Discussion groups Observations Lecture
Activity Steps
FIRST MEETING
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Lesson Plan Grade 7 by Iswadi 38
a. Activities Introduction
Motivation and apersepsi Why in urban river water was discolored, foul smelling and full of trash? Why waste industry should not be directly discharged into the river?
Prerequisite knowledge Are the characteristics of the polluted environment? What are the sources of water pollution?
b. Core Activities
Teachers guide students in forming groups, each group consisting of 4-5 boys and girls ofdifferent abilities.
Students (with the teachers) went to the schoolyard to observe the surroundingenvironment.
Students (with teachers) discuss the notion of environmental pollution.. Students in each group discuss the differences in the natural environment and polluted
environment. Representatives from each group were asked to name the characteristics of the natural
environment and polluted environment. Students (with teachers) discuss the sources of environmental pollution. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Teacher divides the task group: 2 groups were given the task to monitor water pollution around the school environment. 2 groups were given the task of observing the air pollution around the school
environment.
2 groups were given the task of observing soil pollution around the school environment. 2 groups were given the task of observing sound pollution around the school environment. Task groups of at least 1 week prior to the learning process has been given. Each group was asked to report observations in the form of paper. Each group was asked to present the results of their discussion in front of the other
groups.
Teachers give rewards or comments about the work of Students.c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
SECOND MEETING
a. Activities Introduction .
Motivation and apersepsi Tell me what is meant by the greenhouse effect? Can we make illegal logging?
Prerequisite knowledge How is the greenhouse effect? Is the use of tropical rain forest?
b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe the surrounding
environment. Students (with teachers) discuss the effect of pollution on living things globally. Students in each group discussed the greenhouse effect and acid rain. Representatives from each group were asked to present the results of the discussion.
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Lesson Plan Grade 7 by Iswadi 39
Teachers respond to student discussions and providing true information. Students in each group discuss the use of tropical rain forest. Students (with teachers) take photographs or images obtained from magazines,
newspapers or other media that contains the result of pollution and environmentaldamage.
Students (with teachers) discuss the losses due to illegal logging and irresponsible.
Students in each group to discuss efforts to prevent and cope with pollution andenvironmental damage.
Each group was asked to present the results of their discussion in front of another group. Teachers respond to student discussions and providing true information.
c. Concluding Activities
Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.
Learning Resources
a. Bilingual IPA-Biologib. Relevant reference booksc. Environmentald. Articlese. Image
Assessment of Learning Outcomes
a. Technical Assessment: Written test Assignment
b. Shape Instrument:
Description Choice quiz Homework
c. Example Instruments: Sample test description
State the four sources that may pollute the aquatic ecosystem.
Examples of choice testOne attempt to forests can be preserved is ....
a. cut trees of certain speciesb. eradicate plant pests in the forestc. convert forests into agricultural landd. conduct reforestation
Examples of homeworkAt the holidays, go around your residence. See environmental damage that may occur.
Make a poster that it calls for environmental damage can be mitigated or avoided. Youcan discuss it first with your parents.
Approval by
Principal of SMP Negeri 1 BireuenBireuen, July 11, 2011
Subject Teacher
Halim, S.Pd., M.PdNip. 19681130 199412 1 001
Iswadi, S.Pd.INip. 19821127 200904 1 003
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Notes: