Lesson Plan 8 Mapel

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LESSON PLAN

Level of Education : SMA

Subject : Accounting

Grade/Semester : X/1

Meetings : 2 meetings

Time Allocation : 4 x 45 minutes

A. Standard of Competence:

Understanding problems in economy in reference to the human needs, scarceness, and

economy system

B. Basic Competency:

Identifying human needs

C. Indicators:

Describing needs based on the intensity

Describing needs based on the characteristics

Describing needs based on the subject

Describing needs based on the time

Describing many types of goodsD. Instructional Goals

After the T-L process, students are able to:

Identify human needs;

Describe goods as a need-satisfier tool

E. Teaching Materials

Human needs

Goods as a need-satisfier tool

F. Teaching-Learning Methods

Presentation, question-answer, and exercising

G. Teaching-Learning strategies

First Meeting

1. Pre-Teaching Activities

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Teacher explains the learning materials.

Teacher explains the benefits of learning the human needs and their types.

2. Main activities

Teacher explains the material on Human needs and their types.

Teacher gives examples of human needs.

Teacher asks students to identify their needs.

Teacher gives a task.

3. Post Teaching Activities

Teacher gives a strengthening towards the result of the identification done by the students.

Teacher supervises the students and gives reflections.

Teacher gives a general view of the next-meeting material.

Second Meeting

1. Pre-Teaching Activities

Teacher explains todays material.

Teacher explains the benefits of learning goods as a human need-satisfier tool and their

types.

2. Main Activities

Teacher explains the material on goods as a human need-satisfier tool and their types.

Teacher gives examples of many types of goods.

Teacher asks students to identify the types of goods.

Teacher gives a task..

3. Post-Teaching Activities

Teacher gives a strengthening towards the result of the identification done by the students.

Teacher supervises the students and gives reflections.

Teacher gives a general view of the next-meeting material.

H. Instruments and sources

Pictures/ photos

Some information from the articles and cases in mass media

Book entitled Kompetensi Dasar Ekonomi 1 for grade X Chapter 1.

Other relevant economics books

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I. Assestments

1. Assessment technique

a. written test

b. Tasks

2. Forms of instrument

a. essay test

1) Why do the types and numbers of human needs always develop?

2) Mention the ways to group human needs.

3) Mention the ways to group goods as a need-satisfier tool.

4) Mention the human needs based on their intensity.

5) Mention some factors becoming the consideration in fulfilling needs.

b. Task

Identify and classify you and your familys needs and based on the way of grouping.

Approved by: ..........................................

Headrmaster, Teacher,

....................................... ..........................................

NIP.

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Informing the basic competence which want to be obtained in T-L process

2. Main Activity

3. Having a class discussion in group on the following topics:

1 : Describing the definition of a nation

2 : Explaining the elements a nation was established

3 : Explaning the history a nation was established

4 : Explaining the elements a state was established

4. Teacher asks each team to present the results of the

discussion in whole class discussion and make a

conclusion.

5. Teacher supervises students while whole-class discussion

and gives a clarification if there is a mistake in the

concepts.

C. Post-Teaching Activities

Teacher and students make a final conclusion as a strengthening

Teacher give an oral post-test on the materials that have been learnt

Teacher and students do a reflection

Teacher gives tasks to students to submit the written report of the result of the class

discussion on the next meeting.

Teacher closes the lesson with salutation

8. Instruments and Sources

Instruments :

Papers of lottery

OHP

Sources :

Citizenship book for grade X of SMA

Constitution book for SMA grade 3 3

Basic materials on Politics Dasar-dasar Ilmu Politik

Other relevant books

Articles / news from mass media.

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9. Assessment

A test in the form of essay questions

Answer the following questions in details.

1. There are various opinions on the definions of nation conveyed by many experts.

In your opinion, what is the formulation of the definition od nation?

2. Explain the elements of how a nation was established. Did Indonesia fulfill the

elements?

3. Explain the origin of a state. How is the origin of Indonesia?

4. Explain the elements on how a state was established. Did Indonesia have the

elements?

mention 4 examples of attitudes that show you as a part of indonesian nation and state.

Every perfect answer gets 20,a correct answer which is not perfect gets less than 20

(teachers policy), a wrong answer gets 0. The maximum score is 100 and the minimal score

is 0.

An assessment towards the process and the result of students presentation both in each

group discussion and in the whole class discussion, and individual responsibility towards

his/her group.

The format of the observation worksheet

No

Name

INDICATORS OF ATTITUDE AND THE NUMBER OF INDICATORS Average score

Diligent

Discepline

Honesty

Menner

Team-worki

ng

Care responsibility

Respecting other

opinion

(1) (2) (3) (4) (5) (6) (7) (8)

Score criteria : 1 = very bad

2 = bad

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3 = fair

4 = good

5 = very good

Assessment criteria :

15 20 = very bad (VB)

21 25 = bad (B)

26 30 = Fair (F)

31 35 = Good (G)

36 40 = very good (VG)

The maximum score is 40 which is got from 5 (the highest score for attitude) x 8 (8 types

of observed attitude).

An assessment towards students works in the form written report.

Approved by: ..........................................


....................................... ..........................................

NIP.

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LESSON PLAN

I. LESSON IDENTITY :

1. Lesson : Biology

2. Main material : Mutation

3. Class/ Semester : XII Science / 1

4. Time : 5 X 45

II. STANDARD OF COMPETENCE, BASIC COMPETENCY, INDICATORS:a. Standard of competence:

Students are able to understand the Heredity basic concept and its implication to

SALINGTEMAS (Science, Environment, Technology and Society)

b. Basic competency :

3.5 Explain mutation process and its implication and SALINGTEMAS

c. Indicators:

3.5.1 Identifying the kinds of chromosome mutation caused by the change of a number of

structure and running number in chromosome

3.5.2. Relating between mutation causative factors and the kinds of obvious mutation

3.5.3. Differing between natural mutation an d imitative mutation

3.5.4. Studying the mutation effects and benefits for human and other creatures

III. LEARNING OBJECTIVES:

After discussing mutation, its causes and results towards organism, students are able to :

1. Explain the kinds of gene mutation and its result correctly.

2. Explain the kinds of mutagen that are applicable in biotechnology correctly.

IV. TEACHING LEARNING MATERIAL:

1. Gene mutation and chromosome mutation

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2. Natural mutation and imitation mutation

3. Causes and results of mutation

V. TEACHING LEARNING METHODS:

1. Discussion

2. Presentation

3. Task

VI. SOURCES AND AIDS / TEACHING LEANING AIDS:

1. Work sheets

2. Relevant Biology 3 book.

3. Cambell ; according to the material.

VII. TEACHING LEARNING ACTIVITIES:

MEATING LESSON ACTIVITIES ALLOCATED

TIME

1. *Introduction:

Apperception: Discovering disease caused by the

disable genetic heritance.

Knowledge provision :

- gene lethal

- non disjunction

* Main activity :

- Learn gene mutation and chromosome mutation

using work sheets.

- Discuss the problem in group using work sheets.

-Presentation :

a. Short of gene mutation.

b. Short of Mutagen and its side effect.

10

10

10

45

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*Closing :

- Teacher asks the students to make the summary.

- Order /task: Learning The Chromosome Mutation

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2. *Introduction :

Apperception: review the task of last week lesson.

Knowledge provision:

The change of amount of structure or DNA running

number in chromosome which cause abnormality

* Main activity :

- Discuss using work sheets to identify abnormality:

Deletion; Duplication; Inversion; Translocation;

catenation.- Presentation: mutation causes a change in

chromosome structure.

* Closing:

-Teacher gives direction to make summary on the

discussion result.

- Task: Find information on mutation phenomenon

which are beneficial for: farmer; doctor, etc and the

mutation effects.

20

15

30

15

3. * Introduction:

Knowledge provision: Kinds of mutagen

* Main activity:

Discussing the positive and negative effects of

mutation toward human or any organism

* Closing:

Evaluation: giving questions

5

30

10

VIII. EVALUATION:

a. Cognitive aspects:

Questions:

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1. Many abnormalities to human are caused by chromosome mutation. How is the

change of changing the chromosome happen and make people in suffer :

a). Sindroma Klinefelter.

b). Sindroma Turner

c). Sindroma Down

2. What is the difference between an-eusomy and aneuploidy , from :

a). Change in number chromosome

b). Formula chromosome

c). Examples of abnormality

3. Chromosome mutation can occur because of the breakage of chromosome

structure. Mention 5 kinds of alternation chromosome structure with their schema

4. Mention the benefit which obtainable in live as a result of application from event

mutation in :

a). Agriculture

b). Medical

Answers:

1. a). It occurs because of the left over x chromosome , and its formula is 22 AA + XXY

b). It occurs because of the shortage of one X gonosome, and its formula is 22AA + XO.

c). It occurs because shortage of one chromosome on the 13 thpair, and its formula is 45 A +

XX or 45 A + XY

score: 6

2.

DIFFERENCE ANEUSOMI ANEUPLOIDI

1. Change in number

chromosome

On the one pair or more on

the set chromosome

On the replication setchromosome

2. Chromosome

formula

2n + 1 called trisomi 3n ; 4n ; 5n ; etc.

called poly-ploid

3. example Syndoma Klinefelter Non seed water mellon

Score : 6

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3. Five (5) kinds of alternation chromosome structure:

a. deficiency

b. duplication

c. inversion

d. translocation

e. catenation

Score: 3

4. a. The benefits of artificial mutation in agriculture:

We can find a bit of blood. Examples: Atomist I rice ; Atomist II

rice.

Eradication pest with sterile male system

b. The benefit of artificial mutation in medical : Therapy for heredity illness

Score : 3

b. Psychomotor aspects:

Participation ; 20

Having a notion : 20

Asking : 20Correct reaction : 20

___________

Total 100

c. Affective aspects:

Having hand books

Collecting the assignment on time

Preparing the material for discussion

Being serious in study

Approved by: ..........................................


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....................................... ..........................................

NIP.

LESSON PLAN

Subject : Physics

Class/Program/Semester : X / General/ 2

Meeting : 1stTime Allocation : 2 x 45 minute

Standard of Competence : 5. Applying the electrical concepts in any problem solution and

technology productionBasic Competency : 5.3. Using electrical measurment tools

Material : Electrical measurement toolsIndicator Using voltmeter in circuits

Using ammeter in circuits

Using multimeter in circuits

I. Teaching Learning Objectives

Students are be able to :

1. Using voltmeter, ammeter, multi-meter in circuits correctly

Reading the measurements of voltmeter, ammeter, multi-meter correctly

II. Learning Materials

Electrical measurement tools

The procedures to use voltmeter, ammeter, and multi-meter

The procedures to read the measurement of voltmeter, ammeter and multi-meter

III. Teaching Learning Method: Information Practices - Discussion

IV. Teaching Learning Procedures

Time Method/ Teacher Activity Students ActivitySource/Matter

/ Instruments

15 Before today' activities : Instruments:

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minut

e

60

minut

e

15

minut

e

Motivate students in using

Electrical measurement tools in

daily life

Make group in work

Give directions to students on

the work procedures

Give a direction to students to present

the result of the presentation

Make a conclusion from the discussion

Present the result of the

experiment

Write down the conclusions

voltmeter,amm

eter,

multimeter,

power

suply,resistor,

cable

presentation

media

V. Evaluation

a. Cognitive

Task!

1. Draw symbols ammeter and voltmeter in circuit!

2. Write of the result of the measurement by ammeter and

voltmeter!

b. Affective

1. Attendance

2. The content of note books

3. Punctually Submitting

4. Readiness for lesson

5. Attitude/ good manner

Scores:

Maximum score of each point is 5

Criteria AB if the amount of score is 21 25

Criteria B if the amount of score is 16 20

Criteria C if the amount of score is 15 11

Criteria K if the amount of score is < 11

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c. Psychomotor

1. making a circuit correctly

2. reading ammeter and voltmeter by correctly

VI. Follow Up

1. Students are declared to be successful when they have score greater than 61 or

equal

2. Students have a remedial when they have score lower than 61

3. Students will get enrichment when they have score greater or equal to 61

Approved by: ..........................................


....................................... ..........................................

NIP.

LESSON PLAN

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Subject : Chemistry

Grade / Semester : X / 2

Time : 4 meetings / 4 periods

A. Standard of Competence

2. Comprehending the fundamental chemistry laws and its application in chemical

calculation (stoichiometry)

B. Basic Competency

2.2. Proving and communicating the fundamental chemistry laws through experiments and

apply the mole concept in finishing chemical calculation

C. Indicators

1. Explaining the definition of Mole

2. Conversing between mole with particle, mass, and volume of substances

D. Teaching Learning Objectives

Students are able to:

1. Define the concept of Mole

2. Count the amount of mole if students know the mass, the amount of particles,

or the molar volume

3. Count the amount of mass, the amount of particles, or molar volume if the

students know the amount of mole

4. Find the relation between the amount of mole and the amount of mass, the

amount of particles, and the amount of molar volume

5. Count the volume of gas which is not standard condition (not STP)

E. Teaching Learning Materials

1. The concept of Mole

F. Teaching Learning Methods

1. Question and answer

2. Lecturing

G. Sources

1. Sources:

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c. Punctually submitting

d. Readiness

e. Attitude

Standard of assessment:

A : 8,1 10

B : 7,1 8,0

C : 6,0 7,0

D : < 6

2. Psychomotor : -

3. Cognitive :

a. exercise forms: oral and written

b. exercises :

4. Complete the following table.

No. Unsure / compounds Mass

(gram)

Mole The amount

of particle

Molar

Volume (L)1. Fe 112 X

2. Al2(SO

4)

3 0.5 X

3. SO3

1.5 x 1023

4. C5H

10 6.72

5. CO(NH2)

2 3,25 X

5. What is the volume of 8 gram CH4 gas which is calculated to 1 L CO gas with the

mass 1.4 gram?

6. How much pressure should be provided to C3H8 gas tube which contain 880

gram of gas and it has 16.4 L if it is at 27 0 C ?

J. Follow Up1. Students are informed to be successful when they have score greater or equal

to 60

2. students will get a remedial when they have score lower than 60

3. students will get an enrichment when they have score greater than 60

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Approved by: ..........................................


....................................... ..........................................

NIP.

Lesson Plan


Subject : Mathematics

Grade/Semester : X/1

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positive round numbers (page 3) and asks them to make a decision.

2) Teacher explains the definition of positive round numbers.

3) Teacher explains the characteristics of round numbers.

4) Still through lecturing, teacher explains the zero square and negative

round numbers.

5) Teacher gives a work (page 6) to the students to direct them into the

concept of the negative square form to the positive one and vice versa.

c. Post-Teaching Activities

Teacher and students reflect what they have learnt.

Second meeting (2 x 45')

a. Pre-Teaching activities

Teacher reviews the material related to positive and negative round squares.

b. Main Activities

1) Teacher gives some examples on how to simplify the form of round

square using its characteristics they have learnt before.

2) Teacher asks students to do a exercise of 1st competence.

c. Post Teaching Activity

Teacher and students discuss the result of their work on the exercise of 1st competence.

Third meeting (2 x 45')

a. Pre-Teaching Activities

1) Teacher reviews the rational and irrational numbers.

2) Teacher explains the concept of measured numbers.

3) Teacher gives a task (page 12).

4) The result of students work is discussed together with teacher.

b. Main activities

Teacher gives an explanation on the form of root.

c. Post Teaching Activities


Fourth meeting (2 x 45')


Teacher reviews the form of root.

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b. Main Activities

1) Teacher explains how to operate algebra in root form (with examples)

2) For the enrichment session material, teacher is able to add the material on how to

change the form of root to the form of sum (with examples).

3) Students are asked to do the exercise of 2nd competence.

4) Teacher and students discuss the exercise of 2nd competence.

5) Teacher explains how to make the denominator rational (with examples).

c. Post Teaching Activities

Teacher gives homework on the exercise of 3rd competence.

Fifth meeting (2 45')


Teacher reviews the concept of round square.

b. Main Teaching

Teacher explains how to change the rational square form to root form with examples.

c. Post Teaching


Sixth meeting (2 45')


Teacher reviews the rational square.

b. Main Teaching Activities

Teacher gives an explanation on how to operate algebra to simplify the rational form (with

examples).

c. Post-Teaching activities

Teacher and students discuss the exercise of 4th competence.

8. Tools/ materials/ sources

Calculators, logarithm table, Book entitledKhazanah Matematika 1 (Rosihan Ari Y.-

Indriyastuti; PT Tiga Serangkai Pustaka Mandiri).

9. Assessment

Jenis Tagihan : Individual assignment

Instrument: evaluation questions in chapter 1 (page 36)

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Approved by: ..........................................


....................................... ..........................................

NIP.

Source:

Y, Rosihan Ali and Indriyastuti, 2007. KHAZANAH MATEMATIKA1untuk Kelas X SMA dan

MA - Silabus dan Rencana Pelaksanaan Pembelajaran (RPP). Solo: PT Tiga Serangkai Pustaka

Mandiri.

LESSON PLAN

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School : SMA

Subject : Sociology

Grade/semester : X I / 1

Allocated Time : 2 x 45 minutes (1 X meeting)

Standard of Competence:

1. Understanding the social structure and the factors causing conflicts and social mobile.

Basic Competency :

1. 1. Describing the forms of social structure in society live phenomenon.

Indicators :

Explaining the truth of the social structure differences

Identifying social differences based on races, ethnic, religion, and gender

Describing the effects of social differences in the society

Learning Objectives

After the T-L Process, students are able to:

1. Describe the definition of the social structure

2. Identify the social difference in the society

3. Differ the effects of the social difference based on observation

or cases in the society.

Teaching Learning Materials

1. Social Structure

2. Social Difference

Teaching Learning Methods

1. Information

2. Individual work

3. Exploration

4. Discussion

5. Lecturing

Teaching Learning Strategies

No. Teaching Learning Activities Allocated Note

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3. Post-Teaching

a. Students do the evaluation task on page 15-18 of the material

book.

b. Students are given a task to observe the serounding society,

than classify them based on the social difference. Then,

students make the report.

E.Teaching Learning Resources:

1. Sociology Book for SMA grade 2 ESIS page 2- 18

2. The society live

3. Mass media such as magazines, newspapers, additional relevant books

F.Instruments1. White Board

2. Writing tools

3. worksheet

4. Transparent papers for concept

5. Power Point

6. OHP

G.Assessment

1. Students works in Material Mastery test on page 6 and 13 of the

material book.

2. Students report on the society condition

3. Group discussion on page 14 of the material book

The following is the assessment format of group discussion.

Note: maximum score is 20

No. Name ASSESSMENT ASPECTSTotal

scorePresentation

Manner Participation Knowledge Skills on conveying

idea

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OBSERVATION SHEET FOR GROUP DISCUSSION

No Students Name Aspects of scoring Score/ sum

1 2 3 4 5 6

Aspects scored:

1. The ability to convey idea

2. The ability to give arguments

3. The ability to give critics

4. The ability to ask questions

5. The ability to use the language correctly

6. Fluency.

Scoring Criteria: Score:

A. Poor 1st score 2430 = Excellent

B. Fair 2nd score 1823 = Good

C. Quite Good 3rd score 1217 = Fair

D. Good 4th score 611 = Poor

E. Excellent 5th score

ASSESSMENT FORMAT FOR DISCUSSION PROCESS

No Students name Assessment Criteria Score

1 2 3 4 5

1

2

etc

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Notes: Score range:

1. Group activity 1215 =

Excellent

2. Individual Responsibility 9 11 =

Good

3. Idea 6 8 =

Quite good

4. A courage to convey idea 3 5 = Fair

5. A courage to show off 1 3 = Poor

4. Multiple test and essay test in the material book page 15-18

Approved by: ..........................................


....................................... ..........................................

NIP.

Lesson Plan 8 Mapel

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