Lesson Plan Smansa Kra Kelas x Sem 1 Fix

LESSON PLAN

School Unit : SMA N 1 KARANGANYAR

Subject : Biology

Class/Semester : X / 1

Time : ( 2x45 ) minutes

I. Standard of Competence

1. The students are able to understand the essence of Biology as science

II. Basic of Competence

1.1 Students are able to identify the scope of biology

III. Indicators

Cognitive

1. Products

Students are able to:

1) Clarify general characteristic of science

2) Clarify biology science activity

3) Clarify what’s range of biology science

4) Point out position and relationship between biology and another science

5) Give example of negative influence that may be present by biology science grow

6) Clarify the important of knowledge and technology in biology growing

2. Processes

Students are able to clarify general characteristic of science, biology science activity,

what’s range of biology science, point out position and relationship between biology

and another science, give example of negative influence that may be present by

biology science grow, clarify the important of knowledge and technology in biology

growing by doing discussion and presentation in a group.

Psychomotor

From this lesson, students are able to:

1. Identify the scope of biology as science and all indicators

2. Communicate and infer the result of the discussion

Affective

1. Characters

Students are able to increase their carefulness, responsibilities, and honesty from

doing discussion and presentation in group

2. Social Skills

From this lesson, students are required to have the following social skills:

Communicate the result and conclusion to other students.

Appreciate to other student’s opinion

IV. Learning Objectives

Cognitive

1. Products

Students are able to :

1) Clarify general characteristic of science

2) Clarify biology science activity

3) Clarify what’s range of biology science

4) Point out position and relationship between biology and another science

5) Give example of negative influence that may be present by biology science grow

6) Clarify the important of knowledge and technology in biology growing

2. Processes

Students are able to clarify general characteristic of science, biology science activity,

what’s range of biology science, point out position and relationship between biology

and another science, give example of negative influence that may be present by

biology science grow, clarify the important of knowledge and technology in biology

growing by doing discussion and presentation in a group.

Psychomotor




Affective

1. Characters



2. Social Skills




V. Learning Model and Method

Learning model : Cooperative learning

Learning method : discussion, presentation

VI. Learning Media and Tools

Media : Student’s worksheet, biology literature

Tools : white board, marker, LCD/computer

VII. Learning Activities

Activity Time

Teacher Student

1. Introductions

1) Teacher gives greeting and

checks the student attendance.

2) Teacher gives apperception

3) Teacher tells the learning goal

today.

1) Students answer teacher’s

greeting

2) Students pay attention to teacher’s

apperception and answer the

question.

3) Students listen carefully

10’

2. Main Activities

1) Teacher divides students into 3

groups

2) Teacher gives problems to each

group

3) Teacher asks every group to

make any discussion based on

the problem

1) Students take place to their group.

2) Students get the problem

3) Students listen teacher’s order.

50’

4) Teacher guides student’s

discussion

5) Teacher guides student to

discuss the result.

6) Teacher asks each group to

present their result.

7) Teacher asks students to make

conclusions

8) Teacher gives further

information about the material

4) Students does the discussion

5) Students discuss their problem

result

6) Students present their result

7) Students infer the discussion

conclusions.

8) Students listen teacher’s

explanation

3. Closing

1. Teacher gives a post test

2. Teacher gives information

about homework and exam in

the next meeting.

3. Teacher gives greeting and

ends the lesson today.

1) Students do the post test

2) Students write the homework on

their book.

3) Student answers teacher’s

greeting

30’

VIII. Learning Resources

1. Erlangga books grade X

2. MGMP worksheet biology Xa

3. Picture

4. Internet

IX. Evaluation

1. Group task

2. Individual task

3. Evaluation

Karanganyar, September 22th, 2011

Verification Team Biology Teacher

Hj. Sutari, S. Pd Endang Sri Lestari, S. Si

NIP. 19550917 1979032 004 NIP. 19760814 200312 2 011

Known by,

Principal of SMA Negeri 1 Karanganyar Curriculum Staff

Drs.H.Sobirin Munawir, M. Pd Sugiyarto, S.Pd, M.M

NIP.19540708 198603 1 005 NIP.19690611 199103 1 006

LESSON PLAN


Subject : Biology




1. The students are able to understand the essence of Biology as science

II. Basic of Competence

1.1 Students are able to identify the scope of biology

III. Indicators

Cognitive

1. Products


1) Give example object of biology on molecule grade to organ system to individual

2) Give example object of biology on individual grade to biome

3) Give example problem of biology on all life organization

4) Propose alternative biology problem solution that is found by research planning

that can do

1. Processes

Students are able to give example object of biology on molecule grade to organ

system to individual, example object of biology on individual grade to biome,

example problem of biology on all life organization, propose alternative biology

problem solution that is found by research planning that can do by doing discussion

and presentation in a group.

Psychomotor




Affective

1. Characters



2. Social Skills




IV. Learning Objectives

Cognitive

1. Products


1) Give example object of biology on molecule grade to organ system to individual

2) Give example object of biology on individual grade to biome

3) Give example problem of biology on all life organization

4) Propose alternative biology problem solution that is found by research planning

that can do

2. Processes

Students are able to give example object of biology on molecule grade to organ

system to individual, example object of biology on individual grade to biome,

example problem of biology on all life organization, propose alternative biology

problem solution that is found by research planning that can do by doing discussion

and presentation in a group.

Psychomotor




Affective

1. Characters



2. Social Skills






Learning method : discussion, presentation

VI. Learning Media and Tools

Media : Student’s worksheet, biology literature

Tools : white board, marker, LCD/computer

VII. Learning Activities

Activity Time

Teacher Student

1. Introductions



2) Teacher gives apperception

3) Teacher tells the learning goal

today.

1) Students answer teacher’s

greeting

2) Students pay attention to teacher’s


question.

3) Students listen carefully

10’

2. Main Activities

1) Teacher divides students into

3 groups

2) Teacher gives problems to

each group

3) Teacher asks every group to

make any discussion based on

the problem

1) Students take place to their group.

2) Students get the problem

3) Students listen teacher’s order.

50’

4) Teacher guides student’s

discussion

5) Teacher guides student to

discuss the result.

6) Teacher asks each group to

present their result.

7) Teacher asks students to make

conclusions

8) Teacher gives further

information about the material

4) Students does the discussion

5) Students discuss their problem

result

6) Students present their result

7) Students infer the discussion

conclusions.

8) Students listen teacher’s

explanation

3. Closing

1) Teacher gives a post test

2) Teacher gives information

about homework and exam in

the next meeting.


ends the lesson today.

1) Students do the post test

2) Students write the homework on

their book.

3) Student answers teacher’s

greeting

30’

VIII. Learning Resources

1. Erlangga books grade X

2. MGMP worksheet biology Xa

3. Picture

4. Internet

IX. Evaluation

4. Group task

5. Individual task

6. Evaluation




NIP. 19550917 1979032 004 NIP. 19760814 200312 2 011

Known by,



NIP.19540708 198603 1 005 NIP.19690611 199103 1 006

LESSON PLAN


Subject : Biology




1. Students are able to understand biology reality as a science.

II. Basic Competence

1.2 Students are able to describing object and biology problems on most grade life

organization (molecule, cell, tissues, organ, individual, population, ecosystem and

biome)

III. Indicators

First Meeting

Cognitive

1. Products :

1) Students are able to identify systematic scientific method.

2) Students are able to clarify works and scientific attitudes.

3) Students are able to give example finishing biology problem by scientific

method.

4) Students are able to clarify function of result problem solution by scientific

method.

2. Processes :

1) Students identify systematic scientific method by class discussion.

2) Students reading worksheet to clarify works and scientific attitudes.

3) Students give example of finishing biology problem by scientific method by

class discussion.

4) Students analyze the example of biology problem by scientific method to clarify

function of result problem solution by scientific method.

Psychomotor

From this lesson, students are able to :

1. Use the basic skill to identifying systematic scientific method.

2. Understanding the clarify works and scientific attitude.

3. Find the example of finishing biology problem by scientific method.

4. Use the basic skill to analyze the example of biology problem by scientific method.

Affective

1. Characters :

Student are expected to bear their enthusiasm, discipline, responsibility, and timework

from this lesson.

2. Social skill:

From this lesson student are required to have the following social skills :

a. Communicate the problem with their friend.

b. Communicate the result with their friends.

c. Appreciate to other student opinion.

IV. Learning Purpose

First Meeting

Cognitive

1. Products :

1) Students are able to identify systematic scientific method by discussion with

their friend correctly.

2) Students are able to clarify works and scientific attitudes by reading worksheet

correctly.

3) Student are able to give example of finishing biology problem by scientific

method by class discussion correctly.

4) Student are able to analyze the example of biology problem by scientific method

to clarify function of result problem solution by scientific method by discussion

correctly.

2. Processes :

1) Students identify systematic scientific method by class discussion.

2) Students reading worksheet to clarify works and scientific attitudes.

3) Students give example of finishing biology problem by scientific method by

class discussion

4) Students analyze the example of biology problem by scientific method to clarify

function of result problem solution by scientific method.

Psychomotor

From this lesson, students are required to have the following skills:

1. Students are able to use the basic skill to identifying systematic scientific method.

2. Students are able to understanding the clarify works and scientific attitude.

3. Students are able to find the example of finishing biology problem by scientific

method.

4. Students are able to use the basic skill to analyze the example of biology problem

by scientific method.

Affective

1. Characters :

Student are expected to bear their enthusiasm, discipline, responsibility, and

timework from this lesson.

2. Social skill:


1) Communicate the problem with their friend.

2) Communicate the result with their friends.

3) Appreciate to other students opinion.

V. Model and Learning Method:

1. Learning Model

Cooperative Learning

2. Learning Methods

Discussion

Task / worksheet

Concept clarification

VI. Subject Matter

Scientific method is a method or stapes that must be done by scientist in do research

or scientific work. Scientific work such as observation step, say hypothesis based on

observation result date, do experiment to test hypothesis, analysis experiment result, and

conclude based on experiment.

Scientific work component Scientific attitude : honest, objective

Scientific process : observation,

eksperiment

. Scientific product : fact

VII. Learning Media

a. Erlangga books grade X

b. MGMP worksheet biology Xa

c. Internet

VIII. Tools

Computer /Laptop, LCD

Picture

IX. Learning and Teaching Process

First Meeting

A. Introduction (10 minutes)

Teacher Activity Student Activity

1. Teacher gives greeting and check

students attendance.

2. Teacher gives apperception by asking

and giving a case about scientific

method.

3. Teacher communicate the learning

goal today.

1. Students answer teacher’s greeting.

2. Students pay attention to teacher’s


question.

3. Student listen to the teacher.

B. Main Activities (70 minutes)


1. Teacher clarify scientific work

systematic with example

2. Teacher divides students into 6 groups.

3. Teacher gives worksheet to student.

4. Teacher guides students to discuss the

problem in their worksheet.

5. Teacher asks each group to present

their result.

6. Teacher ask student to communicate

the result of the problem.

1. Students pay attention to teacher.

2. Students arrange them self into

groups.

3. Students discuss the worksheet.

4. Students discuss the problem and

find the result of the problem.

5. Students present their result.

6. Students communicate the result of

the problem with their friends.

C. Closing (10 minutes)


1. Teacher asks students to make

conclusion.

2. Teacher gives an evaluation.

3. Teacher gives assignment of student

evaluation.

4. Teacher gives homework to student

about the next matter for next meeting.

5. Teacher gives greeting.

1. Students infer the experiment conclusion.

2. Students doing their evaluation.

3. Students collect their evaluation.

4. Student make a note for the homework


X. Source of Study

a. Eirlangga books grade X

b. MGMP worksheet biology Xa

c. Picture

d. Internet

XI. Evaluation

a. Group task

b. Individual task




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Assessment Technique

Affective assessment format

CLASS :

GROUP :

ACTIVITY :

No Name Enthusiasm Discipline Responsibility Timework

1

2

3

Score : 1. Bad 2. Enough 3. Good 4. Very good

Score value : total score x 100 =

16

Evidence Enthusiasm Discipline Responsibility Timework

Very good Students are active

in the learning

process, and,

actively answering

questions

students are

always working

on assignments

on time

students pay

attention and

always answer

the questions

given by

teacher

students work

in teams, very

goodly

Good Students are active

in the learning

process but is less

active to answer

questions

students working

on assignments

on time

students pay

attention to the

teacher, but did

not always

answer the

questions given

by teacher

students work

in teams,

goodly

Enough Students are less

active in the

learning process,

and, less actively

answering

questions

student working

on assignment

from the teacher,

not on time

students pay

attention to

teachers, but

less in

answering the

questions given

by teacher

students work

in groups of less

Bad Students are not

active in the

learning process,

and, less actively

answering

questions

students do not do

the tasks assigned

by the teacher

students pay

attention to the

teacher, but did

not answer the

questions given

by teacher

students work

in groups of less

Psychomotor assessment format

CLASS :

GROUP :

ACTIVY : identify, grouping, communicating, and concluding/ inferring.

No Name Skill of

identifying

Skill of

grouping

Skill of

communicating

Skill of

concluding



16

Evidence Skill of identifying Skill of grouping Skill of

communicating

Skill of

concluding

Very good Students observe

and analyze the

problem correctly

students can form

a heterogeneous

group without

teacher’s help

students

presented the

results of the

discussion,

clearly and

correctly

Students

conclude the

learning

outcomes

briefly,

precisely and

clearly.

correctly

Good Students observe

the picture correctly

but can’t analyze

students can form

a heterogeneous

group with

students

presented the

results of the

Students

conclude the

learning

the problem

specifically

teacher’s help discussion, not

clearly but

correctly

outcomes

briefly,

precisely, but

not clearly.

Enough Students observe

the picture, less

correctly, and can't

analyze the

problem

specifically

students can’t

form a

heterogeneous

group without

teacher’s help

students

presented the

results of the

discussion,

clearly but not

correctly

Students

conclude the

learning

outcomes not

briefly, but

precisely and

clearly.

Bad Students can’t

observe and

analyze the

problem correctly

students can form

a heterogeneous

group

students

presented the

results of the

discussion, not

clearly and

correctly

Students

conclude the

learning

outcomes

briefly, but not

precisely and

clearly.

LESSON PLAN


Subject : Biology




2. Students are able to understand the principle grouping of organism.

II. Basic Competence

2.1 Students are able to describes characteristics, replication and rules of virus in live.

III. Indicators

Cognitive

1. Product :

1) Students are able to clarify the history of virus discovery.

2) Students are able to identify the characteristics of viruses.

3) Students are able to describe body structure of viruses.

4) Students are able to clarify the method of virus replication.

5) Students are able to clarify the roles of viruses

2. Process:

1) Students reading the book or flash about history of viruses to clarify the history

of viruses discovery.

2) Students observe the picture of viruses to identify the characteristics of viruses.

3) Students describe body structure of viruses by observing chart / photo of viruses.

4) Students clarify the method of virus replication by analyzing video / flash about

virus replication.

5) Students clarify the roles of viruses by class discussion

Psychomotor


1. Use the basic skill to understand the history of virus discovery.

2. Use the basic skill to analyze video / flash to clarify the method of virus replication.

3. Use the basic skill to observe the characteristic of viruses by picture.

Affective

1. Characters:

Students are expected to bear their carefulness, enthusiasm, responsibility, and

teamwork from this lesson.

2. Social skill:


1) Form a heterogeneous group.

2) Communicate the problem with their friends.

3) Communicate the result of discussion to other students.

4) Appreciate to other students’ opinion.

IV. Learning Purposes:

Cognitive

1. Products:

1) Students are able to clarify the history of viruses discovery by reading the book

or flash about viruses history correctly.

2) Students are able to identify the characteristics of viruses by observing the

picture of viruses correctly.

3) Students are able to describe body structure of viruses by observing chart / photo

of viruses correctly.

4) Students clarify the method of viruses replication correctly by analyzing video /

flash about viruses replication.

5) Students clarify the roles of viruses correctly by class discussion.

2. Processes :

1) Students reading the book or flash about history of viruses to clarify the history

of viruses discovery.

2) Students observe the picture of viruses to identify the characteristics of viruses.

3) Students describe body structure of viruses by observing chart / photo of viruses.

4) Students clarify the method of viruses replication by analyzing video / flash

about viruses replication.

5) Students clarify the roles of viruses by class discussion.

Psychomotor

From this lesson, students are able to :

1. Use the basic skill to understand the history of viruses discovery.

2. Use the basic skill to observe video / flash to clarify the method of viruses

replication.

3. Use the basic skill to observe the characteristic of viruses by picture.

Affective

1. Characters :

From this lesson students are expected to bear their carefulness, enthusiasm,

responsibility, and teamwork.

2. Social skill:


Form a heterogeneous group.

Communicate the problem with their friends.

Communicate the result of discussion to other students.

Appreciate to other students’ opinion.

V. Model and Learning Method:

1. Learning Model

Cooperative learning

2. Learning Methods

observation, discussion , analyze, lecturer

VI. Subject Matter

characteristics of viruses are

1..characteristics of viruses as non living thing

2..characteristics of viruses as living thing

viruses body structure

viruses method reproduction

1.litic cycle

2.lisogenic cycle

the roles of viruses of human (harm and benefit)

VII. Learning Media

Macromedia flash, video, picture, chart, worksheet

VIII. Tools

Computer /Laptop, white board, board marker, LCD

IX. Based of ICT/Internet:

By download more information about viruses in

http://www.ucmp.berkeley.edu/alllife/virus.html

X. Learning and Teaching Process

First meeting






to students :

have you ever flu?

what do you feel when you are

flu?

do you know what influenza

cause?

the corm of viruses?

3. Teacher communicate the learning

goal today.




question.




http://www.ucmp.berkeley.edu/alllife/virus.html

1. Teacher show the picture / chart / flash /

video about viruses.





5. Teacher ask the student to discuss in

group to learn about characteristics,

describing body structure and viruses

replication by the picture / chart /

video / flash.


their result.

7. Teacher ask student to communicate

the result of the problem.

1. Students pay attention to teacher.


groups.




6. Students discuss in group about

characteristics, describing body

structure and viruses replication by

the picture / chart / video / flash.

7. Students present their result.

8. Students communicate the result of

the problem with their friends.




conclusion.



evaluation.

4. Teacher gives homework to student to

looking for article from the internet

about AIDS and submit it on the next

meeting.


1. Students infer the conclusion.



4. Student make a note for the homework.


Second meeting






to students :

What is viruses always harm

our lives ?

What is viruses also give profit

for our lives ?

What do you know about

AIDS?

3. Teacher communicate the learning goal

today.




question.








4. Teacher ask the student to discuss in a

group about the role of virus in life

including its profit and its harm.


and communicate their result.

6. Teacher communicate the danger of

AIDS.


groups.




4. Students discuss in a group about the

role of virus in life including its

profit and its harm.

5. Students present and communicate

their result with their friends.

6. Students pay attention to teacher

explanation.




conclusion.



evaluation.

4. Teacher gives homework to students

to do creative worksheet page 18-24

and submit two days after learning.


1. Students infer the conclusion.



4. Student make a note for the

homework.


XI. Source of Study

2. Biology Senior High School KTSP books grade X

3. MGMP worksheet Xa

XII. Evaluation

1. Test

2. Report of result group discussion




NIP. 19550917 1979032 004 NIP. 19760814 200312 2 011

Known by,



NIP.19540708 198603 1 005 NIP.19690611 199103 1 006

Assessment Technique

Affective assessment format

CLASS :

GROUP :

ACTIVITY : carefulness, enthusiasm, responsibility, and teamwork

No Name Enthusiasm Carefulness Responsibility Timework

1

2

3



16

Evidence Enthusiasm Carefulness Responsibility Timework

Very good Students are active

in the learning

process, and,

actively answering

questions

students are

always working

on assignments

on time

students pay

attention and

always answer

the questions

given by

teacher

students work

in teams, very

goodly

Good Students are active

in the learning

process but is less

active to answer

questions

students working

on assignments

on time

students pay

attention to the

teacher, but did

not always

answer the

questions given

by teacher

students work

in teams,

goodly

Enough Students are less

active in the

learning process,

and, less actively

answering

questions

student working

on assignment

from the teacher,

not on time

students pay

attention to

teachers, but

less in

answering the

questions given

by teacher

students work

in groups of less

Bad Students are not

active in the

learning process,

and, less actively

answering

questions

students do not do

the tasks assigned

by the teacher

students pay

attention to the

teacher, but did

not answer the

questions given

by teacher

students work

in groups of less

Psychomotor assessment format

CLASS :

GROUP :

ACTIVY : identify, grouping, communicating, and concluding/ inferring.

No Name Skill of

identifying

Skill of

grouping

Skill of

communicating

Skill of

concluding



16

Evidence Skill of identifying Skill of grouping Skill of

communicating

Skill of

concluding

Very good Students observe

and analyze the

problem correctly

students can form

a heterogeneous

group without

teacher’s help

students

presented the

results of the

discussion,

clearly and

correctly

Students

conclude the

learning

outcomes

briefly,

precisely and

clearly.

correctly

Good Students observe

the picture correctly

but can’t analyze

students can form

a heterogeneous

group with

students

presented the

results of the

Students

conclude the

learning

the problem

specifically

teacher’s help discussion, not

clearly but

correctly

outcomes

briefly,

precisely, but

not clearly.

Enough Students observe

the picture, less

correctly, and can't

analyze the

problem

specifically

students can’t

form a

heterogeneous

group without

teacher’s help

students

presented the

results of the

discussion,

clearly but not

correctly

Students

conclude the

learning

outcomes not

briefly, but

precisely and

clearly.

Bad Students can’t

observe and

analyze the

problem correctly

students can form

a heterogeneous

group

students

presented the

results of the

discussion, not

clearly and

correctly

Students

conclude the

learning

outcomes

briefly, but not

precisely and

clearly.

LESSON PLAN


Subject : Biology



I. Competence Standard :

2. Understanding Principle of grouping organism

II. Basic competence :

2.2 Describe characteristic of Archaebacteria and Eubacteria

III. Indicators:

Cognitive

1. Products

a. Students are able to explain characteristic of Archaebacteria and Eubacteria

b. Students are able to clarify body structure of bacteria

c. Students are able to clarify body form of bacteria

2. Processes

a. Students are skilled to analyze the picture of characteristic archaebacteria and

eubacteria

b. Students are skilled to analyze video about the structure of bacteria

c. Students are skilled to analyze video about the kinds bacteria

Psychomotor

a. Students are skilled to observe the picture

b. Students are skilled to draw the picture of bacteria stucture

Affective

After learn this chapter students have:

a. Character: active, critically thinking, confidence

b. Social ability: cooperate each other, communicate an opinion to the other

IV. Learning Objective

Cognitive

1. Products

1) Students are able to explain the characteristic of Archaebacteria and Eubacteria

2) Students are able to clarify body structure of bacteria

3) Students are able to clarify body form of bacteria

2. Processes

1) Students observe the picture of characteristic archaebacteria and eubacteria

2) Students observe video about the structure of bacteria

3) Students observe video about the kinds of bacteria

Psychomotor

a. Students are able to observe the picture carefully

b. Students are skilled to draw the picture of bacteria structure clearly after do

observation

Affective

a. From this lesson students have character: active, critically thinking, and

confidence

b. From this lesson students have social ability: cooperate each other, communicate

an opinion to the other

V. Learning model and method


Learning method : Discussion, presentation

VI. Basic Material

Monera include all organism that have simple body structure, it has one cell and

prokaryotic character ( cell that has not basic membrane, but there is materials of basic ).

Organism that includes in monera is bacterial ( Eubacteria ), Archaeobacteria and blue green

Alga ( Cyanobacteria ).

VII.Learning Media

Picture

Video

Powerpoint

VIII. Learning Tools

LCD

White Board

IX. Learning Activity

TEACHER STUDENT TIME

A. Introductions

1. Teacher gives greeting and


2. Teacher gives apperception and

motivation

3. Teacher tells the learning goal

today.

1. Students answer teacher’s greeting


apperception and answer the question.

3. Students listen carefully

15’

B. Main Activity

1. Teacher divide students into five

group

2. Teacher gives worksheet

description of body structure of

bacteria

3. Teacher divide students in do

worksheet

4. Teacher give instruction to the

delegation of each group

demonstrate structure body of

bacteria with use visual media of

body structure of bacteria

5. Teacher gives an instruction to

another students for describe

structure and body bacteria in

worksheet

6. The teacher evaluate about result of

demonstration

1. Student go to their group

2. Student receive worksheet

3. Students do the worksheet in

group

4. Delegation of each group

demonstrate the body structure

of bacteria using visual media

5. Another students describe

structure and body of bacteria in

worksheet

6.Students pay attention for the

teacher explanation

1.

C. Closing Activity

1.The teacher and students conclude

about material that has been

demonstrated by students

2.The teacher give oral test to the

students

3.The teacher close the lesson by

1.Students conclude about the material

2.Students do oral test

3.Students answer the teacher greeting

greetings

X. Learning Source

1. Erlangga books Grade X

2. Biology Xa MGMP worksheet

XI. Evaluation

1. Group task

2. Individual task

3. Evaluation




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Student’s Worksheet

Purpose : Identifies body structure of bacteria

Instrument and Material :

a. Imitation model of body structure bacteria

b. Cellophane tape

c. Stationery

Procedure :

a. Observes this picture

b. Discuss picture body structure of bacteria above

c. Identity body structure of bacteria and it’s function

d. Input result of identification to the table on the board

No Name Function

LESSON PLAN


Subject : Biology



I. Competence Standard :

2. Understanding the principles of organism classification

II. Basic competence :

II.2Describe characteristic of Archaebacteria and Eubacteria and its roles in life.

III. Indicator

Cognitive

1. Products

1) Students are able to identify kinds of bacteria based on method to get food and

oxygen necessity.

2) Students are able to explain bacteria propagation.

3) Students are able to explain various bacteria roles in life, both advantageously

and disadvantageously

2. Process

1) Students are skilled to analyze the picture of the kinds of bacteria

2) Students are skilled to analyze video about bacteria propagation

3) Students are skilled to analyze video about the example of bacteria roles in life

Psychomotor

1) Students are skilled to communicate in front of the class

2) Students are killed to make chart about bacteria propagation

3) Students are skilled to make product use bacteria

Affective


Character: active, honest, critically thinking.

Social ability: cooperate each other, communicate an opinion

IV. Learning Objective

Cognitive

1. Products

1) Students are able to identify kinds of bacteria based on method to get food and

oxygen necessity.

2) Students are able to explain bacteria propagation

3) Students are able to explain various bacteria roles in life, both advantageously

and disadvantageously

2. Process

1) Students are able to analyze the picture of the kinds of bacteria

2) Students are able to analyze video about bacteria propagation

3) Students are able to analyze video about the example of bacteria roles in life

Psychomotor

1) Students are skilled to communicate in front of the class

2) Students are killed to make chart about bacteria propagation

Affective


Character: active, honest, critically thinking.

Social ability: cooperate each other, communicate an opinion


a. Model : Cooperative Learning

b. Method : Discussion, quiz, teamwork

VI. Learning Content

1. Kinds of bacteria

a. Based on method to get food

b. Heterotrophy Bacteria

c. Autotrophy Bacteria

d. Based on oxygen necessity

o Aerobic Bacteria

o Anaerobic Bacteria

2. Bacteria Reproduction

a.Vegetative : Binary fission

b. Generative : Conjugation, Transformation, Transduction

3. The roles of bacteria

VII. Learning Material and Media

1) Material : Picture of bacteria

2) Media : Video

VIII. Tools

1) LCD

2) Powerpoint

IX. Learning Activity

Teacher Student TIME

INTRODUCTION

1. Teacher gives aperception with

ask students some questions:

a. How is bacteria get food ?

b. How is also bacteria reproduce ?.

c. When can bacteria has function in

life ?

d. How is bacteria function in life ?

2. Teacher communicate learning

purpose that contain product,

process, and social skill

3. Teacher give motivation

1. Students answer the teacher question

2. Students listen to the teacher carefully

10’

MAIN ACTIVITY

1. Teacher clarify kinds of bacteria

based on method to get food and

oxygen necessity.

2. Teacher ask students to discuss in

groups about bacteria

reproduction and describes it’s

scheme

1. Students give attention to the teacher

explanation

2. Students studies in group

70’

CLOSURE

1. Teacher and students convey

and conclude result of

discussion

2. Teacher give test

a. Assignment

The students are asked

to describe

reproduction scheme

of bacteria in note

book

The students are asked

to learn Cyanobacteria

The student are asked

1. Student make conclussion

2. Student write the assignment in note book

1.

10’

to do home project

(make product using

bacteria,example:nata

de coco,yogurt)

X. Learning Source

1. Biology Senior High School KTSP book grade X

2. MGMP worksheet

3. Charta

XI. Evaluation

Assigment




NIP. 19550917 1979032 004 NIP. 19760814 200312 2 011

Known by,



NIP.19540708 198603 1 005 NIP.19690611 199103 1 006

Lesson Plan Smansa Kra Kelas x Sem 1 Fix

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