SUBMISSION FORM OF SEAMEO-JAPAN ESD AWARD

1. School Name : SMPN 17 Kendari

2. Full address : Jl. Mekar Jaya I Kel.Kadia Kec.Kadia Kota Kendari

3. Postcode : 93117

4. Country : Indonesia

5. Phone Number : +62- 085341324815

6. Fax Number : -

7. Principal Name : Milwan, S.Pd.,M.Pd

8. Coordinator teacher : Suhardin, S.Pd

9. Email : smpn_17kendari@yahoo.com.

10. Educational Level : SMP

11. Number of teachers : 47

12. Number of students : 654

The teachers and the students who include in the plan, and implementation program: Teachers: a. Suhardin, S.Pd b. Ria Kustiyah, S.Pd c. A. Fatmadewi, S.Pd d. La Poasa, S.Pd e. Abd. Wahab Students: a. Sahrul b. Muh.Ail ikram kudo c. Nilam Aninditha d. Rafenska.R.D e. Wd. Imani Ismi

Infromation of the school program of the reduction of the disaster risk.

1. The name of program

LOCAL QUALITY OF SMPN 17 KENDARI WHICH BORN NEW

ENVIRONMENTALIST TO TACKLE THE NATURAL DISASTER IN SMPN 17 KENDARI

2. The program is:

To create the quality of SMPN 17 Kendari to be better is not easy. We should have

some efforts to conduct it, which are well-programed, well-guided and easy to apply

to the condition of culture around school and with the ability which the school has.

The development of school which fast always followed by the strong team work.

Developing of school program which has conducted focuses on the condition of

school environment, they are:

a. Applying PKPLH (Pendidikan Keterampilan Pengelolaan Lingkungan Hidup) as

main subject in the school.

b. Reforestation/Greening school environment be the special potencial of local in life

environment. Such as: green yard RTH (ruang terbuka Hijau), Shade trees.

c. Creating Biopori “absorption holes”, absorption drainages and biopores.

d. Planting the trees in 3 Kilometres radius by the school environment.

e. Warning of life environment’s days, such as world life environment day, world

Rubish day, the proclamation one million trees day, diversity of the creature and

environmental day, earth day, water day, Animal day and etc.

f. Environment Action program.

g. Training of natural disaster simulation for the member of youth red cross, (PMR).

h. Installing the lightning rod in school building.

i. Creating a terracing to avoid landslide.

.

3. Background of the program

SMPN 17 Kendari as the first winner in K3 Award (Kebersihan, Ketertiban dan

Keindahan) “Clean, Discipline and beauty” is not happened by no action. But it comes from

the effort of all the people in SMPN 17 Kendari. “Green Pearl is my school” is the perception

of around school environment makes the people of the school spirit to keep the clean and

aware of the environment. The vision of this school is: “To graduate the best graduation,

they have competence in technology and religy, care to the environment also has Inovative,

creative and competitive in this globalization era”. The awareness and the desire to make a

green school of the people who live in school makes them to fix the environment of the

school to be a green school, Clean, and beauty. With that environment makes SMPN 17

Kendari has a special quality than another SMP (junior high) level around Kendari. Actually,

the environment around SMPN 17 Kendari has transformed from green zone which has

many trees to be the place that has many houses and hot, while the erotion is very high

around Wanggu River “nearby SMPN 17 Kendari” and the river silting up more and more.

Also the awareness of people in managing the low land, we can see from the way they make

new area to plant and the burning process in that area is not good. There are many

programs that has made by school and the efforts that designed to avoid the disaster. It

continues to make the students aware to their environment, such as Greening the school,

students’ picket to clean the school and applying the subject about skill in care the life

environment.

To change the mainset of the people in SMPN 17 kendari to have awareness is not

easy. But it is must to be done in order we can bring good quality to the people around

school. So, the school makes a program named “Pembiasaan” (To habitt) to make the

people of the school love and respect to their school. And also SMPN 17 kendari has a

program named LISA (lihat sampah ambil) “Take the rubbish when you see!” has changed

the attitude of the people of the school such as throw the rubbish in the right place. The

picket schedule of the students also makes the students be the good person, has

responsibility and strong intention in giving understanding to other students that “what an

important thing to have a good environment!” The environmental extracurricular program that

makes the students cares to their environment.

4. Goals of the program Goals of this program:

a. To create people of the school has responsibility in efforts to protect and in

managing the life environment through good school management to support the

development of the school.

b. To increase the capacity of intitutional and human resource. Also the awareness

in managing the education of reduction of the disaster’s risk.

c. To increase the school capacity to create the school who cares the environment.

5. Time

The time of the program conducted since 2009 and it continues and well-programed.

6. Implementation

The implementation of this program is involving the students, teacher and the school

committee from student’s parents. School team is determined by the decree of

headmaster.

The role and the main task of school team are making the implementation strategy of

program:

a. To socialize education in reduction of natural disaster to the people of the school.

b. To review the condition of school environment in reduction the risk of natural

disaster, school policy, school curriculum, school activity and school facilities.

c. To make work plan and to allocate the school budget based on the results of

study that already mentioned above, and adjusted with the component, standard

and the implementation of the education of natural disaster reduction.

d. Implementation of activity or to perform the school work plan.

e. Monitoring and evaluating by school

f. To submit a report to Departement of education in kendari, Kendari

environmental agency, “Search and Resque”, and related agency.

7. The sources that used in implementation of the program.

The sources that used in implement the education program of disaster are the same

with the instruction of Adiwiyata Award (environmental award in school level), the

books that relevant with environment, and the condition of school environment by

considering the special quality of SMPN 17 Kendari.

8. Monitoring and evaluating mechanism and result

Monitoring and evaluating held after the program implemented. Monitoring and

evaluating conducted together with the students and the teachers that involved in the

program. And the result of monitoring and evaluating will repair theoritically and

practically.

The results from the program:

a. The first winner of Lomba K3 (Kebersihan,Keindahan dan Kerindangan)

“Clean, Beauty and leafy” in Kendari city 2008

b. The first winner of Lomba K3 (Kebersihan,Keindahan dan Kerindangan)

“Clean, Beauty and leafy” in Kendari city 2009

c. The first winner of Lomba Usaha Kesehatan Sekolah (UKS) “School

medical” in Province of Southeast Sulawesi

d. The Sixth winner of Lomba Kepala Sekolah Berwawasan Lingkungan

“Principal Environmental” in National level 2009

e. The first winner of Lomba Penanggulangan Bencana Alam “Disaster

reduction” in Kendari city 2010

f. Gold Medal of Lomba penelitian Ilmiah Remaja Bidang Lingkungan “Youth

scientific researchers in environment” National level 2010

g. The third Winner of Lomba Cerdas Cermat Bidang Lingkungan Hidup “Quiz

of Environment” in Province of Southeast Sulawesi 2010

h. The first winner of Lomba Pembuatan Buku Muatan Lokal. Mata Pelajaran

PKPLH (Pendidikan Keterampilan Pengelolaan Lingkungan Hidup) “Making

a book especially in environmental education” 2011

i. 12 finalist in national level on Lomba Penelitian Pembelajaran bagi guru

dengan memanfaatkan Lingkungan sebagai sumber belajar “environmental

education as the subject” 2011.

j. Accepting certificate of Adiwiyata National level 2012

9. The partners that participate in this program.

Partners Name Roles and Contribution

Badan Lingkungan Hidup Kota Kendari

“Environment Agency Kendari”

Trainer of Adiwiyata (Environment award in

school level), Giving shade tree, Rubbish bin

and Composter.

Bank Indonesia (BI)

“The Bank of Indonesia”

Accomodation of making green house

LSM. Focil

“Non-governmental organizations Focil”

The partners of SMPN 17 Kendari in

environmental management

Yayasan Pemberdayaan Perempuan The funding of the natural disaster

“Foundation for Women's Empowerment”

management in the amount of 5 Milion

Rupiah

Dinas Pendidikan Nasional

“Department of Education”

Bantuan Sarana pembelajaran Lingkungan

WWF. Wallacea Partner of SMPN 17 Kendari in

environmental management and Funding the

environmental management in the amount of

10 Milion

SMP Kirov Rusia The partners of SMPN 17 Kendari in

environmental management

10. The advantages/Benefits of the program for teachers, students and people around school.

a. Increasing the efforts of protection and the environment management through

controlling the contamination, controlling the destruction and preservation the

function of environment for people of the school.

b. Creating togetherness between the people of the school and making the

learning process’ condition cozy and conducive.

c. To be the place of study and the lesson of caring, loving and managing the

environment.

d. To support/help the reaching/to graduate of the basic competences in subject

and competence standards in junior high level.

e. No disaster and no flood

11. Plan for sustainable and plan for the future

a. Short-term (1 – 3 years)

1. Guaranting the cooperation with related institutions, communities and

businesses in order to develop the tackling of natural disaster education

program with 75% percentage.

2. Supplying and managing the infrastructure and facilities as well as the

concern of school environment and have a life environment as their

culture with 70% percentage.

3. Learning process’ direction which refers to the active, creative and

interesting lesson with 80% precentage.

4. To develop the benefit of activity and to manage the environment through

the lesson in the school.

5. Owning the group of youth scientific researcher which can be the finalist of

local competition.

6. The school has the group of environmentalist students with 60%

percentage.

b. Long-term (6 – 10 years)

1. Guaranting the cooperation with related institutions, communities and

businesses in order to develop the tackling of natural disaster education

program with a percentage of 100%.

2. Supplying and managing the infrastructure and facilities as well as the

concern of school environment and having a life environment as their

culture with 100% percentage.

3. Learning process’ direction which refers to the active, creative and

interesting lesson with 100% precentage.

4. The academic achievement reaches GSA Plus 1,0

5. The school have the group of youth scientific researcher which can be

the finalist of national competition.

6. The school has the group of environmentalist students with 100%

percentage.

12. List of attachments

• 1 Learning Material

• 1 Lesson Plan

• 2 Students Worksheets

Learning Material 1

PKPLH “Environmental Education” Environmental Pollution

A. The definition of environmental pollution

Environment Pollution is the entry of pollutant substance such a creature, substance,

energy or unknown component into the environment which caused the distruption of the

balance of environment quality or the decreasing quality of environment in certain level.

The materials that contamine the environment can be Chemical material, dust, voice,

radiation, and critical temperature that we called Pollutant.

The role of human is the factor of preservation or the caused of the pollution in

environment. The prosperity of human increases because the Science and technology

and also industrialized, but it gives big effects to the environment especially the

pollution. For example the human takes the log from the forest and use it in industrial

place without caring the effects after. As the result, there are many rubbishs from that

industrial place and to be the biggest contributor of (emission, wastewater and etc.)

B. Group of environmental pollution

Environmental pollution can be clacified into three: Water Pollution, Air Pollution and

Ground pollution.

1. Air Pollution

Air pollution is the entry of pollutant such a creature, substance, energy or unknown

component into atmosfer that disturb the balance of atmosfer.

The source of air pollution spread from factory smoke or vehicles’ smoke that

caused by incomplete combustion, for example:

a. SO3 and SO2 that come from the burning process of coal and the industrial

waste can be the causes of acid rain which can be the decaying leaves, acid

soil, root damage, water to be acid and make the corrosion faster.

b. CO and CO2 that come from the burning process of vehicle and the burning

process of forest will caused the disruption of visibility on land, air and water (fog

photochemical smog), leading to respiratory infection.

c. The smoke of forest fire

d. Cloroflorocarbon (CFC) from freezer such as fridge, AC and gasses from

cosmetics is hard to destroy. So, it brokes the ozone.

e. Nitrogen (NO, NO2, N2O) that comes from the smoke of factory which can make

the acid rain.

f. Dust, aerosol, and fog

2. Water Pollution

Water pollution is the entry of pollutant such a creature, substance, or unknown

component into water that disturb the balance of water. Such as, wastewater of tofu

factory that throwed into river. The insecticide tools that washed into river. this

pollution can be seen by the changing of color, temperature, Ph balance and

Substrats, smell, and taste of the water.

Kind of pollutant in water:

1. The pesticide that used by farmer that bring by the rain to the river will caused

the die of fish.

2. Mining activity which uses metals such mercury that causing skin cancer,

distruption of excretion function (kidney system) and neuron if it accumulated by

the water.

3. Rest of oil canbe from house garbage or the leak of ship tanker. It makes the

damage of water ecosystem.

4. The entry of organic fertilizer into the water that makes eutrofication.

3. Ground pollution

Ground pollution is the entry of pollutant into ground and it changes the structure of

the ground. So it makes the distruption of ecosystem of the ground.

The pollutant is divided into two:

1. Solid Pollutant such as plastic, glass, can that buried under the ground.

2. Liquid pollutant susc as pesticide, and oil of vehicle.

Source: 1. Budi P & Arianto A, 2008, Eksplorasi Ilmu Alam 1, Platinum, Solo. 2. JGH Kota Kendari, 2008, Bahan ajar PKPLH, Fosil & WWF Kendari.

Lesson Plan 1 (RPP 5.1/01 )

School : SMPN 17 Kendari Class : VII ( Tujuh) Subject : Pend. Ketrampilan Pengelolaan Lingkungan Hidup “Skill in managing environment” Competency standards

5. Understanding theproblem of pollution and the impact to the creature

Basic Competencies

5.1 describing the pollition arround us

Indicator

Describing the definition and the kind of pollution.

A. Learning objectives

In this lesson students should able:

• Describing the real definition of pollution

• To distinguish air, water and ground pollution correctly.

• To distinguish kind of pollutant in water, air and ground pollution correctly

B. Learning Material

Environmental pollution

C. Learning methods

Model : Cooperative Learning

Metode: - Group discussion

- Teaching method

- Interview

D. activity measures a. Introduction activities

- Motivtion and Initial thoughts:

How to know that the environment is contaminated by pollution?

- Prerequisite knowledge:

Mention one of example of Pollution around us!

b. Main activities

• The teacher guides the students in making group.

• Students (guided by the teacher) discuss about the definition of pollution by some

pictures.

• Students do group discussion according to student’s worksheet and guided by

teacher

• Teacher ask 2 representative of group (choose randomly) to read the results of

the observation and the other group give the response.

• Teacher gives reviewing through interview.

c. Closing activities

l Teacher gives achievement to the best group.

l Students (guided by teacher) discuss to make conclussion.

l Teacher gives homework to the students to make some articles about the

impact of pollution for the creature.

E. Learning sources

a. Books

• Budi P & Arianto A, 2008, Eksplorasi Ilmu Alam 1, Platinum, Solo.

• JGH Kota Kendari, 2008, Bahan ajar PKPLH, Fosil & WWF Kendari.

b. Picture of environment pollution

c. Learning materials about Environment pollution

d. Student’s worksheet (LKS)

F. Penilaian Hasil Belajar a. Assassement Techniques:

- Essay test

b. the instrument:

− Multiple choices

c. instrument example :

1. What is environmental pollution?

a. The Entry of pollutan substance to the environment

b. The pollutant substance comes out from the environment

c. The creature vanished from the environment

d. The ecosystem losted by illegal loging

2. where is the correct pair ?

No Part of pollution Kind of pollution

A Air Pesticide

B Water oil

C Ground NO2

D River CO2

Head Master Teacher

Milwan, S.Pd., M.Pd Suhardin, S.Pd

NIP. 19710906 199412 1 002 NIP. 19730731 199903 1 006

THE FACTOR OF THE DESTRUCTION OF BAY AND THE EFFORTS TO REDUCT

(Guided activities)

Goal(s) : To know the factors of the destruction of Kendari bay as the ecosystem of

the city and the efforts to reduct.

Name : ……………………………………………………..

Class : ……………………………………………………..

Day/date : …………………………………………………….

Group :………………………………………………………

Short Theory

There are two main factors of the destruction of Kendari bay as the ecosystem of the

city, they are:

1. Natural factor, such as earth quake, Erossion, The salinity changes, and etc.

2. Human factor, such as mangrove illegal logging, Water contamination and etc.

Both of them have some differences if we watch from the damage, Time and the

area. Human activity is the biggest factor of the destruction. It happened shortly with

wide area. It makes the bay fuction changed.

The contruction of the city is growing and we cannot deny, but we still can use the

environment wisely and having the good ethiquette will lead the human to be a good person

in the future.

The steps of activity

1. Watch the analysis of the destruction of Kendari bay as the ecosystem which caused by

human activities. Based on page 2.

2. Fill the table below the pictures based on the example that already exist with criteria:

Group 1 does number 2 and 3, group 2 does number 4 and 5, group 3 does number 6

and 7, group 4 does number 8 and 9.

3. Show the result of your works on the wall of your class.

4. Every group watches, copies and gives the response to the other group.

Students’

Worksheet

PENDIDIKAN KETRAMPILAN DAN PENGETAHUAN LINGKUNGAN HIDUP (Environmental Education)

VIII

1 . Illegal Karamba (Place to Net the fish) 2. Store Building 3. Fish market near the sea

4. harbor 5. Trivilisation & Water pollution

6. Recidency 7 . Beach Reclamation

Current condition of Kendari Bay

8. Traditional Market 9. Rubbish in the bay 10. Shrimp Pond area

From the illustration above, fill the table consicely. The answer or the factor can be more

than one.

No. Destruction Factor Impact Tackling Effort

1. Illegal Karamba (Place to

Net the fish)

Block the stream of the

river

Controling by the

government

The wood of mangrove

losts and become the

wood for karamba

Grab the doer and give

the punishment

Socialization about the

importance of

environment to the

people around Kendari

No. Destruction Factor Impact Tackling Effort

You can add the column if needed

5. Each group presents the response from the other group.

6. Make the conclusion from this activity!

……………………………………………………………………………………………………………

…………………………………………………….……………………………………………………

……………………………………………………………………………………………………………

THE FACTOR OF THE DESTRUCTION OF BAY AND THE EFFORTS TO REDUCT

Goals : To know the Function of Kendari bay in communities life and to know the

definition of Kendari bay as the ecosystem of the city.

Class : ……………………………………………………..

Day/date : …………………………………………………….

Group assasement format in guided activity

No Student’s name Group

Assasement aspect

Total Score Timing Coorporation Presentation Result

1 2 3 4

Assasement

aspect Score Assasement criteria

1.

Timing

4 Do the worksheet before the time is up

3 Do the worksheet on time

2 worksheet is incomplete (minimal 1 number)

1 Worksheet is incomplete (two numbers cannot be answered)

0 Do not do anything

2

Coorperation

4 Good communication between the member of the group, serious,

all member is active.

3 Less 1 point from first component

2 Less 2 point from first component

Evaluation Sheet

PENDIDIKAN KETRAMPILAN DAN PENGETAHUAN LINGKUNGAN HIDUP (Environmental Education)

VIII

1 Less 3 point from first component

0 Do not do LKS (worksheet)

3

Presentation

4 Talking clearly, easy to understand, defending their opinion and

asking question.

3 Less 1 point from first component

2 Less 2 point from first component

1 Less 3 point from first component

0 Do not do LKS (worksheet)

4

Result

4 The answer is 100 % correct

3 The answer minimal 80 % correct

2 The answer minimal 60 % correct

1 The answer less than 60 % correct

0 No answer correct

Lesson Plan ( RPP I.2/01 dan 02)

School : SMPN 17 Kendari Class : VII ( Tujuh) Subject : Pend. Ketrampilan Pengelolaan Lingkungan Hidup “Skill in managing environment” Competency standards

1. Understanding the diversity of creature and environment, and the role for human.

Basic Competencies

1.2 desribing the preservation of diversity of local environment and creature.

Indicator

1. Describing the characteristic of local plants and animals that kept by the

government especially in Southeast Sulawesi.

2. Describing the decreasing factor of local plants and animals that kept by the

government especially in Southeast Sulawesi.

3. Giving argumentation/ Idea about the efforts to keep local plants and animals in

Southeast Sulawesi.

A. Learning objectives

In this lesson student able:

First meeting

• Explaining minimal 4 characteristic local plants in Southeast Sulawesi clearly.

• Explaining minimal 4 characteristic local animals in Southeast Sulawesi clearly.

Second meeting

• Writing 5 decreasing factors of number of species in Southeast Sulawesi correctly.

• Writing idea about effort to keep and to protect the plants and animals in southeast

Sulawesi.

B. Learning Material

• The specific plants and animals in southeast Sulawesi

C. Learning methods

• Model : Cooperative Learning

• Metode : - Group discussion

- Teaching method

- Interview

D. activity measures a. Introduction activities - Motivation and Initial thoughts:

- When the last you saw Anoa and King Cockcatoo?

- Is there any species in SE Sulawesi with high price?

- Prerequisite Knowledge

- What are the specific Plants and animals?

b. Main activities

• The teacher guides the students in making group.

• Students (guided by the teacher) discuss about the definition of diversity in

environment and creatures by some pictures.

• Students notice the teacher and interspaced by asking and answering question

about specific plants and animals in southeast Sulawesi.

• Students do group discussion according to student’s worksheet and guided by

teacher

1. The characteristic of specific plants and animals that kept by

government in southeast Sulawesi

2. The decreasing factor of local plants and animals that kept by the

government especially in Southeast Sulawesi.

3. The argumentation/ Idea about the efforts to keep local plants and

animals in Southeast Sulawesi.

• Teacher ask 2 representative of group (choose randomly) to read the results of

the observation and the other group give the response.

• Teacher gives reviewing through interview.

c. Closing activities

l Teacher gives achievement to the best group.

l Students (guided by teacher) discuss to make a conclussion.

E. Learning sources

a. Books

Ø Bambang K, dkk, 2008, Seribu Pena Biologi Kelas VII untuk SMP/MTs,

Erlangga, Jakarta.

Ø Budi P & Arianto N, 2008, Eksplorasi Ilmu Alam 1, Platinum, solo

Ø Djamhur W dan Sukarno, 1993, Biologi 1 SMU, Depdikbud, Jakarta .

Ø Sumarwan dkk, 2004, Sains Biologi untuk SMP Kelas VII, Erlangga,

Jakarta.

b. Picture of diversity in environment and creatures

c. Learning materials about diversity in environment and creatures

d. Student’s worksheet (LKS)

F. . The study result’s assasement

a. Assassement Techniques:

- Written test

b. the instrument:

− Essay test

13. instrument example : atthached

What is the local animal of Southeast Sulawesi?

a. Anggrek bulan (orchid)

b. Burung beo (myna bird)

c. Anoa

d. Cockatoo

What is the factor of decreasing of species of plants and animals in Southeast

Sulawesi?

a. Fire forest

b. Illegal hunting

c. Field opening

d. Flood

Kendari,

Mengetahui

Kepala Sekolah Guru Mata Pelajaran

Milwan, S.Pd., M.Pd Suhardin, S.Pd

NIP. 19710906 199412 1 002 NIP. 19730731 199903 1 006

Student’s Worksheet (LKS)

Nomor : 1.2/01

School : SMPN 17 Kendari Class : VII ( Tujuh) Subject : Pend. Ketrampilan Pengelolaan Lingkungan Hidup “Environmental Education”

Competency Standards

1. Describing the diversity of creatur and environment and the role for the human.

Basic Competencies

1.2 Describing the preservation of the local diversity of creature and environment.

Name

Class

Group

Specific Animals and plants in Southeast Sulawesi

Southeast Sulawesi has much kind of animals and plants and it has their own

characteristic. So it should be kept by us in order to be the symbol of the region and it has

high cultural value.

Goal(s) : To know the specific Plants and animals of Southeast Sulawesi

A. Answer the question!

1. Complete the characteristic of specific plants in Southeast Sulawesi!

No Name of specific plants The character

1

2

3

4

2. Complete the characteristic of specific animals in Southeast Sulawesi!

No Name of specific animals

The character

1

2

3

4

Make the conclusion of the subject that we learned before!

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

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

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

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

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

Students’ Worksheet (LKS)

Nomor : 1.2/02

School : SMPN 17 Kendari Class : VII ( Tujuh) Subject : Pend. Ketrampilan & Pengetahuan Lingkungan Hidup “Environmental Education”

Competency Standards

1. Describing the diversity of creature and environment and the role for the human.

Basic Competencies

1.2 Describing the preservation of the local diversity of creature and environment.

Name

Class

Group

Preservation of specific plants and animals in Southeast Sulawesi

Human Activity is the biggest decreasing factor of population of specific plants and

animals in Southeast Sulawesi. So we should care it together with all components of

communities to prevent the exploitation and exploration the kept creature.

Goal(s) : To Give understanding and efforts to preserve the specific plants and

animals in Southeast Sulawesi.

Discuss in your group!

1. Describe shortly 5 factors the decreasing of population of plants and animals in

Southeast Sulawesi!

a. ..................................................................................................................................

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

...

b. ..................................................................................................................................

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

...

c. ..................................................................................................................................

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

...

d. ..................................................................................................................................

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

...

e. ..................................................................................................................................

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

....

2. Give 2 short arguments of the efforts to keep the specific plants and animals in

Southeast Sulawesi!

a. By your self

1. ............................................................................................................................

.

2. ............................................................................................................................

b. Communities/People

1. ............................................................................................................................

.

2. ............................................................................................................................

c. Government

1. ............................................................................................................................

.

2. ............................................................................................................................

d. Environmental Organization

1. ............................................................................................................................

.

2. ............................................................................................................................

3. Make conclusion from this lesson!

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

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

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

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

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

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

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

SILABUS

Schooll : SMP NEGERI 17 KENDARI

Class/Semester : VII ( Tujuh ) / 1

Subject : Pendidikan Ketrampilan dan Pengelolaan

Lingkungan Hidup (Environmental Education)

Standar Kompetensi : 1. Memahami Keanekaragaman Hayati dan perananya dalam kehidupan manusia

Basic Competencies

Learning meterial

Character Value

Learning process Indicators

Penilaian

Technic The

instrument

1.2 Describing the

diversity of

plants and

animals in

Sulawesi

Tenggara.

Plants and

animals in

Sulawesi

Tenggara.

Intelectual

Value,

Responsibi

lity, care,

open mind,

honest,

and

objective.

To identify plants and

animals in Sulawesi

Tenggara from book

or picture.

To encode the factor

of the decreasing of

the specific plants

and animal in

southeast Sulawesi

and the reduction

Describing the

diversity of

plants and

animals in

Sulawesi

Tenggara that

kept by

government.

To describe the

factor of the

decreasing of

the specific

plants and

animal in

southeast

Sulawesi

To give

arguments of the

efforts to keep

the specific

plants and

animals in

Southeast

Sulawesi!

Written

test

Multiple

choices

What is the local animal of

Southeast Sulawesi?

a

b

c

d

What is the

of species of plants and animals

in Southeast Sulawesi?

a

b

c

d

Basic Competencies

Learning meterial

Character Value

Learning process Indicators

Penilaian

Technic The

instrument

PHOTO EVENTS NATURAL DISASTER RISK MANAGEMENT EDUCATION IN SMP 17 KENDARI

Training of tackling the natural disaster for member of red youth cross (PMR) SMPN 17 Kendari

The guardian is giving material of the preparation of natural disaster

The coach demonstrates how to make stretcher

Absorption hole to avoid flood

Students are studying the process to make the absorption hole

BIOPORI (absorption hole)

Making the absoption hole become the subject material for students of SMPN 17 Kendari

Natural Drainage, as the place of water absobtion to avoid flood.

Installing the lightning rod in every building in SMPN 17 Kendari

Repairing the school drainage

ENVIRONMENT ACTION

The headmaster’s advice and NGO Focil as the partner of SMPN 17 Kendari in enviroonment mangement.

The headmaster is giving the tree to the people around shool

The student of SMPN 17 Kendari is sharing the tree to the people around SMPN 17 Kendari

ENVIRONMENTAL ACTION DEMO

Notice to the public about the dangers of natural

disasters

Learning Bahasa Indonesia integrated with

materials natural disaster

Learning in the SMPN 17 Kendari

LEARNING ABOUT FLOOD HAZARD PREVENTION

IN RIVER AROUND SMPN 17 KENDARI (Students are cleaning up the blocked river flow)

Students are open garbage, such a wooden stick which inhibits the flow of the river

Making terracing to avoid landslide

Monument of environment in SMNP 17 Kendari

TREE PLANTING BY MICHAEL Brownell

AUSTRALIA'S REPRESENTATIVES, AS A PARTNER IN THE

ENVIRONMENT

Socialization of waste sorting in SMPN 17 kendari

GREEN YARD AS THE SHADE AREA ± 65% of the land of SMPN 17 kendari

GARBAGE AUDIT ACTIVITIES FOR STUDENTS SMPN 17 KENDARI

GREEN HOUSE as the place of studying (seeding the shade tree)

Shade tree as a result of Nurseries

ready to give to the people around school to planted

The scout of school visits the people’s house to coorporate in managing the natural disaster.

Partner of SMPN 17 kendari from the clinic is giving the material about health services to the member of UKS

(usaha Kesehatan Sekolah) “health association in school” in SMPN 17 kendari

The cheking of blood by Dr. Andriana as the partner from Sub-district Kadia clinic

The teacher and students that involved in this program

Acceptance of the charter of Adiwiyata (Environmental award in school level)

SMPN 17 Kendari and ADIPURA (environmental award in city level) 2012

Giving gifts to the student who cares

to the environment

Management composter

for student as a lesson PKPLH (environmental education) SMPN 17

Kendari

Gold Medal in LOMBA PENELITIAN ILMIAH REMAJA BIDANG LINGKUNGAN “Scientific youth researchers in environmental part” 2010

Charter of LOMBA K3 (Kebersihan, Keindahan, Kerindangan) (beauty, clean and leafy) as the First Winner Kendari city level

The charter of Adiwiyata (environmental award in school level) national level 2012

The slogan in Ruang Terbuka Hijau (Green yard) of SMPN 17 Kendari

Current condition

Precondition