prr bio kls 1 in eng

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Lesson Plan Grade 7 by Iswadi 8

LESSON PLAN

School : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School)

Class / Semester : VII (seven) / First Semester

Subject : Science-Biology

Competency Standards:

5. Understand natural phenomena through observation.

Basic Competence:

5.1 Carry out observations of objects in a planned and systematic way to obtaininformation on biotic and abiotic natural phenomena.

Indicators:1. Distinguishing natural phenomena and events material on abiotic objects through

observation.

2.

Distinguishing natural phenomena and events on the object material biotic throughobservation.

Learning Objectives:

The Student will be able to:1. Explaining understanding biotic components.

2. Mentioned several examples of biotic components.

3. Explaining understanding abiotic components.4. Mention a few examples of abiotic components.

5. Biotic explain natural phenomena are commonly encountered in everyday life.

6. Describe the abiotic natural phenomenon commonly encountered in everyday life.

Learning Materials: Natural Phenomena biotics and abiotics

Learning Methods: Model

Direct Instruction (DI) Cooperative Learning

Method

Discussion groups Lecture

Activity Steps

FIRST MEETING

a. Activities Introduction

Motivation and apersepsi Animals classified as biotic or abiotic components? Why is water hyacinth can flourish in the waters near the rice fields?

Prerequisite knowledge What are biotic and abiotic components? How water hyacinth can flourish in the waters near the rice fields?

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) to discuss understanding biotic components. Students discussion groups mentioned several examples of biotic components. Students (with teachers) discuss the notion abiotic components. Students discuss the group cited examples of abiotic components.


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Students discuss the distinguishing components of biotic and abiotic components. Students (with teachers) to discuss natural phenomena biotic and abiotic natural

phenomenon commonly encountered in everyday life.

Students discuss the nature of symptoms distinguish biotic and abiotic naturalphenomena.

Students present the results of a classical discussion.

Teachers respond to student discussions and providing true information.

c. Concluding Activities

Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.

Learning Resources

a. IPA-Biologi Bilingualb. Internetc. Environmental

Assessment of Learning Outcomes

a. Technical Assessment: Written test Observations

b. Shape Instrument: Choice Sheet observation

c. Example Instruments: Examples of choice test

Here is where the symptoms include natural biotic events on an object ....

a. smelly c. colorb. growing d. size

Approval by

Principal of SMP Negeri 1 Bireuen

Bireuen, July 11, 2011

Subject Teacher

Halim, S.Pd., M.Pd

Nip. 19681130 199412 1 001

Iswadi, S.Pd.I

Nip. 19821127 200904 1 003

Notes:


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LESSON PLAN






Basic Competence:

5.3 Using the microscope and other supporting equipment to observe the symptoms of life.

Indicators:

1. Understanding the parts of a microscope.

2. Using a microscope with the correct (set focus, pencaha-wealth, and find objects microscope).3. Creating 3-dimensional wake predictions where available the results of the influence of Matan

2 dimensions (horizontal and vertical).

4. Make an incision in a certain direction (transverse, longitudinal, etc.).

5. Make a wet preparations.6. Perform surgery with the tools and the proper way.

Learning Objectives:The Student will be able to:

1. Mention the name of the parts of a microscope.

2. Shows the name of the p arts of a microscope.3. Explain the functions of the parts of a microscope.

4. Using a microscope correctly.

5. Mention the name of the incision.

6. Make an incision (transverse and longitudinal).7. Make a wet preparations.

8. Open the animal's body.9. Collecting living things.

10. Explains how to preserve animals and plants.

Learning Materials: Microscope



Method

Discussion groups Demonstration Experiment

Activity Steps

FIRST MEETING

a. Activities Introduction Motivation and apersepsi

Tools are used to seeing very small objects? Have you ever seen a microscope?

Prerequisite knowledge What is a microscope? How to use a microscope?


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Pre-experiment Be careful using a microscope.

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) discuss the notion microscope and its uses. Teachers presented the microscope parts and showed it to students. The teacher asked one student to do the same thing as shown by the teacher, if any errors weregiven direct feedback. Teachers demonstrate the steps using a microscope, the observation on an object, how to draw the

results, determine the wake of objects and the size of objects under the microscope.

Representatives from each group were asked to take a microscope, glass objects, glass cover,paper cuts, and hair.

Teachers presented the step labor to perform experiments observing the object with a microscope. Students in each group conducted experiments in accordance with the working steps which have

been described by teachers.

Teachers give instruction to students to conduct experiments to know and understand how tomeasure microscopic objects with a microscope.

Students perform experiments by using a microscope, micrometer, gratikula and fruit flies. Teachers conducted experiments examining the activities of students if it is done correctly or not.If still no learner or group that has not been able to do it right, teachers can immediately provide

guidance.

Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.

SECOND MEETING


Motivation and apersepsi How do I make an incision? Have you made preparations wet?

Prerequisite knowledge

What is the incision? How to make preparations wet?

Pre-experiment Be careful using a microscope.

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) discuss the notion incision and type. Students discussion group about the purpose of making an incision. Representatives from each group were asked to take a microscope, razor blades, tweezers,

small cup, dropper drops, glass objects, glass cover, coffee bottles, plastic, water pond,

the young stems and not woody.

Teachers presented the step labor to perform experiments and preparations made anincision wet.

Students in each group conducted experiments in accordance with the working stepswhich have been described by teachers.

Students (with teachers) to discuss the purpose of opening the animal's body. Teachers give instruction to students to conduct experiments open the animal body

coverings.

Students in groups to experiment with using scissors, needles bulb, tweezers, surgicaltrays, paraffin, fish, frogs and chloroform.

Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provideguidance.


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Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. The teacher explains how to preserve animals and plants.

No Aspect Score1. Completeness of the microscope, called his name 1

2 Truth position of each part of the microscope, called his name 2

Score maximum 3

- Sample test descriptionExplain how to make the stem lengthwise slice preparations.

Approval byPrincipal of SMP Negeri 1 Bireuen Bireuen, July 11, 2011Subject Teacher

Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


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LESSON PLAN






Basic Competence:

5.4 Apply safety in making observations of natural phenomena.

Indicators:

1. Hold, take and treat the tools and materials safely.2. Describe the tools and hazardous materials.

3. Identify the symbols in the laboratory.

Learning Objectives:The Students will be able:

1. Explain the functions of the laboratory.

2. Knowing the rules to follow when in the laboratory.3. Knowing how to carry and use tools in order to salvation.

4. Mention the chemicals in the laboratory that are harmful to health.

5. Explains how to store and retrieve the chemicals in the laboratory.6. Identify the symbols and tools that exist in the laboratory.

7. Explain the meaning of the symbols in chemicals.

Learning Materials: Safety



Method

Discussion groups Demonstration

Activity Steps FIRST MEETING


Motivation and apersepsi Can we inhale chemicals directly? What is the meaning of the cross found on chemicals?

Prerequisite knowledge What are the rules must be adhered to while in the laboratory? What is the meaning of the symbols in chemicals?

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) discuss the function of the laboratory.

Students discussion groups mentioned a few tools and materials contained in the

laboratory.

Students (with teachers) to discuss rules to follow when in the laboratory.


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Teacher demonstrates how to carry and use tools that exist in the laboratory for the sakeof safety to students.

The teacher asked one student to do the same thing as shown by the teacher, if any errors

were given direct feedback.

Students discuss the group says the chemicals in the laboratory that are harmful to health.

Students (with teachers) to discuss how to store and retrieve the chemicals in the

laboratory.Students discussion group about the meaning of the symbols in the existingchemicals in the laboratory.

Students (with teachers) around the lab to identify the symbols and tools that exist in the

laboratory.

Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.


Teachers give awards to groups with good performance. Students (with teachers) create a summary of discussions. Teachers give homework in the form of exercises.

Learning Resources

a. IPA-Biologi Bilingualb. Internetc. Equipment and lab materials


a. Technical Assessment:

Test performance Written test

b. Shape Instrument:

Test procedures work quotes Choice quiz

c. Example Instruments:

Examples of Choice testRules you must obey the following laboratory, except ....

a. Do not eat in the laboratory c. do not run around in the laboratory

b. Do not ask d. Do not breathe too deep gas

Approval by



Subject Teacher

Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


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LESSON PLAN




Competency Standards:6. Understanding the diversity of living things.

Basic Competence:

6.1 Identify the characteristics of living things.

Indicators:

1. Identify the characteristics of living things.

2. Creating reports the characteristics of living things based on observation.3. Distinguishing characteristics of plants and animals.

Learning Objectives:The Student will be able to:1. Explaining differences in living beings and nonliving creatures.

2. Mention the characteristics of nonliving creatures.

3. Knowing the plant reaction to the stimulus.4. Determining the characteristics of living things based on observation.

5. Creating reports the characteristics of living things based on observation results.

6. Explain the difference between animals and plants.

Learning Materials: Characteristics of Living Things

Learning Methods: Model Direct Instruction (DI) Cooperative Learning

Method

Discussion groups Observations

Activity Steps

FIRST MEETING


Motivation and apersepsi What is the difference between the stones with chicken? Why do girls shy plant will shut its leaves when touched?

Prerequisite knowledge Are the characteristics of living things? What is the difference between animals and plants?

b. Core Activities

Teachers guide students in forming groups. Students (with the teachers) went to the school and record everything that was found. Students discuss the search for differences in living and nonliving. Students (with teachers) to discuss the characteristics of living things. Representative of each group was asked to take plants shy daughter, match sticks and

water.

Teachers presented the step labor to conduct experiments to know the reaction of plants tostimuli touch embarrassed daughter.


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Students in each group conducted experiments in accordance with the working steps whichhave been described by teachers.

Students (with teachers) observe a lush potted plants and to discuss why in many plants

around the parent plants are small. Teachers give instruction to students to conduct experiments to plant green beans, a pot

placed in the light and another in the dark.

Students in groups are asked to observe and make conclusions from these activities, after 4-5 days later.

Teachers conducted experiments examining whether students had done right or not. If still

no learner or group that has not been able to do it right, teachers can immediately provideguidance.

Students (with teachers) discuss the differences between animals and plants.

Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion.



Teachers give awards to groups with good performance.

Students (with teachers) to create a summary of discussions. Teachers give homework, students are asked to observe the living things in the list below:

- A fungus that grows on bread - earthworms - Seeds are germinated - fish - Leaves on trees

that are still alive - frog - Flowering plants - yourself

Write down the characteristics of each living thing can you observe.Learning Resources

a. IPA-Biologi Bilingualb. Equipment and lab materialsc. Environmental


a. Technical Assessment:- Test performance- Written test

b. Shape Instrument:- Test the performance- Choice quiz

- Description

c. Example Instruments:- Sample test product performance

Knowing the shy daughter of plant reaction to the stimulus of touch and water.

Type of stimulus Plant parts that were given stimulus Reaction plants

TouchLeaf Tip

Leaf Base

Stem

Precipitation

Leaf tip

Leaf BaseStem

Examples of Choice testMetabolic waste substances which must be removed from our bodies as follows, unless ...

a. urine (urine) c. digestive gland

b. sweat d. carbon dioxide


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Sample test descriptionWhat is the purpose of living things reproduce?

Approval by



Subject Teacher

Halim, S.Pd., M.Pd

Nip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


11/33


LESSON PLAN


Class / Semester : VII (seven) /Second Semester


Competency Standards:6. Understanding the diversity of living things.

Basic Competence:6.2 Classify living things according to characteristics.

Indicators:1. Distinguish living things from one another based on specific features of its life.

2. Describe the importance of classification of living things done.

3. Classify some living things around based on the observed characteristics.4. Making a comparison of the specific characteristics of each kingdom in the system of five

kingdoms.


1. Explain the purpose of classification of living things.

2. Explain the basic classification of living things.3. Classify animals based on the form outside the body as the basis for classification.

4. Knowing the classification of living things according to Carolus Linnaeus.

5. Knowing the five kingdom classification system.

6. Writing scientific names of living things.7. Describe the key objectives of determination.

Learning Materials: Classification of Living Things



Method


Activity Steps

FIRST MEETING


Motivation and apersepsi

- How to classify living things?

- What is the scientific name of rice?

. Prerequisite knowledge

- What is the basic classification of living things?

- How are the rules for writing scientific names of living things?

. Pre-experiment


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- Take care when using laboratory equipment.

b. Core Activities

Teachers guide students in forming groups. Students (with the teachers) went to the school yard to record the existing living thing. Students (with teachers) to discuss the purpose of classification of living things.

Representatives from each group were asked to determine the basis of classification ofliving things (based on body size, neighborhood, benefits and types of food).

Representatives from each group were asked to take the petri dish, tweezers, magnifying

glass, grasshoppers, beetles, butterflies, dragonflies, shrimp, ants, flies, spiders andmillipedes.

Teachers present their work to do experiment measures classify animals based on the

form outside the body as the basis for classification. Students in each group conducted experiments in accordance with the working steps

which have been described by teachers.

Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provide

guidance.

Students (with teachers) discuss the weakness of some of the basic classification of livingthings that had been predetermined.

Teacher explains the basic classification of living things by Carolus Linnaeus and the 5

kingdom classification system.

Students (with teachers) discuss some of the advantages of the basic classification of

living things by Carolus Linnaeus and the classification system of five kingdoms.

The teacher explains the rules of scientific nomenclature of living things and give someexamples of scientific names of living things.

Students in each group discussion to write the scientific names of living things found

around the school.

Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. Teacher explains the purpose of having a key determinant and provides a key example of

determination to put living things into a kingdom.


Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises

Learning Resourcesa. Bilingual IPA-Biologib. Equipment and lab materialsc. EnvironmentalAssessment of Learning Outcomes


Test performance Written test


Test the product of work quotes Choice quiz Description


Examples of work products quotation test testClassify animals based on the form outside the body as the basis for classification.

1. Make notes about the characteristics found in animals beetles, butterflies,dragonflies, shrimp, ants, flies, spiders and millipedes.


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2. Of all the animals were observed, does anyone have the same characteristics? Trysegmenting the animals that have similar characteristics.

3. Record your observations on the observation table as below.Animal Body parts Number of legs Wing

Grasshopper head

cheststomach

6 units there

Examples of Choice testWay of writing the scientific name of paddy by the binomial nomenclature is ....

a. Oryza sativa c. Oryza sativa

b. Oryza sativa d. Oryza sativa

Sample test descriptionWhy living things to be classified?

Approval byPrincipal of SMP Negeri 1 Bireuen

Bireuen, July 11, 2011Subject Teacher

Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


14/33


LESSON PLAN


Class / Semester : VII (seven) / Second Semester

Subject : Biology-Science


6. Understanding the diversity of living things.

Basic Competence:

6.3 Describe diversity in the system of organization of life from the cellular level to the organism.

Indicators:

1. Describe the diversity of cell level based on results pengama-tan using a microscope.2. Describe the diversity level of the network by its constituent cells.

3. Describe the diversity level of organs and organ systems berda the basis of observations ..

4. Linking the relationship between cells, tissues, organs and organ systems of the body

constituent organisms.

Learning Objectives:

The Students will be able to:1. Explain the meaning of the cell.

2. Describe the parts of the cell.

3. Differentiating plant cells and animal cells.4. Observe the parts of plant cells and animal cells.5. Explain the meaning network.

6. Mention the various tissues in vertebrates and humans.

7. Mention the various tissues in plants.8. Know that there are tissues in plants.

9. Explain the functions of various tissues.

10. Explaining the sense organs.11. Mention the various organs in vertebrates and humans.

12. Mention the various organs in plants.

13. Explain the functions of various organs.14. Explaining the sense organ systems.

15. Mention the various organ systems in vertebrates and humans.

16. Mention the various organ systems in plants.17. Explain the function of various organ systems.

18. Explain the relationship between cells, tissues, organs and organ systems of the body

constituent

Learning Materials: Diversity of Life Organization Systems



Method

Discussion groups

Observations Experiment

Activity Steps

FIRST MEETING


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Motivation and apersepsi Did you know that chicken egg is a giant-sized cells? How water and mineral salts to flow from root to leaf?

Prerequisite knowledge What is a cell? What is the function of xylem tissue?

Pre-experiment Take care when using laboratory equipment.

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) to discuss the understanding of the cell.

Students pay attention replica model of plant cell and animal cell that brought teachers.

Students in each group (with teachers) to discuss the parts of plant cells and animal cells. Representatives from each group were asked to take a cotton bud or ear cleaners, glass

objects, glass cover, pipette, microscope and methylene blue. Students in each group received experimental pieces of work that includes steps to

conduct experiments to know the parts of plant cells and animal cells.

Students in each group conducted experiments in accordance with the steps that areworking on the experiment sheet.

Teachers conducted experiments examining whether students had done right or not. If still

no learner or group that has not been able to do it right, teachers can immediately provideguidance.

Students in each group discuss the differences in plant cells and animal cells. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss understanding the network.

Teachers presented the step labor to conduct experiments to know that there are tissues inplants.

Students in each group conducted experiments in accordance with the working steps

which have been described by the teacher using the glass objects, glass lid, razor blades,

pipettes, cork, microscopy and plant leaves. Teachers conducted experiments examining whether students had done right or not. If still

no learner or group that has not been able to do it right, teachers can immediately provide

guidance. Students in each group discussed the functions of various tissues in plants, vertebrates and

humans.

Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.

c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises

SECOND MEETING

a. Activities Introduction. Motivation and apersepsi

What networks that make up the eye? The human body consists of how many organ systems?

Prerequisite knowledge What is an organ? What is an organ system?


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b. Core Activities

Teachers guide students in forming groups.

Students (with teachers) to discuss the sense organs and mentions the various organs in

plants, vertebrates and humans. Students discussion group about the function of various organs in plants, vertebrates and

humans.

Representatives from each group were asked to present the results of discussions in theclass.

Teachers respond to student discussions and providing true information. Students notice the replica model organ in plants, vertebrates and humans are carried by

the teacher.

Students (with teachers) to discuss the sense organ systems and to mention the variousorgan systems in plants, vertebrates and humans.

Students in groups discussing the function of organ systems in plants, vertebrates andhumans.

Representative of each group was asked to present the results of discussions in the class.. Teachers respond to student discussions and providing true information.

Students notice the replica model organ systems in plants, vertebrates and humans are

carried by the teacher.

Teacher explains the sequence of the formation of organizational life and provide

questions to students as feedback to the understanding of the material.

c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.

Learning Resources

a. Bilingual IPA-Biologib. Relevant reference booksc. Lab equipmentsd. Internet



Test the performance of the product Written test


Test procedures work quotes Choice quiz Description


Examples of work picking test procedures

Record observations in the table, the cells which are owned or not owned by animal cells

and plant cells.

Part cell animal cell plant cell

Cell wall

Cell membrane

Cell nucleus + +

Chloroplasts

Vacuoles

Golgi Body


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Part cell animal cell plant cell

Endoplasmic reticulum

Mitochondria

Nucleolus

Examples of Choice testCell organelles are found only in plant cells and absent in animal cells is ....

a. cell nucleus c. vacuolesb. plastids d. cell membrane

Sample test descriptionMention that there are networks in plants and their functions.



Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


18/33


LESSON PLAN





7. Understanding the interdependence of the ecosystem.

Basic Competence:

7.1 Determining the mutual relationship between ecosystems and ecosystem components.

Indicators:

1. Identify the units in the ecosystem and declare the sun is the main energy source.2. Illustrates in diagram form food chains and food webs based on the observations of an

ecosystem.


1. Explaining the understanding of ecosystems.2. Describes a unit of living things in the ecosystem.3. Mention the various ecosystems.4. Describe the components of the ecosystem.5. Distinguishing autrotof organisms and organisms heterotof.6. Distinguishing organisms herbivores, carnivores and omnivores.7. Explain the relationship of interdependence between the components of biotic and abiotic

components.

8.

Explain the interdependence between producers, consumers and decomposers.9. Explaining the understanding of food chains, food webs and food pyramids.10.Create food webs are formed from a collection of the food chain.11.Explain the current understanding of energy.12.Explain the cycle of matter.13.Mention the interaction patterns of organisms.14.

Distinguishing symbiotic mutualism, parasitism and symbiosis symbiosis komensalisme.

Learning Materials: Components of Ecosystems, Roles, and interactions


Direct Instruction (DI)

Cooperative LearningMethod

Discussion groups Observations Experiment

Activity Steps

FIRST MEETING


Motivation and apersepsi In ecosystems, plants classified as producers or consumers? Are cats considered carnivores or herbivores?

Prerequisite knowledge What is the manufacturer? What is a carnivorous animal?


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Pre-experiment Take care when using laboratory equipment.

b. Core Activities

Teachers guide students in forming groups.. Students (with the teachers) went to the schoolyard to observe the environment and

record what is seen. Students (with teachers) discuss the notion of ecosystem.

. Students in each group discuss the unit of living things within ecosystems (individuals,

populations and communities).

Representatives from each group were asked to take a rope, tape, and stationery toobserve living things contained in the observations.

Teachers presented the step labor to perform experiments to understand the sense of

individuals, populations and communities in an ecosystem. Students in each group conducted experiments in accordance with the working steps


Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provideguidance.

Students (with teachers) to discuss a variety of ecosystems based on the formationprocess.

Students in each group discuss the components of the biotic component of ecosystems(producers, consumers and decomposer) and abiotic components (water, soil, air, sunlight,

temperature and humidity). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information.

. Students (with teachers) discuss the definition and examples of the organism and theorganism autrotof heterotof.

Students in each group discuss the organisms that belong to the heterotof (herbivores, andomnivores karnifora).

Representatives from each group were asked to present the results of the discussion.

Teachers respond to student discussions and providing true information.c. Concluding Activities


SECOND MEETING


Motivation and apersepsi Can plants live without water? What is the role of plants in the food chain?

Prerequisite knowledge What is the effect of water on living beings? What is a food chain?

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) discuss the relationship of interdependence between biotic andabiotic components.

Representatives from each group were asked to take two boxes or trays, stationery, paperlabels, some tail earthworms and soil.

Teachers presented the working steps to investigate the influence biotic components of

abiotic components. Students in each group conducted experiments in accordance with the working steps



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Teachers conducted experiments examining whether students had done right or not. If stillno learner or group that has not been able to do it right, teachers can immediately provide

guidance.

Students group discussion about the influence of water and air to living things, theinfluence of plants on soil and air and the influence of earthworms on soil fertility.

Representatives from each group were asked to present the results of discussions in the

class. Teachers respond to student discussions and providing true information.

Students (with teachers) discuss the interdependence between producers, consumers and

decomposers. Students in each group discussed the notion of producers, consumers and decomposers.

Students in groups to make a name living things on paper board with a length of 25 cm

and 10 cm wide. Students are asked to play the role of food chains and food webs using rope and name

living things.

Representatives from each group were asked to present the results from playing a role infront of the class.

Teachers responding to the results of playing the role of Students and provide trueinformation.

Teacher explains the meaning of the food pyramid and energy flows and provide

questions to students as feedback to the understanding of the material.

c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.

THIRD MEETING

a. Activities Introduction .

Motivation and apersepsi How does the oxygen cycle occurs in nature? The relationship between bees with flowers quite symbiotic mutualism parasitism or

symbiosis?

Prerequisite knowledge What is the cycle of matter? What is a symbiotic mutualism?

b. Core Activities

Teachers guide students in forming groups. Students (with teachers) to discuss the understanding of material cycles. Students discussion group about the oxygen cycle, carbon cycle and water cycles that

occur in nature.

Representatives from each group were asked to present the results of discussions in theclass.

Teachers respond to student discussions and providing true information. Students (with the teachers) went to the schoolyard to understand the forms of

relationship that occurs between two living beings.

Students (with teachers) discuss the interaction patterns of organisms. Students discussion group about the symbiotic mutualism, parasitism and symbiosis

symbiosis komensalisme.

Students discuss the group to record some examples of interaction patterns of organismsbased on the observation in the school yard.

Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information.




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Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.

Learning Resourcesa. Bilingual IPA-Biologib. Equipment and lab materialsc.

Environmental



Observations Duties


Sheet observation Project Tasks

c. Example Instruments: Example of observation sheet

Make observations of symbiotic forms around your house and record the results in the

observation table below.

No Couples living thingsForm symbiotic

Mutualism Parasitism Komensalisme

1 Bees with honey + - -

2

3

4

5

6

7

8

9

10

Examples of project workMake a model diagram of the food chain and food webs based on the observations of an

ecosystem that you observe. Do it in the form of group work and presented in front of the

class at the time specified.

Approval by



Subject Teacher

Halim, S.Pd., M.Pd

Nip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


22/33


LESSON PLAN




Competency Standards:7. Understanding the interdependence of the ecosystem.

Basic Competence:

7.2 Identify the importance of diversity of living things in the preservation of ecosystems.

Indicators:

1. Defining a rare creature.

2. Mention examples of plants and animals are classified as rare creatures in a given location.

3. Suggests the importance of cultivating rare plants and animals.

4. Make a paper to introduce the type, shape, and the benefits of rare plants and animals areprotected.


1. Mentioning the living beings on the basis of five kingdom classification system.2. Mention the kingdoms of living things are classified as Monera.3.

Describe the classification, characteristics and examples of living things that belong tokingdom Monera.

4. Mention the kingdoms of living things are classified as protists.5.

Describe the classification, characteristics and examples of living things are classified as

protists kingdoms.6. Mention the kingdoms of living things are classified as fungi (fungi).7.

Describe the classification, characteristics and examples of living things that belong tokingdom fungi (fungi).

8. Mention that are categorized as living plant kingdom (Plantae).9. Describe the classification, characteristics, and moss samples.10.Describe the classification, characteristics, and examples of ferns.11.Distinguishing moss (bryophyta) and ferns (pterydophyta).12.Describe the classification, characteristics, and examples of open seed plants

(gymnosperms).

13.Describe the classification, characteristics, and examples of seed plants closed(angiospermae).14.Distinguishing open seed plants (gymnosperms) and seed plant closed (angiospermae).

15.Describe the classification, characteristics, and plant samples into pieces one(monocotyledoneae).

16.Describe the classification, characteristics, and plant samples into pieces two(dicotyledoneae).

17.Distinguishing plant dashed one (monocotyledoneae) and two pieces of plants(dicotyledoneae).

18.Describe the classification, characteristics, and examples of animal invertebrates(invertebrates).

19.Describe the classification, characteristics, and examples of vertebrate animals(vertebrates).20.Differentiate groups of animals invertebrates (invertebrates) and vertebrate groups(vertebrates).

21.Explaining the understanding of biological resources.22.Mention some plant species have been rare in Indonesia.23.Mentioning several animal species that have been rare in Indonesia.24.Distinguishing the nature reserves and wildlife reserves.25.Distinguishing national parks, theme parks and marine parks.


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Learning Materials: Diversity of Living Things and the effort to conserve



Method


Activity Steps

FIRST MEETING


Motivation and apersepsi Bacteria are used to make fermented cheese? What are the benefits of red algae (Rhodophyta)?

Prerequisite knowledge What are the advantages of bacteria for humans? Are the characteristics of red algae (Rhodophyta)?

b. Core Activities

Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe and record the living

things.

Students (with teachers), discuss living things based on the 5 kingdom classification

system. Students (with teachers) to discuss the characteristics of the kingdom Monera.

Students in each group discuss the classification, characteristics and examples of thekingdom Monera.

Representatives from each group were asked to mention the advantages and disadvantagesto humans from organisms that belong to kingdom Monera.

Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss the characteristics of the protist kingdom. Students in each group discuss the classification, characteristics and examples of protist

kingdoms.

Representatives from each group were asked to mention the advantages and disadvantagesto humans from organisms that are classified as protists kingdoms. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss the characteristics of the kingdom fungi (fungi). Students in each group discuss the classification, characteristics and examples from the

kingdom fungi (fungi). Representatives from each group were asked to mention the advantages and disadvantages

to humans from organisms belonging to fungal kingdoms (fungi).


Teachers respond to student discussions and providing true information.c. Concluding Activities

Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions.

Teachers give homework in the form of exercises.

SECOND MEETING


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Motivation and apersepsi What is the difference between mosses and ferns? Palm trees belong to the plant into pieces one or two pieces of plants?

Prerequisite knowledge Are the characteristics of ferns? Are the characteristics of the plant into pieces one?

b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the school yard to observe and record the plant.

Students (with teachers) to discuss the characteristics of the plant kingdom (Plantae). Representatives from each group were asked observed moss in damp and wet places. Students in each group discuss the classification, characteristics and moss samples.

Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) observe ferns that exist in the school environment (taken by theteacher). Students in groups to determine the type and characteristics of ferns are found. Students in each group discuss the classification, characteristics and examples of ferns.

Representatives from each group were asked to mention the advantages and disadvantages

for people of ferns. Students in each group discuss the differences in moss and ferns.


Teachers respond to student discussions and providing true information. Students (with teachers) observe and record plants in the school environment.

Students in each group discuss the classification, characteristics and examples of open

seed plants (gymnosperms) and seed plant closed (angiospermae). Students in each group discuss the differences between open seed plants (gymnosperms)

and seed plant closed (angiospermae).


Students (with teachers) observe and record plants that have seeds enclosed in the school

environment.

Students in each group discuss the classification, characteristics and examples of plant-

dashed one (monocotyledoneae).

Students in each group discuss the classification, characteristics and examples of twopieces of plants (dicotyledoneae).

Students in each group discuss the differences between plants dashed one(monocotyledoneae) and two pieces of plants (dicotyledoneae).


Teachers responding to the results of playing the role of Students and provide true

information.


Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions.

THIRD MEETING


Motivation and apersepsi Earthworms belong gilig roundworms or worms? Why horned rhinoceros one needs to be protected?

Prerequisite knowledge Are the characteristics of roundworms? What are the benefits of wildlife reserves?


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b. Core Activities

Teachers guide students in forming groups. Students (with the teachers) went to the school yard to observe and record the animal. Students (with teachers) to discuss the characteristics of the animal kingdom (Animalia).

Students in each group discuss the classification, characteristics and examples of animal

invertebrates (invertebrates). Representatives from each group were asked to present the results of the discussion.


Students (with teachers) observe animals in the school environment and in laboratory (astuffed animal).

Students in each group discuss the classification, characteristics and examples of

vertebrate animals (vertebrates). Students in each group discuss the differences between animals are not bertu rear-lang

(invertebrates) and vertebrates (vertebrates).


Students (with teachers) to discuss the understanding of biological resources.

Students in groups to discuss several species of plants and animals that have been rare inIndonesia.

Students (with teachers) discuss the differences of nature reserves and wildlife reserves. Students in groups discussing the places where nature reserves and wildlife reserves in

Indonesia. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Teacher explains the differences between national parks, theme parks and marine parks

and provide questions to students as feedback.



Learning Resourcesa. Bilingual IPA-Biologib. Equipment and lab materialsc. Environmentald. Internet

Assessment of Learning Outcomesa. Technical Assessment:

Oral Tests Written test Assignment


List of questions Fields Choice quiz Homework

c. Examples of Instruments

Example of an oral testPlease list 2 examples of rare animals and plants in Indonesia.

Examples of choice testBacteria are classified into the kingdom ....

a. protists b. Monera c. mushrooms d. Animalia


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Examples of fieldFill in the table below by writing "yes" or "no" in the column provided.

Plant partsPlant

Alga Moss Nail Gymnosperms AngiosspermaeTrue Roots

True stem

True leaf

Xylem and phloem

Produce spores

Seed is open in strobilus

Seeds enclosed in fruit

Examples of homeworkDo the observations in groups of several animals in your neighborhood and note your

observations on the observation table below.

Animal Name Spine Member body Breeding Places lived

Cat + 4 feet Litter land



Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


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LESSON PLAN


Class / Semester : VII (seven) / Second SemesterSubject : Science-Biology


Basic Competence:7.3 Predicting the influence of human population density with lingku hand.

Indicators:

1. Predicting the relationship between the population with clean water and clean air.

2. Predicting the relationship between the population with food needs.3. Predicting the relationship between human population with keterse-way supply of land.4. Describe the effect of increasing of population growth with environmental damage.


1. Explain the meaning of the population.2. Explain the result of human population density.

3. Mention the terms of clean water.

4. Explain the relationship between the population with clean water requirements.

5. Explain the meaning of clean air.6. Explain the relationship between the population with clean air requirements.

7. Mention the impact of imbalance between the increasing population with increasing foodproduction.

8. Explaining the impact of increased human population on the availability of land.

9. Describe the effect of increasing the population against environmental damage.

10. Explaining the impact of population density against environmental pollution.11. Explaining the impact of population density on the limited space.

Learning Materials: The Effect of Human Population Density Environmental


Problem-Based Instruction (PBI) Cooperative Learning

Method

Discussion groups Observations Lecture


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Activity Steps

FIRST MEETING


Motivation and apersepsi Why do humans need clean water? Can you give an example of land that should not be used for settlement?

Prerequisite knowledge Are the terms of clean water? What is the impact of increased human population on the availability of land?

b. Core Activities

Teachers guide students in forming groups.

Students (with the teachers) went to the schoolyard to observe the surroundingenvironment.

Students (with teachers) to discuss the understanding of the population. Students in each group discuss the result of human population density. Representatives from each group were asked to name the terms of clean water. Students in groups discussing the relationship between the population with clean water

requirements.

Students (with teachers) discuss the notion of clean air. Representatives from each group were asked to mention how to get cleaner air.

Students in each group discussed the relationship between the population with clean air

requirements. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) take photographs or images obtained from magazines,newspapers or other media containing the result of human population density.

Students in each group discussed the relationship between the population with food needs,

availability of land and environmental damage. Students in each group discussed the impact of population density that can cause

environmental pollution and limited space.

Each group was asked to present the results of discussion in front of other groups. Teachers respond to student discussions and providing true information.



Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.

Learning Resources

a. Bilingual IPA-Biologib. Relevant reference booksc. Image and photos



Written testb. Shape Instrument:

Description Choice quiz


Sample test descriptionGive four examples of environmental damage due to increasing human population.


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Examples of choice testClean water is water which meets the quality of physics, chemistry and biology. Terms of

biology that is water ....

a. does not contain the germs of diseaseb. not contain substances that contain disease

c. clear and does not change color

d. clear, tasteless, and odorless



Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003

Notes:


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LESSON PLAN


Class / Semester : VII (seven) / Second SemesterSubject : Science-Biology


Basic Competence:

7.4 Applying the human role in environmental management, un-tuk overcoming pollution and

environmental damage.

Indicators:1. Explain the consequences of deforestation and its influence terha-dap environmental

destruction and efforts to overcome them.

2. Describe the effect of water pollution, air and soil relation to human activities and efforts toovercome them.3. Propose ways to cope with pollution and environmental damage.


1. Explain the meaning of environmental pollution.

2. Mention the characteristics of the natural environment.3. Mention the characteristics of the environment polluted.

4. Distinguishing natural environment and polluted environment

5. Mention the sources of environmental pollution.

6. Explaining the understanding of water pollution.7. Explaining the sources of water pollution.

8. Explaining the understanding of air pollution.9. Mention air contaminants.

10. Explain the meaning of land pollution.

11. Explaining the impact of soil contamination.12. Explaining understanding sound pollution.

13. Mention the sources of sound pollution.

14. Describe the effect of pollution on living things globally.15. Explaining the use of tropical rain forest.

16. Describe the loss due to deforestation.

17. Describes efforts to prevent and cope with pollution.18. Describes efforts to prevent and cope with environmental degradation due to deforestation.

Learning Materials: Pollution and Environmental Damage


Problem-Based Instruction (PBI) Direct Instruction Cooperative Learning

Method

Discussion groups Observations Lecture

Activity Steps

FIRST MEETING


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Motivation and apersepsi Why in urban river water was discolored, foul smelling and full of trash? Why waste industry should not be directly discharged into the river?

Prerequisite knowledge Are the characteristics of the polluted environment? What are the sources of water pollution?

b. Core Activities

Teachers guide students in forming groups, each group consisting of 4-5 boys and girls ofdifferent abilities.

Students (with the teachers) went to the schoolyard to observe the surroundingenvironment.

Students (with teachers) discuss the notion of environmental pollution.. Students in each group discuss the differences in the natural environment and polluted

environment. Representatives from each group were asked to name the characteristics of the natural

environment and polluted environment. Students (with teachers) discuss the sources of environmental pollution. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Teacher divides the task group: 2 groups were given the task to monitor water pollution around the school environment. 2 groups were given the task of observing the air pollution around the school

environment.

2 groups were given the task of observing soil pollution around the school environment. 2 groups were given the task of observing sound pollution around the school environment. Task groups of at least 1 week prior to the learning process has been given. Each group was asked to report observations in the form of paper. Each group was asked to present the results of their discussion in front of the other

groups.

Teachers give rewards or comments about the work of Students.c. Concluding Activities


SECOND MEETING


Motivation and apersepsi Tell me what is meant by the greenhouse effect? Can we make illegal logging?

Prerequisite knowledge How is the greenhouse effect? Is the use of tropical rain forest?

b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe the surrounding

environment. Students (with teachers) discuss the effect of pollution on living things globally. Students in each group discussed the greenhouse effect and acid rain. Representatives from each group were asked to present the results of the discussion.


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Teachers respond to student discussions and providing true information. Students in each group discuss the use of tropical rain forest. Students (with teachers) take photographs or images obtained from magazines,

newspapers or other media that contains the result of pollution and environmentaldamage.

Students (with teachers) discuss the losses due to illegal logging and irresponsible.

Students in each group to discuss efforts to prevent and cope with pollution andenvironmental damage.

Each group was asked to present the results of their discussion in front of another group. Teachers respond to student discussions and providing true information.



Learning Resources

a. Bilingual IPA-Biologib. Relevant reference booksc. Environmentald. Articlese. Image


a. Technical Assessment: Written test Assignment


Description Choice quiz Homework

c. Example Instruments: Sample test description

State the four sources that may pollute the aquatic ecosystem.

Examples of choice testOne attempt to forests can be preserved is ....

a. cut trees of certain speciesb. eradicate plant pests in the forestc. convert forests into agricultural landd. conduct reforestation

Examples of homeworkAt the holidays, go around your residence. See environmental damage that may occur.

Make a poster that it calls for environmental damage can be mitigated or avoided. Youcan discuss it first with your parents.

Approval by

Principal of SMP Negeri 1 BireuenBireuen, July 11, 2011

Subject Teacher

Halim, S.Pd., M.PdNip. 19681130 199412 1 001

Iswadi, S.Pd.INip. 19821127 200904 1 003


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Notes:

prr bio kls 1 in eng

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