LESSON PLAN

School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / First Semester : 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 obtain information 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 through observation. 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.
Lesson Plan Grade 7 by Iswadi 1

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 natural phenomena. 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 Bilingual b. Internet c. 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. color b. 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:

Lesson Plan Grade 7 by Iswadi

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / First Semester : Science-Biology

Competency Standards: 5. Understand natural phenomena through observation. Basic Competence: 5.3 Using the microscope and other supporting equipment to observe the symptoms of life. Indicators: 1. Understanding the parts of a microscope. 2. Using a microscope with the correct (set focus, pencaha-wealth, and find objects microscope). 3. Creating 3-dimensional wake predictions where available the results of the influence of Matan 2 dimensions (horizontal and vertical). 4. Make an incision in a certain direction (transverse, longitudinal, etc.). 5. Make a wet preparations. 6. Perform surgery with the tools and the proper way. Learning Objectives: The Student will be able to: 1. Mention the name of the parts of a microscope. 2. Shows the name of the p arts of a microscope. 3. Explain the functions of the parts of a microscope. 4. Using a microscope correctly. 5. Mention the name of the incision. 6. Make an incision (transverse and longitudinal). 7. Make a wet preparations. 8. Open the animal's body. 9. Collecting living things. 10. Explains how to preserve animals and plants. Learning Materials: Microscope Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Demonstration Experiment
Activity Steps FIRST MEETING a. Activities Introduction Motivation and apersepsi Tools are used to seeing very small objects? Have you ever seen a microscope? Prerequisite knowledge What is a microscope? How to use a microscope?
3

Lesson Plan Grade 7 by Iswadi

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 were given 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 to measure microscopic objects with a microscope. Students perform experiments by using a microscope, micrometer, gratikula and fruit flies. Teachers conducted experiments examining the activities of students if it is done correctly or not. If still no learner or group that has not been able to do it right, teachers can immediately provide guidance. Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.

SECOND MEETING a. Activities Introduction Motivation and apersepsi How do I make an incision? Have you made preparations wet? Prerequisite knowledge What is the incision? How to make preparations wet? Pre-experiment Be careful using a microscope.

b. Core Activities Teachers guide students in forming groups. Students (with teachers) discuss the notion incision and type. Students discussion group about the purpose of making an incision. Representatives from each group were asked to take a microscope, razor blades, tweezers, small cup, dropper drops, glass objects, glass cover, coffee bottles, plastic, water pond, the young stems and not woody. Teachers presented the step labor to perform experiments and preparations made an incision wet. Students in each group conducted experiments in accordance with the working steps which 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, surgical trays, paraffin, fish, frogs and chloroform. 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.
Lesson Plan Grade 7 by Iswadi 4

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 1. 2

Aspect

Score 1 2 3

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

Score maximum

- Sample test description

Explain how to make the stem lengthwise slice preparations. 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:

Lesson Plan Grade 7 by Iswadi

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / First Semester : Science-Biology

Competency Standards: 5. Understand natural phenomena through observation. Basic Competence: 5.4 Apply safety in making observations of natural phenomena. Indicators: 1. Hold, take and treat the tools and materials safely. 2. Describe the tools and hazardous materials. 3. Identify the symbols in the laboratory. Learning Objectives: The Students will be able: 1. Explain the functions of the laboratory. 2. Knowing the rules to follow when in the laboratory. 3. Knowing how to carry and use tools in order to salvation. 4. Mention the chemicals in the laboratory that are harmful to health. 5. Explains how to store and retrieve the chemicals in the laboratory. 6. Identify the symbols and tools that exist in the laboratory. 7. Explain the meaning of the symbols in chemicals. Learning Materials: Safety Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Demonstration Activity Steps FIRST MEETING

a. Activities Introduction Motivation and apersepsi Can we inhale chemicals directly? What is the meaning of the cross found on chemicals? Prerequisite knowledge What are the rules must be adhered to while in the laboratory? What is the meaning of the symbols in chemicals? b. Core Activities Teachers guide students in forming groups. Students (with teachers) discuss the function of the laboratory. Students discussion groups mentioned a few tools and materials contained in the laboratory. Students (with teachers) to discuss rules to follow when in the laboratory.
Lesson Plan Grade 7 by Iswadi 6

Teacher demonstrates how to carry and use tools that exist in the laboratory for the sake of 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 existing chemicals in the laboratory. Students (with teachers) around the lab to identify the symbols and tools that exist in the laboratory. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.

c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) create a summary of discussions. Teachers give homework in the form of exercises. Learning Resources a. IPA-Biologi Bilingual b. Internet c. Equipment and lab materials Assessment of Learning Outcomes a. Technical Assessment: Test performance Written test b. Shape Instrument: Test procedures work quotes Choice quiz c. Example Instruments: Examples of Choice test Rules you must obey the following laboratory, except .... a. Do not eat in the laboratory c. do not run around in the laboratory b. Do not ask d. Do not breathe too deep gas Approval by Principal of SMP Negeri 1 Bireuen Bireuen, July 11, 2011 Subject Teacher

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

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Notes:

Lesson Plan Grade 7 by Iswadi

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / First Semester : Science-Biology

Competency Standards: 6. Understanding the diversity of living things. Basic Competence: 6.1 Identify the characteristics of living things. Indicators: 1. Identify the characteristics of living things. 2. Creating reports the characteristics of living things based on observation. 3. Distinguishing characteristics of plants and animals. Learning Objectives: The Student will be able to: 1. Explaining differences in living beings and nonliving creatures. 2. Mention the characteristics of nonliving creatures. 3. Knowing the plant reaction to the stimulus. 4. Determining the characteristics of living things based on observation. 5. Creating reports the characteristics of living things based on observation results. 6. Explain the difference between animals and plants. Learning Materials: Characteristics of Living Things Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Observations Activity Steps FIRST MEETING a. Activities Introduction Motivation and apersepsi What is the difference between the stones with chicken? Why do girls shy plant will shut its leaves when touched? Prerequisite knowledge Are the characteristics of living things? What is the difference between animals and plants? b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the school and record everything that was found. Students discuss the search for differences in living and nonliving. Students (with teachers) to discuss the characteristics of living things. Representative of each group was asked to take plants shy daughter, match sticks and water. Teachers presented the step labor to conduct experiments to know the reaction of plants to stimuli touch embarrassed daughter.
Lesson Plan Grade 7 by Iswadi 8

Students in each group conducted experiments in accordance with the working steps which have 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 45 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 provide guidance. Students (with teachers) discuss the differences between animals and plants. Students discussion groups to make conclusions from the results of the experiment. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information.

c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework, students are asked to observe the living things in the list below: - A fungus that grows on bread - earthworms - Seeds are germinated - fish - Leaves on trees that are still alive - frog - Flowering plants - yourself Write down the characteristics of each living thing can you observe. Learning Resources a. IPA-Biologi Bilingual b. Equipment and lab materials c. Environmental Assessment of Learning Outcomes a. Technical Assessment: - Test performance - Written test b. Shape Instrument: - Test the performance - Choice quiz - Description c. Example Instruments: - Sample test product performance Knowing the shy daughter of plant reaction to the stimulus of touch and water. Type of stimulus Touch Plant parts that were given stimulus
Leaf Tip

Reaction plants

Leaf tip Leaf Base Leaf tip Stem Leaf tip Leaf tip Leaf tip Leaf tip Leaf Base Leaf tip Precipitation Leaf Leaf tip Stem base Leaf tip Leaf tip Examples of Choice test Metabolic waste substances which must be removed from our bodies as follows, unless ... a. urine (urine) c. digestive gland b. sweat d. carbon dioxide
Lesson Plan Grade 7 by Iswadi 9

Sample test description What is the purpose of living things reproduce? Bireuen, July 11, 2011 Subject Teacher

Approval by Principal of SMP Negeri 1 Bireuen

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

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Notes:

Lesson Plan Grade 7 by Iswadi

10

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) /Second Semester : Science-Biology

Competency Standards: 6. Understanding the diversity of living things. Basic Competence: 6.2 Classify living things according to characteristics. Indicators: 1. Distinguish living things from one another based on specific features of its life. 2. Describe the importance of classification of living things done. 3. Classify some living things around based on the observed characteristics. 4. Making a comparison of the specific characteristics of each kingdom in the system of five kingdoms. Learning Objectives: The Student will be able to: 1. Explain the purpose of classification of living things. 2. Explain the basic classification of living things. 3. Classify animals based on the form outside the body as the basis for classification. 4. Knowing the classification of living things according to Carolus Linnaeus. 5. Knowing the five kingdom classification system. 6. Writing scientific names of living things. 7. Describe the key objectives of determination. Learning Materials: Classification of Living Things Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Observations

Activity Steps FIRST MEETING

a. Activities Introduction Motivation and apersepsi - How to classify living things? - What is the scientific name of rice? . Prerequisite knowledge - What is the basic classification of living things? - How are the rules for writing scientific names of living things? . Pre-experiment
Lesson Plan Grade 7 by Iswadi 11

- 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 of living 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 and millipedes. 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 still no 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 living things 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 some examples of scientific names of living things. Students in each group discussion to write the scientific names of living things found around the school. Students present the results of a classical discussion. Teachers respond to student discussions and providing true information. Teacher explains the purpose of having a key determinant and provides a key example of determination to put living things into a kingdom. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises Learning Resources a. Bilingual IPA-Biologi b. Equipment and lab materials c. Environmental Assessment of Learning Outcomes a. Technical Assessment: Test performance Written test b. Shape Instrument: Test the product of work quotes Choice quiz Description c. Example Instruments: Examples of work products quotation test test Classify 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.
Lesson Plan Grade 7 by Iswadi 12

2. Of all the animals were observed, does anyone have the same characteristics? Try

segmenting the animals that have similar characteristics.

3. Record your observations on the observation table as below.

Animal Grasshopper

Body parts head chest stomach

Number of legs 6 units

Wing there

Examples of Choice test Way 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 description Why living things to be classified? Bireuen, July 11, 2011 Subject Teacher

Approval by Principal of SMP Negeri 1 Bireuen

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

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Notes:

Lesson Plan Grade 7 by Iswadi

13

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / Second Semester : Biology-Science

Competency Standards: 6. Understanding the diversity of living things. Basic Competence: 6.3 Describe diversity in the system of organization of life from the cellular level to the organism. Indicators: 1. Describe the diversity of cell level based on results pengama-tan using a microscope. 2. Describe the diversity level of the network by its constituent cells. 3. Describe the diversity level of organs and organ systems berda the basis of observations .. 4. Linking the relationship between cells, tissues, organs and organ systems of the body constituent organisms. Learning Objectives: The Students will be able to: 1. Explain the meaning of the cell. 2. Describe the parts of the cell. 3. Differentiating plant cells and animal cells. 4. Observe the parts of plant cells and animal cells. 5. Explain the meaning network. 6. Mention the various tissues in vertebrates and humans. 7. Mention the various tissues in plants. 8. Know that there are tissues in plants. 9. Explain the functions of various tissues. 10. Explaining the sense organs. 11. Mention the various organs in vertebrates and humans. 12. Mention the various organs in plants. 13. Explain the functions of various organs. 14. Explaining the sense organ systems. 15. Mention the various organ systems in vertebrates and humans. 16. Mention the various organ systems in plants. 17. Explain the function of various organ systems. 18. Explain the relationship between cells, tissues, organs and organ systems of the body constituent Learning Materials: Diversity of Life Organization Systems Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Observations Experiment Activity Steps FIRST MEETING

Lesson Plan Grade 7 by Iswadi

14

a. Activities Introduction Motivation and apersepsi Did you know that chicken egg is a giant-sized cells? How water and mineral salts to flow from root to leaf? Prerequisite knowledge What is a cell? What is the function of xylem tissue? Pre-experiment Take care when using laboratory equipment. b. Core Activities Teachers guide students in forming groups. Students (with teachers) to discuss the understanding of the cell. Students pay attention replica model of plant cell and animal cell that brought teachers. Students in each group (with teachers) to discuss the parts of plant cells and animal cells. Representatives from each group were asked to take a cotton bud or ear cleaners, glass objects, glass cover, pipette, microscope and methylene blue. Students in each group received experimental pieces of work that includes steps to conduct experiments to know the parts of plant cells and animal cells. Students in each group conducted experiments in accordance with the steps that are working 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 provide guidance. 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 in plants. 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?
Lesson Plan Grade 7 by Iswadi 15

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 the class. 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 various organ systems in plants, vertebrates and humans. Students in groups discussing the function of organ systems in plants, vertebrates and humans. 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-Biologi b. Relevant reference books c. Lab equipments d. Internet Assessment of Learning Outcomes a. Technical Assessment: Test the performance of the product Written test b. Shape Instrument: Test procedures work quotes Choice quiz Description c. Example Instruments: Examples of work picking test procedures Record observations in the table, the cells which are owned or not owned by animal cells and plant cells. Part cell Cell wall Cell membrane Cell nucleus Chloroplasts Vacuoles Golgi Body
Lesson Plan Grade 7 by Iswadi 16

animal cell

plant cell

Part cell Endoplasmic reticulum Mitochondria Nucleolus

animal cell

plant cell

Examples of Choice test Cell organelles are found only in plant cells and absent in animal cells is .... a. cell nucleus c. vacuoles b. plastids d. cell membrane

Sample test description Mention that there are networks in plants and their functions. Bireuen, July 11, 2011 Subject Teacher

Approval by Principal of SMP Negeri 1 Bireuen

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

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Notes:

Lesson Plan Grade 7 by Iswadi

17

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / Second Semester : Science-Biology

Competency Standards: 7. Understanding the interdependence of the ecosystem. Basic Competence: 7.1 Determining the mutual relationship between ecosystems and ecosystem components. Indicators: 1. Identify the units in the ecosystem and declare the sun is the main energy source. 2. Illustrates in diagram form food chains and food webs based on the observations of an ecosystem. Learning Objectives: The Student will be able to: 1. Explaining the understanding of ecosystems. 2. Describes a unit of living things in the ecosystem. 3. Mention the various ecosystems. 4. Describe the components of the ecosystem. 5. Distinguishing autrotof organisms and organisms heterotof. 6. Distinguishing organisms herbivores, carnivores and omnivores. 7. Explain the relationship of interdependence between the components of biotic and abiotic components. 8. Explain the interdependence between producers, consumers and decomposers. 9. Explaining the understanding of food chains, food webs and food pyramids. 10. Create food webs are formed from a collection of the food chain. 11. Explain the current understanding of energy. 12. Explain the cycle of matter. 13. Mention the interaction patterns of organisms. 14. Distinguishing symbiotic mutualism, parasitism and symbiosis symbiosis komensalisme. Learning Materials: Components of Ecosystems, Roles, and interactions Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Observations Experiment Activity Steps FIRST MEETING a. Activities Introduction Motivation and apersepsi In ecosystems, plants classified as producers or consumers? Are cats considered carnivores or herbivores? Prerequisite knowledge What is the manufacturer? What is a carnivorous animal?
Lesson Plan Grade 7 by Iswadi 18

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 to observe living things contained in the observations. Teachers presented the step labor to perform experiments to understand the sense of individuals, populations and communities in an ecosystem. Students in each group conducted experiments in accordance with the working steps which have been described by teachers. Teachers conducted experiments examining whether students had done right or not. If still no learner or group that has not been able to do it right, teachers can immediately provide guidance. Students (with teachers) to discuss a variety of ecosystems based on the formation process. 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 the organism autrotof heterotof. Students in each group discuss the organisms that belong to the heterotof (herbivores, and omnivores karnifora). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises. SECOND MEETING a. Activities Introduction Motivation and apersepsi Can plants live without water? What is the role of plants in the food chain? Prerequisite knowledge What is the effect of water on living beings? What is a food chain? b. Core Activities Teachers guide students in forming groups. Students (with teachers) discuss the relationship of interdependence between biotic and abiotic components. Representatives from each group were asked to take two boxes or trays, stationery, paper labels, some tail earthworms and soil. Teachers presented the working steps to investigate the influence biotic components of abiotic components. Students in each group conducted experiments in accordance with the working steps which have been described by teachers.
Lesson Plan Grade 7 by Iswadi 19

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 group discussion about the influence of water and air to living things, the influence 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 in front of the class. Teachers responding to the results of playing the role of Students and provide true information. 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 the class. 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 organisms based on the observation in the school yard. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. c. Concluding Activities Teachers give awards to groups with good performance.
Lesson Plan Grade 7 by Iswadi 20

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

Learning Resources a. Bilingual IPA-Biologi b. Equipment and lab materials c. Environmental Assessment of Learning Outcomes a. Technical Assessment: Observations Duties b. Shape Instrument: Sheet observation Project Tasks c. Example Instruments: Example of observation sheet Make observations of symbiotic forms around your house and record the results in the observation table below. Couples living things Bees with honey Form symbiotic Form Mutualism Parasitismsymbiotic Komensalisme Form symbiotic + Form-symbiotic

No 1 2 3 4 5 6 7 8 9 10

Examples of project work Make 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. Bireuen, July 11, 2011 Subject Teacher

Approval by Principal of SMP Negeri 1 Bireuen

Halim, S.Pd., M.Pd Nip. 19681130 199412 1 001 Notes:

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Lesson Plan Grade 7 by Iswadi

21

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / Second Semester : Science-Biology

Competency Standards: 7. Understanding the interdependence of the ecosystem. Basic Competence: 7.2 Identify the importance of diversity of living things in the preservation of ecosystems. Indicators: 1. Defining a rare creature. 2. Mention examples of plants and animals are classified as rare creatures in a given location. 3. Suggests the importance of cultivating rare plants and animals. 4. Make a paper to introduce the type, shape, and the benefits of rare plants and animals are protected. Learning Objectives: The Student will be able to: 1. Mentioning the living beings on the basis of five kingdom classification system. 2. Mention the kingdoms of living things are classified as Monera. 3. Describe the classification, characteristics and examples of living things that belong to kingdom 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 to kingdom 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.
Lesson Plan Grade 7 by Iswadi 22

Learning Materials: Diversity of Living Things and the effort to conserve Learning Methods: Model Direct Instruction (DI) Cooperative Learning Method Discussion groups Observations Activity Steps FIRST MEETING a. Activities Introduction . Motivation and apersepsi Bacteria are used to make fermented cheese? What are the benefits of red algae (Rhodophyta)? Prerequisite knowledge What are the advantages of bacteria for humans? Are the characteristics of red algae (Rhodophyta)? b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe and record the living things. Students (with teachers), discuss living things based on the 5 kingdom classification system. Students (with teachers) to discuss the characteristics of the kingdom Monera. Students in each group discuss the classification, characteristics and examples of the kingdom Monera. Representatives from each group were asked to mention the advantages and disadvantages to 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 disadvantages to humans from organisms that are classified as protists kingdoms. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss the characteristics of the kingdom fungi (fungi). Students in each group discuss the classification, characteristics and examples from the kingdom fungi (fungi). Representatives from each group were asked to mention the advantages and disadvantages to humans from organisms belonging to fungal kingdoms (fungi). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises. SECOND MEETING
Lesson Plan Grade 7 by Iswadi 23

a. Activities Introduction Motivation and apersepsi What is the difference between mosses and ferns? Palm trees belong to the plant into pieces one or two pieces of plants? Prerequisite knowledge Are the characteristics of ferns? Are the characteristics of the plant into pieces one? b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the school yard to observe and record the plant. Students (with teachers) to discuss the characteristics of the plant kingdom (Plantae). Representatives from each group were asked observed moss in damp and wet places. Students in each group discuss the classification, characteristics and moss samples. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) observe ferns that exist in the school environment (taken by the teacher). Students in groups to determine the type and characteristics of ferns are found. Students in each group discuss the classification, characteristics and examples of ferns. Representatives from each group were asked to mention the advantages and disadvantages for people of ferns. Students in each group discuss the differences in moss and ferns. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) observe and record plants in the school environment. Students in each group discuss the classification, characteristics and examples of open seed plants (gymnosperms) and seed plant closed (angiospermae). Students in each group discuss the differences between open seed plants (gymnosperms) and seed plant closed (angiospermae). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) observe and record plants that have seeds enclosed in the school environment. Students in each group discuss the classification, characteristics and examples of plantdashed one (monocotyledoneae). Students in each group discuss the classification, characteristics and examples of two pieces of plants (dicotyledoneae). Students in each group discuss the differences between plants dashed one (monocotyledoneae) and two pieces of plants (dicotyledoneae). Representatives from each group were asked to present the results of the discussion. Teachers responding to the results of playing the role of Students and provide true information. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. THIRD MEETING a. Activities Introduction Motivation and apersepsi Earthworms belong gilig roundworms or worms? Why horned rhinoceros one needs to be protected? Prerequisite knowledge Are the characteristics of roundworms? What are the benefits of wildlife reserves?
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b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the school yard to observe and record the animal. Students (with teachers) to discuss the characteristics of the animal kingdom (Animalia). Students in each group discuss the classification, characteristics and examples of animal invertebrates (invertebrates). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) observe animals in the school environment and in laboratory (a stuffed animal). Students in each group discuss the classification, characteristics and examples of vertebrate animals (vertebrates). Students in each group discuss the differences between animals are not bertu rear-lang (invertebrates) and vertebrates (vertebrates). Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) to discuss the understanding of biological resources. Students in groups to discuss several species of plants and animals that have been rare in Indonesia. Students (with teachers) discuss the differences of nature reserves and wildlife reserves. Students in groups discussing the places where nature reserves and wildlife reserves in Indonesia. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Teacher explains the differences between national parks, theme parks and marine parks and provide questions to students as feedback. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises. Learning Resources a. Bilingual IPA-Biologi b. Equipment and lab materials c. Environmental d. Internet Assessment of Learning Outcomes a. Technical Assessment: Oral Tests Written test Assignment b. Shape Instrument: List of questions Fields Choice quiz Homework c. Examples of Instruments Example of an oral test Please list 2 examples of rare animals and plants in Indonesia. Examples of choice test Bacteria are classified into the kingdom .... a. protists b. Monera c. mushrooms
Lesson Plan Grade 7 by Iswadi

d. Animalia
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Examples of field Fill in the table below by writing "yes" or "no" in the column provided.

Plant Plant parts Alga True Roots True stem True leaf Xylem and phloem Produce spores Seed is open in strobilus Seeds enclosed in fruit Examples of homework Do the observations in groups of several animals in your neighborhood and note your observations on the observation table below. Moss Nail Gymnosperms Angiosspermae

Animal Name Cat

Spine
+

Member body 4 feet

Breeding Litter

Places lived land

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:

Lesson Plan Grade 7 by Iswadi

26

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / Second Semester : Science-Biology

Competency Standards: 7. Understanding the interdependence of the ecosystem. Basic Competence: 7.3 Predicting the influence of human population density with lingku hand.

Indicators: 1. Predicting the relationship between the population with clean water and clean air. 2. Predicting the relationship between the population with food needs. 3. Predicting the relationship between human population with keterse-way supply of land. 4. Describe the effect of increasing of population growth with environmental damage.

Learning Objectives: The Student will be able to: 1. Explain the meaning of the population. 2. Explain the result of human population density. 3. Mention the terms of clean water. 4. Explain the relationship between the population with clean water requirements. 5. Explain the meaning of clean air. 6. Explain the relationship between the population with clean air requirements. 7. Mention the impact of imbalance between the increasing population with increasing food production. 8. Explaining the impact of increased human population on the availability of land. 9. Describe the effect of increasing the population against environmental damage. 10. Explaining the impact of population density against environmental pollution. 11. Explaining the impact of population density on the limited space.

Learning Materials: The Effect of Human Population Density Environmental Learning Methods: Model Problem-Based Instruction (PBI) Cooperative Learning Method Discussion groups Observations Lecture

Lesson Plan Grade 7 by Iswadi

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Activity Steps FIRST MEETING a. Activities Introduction Motivation and apersepsi Why do humans need clean water? Can you give an example of land that should not be used for settlement? Prerequisite knowledge Are the terms of clean water? What is the impact of increased human population on the availability of land?

b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe the surrounding environment. Students (with teachers) to discuss the understanding of the population. Students in each group discuss the result of human population density. Representatives from each group were asked to name the terms of clean water. Students in groups discussing the relationship between the population with clean water requirements. Students (with teachers) discuss the notion of clean air. Representatives from each group were asked to mention how to get cleaner air. Students in each group discussed the relationship between the population with clean air requirements. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Students (with teachers) take photographs or images obtained from magazines, newspapers or other media containing the result of human population density. Students in each group discussed the relationship between the population with food needs, availability of land and environmental damage. Students in each group discussed the impact of population density that can cause environmental pollution and limited space. Each group was asked to present the results of discussion in front of other groups. Teachers respond to student discussions and providing true information. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises. Learning Resources a. Bilingual IPA-Biologi b. Relevant reference books c. Image and photos Assessment of Learning Outcomes a. Technical Assessment: Written test b. Shape Instrument: Description Choice quiz c. Example Instruments: Sample test description Give four examples of environmental damage due to increasing human population.
Lesson Plan Grade 7 by Iswadi 28

Examples of choice test Clean 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 disease b. not contain substances that contain disease c. clear and does not change color d. clear, tasteless, and odorless Bireuen, July 11, 2011 Subject Teacher

Approval by Principal of SMP Negeri 1 Bireuen

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

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Notes:

Lesson Plan Grade 7 by Iswadi

29

LESSON PLAN
School Class / Semester Subject : SMP NEGERI 1 BIREUEN (Pilot Internasional Standard School) : VII (seven) / Second Semester : Science-Biology

Competency Standards: 7. Understanding the interdependence of the ecosystem. Basic Competence: 7.4 Applying the human role in environmental management, un-tuk overcoming pollution and environmental damage. Indicators: 1. Explain the consequences of deforestation and its influence terha-dap environmental destruction and efforts to overcome them. 2. Describe the effect of water pollution, air and soil relation to human activities and efforts to overcome them. 3. Propose ways to cope with pollution and environmental damage. Learning Objectives: The Student will be able to: 1. Explain the meaning of environmental pollution. 2. Mention the characteristics of the natural environment. 3. Mention the characteristics of the environment polluted. 4. Distinguishing natural environment and polluted environment 5. Mention the sources of environmental pollution. 6. Explaining the understanding of water pollution. 7. Explaining the sources of water pollution. 8. Explaining the understanding of air pollution. 9. Mention air contaminants. 10. Explain the meaning of land pollution. 11. Explaining the impact of soil contamination. 12. Explaining understanding sound pollution. 13. Mention the sources of sound pollution. 14. Describe the effect of pollution on living things globally. 15. Explaining the use of tropical rain forest. 16. Describe the loss due to deforestation. 17. Describes efforts to prevent and cope with pollution. 18. Describes efforts to prevent and cope with environmental degradation due to deforestation. Learning Materials: Pollution and Environmental Damage Learning Methods: Model Problem-Based Instruction (PBI) Direct Instruction Cooperative Learning Method Discussion groups Observations Lecture Activity Steps FIRST MEETING
Lesson Plan Grade 7 by Iswadi 30

a. Activities Introduction Motivation and apersepsi Why in urban river water was discolored, foul smelling and full of trash? Why waste industry should not be directly discharged into the river? Prerequisite knowledge Are the characteristics of the polluted environment? What are the sources of water pollution? b. Core Activities Teachers guide students in forming groups, each group consisting of 4-5 boys and girls of different abilities. Students (with the teachers) went to the schoolyard to observe the surrounding environment. Students (with teachers) discuss the notion of environmental pollution. . Students in each group discuss the differences in the natural environment and polluted environment. Representatives from each group were asked to name the characteristics of the natural environment and polluted environment. Students (with teachers) discuss the sources of environmental pollution. Representatives from each group were asked to present the results of the discussion. Teachers respond to student discussions and providing true information. Teacher divides the task group: 2 groups were given the task to monitor water pollution around the school environment. 2 groups were given the task of observing the air pollution around the school environment. 2 groups were given the task of observing soil pollution around the school environment. 2 groups were given the task of observing sound pollution around the school environment. Task groups of at least 1 week prior to the learning process has been given. Each group was asked to report observations in the form of paper. Each group was asked to present the results of their discussion in front of the other groups. Teachers give rewards or comments about the work of Students. c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises.

SECOND MEETING a. Activities Introduction . Motivation and apersepsi Tell me what is meant by the greenhouse effect? Can we make illegal logging? Prerequisite knowledge How is the greenhouse effect? Is the use of tropical rain forest? b. Core Activities Teachers guide students in forming groups. Students (with the teachers) went to the schoolyard to observe the surrounding environment. Students (with teachers) discuss the effect of pollution on living things globally. Students in each group discussed the greenhouse effect and acid rain. Representatives from each group were asked to present the results of the discussion.
Lesson Plan Grade 7 by Iswadi 31

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

c. Concluding Activities Teachers give awards to groups with good performance. Students (with teachers) to create a summary of discussions. Teachers give homework in the form of exercises. Learning Resources a. Bilingual IPA-Biologi b. Relevant reference books c. Environmental d. Articles e. Image Assessment of Learning Outcomes a. Technical Assessment: Written test Assignment b. Shape Instrument: Description Choice quiz Homework c. Example Instruments: Sample test description State the four sources that may pollute the aquatic ecosystem. Examples of choice test One attempt to forests can be preserved is .... a. cut trees of certain species b. eradicate plant pests in the forest c. convert forests into agricultural land d. conduct reforestation

Examples of homework At 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. You can discuss it first with your parents. Bireuen, July 11, 2011 Subject Teacher

Approval by Principal of SMP Negeri 1 Bireuen

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

Iswadi, S.Pd.I Nip. 19821127 200904 1 003

Lesson Plan Grade 7 by Iswadi

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Notes:

Lesson Plan Grade 7 by Iswadi

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