LESSON PLAN

School Name : MAN 1 Trenggalek

Subject : Biology
Phase :E
Class :X
Semester :1
Time Allocation : 2 Meeting Time @45 minutes
Number of Meetings : 1x meetings
Material : Ecosystem Components
Academic Year : 2024/2025

A. Learning Outcomes
At the end of phase E, students have the ability to create solutions to problems based on
local, national or global issues related to understanding the diversity of living things and their
roles, viruses and their roles, biological technological innovation, ecosystem components and
interactions between components and environmental changes.

B. Learning Objectives
Students can identify ecosystem components well

C. Indicators
 SDGs 14 (Life Below Water)
Students can analyze the characteristics of biotic and abiotic components, as well as
interactions between components in each type of marine ecosystem.
 SDGs 15 (Life on Land)
Students can identify and explain examples of biotic and abiotic components in various
land ecosystems, such as forests, grasslands and seas.
 SDGs 4 (Quality Education)
Students can analyze the role of quality education in preserving ecosystem components,
such as increasing awareness and knowledge about the importance of protecting the
environment.
D. Learning Materials
 Concept of ecosystem components (biotic and abiotic)
 Reciprocal relationships between ecosystem components
 Land and marine ecosystems in achieving SDGs (Sustainable Development Goals)
 Quality education to support ecosystem understanding

E. Learning Approaches, Models and Methods

 Learning approach : Scientific
 Learning model : Think Pair Share (TPS)
 Learning methods : Lecture, discussion, and presentation

F. Instructional Media
 Media : LKPD, interactive Power Point, and video/photo
 Tools : Laptop, smartphone device, whiteboard, markers, and projector
 Learning Resources
1. Berti, S., & Mutiara, S. 2022. Proyek IPAS Kurikulum Merdeka: Ilmu Pengetahuan
Alam dan Sosial Rumpun Teknologi untuk SMA/MAK Kelas X. Semarang: Erlangga.
2. Nunung, N., & Resti, W. 2016. Biologi untuk Siswa SMA/MA Kelas X. Bandung: Yrama
Widya.
3. Campbell, N. A., Mitchell, L. G., Reece, J. B., Taylor, M. R., & Simmon, E. J. 2012.
Biology, 8th ed. Benjamin Cummings Publishing Company, Inc.,
Redwood City, England.
4. Learning module
5. Worksheet
6. Internet
7. Photos and videos of the surrounding environment

G. Learning Steps
Activity Description of Learning Activities Time
Student Teacher Allocation
Pre-Activity  Responding to  The teacher says hello 5 minutes
greetings  The teacher asks one of the
 Pray together to students to lead the prayer
start activities  The teacher monitors the presence
 Responding to of students
attendance
attendance
Introduction  Students answer Apperception 10 minutes
questions from the  The teacher shows a photo of the
teacher related to forest
the apperception
given
 Students carry out
pre-test activities
through Quizizz  The teacher asks students to
imagine being in the forest.
Imagine you are walking in the
forest. You see various types of
trees, plants and animals. You
also see sunlight, water, and air.
What do you feel when you are in
the forest? In your opinion, what
makes a forest a place for various
living creatures to live?
 After the teacher gives a brief
overview of what material will be
studied that day, the teacher gives
a pretest link to the students to
find out the extent of their
abilities.
Core Phase 1: Communicate learning objectives and motivate 60 minutes
Activities students
 Students listen to Providing References
the learning  The teacher provides an outline
objectives of the material related to the
presented by the material to be studied
teacher that will be  The teacher conveys the learning
achieved in that objectives
day's learning  The teacher conveys the learning
 Students are activities that will be carried out
motivated to learn
the importance of Motivation
studying  The teacher provides an overview
ecosystem of the benefits of studying the
components in concept of ecosystem
everyday life components for everyday life
 The teacher motivates students by
conveying the importance of
studying ecosystem components
for everyday life
Phase 2: Presenting information
 Students observe  The teacher displays a video of
and study a video environment on the projector
environment screen and an article
displayed by the https://youtu.be/onKt1i3jrXw?si=
teacher on the cVUZUoZrAnVlsJmx
projector screen and
and read an article https://mojok.co/kilas/pendidikan/
given by the mengenal-ekosistem-school/
teacher
 Students exchange  Teachers ask students to analyze
ideas to find and and identify ecosystem
identify ecosystem components and interactions
components between components and can
obtained from analyze the role of quality
viewing videos and education in preserving
teaching resources ecosystem components, such as
related to the increasing awareness and
characteristics of knowledge about the importance
biotic and abiotic of protecting the environment
components as  The teacher displays an
well as interactions interactive Power Point as today's
between learning material
components in an
ecosystem
 Students can
identify related
ecosystem
components and
interactions
between
components and
can analyze the
role of quality
education in
preserving
ecosystem
components, such
as increasing
awareness and
knowledge about
 the importance of
protecting the
environment
(implementation of
SDGs 4, 14, and
15)
(critical thinking
skills and creativity
skills)
Phase 3: Organize students into cooperative groups
 Students gather  The teacher divides students into
with their group several groups
members and each  The teacher distributes
group member worksheets to each group
prepares books,  The teacher directs students to
pens, textbooks understand the worksheet and
and smartphones explains the rules for working on
as sources of the worksheet if there is
information something they don't understand
 Students work on  The teacher directs students to
worksheets that make the transition to joining
have been group members efficiently
distributed by the
teacher together  The teacher provides
with their group opportunities for students to
members, but if conduct group discussions,
there is something exchange information and work
they don't together in working on worksheet
understand, please  During the group, the teacher
ask the teacher pays attention and encourages
 Students can each group member to be active
exchange in discussion activities, and
information and directs if any of the group
knowledge about members are doing things that are
ecosystem not in accordance with the
components activities on the worksheet
(critical thinking
skills, creativity skills,
communication skills,
and collaboration
skills)
Phase 4: Guiding group work and study
 Students work  Teachers guide and help direct
together to students by providing a little
complete explanation to students regarding
worksheets related assignments that they do not
to material on understand
ecosystem  The teacher gives students the
components and opportunity to ask questions
interactions about things they have not
between understood
ecosystems and  The teacher gives awards to
can analyze the students who are active in
role of quality discussion activities
education in  The teacher provides
preserving reinforcement for the solution
ecosystem problems via an interactive power
components, such point display
as increasing
awareness and
knowledge about
 the importance of
protecting the
environment.
(implementation of
SDGs 4, 14, and
15)
(communication
skills and
collaboration skills)
Phase 5: Evaluation
 Students present  The teacher asks students to
the results of the present or share the information
discussion group, they have obtained during
express opinions discussions with the group in
on the presentation front of the class and other
what is done is students respond to it
then responded to  Students and teachers review and
by the group other review again evaluate the
 Students perfect opinions that have been given as
their answers from well conclude together the
the results other material that has been done
group responses if studied
necessary  The teacher assesses the results of
 Students have the the students' worksheet work
opportunity to ask
again about things
you don't understa
nd
 Students and
teachers review
and review again
 evaluate the
opinions that have
been given as well
conclude together
the material that
has been done
studied
 Students show
their notes and the
results of their
worksheet work to
the teacher
(critical thinking
skills, creativity
skills, communication
skills, and
collaboration skills)
Phase 6: Giving rewards
 Groups of students  The teacher gives awards to
receive awards groups that are active in class
from teachers with discussions
the criteria that
many group
members actively
participate in
discussion
activities in class
Closing  Students work on  Before the lesson closes, students 15 minutes
learning reflections are asked reflect as follows:
 Students lead a. What have you learned today?
prayer
  Students answer b. What have you mastered in
the greeting and today's learning?
the lesson ends c. What hasn't been mastered in
today's learning?
 Students are given directions for
learning activities the next
meeting will be about food web
material
 Students are motivated to always
be enthusiastic following the
learning.
 The lesson is closed by praying
and saying

H. Learning Assessment
1. Techniques and Forms of Assessment
No. Aspect Assessment Techniques Form of Assessment
1. Attitude Observation Instrument for assessing attitudes
(affective) by teachers during learning
Assessment
2. Knowledge Formative tests Assessment instrument when the
Assessment teacher gives assignments in the
form of projects to students, both
individually and in groups
Summative tests An assessment instrument when
teachers conduct daily quizzes or
exams to measure students'
understanding of the material that
has been presented
Question and answer When asked directly by the teacher
 3. Skills Presentations Assessment instrument when
Assessment students are presenting in front of
the class
Work method Assessment instrument by the
teacher on the results of assignments
carried out by students

2. Remedial Learning
 Remedial learning is carried out immediately after the assessment is held knowledge
for students who score below 75.
 Remedial learning strategies are implemented with remedial learning, assignments,
and peer tutoring based on learning indicators that have not achieved by each student.
 Remedial learning for one study group is carried out if 75% students get a score below
75 after an assessment is carried out knowledge.