CONTOH LESSON PLAN DALAM BAHASA INGGRIS

LESSON PLAN 14.1 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Topic : Sounds Sub-Topic : The nature of sounds Allocation of Time : 2 X 45 minutes I. STANDARD OF COMPETENCE To describe basics of vibration, wave, and optics and their application in everyday-life technological products. II. BASIC COMPETENCY To apply the concept of sound in everyday life. III. INDICATORS · To differentiate between infrasonic, ultrasonic, and audiosonic. · To explain characteristics of sound wave. IV. TEACHING MODEL The teaching model is inquiry V. LEARNING RESOURCE 1. Students' Textbook 2. SWS 14.1 Recognizing sound. 3. SWS 14.2 The cannon of sound 4. SWS Guide 14.1 5. SWS Guide 14.2 APPARATUS AND MATERIALS 1. Circular brass 2. Spoon 3. Sugar 4. Balloon 5. Rubberband 6. Baking pan 7. Carton tube or tin can 8. Candle VI. TEACHING AND LEARNING ACTIVITY A. Introduction (10 minutes) 1 . Give motivation by doing the following activity. The teacher begins to ask a question; if a tube (similar to a drum) is hit, can a candle flame turn off? After the teacher received various student's answers, students are asked to observe teacher's demonstration of, hitting a drum that is directed to the candle flame. Then, students are invited to observe and their observation is presented in front of their classmates. Students are invited to find out explanations of various phenomena of sound by doing activities in SWS 14.1 and SWS 14.2. 2. The teacher states a basic competency and its indicators in this learning activities. B. Main activity (2 x 30 minutes) 1 . The teacher arranges students into groups of four or five for the experiment. 2. A set of SWS 14.1 and 14.2 is delivered to each group. Students are guided to some things that must be considered when they turn on a candle. 3. Students are asked to do the activity collectively and write down their results on SWS. The teacher guides and assesses students' activities. 4. The teacher asks students to prepare tables for recording data in their' SWS. Periodically, students change their position as observer, data recorder, apparatus setter, and leader of group discussion. 5. The teacher guides students in discussing the results of their observation and gives directions to students to find out conclusions and answers of questions in SWS 14.1 and 14.2. Guidance of the conclusions and the answers is provided in SWS Guide 14.1 and 14.2. C. Closing remark (20 minutes) 1. Still in a group setting, the teacher gives emphasis on the concept that sound is a traveled energy. 2. To discuss again the motivating activities in the introduction so that students can find the explanations of the phenomena in the -activities. Furthermore, students are asked to apply their understanding by doing Think about It and Do It in the students' textbook. Banjarmasin, October, 5 2008 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 14.2 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Topic : Sound Sub-Topic : Medium and reflection of sound Allocation of Time : 2 X 45 minutes I. STANDARD OF COMPETENCE To describe basics of vibration, wave, and optics and their application iv everyday-life technological products. II. BASIC COMPETENCY To apply the concept of sound in everyday life. III. INDICATORS · To describe the medium of sound wave. · To give examples the usage and effect of sound reflection in everyday life. IV. TEACHING MODEL The teaching model is inquiry V. LEARNING RESOURCE 1. Students' Textbook 2. SWS 14.3 Medium of sound. 3. SWS 14.4 Sound reflection 4. SWS Guide 14.3 5. SWS Guide 14.4 VII. APPARATUS AND MATERIALS 1. Spoon 2. Wire 3. Rope 4. Metal bodies 5. Alarm clock 6. Carton/plastic tubes 7. Zinc reflector VII. TEACHING AND LEARNING ACTIVITY A. Introduction (10 minutes) 1 . Give motivation by doing the following activity. The teacher begins to ask a question; can sound travel in a string? After the teacher received various student's answers, students are asked to demonstrate "a telephone call" using 2 plastics can connected by a cotton string. Then, the student who receives a message is asked to tell the message to his/her classmate. Students are invited to find out explanations of sound medium and reflection by doing activities in SWS 14.3 and SWS 14.4. 2. The teacher states a basic competency and its indicators in this learning activities. B. Main activity (2 x 30 minutes) 1 . The teacher arranges students into groups of four or five for the experiment. 2. A set of SWS 14.3 and 14.4 is delivered to each group. Students are guided to some things that must be considered when they use sharp metal bodies. 3. Students are asked to do the activity collectively and write down their results on SWS. The teacher guides and assesses students' activities. 4. The teacher asks students to prepare tables for recording data in their SWS. Periodically, students change their position as observer, data recorder, apparatus setter, and leader of group discussion. 5. The teacher guides students in discussing the results of their observation and gives directions to students to find out conclusions and answers of questions in SWS 14.3 and 14.4. Guidance of the conclusions and the answers is provided in SWS Guide 14.3 and 14.4. C. Closing remark (20 minutes) 1 . Still in a group setting, the teacher gives emphasis on the importance of propagation medium for sound. Furthermore, sound travels in different speed when its medium is different. 2. To discuss again principals of sound reflection and the usage of sound reflection in everyday life. Furthermore, students are asked to apply their understanding by doing Think about It and Do It in the students' textbook. Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 14.3 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Topic : Sound Sub-Topic : Resonance Allocation of Time : 2 X 45 minutes I. STANDARD OF COMPETENCE To describe basics of vibration, wave, and optics and their application iv everyday-life technological products. II. BASIC COMPETENCY To apply the concept of sound in everyday life. III. INDICATORS · To show resonance in everyday life. · To show the usage of sound wave in everyday life. IV. TEACHING MODEL The teaching model is inquiry V. LEARNING RESOURCE 1. Students' Textbook 2. SWS 14.5 Resonance. 3. SWS Guide 14.5 VII. APPARATUS AND MATERIALS 1. Rubber band 2. Ruler 3. Plastics or bamboo tube that has two open ends VIII. TEACHING AND LEARNING ACTIVITY A. Introduction (10 minutes) 1 . Give motivation by doing the following activity. The teacher begins to ask a question; why does a acoustic guitar has an air column? After the teacher received various student's answers, students are asked to observe teacher's demonstration of hitting a rubber sheet without tube and a rubber sheet covers one end of a tube (a drum). Then, students are asked to compare the loudness of the two instruments and their observation is presented in front of their classmates. Students are invited to find out explanations of resonance phenomena by doing activity in SWS 14.5. 2. The teacher states a basic competency and its indicators in this learning activities. B. Main activity (2 x 30 minutes) 1 . The teacher arranges students into groups of four or five for the experiment. 2. A set of SWS 14.5 is delivered to each group. Students are guided to some things that must be considered when they stretch a rubber band. 3. Students are asked to do the activity collectively and write down their results on SWS. The teacher guides and assesses students' activities. 4. The teacher asks students to prepare tables for recording data in their SWS. Periodically, students change their position as observer, data recorder, apparatus setter, and leader of group discussion. 5. The teacher guides students in discussing the results of their observation and gives directions to students to find out conclusions and answers of questions in SWS 14.5. Guidance of the conclusions and the answers is provided in SWS Guide 14.5. C. Closing remark (20 minutes) 1. Still in a group setting, the teacher gives emphasis on the concept resonance. 2. To discuss again the motivating activities in the introduction so that students can find the explanations of the phenomena in the activities. Furthermore, students are asked to apply their understanding by doing Think about It and Do It in the students' textbook. Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 15.1 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Main Topic : Light travels in a straight and Reflection of Light Allocation of Time : 2 X 45 minutes A. BASIC COMPETENCY To describe the characteristics of light and its relation with mirrors and lenses B. INDICATORS A student is able to · recognize that light is an electromagnetic wave and know its wave length and frequency range. · define a ray and give an example of evidence that light travels in a straight line · explain the work of a pinhole camera state the law of reflection · distinguish between diffuse and regular reflection C. MODEL OF LEARNING : Cooperative learning D. SOURCES: Student Book : 15. 1; worksheets: 15.1 a, and 15.1 b E. APPARATUS AND MATERIALS : candle, carton, box with lid, black paper, plane mirror, white paper, ray box, protractor, ruler, worksheet. F. TEACHING - LEARNING PROCESS Introduction: (5 minutes) · Ask students to tell what light is and how light travels? Main activity: (55 minutes) · Remind the students of essential concepts of light as electromagnetic wave. · Ask the student to read and find the key words or important ideas the subject of the phenomena of light. · Ask the students to take a seat and distributes Student's Worksheet 15.1: The pinhole camera · Ask every group to take their apparatus and materials for Activity 1: How does light travel? and worksheet 15.1: The pinhole camera · Guide the groups in doing their activities and observe them in order to gain the performance evaluation. · Evaluate the students' achievements by asking one or two groups to present their work. · Give them reward and feedback. Closing: 20 minutes · Give examples of doing some exercise and solving some problems · Summarize the concept · Give some homework Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 15.2 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Main Topic : Refraction Allocation of Time : 2 X 45 minutes A. BASIC COMPETENCY To describe the characteristics of light and its relation with mirrors and lenses B. INDICATORS A student is able to · Define refraction and predict whether a ray will bend toward or away from the normal when light moves from one medium into another. · Relate the index of refraction of a medium to the speed of light in that medium. · Solve problems related to these two quantities ( index of refraction of a medium and speed of light) · Explain the total internal reflection and the critical angle. C. MODEL OF LEARNING : Inquiry D. SOURCES : Student Book 15.2 E. APPARATUS AND MATERIALS : ripple tank, a cup of water F. TEACHING - LEARNING PROCESS Introduction (5 minutes) · Demonstrating a phenomenon of refraction · Asking students to try explaining this phenomenon Main activity (30 Minutes) · Using a model concerning the speed of car if it moves on different surfaces to explain the phenomenon of refraction. · Discussing total internal reflection Closing, (5 minutes) · Summarizing the concept Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 15.3 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Main Topic : Mirror Allocation of Time : 2 X 45 minutes A. BASIC COMPETENCY To describe the characteristics of light and its relation with mirrors and lenses B. INDICATORS A student is able to · Recognize the characteristics of an image formed by a plane mirror · Distinguish between real and virtual images formed by a mirror · Locate the image by using a ray diagram · Design and implent activities to measure the focal length of a concave mirror · Find out the position of the image formed by a mirror using a formula relating on object and image distance. C. MODEL OF LEARNING : cooperative learning D. SOURCES : Student Books 15.2 and Student Worksheet: 15.3 E. APPARATUS AND MATERIALS : plane mirror, concave mirror, convex mirror, screen, luminous object F. TEACHING - LEARNING PROCESS : Introduction: (10 minutes) · Remind the students about the law of reflection. · Demonstrate a real image formed by a concave mirror · Ask the students to classify many kinds of mirrors which are available Main Activity. (50 minutes) · Asked the students to read and find the key words or the important ideas related to the subject about mirrors. · Group the students · Ask the students to take a seat in groups and distribute worksheet 15.2 about Focal Length. · Ask the students to discuss the characteristics of the image formed by a plane mirror and to do an activity with the worksheet about " Focal Length". · Guide the groups in their activity. · Evaluate the students' achievement by asking one or two groups to present their work. · Give them rewards and feedback. Closing: (20 minutes) · Give students examples of doing some exercises and solving some problems Summarize the concepts Give some homework Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 15.4 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Main Topic : Lens Allocation of Time : 2 X 45 minutes A. BASIC COMPETENCY To describe the characteristics of light and its relation with mirrors and lenses B. INDICATORS: A student is able to · Recognize the characteristics of an image formed by a lens · Distinguish between real and virtual images formed by a lens · Locate the image by using a ray diagram · Design and implent an activity to investigate the relation between image distance and object distance in a lens · Find out the position of the image formed by a lens using the formula relating object and image distance. C. MODEL OF LEARNING : cooperative learning D. SOURCES : Student Book: 15.3 Lenses and Student Worksheet: 15.4: Lens's Equation E. APPARATUS AND MATERIALS : Concave lens, convex lens, screen, luminous screen, ruler F. TEACHING - LEARNING PROCESS: Introduction: (10 minutes) · Remind the students about the phenomenon of refraction. · Demonstrate a real image formed by a convex lens. · Ask the students to classify many kinds of lens which are available Main Activity: (55 minutes) · Asked the students to read and find the key words or the important ideas related to the subject about lens. · Grouping the students · Ask the students to take a seat in groups and distribute Worksheet 15.3 about The relation between image and object distance. · Ask the student to discuss the characteristics of the image formed by a lens and to do an activity with the worksheet about " The relation between image and object distance". · Guide the groups in their activity. · Evaluate the students' achievement by asking one or two groups to present their work. · Give them rewards and feed back. Closing: (15 minutes) · Give students examples of doing some exercises and solving some problems · Summarize the concept · Give some homework Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 16.1 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Main Topic : Optical Instruments Sub-Topic : The Eye and the Camera Allocation of Time : 2 X 45 minutes I. BASIC COMPETENCY The students are able to plan experiments and describe characteristics light in relation to optical instruments, especially the eyes and the camera. II. LEARNING OBJECTIVE The students are expected to understand optical instruments which use simple principles. III. INDICATORS The students can : · explain the function of eyes as optical instruments · describe the formation of image on the retina · explain several eye defects and the use of glasses · observe the characteristics of the camera as an optical instrument · explain the similarities and differences between the eyes and camera IV. LEARNING MODELS 1. Cooperative learning 2. Presentation and discussion V. LEARNING RESOURCES 1. Chapters 16.1 and 16.2 in Student's Book 2. Student's Worksheet 16.1: Making a pinhole camera. VI. MATERIALS 1. Visual aid about the eyeball 2. Visual aid about the camera 3. The materials to make a pinhole camera (see Student's Worksheet 16.1) VII. LEARNING PROCESSES A. Introduction (10 minutes) 1. To motivate the students, show the visual aids about the eyeball and the camera, and inform them that today they will make a pinhole camera. 2. Explain to the students the learning indicator. B. Core (70 minutes) 1. Remind the students of the essential concepts of the convex lens, concave lens, focal point, and focal length. 2. Present and discuss the parts and the work of the eye and the camera. 3. Ask the students to read and find the key words or important ideas from the two learning subjects (the eye and the camera)'. Give them the opportunity to closely see the eyeball and camera models in turn. 4. Ask the students to take a seat and distribute Student's Worksheet 16.1. 5. Ask every group to take the materials they have prepared for Activity 16.1 outside. 6. Guide the groups to do Student's Worksheet 16.1, starting from procedure 1 until procedure 4, and also discussion 1 and 2. To evaluate student achievement, ask one or two groups to present their work. Give them rewards and feedback. C. Closing (10 minutes) Give an opportunity to several students to see the candle on the screen of the pinhole camera. Approval, Banjarmasin, January 5, 2007 Head Master Science teacher’s, Drs. H. Suhardi Sunardi, M.Pd NIP. 131475172 NIP.132071807 LESSON PLAN 16.2 Level of Education : Junior High School Subject : Natural Science-Physics Class/Semester : VIII/2 Main Topic : Optical Instruments Sub-Topic : The Magnifying Glass, Microscope, telescope and Binocular Allocation of Time : 2 X 45 minutes I. BASIC COMPETENCY The students are able to plan experiments and describe the characteristics of light in relation to optical instruments, especially the magnifying glass, microscope, telescope and binocular. II. LEARNING OBJECTIVE The students are expected to understand optical instruments which use simple principles. III. INDICATORS The students can : · explain the functions of microscopes, telescopes, and binoculars as optical instruments · describe the formation of the image in microscopes, telescopes, and binoculars. · explain the similarities and the differences among the microscopes, telescopes and binoculars. · Observe the characteristics of microscopes, telescopes, and binoculars as optic instruments, IV. LEARNING MODELS 1. Cooperative learning 2. Presentation and discussion V. LEARNING RESOURCES 1. Chapters 16.3, 16.4, 16.5 and 16.6 in Student's Book 2. Student's Worksheet 16.2: Making a simple microscope 3. Student's Worksheet 16.3: Making a simple telescope 4. Student's Worksheet 16.4: Making a simple binocular VI. MATERIALS 1. Visual aid about a microscope 2. Visual aid about a telescope 3. Visual aid about a binocular 4. Materials for making a simple microscope, telescope, and binocular (see the Student's Worksheet 16.2, 16.3 and 16.4) VII. LEARNING PROCESSES A. Introduction (10 minutes) 1. To motivate the students, show the visual aids showing the microscope, telescope and binocular and inform them that today they will make models of the three optical instruments. 2. Explain to the students what the learning indicator is. B. Core (70 minutes) 1. Present and discuss the parts and the work of the magnifying glass, microscope, telescope, and binocular as optical instruments by using visual aids 2. In a cooperative learning arrangement, ask the students to take a seat and distribute Student’s Worksheet of 16.2, 16.3 and 16.4 to each group. 3. Guide the first group to doing procedure 1 until procedure 4, and also discussion 1 and 2 in Student’s Worksheet of 16.2. To evaluate the learning success, ask one or two groups to present their work. Give them rewards and feedback. 4. Guide the first group to doing procedure 1 until procedure 4, and also discussion 1 and 2 in Student’s Worksheet of 16.3. To evaluate the learning success, ask one or two groups to present their work. Give them rewards and feedback. 5. Guide the first group to doing procedure 1 until procedure 4, and also discussion 1 and 2 in Student’s Worksheet of 16.4. To evaluate the learning success, ask one or two groups to present their work. Give them rewards and feedback. C. Closing (10 minutes) Give an opportunity to other students to see the simple microscope, telescope, and binocular they have made. Banjarmasin, October 5, 2008 Science teacher’s, Sunardi, M.Pd NIP.132071807