Lesson Plan

LESSON IMPLEMENTATION PLAN
SUBJECT MATERIAL : BIOLOGY HIGH SCHOOL EDUCATION UNIT Class : XII SCIENCE
SMA N 1 KOTA MAGELANG ACADEMIC YEAR 2011/2012
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard Basic Competency : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 1. Doing plant growth and development experiment : 1.1. Planning experiment of the effect of the external factors on plant growth Indicators : 1st Meeting ( 2 x 45 minutes) - Explains the character of grow and develop (C1) - Differs the character of grow and develop (C2) - Identifies the factors that affect growth (C1) - Explains the factors that affect growth in lack or excess effect (C4) - Explains the external factors variables that affect growth (C4) 2nd Meeting ( 2 x 45 minutes) - Defining growth in terms of increase in dry mass ( C3) - Defining development in terms of increase in complexity (C3) - Describing the environmental conditions affecting germination (C3) 3rd Meeting ( 1 x 45 minutes) - Planning experiment of the effect of the external factors on plant growth ( C5) A. Lesson Aim Students able to makes experiment plan about the effect of extern factors on plant growth B. Lesson Material Planning growth experiment Growth and development Consist of irreversible quantitative and qualitative changes that started with cell fission, extending and differentiation Factors that affect growth are intern factor like gen, hormone; and external factor like nutrition, light, temperature, gravitation, etc. Designing the experiment Making an experiment design proposal of the effect of external factors on growth with 12 variables. Design consist of problem formulation, establish hypothesis, establish variables, literature studies, establish parameters, establish used instruments and materials, making experiment design C. Lesson Method Information discussion, Cooperative approach D. Core Values Honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, communicative, love reading 2
E. Lesson Activity Steps 1st Meeting

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I. Introduction Apperception : 1. Have you ever observe a plant growth? 2. Express student experiences and knowledge about plant growth and development II. Main Activities Ekploration : 1. Teacher explain about growth and development 2. Teacher explain about development and its factors Elaboration : 3. Student discuss with their friends in a group to identify internal factors that affect growth and development 4. Student discuss with their friends in a group to identify external factors that affect growth and development Confirmation : 4. Teacher ask the conclusion about students discussing 10 minute Discuss 90% from student clear it 10 minute 15 minute Discuss Discuss Biologi Bilingual 90% from student clear it 10 minute Discuss Questioning Biology Bilingual 90% from student answer it
25 minute
Discuss
Biologi Bilingual
95% from student take role in discussing
III. Closing Activity 1. Teacher gives a chance to students to ask questions. 2. Teacher gives task to the student to study about germination 10 minute Discuss Biologi Bilingual 90% from student clear it
2nd Meeting
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I. Introduction Apperception : 1. Do you know abaout dry mass? 2. Express student experiences and knowledge about dry mass II. Main Activities Ekploration : 3. Teacher explain about dry mass and its correlation with growth 4. Teacher explain about development means by complexity in plant 5. Teacher axplain about germination Elaboration : 5. Student discuss with their friends in a group to identify internal factors that affect development 6. Student discuss with their friends in a group to identify external factors that affect germination Confirmation : 5. Teacher ask the conclusion about students discussing III. Closing Activity 1. Teacher gives a chance to students to ask questions. 2. Teacher gives task to the student to study about germination experiment 10 minute Discuss Biologi Bilingual 90% from student clear it 10 minute Discuss Internet Biologi Bilingual 10 minute 10 minute Discuss Discuss Biologi Bilingual 90% from student clear it 95% from student clear it 10 minute Discuss Questioning Biology Bilingual 90% from student clear it
25 minute
Discuss
90% from student clear it
10 minute
Discuss
3rd Meeting
ACTIVITIES TIME
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METHOD
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ASSESSMENT
I. Introduction Apperception : 1. Have you ever observe a plant germination? 2. Express student experiences and knowledge about biology experiment II. Main Activities Ekploration : 1. Teacher explain about germination experiment 2. Teacher discuss with student about planning germination experiment Elaboration : 1. Student discuss with their friends in a group to plan an experiment about germination 2. A student group present their experiment planning in front of class 3. Student discuss about presentation Confirmation : 4. Teacher ask the conclusion about student experiment planning III. Closing Activity 1. Teacher gives a chance to students to ask questions. 2. Teacher gives task to the student to prepare experiment 10 minute Discuss Biologi Bilingual 90% from student clear it 25 minute Present Biologi Bilingual 10 minute 15 minute Discuss Discuss Biologi Bilingual 90% from student clear it 10 minute Discuss Questioning Biology Bilingual 90% from student clear it
95% from student clear take role in discussion
10 minute
Discuss
F. Lesson Sources 1. Relevant Biology Book for 12th Level 2. Students worksheet 3. Laboratory and experiment equipments G. Evaluate 1. Technique 2. Instruments Type : group task, show of work : show of work (experiment report)
3. Questions / Instruments : -
Approved by Principal of SMA Negeri 1 Magelang
Biology Teacher
Drs. Pandoyo, M.Pd. NIP. 19591219 198803 1 006
Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard Basic Competency : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 1. Doing plant growth and development experiment : 1.2. Carrying out the experiment about the effect of external factors on plant growth Indicators :
- Explains the meaning of primary / secondary growth (C1) - Differs the character of primary and secondary growth (C2) - Describing the primary and secondary growth in issues structure (C2) - Explains the consequences of primary and secondary growth (C3) - Identifying primary / secondary growth in issue composition (C3) - Analyzing data of experiment result (C4) Time Allocation : 6 x 45 (3 meeting)
A. Lesson Aim Students able to makes experiment plan about the effect of external factors on plant growth B. Lesson Material Carrying out the experiment about the effect of external factors on growth Carrying out the growth experiment Primary Growth The growth activities of stretched meristem issues in root and stem apical area Secondary Growth The growth activities of become big or wide of xylem at dicotyl plant Doing the experiment and analyzing data of experiment result Doing the experiment appropriate design, collecting data, analyzing data of experiment result and making conclusion C. Lesson Method 1. Discussion 2. Experiments
D. Core Values Honest tolerance, discipline, hard work, creative, independent, curiosity, communicative, environmental care, responcibility 7

ACTIVITIES TIME
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METHOD
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I. Introduction Apperception : 1. Teacher ask student about plant growth based on their experiences
10 minute
Discuss Questioning
Biology Bilingual
II. Main Activities Ekploration : 1. Teacher explain about primary growth in plant Elaboration : 1. Student discuss with their friends in a group to identify factors that effect on primary growth 2. A student group present their discussing result in front of class Confirmation : 1. Teacher discuss the presentation 2. Teacher make a conclusion about factors that effect on primary growth III. Closing Activity 3. Teacher gives a chance to students to ask questions. 10 minute Discuss Biologi Bilingual 90% from student clear it 90% from student clear it Biologi Bilingual 25 minute Discuss Biologi Bilingual 90% from student clear it
30 minute
Presentation
15 minute
Discuss
Biologi Bilingual
2nd Meeting
ACTIVITIES TIME
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METHOD
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ASSESSMENT
I. Introduction Apperception : 1. Teacher ask student about primary growth on plant
10 minute
Questioning
Biology Bilingual
II. Main Activities Ekploration : 1. Teacher explain about secondary growth in plant Elaboration : 3. Student discuss with their friends in a group to identify factors that effect on secondary growth 4. A student group present their discussing result in front of class Confirmation : 5. Teacher discuss the presentation 6. Teacher make a conclusion about factors that effect on secondary growth III. Closing Activity 1. Teacher gives a chance to students to ask questions. 2. Teacher ask student to prepare experiment about primary and secondary growth 10 minute Discuss Biologi Bilingual 90% from student clear it 90% from student clear it Biologi Bilingual 25 minute Discuss Biologi Bilingual 90% from student clear it
30 minute
Presentation
15 minute
Discuss
Biologi Bilingual
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : 1. Teacher ask student about factors that effect primary and secondary growth on plant
10 minute
Questioning
Biology Bilingual
II. Main Activities Ekploration : 1. Teacher explain about experiment growth in plant Elaboration : 2. Student do experiment with their friend in a group Confirmation : 3. Teacher discuss the experiment 4. Teacher make a conclusion about experiment result III. Closing Activity 1. Teacher gives a chance to students to ask questions 2. Teacher ask student to prepare presentation about result of the experiment F. Lesson Sources Relevant Biology Book for 12th Level G. Evaluate 1. Technique 2. Instruments Type : group task : product 10 minute Discuss Biologi Bilingual 90% from student clear it 10 minute Discuss Biologi Bilingual 90% from student clear it Biologi Bilingual 95% from student do the experiment 10 minute Discuss Biologi Bilingual 90% from student clear it
50 minute
experiement
Biology Teacher
Drs. PANDOYO, M.Pd. NIP. 19591219 198803 1 006
Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012 10
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard Basic Competency : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 1. Doing plant growth and development experiment : 1.3. Communicating the experiment result about the effect of outer factors on plant growth Indicators : - Explaining the internal factors that affected growth - Differencing the effect of internal and external factors in growth - Explaining the connection between internal and external factors in growth - Doing seminar of experiment result about the effect of external factors on growth Time Allocation A. Lesson Aim Students able to arranges written report of experiment result about the effect of external factors on plant growth B. Lesson Material 1. Communicating the experiment result 2. The technique of report presentation and presentation of experiment result C. Lesson Method Information Discussion D. Cores Values Honest, tolerance, discipline, creative, democratic, curiosity, communicative, : 6 x 45 (3 meeting)
11
E. Lesson Activity Steps 1st , 2nd, 3rd Meeting

ACTIVITIES TIME
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METHOD
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ASSESSMENT
I. Introduction Apperception : 1. Teacher ask student about the experiment result
5 minute
Questioning
Biology Bilingual
II. Main Activities Ekploration : 2. Teacher explain about the result experiment Elaboration : 3. Student present their experiment result in front of the class 4. Student discuss about presentation Confirmation : 5. Teacher make a conclusion about the presentation of experiment result III. Closing Activity 1. Teacher gives a chance to students to ask questions F. Evaluate 1. Technique 2. Instruments Type : individual task : attitude observation, multiple choice 5 minute Discuss Biologi Bilingual 90% from student clear it 90% from student clear it Biologi Bilingual 95% from student take role in presentation 10 minute Discuss Biologi Bilingual 90% from student clear it
60 minute
Experiment
10 minute
Discuss
Biologi Bilingual
3. Questions / Instruments : Approved by Principal of SMA Negeri 1 Magelang Biology Teacher
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard Basic Competency Indicators : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 2. Knowing how important metabolism process in organism : 2.1. Describing the function enzyme in metabolism process :
Explains the meaning of metabolism (C1) Finding the factors that affect enzyme work (C2) Retelling the procedures to test enzyme work (C4) Explains the function of enzyme in metabolism (C2) Identifies the enzyme characteristic (C1) Explaining that enzymes are globular proteins that catalyse metabolic reactions (C2) Explaining the mode of action of enzymes in terms of an active site,enzyme/substrate complex, lowering of activation energy and enzyme specificit (C2) - Following the time course of an enzyme-catalysed reaction by measuring rates of formation of products (for example, using catalase) or rates of disappearance of substrate (for example, using amylase) (C2) - Investigate and explain the effects of temperature, pH, enzyme concentration and substrate concentration on the rate of enzyme-catalysed reactions, and explain these effects (C4) - Explaining the effects of competitive and non-competitive inhibitors on the rate of enzyme activity (C2) - Using the knowledge gained in this section in new situations or to solve related problems (C3) Time Allocation : 6 x 45 (3 meeting) A. Lesson Aim 1. Able to describes enzyme function in metabolism 2. Able to carry out the practicum and team work on group B. Lesson Material Metabolism Procedures/Function of enzyme Enzyme acts in biochemical reaction in cell as bio catalyst and work specifically Attitudes and factors that affect enzyme work Enzyme works on a substrate that work specifically and affected by temperature, pH, substrate/enzyme concentration, etc. C. Lesson Method 1. Practicum 2. Information Discussion D. Core Values Hones, tolerance, discipline, reading, responcibility independent, democratic, curiosity, communicative, love
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ACTIVITIES TIME
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METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : 1. Teacher ask student how a chemistry reaction can occur
5 minute
Questioning
Biology Bilingual
II. Main Activities Ekploration : 1 Explaining the meaning of enzyme 2 Explaining the way enzyme works 3 Explaining the enzyme test procedures Elaboration : 1. Doing test of catalase enzyme activities on affects of temperature, pH, substrate concentration, enzyme concentration at liver extract with H2O2 poison 2. Testing the oxygen content with palm leaf ribs Confirmation : 3. Group discussion about factors that affected enzyme activities from practicum result 4. Student make conclusion based on discussion result III. Closing Activity 1. Teacher gives a chance to students to ask questions 2. Teacher answer student question 10 minute Discuss Biologi Bilingual 90% from student clear it 15 minute Discuss Biologi Bilingual 90% from student clear it 45 minute Experiment
20 minute
Discuss
Biologi Bilingual
90% from student clear it 95% from student take role in presentation
Biologi Bilingual
14
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : 1. Teacher ask student how food can be an energy
5 minute
Questioning
Biology Bilingual
II. Main Activities Ekploration : 1. Information discussion from source of literature study on various meaning / basic concept of 30 minute Discuss Information Biologi Bilingual 90% from student clear it
metabolism 2. Information discussion about the meaning of metabolism, anabolism and catabolis 3. Information discussion about the way enzyme work 4. Information discussion about the function of enzyme 5. Information discussion about the character of enzyme Elaboration : 6. Making activities enzyme in students group 7. A student group present their graphic in front of the class Confirmation : 8. Teacher examines the graphic of enzymes III. Closing Activity 3. Teacher gives a chance to students to ask questions 4. Teacher answer student question 5 minute Discuss Biologi Bilingual 90% from student clear it Discuss 15 minute Biologi Bilingual 90% from student clear it
graphic
of 30 minute Student group discuss Biologi Bilingual
95% from student take role in presentation
15
F. Evaluate 1. Technique 2. Instruments Type : individual task, test : product of work shows, attitude observation, multiple choice
Biology Teacher
16
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard Basic Competency : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 2. Knowing how important metabolism process in organism : 2.2. Describing the catabolism process and carbohydrate anabolism
Indicators : - Explaining the phases process of cell respiration (C2) - Explaining the location of each phase of cell respiration happened (C2) - Identifying the enzymes that acts on cell respiration (C1) - Counting the number of energy that was gotten on aerobe and anaerobe respiration (C2) - outlining the need for energy in living organisms, as illustrated by anabolic reactions, active transport, movement and the maintenance of body temperatur (C2) - describing the structure of ATP as a phosphorylated nucleotide (C2) - describing the universal role of ATP as the energy currency in all living organisms (C2) - explaining that the synthesis of ATP is associated with the electron transport chain on the membranes of the mitochondrion (C3) - Designing the observation instruments of sugar fermentation (C4) - Explaining the procedure of sugar fermentation observation (C4) - Explaining the result that was gotten from aerobe and anaerobe respiration (C2) - Writing the result of fermentation activities design with substitution materials (C3) - Finding the factors that affect photosynthesis activities and the result (C3) - Proving that amylum produced by photo-synthesis (C4) - Explaining the photo-synthesis reaction phase; bright and dark reaction at C3-C4 (C2) - Finding the location of bright and dark reaction and the result (C2) - Finding the bacteria that carry out carbohydrate chemosynthesis or the other chemical substrate (C2) - Finding results of chemosynthesis activity that done by bacteria (C2) Time Allocation : 6 x 45 (3 meeting) A. Lesson Aim 1. Able to explains the procedures of aerobe and anaerobe respiration 2. Able to explains the process of photosynthesis correctly B. Lesson Material 1. Carbohydrate 2. Anabolism : cell respiration : photosynthesis : aerobe and anaerobe : bright reaction (Hill) and dark reaction (Blackman and Calvin) C. Lesson Method 1. Practicum 2. Information Discussion D. Core Values Religious, honest, discipline, hard work, creative, independent, democratic, curiosity, communicative, love reading 17

ACTIVITIES TIME
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METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : 1. Teacher ask student about aerobe respiration
5 minute
Questioning
Biology Bilingual
II. Main Activities Ekploration : 1. Explaining through discussion about information of basic concept of aerobe respiration 2. Explaining using charts about processes of aerobe respiration, consist of: Glycolisis process Decarbocsilase oxidative process Krebs cycles Electron transfer 60 minute Discuss Information Biologi Bilingual 90% from student clear it
3. Explaining through analyzing the diagram of aerobe respiration phases Elaboration : 4. Counting the ATP in each process and the result of each process 5. Student discuss their count result in group Confirmation : 8. Teacher examines the student count result III. Closing Activity 5. Teacher gives a chance to students to ask questions 6. Teacher answer student question 5 minute Discuss Biologi Bilingual 90% from student clear it 18 5 minute Discuss Biologi Bilingual 90% from student clear it 15 minute Student group discuss Biologi Bilingual 95% from student take role in presentation
2nd Meeting
ACTIVITIES TIME
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METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Information discussion about the basic concept of anaerobe respiration and the examples of anaerobe respiration on organism II. Main Activities Ekploration : - Designing and doing experiment about alcohol fermentation with bread oryzae) Elaboration : - Making sweet cake made of slightly fermented from tubers (tap) - Comparing the energy that 45 minute Student group discuss and experiment Biologi Bilingual yeast (Sacharromyces 15 minute Discuss Information Biologi Bilingual 90% from student clear it 95% from student take role in presentation 15 minute Questioning Biology Bilingual 90% from student clear it
produced on aerobe and anaerobe respiration Confirmation : - Information discussion of 10 minute Discuss Biologi Bilingual 90% from student clear it
experiment result with group - Taking members III. Closing Activity Collecting the result of practicum result in formed of temporary report 5 minute Discuss Biologi Bilingual 90% from student clear it conclusion inter group
19
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about photosintesize concept to student 5 minute Questioning Biology Bilingual 90% from student clear it
II. Main Activities Ekploration : - Information discussion about the basic concept of photosynthesis with the data of experiment that has been done by the scientist before and the conclusion - Information discussion about Ingen house and Sachs experiment - Information discussion about dark and bright reaction charts - Finding the finally result of bright and dark reaction, then combines on photosynthesis process appropriate with basic reaction: 6CO2 + 5H2O C6H12)6 + 6O2 Elaboration : - Doing the Ingen houze experiment on various treatments Confirmation : - Information discussion of 10 minute 45 minute Student group discuss and experiment Discuss Biologi Bilingual 95% from student take role in presentation 90% from student clear it 25 minute Discuss Information Biologi Bilingual 90% from student clear it
experiment result with group - Taking members III. Closing Activity Interviewing about the result of information strengthening discussion, for 5 minute Discuss conclusion inter group
Biologi Bilingual
Biologi Bilingual
90% from student clear it 20
F. Evaluate 1. Technique 2. Instruments Type : individual and group task, test : product of work shows, attitude observation, multiple choice and essay 3. Questions / Instruments : -
Biology Teacher
21
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 3. Comprehending principal and elementary concept
applying of heredity and also its implication at Salingtemas Basic Competency : 3.1. Explaining gen concept, DNA and chromosome
Indicators : - Differs gen, DNA and chromosome (C2) - Explaining gen, DNA and chromosome function (C1) - Describing DNA helix structure, with its function and character (C2) - Describing structure, character and function of RNA (C2) - Describing the relation-ship between DNA, gen and chromosome (C3) Time Allocation A. Lesson Aim 1. Able to explains the connectivity between carbohydrate metabolism process with protein and fat metabolism B. Lesson Material DNA, gen and chromosome Structure, character, DNA function, gen and chromosome DNA consists of nucleotide series that twisted according Watson and Crick of genetic substance structure model. Nucleotide consists of dioxyribose molecule, nitro-gen base and phosphate. Gen, heredity substance that consist of chemical substrate decisive factor of individual character. Chromosome carrying individual character. Each of individual has certain number of chromosome. Structure, character and RNA function RNA is a single nucleotide series that formed by ribose sugar molecule, nitrogen base and phosphate. Acts on protein synthesis C. Lesson Method 1. Information Discussion D. Core Values Religious, discipline, hard work, creative, independent, curiosity, love reading, environmental care, responcibility : 4 x 45 (2 meeting)
22

ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about how a children can be similar with his parents II. Main Activities Exploration : Teacher explain about structure and function of DNA, RNA, chromosome Group forming, student divided into small group which have member [to] 4-5 people Dividing the group task Elaboration : - Student discuses about structure, gene function and the model of Watson-Crick DNA - Some group presents result of discussion. The other group answer to by raising question or response Confirmation : - Information discussion result of group - Teacher guide the student to
5 minute
Questioning
Biology Bilingual
25 minute
Discuss Information
Biologi Bilingual
45 minute Student group discuss and experiment 95% from student take role in presentation
Biologi Bilingual
10 minute
Discuss
Biologi Bilingual
conclude from study result at one blow straighten the concept which less precisely from student
discussion result III. Closing Activity - Forwarding of activity plan for the 5 minute next meeting - Give task to student to making/collecting pictures of chromosome structure, gen and DNA, RNA (C3)
Discuss
Biologi Bilingual
23
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about DNA and RNA structure II. Main Activities Exploration : Teacher explain about DNA function Elaboration : - Student discuses about structure, kinds and the function of DNA - Some group asked to discuss about its discussion result Confirmation : - Teacher assist to straighten the concepts which less precisely from discussion result III. Closing Activity - Give task to student to making DNA model from simple materials through group task (C3) F. Lesson Sources
10 minute
Questioning
Biology Bilingual
15 minute 45 minute
Discuss Information Student group discuss
Biologi Bilingual Biologi Bilingual
10 minute Discuss
Biologi Bilingual
10 minute
Discuss
Biologi Bilingual
1. Biology Book for 12th Level, Erlangga, 2004 2. Biology Book, Erlangga, 2004 3. Kreatif LKS 4. Structur Model of Watson-Clark DNA G. Evaluate 1. Technique 2. Instruments Type : post test : essay Biology Teacher
APPENDIX : POST TEST QUESTION 1st MEETING Answer the question below briefly and correctly! 1. 2. 3. 4. Drawing a nucleotide therewith its parts! Mentioning 2 gene functions! Explaining model of DNA according to Watson-Crick! Explaining the relation function between gene and chromosome!
2nd MEETING Answer the question below briefly and correctly! 1. 2. 3. 4. What the meaning of chromosome? Drawing a chromosome therewith its parts! Drawing 4 kinds of chromosome according to sentromer location! Explaining: a. Autosome b. Gonosome 5. 6. Human being has 46 chromosome fruit. Make the chromosome formula! Make the tables of difference of RNA and DNA in the case of a. Function b. Location c. Compiler Sugar d. Chain structure e. Nitrogen Base 7. Mentioning kinds of RNA there with its function!
25
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 3. Comprehending principal and elementary concept applying of heredity and also its implication at Salingtemas Basic Competency : 3.2. Explaining relationship DNARNAPolypeptide and protein synthesis Indicators : - Explaining the relation-ship of DNA-RNA- polypeptide - Arranging the process of protein synthesis phases (C3) - Examining the picture/chart/ interactive CD/internet browsing of replication process and DNA transcript (C4) - Explaining the replication process and DNA transcript - Describe the structure of RNA and DNA and explain the importance of base pairing and hydrogen bonding (C2) - Explain how DNA replicates semi-conservatively during interphase (C2) - Use the knowledge in this section in new situation or to solve related problems (C4) - Explaining the process of genetic code delivery (C2) - Explaining the act and parts that involves on protein synthesis (C2) - Finding the kinds of genetic code (C3) Time Allocation : 8 x 45 (4 meeting) A. Lesson Aim 1. Student able to explain the relation of DNA RNA POLIPEPTIDA 2. Student able to explain the process of protein synthesis. B. Lesson Material Protein synthesis - Relationship of DNA RNA - Polypeptide Transcript of DNA will forming RNA, RNA brings DNA massage to chooses polypeptide that suitable on protein synthesis - Protein synthesis Protein synthesis went out through transcript phases, translation that involve DNA-RNApolypeptide and any enzyme - Genetic code Genetic codes is 3 kinds of base sequence that can arranges variation formed 20 kinds amino acid C. Lesson Method 1. Discussion 2. Presentation 3. Simulation D. Core Values Religious, honest, tolerance, discipline, creative, democratic, curiosity, communicative, love reading, responcibility 26

ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about DNA and RNA structure II. Main Activities Exploration : Teacher explain about protein synthesis Elaboration : - By couples, students discuss the sequence process the protein
5 minute
Questioning
Biology Bilingual
25 minute
Discuss Information
Biologi Bilingual
30 minute Student group discuss Biologi Bilingual
synthesis according to the picture. - Teacher asks one of student
presents the result of its discussion. - Other students answer and raise the question according to each
discussion result. Confirmation : - Teacher helps to clarify the 10 minute Discuss Biologi Bilingual
presentation
and straighten the
concepts if the result of discussion not incorrectly - Teacher helps the student to
conclude from study result III. Closing Activity - Post test 10 minute Discuss Biologi Bilingual 90% from student clear it
27
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about DNA and RNA structure II. Main Activities Exploration : Teacher explain about protein synthesis Elaboration : - Student divided into group which has member 6-7 people. - In its group, student discuses about the relation between DNA RNA polypeptide in process of protein synthesis. - Teacher test the result of student discussion by raising question to each group by rotation Confirmation : - Concluding the result of discussion III. Closing Activity - Post test
10 minute
Questioning
Biology Bilingual
30 minute
Discuss Information
Biologi Bilingual
10 minute Discuss 10 minute Discuss
90% from student clear it 90% from student clear it
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about DNA and RNA structure II. Main Activities Exploration : Teacher explain about protein synthesis
5 minute
Questioning
Biology Bilingual
25 minute
Discuss Information
Biologi Bilingual
Elaboration : - Student discuses about the 30 minute Student group discuss Biologi Bilingual 95% from student take role in presentation
compilation of genetic code at protein synthesis in group. - Delegation student of each group submit result of its discussion. - Its result collected in the form of written report Confirmation : - Teacher helps to clarify the
10 minute
Discuss
Biologi Bilingual
presentation
and straighten the
4th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about DNA and RNA structure II. Main Activities Exploration : Teacher explain about protein synthesis Elaboration : - Student work in small group which have member 4-5 people. - Student conducts the simulation of protein synthesis according to rule of sequence of nitrogen base at
5 minute
Questioning
Biology Bilingual
25 minute
Discuss Information
Biologi Bilingual
29
enchaining sense, anti sense, ARNd, ARN-t, using genetic clasp. - Each group presents the result of discussion in front of the class in rotation Confirmation : - Teacher helps to clarify the 10 minute Discuss Biologi Bilingual 90% from student clear it
presentation
and straighten the
F. Lesson Sources 1. Biology Book for 12th Level, Erlangga, 2004 2. Biology Book, Erlangga, 2004 3. Kreatif LKS 4. Presentation instruments/materials 5. Pictures of protein synthesis process 6. Genetic code tables 7. Genetic clasp G. Evaluate 1. Technique 2. Instruments Type : post test (the end of meeting) : essay
Biology Teacher
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 3. Comprehending principal and elementary concept applying of heredity and also its implication at Salingtemas Basic Competency : 3.3. Explaining the connection between mitosis and meiosis fission process with character inheritance Indicators :
- Identifying the cell which will reproducing (C1) - Explaining the sequence of mitosis phases (C1) - Identifying the character of mitosis phases (C2) - Pointing out the location on organism that mitosis happened (C1) - Explaining the sequence of meiosis phases (C1) - Identifying the character of meiosis phases (C2) - Differing the processes, phases, location, function of mitosis and meiosis fission (C3) - Explaining the connection between gametogenesis with character inheritance (C2) - Differing the gametogenesis on animals and plants (C2) - Explain the importance of mitosis in growth, repair and asexsual reproduction (C2) - Explain the need for production of genetically identical cells and fine control of replication (C2) - Explain how uncontrolled cell division can result in cancer and identifu factors that can increase the chanches of canceours growth (C3) Use the knowledge gained in this section in new situations or to solve related problems(C3) Time Allocation A. Lesson Aim 1. Student able to explain the relation between mitosis and meiosis fission process with character inheritance B. Lesson Material Cell reproduction - Mitosis Mitosis happens on body cell multiplication, and produces descent cell with number of chromosome equal with parental cell (2n) - Meiosis In meiosis consists of 2 phases of fission. 1st meiosis (reduction fission) and 2nd meiosis is final result is 4 descent cell with n number of chromosome - Gametogenesis Formation gamete done in a meiosis manner on adult individual of male and female proliferation instrument C. Lesson Method 1. Information discussion 2. Microscopic observation : 8 x 45 (4 meeting)
31
D. Core Values Religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, communicative, love reading, environmental care, responcibility E. Lesson Activity Steps 1st Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student about cell division
5 minute
Questioning
Biology Bilingual
II. Main Activities Exploration : - Explaining the reproducing
cell
which
25 minute
Discuss Information
Biologi Bilingual
- Explaining the sequence of phases of mitosis fission - Divide the class become the small group Elaboration : - Discussing the phases of mitosis fission, marks and the location of the happening of mitosis according to literature pictures through teamwork - Making report Confirmation : - Teacher helps to clarify the 10 minute Discuss and straighten the Biologi Bilingual 90% from student clear it 30 minute Student group discuss Biologi Bilingual 95% from student take role in presentation
presentation
conclude from study result III. Closing Activity - Post test 10 minute Discuss Biologi Bilingual 90% from student clear it 32
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student How the fission of mitosis happened at onion root?
5 minute
Questioning
Biology Bilingual
II. Main Activities Exploration : - Divide the class become the small group - Explaining how use microscope to observe onio root cell division Elaboration : - Using LKS, the students doing microscopic observing of mitosis fission of onion root cell and durable preparation - Arranging the report Confirmation : - Teacher helps to clarify observe result - Teacher helps the student to
15 minute
Discuss Information
Biologi Bilingual
45 minute
Student group discuss
Biologi Bilingual
10 minute Discuss
Biologi Bilingual
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student What cell
5 minute
Questioning
Biology Bilingual
90% from student clear 33
fission way that happening at forming sexuality cell process? II. Main Activities Exploration : - Teacher explain division Elaboration : - Discussing the phases, marks, aim and the result of meiosis fission in group Confirmation : - Teacher helps the student to 10 minute Discuss Biologi Bilingual 40 minute Student group discuss Biologi Bilingual
it
about
meiosis 20 minute
Discuss Information
Biologi Bilingual
90% from student clear it 95% from student take role in presentation 90% from student clear it
conclude from discussion III. Closing Activity - Post test 15 minute Discuss Biologi Bilingual 90%from student clear it
4th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Is gamete forming on animal same with on high level plant? II. Main Activities Exploration : - Teacher explain
5 minute
Questioning
Biology Bilingual
about
role
of
20 minute
meiosis division in forming gamet using a picture Elaboration : - Discussing the process of 40 minute
Discuss Information
Biologi Bilingual
gametogenesis on animal and plant Confirmation : - Teacher helps the student to 10 minute
Student group discuss Discuss
conclude from discussion III. Closing Activity - Post test 15 minute Discuss Biologi Bilingual 90%from student clear 34
F. Lesson Sources 1. Relevant Biology Book 2. Accorded literature book G. Evaluate 1. Technique 2. Instruments Type : individual task, work shows : product (report of observation result), observation of work shows and attitude, multiple choice test and essay 3. Questions / Instruments : -
Biology Teacher
35
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 3. Comprehending principal and elementary concept applying of heredity and also its implication at Salingtemas Basic Competency : 3.4. Applying mechanism Indicators : heredity principle in character inheritance
- Finding the hypothesis that suggested by Mendel about character inheritance (C2) - Applying the Mendels law to decided the comparison ratio of generation phenotype and genotype (C3) - Explaining the causal of pseudo deviation of Mendels law (C2) - Explaining the kinds of pseudo deviation of Mendels law with the application (C2) - Applying the cross-breeding theoretically of pseudo deviation of Mendels law (C2) - Explaining how to studies character inheritance model on human (C2) - Identifying the deformity, diseases, anomaly and model of inheritance on human (C3) - Explaining the methods to avoid the disadvantages character inheritance (C2) Applying the ratio analysis in occurring of character inheritance on human (C3) Time Allocation A. Lesson Aim 1. Knowing principle of heredity and character inheritance mechanism consist of 1st Mendels Law, 2nd Mendels Law and principal of not fully dominancy 2. Knowing clearly the location of pseudo-deviation various event (Cryptomer, Polymer, Epitasis, Hypostasis and interaction two tide gen) 3. Knowing heredity models (character inheritance) on its generation through gamete at merged event, cross moving, sex merge, sex determination, fail to separated with the allele gen B. Lesson Material Heredity principle and character inheritance mechanism - Mendels heredity Character inheriting from crossbreeding result has certain principles according to the 1st Mendels law and 2nd Mendels law - Pseudo deviation of Mendels law The ratio numbers of phenotype not always the same with Mendels law, because of certain cause, like atavism, polymeric, cryptomeric, epitasis-hypostasis - Heredity on human The human characters declined to their descent following the certain inheritance model. There are through X,Y chromosome or auto some chromosome C. Lesson Method 1. Information discussion 2. Tasking 36 : 20 x 45 (5 meeting)
D. Core Values Religious, honest, work hard, independent, curiosity, nationalism, proud of achievement , communicative, love reading, environmental care E. Lesson Activity Steps 1st Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student Father taller and mother shorter, while them first son is tall, which parent character was dominant? - Teacher ask student What did you know about dominancy principal II. Main Activities Exploration : - Teacher explain about 1st Law of Mendel Elaboration : - Performing the group discussion about use of 1st Law of Mendel (mono-hybrid) - Performing the class discussion Confirmation : - Concluding result of discussion
10 minute
Questioning
Biology Bilingual
20 minute
Biologi Bilingual
40 minute
Biologi Bilingual
10 minute Discuss
Biologi Bilingual
III. Closing Activity - Post test 10 minute Discuss Biologi Bilingual 90% from student clear it
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction 37
Apperception : Teacher ask student: What the 15 minute definition of dihybrid? How is the applying way of 1st Mendels Law at crossing dihybrid? How is the F2 phenotype ratio at Mendels experiment? II. Main Activities Exploration : - Teacher explain about 2nd Law of Mendel Elaboration : - Performing the group discussion about 2nd Law of Mendel (dihybrid) - Performing the class discussion Confirmation : - Concluding result of discussion III. Closing Activity - Post test 10 minute 10 minute 40 minute dihybrid at
Questioning
Biology Bilingual
20 minute
Biologi Bilingual
Biologi Bilingual
Discuss
Biologi Bilingual
Discuss
Biologi Bilingual
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask student: What are you know about the character of fully dominancy? X plant (blue color character) crossed with X plant (white color character). Produced the X plant with light blue character. How is the dominancy principal and recessive at crossing above? What did you know about not fully dominance principal?
15 minute
Questioning
Biology Bilingual
38
II. Main Activities Exploration : Teacher explain about the principal of not fully dominancy Elaboration : - Performing the group discussion about the principal of not fully dominancy (group task) - Performing the class discussion Confirmation : - Concluding result of discussion III. Closing Activity - Post test
20 minute
Biologi Bilingual
40 minute
Biologi Bilingual
10 minute Discuss
Biologi Bilingual
10 minute
Exercice
Biologi Bilingual
4th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher ask studet: According to the 1

st
15 minute
Questioning
Mendels law, the character
Biology Bilingual
controlled by gen. How if two differences affected one character? What did you know about pseudodeviation of 2nd Mendels Law?
II. Main Activities Exploration : Teacher explain about the principal of not fully dominancy Elaboration : - Performing the group discussion about pseudo-deviation of Mendels Law (Cryptomer and Polymer)
20 minute
Biologi Bilingual
90% from student clear it 95% from student take role in presentation 39
40 minute
Biologi Bilingual
- Performing the class discussion Confirmation : - Concluding result of discussion III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it 10 minute Discuss Biologi Bilingual 90% from student clear it
5th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: What are you know about the dominant and recessive character? How if there is dominant gen covered the other dominant gen that not the same allele? What did you know about epitasis and hypostasis? II. Main Activities Exploration : - Teacher explain about pseudodeviation of Mendels Law
15 minute
Questioning
Biology Bilingual
20 minute
Biologi Bilingual
(Epitasis and Hypostasis and the interaction of 2 tide gene / chicken wattle) Elaboration : Performing the group discussion about Mendels pseudo-deviation Law (Epitasis of and 10 minute 40 minute
Biologi Bilingual
Discuss Biologi Bilingual
Hypostasis and the interaction of 2 tide gene / chicken wattle) Performing the class discussion
Confirmation : - Concluding result of discussion
40
III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it
6th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : Teacher
ask
student:
15 minute
Questioning
According to the Mendels law, one of the gen characters in one chromosome. How if two gen or more in one chromosome? Why did happened the deviation?What did you know about epitasis and hypostasis? II. Main Activities Exploration : - Teacher explain about pseudodeviation of Mendels Law 40 minute
Biology Bilingual
20 minute
Biologi Bilingual
(Epitasis and Hypostasis and the interaction of 2 tide gene / chicken wattle) Elaboration : Performing the group discussion about merges and cross moving Performing the class discussion Performing the class discussion Group task (exercise) 10 minute
Biologi Bilingual
Discuss Biologi Bilingual
Confirmation : - Concluding result of discussion III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it
41
7th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: What is the function of sex chromosome? How did there is character that patched at sex chromosome? What did you know about sex merge? II. Main Activities Exploration : Teacher explain about merges and cross moving Elaboration : Performing the group discussion about merges and cross moving Performing the class discussion Group task (exercise)
15 minute
Questioning
Biology Bilingual
20 minute
Biologi Bilingual
40 minute
Biologi Bilingual
Confirmation : - Concluding result of discussion III. Closing Activity - Post test 10 minute 10 minute
Discuss
Biologi Bilingual
Exercice
Biologi Bilingual
8th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student:
If a child
15 minute
Questioning
has 22 AA + XY cerotype, how is the parental gamete cerotype? How is the parental gamete if his child cerotype is 22 AA + XXY? Why there is cerotype of 22A + XX
Biology Bilingual
42
gamete? II. Main Activities Exploration : - Teacher explain about about fail to separated and lethal gen Elaboration : Performing the group discussion about fail to separated and lethal gen Performing the class discussion Group task (exercise) 10 minute Discuss Biologi Bilingual 40 minute
20 minute
Biologi Bilingual
Biologi Bilingual
Confirmation : - Concluding result of discussion III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it
9th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
What are
15 minute
Questioning
you know about fail to separate? How is the effect for child that his parent experiencing of fail to separate? What is that disparity can be seeing in more human? Mention the disparity character and descent diseases! II. Main Activities Exploration : - Teacher explain about disparity 20 minute and descent diseases (mentality disturb and albinism) Elaboration : Student
Biology Bilingual
Discuss Information
Biologi Bilingual
90% from student clear it 95% from student take 43
Biologi
Performing the group discussion about disparity and descent 40 minute
group discuss
Bilingual
role in presentation
diseases (mentality disturb and albinism) Performing the class discussion Group task (exercise) 10 minute Discuss Biologi Bilingual 90% from student clear it
Confirmation : - Concluding result of discussion III. Closing Activity - Post test
10 minute
Exercice
Biologi Bilingual
10th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: example human
Give the character that
15 minute
Questioning
Biology Bilingual
merged with sex chromosome! What is the dangerous of hemophilia if hemophilia people get badly wound in accident? What is
hemophilia in someone can be cured? How is the way to handling so that our child has not have hemophilia character? II. Main Activities Exploration : - Teacher explain about disparity 20 minute and descent diseases (mentality disturb and albinism) Elaboration : Performing the group discussion about disparity and descent 40 minute Student group discuss Biologi Bilingual 95% from student take role in presentation 44
Discuss Information
Biologi Bilingual
diseases (hemophilia and color-
blind) Performing the class discussion Group task (exercise) 10 minute Discuss Biologi Bilingual 90% from student clear it
Confirmation : - Concluding result of discussion III. Closing Activity - Post test
10 minute
Exercice
Biologi Bilingual
F. Lesson Sources 1. Biology Practical Book 3rd level (old book) 2. IA Biology Book 12th level, Yudhistira 3. IA Biology Book 12th level, Erlangga 4. The other reference relevant book 5. Environments
G. Evaluate 1. Technique 2. Instruments Type : individual task, work shows : product (report of observation result), observation of work shows and attitude, multiple choice test and essay 3. Questions / Instruments : -
Biology Teacher
45
APPENDIX: QUESTION
Basic Competency : Heredity Law with character inheritance mechanism Time : 90 minutes
Answer the questions below briefly and correctly! 1. X plant with the color character of flower is red (Mm) with the X plant with the color character of flower is white, then: a. Make the cross scheme (score 2) b. Formed Phenotype ratio (score 1) 2. Cow has a lot of child a few milk, both in a condition of heterozygote married with the cow that has a few child a lot of milk, then a. Make the cross scheme (score 2) b. Determining the percentage of generation that having prime seed character (score 2) 3. 4. What do you know about the character of intermediate? (score 1) Red flower of Linaria mariccana (Aabb) crossing with the purple flower of Linaria mariccana (AaBb), then a. Make the cross scheme (score 3) b. Determining percentage of purple flower (score 1) 5. Rose wattle chicken (Rrpp) married with the seed wattle chicken (rrPp), then: a. Make the cross scheme (score 3) b. Ratio of descentant phenotype that formed (score 1) 6. The AaBBBbDd genotype individual where gen of A and D in a condition of merged, and so do a and d, then determine kinds of formed gamete! (score 2) 7. What you know about: a. Cross moving 8. b. Lethal gen
The red-eyes male Dhrosophylla melanogaster fly married with the white eye female Dhrosophylla melanogaster fly, where at the time to male gamete forming happened fail to separated, then make the cross scheme! (score 4)
9.
a. Mentioning the characteristic of disparity and descent disease! (score 3) b. How to handling to our generation that has not having the disparities and descents diseases? (score 2)
10. Color-blind chicken and normally mother carrying the character. How is the possibility of hereditary? (score )
46
LESSON IMPLEMENTATION PLAN School Name Subject Material Class / Semester Competency Standard : SMA N 1 Kota Magelang : Biology : XII IA / 1 : 3. Comprehending principal and elementary concept applying of heredity and also its implication at Salingtemas Basic Competency : 3.5. Explaining the mutation phenomenon and their implication in Salingtemas Indicators : - Explaining the mutation kind and the causal - Identifying various of mutation on chromosome and gen - Explaining various of mutation that produced by human with used technology - Explaining the advantage and the disadvantages of various mutation Time Allocation A. Lesson Aim 1. Explaining the mutation phenomenon and its implication in Salingtemas B. Lesson Material Mutation happened by the existence of change of DNA and chromosome. Mutation cause can be in the form of the chemical substrate, physical / biological factor. Natural mutation caused by unknown. Artificial mutation done by planning, for example with the X-ray, etc. Natural mutation gives a lot of disadvantages, for example cancer, artificial mutation adapted with the aims. Mutation and their implication. Mutation kind and their causal Mutation happened because of DNA alteration and chromosome. The causal of mutation can in the form of chemical substance, physic factors, or biology factor. Natural and artificial mutation. The causal of natural mutation is unknown. Artificial muta-tion has been done by plan-ing, example: with X-ray radiation, DNA insertion, etc. Mutation that have been planned or artificial mutation appropriate with the advantage intention and aim equal with natural mutation C. Lesson Method 1. Literature studies 2. Self-supporting assignation : 8 x 45 (4 meeting)
47
D. Core Values Religious, work hard, independent, democratic, curiosity, proud of communicative, love reading, social care, responsibility E. Lesson Activity Steps 1st Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Have you ever seen non seed water melon? How can it happen? II. Main Activities Exploration : Teacher Giving clarification about mutation Elaboration : Group student do the study
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
literature of kinds of mutation and the causal Group task (exercise)
Confirmation : - Concluding result of discussion 10 minute Discuss III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it Biologi Bilingual 90% from student clear it
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Modeling / Why can be happened
15 minute
Questioning
Biology Bilingual
the skin twin? II. Main Activities Exploration : Teacher Giving explanation about mutation causal Elaboration : - Ordering student to discussing about mutation causal and its examples - Items discussion with the speech method varied by interview Confirmation : - Clarification and Concluding result of discussion III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it 10 minute Discuss Biologi Bilingual 40 minute Student group discuss Biologi Bilingual 95% from student take role in presentation 90% from student clear it
20 minute
Discuss Information
Biologi Bilingual
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Examples of mutation II. Main Activities Exploration : Teacher Giving explanation about kinf of mutation Elaboration : - Group discussing the natural and artificial mutation - Collecting the mutation result that ever made by human, analyzing the advantages and disadvantages Confirmation : - Clarification and Concluding result
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
95% from student take role in presentation 90% from student clear it 49
10 minute Discuss
Biologi Bilingual
of discussion III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it
4th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Now, in the market there is rice which tasteful and good smell. How can it happen? II. Main Activities Exploration : Teacher Giving effect of mutation to living things of mutation Elaboration : - Group discussing about the
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
implication of natural and artificial mutation Confirmation : - Clarification and Concluding result of discussion
95% from student take role in presentation 90% from student clear it
10 minute Discuss
Biologi Bilingual
III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it
5th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : 50
- Teacher ask student: Have you ever seen the dwarf? Why? How can it happen? II. Main Activities Exploration : - Explaining various mutation that happened on gen or chromosome Elaboration : - Group discussing about the various mutation (gen or chromosom) and its examples Confirmation : - Clarification and Concluding result of discussion 10 minute Discuss III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it Biologi Bilingual 90% from student clear it 40 minute Student group discuss Biologi Bilingual 95% from student take role in presentation 15 minute Questioning Biology Bilingual 90% from student clear it
20 minute
Discuss Information
Biologi Bilingual
F. Lesson Sources 1. Biology Package Book 12th level 2. Laboratory 3. LKS 4. Environment G. Evaluate 1. Technique 2. Instruments Type : written test, performance test : product, observation of attitude and essay
3. Questions / Instruments : appendixed
Biology Teacher
51
APPENDIX: QUESTION Answer the questions below briefly and correctly! 1. 2. What does any kind environment affect can become the mutation cause? Explaining the differences between mutation of gen and chromosome! Which mutation that having larger possibility? 3. 4. Mentioning some advantage of human being with the existence of mutation! Which among the mutation of gen and chromosome that having more real inheritance effect? Explaining them! 5. Exemplify the individual disparity in effect of the anaeusomi existence!
52
School Subject Year / Semester Standard Competence Basic Competence
: SMA Negeri 1 Magelang : BIOLOGY : XII / 2 : 1. To understand evolution and implication at Salingtemas : 4.1 Explain the theory, principles and mechanisms of biological evolution
Indicators -
Explain the various theories of evolution. (C2) Explain the main points of Darwin's evolutionary theory of mind. (C2) Finding similarities and differences of opinion about the evolution experts. (C2) Self reflection of the truth theory of evolution (C3) Explaining how natural selection may bring about evolution;(C2) Explaining why variation is important in selection;(C2) Explaining how all organisms can potentially overproduce;(C2) Explaining, with examples, how environmental factors can act as stabilising or evolutionary forces of natural selection;(C2) - Describing the processes that affect allele frequencies in populations with reference to the global distribution of malaria and sickle cell anemia;(C2) - Explaining the role of isolating mechanisms in the evolution of new species;(C2) - Describing one example of artificial selection; (C2) - Using the knowledge gained in this section in new situations or to solve related problemsss (C3) - Find the factors and supporting instructions of evolution (C1) - Describe the relationship between the mutation and evolution. (C2) - Provide linkages argument mutation and evolution (C3) - Explain the basic principles of Hardy-Weinberg law. (C2) - Applying the Hardy-Weinberg law theoretically through mathematical calculation examples (C3) Time Allotment : 8 X 45 minutes (4 meetings) A. Lesson Aims With this learning activity students can expect: Explain the various theories of evolution. (C2) Explain the main points of Darwin's evolutionary theory of mind. (C2) Finding similarities and differences of opinion about the evolution experts. (C2) Self reflection of the truth theory of evolution (C3) Explaining how natural selection may bring about evolution;(C2) Explaining why variation is important in selection;(C2) Explaining how all organisms can potentially overproduce;(C2) Explaining, with examples, how environmental factors can act as stabilising or evolutionary forces of natural selection;(C2) Describing the processes that affect allele frequencies in populations with reference to the global distribution of malaria and sickle cell anemia;(C2) Explaining the role of isolating mechanisms in the evolution of new species;(C2) Describing one example of artificial selection; (C2) Using the knowledge gained in this section in new situations or to solve related problemsss (C3) Find the factors and supporting instructions of evolution (C1) Describe the relationship between the mutation and evolution. (C2) 53
- Provide linkages argument mutation and evolution (C3) - Explain the basic principles of Hardy-Weinberg law. (C2) - Applying the Hardy-Weinberg law theoretically through mathematical calculation examples (C3) B. Lesson Materials Theory, principles, and mechanisms of evolution. The theories of evolution. Evolution explains the development of living things in stages for a long time from simple forms to more complex forms. There are several theories that could explain the changes in the evolution of living things, such as Lamarck's theory. Darwin's theory, theory of Wallace, Weismann's theory. Factor, evolutionist instructions. This phenomenon explains the evolution of living things change because of natural selection and are declining. The existence of evolution can be shown through the fossil, (horses, elephants, etc..), Homology, comparative embryology, etc Mutation and evolution. Mutation into the factors that determine the occurrence of evolution. Mutations that runs constantly can lead to the emergence of new varieties that differ from the result of an ancestral evolutionary process. The mechanism of evolution. The mechanism of evolution to explain the evolutionary events that can be caused by gene mutations and natural selection in a population. Mechanism can be explained by the HardyWeinberg Law which shows the relationship between gene frequencies and genotype C. Core Values Religious, honest, disciplines, work hard, democratic, communicative, love reading, environmental care, responsibility D. Lesson Method 1.Experiment 2.Discussion an Teachers Information 3.Inquiry 4.Process skills 5. Performance E. Learning Activity Steps Meeting 1
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Have you ever seen the picture of ancient human or elephant? II. Main Activities Exploration :
15 minute
Questioning
Biology Bilingual
20 minute
Discuss
Biologi
90% from 54
Talk about the theories of evolution based on existing living things now -Explain the main points of evolution Darwin's theory of mind Elaboration : Discussion groups Assist and serve students in learning activities Presenting the results of group discussion Confirmation : - Clarification and Concluding result of discussion III. Closing Activity - Post test 10 minute 10 minute 40 minute
Information
Bilingual
student clear it
Biologi Bilingual
Discuss, Presentation
Biologi Bilingual
Exercice
Biologi Bilingual
Meeting 2
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: How evolution can occur? II. Main Activities Exploration : Describe the factors and the clues supporting the evolution Explain about the linkage between the mutation and evolution Elaboration : - Discussion about the evidence for evolution - Presentation of the results of student discussion
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
40 minute
Biologi Bilingual
55
- Discuss the differences in mutation and evolution - Presentation of the results of discussions - Assist and serve students in learning activities Confirmation : - Clarification and Concluding result of discussion III. Closing Activity - Post test 10 minute Exercice Biologi Bilingual 90% from student clear it 10 minute Discuss, Presentation Biologi Bilingual 90% from student clear it
Meeting 3
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: What condition needeed for evolution process? II. Main Activities Exploration : Explain about the principles and mechanism of evolution according to the law of Hardy Weinberg Elaboration : - Explain the problem of the nature of dominant and recessive genes - Exercise about the law of Hardy Weinberg by group task Confirmation : Reviewing the discussion group work Examine the student exercise III. Closing Activity - Post test
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
40 minute
Biologi Bilingual
10 minute
Discuss, Presentation
Biologi Bilingual
10 minute
Exercise
Biologi Bilingual
56
F. Lesson Sources 1. Source: Biology Packages Book publisher grants or other relevance 2. Tools: LCD; Computer 3. Material: LKS 4. presentation materials, pictures / Charta of evidence for evolution G. Evaluation 1. Technique: The task of individuals, groups, demonstrations 2. Forms Instrument: Post test, test: an objective description about 3. Problem / Instruments: A. PROBLEM Answer the following questions clearly! 1. Explain the difference Lamarckian theory of evolution and Darwin's theory of evolution! 2. Explain the main points of evolution Darwin's theory of mind! 3. Explain the evidence or clues of evolution! 4. Explain the relationship between the mutation and evolution! 5. Explain the basic principles of Hardy-Weinberg law! 6. Unknown 9% of men in the area suffer from hemophilia x, what is the frequency of women in the area which is assumed to be normal? 7. Explain 4 factors that influence the process of speciation!
B. ANSWER KEY 1. Differences Lamarck and Darwin's theory of evolution: a. Lamarckian evolution theory A change in an individual due to the environment and are derived. b. Darwin's evolution theory Caused by a process of evolution by natural selection. 2. Fundamentals of thinking that underlies Darwin's theory of evolution: a. No two the same individual. This is evident by the variation in an offspring. b. Each population tends to grow a lot because every individual has the ability to breed. c. To breed the necessary food and enough room so it takes the struggle of individuals to survive. d. Added the population does not run continuously because of the events of natural selection.
3. Evidence or clues of evolution: a. The variation of living beings. b. The presence of fossils. c. The existence of Biogeography. d. Study of palaeontology. 57
e. Homology (comparative structures) Anatomy. f. Homology (comparative structures) molecules. g. Homology (comparative structures) Embryology. 4. Relationship between mutation and evolution: Mutation is the main source of genetic variability. Mutation is an important evolutionary mechanism for several reasons, namely: a. Each gamete contains thousands of genes. b. Each individual is able to produce thousands of gametes in one generation. c. Total generation of a very large species during the formation of species. Mutation would alter genes in a population center because of the change of a particular allele.Adaptive mutations of genes in the species is very large in a period of evolution. 5. Basic principles of Hardy-Weinberg law: Hardy-Weinberg law states that the balance of gene and genotype frequencies will remain if: a. Mutation did not occur. b. There is no gene flow (migration genes) between populations. c. Mating occurs randomly. d. Total population is big enough. e. Natural selection does not occur. 6. Given: 9% of men suffering from hemophilia. Asked: gene frequency of normal women Answer: Hemophilia gene frequency (h) = q = 0.09 The frequency of the normal gene (H) = p = 1 to 0.09 = 0.81 Normal female gene frequency (HH and HH) = P2 + 2pq = (0.81) 2 + 2 (0.81) (0.09) = 0.6561 + 2 (0.0729) = 0.6561 + 0.1458 = 0.8019.
7. Speciation or the formation of species can basically be used as a living witness of what happened in the past. Four factors that affect the speciation process are: a. Geographic isolation. b. Reproductive isolation.
58
c. Domestication. d. Polyploidy.
C. Scoring NO PROBLEM 1 2 3 4 5 6 7 score SCORE 2 4 7 4 6 3 4 20
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School Subject Class / Semester Standard Competence Basic Competence Indicators
: SMA Negeri 1 Magelang : BIOLOGY : XII / 2 : 1. To understand evolution and implication at Salingtenas : 4.3. Describe the new trend of the evolution theory :
1) Describe the new insights about the evolution theory 2) Concluding that these views will prove that science is tentative is that it can be improved if found scientific evidence 3) Analyzing the new views Time Allocation : 4X 45 minutes ( 2 meetings )
A. Lesson Aims With this learning activity students can expect 1. Explaining new insights about the evolution 2. Analyzing the new view B. Lesson Materials New trend of evolution theory.Theory of the origin of life. Many theories put forward to answer from where the origin of life comes, like the theory abiogenesisi, Biogenesis, etc. Biochemical theory of evolution. C. Lesson Methods 1. Discussions Information 2. frequently asked questions, 3. process skills, 4. speech
D. Core Values Religious, tolerance, disciplines, democratic, curiosity, communicative, love reading E. Learning Activity Step Meeting 1
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: How about the development
15 minute of
Questioning
Biology Bilingual
evolution theory nowadays? II. Main Activities Exploration : Teacher describes some new insights about the evolution theory Elaboration : - Student discuss about some new insights regarding the evolution theory 40 minute in group - Student present their discuss result in fron of the class Teacher lead class discussion about group presentation Confirmation : Reviewing the discussion group work Concluding the discussion in the learning activities III. Closing Activity - Post test 10 minute Exercise Biologi Bilingual 10 minute Discuss, Biologi Bilingual Student group discuss, Presentation Biologi Bilingual
it
20 minute
Discuss Information
Biologi Bilingual
Meeting 2
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: How about the development evolution theory nowadays? II. Main Activities Exploration : Teacher describes some new insights about the evolution theory Elaboration :
15 minute of
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
- Student discuss about some new insights regarding the evolution theory in group - Student present their discuss result in 40 minute
Student group discuss, Presentation
Biologi Bilingual
61
fron of the class Teacher lead class discussion about group presentation Confirmation : Reviewing the discussion group work Concluding the discussion in the learning activities III. Closing Activity - Post test F. Lesson Sources 1. 2. 3. Source: Biology Packages Book publishers publisher grants or other relevan Tools: LCD; Computer Material: Students worksheet, presentation materials 10 minute Exercise Biologi Bilingual 90% from student clear it 10 minute Discuss, Biologi Bilingual 90% from student clear it
F. Evaluation 1. Technique: oral and written Questions 2. Shape Instrument: Description of objective 3. Problem / Iinstrument: A. PROBLEM Answer the following questions clearly! 1. Describe the new insights about the theory of evolution! 2. Describe three facts that support the development of the theory of evolution! 3. Explain three new concept of evolution! 4. Describe the trend of evolution! B. ANSWER KEY 1. Darwin's theory of evolution is much opposed by various parties put forward since the first time today. Opponents of Darwinian evolution theory creation theory which states that living beings are created with an existing form as it is today. One theory is the creation of Intelligent Design theory which states that all living creatures and the universe created by God in a planned manner, not with intent. 2. Three facts that support the development of the theory of creation: a. The discovery of DNA model by Watson and Crick. Watson and Crick discovered DNA model called the double helix. DNA containing the base sequence. The regularity and complexity of DNA molecules in determining the DNA sequence may not be a coincidence. Even if there is a change or damage due to mutation, affected individuals generally become disabled or sterile mutations, so that those changes will not be inherited. Thus a cell can not be transformed into a more complex organism. 62
b. Mendel's law of inheritance. Mendel megemukakan that the nature of the parent to the offspring caused by genes. Genome was determined from half the parent male (sperm) and half female (egg cells). The formation of gametes through meiosis. Thus, the genetic theory of the parent for the offspring must be the same as it has. c. Paleontology. Palaeontology is the science of fossils. Based on fossils found indicate that no organisms that are different from today's fossil ancestors. For example the old shark fossil 100 million years ago the same as the shark now. This proves that the sharks did not evolve. In addition, from paleontology studies found that there has been an explosion of animal life, and extinction of other living beings. 3. Three new concepts of evolution: a. The neutral theory is a theory that explains that at the molecular level, natural selection does not necessarily work. b. Neutral evolution is an evolution that produce diversity without specific functions. For example the diversity of isozymes. c. Neutral mutation is a mutation that gave birth to a new character without being encumbered by natural selection. 4. New trend on the theory of evolution. DNA is an evolutionary document. DNA fragments that are functionally important for living things is not diverse. Therefore, DNA fragments are subject to evolutionary pressure. That is, if the DNA fragment is mutated, causes the disorder. Conversely, non-essential DNA frgamen functionally more free will mutate and result in more diversity (allowing neutral mutations). C. Scoring NO PROBLEM 1 2 3 4 score SCORE 3 6 3 3 15
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LESSON IMPLEMENTATION PLAN School Subject Class/Programme Semester Competence Standard : SMA Negeri 1 Magelang : Biology : XII/Science : 2nd : 5. Understanding base principals of biotechnology and its implication in SETS (Science, Environment, Technology and Society) Base Competence : 5.1 Expalain definition, principals, and kind of biotechnology 5. 2 Describing biotechnology implication in science, environment, technology, and society Indicators :
Explain biotechnology scope (C2) Explain biotechnology principals (C2) To distinguish conventional and modern biotechnology (C2) Give examples of biotechnology products (C1) Explain genetics engineering process (C2) Outline the use of microorganisms in the extraction of heavy metals from low grade ores;(C1) Explaining what is meant by the terms batch culture and continuous culture;(C2) Comparing the advantages and disadvantages of batch and continuous culture with reference to the production of secondary metabolites (e.g. penicillin), enzymes (e.g. protease) and biomass (e.g. mycoprotein); (C2) Time Alocation : 14 x 45 ( 7Meetings) A. Learning Aims
After learning process, students are able to : Explain biotechnology scope (C2) Explain biotechnology principals (C2) To distinguish conventional and modern biotechnology (C2) Give examples of biotechnology products (C1) Explain genetics engineering process (C2) Outline the use of microorganisms in the extraction of heavy metals from low grade ores;(C1) Explaining what is meant by the terms batch culture and continuous culture;(C2) Comparing the advantages and disadvantages of batch and continuous culture with reference to the production of secondary metabolites (e.g. penicillin), enzymes (e.g. protease) and biomass (e.g. mycoprotein); (C2) B. Learning Materials Biotechnology Definition and principals of biotechnology. Biotechnology is developed for increasing more valuable of raw material by using microorganisms or part of them. So it is produced some products. Biotechnology involves branches of biology like microbiology, biochemistry, genetics, and cytology. Kinds of Biotechnology Biotechnology can be developed by tissue culture, transplantation, and genetics engineering 64
Roles and implication biotechnology results Implications of biotechnology in science, environment, technology, and society. Effects of using biotechnology Biotechnology products give benefits for increasing human welfare, although in the other, side its secure is in doubt for example using transgenics products C. Learning Methods Discussion-Information, Student-Group Task, Observation, Experimen, Study Literature D. Core Values Religious, honest, disciplines, work hard, creative, independentcuriosity, proud of achievementcommunicative, love reading, environmental care, responsibility E. Learning Activity Steps 1st Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Do you lnow ketcup, soya bean cake? Do you know how to make it? II. Main Activities Exploration : 1. Communicate biotechnology scope 2. Discuss about sciences that base biotechnology 3. Discuss about branches of biology that involved in biotechnology and its role for biotechnology development Elaboration : -Student identify several biotechnology product, microorganism that take role, and substrat that used to make the product Confirmation : Examine student task Cocluding the learning activities III. Closing Activity - Post test
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
40 minute
Student group discuss, Presentation Discuss,
Biologi Bilingual
95% from student take role in presentation 90% from student clear it 90% from student clear it
10 minute
10 minute
Exercise
2nd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
65
I. Introduction Apperception : - Teacher ask student: About the principals of biotechnology
15 minute
Questioning
Biology Bilingual
II. Main Activities Exploration : Introduction to kind of biotechnology
20 minute
Elaboration : Student do: - Discuss about difinition of conventional and 40 minute modern biotechnology Discuss about differences between conventional and modern biotechnology Give examples of biotechnology products To group biotechnology products in conventional and modern biotechnology Confirmation : Examine student task Cocluding the learning activities III. Closing Activity - Post test 10 minute
Discuss Information Student group discuss, Presentation
Discuss,
10 minute
Exercise
3rd Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: About the examples of biotechnology
15 minute
Questioning
Biology Bilingual
II. Main Activities Exploration : Explain about experiment procedure Elaboration : Student do: Do experiment about conventional in biology laboratory Write down experiment report
10 minute
Discuss Information Student group discuss, Experiment
90% from student clear it 95% from student take role in presentation 66
50 minute
Confirmation : Concluding the learning activities
10 minute
Discuss, Biologi Bilingual
III. Closing Activity Clean up experiment tools and trash
10 minute
Exercise
Biologi Bilingual
4th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: Method to produce tape/soya bean cake II. Main Activities Exploration : Teacher explain about rules of class discussion Elaboration : Student do: Presentation about experiment result Discussion information experiment result Corelate experiment result with literature Confirmation : Concluding the learning activities III. Closing Activity Students task: give examples of modern biotechnology products
15 minute
Questioning
Biology Bilingual
10 minute
Discuss Information Student group discuss, Presentation
50 minute
10 minute
Discuss,
10 minute
Exercise
5th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
15 minute
Questioning
Biology
about conventional biotechnology products II. Main Activities Exploration : Teacher explain about difinitive of modern biotechnology Give examples of modern biotechnology products Elaboration : Student do: Student presentation about modern biotechnology product (genetics engineering, tissues culture, transgenics plant,monoclonal antibody, etc) Confirmation : Concluding the learning activities III. Closing Activity Students task: give examples of modern biotechnology products 10 minute Exercise 10 minute Discuss, 40 minute Student group discuss, Presentation
Bilingual
it
20 minute
Discuss Information
Biologi Bilingual
Biologi Bilingual
Biologi Bilingual
Biologi Bilingual
6th Meeting
ACTIVITIES TIME
ALLOCATED
METHOD
RESOURCE
ASSESSMENT
I. Introduction Apperception : - Teacher ask student: about conventional biotechnology products II. Main Activities Exploration : Teacher explain about difinitive of modern biotechnology Give examples of modern biotechnology products Elaboration : Student do: Student presentation about modern biotechnology product (genetics
15 minute
Questioning
Biology Bilingual
20 minute
Discuss Information
Biologi Bilingual
40 minute Student group discuss, Presentation Biologi Bilingual
68
engineering, tissues culture, transgenics plant,monoclonal antibody, etc) Confirmation : Concluding the learning activities III. Closing Activity Students task: give examples of modern biotechnology products 10 minute Exercise Biologi Bilingual 10 minute Discuss, Biologi Bilingual 90% from student clear it 90% from student clear it
F. Learning Media Picture of genetics engineering, cloning, monoclonal antibody, transgenic plant, Internet, Material for experiment: soya bean cake, cassava, sticky rice, Saccaromyces cerivisae G. Learning Resources Biology book for SMA class XII Balai Pustaka, Another books that relevance H. Evaluation Group task, Individual Task, Test and Pencil test (Multiple Choice and Essays), Attitude observation in laboratory
Biology Teacher
69

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LESSON IMPLEMENTATION PLAN

SMA N 1 KOTA MAGELANG ACADEMIC YEAR 2011/2012

E. Lesson Activity Steps 1st Meeting

95% from student take role in discussing

90% from student clear it

95% from student clear take role in discussion

90% from student clear it

Approved by Principal of SMA Negeri 1 Magelang

Drs. Pandoyo, M.Pd. NIP. 19591219 198803 1 006

Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012

E. Lesson Activity Steps 1st Meeting

90% from student clear it

95% from student clear take role in discussion

I. Introduction Apperception : 1. Teacher ask student about primary growth on plant

90% from student clear it

95% from student clear take role in discussion

90% from student clear it

Approved by Principal of SMA Negeri 1 Magelang

Drs. PANDOYO, M.Pd. NIP. 19591219 198803 1 006

Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012 10

E. Lesson Activity Steps 1st , 2nd, 3rd Meeting

I. Introduction Apperception : 1. Teacher ask student about the experiment result

90% from student clear it

3. Questions / Instruments : Approved by Principal of SMA Negeri 1 Magelang Biology Teacher

Drs. PANDOYO, M.Pd. NIP. 19591219 198803 1 006

Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012 12

E. Lesson Activity Steps 1st Meeting

90% from student clear it

I. Introduction Apperception : 1. Teacher ask student how food can be an energy

90% from student clear it

of 30 minute Student group discuss Biologi Bilingual

95% from student take role in presentation

Approved by Principal of SMA Negeri 1 Magelang

Drs. PANDOYO, M.Pd. NIP. 19591219 198803 1 006

Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012

E. Lesson Activity Steps 1st Meeting

I. Introduction Apperception : 1. Teacher ask student about aerobe respiration

90% from student clear it

90% from student clear it 20

Approved by Principal of SMA Negeri 1 Magelang

Drs. PANDOYO, M.Pd. NIP. 19591219 198803 1 006

Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012

E. Lesson Activity Steps 1st Meeting

90% from student clear it

90% from student clear it

90% from student clear it

90% from student clear it

90% from student clear it

Discuss Information Student group discuss

Biologi Bilingual Biologi Bilingual

90% from student clear it

90% from student clear it

Approved by Principal of SMA Negeri 1 Magelang

Drs. PANDOYO, M.Pd. NIP. 19591219 198803 1 006

Dwi Lis Wahyuni, S. Pd. Si NIP. 19830808 200604 2 012 24

E. Lesson Activity Steps 1st Meeting

90% from student clear it

30 minute Student group discuss Biologi Bilingual

synthesis according to the picture. - Teacher asks one of student

and straighten the

90% from student clear it

90% from student clear it

30 minute Student group discuss Biologi Bilingual