LESSON PLAN OF BIOLOGY PROCESSES IN PLANT FOR JUNIOR HIGH SCHOOL:

DIREKTORAT PEMBINAAN SMP BIMBINGAN TEKNIS R-SMP-BI 2010

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Example of Lesson Plan of Biology for SMP

Education Unit Schools Name Grade/Semester Subject Topic Duration

: Junior High School : SMP Al-Hikmah Surabaya : VIII/2 : Biology (Science) : Processes in Plant : 4 x 40 Minutes

Standard of Competence: 2. To understand the system in the plant life Basic Competence: 2.2 To describe the processes of making nutrition and energy transformation in green plants. Indicators to achieve competences 1. 2. 3. 4. 5. 6. 7. to compare the concepts of diffusion and osmosis correctly to measure meticulously transport of water and minerals in plant to explain photosynthesis process in plant by using computer multimedia to count meticulously the number of stomata in a leaf to explain in detail the role of stomata in gas exchange in plant to investigate honestly factors that influence photosynthesis to observe carefully by using a microscope epidermis cells of Rhoe discolor

A. Learning Objectives Students are able: 1. to compare the concepts of diffusion and osmosis 2. to measure the transport rate of water and minerals in plant 3. to explain the process of photosynthesis by using multimedia 4. to count the number of stomata in a leaf 5. to explain the role of stomata in gas exchange in plant 6. to investigate environmental factors that influence photosynthesis 7. to use microscope to observe carefully epidermis cells of Rhoe discolor leaf

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B. Concepts: 1. Diffusion 2. Osmosis 3. Active and passive transport 3. Water and mineral transport in plant 4. Transpiration 5. The role of stomata in plant processes 6. Photosynthesis 7. Respiration in plant 8. Relationship between photosynthesis and respiration C. Instructions Model: 1. Models: Cooperative Learning 2. Methods: presentation and discussion D. Steps in Teaching Learning Process First Meeting (2x40 minutes) Introduction (+ 5 minutes) ACTIVITY 1. Teacher motivates the students by asking student to observe the wilting plant and asking them: what happend in wilting plant?. students are expected to be able to communicate, to contribute ideas or to state opinions politely, meanwhile other students can open their mind to their friends opinions, respond critically while showing their empathy. 2. Teacher guides students to answer questions related to the rational why plants are wilted 3. Using media Macromedia Flash 1, the teacher asks the students to observe the plant meticulously and to think logically to answer questions how the water and minerals from surrounding enter the plant root. 4. Through discussion, the teacher guides the student to meet the learning outcome by questioning. (1st Phase of Cooperative Learning: state learning outcome and motivate the student)

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Main Activity (+ 70 minutes) ACTIVITY 1. Using Macromedia Flash 1, teacher presents how the water and minerals enter the root hair by guiding students to understand osmosis concepts. During the observation through Macro Media Flash 1, the teacher asks the student to observe the phenomena meticulously and to think logically). 2. Using Macromedia Flash 2, 3, 4, 5 and Power Point 1, the student to contrast concepts of diffusion and osmosis meticulously and to think logically. The teacher also gives many examples on the application of these concepts in plant cells, for example plasmolisis process. The teacher also reminds the students to be honest when they still do not understand the concept and need help from the other students to explain. 3. The students have a chance to answer the teacher question How can the minerals enter the plant root hair? By using Power Point 1, the teacher guides the students to reveal the concept that minerals are absorbed by the plant root hair through active transport so that the students get the learning experiences in meticulousness and logical thinking. 4. Based on the Macromedia Flash 1, the students are facilitated by the teacher to describe the differences between passive and active transport by questioning. 5. Teacher guides the students to understand the transpiration processes and the role of stomata in transpiration processes 6. During the discussion, the students are expected to find out the concept of transpiration. They can be facilitated to communicate politely, contribute an idea or opinion, and the other students can listen carefully and be open on the other opinion and show an empathy on the differences in opinions. (2nd Phase of Cooperative Learning: presenting the information) 1. The students make a heterogeneous group of 3 or 4. During worksheet distribution, the teacher asks the student to help the teacher distribute the sheets. (3th Phase: organize the students in a group). 2. The Teacher guides the students to do tasks based on worksheet 04: Determining the number of stomata on a leaf . The teacher asks the students to tell honestly if they cannot understand the worksheet and ask the more able students to help them. During working in group, the students have to contribute their ideas and to show tolerance, to be open minded, to be a good listener and to show empathy when there are differences in opinions among them. In addition, the students have to cooperate and be responsible to finish their project in groups effectively. (4th Phase: guiding groups in working and learning) 1. The teacher assesses students works based on worksheet 04, by asking a student to represent their friends to be responsible for presenting the best project results in front of the class in order to build their ability to communicate and to be tolerant to the differences in opinions among them. 2. By disscussion, teacher guides students to conclude the role of stomata in transpiration processes by using Macro Flash 1.

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3. Teacher facilitates the students to post the data through internet in groups. During the facilitation process, the teacher has to give attention to the importance of cooperation, responsibility and discipline in time as well as becoming a good communicator. (5th Phase: Assess student achievement) 6th Phase: Giving the reward Teacher gives a rewards to the student who present the best result Closure (+ 5 minutes) Activity 1. By involving the students, the teacher summarizes the concepts learned. 2. As an enrichment activity, the students are asked to answer the following question as homework: a. Why will the rujak not be fresh anymore and become watery after a while? b. Why should we use a proper dose when we fertilize the plant? These are important to build the students character to think critically and logically. Second Meeting (2 x 40 minutes) Introduction (+ 10 minutes) Activity 1. The teacher reviews the students homework in the last meeting and discusses the answer. During the review, the teacher emphasizes the importance for them to show their best performance to communicate effectively. Hopefully, the students can contribute the ideas or opinions. On the other hand, the other students can be a good listener, open minded and cannot give a bad comment when the other students have different opinions. The teacher gives a reward to the best students performance. 2. The teacher motivates the students by asking them how they can get the nutrients for their body, and than asks the student: How can the plant get their nutrients?. 3. The teacher guides the students answer that the plant can make food by themselves by using a photosynthesis process. 4. During the discussion, the teacher guides the students to communicate their best opinions. Hopefully, they can contribute ideas or opinions, and the other students listen, open their mind to other opinions and not to give bad comments.

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5. The teacher informs the learning outcomes. 1st Phase of Cooperative Learning: inform the learning outcomes and motivate the student Main (+ 70 minutes) Activity 1st Activity 1. The teacher presents the information related to photosynthesis using Power Point 2 and Macro Media Flash 1 particularly by dissussion about the components and products of photosynthesis. 2. The teacher presents photosynthesis processes and factors affecting them. 3.The teacher presents the role of photosynthesis and its relation with respiration processes in plants using Power Point 2. 4.The teacher reminds the students to show their best performance to communicate effectively during the discussion. Hopefully, the student can contribute the ideas or opinions. On the other hand, the other students can be a good listener, open minded and cannot give a bad comment when the other students have different opinions. The teacher gives a reward to the best students performance. (2nd Phase Cooperative Learning: present the information). Activity 2 1. By using Power Point 3, the teacher informs and guides the students to formulate a problem based on worksheet 02: What Factors Influence Photosynthesis? (2nd Phase of cooperative learning). 2. Students work in their group and the teacher distributes the worksheet and guides the students to show their empathy and a cooperation in their group to help one another. 3. Students are facilitated to formulate the hypothesis based on the problem in the worksheet. The more able students are expected to help other students who honestly cannot do the worksheet. 4. Students will be guided to identify the manipulation variable, the response variable and the control variables by giving the students a chance to contribute their ideas and asking the other students to be a good listener. Activity 3 Students in groups prepare the materials needed to conduct an experiment as well as the procedures in the worksheet and the teacher guides the students to

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answer the questions in the worksheet, especially in Table 1 by questioning. If a student demonstrates indifference or irresponsibility, the teacher should remind the student. The teacher should explain the importance of being honest in an observation, and to be responsible for their experiment to finish in time. Activity 4 The teacher asks one or two groups to complete the table in whiteboard based on the table in the worksheet for accurate data organization, and communicating honestly their project. The teacher assesses the students work and gives a chance to other students as a good listener, ask the students to open their mind to other opinions and gives no bad comment and to be tolerant. Activity 5 1. The students can make an analysis based on the worksheet 2. It needs to be emphasized the importance of cooperation, being open mind and sharing in making the analysis. 2. Formative assessment will be done in the form of presentation to communicate the result of group discussions. This way allows the groups to present their best and give a chance to other students to be a good listener, to open their mind to other opinions and not to give a bad comment and to be tolerant. Activity 6 1. The teacher guides the students to formulate the operational definition of the manipulation variable and the response variable based on the formulation of hypothesis in worksheet 2. 2. The teacher asks each group to show their creativity to formulate the definition of the manipulation variable and the response variable. The students will be encouraged to show their empathy and responsibility to finish their project. 3. The formative evaluation will be done in the form of presentation to communicate the result of group discussions. This way allows the groups to present their best and give a chance to other students to be a good listener, to open their mind to other opinions and not to give a bad comment and to be tolerant. Activity 7 1. The teacher guides each group to draw a conclusion based on worksheet. By discussion, the students will be guided to draw a conclusion on the effect of wavelength to photosynthesis rate. Students will be expected to always remember the importance of being considerate when they find the different opinions during discussions. 2. The formative assessment will be done in the form of group presentation which allows the group to communicate. 3. Students will be facilitated to post the data via internet to send their results based on worksheet 02. 4. The teacher gives a reward to the student who presents the best performance.

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Penutup (+ 5 menit) Closure (+ 5 minutes) Activity The teacher guides the students to summarize what they have already learned related to the photosynthesis process and its influencing factors The teacher gives the students another project as a homework to design an experiment to show other factors that influence the photosynthesis process (such as temperature, light intensity, CO2 concentration etc). Note: Assessment will be conducted in the separate time using the following format: LP1: Product, LP 2: Processes, LP 3: Psychomotor, LP 4: Observation on student Behavior Reflecting Characters; LP 5: Observation on Student Social Skills) E. Learning Resources 1. Student Book: Processes in plant 2. LKS SMP BIO RSBI 2: What Factors Influence Photosynthesis? 3. LKS SMP BIO RSBI 4: Determine stomata on a leaf 4. Kunci LKS SMP BIO RSBI 2, Kunci LKS SMP BIO RSBI 4 5. LP 1: Produk, LP 2: proses, LP 3: Psikomotor, LP 4: Pengamatan Perilaku Berkarakter; LP 5: Pengamatan Keterampilan Sosial 6. Lembar Aktivitas Siswa (Student Observation Sheet) 7. Kunci LP 1, Kunci LP 2, Rambu-rambu LP 3, LP 4 dan LP 5 8. Media Macro Flash 1, 2, 3, 4, 5, 6, dan 7 9. Media Power Point 1,2 dan 3 10. Tabel Spesifikasi Lembar Penilaian 11. Silabus

F. Learning Materials and Equipment LKS 2: What Factors Influence Photosynthesis? 1. 4 gelas kimia 250 ml (2 beaker glasses 250 mL) 2. Pengukur waktu (stop-watch) 3. 1000 mL gelas kimia (1000 mL beaker glasses) 4. Tanaman Elodea (Elodea plants) 5. Tali (String) 6. Kertas selopan berwarna (Colored cellophane, assorted colors) 7. 0.25% sodium hydrogen carbonate (baking soda) solution 8. Pinset

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9. Air (Water) LKS 4: Determine number of stomata on a leaf 1. Microscope 2. Object glass and cover glass 3. Water 4. Green leaves 5. Pippete 6. Beaker Glass 100 mL 7. Single-edged razor blade 8. Ruler Refferences Biggs, A., K. Gregg, W. C. Hagins, C. Kapicka, L. Lundgren, P. Rillero, 2002. Biology, the Dynamics of Life. Glencoe McGraw-Hill: New York. Glencoe. 1997. Glencoe Life Science. New York: McGraw-Hill. Isnawati. 2009. LKS 02: factors influence photosynthesis. Surabaya: PSMS. Isnawati. 2009. Kunci LKS 02: factors influence photosynthesis. Surabaya: PSMS. Isnawati. 2009. LKS 04: determine the number of stomata on a leaf. Surabaya: PSMS. Isnawati. 2009. Kunci LKS 04: determine the number of stomata on a leaf. Surabaya: PSMS. Salisbury and Ross, C. 1995. Plant Physiology. Academic Press: New York.

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EVALUATION SHEET 1: PRODUCT A. Write the word or phrase that best completes each statement! 1. The transport of materials against a concentration gradient is called . 2. A solution in which the concentration of dissolved substances is lower than the concentration inside a cell is . 3. The process by which plants trap the suns energy to built carbohydrates is called .. 4. is a plant pigment that absorbs most wavelength of light except green.

B. Chose the word or phrase that the best completes the statement or answer the question 1. When placed in a hypotonic solution, a cell will a. diffuse b. shrink c. swell

d. stay the same

2. Each of the following is an example of passive transport except a. diffusion c. exocytosis b. osmosis d. facilitated diffusion 3. Energy is used to move molecule by .. . a. diffusion c. active transport b. osmosis d. passive transport 4. are organisms that cant make their own food. a. Biodegradables c. Consumers b. Producers d. Enzymes 5. Stomata open to allow .. the plant. a. sugar into c. carbon dioxide into b. sugar out of d. light into 6. A product of photosynthesis is .. . a. CO2 c. H2O b. O2 d. H2 7. Water, carbon dioxide, and energy are all product of .. . a. cell division c. growth

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b. photosynthesis d. respiration 8. Based on the picture bellow, the primary function of stomata is . a. photosynthesis b. to guard the interior cells c. to allow water to escape d. to permit carbon dioxide to enter the leaf

9. The minerals enter the plant root hair by . . a. osmosis b. diffusion c. active transport d. passive transport C. Explain breifly but clearly! 1. 2. 3. No 1. Ita has bought vegetable rujak. Unfortunately, she forgets to eat it, and realize it after 4 hour. Make a prediction what will happen with her rujak and give the reason. Explain what would happen to the consumers in a lake if there is no light that can go into the water in the lake. Based on the data in the table below, describe how the light intensity affects photosynthesis process. Light Intensity (Candle) 1500 Photosynthesis Rate (m3 O2/minute) 0,78

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2. 3.

2000 3000

1,7 1,4

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ANSWER KEY OF EVALUATION SHEET 1: PRODUCT A. Write the word or phrase that best completes each statement! 1. active transport 2. hypotonic solution 3. photosynthesis 4. chlorophyll B. Choose the word or phrase that best completes the statement or answer the question 1. C 2. C 3. C 4. C 5. C 6. B 7. D 8. D 9. C C. Explain briefly and clearly! 1. Vegetable in Rujak will not be fresh anymore and become watery after a while. It can happen because cells in vegetable have hypotonic solution than in rujak sauce. Because of that the water in vegetables will move out of the vegetable. 2. Plant as a producer will die because there is no photosynthesis process. As a consequence, all the consumers in a lake will also die. 3. The light intensity affects photosynthesis process. When the light intensity is higher the rate of photosynthesis increase untill 2000 Candle, after that the rate of photosynthesis will decrease. No 1. 2. 3. Light Intensity (Candle) 1500 2000 3000 Photosynthesis Rate (m3 O2/minute) 0,78 1,7 1,4

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Nama:__________________________Kelas:______________Tanggal:_________ LP SMP BIO RSBI 02: What Factors Influence Photosynthesis? Answer questions below! You have to conduct an experiment to prove a hypothesis that light intensity influence the photosynthesis rate. 1. Write your problem about factors that influence photosynthesis. _____________________________________________________________ 2. Write a hypothesis. _____________________________________________________________ 3. Identify variables of your experiment. (a) Control variable:________________________________________________ __________________________________________________________ (b) Manipulation variable:_______________________________________ (c) Response variable:__________________________________________ 4. List the materials of your experiment. ____________________________________________________________ 5. Write the procedure of your experiment. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 6. Create a data table to record your measurements. Be sure to include a column for each factor you will investigate and a column for the control experiment.

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Analisis: 1. Explain how counting bubbles measures the rate of photosynthesis. ___________________________________________________________ ___________________________________________________________ 2. Which light intensity gives the best rate in photosynthesis? __________________________________________________________ __________________________________________________________ 3. Does the data support your hypothesis? _____________________________________________________________ _____________________________________________________________ 4. Draw the conclusion based on the data. _____________________________________________________________ _____________________________________________________________

Reference: Isnawati. 2009. What factors influence photosynthesis. Surabaya: PSMS UNESA

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KUNCI LP SMP BIO RSBI 02: What Factors Influence Photosynthesis? 1. Write your problem about factors that influence photosynthesis. Does light intensity influence the rate of photosynthesis? 2. Write a hypothesis: light intensity influences the rate of photosynthesis 3. Identify variables of your experiment. a. Control variable: amount of plant, amount of water, number of plant etc. b. Manipulation variable: light intensity c. Response variable: number of bubble d. List the materials of your experiment: 1000-mL beaker, three Elodea plants, string, washers, 0.25% sodium hydrogen carbonate (baking soda) solution, Watch with second hand e. Write the procedure of your experiment. 1. Construct a basic setup in order that you can conduct the experiment. 2. Create a data table to record your measurements. Be sure to include a column for each light intensity (a place with much light and a place in darkness) you will investigate and a column for the control experiment. 3. Place the Elodea plants in the beaker, then completely cover the plants with water. Add some of the baking soda solution. The solution provides CO2 for the aquarium plants. Be sure to use the same amount of water and solution for each trial. 4. Conduct a control experiment by directing the lamp on the plant and notice when you see the bubbles. 5. Observe and record the number of oxygen bubbles that Elodea generates in five minutes. f. Create a data table to record your measurements. Be sure to include a column for each factor you will investigate and a column for the control experiment. There are many variation of table. The important thing: X axis is for manipulation variable and Y axis is for response variable. g. Explain how counting bubbles measures the rate of photosynthesis. The bubble is oxygen which is produced in photosynthesis process. h. Which light intensity gives the best rate in photosynthesis? Higher intensity gives the best rate in photosynthesis i. Does the data support your hypothesis? yes j. Draw the conclusion based on the data. light intensity affects photosynthesis rate in a plant LP 3: USING MICROSCOPE Instructions: 1. Prepare a microscope including the aids and a green leaf. 2. Give your score on each student for each aspect. 3. Maximum total score is the total of all performance aspects.

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Format to Assess Performance Using Microscope School: --------------------------------------------Grade: ---------------------------------------------Student 2 3 4 etc

No 1.

Aspect 1 Preparation (10) a. Open the microscope diaphragm b. Adjust the mirror to catch light Observing Slide (70) a. Put the slide on the stage. b. Use the stage clip to fit the slide. c. Adjust objective lenses on coarse focus. d. By turning coarse focus, adjust the position of slide in order the epidermis cells clearly. e. Turn coarse focus to fine focus. f. By using fine focus, adjust the position of slide in order to see the epidermis cells clearly. g. Draw the leaf epidermis cell rightly. Closure (10) Adjust the position of objective lenses, mirror and diaphragm on stored position (not use). Total Score (100)

2.

3.

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LP 4 : Observation sheet Student: Grade: Date:

No 1 2 3 4 5 6 7 8 9 10

Characters Honest Care Responsible Tolerants Do the best Thinking logically Open Helpful Meticulous Courteous

Poor

Fair

Good

Very good

Observer ( )

Source: Johnson, D.W. & Johnson, R.T. 2002. Meaningful Assessment. A Manageable and Cooperative Process. Boston: Allyn & Bacon.

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