Innovative Learning II

A SET OF CLASSROOM DISCUSSION ON TERMOCHEMISTRY

MATTER

Submitted by:
Widyah Angreini

(14030194010)

INTERNATIONAL CHEMISTRY EDUCATION 2014

DEPARTMENT OF CHEMISTRY
MATHEMATCS AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF SURABAYA
2016

LESSON PLAN
Level of Education : Senior High School
School
: SMA Cendekia
Class/Semester
: XI/First
Subject
: Chemistry
Subject Matter
: Thermochemistry (Exoterm and Endoterm
Reaction)
Time Allotment
: 1 x 45 minutes (Once Meeting)

A.

Main Competence
KI 1: Appreciating and practicing the religious teaching which embraced
KI 2: Appreciating and practicing honest behavior, discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite, responsive and
proactive and displayed as part of the solution to various problems in
interacting effectively with the social and natural environment as well as in
position ourselves as a reflection of the nation in the association world.
KI 3: Understanding, implicating, analyzing factual, conceptual and procedural
knowledge based on curiosity of science, technology, art, culture, humanities,
with insight into humanity, national, state, and civilization in related causes of
phenomena and events, as well as applying procedural knowledge in a specific
field of study according to their talents and interests to solve problems.
KI 4: Processing, reasoning, present, and create in the realm of the concrete and the
abstract domains associated with the development of the learned at school
independently and act effectively and creatively, and able to use the scientific
method.

B.

Basic Competence and Indicator :

1.1

Aware of the regularity of hydrocarbon properties, thermochemistry, reaction rates,

equilibrium chemistry, colloidal solution and as a manifestation of the greatness of
God the Almighty and the knowledge about the existence of such orderliness as a
result of creative thinking the human truth is tentative.

Indicator
1.1.1 Students are grateful for Gods creation as the greatness of Almighty God.
Learning Goals:
1

1.

After discussing about the matter, students are grateful for Gods creation as

the greatness of Almighty God.

2.1 Show the scientific behavior (have curiosity, discipline, honest, objective, open
mind, be able to differ fact and opinion, tape, precise, responsibility, critic, creative,
innovative, democratic, communicative) in design and doing experiment and discuss
that applied in daily life.
Indicator :
2.1.1 Student be able to apply communicative attitude.
2.1.2 Student be able to apply curiosity attitude.
Learning Goals:
1. In discussing activity, student be able to apply communicative attitude.
2. In discussing activity, student be able to apply curiosity attitude.
3.4 Distinguishing exothermic reaction and an endothermic reaction based on the results
of the experiment and the energy level diagram.
Indicator :
3.4.1 Distinguish exothermic and endothermic reaction
3.4.2 Explain the characteristics of an exothermic reaction and an endothermic
reaction
Learning Goals:
1. Students are able to distinguish exothermic and endothermic reaction based on
experiment result correctly..
2. Students are able to explain the characteristics of an exothermic reaction and an
endothermic reaction based on the experiment result correctly.
4.4 Design, conduct, conclude and present experimental results of exothermic reaction
and an endothermic reaction.
Indicator:
4.7.1 Conduct the experiment of exothermic reaction and an endothermic reaction.
4.7.2 conclude the result of exothermic reaction and an endothermic reaction.
4.7.3 Present the result of exothermic reaction and an endothermic reaction.
Learning Goals:
1. Students are able to conduct the experiment of exothermic reaction and an
endothermic reaction based on the set of procedure in worksheet.
2. Students are able to conclude the result of experiment of exothermic reaction and
an endothermic reaction based on the data.
3. Students are able to present the result of experiment of exothermic reaction and an
endothermic reaction group by group.
C.

Learning Materials :
Exothermic reactions transfer energy to the surroundings. Endothermic
reactions take in energy from the surroundings. Reversible reactions are where
2

the products can react to remake the original reactants. If the forward reaction is
exothermic, the reverse reaction is endothermic.
Exothermic and endothermic reactions
When a chemical reaction occurs, energy is transferred to, or from, the
surroundings - and there is often a temperature change. For example, when a bonfire
burns it transfers heat energy to the surroundings. Objects near a bonfire become
warmer. The temperature rise can be measured with a thermometer.
1. Exothermic reactions
These are reactions that transfer energy to the surroundings. The energy is
usually transferred as heat energy, causing the reaction mixture and its
surroundings to become hotter. The temperature increase can be detected using a
thermometer. Some examples of exothermic reactions are:
a. Burning
b. Neutralitation reactions between acids and alkalis
c. The reaction between water and calcium oxide

2. Endothermic reactions
These are reactions that take in energy from the surroundings. The energy
is usually transferred as heat energy, causing the reaction mixture and its
surroundings to get colder. The temperature decrease can also be detected using a
thermometer. Some examples of endothermic reactions are:
a. Electrolysis
b. The reaction between ethanoic acid and sodium carbonate
c. The thermal decomposition of calcium carbonate in a blast furnace.
D.

Learning Method
a. Learning Model

: Classroom Discusiion

b. Learning Method : Think-Pair Share and Experiment

E.

Learning Activity
LEARNING

LEARNING ACTIVITY

TIMES

STEP
INTRODUCTION

Teacher give greetings to students

Teacher pointed one of student to lead

5minutes

pray together.
-

Teacher check the presence of the

student.

Teacher review the matter about

definition of system and surrounding.
(Aperseption)

Teacher connected the system and

surrounding with matter that they
learn today.

Teacher gives motivation by showing

some picture about factor that affect
reaction rate. (Motivation)

Teacher ask to student about the

picture and asks the students to
explain about the picture.

Teacher ask to student, who

want to explain about the
picture?

Teacher give correlation the content of

the picture with the material that will
learn today.

Fase 1

Clarify aims and

The teacher explained the matter that

will be discussed.
Teacher said, today, we will learn

establish set.

about exothermic and endothermic

-

reaction.
Teacher explains learning goals for
this meeting by showing slide on PPT.

Students arrange seating to form the

letter U in accordance with the
direction of the teacher.
4

Fase 2 :
Focus

the

Teacher divide the students into 5

groups. Each group consists of 2

discussion
-

students.
Student get worksheet, 1 group get 1

worksheet.
Student
conduct

the

simple

experiments about exothermic and

-

endothermic reaction.
Student write the observation resulton

table.
Teachers

provide

focus

for

discussion by describing the basic

rules

about

learning

to

be

implemented. It is Thing-Pair Share

(TPS).
MAIN ACTIVITY
Fase 3: Hold the
discussion

Think
- Students
-

30 minutes
read

textbooks

about

exothermic and endothermic reaction

Students think individually about the
experiemnt

result

and

do

the

worksheet individually.
Pair
-

Students discuss and do the worksheet

with their group.
Students analyze

and

conclude

experimental data of exothermic and

-

endothermic reaction with their group.

The teacher monitors the interaction of

studnets with their group.

Share
- Students present the results of their
discussion

about

exothermic

and

endothermic reaction.
students respond to presentations from

other groups.
Teachers respond

emerged during the discussion.

Teachers give reward (praise) to the

to

ideas

that

students opinion or idea.

students evaluate the results of the
discussions about exothermic and
endothermic

Fase 4 :
End the discussion
Fase 5: Debrief

reaction

with

the

guidance of teachers.
CLAUSER
students summarize and present about
the results of discussions at this

meeting with the teachers.

Students are asked to examine their

discussion and thinking processes.

Teacher asking questions like: What is

the discussion

10
minutes

your opinion about the discussions

going today? What can we do in the

future to make the discussion more

F.

stimulating or provocative?
Teachers deliver next material to be

learned, it is enthalpy.
Teacher appreciate students activity.
Teacher ask student to lead pray

together.
Teacher closing the class by greetings.

Media and Learning Sources

a) Media: worksheet, power point, tools and materials and tools needed in experiment.
b) Tools : Notebook and LCD.
c) Learning Sources :
Harwood, Richard.2008. IGCSE New Edition Chemistry. Cambridge: Cambridge
University Press.
Any resources that staunch

G.

Learning Outcomes Assessment Instrument

Spiritual Attitude Assesment : Observation
Social Attitude Assesment
: Observation
knowledge Assesment
: Examination

Teacher

Known,
Headmaster
6

(Maftukhatun Nimah)

(Widyah Angreini)