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49085146 lesson-plan-science-grade-7

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Sample Lesson plan in Grade 7 science

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49085146 lesson-plan-science-grade-7

  1. 1. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : MEASUREMENTTIME ALLOCATION : 3 X 40’Standard CompetenceTo understand scientific procedure to study nature objects using toolsBasic Competence :1. To distinguish fundamental quantities and derived quantities and also their units.Indicators :1.Identification physical quantities in daily life2. classify physical quantities in the fundamental quantities and derived quantities3.Write out the five basic physical quantities and their units.4. Differentiate basic and derived physical quantities5. Derived their units of derived physical quantities6. Use the International Unit System in the measurement7. Convert the simple units system for length, mass and timeSources1. Students’ book2. Students’ worksheetMaterials and Apparatus:1. Some examples of products which are labeled to state their physical quantities.Instructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Show examples of products in daily life which are labeled to state their physical quantities.2. Motivate students by asking to students which one is physical quantity3. Ask the students to benefit some physical quantities which are labeled on the products indaily life.4. State indicators of the objectives of learning.Main Activity1. Let Students read Student Books about Physical Quantities and Their Units.2. Discuss and explain all the matters in Chapters 2 about physical quantities and their units.3. Ask the students in groups of four or five students to try make a list of physical quantitieswhich are used in daily life.4. Make a list to classify them into basic quantities.5. Give examples in solving some problemsClosing1. Guide the students in summarizing the topics that have been studied, according to theobjective of lesson planAssignment1. Individual AssignmentInstrument1. Homework
  2. 2. Example of Assessment:1. Look for some products in your home to mention some physical quantities then make label onthem.2. Make a list of physical quantities which are used3. Make a list to classify them into fundamental quantities.4. Explain the meaning of fundamental quantities.5. Look for some products in your home to mention some physical quantities which are on theproducts labeled6. Make a list of physical quantities which are used7. Make a list to classify them into derived quantities.8. Explain different between derived quantities and fundamental quantitiesMarking SchemeMaximum score : 5Final scoring formula : = 10040xscorefinalApproved by, Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  3. 3. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : QUANTITIES AND UNITSTIME ALLOCATION : 3 X 40’Standard CompetenceTo understand scientific procedure to study nature objects using toolsBasic CompetenceTo distinguish fundamental quantities and derived quantities and also their unitsIndicators1. Identification physical quantities in daily life2. collected physical quantities in the fundamental quantities and derived quantities3. Write down the five basic physical quantities and their units.4. Differentiate basic and derived physical quantities5. Derived their units of derived physical quantitiesSources1. Student Books2. Student WorksheetMaterials and Apparatus:1. Some examples of products which are labeled to state their physical quantities.Instructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Show examples of products in daily life which are labeled to state their physical quantities.2. Motivate students by asking to students which one physical quantity3. Ask the students to mention the benefit some physical quantities which are labeled on theproducts in daily life.4. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about Physical Quantities and Their Units.2. Discuss and explain all the topics (subject lesson) in Chapters 2 about physical quantitiesand their units.3. Ask the students in groups of four or five students to try make a list of physical quantitieswhich are used in daily life.4. Make a list to classify them into derived quantities.5. Give examples in solving some problemsClosing1. Guide the students in summarizing the topics that have been studied, according to theobjective of lesson planAssignment1. Individual AssignmentInstrument1. Homework
  4. 4. Example of Assessment:1. How many mili meters are there in : (a) 1 cm (b) 3.7 m (c) 0,05 km2. What is length in meter of: (a) 250 cm (b) 1250 km (c) 45000 mm3. What is the area in cm 2of: (a) 1.5 m 2(b) 750 mm 2(c) 25 km 24. What is the mass in kg of: (a) 750 gram (b) 25 mg (c) 1500 hg5. What is the mass in grams of: (a) 500 mg (g) 12,5 kg (c) 1,75 dagMarking SchemeMaximum score : 4Final scoring formula : = 10020xscorefinalApproved by , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  5. 5. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : TEMPERATURETIME ALLOCATION : 3 X 40’Standard Competence:To understand scientific procedure to study nature objects using toolsBasic Competence:To describe temperature and measurementsIndicators:1. Identify definition of temperature2. Using the thermometer to measure temperature3. Make a simple thermometer based on the characteristics change of the volume scale4. Compare Celsius scale with the other temperature scalesSources1. Student’s Book2. Student’s WorksheetTools and Materials1. laboratory thermometer2. Clinical thermometerInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students to mention some tools which are used to measuretemperature?2. Ask the students to remember when they sick or fever?3. What the tools for measure when the body fever or sick?4. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about Physical Quantities and their units and underlinethe principle concept of measurement using measuring tools.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.5. Introduce tools for measuring temperature using the thermometer6. Introduce to students how to measure temperature using the thermometer7. Ask students in group to use the worksheet on measuring temperature
  6. 6. 8. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.9. Give a reward to the group giving a good performance.10. Guide each group in accomplishing the activity.11. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.12. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according tothe objective of Lesson PlanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkClosing1. Guide the students in summarizing the topics that have been studied, according to theobjective of lesson planExample of Assessment:Compare Celsius scale with the Fahrenheit scale, Kelvin scale and Reaumur scale:1. 25 °C = ………..°F = …………°R = …………K2. 40 °R = ………..°C = …………°F = …………K3. 152 °F = ………..°C = …………°R = …………K4. 273K = ………..°C = …………°R = …………°F5. 60 °C = ………..°R = …………°F = …………KApproved by, Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  7. 7. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : TEMPERATURETIME ALLOCATION : 3 X 40’Standard Competence:To understand scientific procedure to study nature objects using the toolsBasic Competence :To describe temperature and measurementsIndicators :1. Make a simple thermometer based on the characteristics change thevolume scaleSources1. Student’s Book2. Student’s WorksheetMaterials1. laboratory thermometer2. Clinical thermometerInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students to mention some tools which are used to measuretemperature?2. Ask the students to remember when them sick or fever?3. What the tools for measure when the body fever or sick?4. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about Physical Quantities and Their Units andunderline the principle concept of measurement using measuring tolls.2. Let Students sit in a cooperative learning setting and remind them of the cooperativeskills that will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guideeach group in accomplishing this activity.5. Introduce tools for measuring temperature using the thermometer6. Introduce to students how to measure temperature using the thermometer7. Ask students in group to use the worksheet on measuring temperature8. Let one group present their result and other groups respond to it. Make sure that eachgroup has known the correct answers.9. Give a reward to the group giving a good performance.10. Guide each group in accomplishing the activity.
  8. 8. 11. Let each group present their result and other groups respond to it. Make sure that eachgroup has known the correct answers.12. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied,according to the objective of Lesson PlanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkClosing1. Guide the students in summarizing the topics that have been studied, according to theobjective of lesson planWorksheetMake a ThermometerA thermometer is an instrument that measures the temperature. Temperature is measured in a scalecalled Fahrenheit (by most people in the United States) and in Celsius or Centigrade (used by scientistsand by people in many other countries). The point where water freezes is 32 degrees Fahrenheit (F forshort) and 0 degrees Celsius (C). The point where water boils is 212 degrees F and 100 degrees C. Ifyou want to know how to convert from F to C or from C to FMaterial :1. Tap water2. Rubbing alcohol (do not drink this)3. Clear, narrow-necked plastic bottle (11-ounce water bottles work well)4. coloring Food5. Clear plastic drinking straw6. Modeling clayProcedure:1. Pour equal parts of tap water and rubbing alcohol into the bottle, fillingabout 1/8 to a 1/4 of the bottle.2. Add a couple of drops of food coloring and mix.3. Put the straw in the bottle, but dont let the straw touch the bottom (DONOT DRINK THE MIXTURE).4. Use the modeling clay to seal the neck of the bottle, so the straw stays inplace5. Now, hold your hands on the bottle and watch what happens to the mixturein the bottle
  9. 9. Scoring SchemeNo Scoring Aspects Score1 2 3 4123Preparationa. Procedureb. Apparatus and mateial arecompletec. Apparatus and material used bythe student are corretc for achieving theexperimental objectivesPerforming experimenta. Working in groupb. Attitudec. Observation of theobject to moved. Explanation ofexperimentalExperimental resultsa. Collecting information datab. Answering the questionsc. Make a conclusionTotal Score 40Approved by, Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  10. 10. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : QUANTITIES AND UNITSTIME ALLOCATION : 3 X 40’Standard Competence:To understand scientific procedure to study nature objects using toolsBasic Competence:To do basic measurements using measuring tools which are used in our daily-lifeIndicators:1. Choose the right tool and measure the volume of a liquid, a regular shapesolid, and irregular shaped solid in the context of an experiment2. Choose the right tool and measure the temperature of a liquid and thebody of a person in the context of an experiment3. Choose the right tool and measure the time of an experimentSources1. Student’s Book2. Student’s WorksheetTools and Materials1. laboratory thermometer2. Clinical thermometer3. Stopwatch4. watch5. measuring Cylinder6. rectangle iron7. cubic wood8. water9. stoneInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students to mention some tools which are used to measuretemperature and time?2. Ask the students to remember when them sick or fever?3. What the tools for measure when the body fever or sick?4. What the tools for measure how long times when the body fever or sick?5. State indicators of the objectives of learning.
  11. 11. Main Activity1. Let Students read Student’s Book about Physical Quantities and Their Units and underlinethe principle concept of measurement using measuring tolls.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.5. Introduce tools for measuring temperature and times.6. Introduce to students how to measure temperature and times.7. Ask students in group to use the worksheet on measuring temperature and measuring times.8. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.9. Give a reward to the group giving a good performance.10. Guide each group in accomplishing the activity.11. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.12. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according tothe objective of Lesson PlanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkClosing1. Guide the students in summarizing the topics that have been studied, according to theobjective of lesson plan 2.5Example of Assessment:1. When you go to school, how long times do you need?2. When your body fever, what is the temperatures reading do you see in the thermometer?3. What do you do when you want to measure a stone?4. A rectangle block measures 20 cm by 10 cm by 5 cm, calculate volume in the SI unit?5. A plastic box has a 6 cm2base and contains water to a height of 7 cma. What is volume of the waterb. A stone is lowered and the water rises to a height of 9 cm. What is the volume of thestone?Approved by , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  12. 12. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : QUANTITIES AND UNITSTIME ALLOCATION : 3 X 40’Standard Competence:To understand scientific procedure to study nature objects using toolsBasic Competence:To do basic measurements using measuring tools which are used in our daily-lifeIndicators:1. Choose the right tool and measure the mass of an object in the context of an experiment2. Choose the right tool and measure the volume of a liquid, a regular shape solid, andirregular shaped solid in the context of an experimentSources1. Student’s Book2. Student’s WorksheetMaterials and apparatus:1. Balances2. Measuring Cylinder3. Water4. StonesInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students how to measure the mass of the stone?2. Ask the students to give some examples of products which are labeled with a quantity ofvolume or mass.3. Ask the students to remember when the gold can be expensive. Why? How to measure it?4. What the tools for measure the volume of the stone?5. Ask students to mention different kinds the units of mass and volume which are used indaily life.6. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about Physical Quantities and Their Units and underline theprinciple concept of measurement using measuring tolls.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills thatwill be trained and how to follow the training.3. Give Student’s worksheet to students
  13. 13. 4. Referring to the cooperative learning model, let each group does step by step. Guide each groupin accomplishing this activity.5. Introduce tools for measuring volume and mass.6. Introduce to students how to measure volume and mass.7. Ask students in group to use the worksheet on measuring mass and measuring volume.8. Let one group present their result and other groups respond to it. Make sure that each group hasknown the correct answers.9. Give a reward to the group giving a good performance.10. Guide each group in accomplishing the activity.11. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.12. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to theobjective of Lesson PlanInstrument1. Group Test2. HomeworkExample of Assessment:1. A rectangular block measures 4.0 cm by 2.5 cm by 5.0 cm. Calculate its volume!2. A plastic box has a 6 cm2base and contains water to a height of 7 cm.a. What is volume of the water?b. A stone is lowered and the water rises to a height of 9 cm. What is the volumeof the stone?Approved by, Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  14. 14. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : GRAPHTIME ALLOCATION : 3 X 40’Standard Competence:To understand scientific procedure to study nature objects using the toolsBasic Competence:To analyze and communicate a graph based on measuring the dataIndicators:1. Indicating the shape of curve2. Making the data based on measurement3. draw conclusion the lessonSources1. Student’s Book2. Student’s WorksheetTools and Materials3. Color pencil4. Ruler5. Millimeter blockInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by giving the picture of different graph using power point2. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about Graph and underline the principle concept ofanalyze and communicate a graph using measuring data.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.5. Introduce to students how to make a graph.6. Ask students in group to use the worksheet to make bar graph7. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.8. Give a reward to the group giving a good performance.9. Guide each group in accomplishing the activity.Closing
  15. 15. 1. Guide the students in summarizing the topics that have been studied, accordingto the objective of Lesson PlanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkWorksheetObjectives• Practice measuring the length and width of objects around the classroom.• Create two bar graphs, comparing length and width.• Discuss why bar graphs are useful in displaying data.Materials• Length• weather• Paper and pencils• Common objects: desk, chair, notebooks, textbooks• Rulers and tape measures• Graph paper (optional)• Colored pencils (optional)ProceduresTell students that they will learn measuring and graphing skills.1. Divide the class into 5 groups. Tell students that each group will measure thelength and width of the objects listed below; they will draw one bar graph showing theirlengths and a second bar graph showing the widths.Objects to Measure:• desk• book• notebook• chalkboard• tissue box2. Give students time in class to work on the activity. Remind them to measureaccurately and record the width and length of each object. This will help them organizethe data and have it available when it is time to create the graphs. (Be sure to tell themwhether they should measure in inches and feet or meters and centimeters.)3. Next, show students how to draw a bar graph. You may distribute graph paper,or have students draw the graphs on unlined paper. For the first graph, label thehorizontal axis "Object" and the vertical axis "Length." For the second graph label thehorizontal axis "Object" and the vertical axis "Width." Students may use a differentcolor for each object.
  16. 16. Scoring SchemeNo Scoring Aspects Score1 2 3 4123Preparationa. Procedureb. Apparatus and mateial arecompletec. Apparatus and material used bythe student are correct for achieving theexperimental objectivesPerforming experimente. Working in groupf. Attitudeg. Observation of theobject to moveh. Explanation ofexperimentalExperimental resultsd. Collecting information datae. Answering the questionsf. Draw a conclusionTotal Score 40Home Work:1. Make a graph based on the data into different graph2. Make a graph into stereo foamApproved by, Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 0014. Students have questions about how to draw a graph, show "Weather," Segment 2, whichexplains how to make bar graphs and why they are useful.5. After each group has measured the objects and drawn the graphs, bring the studentstogether for a discussion. Did the groups get similar results? What kinds of variationswere in the results? What caused the differences?6. Conclude by discussing why bar graphs are used to display data. Do students think it iseasier to compare data looking at a graph or looking at a chart? Help students understandthat a bar graph is a quick way to show results and compare data.
  17. 17. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : GRAPHTIME ALLOCATION : 3 X 40’Standard Competence:To understand scientific procedure to study nature objects using toolsBasic Competence:To make analyze and communicate a graph based on measuring dataIndicators:1. Making the data based on measurement2. Analyzing and communicating the graph.3. Make conclusion the lessonSources1. Student’s Book2. Student’s WorksheetTools and Materials1. Color paper2. Ruler3. Millimeter block4. Stereo foamInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by giving the picture of different graph using power point2. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about Graph and underline the principle concept ofanalyze and communicate a graph using measuring data.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.5. Introduce to students how to make a graph.6. Ask students in group to use the worksheet to make different graph7. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.
  18. 18. 8. Give a reward to the group giving a good performance.9. Guide each group in accomplishing the activity.Closing1. Guide the students in summarizing the topics that have been studied, accordingto the objective of Lesson PlanAssignment1. Group AssignmentInstrument1. PresentationScoring SchemeNo Scoring Aspects Score1 2 3 4123Preparationa. Procedureb. Apparatus and mateial arecompletec. Apparatus and material used bythe student are correct for achieving theexperimental objectivesPerforming experimenta. Working in groupb. Attitudec. Observation of theobject to moved. Explanation ofexperimentalExperimental resultsa. Collecting informationdatab. Answering thequestionsc. Make a conclusionTotal Score 40Approved by, Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  19. 19. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (CHEMISTRY)GRADE : VII (SEVEN)CHAPTER : ELEMENT, COMPOUND AND MIXTURETIME ALLOCATION : 3 X 40’Standard CompetenceTo understand element, compound and mixtureBasic CompetenceTo explain definition of element and compoundIndicators:1. Explain how to write the symbol of element2. Clarify how to arrangement of element3. Write the simple name of element4. Determine the name of compoundand simple formula chemistrySources1. Student’s Book2. Student’s WorksheetInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron.2. State indicators of the objectives of learning.Main Activity1. Before main activity, they are bringing a quiz to choose which one of elements.2. Let Students read Student’s Book concerning elements3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills thatwill be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step. Guide each groupin accomplishing this activity.6. Let one group present their result and other groups respond to it. Make sure that each group hasknown the correct answers.7. Give a reward to the group giving a good performance.8. Give a model of how to write the symbols of elements.9. Guide each group in accomplishing the activity.10. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.11. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to the objectiveof Lesson PlanAssignment1. Individual Assignment2. Group Assignment
  20. 20. Instrument1. Performance Assessment2. Product AssessmentWorksheetNAMES AND SYMBOLS OF ELEMENTSComplete the columns with the appropriate symbols of the relevant elementsElements Symbols Elements Symbols Elements Symbols Elements SymbolsAluminumBariumBromineCalciumCarbonChlorineChromiumCobaltFluorineHeliumIodineLeadMagnesiumMercuryNickelPlatinumPotassiumSiliconSilverZincFinal scoring formula : = 10020xscorefinalApproval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  21. 21. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (CHEMISTRY)GRADE : VII (SEVEN)CHAPTER : ELEMENT, COMPOUND AND MIXTURETIME ALLOCATION : 3 X 40’Standard CompetenceTo understand element, compound and mixtureBasic CompetenceTo explain definition of element and compoundIndicators :1. Making a compound2. Describe how to make a compound3. Explain different between element and compound.4. Write the names of compound.Materials1. Student’s Book2. Student’s WorksheetInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students so that they give some sugar, salt, ring, pencil, copper, andiron.2. State indicators of the objectives of learning.Main Activity1. Before main activity, they are bringing a quiz to choose which one of elements.2. Let Students read Student’s Book concerning elements3. Let Students sit in a cooperative learning setting and remind them of thecooperative skills that will be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step.Guide each group in accomplishing this activity.6. Let one group present their result and other groups respond to it. Make sure thateach group has known the correct answers.7. Give a reward to the group giving a good performance.8. Give a model of how to write the symbols of elements.9. Guide each group in accomplishing the activity.10. Let each group present their result and other groups respond to it. Make sure thateach group has known the correct answers.11. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, accordingto the objective of Lesson PlanAssignment1. Individual Assignment2. Group Assignment
  22. 22. Instrument1. Performance Assessment2. Product AssessmentWorksheetMAKING A COMPOUNDTools and materials- copper fillings- sulphur- iron- a candle- aluminum foil- a piece of paper for this experiment- a box of sand for this experimentProcedure1. You should prepare this materials.2. Put some copper fillings, some iron and a spatula-full of sulphur powder separately on a pieceof paper3. Observe, the shape and the color of the three elements. Write in the table.4. Mix the two elements together using a spatula.5. Observe the mixture. Is there any change happening ?6. Mix the two elements together using aluminum foil and make a roll like a candy.7. Heat it gently on a burner (a candle)8. Put the mixture on the box of sand9. Then, tap out the contents on to a piece of paper.10. Notice what happens. Do you see any changes to the mixture, especially to the iron andcopper?11. Discuss whether there is any change with your friends in the group.12. Compare the result with the mixture you started together.Exercise :1. Complete the columns with the experiments:No Element Shape (Solid or Powder) color123CopperIronSulphur2. What do you think the black mass at the bottom of the aluminum foils?3. Compare your answer with your other friends and teacher.4. Make a conclusion about this experimentsApproval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
  23. 23. NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (CHEMISTRY)GRADE : VII (SEVEN)CHAPTER : ELEMENT, COMPOUND AND MIXTURETIME ALLOCATION : 3 X 40’Standard CompetenceTo understand element, compound and mixtureBasic CompetenceTo compare the characteristics of element, compound and mixtureIndicators :1. Compare the characteristic of element,2. compound and mixture using supervision3. Make the simple draft characteristic of element, compound and mixtureMaterials1. Student’s Book2. Student’s WorksheetInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron.2. State indicators of the objectives of learning.Main Activity1. Before main activity, they are bringing a quiz to choose which one of elements.2. Let Students read Student’s Book concerning elements3. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.6. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.7. Give a reward to the group giving a good performance.8. Give a model of how to write the symbols of elements.9. Guide each group in accomplishing the activity.10. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.11. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to theobjective of Lesson PlanAssignment1. Individual Assignment
  24. 24. 2. Group AssignmentInstrument1. Performance Assessment2. Product AssessmentWorksheetMake a SaltMaterial :1. a plate2. water saficient3. salt saficientProcedure :1. Mixing water with salt2. Pour salt water into a plate3. Expose the salt water in the plate4. Let the exposure to sunlight for 3 or 4 days.Analysis :1. What stays on the plate after the 4-days exposure to sunlight?2. Is your activty the same as what the salt farmers do?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  25. 25. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (CHEMISTRY)GRADE : VII (SEVEN)CHAPTER : ELEMENT, COMPOUND AND MIXTURETIME ALLOCATION : 3 X 40’Standard CompetenceTo understand element, compound and mixtureBasic CompetenceTo compare the characteristics of element, compound and mixtureIndicators :1. Classifying the substance that the homogeny mixtures and heterogenic mixture in dailylifeMaterials1. Student’s Book2. Student’s WorksheetInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students so that theygive some sugar, salt, ring, pencil, copper, and iron.2. State indicators of theobjectives of learning.Main Activity1. Before main activity, they arebringing a quiz to choose which one of elements.2. Let Students read Student’sBook concerning elements3. Let Students sit in a cooperativelearning setting and remind them of the cooperative skills that will be trained and how to followthe training.4. Give Student’s worksheet tostudents5. Referring to the cooperativelearning model, let each group does step by step. Guide each group in accomplishing thisactivity.6. Let one group present theirresult and other groups respond to it. Make sure that each group has known the correct answers.7. Give a reward to the groupgiving a good performance.8. Give a model of how to writethe symbols of elements.9. Guide each group inaccomplishing the activity.10. Let each group present theirresult and other groups respond to it. Make sure that each group has known the correct answers.
  26. 26. 11. Give a reward to the groupgiving a good performance.Closing1. Guide the students insummarizing the topics that have been studied, according to the objective of Lesson PlanAssignment1. Individual Assignment2. Group AssignmentInstrument1. Performance Assessment2. Product AssessmentWorksheetIdentifying homogenous and heterogenous mixtures.Material :1. Water2. Sand3. Salt4. Beaker Glass5. Funnel GlassProcedure :1. Take 2 beaker glasses and give mark A and B.2. Fill the beaker glass with water a half full.3. Add a spoonfull of salt into beaker glass A. Look at the figurebellow.
  27. 27. Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 0014. Add a spoonfull of sand into beaker glass B. Look at the figurebellow.5. Stir them6. Obeserve the contents of both beaker glasses.Analysis :1. Is the content of beaker glass A a mixture ?2. Give your reason!3. Is the content of beaker glass B a mixture?4. Give your reason!5. What are differences of the content of beaker glass A and B?
  28. 28. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : SEPARATION MIXTURETIME ALLOCATION : 3 X 40’Standard Competence:To understand element, compound and mixtureBasic Competence :To do separation mixture using the tools based on physical and chemical characteristicsIndicators :1. explain separation mixture base on dimension of particles and boiling point.2. to do simple experiment of purification of the water3. to do experiment separation mixture appropriate using method (filtering, distillation,evaporation and subliming)Materials1. Student’s Book2. Student’s Worksheet3. Sand4. Water5. Sugar6. Salt7. Coffee8. Paper filterInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate by asking the students how to make of purification of the water2. The teacher tells the students that they will learn about mixtures which have variouscompositions and can be separated into their pure components by physical techniques. For example,a substance that is soluble in water can be easily separated. The teacher discusses with students howto filter dirty water using a simple technique, and then to identify the method of separating themixture. Make sure that students understand the methods of filtering, distillation, evaporation, andsublimation.3. Then, the teacher asks students to work it out through experiments.4. Motivate and remind students to do activity. Ask the students about the relationship between ofthe physics and chemistry changes5. State the objective of the learning.Main ActivityPart 1. In this activity• Students are asked to take a spatula-full of powdered iron and put it on a piece of paper, andusing the same size of spatula, to take copper(II) sulphate and to put it beside the iron.• The teacher reminds students that in each case, the iron and the copper(II) sulphate should bepowdered, and to notice that the colors of the two substances are different.
  29. 29. • The teacher asks students to mix the two substances and then asks: "Can you recognize the ironand the copper(II) sulphate?"Part 2. In this activity:• Students are asked to put about 100 ml of water into a beaker glass, and to put the mixtureof iron and copper(II) sulphate into the beaker. Then, the teacher asks them to stir the mixturefor a few minutes using a glass rod.• The teacher asks students to observe accurately and see whether they can recognize the ironand the copper(ll) sulphate in solid phases.Part 3. In this activity:• Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand.Then, the mixture is filtered through the paper in the funnel. The teacher reminds the students tobe careful, so that they do not pour the mixture through the gap between the paper and the glass.• Students are asked to observe what happens when they pour the mixture.• The teacher asks students to look at the solid left on the filter paper, and tell them that thematter is called residue.• Students are asked whether they can guess what substance the residue is, and then, the teacherasks them to compare the color of the residue with those of iron and copper(II) sulphate.• The teacher facilitates the students to discuss about the blue liquid passing through the filterpaper.• The teacher asks the students to think about what the blue liquid is. The expected answer is asolution. Then, the teacher asks them again what solution it is. The expected answer is that theliquid is a copper(ll) sulphate solution.Part 4. In this activity:• The teacher asks students to heat gently the solution they got from the filtering procedure,until the liquid becomes darker (saturated).• The teacher tells the students to allow the solution to settle for a few minutes and then askthem to observe the solution accurately.• Students are asked whether they find a blue crystal in the solution, and lets them discuss thecrystal among themselves.• Students are asked to think about the whole process of separation they did.• The teacher asks the students to make a summary of all the processes and the results, andlets the students write their summary of the experiment from parts I to 4 in a systematic.Activity 5 Discussion: Separation of Mixture• The teacher facilitates a discussion on the separation of mixture on the basis of particle size andboiling point.• The teacher continues the discussion on the methods of filtering, distillation, evaporation, andsublimation.Closing1. Guide students to summarize the materials having been studied according to the objective oflesson planAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkExercise :1. What is the appropriate method to separate sugar from its solution?2. What is the appropriate method to take out sand from its mixture with water?
  30. 30. 3. Do you think boiling is an appropriate method to separate alcohol, or morespecifically ethanol from its mixture with water? Which one will boil first? Why?4. If you want to have clean water from muddy water, what method of separationwould you apply?5. Do you think distillation is a better method to take out sand from its mixture? Why?6. Why do you think sugar dissolves in water?7. What is your idea of getting sugar back from its solution?8. Do you think you can separate sugar from its solution using filter paper?9. When do you use the crystallization method?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  31. 31. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : SEPARATION MIXTURETIME ALLOCATION : 3 X 40’Standard Competence:To understand element, compound and mixtureBasic Competence :To do separation mixture using the tools based on physical and chemical characteristicsIndicators :1. explain separation mixture base on dimension of particles and boiling point.2. to do simple experiment of purification of the water3. to do experiment separation mixture appropriate using method (filtering, distillation,evaporation and subliming)Materials1. Student’s Book2. Student’s Worksheet3. Sand4. Water5. Sugar6. Salt7. Coffee8. Paper filterInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate by asking the students how to make of purification of the water2. The teacher tells the students that they will learn about mixtures which have variouscompositions and can be separated into their pure components by physical techniques. For example,a substance that is soluble in water can be easily separated. The teacher discusses with students howto filter dirty water using a simple technique, and then to identify the method of separating themixture. Make sure that students understand the methods of filtering, distillation, evaporation, andsublimation.3. Then, the teacher asks students to work it out through experiments.4. Motivate and remind students to do Activity. .Ask the students about the relationshipbetween of the physics and chemistry changes5. State the objective of the learning.Main ActivityPart 1. In this activity• Students are asked to take a spatula-full of powdered iron and put it on a piece of paper, andusing the same size of spatula, to take copper(II) sulphate and to put it beside the iron.• The teacher reminds students that in each case, the iron and the copper(II) sulphate should bepowdered, and to notice that the colors of the two substances are different.
  32. 32. • The teacher asks students to mix the two substances and then asks: "Can you recognize the ironand the copper(II) sulphate?"Part 2. In this activity:• Students are asked to put about 100 ml of water into a beaker glass, and to put the mixtureof iron and copper(II) sulphate into the beaker. Then, the teacher asks them to stir the mixturefor a few minutes using a glass rod.• The teacher asks students to observe accurately and see whether they can recognize the ironand the copper(ll) sulphate in solid phases.Part 3. In this activity:• Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand.Then, the mixture is filtered through the paper in the funnel. The teacher reminds the students tobe careful, so that they do not pour the mixture through the gap between the paper and the glass.• Students are asked to observe what happens when they pour the mixture.• The teacher asks students to look at the solid left on the filter paper, and tell them that thematter is called residue.• Students are asked whether they can guess what substance the residue is, and then, the teacherasks them to compare the color of the residue with those of iron and copper(II) sulphate.• The teacher facilitates the students to discuss about the blue liquid passing through the filterpaper.• The teacher asks the students to think about what the blue liquid is. The expected answer is asolution. Then, the teacher asks them again what solution it is. The expected answer is that theliquid is a copper(ll) sulphate solution.Part 4. In this activity:• The teacher asks students to heat gently the solution they got from the filtering procedure,until the liquid becomes darker (saturated).• The teacher tells the students to allow the solution to settle for a few minutes and then askthem to observe the solution accurately.• Students are asked whether they find a blue crystal in the solution, and lets them discuss thecrystal among themselves.• Students are asked to think about the whole process of separation they did.• The teacher asks the students to make a summary of all the processes and the results, andlets the students write their summary of the experiment from parts I to 4 in a systematic.Activity 5 Discussion: Separation of Mixture• The teacher facilitates a discussion on the separation of mixture on the basis of particle size andboiling point.• The teacher continues the discussion on the methods of filtering, distillation, evaporation, andsublimation.Closing1. Guide students to summarize the materials having been studied according to theobjective of lesson plan 13.1Assignment1. Group AssignmentInstrument1. Group Test2. Homework
  33. 33. WorksheetPurifying WaterMaterials :1. bottle of mineral water of 1 litre2. coarse sand3. gravels4. rock debris/stone5. cowlick6. dirty waterProcedures :1. Cut the lower part of the mineral water bottle2. Cut the cowlick as long as 10 cm3. Wash the coarse sand, rock debris and gravels throughly until no mud/soil remains4. Put cowlick, gravels, rock debris and coarse sand in the bottle as shown in thefigure.5. Pour the dirty water into the bottle6. Place the water that runs through the bottle mouth in a bowlAnalizes :Compare the clarity of the water before and after filtration.1. Can the dirty water used in the experiment be called a mixture?2. Why does the water become cleaner?3. What is the process in these experiment ?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  34. 34. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : PHYSICAL AND CHEMICAL CHANGESTIME ALLOCATION : 3 X 40’Standard Competence:To understand the characteristics of physical and chemical propertiesBasic Competence :To identify of physical and chemical changesIndicators :1. Compare the observation of product of physical and chemical changes2. Classification physical and chemical changes in daily life and communicating it.Materials1. Student’s Book2. Student’s Worksheet3. Wood4. Water5. iron6. Candle7. Matches8. PaperInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate by asking the students about example substance base on structure particles of thematter, like: water, wood and air.2. Motivate and remind students to do Activity 12.1.Ask the students about the relationshipbetween of the physics and chemistry changes3. State the objective of the learning.Main Activity1. Let the students read the units presenting physics and chemistry changes and underline theprincipal concepts and discuss them.2. Referring to the direct instruction, demonstrate physics and chemistry changes3. Let students sit in a cooperative learning and remind them of the cooperative skills that theywill learn and how to follow the activity.4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials forActivity 12.1 to each group.5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group todo the activity.6. Let each group present the results and encourage the other groups to respond to it. The teacherassures each group that they know the correct answers.7. Reward the group giving a good performance.
  35. 35. ClosingGuide students to summarize the materials having been studied according to the objective of lessonplanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkExercise :1. When the water is boiling or evaporation, explain it if they are physical changes!2. Explain the difference between physical and chemical changes!3. Give examples of the physical and chemical changesHome work:Make a journal to find physical and chemical changes in daily life!Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  36. 36. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : PHYSICAL AND CHEMICAL CHANGESTIME ALLOCATION : 3 X 40’Standard Competence:To understand the characteristics of physical and chemical propertiesBasic Competence :To identify of physical and chemical changesIndicators :1. Make a summarize based on experiment of physical and chemical changes2. Compare the characteristics of physical and chemical changes based on experimentMaterials1. Student’s Book2. Student’s Worksheet3. Wood4. Water5. iron6. Candle7. Matches8. PaperInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate by asking the students about example substance base on structureparticles of the matter, like: water, wood and air.2. Motivate and remind students to do Activity 12.1.Ask the students about therelationship between of the physics and chemistry changes3. State the objective of the learning.Main Activity1. Let the students read the units presenting physics and chemistry changes andunderline the principal concepts and discuss them.2. Referring to the direct instruction, demonstrate physics and chemistry changes3. Let students sit in a cooperative learning and remind them of the cooperativeskills that they will learn and how to follow the activity.4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus andmaterials for Activity 12.1 to each group.5. Referring to the cooperative learning model, let each group do steps 1 to 3.Guide each group to do the activity.6. Let each group present the results and encourage the other groups to respond toit. The teacher assures each group that they know the correct answers.7. Reward the group giving a good performance.
  37. 37. ClosingGuide students to summarize the materials having been studied according to the objective of lessonplanAssignment1. Group AssignmentInstrument1. Group TestWORKSHEETCHARCOAL ON THE RISE!PROBLEM: What is the difference between the two changes in the sugar. Why?HYPOTHESIS: Can you predict physical or chemical changes?MATERIALS: 100 mL of sugar crystals, two 100 mL beakers, two glass stirring rods, gooutdoors or under a fume hood!PROCEDURE:1. Fill each beaker half full of sugar.2. Add about 40 mL of water to the first beaker and the same amount of concentratedsulfuric acid to the second beaker.3. Stir and let it stand.4. Observe the difference between the two changes in the sugar.5. Ask: "In which beaker do the reactants still have the same properties?"Discussion:1. What is the difference between the processes in beaker I and beaker II?2. How can we recognize or distinguish between a physical change and a chemical change?3. In which of the two beakers could we get the sugar back as sugar?4. What do you think happened in the second beaker?5. What property do you think concentrated sulfuric acid has?6. What do you think the black material in beaker two is?CONCLUSION: ______________________?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  38. 38. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : CHEMICAL REACTIONTIME ALLOCATION : 3 X 40’Standard Competence:To understand the characteristic of physical and chemical propertiesBasic Competence :To identify simple chemical reaction using simple experimentIndicators :1. Make a reaction two matters to indicate color change and or temperature.2. Conclude the characteristics of chemical reaction based on color change and ortemperature.Materials1. Student’s Book2. Student’s Worksheet3. Wood4. Water5. iron6. Candle7. Matches8. PaperInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate by asking the students about example substance base on structure particles ofthe matter, like: water, wood and air.2. Motivate and remind students to do Activity 12.1.Ask the students about the relationshipbetween of the physics and chemistry changes3. State the objective of the learning.Main Activity1. Let the students read the units presenting physics and chemistry changes and underline theprincipal concepts and discuss them.2. Referring to the direct instruction, demonstrate physics and chemistry changes3. Let students sit in a cooperative learning and remind them of the cooperative skills that theywill learn and how to follow the activity.4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials forActivity 12.1 to each group.5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide eachgroup to do the activity.6. Let each group present the results and encourage the other groups to respond to it. Theteacher assures each group that they know the correct answers.7. Reward the group giving a good performance.
  39. 39. ClosingGuide students to summarize the materials having been studied according to the objective of lessonplanAssignment2. Group AssignmentInstrument1. Group Test2. HomeworkWorksheetChemical Reactions with Color ChangeMaterials :1. 2 cups glass of water2. 2 tablespoon flour3. Iodine suffixation4. 1 tablet Vitamin CProcedure1. Preparation a half glass of water.2. Add to water 2 tablespoon of flour.3. Stir them a few minutes.4. Observed, What will the water happened?5. Does the color change?6. Add to the mixture of drops the iodine commonly laid on wounds.7. Does the color change?8. Add to the mixture of a tablet of vitamin C.9. Stir them and observe what will happens with the mixture?10. Does the color change?Analysis:1. Make a table analysis of the color change.2. What proves that a reaction between the iodine and flour has occurred?3. Has the Vitamin C also reacted with a substance in the glass?4. Make a conclusion!Home Work:Physical & Chemical ChangesIn the spaces provided, classify each of the following changes as physical or chemical.1) Melting Iron- 2) Melting Ice-3) Burning Paper- 4) Chopping Wood-5) Mixing Salt & Water- 6) Breaking Glass-7) Burning Wood- 8) Mixing Peas & Carrots-9) Lighting up a cigarette 10) Waxing a wooden floorApproval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  40. 40. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (CHEMISTRY)GRADE : VII (SEVEN)CHAPTER : ACID, BASE AND SALTTIME ALLOCATION : 3 X 40’Standard CompetenceTo understand the characteristics of acid, base and saltBasic CompetenceTo identify characteristics of acid, base and salt using indicator and or tools.Indicators1. To identify acid, base and salt using right indicators2. To Classify of materials in the area based on acid, base and salt concepts3. Using the simple tools to determine acid and base scaleMaterials1. Student’s Book2. Student’s WorksheetInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students so that they give orange, soap, and vinegar.2. State indicators of the objectives of learning.Main Activity1. Before main activity, they are bringing a quiz to choose which acid.2. Let Students read Student’s Book concerning acid, base and salt.3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills thatwill be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step. Guide each groupin accomplishing this activity.6. Let one group present their result and other groups respond to it. Make sure that each group hasknown the correct answers.7. Give a reward to the group giving a good performance.8. Guide each group in accomplishing the activity.9. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.10. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to the objectiveof Lesson PlanAssignment1. Group Assignment2. Individual assignment
  41. 41. Instrument1. Performance Assessment2. Product AssessmentExample of assessment:1. What is the meaning of acid?2. Give examples for acid in daily life?3. What is the meaning of base?4. Give examples for base in daily life?5. What are different taste acid and base? Explain it!Student WorksheetMention kinds of substances containing one of the acid bellowNo Name Obtained in1 Acetic acid2 Citric acid3 Tart rat acid4 Malta acid5 Lactic acid6 Carbonate acid7 Nitrate acid8 Sulfide acid9 Phosphate acid10 Chloride acidApproval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  42. 42. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (CHEMISTRY)GRADE : VII (SEVEN)CHAPTER : ACID, BASE AND SALTTIME ALLOCATION : 3 X 40’Standard CompetenceTo understand the characteristics of acid, base and saltBasic CompetenceTo identify characteristics of acid, base and salt using indicator and or tools.Indicator1. To do simple experiment using the simple indicators in daily lifeMaterials2. Student’s Book3. Student’s WorksheetInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students so that they give natural indicators, like: turmeric, hibiscus, violetcabbage.2. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book concerning acid, base and salt.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.5. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.6. Give a reward to the group giving a good performance.7. Guide each group in accomplishing the activity.8. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.9. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to theobjective of Lesson PlanAssignment1. Group Assignment2. Home work
  43. 43. Instrument1. Performance Assessment2. Product AssessmentHome work of assessment:1. Looking for the natural indicators in daily life!2. How to do test acid and base using the natural indicators?WorksheetTesting Solution Using Litmus Paper and Acid-Base Indicator SolutionIn this activity you will observe the changing color of the litmus paper and indicator solution used inthe laboratory.Materials :1. Drop palette 11. Sugar solution2. Pipette 12. Chloride acid solution3. Toothpicks 13. Sodium hydroxide solution4. Distilled water 14. Sodium chloride solution5. Vinegar 15. Litmus paper6. Lime 16. Phenolphthalein indicator7. Orange Juice 17. Methyl Orange indicator8. Soap 18. Methyl Red indicator9. Alcohol10. AshesProcedure :1. Cut 1 cm of red and blue litmus paper and put them in the dents of drop palette, filled with dropdistilled water. Observe what happens to the litmus. Write your observation. In the same way,other provide solutions.2. Prepare a clean drop palette. Mark A1-A4 for dent 1-4; B1-B4 for dent 5-8 and C1-C4 for dent9-12. Using pipette, put 5 drops of vinegar into dent A1-A4; lime to dent B1-B4; and destilledwater to dent C1-C4.3. Add 2 drops of Phenolphthalein into dent A1;B1 and C1; methyl red to dent A2, B2 and C2;methyl orange to dent A3, B3 and C3. Write your observation!4. The same way as step2 and 3, test other solutions and write your observation.Conclusion and Analysis:1. Classify the solution based on their characteristics. (acid, base or neutral)2. What can you conclude about acid, base and salt?3. If a soltion ia tested using red litmus paper, the color remains red. Can it be concluded that thesolution is acid? Explain your answer!Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  44. 44. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : MATTER AND ITS STATETIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To investigate the characteristics of matter based on shape and its application in everyday life.Indicators :1. to investigate the change of state matter.2. to predict the structure and movement of particles in some states of matter via reasoning.Materials1. Student’s Book2. Student’s Worksheet3. water4. cooking oil5. board marker6. white boardInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students what is the shape of wood? What is the shape of water?What is the shape of air?2. Ask the students to remember the shape of substances.3. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about matter and its states and underline the principleconcept in daily life.2. Let Students sit in a cooperative learning setting and remind them of the cooperative skillsthat will be trained and how to follow the training.3. Give Student’s worksheet to students4. Referring to the cooperative learning model, let each group does step by step. Guide eachgroup in accomplishing this activity.5. Introduce to students why the water can change to the ice cube?6. Students can find out the change in state of matter from simple experiment7. Students can give examples the changes in state of matter base on these simple experiment.8. Let one group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.9. Give a reward to the group giving a good performance.10. Guide each group in accomplishing the activity.11. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.
  45. 45. 12. Give a reward to the group having a good performance.Closing1. Guide the students in summarizing the topics that have been studied, accordingto the objective of Lesson Plan 8.1Assignment1. Group AssignmentInstrument1. Group Test2. HomeworkExample of Assessment:1. How many matters do you know?2. Give an example each matters!3. Benefit the characteristics of the matters!4. How the structure and movement of particles in some states of matter via reasoning? Explain it!Home work :Draw the characteristics of structure of matters on the HVS paper with color paper!Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  46. 46. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : MATTER AND ITS STATETIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To investigate the characteristics of matter based on shape and its application in everyday life.Indicators :1. to differentiate between cohesion and adhesion based on observation.2. to correlate the occurrence of capillarity, convex meniscus, concavemeniscus with relevant phenomena of natureMaterials1. Student’s Book2. Student’s Worksheet3. water4. cooking oil5. board marker6. white board7. kerosene8. talus leavesInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students Why the board marker can patch on the white board?2. Ask the students to remember the shape of substances.3. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about matter and its states and underline the principle conceptcohesion and adhesion in daily life.2. Students can correlate the occurrence of capillarity, convex meniscus, concave meniscus withrelevant phenomena of nature3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills thatwill be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step. Guide each groupin accomplishing this activity.6. Introduce to students why the kerosene can flow in the wick of the kerosene?7. Students can find out differences adhesion and cohesion base on observation.8. Students can give examples of adhesion and cohesion in daily life.9. Students can explain differences concave meniscus and convex meniscus with relevantphenomenon of nature.
  47. 47. 10. Let one group present their result and other groups respond to it. Make sure that each group hasknown the correct answers.11. Give a reward to the group giving a good performance.12. Guide each group in accomplishing the activity.13. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.14. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to the objectiveof Lesson Plan 8.2Assignment1. Group AssignmentInstrument1. Group Test2. HomeworkExample of Assessment:Choose the best answer!1. Why the water can not patch on the talus leaves?2. What are differences of adhesion and cohesion? Explain It!3. Why the tissue paper can wet faster?4. Give examples of capillarity in daily life!Home work:Make a journal example of adhesion, cohesion, and capillarity phenomenon in daily life!Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  48. 48. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : DENSITYTIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To describe density concept in everyday-lifeIndicators :1. to conclude from an experiment that density is specific characteristic of matter2. to calculate the density of matter3. to apply the concept of density in solving some problems in everyday-lifeMaterials1. Student’s Book2. Student’s Worksheet3. water4. cooking oil5. alcohol6. iron7. aluminum8. wood9. corkInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students Why water doesn’t mix with the cooking oil?2. Why does the iron can sink in the glass of water?3. Ask the students to remember the shape of substances.4. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about matter and its states and underline the principle conceptdensity in daily life.2. Students can conclude from an experiment that density is specific characteristic of matter3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills thatwill be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step. Guide each groupin accomplishing this activity.6. Introduce to students why the kerosene can flow in the wick of the kerosene?7. Students can find out specific characteristic of matter from simple experiment.8. Students can give examples of density in daily life.
  49. 49. 9. Students can calculate the density of matter10. Let one group present their result and other groups respond to it. Make sure that each group hasknown the correct answers.11. Give a reward to the group giving a good performance.12. Guide each group in accomplishing the activity.13. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.14. Give a reward to the group giving a good performance.Closing1. Guide the students in summarizing the topics that have been studied, according to the objectiveof Lesson PlanAssignment1. Group AssignmentInstrument1. Worksheet2. HomeworkWorksheetHow do we determine the mass of the liquid?Material :1. Water2. Cooking oil3. AlcoholProcedure:1. By using a lever balance measure the empty measuring cylinder in gram.2. Fill the measuring cylinder with 50 mL f water. How many cm3is its volume?3. Measure again the measuring cylinder that is filled with water. What is the massof the water?Analysis:1. Determine the density of the water by dividing its mass by its volume?2. Repeat the procudure with the another liquid, cooking oil and alcohol.3. Determine whether the density is the same as the above procedures? Based onthe result of your observation, write down your conclusion!4. In your opinion, what will happen if water is mixed up with cooking oil andalcohol?5. Give your reason by referring to its density that you have just found!Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  50. 50. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : DENSITYTIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To describe density concept in everyday-lifeIndicators :1. to calculate the density of matter2. to apply the concept of density in solving some problems in everyday-lifeMaterials1. Student’s Book2. Student’s Worksheet3. water4. cooking oil5. alcohol6. iron7. aluminum8. wood9. corkInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by asking to students, why water doesn’t mix with the cooking oil?2. Why does the iron can sink in the glass of water?3. Ask the students to remember the shape of substances.4. State indicators of the objectives of learning.Main Activity1. Let Students read Student’s Book about matter and its states and underline the principle conceptdensity in daily life.2. Students can conclude from an experiment that density is specific characteristic of matter3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills thatwill be trained and how to follow the training.4. Give Student’s worksheet to students5. Referring to the cooperative learning model, let each group does step by step. Guide each groupin accomplishing this activity.6. Introduce to students why the kerosene can flow in the wick of the kerosene?7. Students can find out specific characteristic of matter from simple experiment.8. Students can give examples of density in daily life.9. Students can calculate the density of matter
  51. 51. 10. Let one group present their result and other groups respond to it. Make sure that each group hasknown the correct answers.11. Give a reward to the group giving a good performance.12. Guide each group in accomplishing the activity.13. Let each group present their result and other groups respond to it. Make sure that each grouphas known the correct answers.14. Give a reward to the group giving a good performance.Closing2. Guide the students in summarizing the topics that have been studied, according to the objectiveof Lesson PlanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkExample of Assessment:Answer the following question.1. Base on its state, how many matters can be made?2. The density of mercury is 13.6 gr/cm3; calculate the density of mercury in the SI unit!3. A block of concrete 0.4 m long; 0.3 m wide and 0.1 m high has density of 2500 kg/m3.Calculate its mass!4. Given that a wooden cube of length 10 cm weighs 600 gram. Calculate the density of the woodin gram/ cm3Home work of Assessment:Answer the questions.1. A piece of glass has a mass 10 kg and has a volume 2 m³. Calculate density of a glass!2. The density of air is 1.3 kg/m³. What is the mass of 5 m³?3. A sample of 50 cm³ of kerosene has a mass of 35 gram. Find its density!4. The density of mercury 250 kg/m³. Find the volume of 12,5 kg of mercury!5. If the mass of an object is 35 grams and it takes up 7 cm3 of space, calculate the density.Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  52. 52. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : THERMAL EXPANSIONTIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To experiment thermal expansion in daily life and their applicationIndicators :1. to investigate of thermal expansion of solid, liquid and gas2. design simple experiment to investigate the expansion of solid and liquid3. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic strip for thermostat, bimetallic switch in electrical appliances, and othersMaterials1. Student’s Book2. Student’s Worksheet3. thermometer alcohol4. Window glass5. ironInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivating students to recall their knowledge of the basic principle of thermometers: thermalexpansion and reminding them of the concept of expansion of solids.2. Informing students of the plan to study the effects of water thermal expansion.3. Informing the success indicators of the study.4. Encouraging students to recall their knowledge of thermal expansion in a thermometric medium(alcohol or mercury).5. Motivating students by informing them of the plan to do the activity in SAW 11.6 to investigatethe thermal expansion process of solids.6. Informing the indicators of success of this learning processMain Activity1. Informing students that, just like liquids, solids also expand when heated and contract whencooled.2. Asking the students to make several -groups of activity.3. Asking each group to do the activity according to SAW 11.6 under the guidance of theteacher. Asking each group to cooperate and discuss their activity results with their classmates.4. Asking one or two groups to present the results of their discussions and the other groups torespond to the presentation and participate in the discussion.5. Making conclusions about the results of the activity as described in SAW 11.6Closing
  53. 53. 1. Emphasizing the comparison between liquid thermal expansion and solid thermal expansion2. Summarizing the results of the activity as described in SAW 11.6.3. Emphasizing the useful property of thermal expansion in daily life.Assignment1. Group AssignmentInstrument1. Group Test2. HomeworkExample of Assessment:1. If it is known that the linier expansion coefficient of iron is o,000012/ºC, what is thefinal length of an iron rod after being heated from 35 ºC to 100 ºC. The original length of the rod is2m.2. Explain why the window glass is sometimes hard to be inserted into its frame!3. What causes an object to either expand or contract?4. What happens to the atoms of an object when the object is heated or cooled?5. What is the difference between linear expansion and volume expansion?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  54. 54. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : THERMAL EXPANSIONTIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To experiment thermal expansion in daily life and their applicationIndicators :1. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic stripfor thermostat, bimetallic switch in electrical appliances, and othersMaterials1. Student’s Book2. Student’s Worksheet3. thermometer alcohol4. Window glass5. ironInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1 Encouraging students to collect as much information aspossible on the useful property of thermal expansion in all aspects of human life, and remindingthem that lack of understanding in thermal expansion can cause disadvantages.2 Informing the indicators of success of the learning process.Main Activity1. Recalling the results and conclusion of the activity related to SAW 11.62. Encouraging students to communicate their knowledge of thermal expansion of solids and itsusefulness by forming several discussion grouping in class.3. Guiding students to comprehend the basic principle of the bi-metallic strip, thermostats, andothers application using principles of solid expansion.ClosingSummarizing the concepts of thermal expansion of solidsAssignment1. Group AssignmentInstrument1. Group Test2. Homework
  55. 55. Example of Assessment:1. Benefit examples of the material usage of thermal expansion, principles in applied technology!2. Explain the operational principles of thermostat!3. Why the railways or bridges should have expansion gaps?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  56. 56. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : HEATTIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To describe the heat in the state and temperature changing in daily life and their applicationIndicators :1. To investigate the influences of heat on the changes of the state and temperature of a matter2. To investigate factors which accelerate evaporation3. To investigate the heat needed to advance of temperature of matters.4. To investigate the heat needed during boiling and melting of matters.Materials1. Student’s Book2. Student’s Worksheet3. thermometer alcohol4. Window glass5. ironInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate students by letting them touch to a cool wall. Ask what they feel.2. State the objective of learningMain Activity1. Let the students read the units presenting The Quantity of Heat Energy, The Calculation ofHeat Energy and underline the principal concepts and discuss them.2. Let the students sit in a cooperative learning arrangement and remind them of cooperativeskills that are developed and how to follow the activity.3. Distribute Activity Sheet 12.3 to students, and give a set of apparatus and materials forActivity 12.3 to each group.4. Referring to the cooperative learning model, let each group do step 1. Remind the studentsof the danger of the fire.5. Referring to the direct instruction, demonstrate how to use the measuring jar for measuringthe mass of water and the mass of sand.6. Referring to the cooperative learning model, let each group do steps 2 to 3. . Guide eachgroup to do step 2 and to complete Table I.7. Referring to the direct instruction, demonstrate how to use the stopwatch for measuring thetime.
  57. 57. 8. Referring to the cooperative learning model, let each group do steps 4 to 5 and completeTable I9. Guide each group to do Observation and Analysis10. Let each group present the results and encourage other groups to respond to it. The teacherassures each group that they know the correct answers.11. Reward the group giving a good performance.Closing1. Guide to students to summarize the materials having been studied according to theobjective of lesson plan 12.2.2. As homework, ask each student to do activity 12.5Assignment1. Group AssignmentInstrument1. Group Test2. HomeworkExercise:Complete the following statements.a. The quantity of heat energy needed to increase the temperature by one degree of 1 kg ofa substance is called specific heat capacity.b. The specific heat capacity is measured in Joule per kilogram and Celsius degree.c. The specific heat capacity can be used to measure the change of the heat energy.d. The heat energy is the total energy of particles composing a substance.e. In the equation Q = m x c x At, the symbol A means a change.f. The energy flows from a warm body to a cooler one is heat.g. In the equation Q = m x c x At, the change of heat energy is indicated byh. The heat always flows from a warm temperature to a cooler one.Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
  58. 58. LESSON PLANSCHOOL UNIT : SMP NEGERI 1 PASURUANSUBJECT : SCIENCE (PHYSICS)GRADE : VII (SEVEN)CHAPTER : HEATTIME ALLOCATION : 3 X 40’Standard Competence:To understand the shape of matter and changes it.Basic Competence :To describe the heat in the state and temperature changing in daily life and their applicationIndicators :1. To apply formula Q = m.c.∆t Q = m.L and Q = m.U for solving simple problems.Materials2. Student’s Book3. Student’s Worksheet4. thermometer alcohol5. Window glass6. ironInstructional Process1. Model : DiscussionCooperative learningDirect InstructionTask Assignment2. Approach : Contextual Teaching and LearningIntroduction1. Motivate and remind the students to do Activity 12.1.Ask the students about the relationshipbetween the mass of an object and the heat energy of the object.2. Motivate and remind students to do Activity 12.3.Ask the students about the relationshipbetween the specific heat capacity and the heat energy needed to increase the temperature of theobject3. State the objective of the learning.Main Activity1. Let the students read the units presenting The Heat for Boiling and Melting, Blacks Principleand underline the principal concepts and discuss them.2. Referring to the direct instruction, demonstrate how to calculate heat for melting (AppliedMathematics in the Students Book.3. Let students sit in a cooperative learning and remind them of the cooperative skills that theywill learn and how to follow the activity.4. Demonstrate Activity Sheet 12.4 to students, and give a set of apparatus and materials forActivity 12.4 to each group.5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group todo the activity.6. Let each group present the results and encourage the other groups to respond to it. The teacherassures each group that they know the correct answers.7. Reward the group giving a good performance.Closing
  59. 59. Guide students to summarize the materials having been studied according to the objective of lessonplanAssignment1. Group AssignmentInstrument1. Group Test2. HomeworkExercise :1. What is the energy needed to heat 6 kg of ice at 0 C to become water at 0 OC if the meltingpoint of the ice is 3.32 x 105 J/kg?2. Suppose you boil 500 grams of water for 5 minutes. The temperature of the water changesfrom 25 OC to 34 OC. What is the change of the temperature?T = 34 – 25= 9 oC3. Apiece of iron has amass of 0.5 kg and a specific heat capacity of 0.11 kcal/(kg ºC). If thetemperature of the iron changes from 100 OC to 50 OC, what is the quantity of heat releasedby the iron?Q = m c T= 0.5 (0.11) 50= 2.75 kcalHomework:1. Calculate the heat received by 175 g of ethanol that is heated from 50 ºC to 125 ºC. Hint : Willthe answer of Q positive or negative?2. A substance with the mass of 45 kg needs heat energy of 180.480 Joule for increasing itstemperature from 28 ºC to 40 ºC. How much is its specific heat capacity? Hint: Whatinformation do get about a substance?Approval , Pasuruan, July 2010Principle SMP Negeri 1 Pasuruan Physics Teacher,Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.SiNIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

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