ACTIVITIES 1. Match and arrange the 1. Teacher asks the 6.

Students separate Strategy :

(30 minutes) ‘lock and key hypothesis’ students to work in themselves into Student centered
of Enzymes pair. group (1 group 2
- The model of enzyme, students) Approaches:
substrate and product are in Constructivism
piece of paper each. 2. Teacher distribute a 7. Students received
pieces of enzyme, pieces of enzyme, Methodology :
substrates and substrates and Simulation
products pictures products pictures
and a manila card and a paper Vocabulary :
for each group. from teacher.

3. Teacher ask 8. Students match CCTS :

students to match the enzyme,
the enzyme, substrates and SPS :
substrates and products
products according according to their Noble value :
to their specificity. specificity.

4. Teacher ask 9. Students arrange

students to arrange and stick the
and stick the proper proper process of
 process of enzyme enzyme on manila
on manila card. card.

2. Washing clothes 1. Teacher give 1. Students received

- the uses of enzyme in handkerchif to the handkerchif from

manufacture of detergent each student teacher

(detergent powder)
2. Teacher asks 2. Student dip the
student to dip the end of the
end of the handkerchief into
handkerchief into the sauce dishes
the sauce dishes (source stains)
(source stains)

3. Teacher ask student 3. Student go

to wash the stains outside the class
by using the and wash the
detergent powder handkerchief with
outside the class. detergent powder
4. Then, teacher ask 4. student rinse the
student to rinse the handkerchief
handkerchief using using water and
water noted that the
stains was goes
away and ask
teacher what was
the role of the
detergent powder
on the stains.

5. Teacher explain to 5. Students listen

the student that the the the teacher
enzyme that use in explanation.
the detergent
powder help to
degrade the protein
in the stains and the
stains goes away