LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII

(SEVEN) MEASUREMENT 3 X 40’

Standard Competence To understand scientific procedure to study nature objects using tools Basic Competence : 1. To distinguish fundamental quantities and derived quantities and also their units. Indicators :
1. Identification physical quantities in daily life 2. classify physical quantities in the fundamental quantities and derived quantities 3. Write out the five basic physical quantities and their units. 4. Differentiate basic and derived physical quantities 5. Derived their units of derived physical quantities 6. Use the International Unit System in the measurement 7. Convert the simple units system for length, mass and time

Sources
1.

2.

Students’ book Students’ worksheet

Materials and Apparatus: 1. Some examples of products which are labeled to state their physical quantities. Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. 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 quantity 3. Ask the students to benefit some physical quantities which are labeled on the products in daily life. 4. State indicators of the objectives of learning. Main Activity 1. 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 quantities which are used in daily life. 4. Make a list to classify them into basic quantities. 5. Give examples in solving some problems Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan Assignment 1. Individual Assignment Instrument 1. Homework

Example of Assessment: 1. Look for some products in your home to mention some physical quantities then make label on them. 2. Make a list of physical quantities which are used 3. 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 the products labeled 6. Make a list of physical quantities which are used 7. Make a list to classify them into derived quantities. 8. Explain different between derived quantities and fundamental quantities

Marking Scheme Maximum score : 5 Final scoring formula :
score    final = 40 x100   

Approved by, Principle SMP Negeri 1 Pasuruan

Pasuruan, July 2010 Physics Teacher,

Hj. Liliek Purwaningsih, S.Pd NIP. 19540515 198003 2 008

Moch. Choirul Anam, S.Si NIP. 19831217 200904 1 001

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) QUANTITIES AND UNITS 3 X 40’ Standard Competence To understand scientific procedure to study nature objects using tools Basic Competence To distinguish fundamental quantities and derived quantities and also their units Indicators 1. Ask the students in groups of four or five students to try make a list of physical quantities which are used in daily life. Individual Assignment Instrument 1. Motivate students by asking to students which one physical quantity 3. Write down the five basic physical quantities and their units. Instructional Process 1. Ask the students to mention the benefit some physical quantities which are labeled on the products in daily life. Approach : Contextual Teaching and Learning Introduction 1. 3. 2. 4. Differentiate basic and derived physical quantities 5. Some examples of products which are labeled to state their physical quantities. Student Books Student Worksheet Materials and Apparatus: 1. Derived their units of derived physical quantities Sources 1. Let Students read Student’s Book about Physical Quantities and Their Units. Make a list to classify them into derived quantities. Main Activity 1. Discuss and explain all the topics (subject lesson) in Chapters 2 about physical quantities and their units. 4. 2. State indicators of the objectives of learning. 2. Give examples in solving some problems Closing 1. Homework . Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. according to the objective of lesson plan Assignment 1. Identification physical quantities in daily life 2. 5. collected physical quantities in the fundamental quantities and derived quantities 3. Show examples of products in daily life which are labeled to state their physical quantities. 4. Guide the students in summarizing the topics that have been studied.

75 dag Marking Scheme Maximum score : 4 Final scoring formula : score    final = 20 x100    Approved by . July 2010 Physics Teacher. What is length in meter of: (a) 250 cm 3. S.Pd NIP. What is the mass in grams of: (a) 500 mg (b) 3. How many mili meters are there in : (a) 1 cm 2. What is the mass in kg of: (a) 750 gram 5.7 m (b) 1250 km (b) 750 mm 2 (b) 25 mg (g) 12.Si NIP.Example of Assessment: 1.05 km (c) 45000 mm (c) 25 km 2 (c) 1500 hg (c) 1. Choirul Anam.5 kg (c) 0.5 m 2 4. Principle SMP Negeri 1 Pasuruan Pasuruan. 19831217 200904 1 001 . S. Liliek Purwaningsih. 19540515 198003 2 008 Moch. Hj. What is the area in cm 2 of: (a) 1.

2. 2. Ask students in group to use the worksheet on measuring temperature Identify definition of temperature Using the thermometer to measure temperature Make a simple thermometer based on the characteristics change of the volume scale Compare Celsius scale with the other temperature scales Student’s Book Student’s Worksheet . State indicators of the objectives of learning. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. 5. What the tools for measure when the body fever or sick? 4. Introduce tools for measuring temperature using the thermometer 6. 3. Introduce to students how to measure temperature using the thermometer 7. Ask the students to remember when they sick or fever? 3. 4. Main Activity 1. Approach : Contextual Teaching and Learning Introduction 1. Let Students read Student’s Book about Physical Quantities and their units and underline the principle concept of measurement using measuring tools. Referring to the cooperative learning model.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) TEMPERATURE 3 X 40’ Standard Competence: To understand scientific procedure to study nature objects using tools Basic Competence: To describe temperature and measurements Indicators: 1. 2. Clinical thermometer Instructional Process 1. let each group does step by step. Sources 1. Give Student’s worksheet to students 4. laboratory thermometer 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Motivate students by asking to students to mention some tools which are used to measure temperature? 2. Tools and Materials 1. Guide each group in accomplishing this activity. 3.

60 °C = ………..Si NIP.8. Group Assignment Instrument 1. Liliek Purwaningsih. 19540515 198003 2 008 Moch. Choirul Anam. 25 °C = ………. Let one group present their result and other groups respond to it.°C = …………°R = …………K 4. 152 °F = ………. 12.. S. 2.Pd NIP. according to the objective of lesson plan Example of Assessment: Compare Celsius scale with the Fahrenheit scale.. 9. Closing 1.°R = …………°F = …………K Approved by.. 19831217 200904 1 001 . Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 273K = ………. S. Group Test Homework Closing 1.. 40 °R = ………. according to the objective of Lesson Plan Assignment 1. Guide the students in summarizing the topics that have been studied.°C = …………°R = …………°F 5. Principle SMP Negeri 1 Pasuruan Pasuruan. 10. Guide the students in summarizing the topics that have been studied. Hj.°F = …………°R = …………K 2. 11. Guide each group in accomplishing the activity. Kelvin scale and Reaumur scale: 1. July 2010 Physics Teacher.°C = …………°F = …………K 3. Make sure that each group has known the correct answers. Give a reward to the group giving a good performance. Give a reward to the group giving a good performance.

Introduce tools for measuring temperature using the thermometer 6. Materials 1. . Guide each group in accomplishing the activity. Make a simple thermometer based on the characteristics change the Student’s Book Student’s Worksheet laboratory thermometer Clinical thermometer Instructional Process 1. Give a reward to the group giving a good performance. 5. Guide each group in accomplishing this activity. State indicators of the objectives of learning. Referring to the cooperative learning model. 2. 10. Approach : Contextual Teaching and Learning Introduction 1. 2. Let one group present their result and other groups respond to it. 3. Motivate students by asking to students to mention some tools which are used to measure temperature? 2. Introduce to students how to measure temperature using the thermometer 7. 2.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) TEMPERATURE 3 X 40’ Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To describe temperature and measurements Indicators : 1. What the tools for measure when the body fever or sick? 4. Make sure that each group has known the correct answers. Ask the students to remember when them sick or fever? 3. 9. Main Activity 1. volume scale Sources 1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls. let each group does step by step. Give Student’s worksheet to students 4. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Ask students in group to use the worksheet on measuring temperature 8.

Now. Tap water Rubbing alcohol (do not drink this) Clear. Group Assignment Group Test Homework Closing 1. 4. Make sure that each group has known the correct answers. 5. If you want to know how to convert from F to C or from C to F Material : 1. according to the objective of lesson plan Worksheet Make a Thermometer A thermometer is an instrument that measures the temperature. but don't let the straw touch the bottom (DO NOT DRINK THE MIXTURE). 6. The point where water boils is 212 degrees F and 100 degrees C. Instrument 1. 2. Pour equal parts of tap water and rubbing alcohol into the bottle. Temperature is measured in a scale called Fahrenheit (by most people in the United States) and in Celsius or Centigrade (used by scientists and by people in many other countries). 3. 12. filling about 1/8 to a 1/4 of the bottle. so the straw stays in place 5. Put the straw in the bottle. 2. hold your hands on the bottle and watch what happens to the mixture in the bottle .11. 3. narrow-necked plastic bottle (11-ounce water bottles work well) coloring Food Clear plastic drinking straw Modeling clay Procedure: 1. Guide the students in summarizing the topics that have been studied. Guide the students in summarizing the topics that have been studied. according to the objective of Lesson Plan Assignment 1. Use the modeling clay to seal the neck of the bottle. Give a reward to the group giving a good performance. 4. Add a couple of drops of food coloring and mix. Closing 1. The point where water freezes is 32 degrees Fahrenheit (F for short) and 0 degrees Celsius (C). 2. Let each group present their result and other groups respond to it.

Principle SMP Negeri 1 Pasuruan Pasuruan. Procedure b. July 2010 Physics Teacher. Apparatus and material used by the student are corretc for achieving the experimental objectives Performing experiment a. Choirul Anam. S.Scoring Scheme No 1 Scoring Aspects 1 Preparation a.Si NIP. 19540515 198003 2 008 Moch. Hj. Make a conclusion Total Score 2 Score 3 4 2 3 the of 40 Approved by. Liliek Purwaningsih. S. 19831217 200904 1 001 . Answering the questions c. Apparatus and mateial are complete c. Explanation experimental Experimental results a. Working in group b. Observation of object to move d. Attitude c.Pd NIP. Collecting information data b.

.

Choose the right tool and measure the time of an experiment Sources 1. Approach : Contextual Teaching and Learning Introduction 1. Student’s Worksheet Tools and Materials 1. stone Instructional Process 1. Ask the students to remember when them sick or fever? 3. Stopwatch 4. . measuring Cylinder 6. Choose the right tool and measure the volume of a liquid. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. water 9. and irregular shaped solid in the context of an experiment 2. What the tools for measure when the body fever or sick? 4. Student’s Book 2. Motivate students by asking to students to mention some tools which are used to measure temperature and time? 2.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) QUANTITIES AND UNITS 3 X 40’ Standard Competence: To understand scientific procedure to study nature objects using tools Basic Competence: To do basic measurements using measuring tools which are used in our daily-life Indicators: 1. watch 5. Choose the right tool and measure the temperature of a liquid and the body of a person in the context of an experiment 3. What the tools for measure how long times when the body fever or sick? 5. a regular shape solid. rectangle iron 7. laboratory thermometer 2. cubic wood 8. Clinical thermometer 3. State indicators of the objectives of learning.

S. A plastic box has a 6 cm2 base and contains water to a height of 7 cm a. Guide the students in summarizing the topics that have been studied. Homework Closing 1. Liliek Purwaningsih. Give a reward to the group giving a good performance. Let one group present their result and other groups respond to it. Guide each group in accomplishing this activity. 5. Hj.Si NIP. Closing 1. A rectangle block measures 20 cm by 10 cm by 5 cm. how long times do you need? 2. calculate volume in the SI unit? 5. let each group does step by step. Make sure that each group has known the correct answers. Guide the students in summarizing the topics that have been studied. 3. Give Student’s worksheet to students 4. S.Pd NIP. When you go to school. When your body fever. 7. Principle SMP Negeri 1 Pasuruan Pasuruan. What is the volume of the stone? Approved by . Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls. Group Assignment Instrument 1. What is volume of the water b. Let each group present their result and other groups respond to it. 12. Group Test 2. 2.5 Example of Assessment: 1. Guide each group in accomplishing the activity. Introduce to students how to measure temperature and times. according to the objective of Lesson Plan Assignment 1. Choirul Anam. 11. What do you do when you want to measure a stone? 4. 10. what is the temperatures reading do you see in the thermometer? 3. 19831217 200904 1 001 . according to the objective of lesson plan 2. 9. 19540515 198003 2 008 Moch. Give a reward to the group giving a good performance. Ask students in group to use the worksheet on measuring temperature and measuring times. Referring to the cooperative learning model. July 2010 Physics Teacher. 8. Make sure that each group has known the correct answers. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 6. A stone is lowered and the water rises to a height of 9 cm.Main Activity 1. Introduce tools for measuring temperature and times.

Why? How to measure it? 4. What the tools for measure the volume of the stone? 5. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Balances 2.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) QUANTITIES AND UNITS 3 X 40’ Standard Competence: To understand scientific procedure to study nature objects using tools Basic Competence: To do basic measurements using measuring tools which are used in our daily-life Indicators: 1. a regular shape solid. Choose the right tool and measure the volume of a liquid. 3. Motivate students by asking to students how to measure the mass of the stone? 2. Ask the students to remember when the gold can be expensive. 3. Measuring Cylinder 3. State indicators of the objectives of learning. Main Activity 1. Give Student’s worksheet to students . Ask students to mention different kinds the units of mass and volume which are used in daily life. Choose the right tool and measure the mass of an object in the context of an experiment 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Ask the students to give some examples of products which are labeled with a quantity of volume or mass. 2. and irregular shaped solid in the context of an experiment Sources 1. Water 4. Student’s Book Student’s Worksheet Materials and apparatus: 1. 6. Approach : Contextual Teaching and Learning Introduction 1. 2. Stones Instructional Process 1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls.

A stone is lowered and the water rises to a height of 9 cm. S. Calculate its volume! 2. Guide the students in summarizing the topics that have been studied. A plastic box has a 6 cm2 base and contains water to a height of 7 cm. Guide each group in accomplishing the activity. Hj. Let each group present their result and other groups respond to it. Liliek Purwaningsih. What is the volume of the stone? Approved by. 19831217 200904 1 001 . S. 7. Group Test Homework Example of Assessment: 1. let each group does step by step. Guide each group in accomplishing this activity. 10. 9. Principle SMP Negeri 1 Pasuruan Pasuruan.Si NIP. according to the objective of Lesson Plan Instrument 1. Closing 1. Choirul Anam.0 cm. Referring to the cooperative learning model. Introduce tools for measuring volume and mass. Introduce to students how to measure volume and mass.5 cm by 5.4. 6. Give a reward to the group giving a good performance. Give a reward to the group giving a good performance. Let one group present their result and other groups respond to it. 19540515 198003 2 008 Moch.Pd NIP. Make sure that each group has known the correct answers. July 2010 Physics Teacher. What is volume of the water? b. a. 12. A rectangular block measures 4. Ask students in group to use the worksheet on measuring mass and measuring volume. 2.0 cm by 2. 5. Make sure that each group has known the correct answers. 11. 8.

Student’s Worksheet Tools and Materials 3. Ask students in group to use the worksheet to make bar graph 7. Closing . Make sure that each group has known the correct answers. Let Students read Student’s Book about Graph and underline the principle concept of analyze and communicate a graph using measuring data.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) GRAPH 3 X 40’ Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence: To analyze and communicate a graph based on measuring the data Indicators: 1. 5. Ruler 5. Let one group present their result and other groups respond to it. draw conclusion the lesson Sources 1. let each group does step by step. Color pencil 4. Millimeter block Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Introduce to students how to make a graph. Making the data based on measurement 3. Guide each group in accomplishing this activity. Referring to the cooperative learning model. Motivate students by giving the picture of different graph using power point 2. 6. Guide each group in accomplishing the activity. Main Activity 1. 9. Indicating the shape of curve 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Student’s Book 2. 2. Give Student’s worksheet to students 4. Approach : Contextual Teaching and Learning Introduction 1. 3. State indicators of the objectives of learning. Give a reward to the group giving a good performance. 8.

or have students draw the graphs on unlined paper. Group Assignment Instrument 1. This will help them organize the data and have it available when it is time to create the graphs. You may distribute graph paper. . 1. according to the objective of Lesson Plan Assignment 1. (Be sure to tell them whether they should measure in inches and feet or meters and centimeters. label the horizontal axis "Object" and the vertical axis "Length. Group Test 2. Remind them to measure accurately and record the width and length of each object. comparing length and width. notebooks. Create two bar graphs. Give students time in class to work on the activity. chair. Homework Worksheet Objectives • • • Materials • • Practice measuring the length and width of objects around the classroom. they will draw one bar graph showing their lengths and a second bar graph showing the widths. Length weather • Paper and pencils • Common objects: desk. Next. For the first graph." Students may use a different color for each object.1. Objects to Measure: • • • • • desk book notebook chalkboard tissue box 2. show students how to draw a bar graph. Guide the students in summarizing the topics that have been studied. Tell students that each group will measure the length and width of the objects listed below." For the second graph label the horizontal axis "Object" and the vertical axis "Width.) 3. textbooks • Rulers and tape measures • Graph paper (optional) • Colored pencils (optional) Procedures Tell students that they will learn measuring and graphing skills. Discuss why bar graphs are useful in displaying data. Divide the class into 5 groups.

Observation of object to move h. Collecting information data e.Pd NIP. Conclude by discussing why bar graphs are used to display data. S. Working in group f. 2. 2 Score 3 4 2 3 the of 40 Make a graph based on the data into different graph Make a graph into stereo foam Approved by. Attitude g. S. show "Weather. 5. Draw a conclusion Total Score Home Work: 1. Did the groups get similar results? What kinds of variations were in the results? What caused the differences? 6. which explains how to make bar graphs and why they are useful. bring the students together for a discussion. Do students think it is easier to compare data looking at a graph or looking at a chart? Help students understand that a bar graph is a quick way to show results and compare data. Apparatus and mateial are complete c. July 2010 Physics Teacher. 19831217 200904 1 001 . Hj.4. Liliek Purwaningsih." Segment 2. 19540515 198003 2 008 Moch. Apparatus and material used by the student are correct for achieving the experimental objectives Performing experiment e. Scoring Scheme No 1 Scoring Aspects 1 Preparation a. Choirul Anam.Si NIP. After each group has measured the objects and drawn the graphs. Principle SMP Negeri 1 Pasuruan Pasuruan. Students have questions about how to draw a graph. Answering the questions f. Explanation experimental Experimental results d. Procedure b.

6. Stereo foam Instructional Process 1. let each group does step by step.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) GRAPH 3 X 40’ Standard Competence: To understand scientific procedure to study nature objects using tools Basic Competence: To make analyze and communicate a graph based on measuring data Indicators: 1. Referring to the cooperative learning model. Guide each group in accomplishing this activity. Ask students in group to use the worksheet to make different graph 7. Student’s Worksheet Tools and Materials 1. Main Activity 1. Let one group present their result and other groups respond to it. Give Student’s worksheet to students 4. Introduce to students how to make a graph. Student’s Book 2. 2. Motivate students by giving the picture of different graph using power point 2. Ruler 3. Make sure that each group has known the correct answers. 5. Make conclusion the lesson Sources 1. Millimeter block 4. . Making the data based on measurement 2. Let Students read Student’s Book about Graph and underline the principle concept of analyze and communicate a graph using measuring data. Approach : Contextual Teaching and Learning Introduction 1. Analyzing and communicating the graph. 3. State indicators of the objectives of learning. Color paper 2. 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2.

Guide each group in accomplishing the activity. 19540515 198003 2 008 Moch. Presentation Scoring Scheme No 1 Scoring Aspects 1 Preparation a. S. Principle SMP Negeri 1 Pasuruan Pasuruan. Observation of object to move d. according to the objective of Lesson Plan Assignment 1. Apparatus and material used by the student are correct for achieving the experimental objectives Performing experiment a. 19831217 200904 1 001 . Procedure b. Answering the questions c.8. Give a reward to the group giving a good performance. Hj. Closing 1. 9. Attitude c. Group Assignment Instrument 1. Choirul Anam.Pd NIP. Make a conclusion Total Score 40 Approved by. S. Explanation experimental 2 Score 3 4 2 3 the of Experimental results a. July 2010 Physics Teacher.Si NIP. Liliek Purwaningsih. Collecting information data b. Apparatus and mateial are complete c. Guide the students in summarizing the topics that have been studied. Working in group b.

Guide the students in summarizing the topics that have been studied. pencil. Guide each group in accomplishing the activity. Individual Assignment 2. they are bringing a quiz to choose which one of elements. and iron. ring. Guide each group in accomplishing this activity. 3. Group Assignment Explain how to write the symbol of element Clarify how to arrangement of element Write the simple name of element Determine the name of compound . Let Students read Student’s Book concerning elements 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Main Activity 1. Student’s Book 2. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (CHEMISTRY) VII (SEVEN) ELEMENT. 9. Motivate students so that they give some sugar. compound and mixture Basic Competence To explain definition of element and compound Indicators: 1. 4. 8. Approach : Contextual Teaching and Learning Introduction 1. copper. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. Let each group present their result and other groups respond to it. salt. Before main activity. State indicators of the objectives of learning. according to the objective of Lesson Plan Assignment 1. 7. Give a model of how to write the symbols of elements. 10. Give a reward to the group giving a good performance. and simple formula chemistry Sources 1. Referring to the cooperative learning model. Closing 1. Make sure that each group has known the correct answers. 6. 2. 2. Student’s Worksheet Instructional Process 1. Give Student’s worksheet to students 5. 4. let each group does step by step. COMPOUND AND MIXTURE 3 X 40’ Standard Competence To understand element. Give a reward to the group giving a good performance. 2. 11.

Liliek Purwaningsih. Principle SMP Negeri 1 Pasuruan Pasuruan. Performance Assessment 2. 19831217 200904 1 001 .Si NIP. 19540515 198003 2 008 Moch.Pd NIP.Instrument 1. July 2010 Physics Teacher. Product Assessment Worksheet NAMES AND SYMBOLS OF ELEMENTS Complete the columns with the appropriate symbols of the relevant elements Elements Symbols Elements Aluminum Chlorine Barium Bromine Calcium Carbon Chromium Cobalt Fluorine Helium Symbols Elements Iodine Lead Magnesium Mercury Nickel Symbols Elements Platinum Potassium Silicon Silver Zinc Symbols Final scoring formula : score    final = 20 x100    Approval . S. Hj. Choirul Anam. S.

Making a compound Describe how to make a compound Explain different between element and compound. they are bringing a quiz to choose which one of elements. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Guide each group in accomplishing this activity. 11. Let Students read Student’s Book concerning elements 3. Make sure that each group has known the correct answers. Guide the students in summarizing the topics that have been studied. according to the objective of Lesson Plan Assignment 1. Motivate students so that they give some sugar. 4. Before main activity. Referring to the cooperative learning model. Guide each group in accomplishing the activity. Give a model of how to write the symbols of elements. 10. Individual Assignment Group Assignment . 2. 2. compound and mixture Basic Competence To explain definition of element and compound Indicators : 1. State indicators of the objectives of learning. 7. COMPOUND AND MIXTURE 3 X 40’ Standard Competence To understand element. 3. let each group does step by step. 9. 6. Main Activity 1. salt. pencil. Approach : Contextual Teaching and Learning Introduction 1. Let one group present their result and other groups respond to it. ring. 2. Give Student’s worksheet to students 5. and iron. 4. Closing 1. 2. Student’s Book Student’s Worksheet Instructional Process 1. 2. Give a reward to the group giving a good performance. Write the names of compound. Let each group present their result and other groups respond to it. copper. Give a reward to the group giving a good performance.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (CHEMISTRY) VII (SEVEN) ELEMENT. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Make sure that each group has known the correct answers. 8. Materials 1.

Compare the result with the mixture you started together. 7.a candle . 4. 5.a piece of paper for this experiment . Principle SMP Negeri 1 Pasuruan Pasuruan. You should prepare this materials. Then.iron . Mix the two elements together using a spatula. Notice what happens. Make a conclusion about this experiments Approval . Exercise : 1.Si . Performance Assessment Product Assessment Worksheet MAKING A COMPOUND Tools and materials . Do you see any changes to the mixture. Write in the table. Put the mixture on the box of sand 9.copper fillings . tap out the contents on to a piece of paper. some iron and a spatula-full of sulphur powder separately on a piece of paper 3. S. Complete the columns with the experiments: No 1 2 3 Element Copper Iron Sulphur Shape (Solid or Powder) color 2. Put some copper fillings. 10.sulphur . Observe the mixture. Liliek Purwaningsih. Is there any change happening ? 6. Mix the two elements together using aluminum foil and make a roll like a candy. S.Pd Moch. Observe. Heat it gently on a burner (a candle) 8. especially to the iron and copper? 11. 4. What do you think the black mass at the bottom of the aluminum foils? 3. 2. July 2010 Physics Teacher. Discuss whether there is any change with your friends in the group.aluminum foil .Instrument 1. Compare your answer with your other friends and teacher. 2. 12. Choirul Anam. the shape and the color of the three elements. Hj.a box of sand for this experiment Procedure 1.

State indicators of the objectives of learning. Before main activity. Student’s Book 2. 7. 11. compound and mixture Materials 1. salt. 8. Guide each group in accomplishing this activity. Compare the characteristic of element. Individual Assignment .NIP. Give a reward to the group giving a good performance. ring. copper. 9. according to the objective of Lesson Plan Assignment 1. Guide the students in summarizing the topics that have been studied. 3. Make sure that each group has known the correct answers. Give Student’s worksheet to students 5. let each group does step by step. Make sure that each group has known the correct answers. Let one group present their result and other groups respond to it. 2. Student’s Worksheet Instructional Process 1. Closing 1. 4. 19831217 200904 1 001 SMP NEGERI 1 PASURUAN SCIENCE (CHEMISTRY) VII (SEVEN) ELEMENT. Give a reward to the group giving a good performance. pencil. Let each group present their result and other groups respond to it. Referring to the cooperative learning model. Main Activity 1. they are bringing a quiz to choose which one of elements. COMPOUND AND MIXTURE 3 X 40’ Standard Competence To understand element. 2. and iron. Give a model of how to write the symbols of elements. compound and mixture using supervision Make the simple draft characteristic of element. Guide each group in accomplishing the activity. Approach : Contextual Teaching and Learning Introduction 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. compound and mixture Indicators : 1. 6. 19540515 198003 2 008 LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : NIP. Let Students read Student’s Book concerning elements 3. Motivate students so that they give some sugar. 10. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 2. compound and mixture Basic Competence To compare the characteristics of element.

19540515 198003 2 008 Moch. Liliek Purwaningsih. Principle SMP Negeri 1 Pasuruan Hj. 2.2. Let the exposure to sunlight for 3 or 4 days. Expose the salt water in the plate 4. July 2010 Physics Teacher. 19831217 200904 1 001 . What stays on the plate after the 4-days exposure to sunlight? Is your activty the same as what the salt farmers do? Pasuruan. water saficient 3. Instrument 1.Pd NIP. 2. Choirul Anam. S. Pour salt water into a plate 3. salt saficient Procedure : 1.Si NIP. Approval . Analysis : 1. Group Assignment Performance Assessment Product Assessment Worksheet Make a Salt Material : 1. S. a plate 2. Mixing water with salt 2.

Let each group present their result and other groups respond to it. let each group does step by step. they are bringing a quiz to choose which one of elements. Let Students read Student’s Book concerning elements 3. 10. salt. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 2. Instructional Process 1. Motivate students so that they State indicators of the Classifying the substance that the homogeny mixtures and heterogenic mixture in daily Student’s Book Student’s Worksheet Main Activity 1. Guide each group in accomplishing the activity. 2. copper. ring. Approach : Contextual Teaching and Learning Introduction 1.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (CHEMISTRY) VII (SEVEN) ELEMENT. 4. 2. Let one group present their result and other groups respond to it. 8. Give a model of how to write the symbols of elements. Make sure that each group has known the correct answers. Referring to the cooperative learning model. Before main activity. give some sugar. and iron. compound and mixture Indicators : 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. life Materials 1. . Give a reward to the group giving a good performance. 6. COMPOUND AND MIXTURE 3 X 40’ Standard Competence To understand element. Guide each group in accomplishing this activity. compound and mixture Basic Competence To compare the characteristics of element. Give Student’s worksheet to students 5. Make sure that each group has known the correct answers. 9. pencil. objectives of learning. 7.

Salt 4. Performance Assessment Product Assessment Worksheet Identifying homogenous and heterogenous mixtures. according to the objective of Lesson Plan Assignment 1. Water 2. 3. Funnel Glass Procedure : 1. 2. Fill the beaker glass with water a half full. 2. Material : 1. . Sand 3. Add a spoonfull of salt into beaker glass A. giving a good performance. Guide the students summarizing the topics that have been studied. Look at the figure bellow. Take 2 beaker glasses and give mark A and B. 2. Give a reward to the group Closing 1. Beaker Glass 5.11. Individual Assignment Group Assignment in Instrument 1.

Add a spoonfull of sand into beaker glass B. July 2010 Physics Teacher.4. S. Choirul Anam.Si NIP. Is the content of beaker glass A a mixture ? 2. Liliek Purwaningsih. Principle SMP Negeri 1 Pasuruan Pasuruan. Obeserve the contents of both beaker glasses. Give your reason! 3. Analysis : 1. 19831217 200904 1 001 . Hj. 5.Pd NIP. Give your reason! 5. Look at the figure bellow. What are differences of the content of beaker glass A and B? Approval . 19540515 198003 2 008 Moch. S. Is the content of beaker glass B a mixture? 4. Stir them 6.

For example. Motivate by asking the students how to make of purification of the water 2. 8. and to notice that the colors of the two substances are different. and sublimation. State the objective of the learning. 7. and using the same size of spatula. 5. a substance that is soluble in water can be easily separated. to do experiment separation mixture appropriate using method (filtering. • The teacher reminds students that in each case. Motivate and remind students to do activity. The teacher discusses with students how to filter dirty water using a simple technique. the iron and the copper(II) sulphate should be powdered. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. the teacher asks students to work it out through experiments. Approach : Contextual Teaching and Learning Introduction 1. Make sure that students understand the methods of filtering. evaporation.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) SEPARATION MIXTURE 3 X 40’ Standard Competence: To understand element. to do simple experiment of purification of the water 3. explain separation mixture base on dimension of particles and boiling point. Student’s Book Student’s Worksheet Sand Water Sugar Salt Coffee Paper filter Instructional Process 1. In this activity • Students are asked to take a spatula-full of powdered iron and put it on a piece of paper. The teacher tells the students that they will learn about mixtures which have various compositions and can be separated into their pure components by physical techniques. distillation. 4. evaporation and subliming) Materials 1. distillation. Main Activity Part 1. Then. to take copper(II) sulphate and to put it beside the iron. 2. Ask the students about the relationship between of the physics and chemistry changes 5. 3. compound and mixture Basic Competence : To do separation mixture using the tools based on physical and chemical characteristics Indicators : 1. 3. 4. 6. . and then to identify the method of separating the mixture. 2.

• Students are asked whether they find a blue crystal in the solution. Part 3. and lets the students write their summary of the experiment from parts I to 4 in a systematic. • The teacher asks the students to make a summary of all the processes and the results. Then. distillation. In this activity: • Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand. • The teacher continues the discussion on the methods of filtering. Part 4. • The teacher tells the students to allow the solution to settle for a few minutes and then ask them to observe the solution accurately. evaporation. and sublimation. • The teacher asks students to observe accurately and see whether they can recognize the iron and the copper(ll) sulphate in solid phases. • Students are asked whether they can guess what substance the residue is. Then. What is the appropriate method to separate sugar from its solution? What is the appropriate method to take out sand from its mixture with water? . Group Assignment Instrument 1. Closing 1. Activity 5 Discussion: Separation of Mixture • The teacher facilitates a discussion on the separation of mixture on the basis of particle size and boiling point. the teacher asks them to stir the mixture for a few minutes using a glass rod. The teacher reminds the students to be careful. and to put the mixture of iron and copper(II) sulphate into the beaker. so that they do not pour the mixture through the gap between the paper and the glass. the teacher asks them again what solution it is. • The teacher asks students to look at the solid left on the filter paper. • Students are asked to think about the whole process of separation they did. and then. • Students are asked to observe what happens when they pour the mixture. The expected answer is that the liquid is a copper(ll) sulphate solution. and lets them discuss the crystal among themselves. and tell them that the matter is called residue. the teacher asks 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 filter paper. Homework Exercise : 1. • The teacher asks the students to think about what the blue liquid is. In this activity: • The teacher asks students to heat gently the solution they got from the filtering procedure. The expected answer is a solution. the mixture is filtered through the paper in the funnel. 2. Group Test 2. Then. Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. In this activity: • Students are asked to put about 100 ml of water into a beaker glass. until the liquid becomes darker (saturated).• The teacher asks students to mix the two substances and then asks: "Can you recognize the iron and the copper(II) sulphate?" Part 2.

S.3. S. Do you think boiling is an appropriate method to separate alcohol. Do you think you can separate sugar from its solution using filter paper? 9. Choirul Anam. 19831217 200904 1 001 . 19540515 198003 2 008 Moch. July 2010 Physics Teacher. what method of separation would you apply? 5.Si NIP. or more specifically ethanol from its mixture with water? Which one will boil first? Why? 4. What is your idea of getting sugar back from its solution? 8. Do you think distillation is a better method to take out sand from its mixture? Why? 6. Hj. If you want to have clean water from muddy water. Liliek Purwaningsih. When do you use the crystallization method? Approval . Principle SMP Negeri 1 Pasuruan Pasuruan.Pd NIP. Why do you think sugar dissolves in water? 7.

4. The teacher discusses with students how to filter dirty water using a simple technique. State the objective of the learning. Approach : Contextual Teaching and Learning Introduction 1. Main Activity Part 1. a substance that is soluble in water can be easily separated. 8. and using the same size of spatula. • The teacher reminds students that in each case. distillation. the iron and the copper(II) sulphate should be powdered. . and to notice that the colors of the two substances are different. to do experiment separation mixture appropriate using method (filtering. Motivate by asking the students how to make of purification of the water 2. 7. Student’s Book Student’s Worksheet Sand Water Sugar Salt Coffee Paper filter Instructional Process 1. 3. evaporation. 5. In this activity • Students are asked to take a spatula-full of powdered iron and put it on a piece of paper. to take copper(II) sulphate and to put it beside the iron. 4. and then to identify the method of separating the mixture. Motivate and remind students to do Activity. Then. evaporation and subliming) Materials 1. distillation. 3. 2. For example. to do simple experiment of purification of the water 3. . explain separation mixture base on dimension of particles and boiling point.Ask the students about the relationship between of the physics and chemistry changes 5. Make sure that students understand the methods of filtering. The teacher tells the students that they will learn about mixtures which have various compositions and can be separated into their pure components by physical techniques. the teacher asks students to work it out through experiments. compound and mixture Basic Competence : To do separation mixture using the tools based on physical and chemical characteristics Indicators : 1. 2. 6.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) SEPARATION MIXTURE 3 X 40’ Standard Competence: To understand element. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. and sublimation.

• Students are asked to observe what happens when they pour the mixture. so that they do not pour the mixture through the gap between the paper and the glass. the teacher asks them to stir the mixture for a few minutes using a glass rod. Then. In this activity: • The teacher asks students to heat gently the solution they got from the filtering procedure. and to put the mixture of iron and copper(II) sulphate into the beaker. Then. Then. • The teacher asks the students to think about what the blue liquid is. • The teacher continues the discussion on the methods of filtering. Part 4. Part 3. Closing 1. In this activity: • Students are asked to put about 100 ml of water into a beaker glass. Group Assignment Instrument 1.1 Assignment 1. The expected answer is that the liquid is a copper(ll) sulphate solution. • The teacher asks students to look at the solid left on the filter paper. until the liquid becomes darker (saturated). • The teacher asks the students to make a summary of all the processes and the results. the teacher asks them again what solution it is. • Students are asked whether they find a blue crystal in the solution. Activity 5 Discussion: Separation of Mixture • The teacher facilitates a discussion on the separation of mixture on the basis of particle size and boiling point. the mixture is filtered through the paper in the funnel. and tell them that the matter is called residue. and lets the students write their summary of the experiment from parts I to 4 in a systematic. • Students are asked whether they can guess what substance the residue is. distillation. the teacher asks them to compare the color of the residue with those of iron and copper(II) sulphate. Guide students to summarize the materials having been studied according to the objective of lesson plan 13. The teacher reminds the students to be careful. evaporation. In this activity: • Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand.• The teacher asks students to mix the two substances and then asks: "Can you recognize the iron and the copper(II) sulphate?" Part 2. and lets them discuss the crystal among themselves. and sublimation. • The teacher facilitates the students to discuss about the blue liquid passing through the filter paper. • The teacher asks students to observe accurately and see whether they can recognize the iron and the copper(ll) sulphate in solid phases. and then. Group Test 2. The expected answer is a solution. Homework . • Students are asked to think about the whole process of separation they did. • The teacher tells the students to allow the solution to settle for a few minutes and then ask them to observe the solution accurately.

coarse sand 3.Pd NIP. dirty water Procedures : 1. Principle SMP Negeri 1 Pasuruan Pasuruan. Why does the water become cleaner? 3. gravels 4. 4. figure. 3. rock debris and coarse sand in the bottle as shown in the Pour the dirty water into the bottle Place the water that runs through the bottle mouth in a bowl Analizes : Compare the clarity of the water before and after filtration. gravels. 19540515 198003 2 008 Moch. cowlick 6. bottle of mineral water of 1 litre 2. 1. Can the dirty water used in the experiment be called a mixture? 2. July 2010 Physics Teacher. 5. Choirul Anam.Si NIP. rock debris/stone 5. Hj. S. S. Liliek Purwaningsih. rock debris and gravels throughly until no mud/soil remains Put cowlick. Cut the lower part of the mineral water bottle Cut the cowlick as long as 10 cm Wash the coarse sand. 6.Worksheet Purifying Water Materials : 1. 19831217 200904 1 001 . What is the process in these experiment ? Approval . 2.

7. .Ask the students about the relationship between of the physics and chemistry changes 3. 6. Student’s Book Student’s Worksheet Wood Water iron Candle Matches Paper Instructional Process 1. Materials 1.1 to students. 5. Demonstrate Activity Sheet 12. 4. and give a set of apparatus and materials for Activity 12.1 to each group. Compare the observation of product of physical and chemical changes 2. 5. Approach : Contextual Teaching and Learning Introduction 1. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity. Classification physical and chemical changes in daily life and communicating it. Let the students read the units presenting physics and chemistry changes and underline the principal concepts and discuss them. like: water. Guide each group to do the activity.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) PHYSICAL AND CHEMICAL CHANGES 3 X 40’ Standard Competence: To understand the characteristics of physical and chemical properties Basic Competence : To identify of physical and chemical changes Indicators : 1. 6.1. Reward the group giving a good performance. let each group do steps 1 to 3. 3. Main Activity 1. Referring to the direct instruction. Motivate by asking the students about example substance base on structure particles of the matter. wood and air. 7. 2. State the objective of the learning. Let each group present the results and encourage the other groups to respond to it. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Referring to the cooperative learning model. 4. demonstrate physics and chemistry changes 3. 2. 2. Motivate and remind students to do Activity 12. The teacher assures each group that they know the correct answers. 8.

explain it if they are physical changes! 2. S. Choirul Anam. Group Assignment Instrument 1. S.Pd NIP. Explain the difference between physical and chemical changes! 3. Liliek Purwaningsih. 19540515 198003 2 008 Moch. 19831217 200904 1 001 . Principle SMP Negeri 1 Pasuruan Pasuruan. Hj.Si NIP. Homework Exercise : 1.Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. July 2010 Physics Teacher. Group Test 2. When the water is boiling or evaporation. Give examples of the physical and chemical changes Home work: Make a journal to find physical and chemical changes in daily life! Approval .

State the objective of the learning. Compare the characteristics of physical and chemical changes based on experiment Materials 1. Make a summarize based on experiment of physical and chemical changes 2. 2. The teacher assures each group that they know the correct answers. 2. Reward the group giving a good performance. 4. demonstrate physics and chemistry changes 3. Paper Instructional Process 1. Water 5. Main Activity 1. 5.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) PHYSICAL AND CHEMICAL CHANGES 3 X 40’ Standard Competence: To understand the characteristics of physical and chemical properties Basic Competence : To identify of physical and chemical changes Indicators : 1. Motivate and remind students to do Activity 12. Let the students read the units presenting physics and chemistry changes and underline the principal concepts and discuss them.1 to each group. and give a set of apparatus and materials for Activity 12. iron 6. Student’s Worksheet 3. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity. . Matches 8.Ask the students about the relationship between of the physics and chemistry changes 3. Candle 7. 6. 7. Let each group present the results and encourage the other groups to respond to it. Student’s Book 2. Wood 4. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students about example substance base on structure particles of the matter. Referring to the cooperative learning model. Guide each group to do the activity. Demonstrate Activity Sheet 12. wood and air.1. Referring to the direct instruction. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2.1 to students. let each group do steps 1 to 3. like: water.

Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Group Assignment Instrument 1. Group Test

WORKSHEET CHARCOAL 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, go outdoors 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 concentrated sulfuric 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. 2. 3. 4. 5. 6. What is the difference between the processes in beaker I and beaker II? How can we recognize or distinguish between a physical change and a chemical change? In which of the two beakers could we get the sugar back as sugar? What do you think happened in the second beaker? What property do you think concentrated sulfuric acid has? What do you think the black material in beaker two is?

CONCLUSION: ______________________? Approval , Principle SMP Negeri 1 Pasuruan Pasuruan, July 2010 Physics Teacher,

Hj. Liliek Purwaningsih, S.Pd NIP. 19540515 198003 2 008

Moch. Choirul Anam, S.Si NIP. 19831217 200904 1 001

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) CHEMICAL REACTION 3 X 40’

Standard Competence: To understand the characteristic of physical and chemical properties Basic Competence : To identify simple chemical reaction using simple experiment Indicators : 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 or temperature. Materials 1. 2. 3. 4. 5. 6. 7. 8. Student’s Book Student’s Worksheet Wood Water iron Candle Matches Paper

Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students about example substance base on structure particles of the matter, like: water, wood and air. 2. Motivate and remind students to do Activity 12.1.Ask the students about the relationship between of the physics and chemistry changes 3. State the objective of the learning. Main Activity 1. Let the students read the units presenting physics and chemistry changes and underline the principal concepts and discuss them. 2. Referring to the direct instruction, demonstrate physics and chemistry changes 3. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity. 4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials 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 to it. The teacher assures each group that they know the correct answers. 7. Reward the group giving a good performance.

Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 2. Group Assignment Instrument 1. Group Test 2. Homework

Worksheet Chemical Reactions with Color Change

Materials : 1. 2 cups glass of water 2. 2 tablespoon flour 3. Iodine suffixation 4. 1 tablet Vitamin C Procedure 1. 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 Changes
In the spaces provided, classify each of the following changes as physical or chemical. 1) Melting Iron3) Burning Paper5) Mixing Salt & Water7) Burning Wood9) Lighting up a cigarette Approval , Principle SMP Negeri 1 Pasuruan 2) Melting Ice4) Chopping Wood6) Breaking Glass8) Mixing Peas & Carrots10) Waxing a wooden floor Pasuruan, July 2010 Physics Teacher,

Hj. Liliek Purwaningsih, S.Pd NIP. 19540515 198003 2 008

Moch. Choirul Anam, S.Si NIP. 19831217 200904 1 001

7. Closing 1. 4. Individual assignment . Give a reward to the group giving a good performance. base and salt Basic Competence To identify characteristics of acid. they are bringing a quiz to choose which acid. base and salt using right indicators 2. State indicators of the objectives of learning. 8. 10. To identify acid. Guide each group in accomplishing the activity. Let one group present their result and other groups respond to it. Student’s Book 2. Guide each group in accomplishing this activity. soap.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (CHEMISTRY) VII (SEVEN) ACID. and vinegar. Using the simple tools to determine acid and base scale Materials 1. Group Assignment 2. Give Student’s worksheet to students 5. base and salt concepts 3. 3. 6. Make sure that each group has known the correct answers. 2. Give a reward to the group giving a good performance. Before main activity. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Let each group present their result and other groups respond to it. Indicators 1. 2. BASE AND SALT 3 X 40’ Standard Competence To understand the characteristics of acid. base and salt. Motivate students so that they give orange. Student’s Worksheet Instructional Process 1. let each group does step by step. Make sure that each group has known the correct answers. 9. Referring to the cooperative learning model. To Classify of materials in the area based on acid. Main Activity 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Guide the students in summarizing the topics that have been studied. according to the objective of Lesson Plan Assignment 1. Let Students read Student’s Book concerning acid. Approach : Contextual Teaching and Learning Introduction 1. base and salt using indicator and or tools.

What are different taste acid and base? Explain it! Student Worksheet Mention kinds of substances containing one of the acid bellow No 1 2 3 4 5 6 7 8 9 10 Name Acetic acid Citric acid Tart rat acid Malta acid Lactic acid Carbonate acid Nitrate acid Sulfide acid Phosphate acid Chloride acid Obtained in Approval . Hj. What is the meaning of acid? 2. Give examples for base in daily life? 5.Pd NIP. 19540515 198003 2 008 Moch. July 2010 Physics Teacher. Product Assessment Example of assessment: 1. Performance Assessment 2. S.Si NIP.Instrument 1. What is the meaning of base? 4. Choirul Anam. S. Liliek Purwaningsih. Principle SMP Negeri 1 Pasuruan Pasuruan. 19831217 200904 1 001 . Give examples for acid in daily life? 3.

Give Student’s worksheet to students 4. like: turmeric. Closing 1. 5. Let one group present their result and other groups respond to it. Approach : Contextual Teaching and Learning Introduction 1. 7. Student’s Worksheet Instructional Process 1. 3. 2. 2. base and salt using indicator and or tools. Referring to the cooperative learning model. Make sure that each group has known the correct answers. Make sure that each group has known the correct answers. Main Activity 1. Guide the students in summarizing the topics that have been studied. 9. according to the objective of Lesson Plan Assignment 1. BASE AND SALT 3 X 40’ Standard Competence To understand the characteristics of acid. violet cabbage. Guide each group in accomplishing the activity. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. hibiscus. base and salt. To do simple experiment using the simple indicators in daily life Materials 2. Give a reward to the group giving a good performance. base and salt Basic Competence To identify characteristics of acid.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (CHEMISTRY) VII (SEVEN) ACID. 2. Give a reward to the group giving a good performance. 8. Guide each group in accomplishing this activity. Let Students read Student’s Book concerning acid. let each group does step by step. State indicators of the objectives of learning. Let each group present their result and other groups respond to it. 6. Student’s Book 3. Indicator 1. Group Assignment Home work . Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Motivate students so that they give natural indicators.

Distilled water 5. The same way as step2 and 3. What can you conclude about acid. Methyl Orange indicator 18. 19540515 198003 2 008 Moch. Pipette 3. Toothpicks 4. put 5 drops of vinegar into dent A1-A4. Alcohol 10. Materials : 1. Write your observation! 4. Sodium chloride solution 15. S.Pd NIP. B2 and C2. Lime 7. Choirul Anam. S. Sugar solution 12. July 2010 Physics Teacher. If a soltion ia tested using red litmus paper. (acid. test other solutions and write your observation. Drop palette 2.Si NIP. Soap 9. Looking for the natural indicators in daily life! 2. Mark A1-A4 for dent 1-4. Observe what happens to the litmus. 3. B1-B4 for dent 5-8 and C1-C4 for dent 9-12. Chloride acid solution 13. Vinegar 6. Phenolphthalein indicator 17. filled with drop distilled water. Using pipette. 2. Prepare a clean drop palette. Hj. In the same way. Principle SMP Negeri 1 Pasuruan Pasuruan. Conclusion and Analysis: 1. Product Assessment Home work of assessment: 1. the color remains red.B1 and C1. Liliek Purwaningsih. Performance Assessment 2. other provide solutions. Ashes 11. Orange Juice 8. methyl red to dent A2. Write your observation. and destilled water to dent C1-C4. Litmus paper 16. 19831217 200904 1 001 . base or neutral) 2. base and salt? 3. B3 and C3. lime to dent B1-B4. How to do test acid and base using the natural indicators? Worksheet Testing Solution Using Litmus Paper and Acid-Base Indicator Solution In this activity you will observe the changing color of the litmus paper and indicator solution used in the laboratory. Can it be concluded that the solution is acid? Explain your answer! Approval . Sodium hydroxide solution 14. methyl orange to dent A3. Classify the solution based on their characteristics.Instrument 1. Add 2 drops of Phenolphthalein into dent A1. Cut 1 cm of red and blue litmus paper and put them in the dents of drop palette. Methyl Red indicator Procedure : 1.

to predict the structure and movement of particles in some states of matter via reasoning. Make sure that each group has known the correct answers. Ask the students to remember the shape of substances. Students can find out the change in state of matter from simple experiment 7. 5. Students can give examples the changes in state of matter base on these simple experiment. Give a reward to the group giving a good performance. Introduce to students why the water can change to the ice cube? 6. 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. Student’s Book Student’s Worksheet water cooking oil board marker white board Instructional Process 1. 2. 3. Give Student’s worksheet to students 4. Indicators : 1. Guide each group in accomplishing the activity. Materials 1. 9. 2. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. 3. Referring to the cooperative learning model. Guide each group in accomplishing this activity.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) MATTER AND ITS STATE 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. Make sure that each group has known the correct answers. 4. 10. 6. 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. . to investigate the change of state matter. Main Activity 1. 8. Let each group present their result and other groups respond to it. State indicators of the objectives of learning. 5. let each group does step by step. Approach : Contextual Teaching and Learning Introduction 1. Let one group present their result and other groups respond to it. Let Students read Student’s Book about matter and its states and underline the principle concept in daily life. 2. 11.

19831217 200904 1 001 .1 Assignment 1.Si NIP. 2. S. Principle SMP Negeri 1 Pasuruan Pasuruan.12. Guide the students in summarizing the topics that have been studied. Benefit the characteristics of the matters! 4. Group Assignment Group Test Homework Example of Assessment: 1. Choirul Anam. Liliek Purwaningsih. Closing 1. 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 . Hj. Give a reward to the group having a good performance. How many matters do you know? 2. S. according to the objective of Lesson Plan 8. July 2010 Physics Teacher. 19540515 198003 2 008 Moch. Give an example each matters! 3. Instrument 1.Pd NIP.

convex meniscus. Student’s Book 2. 6. concave meniscus with relevant phenomena of nature Materials 1. 8. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. white board 7. Approach : Contextual Teaching and Learning Introduction 1. Students can find out differences adhesion and cohesion base on observation. Students can correlate the occurrence of capillarity. convex meniscus. Motivate students by asking to students Why the board marker can patch on the white board? 2. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. to differentiate between cohesion and adhesion based on observation. to correlate the occurrence of capillarity. State indicators of the objectives of learning. let each group does step by step. Indicators : 1. cooking oil 5.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) MATTER AND ITS STATE 3 X 40’ Standard Competence: To understand the shape of matter and changes it. talus leaves Instructional Process 1. Give Student’s worksheet to students 5. Main Activity 1. water 4. board marker 6. 4. Referring to the cooperative learning model. Ask the students to remember the shape of substances. 2. 9. Introduce to students why the kerosene can flow in the wick of the kerosene? 7. Let Students read Student’s Book about matter and its states and underline the principle concept cohesion and adhesion in daily life. . 3. concave meniscus with relevant phenomena of nature 3. Guide each group in accomplishing this activity. Students can explain differences concave meniscus and convex meniscus with relevant phenomenon of nature. Basic Competence : To investigate the characteristics of matter based on shape and its application in everyday life. Students can give examples of adhesion and cohesion in daily life. 2. Student’s Worksheet 3. kerosene 8.

19540515 198003 2 008 Moch. Make sure that each group has known the correct answers.Si NIP. Guide the students in summarizing the topics that have been studied. 11.10. Give a reward to the group giving a good performance. Guide each group in accomplishing the activity. and capillarity phenomenon in daily life! Approval .Pd NIP. according to the objective of Lesson Plan 8.2 Assignment 1. Instrument 1. 19831217 200904 1 001 . Principle SMP Negeri 1 Pasuruan Pasuruan. Make sure that each group has known the correct answers. Closing 1. 13. 12. Hj. Group Assignment Group Test Homework Example of Assessment: Choose the best answer! 1. Why the tissue paper can wet faster? 4. What are differences of adhesion and cohesion? Explain It! 3. July 2010 Physics Teacher. 14. 2. Choirul Anam. S. Liliek Purwaningsih. S. Why the water can not patch on the talus leaves? 2. Give a reward to the group giving a good performance. Let each group present their result and other groups respond to it. Give examples of capillarity in daily life! Home work: Make a journal example of adhesion. Let one group present their result and other groups respond to it. cohesion.

to calculate the density of matter 3. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Main Activity 1. Students can give examples of density in daily life.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) DENSITY 3 X 40’ Standard Competence: To understand the shape of matter and changes it. Give Student’s worksheet to students 5. water 4. 2. Student’s Worksheet 3. cork Instructional Process 1. alcohol 6. Introduce to students why the kerosene can flow in the wick of the kerosene? 7. Why does the iron can sink in the glass of water? 3. . cooking oil 5. Referring to the cooperative learning model. to apply the concept of density in solving some problems in everyday-life Materials 1. Approach : Contextual Teaching and Learning Introduction 1. Student’s Book 2. Basic Competence : To describe density concept in everyday-life Indicators : 1. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Guide each group in accomplishing this activity. 4. Motivate students by asking to students Why water doesn’t mix with the cooking oil? 2. to conclude from an experiment that density is specific characteristic of matter 2. aluminum 8. Ask the students to remember the shape of substances. wood 9. 4. iron 7. 6. Students can conclude from an experiment that density is specific characteristic of matter 3. State indicators of the objectives of learning. Students can find out specific characteristic of matter from simple experiment. Let Students read Student’s Book about matter and its states and underline the principle concept density in daily life. let each group does step by step. 8.

Repeat the procudure with the another liquid. 19540515 198003 2 008 Moch. Water 2. Guide each group in accomplishing the activity. Give your reason by referring to its density that you have just found! Approval . July 2010 Physics Teacher. In your opinion. Students can calculate the density of matter 10. How many cm3 is its volume? 3. Instrument 1. 2. Make sure that each group has known the correct answers. Hj. Cooking oil 3. write down your conclusion! 4. Guide the students in summarizing the topics that have been studied. What is the mass of the water? Analysis: 1. Fill the measuring cylinder with 50 mL f water. Make sure that each group has known the correct answers. according to the objective of Lesson Plan Assignment 1. Liliek Purwaningsih. Closing 1. Give a reward to the group giving a good performance. Measure again the measuring cylinder that is filled with water.Si NIP.Pd NIP. Let one group present their result and other groups respond to it. Alcohol Procedure: 1. 19831217 200904 1 001 . Choirul Anam. 12. 14. 11. By using a lever balance measure the empty measuring cylinder in gram. S. cooking oil and alcohol. 13. 2. Let each group present their result and other groups respond to it. what will happen if water is mixed up with cooking oil and alcohol? 5. S. Principle SMP Negeri 1 Pasuruan Pasuruan. Determine the density of the water by dividing its mass by its volume? 2.9. Group Assignment Worksheet Homework Worksheet How do we determine the mass of the liquid? Material : 1. Determine whether the density is the same as the above procedures? Based on the result of your observation. Give a reward to the group giving a good performance. 3.

2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. Approach : Contextual Teaching and Learning Introduction 1. why water doesn’t mix with the cooking oil? 2. alcohol 6. Give Student’s worksheet to students 5. cork Instructional Process 1. cooking oil 5. iron 7. Basic Competence : To describe density concept in everyday-life Indicators : 1. Referring to the cooperative learning model. Student’s Book 2. Student’s Worksheet 3. Students can calculate the density of matter . Main Activity 1. Students can give examples of density in daily life. State indicators of the objectives of learning. 4. Motivate students by asking to students. to calculate the density of matter 2. 4. 9. water 4. 6. Ask the students to remember the shape of substances. Why does the iron can sink in the glass of water? 3. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Students can find out specific characteristic of matter from simple experiment. Guide each group in accomplishing this activity. let each group does step by step.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) DENSITY 3 X 40’ Standard Competence: To understand the shape of matter and changes it. 8. Introduce to students why the kerosene can flow in the wick of the kerosene? 7. Students can conclude from an experiment that density is specific characteristic of matter 3. aluminum 8. wood 9. to apply the concept of density in solving some problems in everyday-life Materials 1. Let Students read Student’s Book about matter and its states and underline the principle concept density in daily life.

Make sure that each group has known the correct answers. Calculate density of a glass! 2. Calculate the density of the wood in gram/ cm3 Home work of Assessment: Answer the questions. Principle SMP Negeri 1 Pasuruan Pasuruan. A block of concrete 0. Approval . 1. Base on its state. A sample of 50 cm³ of kerosene has a mass of 35 gram.3 kg/m³. 14. 2. Let each group present their result and other groups respond to it. calculate the density of mercury in the SI unit! 3.4 m long. Make sure that each group has known the correct answers. Instrument 1.3 m wide and 0.Pd NIP. how many matters can be made? 2. A piece of glass has a mass 10 kg and has a volume 2 m³. Group Assignment Group Test Homework Example of Assessment: Answer the following question. 0.10. Liliek Purwaningsih. according to the objective of Lesson Plan Assignment 1. 13. What is the mass of 5 m³? 3. Find its density! 4. Given that a wooden cube of length 10 cm weighs 600 gram. The density of air is 1. calculate the density. The density of mercury 250 kg/m³. Guide each group in accomplishing the activity. 12. Give a reward to the group giving a good performance. 19831217 200904 1 001 .Si NIP. 11. Calculate its mass! 4. Give a reward to the group giving a good performance. The density of mercury is 13. 1. Choirul Anam. S. Let one group present their result and other groups respond to it.5 kg of mercury! 5.1 m high has density of 2500 kg/m 3. July 2010 Physics Teacher. 19540515 198003 2 008 Moch. Hj. Guide the students in summarizing the topics that have been studied.6 gr/cm3 . Closing 2. S. Find the volume of 12. If the mass of an object is 35 grams and it takes up 7 cm3 of space.

2. Asking each group to cooperate and discuss their activity results with their classmates. Informing the success indicators of the study. 3. Basic Competence : To experiment thermal expansion in daily life and their application Indicators : 1. Informing the indicators of success of this learning process 1. just like liquids. Motivating students to recall their knowledge of the basic principle of thermometers: thermal expansion and reminding them of the concept of expansion of solids. 4.6 Closing .6 to investigate the thermal expansion process of solids. Student’s Book Student’s Worksheet thermometer alcohol Window glass iron Instructional Process 1. to investigate of thermal expansion of solid. 5. Asking one or two groups to present the results of their discussions and the other groups to respond to the presentation and participate in the discussion. Approach : Contextual Teaching and Learning Introduction 1. liquid and gas 2. and others Materials 1. Show the usage of thermal expansion. Informing students of the plan to study the effects of water thermal expansion.6 under the guidance of the teacher. Encouraging students to recall their knowledge of thermal expansion in a thermometric medium (alcohol or mercury). 5. design simple experiment to investigate the expansion of solid and liquid 3. Making conclusions about the results of the activity as described in SAW 11. bimetallic switch in electrical appliances. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Main Activity Informing students that. solids also expand when heated and contract when cooled.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) THERMAL EXPANSION 3 X 40’ Standard Competence: To understand the shape of matter and changes it. 3. Asking each group to do the activity according to SAW 11. 2. 5. 3. 4. Motivating students by informing them of the plan to do the activity in SAW 11. 6. Asking the students to make several -groups of activity. 4. 2. principles in applied technology such as the bimetallic strip for thermostat.

The original length of the rod is 2m. What happens to the atoms of an object when the object is heated or cooled? 5. Principle SMP Negeri 1 Pasuruan Pasuruan.6. Assignment 1. 2. Choirul Anam. what is the final length of an iron rod after being heated from 35 ºC to 100 ºC. Liliek Purwaningsih. Hj. Homework Example of Assessment: 1. If it is known that the linier expansion coefficient of iron is o. What is the difference between linear expansion and volume expansion? Approval . Group Assignment Instrument 1. Emphasizing the comparison between liquid thermal expansion and solid thermal expansion Summarizing the results of the activity as described in SAW 11. S. Emphasizing the useful property of thermal expansion in daily life. What causes an object to either expand or contract? 4. 19540515 198003 2 008 Moch. 2. July 2010 Physics Teacher.Si NIP. Explain why the window glass is sometimes hard to be inserted into its frame! 3.000012/ºC. Group Test 2. 3. 19831217 200904 1 001 .Pd NIP.1. S.

5. bimetallic switch in electrical appliances. Group Test 2. 2. and others Materials 1. 2 Informing the indicators of success of the learning process. Approach : Contextual Teaching and Learning Introduction 1 Encouraging students to collect as much information as possible on the useful property of thermal expansion in all aspects of human life. 3.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) THERMAL EXPANSION 3 X 40’ Standard Competence: To understand the shape of matter and changes it. Student’s Book Student’s Worksheet thermometer alcohol Window glass iron Instructional Process 1. and reminding them that lack of understanding in thermal expansion can cause disadvantages. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Basic Competence : To experiment thermal expansion in daily life and their application Indicators : 1. thermostats. Main Activity 1. Closing Summarizing the concepts of thermal expansion of solids Assignment 1.6 2. principles in applied technology such as the bi-metallic strip for thermostat. Group Assignment Instrument 1. 4. Homework . Encouraging students to communicate their knowledge of thermal expansion of solids and its usefulness by forming several discussion grouping in class. Guiding students to comprehend the basic principle of the bi-metallic strip. Show the usage of thermal expansion. Recalling the results and conclusion of the activity related to SAW 11. 3. and others application using principles of solid expansion.

Principle SMP Negeri 1 Pasuruan Pasuruan. 19540515 198003 2 008 Moch. Liliek Purwaningsih.Si NIP. Hj. S. 19831217 200904 1 001 . principles in applied technology! 2. Explain the operational principles of thermostat! 3. July 2010 Physics Teacher. Choirul Anam.Pd NIP. S. Why the railways or bridges should have expansion gaps? Approval .Example of Assessment: 1. Benefit examples of the material usage of thermal expansion.

5. and give a set of apparatus and materials for Activity 12. 2. 5. Let the students read the units presenting The Quantity of Heat Energy. Basic Competence : To describe the heat in the state and temperature changing in daily life and their application Indicators : 1. Remind the students of the danger of the fire. Approach : Contextual Teaching and Learning Introduction 1. Student’s Book Student’s Worksheet thermometer alcohol Window glass iron Instructional Process 1. demonstrate how to use the stopwatch for measuring the time.3 to each group. Motivate students by letting them touch to a cool wall. 4. Guide each group to do step 2 and to complete Table I. 2. The Calculation of Heat Energy and underline the principal concepts and discuss them. To investigate the heat needed during boiling and melting of matters. Let the students sit in a cooperative learning arrangement and remind them of cooperative skills that are developed and how to follow the activity. Referring to the direct instruction.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) HEAT 3 X 40’ Standard Competence: To understand the shape of matter and changes it. 4. 3. To investigate the influences of heat on the changes of the state and temperature of a matter 2. Ask what they feel.3 to students. . demonstrate how to use the measuring jar for measuring the mass of water and the mass of sand. 6. . Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. 4. Distribute Activity Sheet 12. let each group do step 1. To investigate the heat needed to advance of temperature of matters. State the objective of learning Main Activity 1. 3. Referring to the direct instruction. 2. let each group do steps 2 to 3. Materials 1. To investigate factors which accelerate evaporation 3. Referring to the cooperative learning model. 7. Referring to the cooperative learning model.

Referring to the cooperative learning model. The specific heat capacity can be used to measure the change of the heat energy. The heat energy is the total energy of particles composing a substance. Guide each group to do Observation and Analysis 10. Guide to students to summarize the materials having been studied according to the objective of lesson plan 12. ask each student to do activity 12. f. 19831217 200904 1 001 . The teacher assures each group that they know the correct answers. Closing 1. S.8. the change of heat energy is indicated by h. Homework Exercise: Complete the following statements. In the equation Q = m x c x At. g. Group Assignment Instrument 1.Pd NIP. the symbol A means a change. Group Test 2. S. Hj. The energy flows from a warm body to a cooler one is heat.5 Assignment 1. 2. b. Principle SMP Negeri 1 Pasuruan Pasuruan. a. d.2. As homework. The quantity of heat energy needed to increase the temperature by one degree of 1 kg of a substance is called specific heat capacity. The heat always flows from a warm temperature to a cooler one. c. Reward the group giving a good performance. 11. Choirul Anam. The specific heat capacity is measured in Joule per kilogram and Celsius degree.Si NIP. Approval . Liliek Purwaningsih. In the equation Q = m x c x At. Let each group present the results and encourage other groups to respond to it. July 2010 Physics Teacher. e. let each group do steps 4 to 5 and complete Table I 9. 19540515 198003 2 008 Moch.

iron Instructional Process 1.L and Q = m. Motivate and remind students to do Activity 12. Motivate and remind the students to do Activity 12.U for solving simple problems. To apply formula Q = m. Let each group present the results and encourage the other groups to respond to it. Black's Principle and underline the principal concepts and discuss them. 5.Ask the students about the relationship between the specific heat capacity and the heat energy needed 'to increase the temperature of the object 3. 7.1. Basic Competence : To describe the heat in the state and temperature changing in daily life and their application Indicators : 1. thermometer alcohol 5. Main Activity 1.4 to each group. Guide each group to do the activity.4 to students. Window glass 6. Student’s Worksheet 4. Reward the group giving a good performance. Let the students read the units presenting The Heat for Boiling and Melting. . demonstrate how to calculate heat for melting (Applied Mathematics in the Students' Book. and give a set of apparatus and materials for Activity 12. let each group do steps 1 to 3. Demonstrate Activity Sheet 12. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. 4.Ask the students about the relationship between the mass of an object and the heat energy of the object. 6. Approach : Contextual Teaching and Learning Introduction 1. The teacher assures each group that they know the correct answers. Referring to the direct instruction.3. 2. Student’s Book 3. State the objective of the learning.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP NEGERI 1 PASURUAN SCIENCE (PHYSICS) VII (SEVEN) HEAT 3 X 40’ Standard Competence: To understand the shape of matter and changes it. 2. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity.∆t Materials 2. Closing Q = m. 3. Referring to the cooperative learning model.c.

Homework Exercise : 1. What is the energy needed to heat 6 kg of ice at 0 'C to become water at 0 OC if the melting point of the ice is 3. 19831217 200904 1 001 . Suppose you boil 500 grams of water for 5 minutes. If the temperature of the iron changes from 100 OC to 50 OC. What is the change of the temperature? T = 34 – 25 = 9 oC 3. Apiece of iron has amass of 0.32 x 105 J/kg? 2. How much is its specific heat capacity? Hint: What information do get about a substance? Approval . what is the quantity of heat released by the iron? Q = m c T = 0. Hj. July 2010 Physics Teacher. Hint : Will the answer of Q positive or negative? 2.480 Joule for increasing its temperature from 28 ºC to 40 ºC. 19540515 198003 2 008 Moch.5 (0.Si NIP. Choirul Anam.11 kcal/(kg ºC).Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Calculate the heat received by 175 g of ethanol that is heated from 50 ºC to 125 ºC.11) 50 = 2. S. The temperature of the water changes from 25 OC to 34 OC. S.Pd NIP. Liliek Purwaningsih.75 kcal Homework: 1. Group Assignment Instrument 1. A substance with the mass of 45 kg needs heat energy of 180. Group Test 2. Principle SMP Negeri 1 Pasuruan Pasuruan.5 kg and a specific heat capacity of 0.

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.