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2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence: Analyze the data of the linear and un linear experiments and their application in daily life Indicators: 1. Collect information on quantities of motion in daily life 2. Understand the difference between relative motion and apparent motion 3. Define the meaning of one motion of an object Materials Student’s Book Student’s Worksheet Stopwatch ruler Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Ask a student to just stand in front of the class and another student to walk around back and forth. Other students are asked to observe and show the results of their observation. The teacher guides the students in finding the answer that one of their friends is at rest and the other one is in motion. 2. The teacher writes the main subject on the blackboard “Motion” 3. The teacher introduces the indicators of learning Main Activity 1. Students are asked to talk about the opinion whether it is necessary to identify a motion by directly seeing the movement or not. The students will have various opinions and the teacher informs them that they will find their own answer through the observation activity in the student’s worksheet. 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. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring temperature and times.

6. 7. 8.

Introduce to students how to measure temperature and times. Ask students in group to use the worksheet on measuring temperature and measuring times. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.

Main Activity 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 group has known the correct answers. 12. Give a reward to the group giving a good performance. Closing 1. 2. 3. Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Worksheet of Motion The teacher strengthens student’s understanding by asking one of the students to reread the answered The teacher give a reward to students who have shown good performance The teacher gives home assignments to encourage them to try the activity themselves.

**Observe to recognize without seeing
**

Material : 1. a piece of cloth Procedure : 1. observe your class throughly. 2. blinfold your eyes with a piece of cloth 3. your friend move a object in your class. 4. Your activity is to find your friend. 5. Open your blinfold. Analizy : 1. Can you identify the object while your eyes blinfolded? 2. Note any clues that you use to rezognize the object 3. Do you rely on your vision? 4. Do you use other senses to preception? 5. If there really an objects that was moved, can you explain it? Conclusion : ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Scoring Scheme

No 1 Scoring Aspects 1 Preparation a. Procedure b. Apparatus and mateial are complete c. Apparatus and material used by the student are corretc for achievng the experimental objectives Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results a. Collecting information data b. Answering the questions c. Make a conclusion Total Score 2 Score 3 4

2

3

40

Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. ____ 1. Which of the following is not a factor in calculating momentum? a. mass c. acceleration b. direction d. speed 2. If you divide momentum by velocity, the result is the value of the object’s a. mass. c. energy. b. direction. d. speed. 3. The SI unit of force, named for the scientist who described the relationship between motion and force, is called the a. newton. c. curie. b. einstein. d. pasteur. 4. Which of the following units is used to measure acceleration in free fall? a. m/s c. m/s2 b. m • s d. m2/s2 5. a. b. 6. a. Which of the following equations is correct? w = mg c. w = g/m w = m/g d. w = g + m When air resistance balances the weight of an object that is falling, the velocity slowly decreases. c. rapidly increases.

____

b. 7. a. b.

remains constant. d. None of the above What is the unbalanced force that slows down a ball rolling across the floor? the force of friction c. the force of inertia the force of gravity d. the force of momentum

Answer the following questions. 1. How long will it take to travel 200 km traveling 10 m/s? 2. If a rocket travels 5600. km in 3.00 hours, what is its speed? 3. Convert 36 km / hr to m/s. Marking Scheme Maximum score : 10 Final scoring formula :

final = scoreachieved x100 max score

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII MOTION 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence: Analyze the data of the linear and un linear experiments and their application in daily life Indicators: 1. Plot a graph of distance versus time based on the experiment results when motion is under constant velocity 2. Plot a graph of distance versus time based on the experiment results when motion is accelerated uniformly 3. Calculate velocity from the graph of distance Materials 1. Student’s Book 2. Student’s Worksheet 3. Stopwatch 4. ruler Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Ask a student to just stand in front of the class and another student to walk around back and forth. Other students are asked to observe and show the results of their

How would you define time? 2. 2. 9. 8. Introduce tools for measuring temperature and times. Let each group present their result and other groups respond to it. Assignment 1. Make sure that each group has known the correct answers. 12. The teacher introduces the indicators of learning Main Activity 1. Students are asked to talk about the opinion whether it is necessary to identify a motion by directly seeing the movement or not. Group Assignment Instrument 1. The teacher guides the students in finding the answer that one of their friends is at rest and the other one is in motion. The teacher writes the main subject on the blackboard “Motion” 3. 3. 6. The teacher gives home assignments to encourage them to try the activity themselves. Answer the following question. If you state that you have moved from one place to another in a given direction. 5. The students will have various opinions and the teacher informs them that they will find their own answer through the observation activity in the student’s worksheet. Guide each group in accomplishing this activity. 10. 1. Introduce to students how to measure temperature and times. Write the formula for calculating speed 3. The teacher give a reward to students who have shown good performance 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. Make sure that each group has known the correct answers. you have described _______________. 2.0 hrs? . Give Student’s worksheet to students 4. let each group does step by step. The teacher strengthens student’s understanding by asking one of the students to reread the answered 2. What the distance will a car traveling 65 km/hr travel in 3. Give a reward to the group giving a good performance. Group Test 2. Let one group present their result and other groups respond to it. Referring to the cooperative learning model. 11. Ask students in group to use the worksheet on measuring temperature and measuring times. 4. Homework Test. Main Activity 7. Give a reward to the group giving a good performance. Guide each group in accomplishing the activity. Closing 1.observation.

define the meaning of the concept 3. Student’s Book 2. Apply the concept of energy and its transformations in daily-life Materials 1. Show energy forms and their examples in daily-life 2.5. "work and energy" principle Indicators : 1. work. Student’s Worksheet Instructional Process . What is the acceleration of a sprinter who finishes the race traveling 24m/s? She ran for 12 s LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII WORK AND ENERGY 2 X 4’ Standard Competence: Understand motion. force and energy concepts in daily life Basic Competence : Explain the relation of form and changing of energy.

Demonstrate a phenomenon of energy and work with for example two students to show it.potential energy …………………………. Present the meaning of work and make a model as a method to calculate work in the example question in using mathematics. Column I …………………………. Main Activity 1. Give a reward to the group giving a good performance. Referring to the cooperative learning model.. 2. Guide the students in summarizing the topics that have been studied.work ………………………….1.mechanical energy …………………………. c. Present the law of conservation of energy. and make an interview about an example of conservation of energy. Give Student’s worksheet to students 4. 9.. Homework Example of Assessment: 1. 3. Motivate students by asking to students. according to the objective of lesson plan. 10.. This interview is used as bass for learning the meaning of energy. Approach : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment Contextual Teaching and Learning Introduction 1. Essay Test 2.. Write the letter in front of the correct information in the place provided. e. Model : 2. Which one to pull and push a table and the other switch on and off the lamp. whether they have breakfast before going to school and why they have to eat. Group Assignment Instrument 1. 5. Let one group present their result and other groups respond to it. d. Assignment 1. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. b. 7. f. Ask one of the student to present his answer on the whiteboard to be responded to by others.. 2.law of conservation of energy . 6. Match these items in column I with the information in column II. Let Students read Student’s Book about Energy. a. State indicators of the objectives of learning. 3.kinetic energy ………………………….. Closing 1. Guide each group in accomplishing this activity. Ask students to do. let each group does step by step. Individual Assignment 2. Make sure that each group has known the correct answers.energy …………………………. 8.

is the ability to make a change LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII WORK AND ENERGY 2 X 40’ Standard Competence: Understand motion.Column II 1. is energy in the form of movement 6. force and energy concepts in daily life Basic Competence: Explain the relation of form and changing of energy. work. is the transfer of energy by means of movement 5. "work and energy" principle Indicators: . 3. but cannot be created or destroyed under normal conditions. is the sum of kinetic energy and the total potential energy in a system 2. energy can change from one from to an other. is the energy stored 4.

Student’s Worksheet Instructional Process 1. The student answers ought to concern how fast work is done. Give a reward to the group giving a good performance. 3. Main Activity 1. the law of the conservation of energy. Approach : Contextual Teaching and Learning Introduction 1. and work as transfer of energy through movement. Make sure that each group has known the correct answers. according to the objective of lesson plan. 2. 9. Assignment 1. Present the meaning of kinetic energy and potential energy and make a model as a method to calculate work in the example question in using mathematics. Guide each group in accomplishing this activity. Motivate students by asking two students. what influences time in lifting the loads up. then ask whether both students take the same amount of time and if not. 5. 8. Give Student’s worksheet to students 4. let each group does step by step. Remind the students of the meaning of energy. State indicators of the objectives of learning. kinetic and potential energy. Group Assignment Instrument 1. 7. 3. Closing 1. This motivation functions as an introduction to the concept of power. (a big one and a small one) to lift up the same loads and asking the others to observe them. 3. Student’s Book 2. Individual Assignment 2. Homework Worksheet: . Ask one of the students to present his answer on the whiteboard to be responded to by others. 6. Let one group present their result and other groups respond to it. Explain the presence of potential and kinetic energy in a moving thing. Essay Test 2. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. Referring to the cooperative learning model. Ask students to do. Guide the students in summarizing the topics that have been studied. Differentiate between the concept of kinetic and potential energy. Define the concept of mechanical energy Materials 1. 2. Let Students read Student’s Book about Power 2. Model : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment 2.1.

What will be its kinetic energy at the end of 2 seconds? Given g = 10 m/s2 Syifa of mass 50 kg jumps to a height of 1 m. Given g = 10 m/s2 5. 6. Name the two factors on which the kinetic energy of a body depends. Given g = 10 m/s2 Calculate the height of a building if 20. Calculate the depth of the well. A body of mass 2 kg is dropped from the top a tower of height 100m. 3. 2. LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII WORK AND ENERGY 2 X 40’ . 4.Worksheet Energy 1. His potential energy at the highest point is (g = 10 m/s2) Name a gadget where the following transformation of energies take place: a) Chemical energy to electrical energy b) Electrical energy to mechanical energy c) Electrical energy to heat and light d) Electrical energy to sound energy A boy spends 800 Joule of energy while lifting a body of mass 40 kg from a well.000 Joule of energy is required to lift 200 kg of water from a well to a tank on the top of the building.

Show the concept of the conservation of energy 2. State indicators of the objectives of learning. 5.3 Assignment 1. Model : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment 2. Let one group present their result and other groups respond to it. Referring to the cooperative learning model. Guide each group in accomplishing this activity. force and energy concepts in daily life Basic Competence : Explain the relation of form and changing of energy. Explain the connection energy and work. Group Assignment Instrument 1. let each group does step by step. Homework . work. and make an interview about an example of conservation of energy. Let Students read Student’s Book about Energy Transformation. 7. Main Activity 1. Student’s Worksheet Instructional Process 1. Approach : Contextual Teaching and Learning Introduction 1. 6. Guide the students in summarizing the topics that have been studied.Standard Competence: Understand motion. Materials 1. Ask students to do. 2. 9. Motivate students by asking to students. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. Discriminate the concept of work in Physics from that in daily-life 3. "work and energy" principle Indicators : 1. 8. Make sure that each group has known the correct answers. Ask one of the student to present his answer on the whiteboard to be responded to by others. 3. Individual Assignment 2. Give a reward to the group giving a good performance. Closing 1. Remind the students of the meaning of energy and the forms of energy. according to the objective of lesson plan 11. where the energy resources for their and their motorcycle movement are form? 2. 3. Essay Test 2. Present the law of conservation of energy transformation. Student’s Book 2. Give Student’s worksheet to students 4.

Example of Assessment: To do for homework at page 61 – 65 evaluation sheet book’s .

12. the law of the conservation of energy. work. then ask whether both students take the same amount of time and if not. 14. and work as transfer of energy through movement. 5. what influences time in lifting the loads up. To solve problem that use the sets concept Materials 1. Main Activity 10. "work and energy" principle Indicators: 1. Approach : Contextual Teaching and Learning Introduction 4. (a big one and a small one) to lift up the same loads and asking the others to observe them. Ask one of the students to present his answer on the whiteboard to be responded to by others. 6. Model : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment 2.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII WORK AND ENERGY 2 X 40’ Standard Competence: Understand motion. Student’s Worksheet Instructional Process 1. 3. 16. Remind the students of the meaning of energy. Referring to the cooperative learning model. Show the application of power in daily-life. Show the meaning of Power 2. This motivation functions as an introduction to the concept of power. Guide each group in accomplishing this activity. Ask students to do. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. kinetic and potential energy. force and energy concepts in daily life Basic Competence: Explain the relation of form and changing of energy. 15. Give Student’s worksheet to students 13. The student answers ought to concern how fast work is done. State indicators of the objectives of learning. Student’s Book 2. . Present the meaning of kinetic energy and potential energy and make a model as a method to calculate work in the example question in using mathematics. Let Students read Student’s Book about Power 11. Motivate students by asking two students. let each group does step by step.

he carries the wood over a distance of 10 m. 18. Essay Test 4. A teacher weighing 500 N walks up to the staffroom on the second floor from the ground floor. Give a reward to the group giving a good performance. 15 meters away. Guide the students in summarizing the topics that have been studied. Group Assignment Instrument 3. Calculate the teacher’s power. Let one group present their result and other groups respond to it. The staffroom is 12 m from the ground. Make sure that each group has known the correct answers.5 m. He takes 25 seconds to do so. Closing 1. Assignment 1. A student exerts a force of 5 N to carry his school bag to the school hall. Individual Assignment 2. Calculate the work done. Homework Example of Assessment: 1. . 3.2. according to the objective of lesson plan 11. In the back of the truck. How much work is done by him to lift the wood up to truck? 2. 4. If it takes half a minute to move the beam along the slanting surface. calculate the power.17. A man lifts up a piece of wood with a weight of 98 N from the ground surface to the back of a truck with a height 1.

State indicators of the objectives of learning. Main Activity 1. Calculate using simple mathematics application of simple machine Materials 1. Show the using of simple machine in daily life such as: lever. Give Student’s worksheet to students 4. Application Simple Machine in daily life 2. mass and weight 3. 2. 2. inclined planed. Referring to the cooperative learning model. Guide each group in accomplishing this activity. Show the using of simple machine tools in daily life such as: lever. Let Students read Student’s Book concerning of simple machine and underline the principle concept. wedge. 3. etc. Apperception: Using the unit of length. Definition Simple Machine b. Mention the tools in daily life using the principle of simple machine 4. work. 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. Solve the mathematic simple quantitative of simple machine Learning Objectives: 1. Student’s Book a. wedge. . inclined planed. Example of Simple Machine c. Motivate: How do the work of simple machine? 2. etc. let each group does step by step. Approach : Introduction 1. Mention the function of simple machine after experiment 3. force and energy concepts in daily life Basic Competence : Do the experiment with simple machine and their application in daily life Indicators : 1.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII THE SIMPLE MACHINE 2 X 40’ Standard Competence : Understand motion. 2. Model : Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning 2. Student’s Worksheet 1.

8. Make sure that each group has known the correct answers. Give a model of how to draw forces and to find out the resultant force. Individual Assignment 2. Closing 1.5. Make sure that each group has known the correct answers. Performance Assessment 2. according to the objective of Lesson Assignment 1. Why do we use simple machines? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Let one group present their result and other groups respond to it. Let each group present their result and other groups respond to it. 10. 1. 7. Guide the students in summarizing the topics that have been studied. What is a simple machine? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________ 2. Product Assessment Worksheet: Topic: Simple Machine Directions: Research the topic indicated to the right and answer the questions below based on that topic. Give a reward to the group giving a good performance. Guide each group in accomplishing the activity. Group Assignment Instrument 1. 9. 6. Name six simple machines. Give an reward to the group giving a good performance. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ .

force and energy concepts in daily life Basic Competence : Do the experiment with simple machine and their application in daily life Indicators : 1. Mention the tools in daily life using the principle of simple machine 4. Solve the mathematic simple quantitative of simple machine Learning Objectives: 1. inclined planed. wedge. Give Student’s worksheet to students . Student’s Book a. State indicators of the objectives of learning. Application Simple Machine in daily life 2. Apperception: Principle balance 3. work. etc. Student’s Worksheet 1. Show the using of simple machine tools in daily life such as: lever. Motivate: Why bale the artesian well more easy using the pulley? How does it do? 2.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII THE SIMPLE MACHINE 2 X 40’ Standard Competence : Understand motion. Model : Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning 2. 2. Example of Simple Machine c. etc. 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 Students read Student’s Book concerning of simple machine and underline the principle concept. 3. Calculate using simple mathematics application of simple machine Materials 1. wedge. Definition Simple Machine b. Mention the function of simple machine after experiment 3. inclined planed. 2. Approach : Introduction 1. Main Activity 1. 2. Show the using of simple machine in daily life such as: lever.

Individual Assignment 2. Give a model of how to draw forces and to find out the resultant force. Guide each group in accomplishing this activity. Closing 1. Guide the students in summarizing the topics that have been studied. 10... Referring to the cooperative learning model. Let each group present their result and other groups respond to it. according to the objective of Lesson Assignment 1. Guide each group in accomplishing the activity. 7. let each group does step by step. Group Assignment Instrument 1. 8. Product Assessment Worksheet: Name _______________ Date _____________ If Simple Machines Weren't Around. Make sure that each group has known the correct answers. 5. Worksheet Simple Machines Simple Machine Function of Machine Benefits To Mankind Inclined Plane Lever Pulley Screw Wheel-andaxle . Give a reward to the group giving a good performance. 9. Make sure that each group has known the correct answers. 6. Let one group present their result and other groups respond to it.4. Give an reward to the group giving a good performance. Performance Assessment 2.

Wedge Which simple machine does feel has had the greatest impact on mankind? Explain in detail. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ .

State indicators of the objectives of learning. work. 2. 2. Approach : Introduction 1. wedge. Motivate: How to abridge and take away the big object to the truck? How does inclined planed do? 2. etc. Model : Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning 2. Student’s Worksheet 1. inclined planed. Let Students read Student’s Book concerning of simple machine and underline the principle concept. 2. Show the using of simple machine tools in daily life such as: lever. Calculate using simple mathematics application of simple machine Materials 1. Main Activity 1. Definition Simple Machine b. Solve the mathematic simple quantitative of simple machine Learning Objectives: 1. inclined planed. 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. Mention the tools in daily life using the principle of simple machine 4. Mention the function of simple machine after experiment 3. etc. Student’s Book a.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII THE SIMPLE MACHINE 2 X 40’ Standard Competence : Understand motion. Apperception: The unit of work and force 3. force and energy concepts in daily life Basic Competence : Do the experiment with simple machine and their application in daily life Indicators : 1. Application Simple Machine in daily life 2. . wedge. Show the using of simple machine in daily life such as: lever. Example of Simple Machine c.

3. Give Student’s worksheet to students 4. Product Assessment Individual Test Assignment Simple Machines 1. _______________________________ _______________________________ _______________________________ . Let one group present their result and other groups respond to it. Something that can hold things together or lift an object. A ramp. according to the objective of Lesson Assignment 1. 2. Guide each group in accomplishing the activity. 10. Guide each group in accomplishing this activity. 6. Match the simple machine with its correct definition by writing the corresponding number in the answer column. Something that uses a rope and can change the direction of a force 5. Individual Assignment 2. 3. write the type of simple machine. Make sure that each group has known the correct answers. Give a model of how to draw forces and to find out the resultant force. 8. Simple Machines Lever = Inclined plane = Wedge = Screw = Wheel and axle = Pulley = Answer Definitions 1. 5. Something similar to a see-saw that can lift an object. 7. let each group does step by step. Guide the students in summarizing the topics that have been studied. Give a reward to the group giving a good performance. Make sure that each group has known the correct answers. 2. Closing 1. Referring to the cooperative learning model. Something that can split an object apart. Performance Assessment 2. Something that reduces the friction of moving something. On the line by each picture. 4. 9. Let each group present their result and other groups respond to it. Group Assignment Instrument 1. 6. Give an reward to the group giving a good performance.

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Pulley Experiment 1) Describe how the pulley will work prior to the experiment. ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________ Inclined Plane Experiment 1) What type of motion is shown while the marble is at rest at the top of the inclined plane? _______________________________________________________________________ 2) Describe the type of motion and energy transfer that takes place after you roll the marble up the ramp and while it comes back down. ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________ 2) Describe a situation in which you would use a pulley. ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________ .

2. Do the simple experiment of first Newton’s Laws 2. Demonstrate the simple of first Newton’s Laws and their used in daily life. Explain the state of first Newton’s Laws . To know a phenomenon of the first Newton’s laws in everyday life Learning Objectives: 1. force and energy concepts in daily life Basic Competence : Apply The Newton Laws to explain of phenomenon in daily life Indicators : 1.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII NEWTON’S LAWS 2 X 40’ Standard Competence : Understand motion. work.

6. Give a reward to the group giving a good performance. State the first Newton’s Laws ! 2. 3. Referring to the cooperative learning model. State indicators of the objectives of learning. Let each group present their result and other groups respond to it. 9. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Apperception : The unit of acceleration and What the kind of force if the object put on the table? 3. Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s² 5. 5. Guide each group in accomplishing the activity. Individual Assignment 2. If a force causes the object to move at an acceleration of 2 m/s². Give Student’s worksheet to students 4. Student’s Book 2. Motivate: When the driver put on the brakes car. Essay Test Example of Assessment: 1. Make sure that each group has known the correct answers. 8. Main Activity 1. Give example for all The Newton’s Laws ! 3. Let Students read Student’s Book Newton’s Laws and underline the principle concept. Let one group present their result and other groups respond to it. Group Assignment Instrument 1. let each group does step by step. Give a reward to the group giving a good performance. 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. 7. he will move to forward? Why? 2. Guide the students in summarizing the topics that have been studied. compute the mass of the object! . Approach : Contextual Teaching and Learning Introduction 1. 2. Guide each group in accomplishing this activity. Make sure that each group has known the correct answers. Explain how a rocket works by using the words action. according to the objective of Lesson Plan Assignment 1. Closing 1. reaction and force ! 4.Materials 1. Student’s Worksheet Instructional Process 1.

force and energy concepts in daily life . work.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII NEWTON’S LAWS 2 X 40’ Standard Competence : Understand motion.

Referring to the cooperative learning model. Give a reward to the group giving a good performance. Approach : Contextual Teaching and Learning Introduction 1. To know a phenomenon of the Second Newton’s laws in everyday life Learning Objectives: 1. 9. Let each group present their result and other groups respond to it. Main Activity 1. Student’s Worksheet Instructional Process 1. Individual Assignment 2. Make sure that each group has known the correct answers. 8. Do the simple experiment of Second Newton’s Laws 2. Make sure that each group has known the correct answers. Apperception: The unit of acceleration and What the kind of force if the object put on the table? 3. State indicators of the objectives of learning. Give a reward to the group giving a good performance. Guide the students in summarizing the topics that have been studied. Motivate: Why the marble on the paper will not work down when the paper is pulled? 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. 2. Give Student’s worksheet to students 4. 2. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Student’s Book 2. Group Assignment Instrument 1. Closing 1. 7. Let Students read Student’s Book Newton’s Laws and underline the principle concept. Explain the state of Second Newton’s Laws Materials 1. 5. according to the objective of Lesson Plan Assignment 1. 3. 6. Let one group present their result and other groups respond to it.Basic Competence : Apply The Newton Laws to explain of phenomenon in daily life Indicators : 1. let each group does step by step. Guide each group in accomplishing this activity. Guide each group in accomplishing the activity. Essay Test . Demonstrate the simple of Second Newton’s Laws and their used in daily life.

reaction and force ! 4. Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s² 5. State the first Newton’s Laws ! 2. If a force causes the object to move at an acceleration of 2 m/s².Example of Assessment: 1. compute the mass of the object! LESSON PLAN . Give example for all The Newton’s Laws ! 3. Explain how a rocket works by using the words action.

force and energy concepts in daily life Basic Competence : Apply The Newton Laws to explain of phenomenon in daily life Indicators : 1. Give a reward to the group giving a good performance. according to the objective of Lesson Plan . Approach : Contextual Teaching and Learning Introduction 1. Give Student’s worksheet to students 4. Do the simple experiment of third Newton’s Laws 2. To know a phenomenon of the third Newton’s laws in everyday life Learning Objectives: 1. 6. Explain the state of third Newton’s Laws Materials 1. 2. Make sure that each group has known the correct answers. Guide each group in accomplishing this activity. Ardi will be a winner? 2. Referring to the cooperative learning model. Let each group present their result and other groups respond to it. Student’s Book 2. Let Students read Student’s Book Newton’s Laws and underline the principle concept. 8. Guide the students in summarizing the topics that have been studied. 7. work. 3. let each group does step by step. 5. State indicators of the objectives of learning.SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII NEWTON’S LAWS 2 X 40’ Standard Competence : Understand motion. 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: When Amri and Ardi are plying a tug war. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Demonstrate the simple of third Newton’s Laws and their used in daily life. Guide each group in accomplishing the activity. Give a reward to the group giving a good performance. Let one group present their result and other groups respond to it. Apperception: What is the resultant force if the force same and opposite directions? 3. Main Activity 1. Closing 1. Student’s Worksheet Instructional Process 1. Make sure that each group has known the correct answers. 9. 2.

Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s² 5. State the first Newton’s Laws ! 2. Essay Test Example of Assessment: 1. reaction and force ! 4.Assignment 1. If a force causes the object to move at an acceleration of 2 m/s². compute the mass of the object! . Give example for all The Newton’s Laws ! 3. Individual Assignment 2. Explain how a rocket works by using the words action. Group Assignment Instrument 1.

2. Student’s Book 2. Draw the force in line and same direction 3. Approach : Contextual Teaching and Learning Introduction 1. force and energy concepts in daily life Basic Competence : Identify the form of force. Student’s Worksheet Instructional Process 1. Draw adding force and subtracting force in the same direction or opposite directions. Motivate: propose the student to push a table and ask him why the table can move? 2. Let Students read Student’s Book concerning Forces and underline the principle concept. Determine the resultant force Materials 1. Draw force working on an object proportionally. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Apperception: the unit of force and mention various of force. 2. State indicators of the objectives of learning. Draw the force in line and opposite direction 4. adding force and influence to the object Indicators : 1. .LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII FORCE 2 X 40’ Standard Competence : Understand motion. work. Learning Objectives: 1. Do the simple experiment based on various kind of force o the object. 3. Main Activity 1.

Closing 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. Product Assessment Example of Assessment : 1. 6. Give Student’s worksheet to students 4. Give an reward to the group giving a good performance. Individual Assignment 2. Give a reward to the group giving a good performance. Let each group present their result and other groups respond to it.2. Make sure that each group has known the correct answers. 3. Make sure that each group has known the correct answers. Guide each group in accomplishing the activity. give student’s worksheet to students. 5. 8. Draw 2 forces in the same direction as F1 = 20 N and F2 = 50 N at the scale of 10 N = 1 cm. according to the objective of Lesson Plan Assignment 1. 2. 3. let each group does step by step. Draw 2 forces in the opposite direction as F1 = 20 N and F2 = 50 N at the scale of 10 N = 1 cm. Guide the students in summarizing the topics that have been studied. Referring to the cooperative learning model. Guide each group in accomplishing this activity. 9. Still in a cooperative learning setting. 10. 7. Let one group present their result and other groups respond to it. Calculate and Draw a resultant force from F1 and F2 . Group Assignment Instrument 1. Essay Assessment 2.

Model : Discussion . 2. force and energy concepts in daily life Basic Competence : Identify the form of force. Show some examples of friction forces those are advantageous or disadvantageous. work. and very rough. Compare the weight and mass of an object. Student’s Book 2. moderately rough.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VII (SEVEN) FORCE 2 X 40’ Standard Competence : Understand motion. 3. Student’s Worksheet Instructional Process 1. that is. Explain the friction force based on different surface area 2. Write the advatages and disadvantages of friction force in daly life 3. adding force and influence to the object Indicators : 1. Find the different between weight and mass Materials 1. being slippery. Learning Objectives: 1. Investigate friction force on various kinds of surfaces having different roughness.

Make sure that each group has known the correct answers. Explain how you do it ! . Guide each group in accomplishing this activity. State the differences between mass and weight? 4. Closing 1. static friction force or kinetic friction force? 3. Let each group present their result and other groups respond to it. State indicators of the objectives of learning. Referring to the cooperative learning model. Main Activity 1. Make sure that each group has known the correct answers. Guide each group in accomplishing the activity. one heavy and the other light. 10. Still in a cooperative learning setting. 9. Group Assignment Instrument 1. 6. Product Assessment Example of Assessment : 1. according to the objective of Lesson Plan 9. Show that the marble on a slippery surface converse a longer distance of traveling than the marble on rough surface does. Approach : Contextual Teaching and Learning Introduction 1. You will measure the pulling force of your arms by using a spring balance. 5. Individual Assignment 2. 2. Two blocks. 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. Apperception: wheel rack car 3. give student’s worksheet to students. Guide the students in summarizing the topics that have been studied. let each group does step by step. Which is bigger. Motivate: Ask the students by rolling a marble on rough and slippery surface. 8. Which needs a bigger force to produce the same velocity change? 2. Let Students read Student’s Book concerning Friction forces and Advantages and Disadvantages of Friction Forces and underline the principle concept.2 Assignment 1. rest on a slippery floor. Give a reward to the group giving a good performance.Cooperative learning Direct Instruction Task Assignment 2. Give Student’s worksheet to students 4. 7. Let one group present their result and other groups respond to it. 2. 3. Essay Assessment 2. Give an reward to the group giving a good performance.

force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid. . Explain height of liquid surface in a U-tube. pressure and area. Do the simple experiment of Pascal’s Law. Find the relation between force. Learning Objectives: 1. 2. work. liquid and gas with application in daily life Indicators : 1. Find out the relation between force. Apply the principle of U-tube 5. Do the simple experiment of Pressure 2. Do the simple experiment using U-tube 4.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII PRESSURE 2 X 40’ Standard Competence: Understand motion. pressure and area. 3.

5. let each group does step by step. 7. 9. Model : Discussion Demonstration Cooperative learning Task Assignment 2. Demonstrate an influence of area on pressure 4. Individual Assignment Instrument 1. Guide each group in accomplishing this activity. Student’s Worksheet Instructional Process 1. Ask students in group to investigate the influence of object area and weight on the depth of its trace. Motivate students by asking the relationship between force. Let each group present their result and other groups respond to it. Apply of Pressure to sold. Make sure that each group has known the correct answers. 3. Essay Test 2. Let Students read Student’s Book Pressure and underline the principle concept. 6. A girl in stiletto heels is more likely to damage a wooden floor than an elephant is. liquid and gas concepts. 2. 10. Materials 1. Guide each group in accomplishing the activity. Give a reward to the group giving a good performance. 3. according to the objective of Lesson Plan Assignment 1. Make sure that each group has known the correct answers. Give a reward to the group giving a good performance. Why ? . Give Student’s worksheet to students 4. Find the formula of Pascal’s Law 7. Asking the students to mention SI Units of force. 8.6. 10. Find the formula of Archimedes’s Law 9. 2. mass and acceleration of gravity. Let one group present their result and other groups respond to it. Homework Example of Assessment: 1. Guide the students in summarizing the topics that have been studied. 8. Closing 1. Show some product that has relation between floating. Main Activity 1. Do the simple experiment of Archimedes’s Law. Student’s Book 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. mass and acceleration of gravity. Approach : Contextual Teaching and Learning Introduction 1. State indicators of the objectives of learning. Referring to the cooperative learning model. sinking and flying.

force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid.2. (b) 100 m² (c) 0. liquid and gas with application in daily life . work. What is the pressure on a surface when a force of 50 N acts on an area of (a) 2.0 m². A pressure of 10 Pa acts on an area of 3 m². What is the force acting on the area ? LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII PRESSURE 4 X 40’ Standard Competence: Understand motion.50 m² 3.

Find the formula of Archimedes’s Law 9. State indicators of the objectives of learning. liquid and gas concepts. Materials 1. Student’s Worksheet Instructional Process 1. 3. Student’s Book 2. 10. Guide the students in summarizing the topics that have been studied. Demonstrate a phenomenon of air pressure by using egg and salt in water glass 4. Let one group present their result and other groups respond to it. Guide students to a statement of the Pascal Principle and Archimedes Principle 9. Guide each group in accomplishing this activity. Motivate students by asking to state the magnitude and units of pressure in solids. pressure and area. Give a reward to the group giving a good performance. 3. Describe Pascal’s Law and Archimedes’s law using simple experiment and their used in daily life 2. Do the simple experiment of Archimedes’s Law. 8. Do the simple experiment of Pascal’s Law. 6. 8. Give Student’s worksheet to students 4. Find the formula of Pascal’s Law 7. Guide each group in accomplishing the activity. 7. Let Students read Student’s Book The Pascal Principle and Archimedes Principle and underline the principle concept. 6. let each group does step by step. State Pascal’s principle. 5. Model : Discussion Cooperative learning Direct Instruction Task Assignment 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. Find the relation between force. sinking and flying. 2. Demonstrate while the big nail throw above platisin. Show some product that has relation between floating. 3. 3. 2. Approach : Contextual Teaching and Learning Introduction 1. The students observed it and Ask them. according to the objective of Lesson Plan . State Archimedes’ principle Learning Objectives: 1. Main Activity 1. Do the simple experiment using U-tube 4. Apply the principle of U-tube 5. Referring to the cooperative learning model. Discuss the application of the Pascal Principle and Archimedes Principle in daily life Closing 1. Apply of Pressure to sold. Why ? 5. Do the simple experiment of Pressure 2. Make sure that each group has known the correct answers.Indicators : 1.

(b) 100 m² (c) 0.0 m sides. What is the pressure on a surface when a force of 100 N acts on an area of (a) 2. What pressure does the block exert on the ground ? LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII PRESSURE . A pressure of 250 Pa acts on an area of 20 m². What is the force acting on the area ? 3.0 m². A block of concrete weights 900 N and its base is a square with 2. Group Assignment Instrument 1. Essay Test Example of Assessment: 1. Individual Assignment 2.Assignment 1.50 m² 2.

work. Do the simple experiment of Pressure 2. Guide each group in accomplishing this activity. Give a reward to the group giving a good performance. Student’s Book 2. Make sure that each group has known the correct answers. liquid and gas with application in daily life Indicators : 1. Motivate students by asking to state the magnitude and units of pressure in liquids. Let Students read Student’s Book Floating. 8. 5. 10. liquid and gas concepts. Apply of Pressure to sold. Approach : Contextual Teaching and Learning Introduction 1. Find the relation between force. Demonstrate a phenomenon of air pressure by using egg and salt in water glass 3. 6. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Guide each group in accomplishing the activity. State indicators of the objectives of learning. Give Student’s worksheet to students 4. 7. Show some product that has relation between floating. Learning Objectives: 1. 2. Referring to the cooperative learning model. Let one group present their result and other groups respond to it. pressure and area. 2. 6. Closing . 3. Main Activity 1. Student’s Worksheet Instructional Process 1. force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid. Show some products of technology which are related with the floating. Find the formula of Pascal’s Law 7. let each group does step by step. 3. Do the simple experiment using U-tube 4. Do the simple experiment of Archimedes’s Law. Materials 1.TIME ALLOCATION : 2 X 40’ Standard Competence: Understand motion. Find the formula of Archimedes’s Law 9. Apply the principle of U-tube 5. Sinking and flying and underline the principle concept. Do the simple experiment of Pascal’s Law. 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. sinking and flying concepts. sinking and flying.

according to the objective of Lesson Plan 10. What is the pressure 100 m below the surface of the sea with water density of 1150 kg/m³ ? (Earth gravitational fields is 10 N/kg) .1. Individual Assignment 2. Homework Example of Assessment: 1. Guide the students in summarizing the topics that have been studied. Essay Test 2.3 Assignment 1. Group Assignment Instrument 1. State two factors on which the pressure exerted by a liquid depends! 2.

Apply pressure concept to solid. let each group does step by step. Discuss some pressure gauges. Give a reward to the group giving a good performance. Give Student’s worksheet to students 4. Demonstrate a phenomenon of air pressure by using a glass and a card. Let Students read Student’s Book air pressure and underline the principle concept. Motivate students by asking to state the magnitude and units of pressure in liquids 2. . Main Activity 1. 3. liquid and gas into relation nature phenomenon. 6. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Make sure that each group has known the correct answers. Student’s Book 2. Student’s Worksheet Instructional Process 1. 7. 3. Guide each group in accomplishing this 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. Discuss the use of air pressure in daily life 8. work. Referring to the cooperative learning model. Approach : Contextual Teaching and Learning Introduction 1. 2. Let one group present their result and other groups respond to it.LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION : : : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII PRESSURE 2 X 40’ Standard Competence: Understand motion. Materials 1. force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid. liquid and gas with application in daily life Indicators : 1. 5. State indicators of the objectives of learning.

Essay Test Example of Assessment: 1.Closing Guide the students in summarizing the topics that have been studied. DR. according to the objective of Pressure in general. Marlan Nirsyamsu NIP : 132 143 269 Aries Triwidajati Soenoko SPd NIP 132 085 254 . Exercise in evaluation sheet book at page 58-59 for number 16 .20 Approval. Assignment Individual Assignment Group Assignment Instrument 1. Headmaster SMP 2 Cileunyi Physics Teacher.

lesson plan ipa smp

lesson plan ipa smp

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