STUDENT’S SELF REPORT

The 8th Batch of SEA Teacher

(Pre Service Student Teacher Exchange in Southeast Asia)

Submitted by:
Putri Wahyu Ramadhani
Student Teacher

PANGASINAN STATE UNIVERSITY – INTEGRATED SCHOOL

HIGH SCHOOL DEPARTMENT

2019
Guide Questions for Student’s Teacher Self- Report

Student Name : Putri Wahyu Ramadhani

Ramadhan
Home University : State University of
Surabaya

Receiving School : Pangasinan State University

Blog Address : puputjourney.wordpress.com

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 TABLE OF CONTENTS

Guide Questions .........................................................................................................i

Table of Content .........................................................................................................ii

Part 1. School: General Information Academic Administration

1.1 School Profile .......................................................................................................1
1.2 Academic Supporting System ..............................................................................3
1.3 Teaching System ..................................................................................................3
1.4 Materials and Others Learning Sources ...............................................................4
1.5 Measurement and Evaluation System ..................................................................4
1.6 Curriculum ...........................................................................................................4
1.7 Lesson Plan of Your Major ..................................................................................8

Part 2. Pedagogical Contents

2.1 Teaching Method .................................................................................................9
2.2 Learning Materials and Innovation ......................................................................10
2.3 Sources of Learning and Technology ..................................................................11
2.4 Authentic Assessment ..........................................................................................11
2.5 Others ...................................................................................................................11

Part 3. Teaching Plan

3.1 Curriculum ...........................................................................................................12
3.2 Lesson Plan .........................................................................................................13
1. First Topic ....................................................................................................13
2. Second Topic ...............................................................................................18
3. Third Topic ..................................................................................................23
4. Fourth Topic.................................................................................................29

Part 4. Observation on Teacher

4.1 Planning for Teaching .........................................................................................34
4.2 Preparing Lessons and Materials ........................................................................35
4.3 Teaching in Class ................................................................................................35
4.4 Measurement and Evaluation ..............................................................................35

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Part 5. Teaching Practice
5.1 Procedures of Teaching.......................................................................................37
5.2 Time Management and Organizing ....................................................................37
5.3 Problem Solving..................................................................................................38
5.4 Classroom Management ......................................................................................38

Part 6. Summary and Suggestions

6.1 Purposes of Practicum .........................................................................................39
6.2 Procedures of Practicum .....................................................................................39
6.3 Outcomes of Practicum .......................................................................................40
6.4 The Challenges of Practicum ..............................................................................40
6.5 Overall Impressions ............................................................................................41
6.6 Suggestions for Future Improvement ..................................................................41

Documentation ...........................................................................................................42

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 1. School: General Information and Academic Administration

1.1 School Profile

Pangasinan State University (PSU) was founded in 1979, although the
origins of the campus is in the 1920s. PSU is located in many locations
throughout the province of Pangasinan. It is mandated to provide advanced
instruction in 3 major there are the arts, agricultural and natural sciences as well
as in technological and professional fields. The main campus of Pangasinan
State University is located in Lingayen, Pangasinan. Other campuses are
located in Alaminos City, Asingan, Bayambang, Binmaley, Infanta, San Carlos
City, Santa Maria, and Urdaneta City. The PSU Graduate School is located in
Urdaneta City and the Open University Systems (OUS) is located in Lingayen
Campus and Binmaley Campus.
The PSU Bayambang Campus is located at zone VI, Poblacion,
Bayambang, Pangasinan had a very good beginning. It started as the
Bayambang Normal School in 1922. It offered the secondary normal course
which prepared much needed teachers for the country. The school was closed
in 1935 due to inadequate funds but re-opened again in 1948 with a new name
– the Pangasinan Normal School (PNS), which offered the two – year teacher
education program. It was one among the first normal schools in the
Philippines. It was in 1952, the college offered the four – year degree in teacher
education for elementary teachers by virtue of RA No. 975. In 1953. The school
with elementary schools in the District of Bautista and the Bayambang National
High School were merged to become the Philippine UNESCO Community
Training Center. It operated as a school division then. Republic Act No. 5705
converted the school into a chartered institution – the then Central Luzon
Teachers College on June 1969.
The Pangasinan State University Bayambang Campus is also among the
constituent campuses of the University to actively house a Laboratory High
School (a school under the College of Teacher Education; serves as training
ground for future High School Teachers) which dates its history by its then –

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name, Central Luzon Teachers College. The Pangasinan State University
Laboratory High School offers secondary education in Science Curriculum.
The School also offered Basic Education Curriculum until March 2010. Batch
2010 – 2011 Senior was the first batch of the school in years to graduate from
an all – science curriculum enabled sectioning. It also was the first batch to
graduate from an all – single section per year system which was decided upon
dating back on 2007. The batch makes history in being the first batch to hold
graduation rites in the first ever Integrated Closing Exercises which houses
both the LHS and KD – ELS (Kindergarten Department – Elementary
Laboratory School) in one Closing Ceremony. The Ceremony was successful,
uniting the two laboratory schools of the Campus; KD – ELS and LHS.
Pangasinan State University Bayambang Campus has offered programs
there is Bachelor of elementary education and bachelor of secondary education.
The major are biological science, mathematics, chemistry, physical education,
health, music and arts, physics, communication arts-english, social studies,
communication arts-filipino, technology livelihood and economics (tle),
physical science. In the third years, student of that major have to teaching in
the laboratory school that provided by the campus. The student teacher have to
practice teaching about 2 month in the laboratory school.

Vision

To become an ASEAN Premier State University in 2020.

Mission

The Pangasinan State University, through instruction, research, extension, and

production, commits to develop highly principled, morally upright, innovative
and globally competent individuals capable of meeting the needs of industry,
public service and civil society.

Guilding Philisophy

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 The Pangasinan State University’s leadership adheres to the Filipino
educational philosophy that education is geared towards better citizenship and
livelihood and the United Nations’ declaration that EDUCATION IS FOR
ALL giving ACCESS to quality Education.

1.2 Academic Support System

In PSU Integrated High School, the facilities are sufficient and good to help
in learning process in the class. There are 7 classes and sections in junior high
school and there are 4 classes and sections in senior high school. Grade 7 up
to grade 10 have their own class in junior high school building. But for grade
11 up to 12 does not have their own class and use a room in Arts Building
which is that college building. Each class in junior high school has enough
facilities, such as TV, blackboard, tables, chairs, and fan. But for the high
school there are only has blackboard, tables, chairs and fan. So for the class
that does not have TV must to borrow DLP/Projector in the teacher’s office.
Learning process that uses TLP/projector must be scheduled before, because
there are some classes that use TLP together. Total amount of the teacher is
sufficient to teach students and have a good teaching system. The school has
gymnasium, library, and laboratory, even though it is still integrated with the
university. There are some extra-curricular and student council.

1.3 Teaching System

Teaching system in PSU Integrated High School is mainly using the lecture
method, discussion method, and problem solving. For earth science course, the
used method is student centered and teacher centered. The learning process
only in the classroom. Seldom teacher using outdoor methods because for each
subject only have 1 hour. The teachers already use the K to 12 Curriculum.
Each session is consist of 1-hour lesson, which is repeated daily from Monday
to Friday. A week of learning to be held for 5 days. Saturday and Sunday are
free days. For each day the learning process will started on 8 am until 5 pm.
This school is using full day school system. One teacher teach one subject for
an hour. There are 8 subjects in one day. On free day teachers don’t give

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 assignments to the students so they have a quality time with family. And the
other reason why teacher can’t give their student homework is the government
will ask the teacher to pay.

1.4 Materials and Other Learning Sources

Materials for lessons sources are more or less sufficient. There are laboratory,
library with many books, TV in RS room which can be connected to laptop
using HDMI cable, TLP projector, white and black board. Many students have
their own books, but some of them also does not have the book. For students
of junior high school, most of them have their own books. For senior high
school, only a half of the student that have the book. So sometimes the learning
can be held easily or it can be hard to explain because they can’t read the lesson
if they does not have the books. Students can also using other learning sources
such as internet or other books that mostly used.

1.5 Measurement and Evaluation System

Teacher should employ and improve classroom assessment methods those

are consistent with curriculum standard. It is important for teachers to always
inform learners about the objectives of the lesson, so that the latter will aim to
meet or even exceed the standard. The teacher provides immediate feedback
to students about their learning progress. Classroom assessment also measures
the achievement of competencies by the learners. The evaluation system used
in PSU Integrated School are including short quiz, long quiz, discussions,
presentations, and also the mid-term and end-term exam. But the evaluation
system only can be held in the class because the teacher not allowed to give
the student homework.

1.6 Curriculum

PSU Integrated High School uses the latest K to 12 Basic Education

Curriculum. Each subject is having the own curriculum. For earth science, the
curriculum guide contains the materials from grade 11 to grade 12. The format
of curriculum is as stated below;

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5
6
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1.7 Teaching Plan (of Your Major)

The teaching plan used in PSU Integrated High School can be semi-detailed or
detailed lesson plan. For the semi-detailed lesson plan, it has the format as written
below:
I. Objectives

II. Subject Matter

III. Procedure

A. Preliminary Activities

B. Development of the Lesson

C. Wrap-Up/Synthesis

IV. Assessment
V. Assignment

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 2. Pedagogical Contents
In the process of learning and teaching, a good teachers must be able to mastering
the content (learning materials/materials subject) and mastering the science of teaching
(pedagogy). Content (facts, concepts, principles, laws, and theory) is knowledge
science that should be mastered by the teacher. Each pedagogic approach is described
succinctly so you can quickly understand how the technique might be relevant to your
teaching.

2.1 Teaching Methods

Based on the observation during the 1st week of the program, the teaching
methods used by the teacher during the lesson are lecture method, discussion
method, and student activities.
a. Lecture method
Lecture method is an oral presentation of information by the instructor. It is
the method of relaying telling or giving student an information which includes
principles, concepts, ideas and all theoretical knowledge about a given topic. In
lecture method, the instructor tells, explains, describes or relates so student get
the information through listening and understanding. This method is called a
teacher-centered method. The teacher is very active, doing all the talking and
explaining. The teacher explained about the topic by writing the main topic or
important point in the blackboard or the whiteboard and give questions for the
students so they can be active answering, giving opinion in class. The
advantages of the lecture method are it saves time and the topic are covered.
Meanwhile, the disadvantages are including boredom, passive students, and
uneven gain of knowledge among the students. Some of the student look like
ignore the teacher when he teacher too much explained without recognized the
student.
b. Discussion Method
Discussion method is a kind method which group discussion techniques are
used to reach the learning objectives and involved the student to stimulate

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 thinking, interest and securing the student so the student can participate giving
opinion and response the opinion during their discussion. Students in class will
be more active, attractive and can improve their knowledge in being cooperative
in the group activity. The advantages of the discussion method are increased
student knowledge and experience, which results in more permanent learning,
helping student in a public speaking, helping student to be brave share their
opinion. The disadvantages of this methods are need long time so its consuming
many times in the class, make some student only depend on the particular
student, and it difficult in reaching the objectives of lesson.
c. Students Activities

Learning is organized by involving students in practicing conceptual

understanding. Teachers facilitate students to learn with fun. So the student
does not feel like they are study. In grade 11, teacher use the game as a learning
method, where students more easily receive and understand the lessons with
the game. Besides not boring, the game is can make all students active involved
in the learning activities. So if the student follow the instruction, and the lesson
flow like the lesson plan, it can reach the objectives of the lesson.

2.2 Learning Materials and Innovation

Based on the observation during the 1st week of the program, the teacher used
learning material which are textbook, white board and pen. The teacher does not
use DLP or laptop to showing the power point. The teacher only explain about the
topic and write the important point of the topic in the white board. Motivation
activity is proven effective to increase the student curiosity and activity during the
lesson. The value integration given by teachers during learning process is making
students more understand about the value beside of the knowledge aspect.

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2.3 Sources of Learning and Technology

References books:
1. Olivar, Jose Tolentino. Rodolfo, Raymond S. Cabria, Hillel B. Exploring Life
through Science. Phoenix Publishing House. 2016. Page 6-8.
2. Feather, Ralph M. Zike, Dinah. Astronomy Glencoe Science. The McGraw-Hill
Companies. 2005. Page 122-125.

2.4 Authentic Assessment

Based on the observation during the 1st week of the program, the teacher used
the assessment including the students’ participation when teacher explain and ask,
group activity, and a long quiz in the last lesson. Teacher also checking the
disciplinary of student, by checking their attendance in the end of the class. Also
teacher will ask the late comers why they are late and give them advice. Teacher
would give additional point to the students who is active in class, or cooperative
in group activity.

2.5 Others

Based on the observation during the 1st week of the program, the teacher
sometimes gave an assignment for students to do the advance reading for the next
topics.

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 3. Lesson Plan
Teaching plan or lesson plan is a detailed guide for teaching a lesson. It's a step- by-step
guide that outlines the teacher's objectives for what the students will accomplish that day.
Creating a lesson plan involves setting goals, developing activities, and determining the
materials that will be used.

3.1 Curriculum

PSU Integrated High School uses the latest K to 12 Basic Education Curriculum. For
the topic that will be taught by the student-teacher, the format of curriculum used is as
written below:

CONTENT PERFORMANCE LEARNING

CONTENT CODE
STANDARDS STANDARDS COMPETENCY
The learner... The learner... The learner...
I. ORIGIN
AND
1. The Make a concept 1. Describe the
STRUCTURE
formation map and use it to historical
OF THE S11/12ES-
of the explain how the development
EARTH ia-1
universe geosphere, of theories that
1. Universe and and the hydrosphere, explain the
solar system solar atmosphere and origin of the
2. Earth and earth system biosphere are universe
system 2. The interconnected 2. Compare the
subsystem different
(geospehre, hyphotheses
hydrosphere, S11/12ES-
explaining to
atmosphere ia-2
the origin of
and the solar
biosphere) system
that make up
3. Describe the
the earth. S11/12ES-
characteristics
ia-b-3
of earth that

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 are necessary
to support life
4. Explain that
the earth
consist that the
earth across S11/12ES-
whose ia-Ib-4
boundaries
matter and
energy flow.

3.2 Teaching Plan Related to Your Major

1. First Topic

I. Objective

A. At the end of a 60-minute lesson, 75% of the students should be able to:
B. Differentiate the old theories with the modern theories on the origin of the
universe by asking their opinion
C. Explain each theory of modern theories on the origin of the universe by discussing
with their group
D. Describe Big Bang theory using visual media
E. Compare each theory of modern theories on the origin of the universe by asking
their opinion

II. Subject Matter

A. Topic : The Origin and Structure of Earth

Subtopic : The Modern Theories on the Origin Of The Universe

B. Reference :
1. Olivar, Jose Tolentino. Rodolfo, Raymond S. Cabria, Hillel B. Exploring Life
through Science. Phoenix Publishing House. 2016. Page 6-8.
2. Feather, Ralph M. Zike, Dinah. Astronomy Glencoe Science. The McGraw-
Hill Companies. 2005. Page 122-125.

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 C. Materials : Marker, Blackboard, A piece of paper and laptop
D. Science Concept : Observing, associating, manipulating variables.

III. Procedure
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking the attendance
4. Recall
The teacher will ask the students about the previous lessons that are related
to the current topic to the students.
Guide questions:
a. What was our previous topic all about?
b. What are the old theories on the origin of the universe?
c. Which the old theories that tell us about the universe neither expanding
nor contracting?
5. Motivation
The teacher will ask the students to watch the three minute Video about
Balloon Expanding Theory and ask their opinion about that.

B. Development of the Lesson

1. The teacher will ask the student to find the characteristics of the modern
theories on the origin of the universe
2. The teacher will be using Group Connected discussion as the strategy for
the lesson
3. The teacher will be clustering the class into five groups and they will be
asked to discuss the five modern theories on the origin of the universe with
the following concepts :
a. Big bang theory (10 minute)
1) How the universe began to form based on this theory?
2) What is the steps of Big Bang theory?
b. Oscillating Universe (8 minute)
1) What does oscillating universe theory tell about?
2) What is the result of the expansion on this theory?
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 c. Steady-State Theory (8 minute)
1) What does Steady state theory tell about??
2) How the universe maintain a constant density?
d. Inflationary Universe (8 minute)
1) What does Inflationary universe theory tell about?
2) What the difference between two of the variation of the inflationary
model?
e. Multiverse (8 minute)
1) What does multiverse theory tell about?
2) What is the development concept of this theory?

C. Post-Developmental Activities
1. Generalization
a. The teacher will ask one of the students to reflect on the said topic.
b. The teacher will ask one of the students to compare the five modern
theories of the universe.
2. Evaluation
The teacher will ask the students to do the Mini Quiz in the given
instructional material.

IV. Assignment
Do an advanced reading about the Origin of the Solar System.

MINI QUIZ
MODERN THEORIES ON THE ORIGIN OF THE UNIVERSE

Mini Quiz
I. Identification. Supply the necessary information in the texts. Write your answer on a
½ crosswise paper. Incorrect spelling is considered wrong. (1 point each)

The big bang theory was a violent explosion which caused the inflation and
_______________1. In the fraction of a second, four fundamental forced were formed,
that are _______________2, _______________3, _______________4 and

15
 _______________5.

In 300.000 million years after universe expanding, the temperatures cool enough to
formed _______________6 and _______________7 atoms. After the particles of that
atoms are solid, it formed _______________8 that will formed the stars system and
planets.

The steady-state theory predicted a universe that expanded but

______________________________________9. The oscillating universe theory was
the modern theory of _______________10 that tell us about the universe was
_______________11. Theory that sees the universe as just one of many bubbles is
_______________12.

II. Identification. Identify the theory that describes the following sentences (1 point
each)
1. Synthesis of the past observation,
theories and laws.
2. The expanding just to maintain a
constant density.
3. There is may be an infinite number of
universes that together comprise
everything that exist.

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 ANSWER KEY OF MINI QUIZ

Mini Quiz
I. Identification. Supply the necessary information in the texts. Write your answer on a
½ crosswise paper. Incorrect spelling is considered wrong. (1 point each)

The big bang theory was a violent explosion which caused the inflation and Expansion
1
. In the fraction of a second, four fundamental forced were formed, that are Gravity
2
, Electromagnetic 3, Strong Nuclear 4 and Weak Nuclear 5.

In 300.000 million years after universe expanding, the temperatures cool enough to
formed Hydrogen6 and Helium7 atoms. After the particles of that atoms are solid, it
formed Nebula8 that will formed the stars system and planets.

The steady-state theory predicted a universe that expanded but did not change its
density9. The oscillating universe theory was the modern theory of Albert Einstein10
that tell us about the universe was wide positive curvature 11. Theory that sees the
universe as just one of many bubbles is multiverse theory12.

II. Identification. Identify the theory that describes the following sentences (1 point
each)

1. Synthesis of the past observation,

theories and laws. (The modern
theory)
2. The expanding just to maintain a
constant density. (Steady state
theory)
3. There is may be an infinite number
of universes that together comprise
everything that exist (Multiverse
theory)

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2. Second Meeting

I. Objective

At the end of a 60-minute lesson, 75% of the students should be able to:
A. Describe how the solar system was formed
B. Explain and relate the three hypothesis (Encounter hypothesis, Nebular
hypothesis and Protoplanet Hypothesis) to the formation of the solar system by
the discussion
C. Differentiate each hypothesis on the origin of the solar system by asking their
opinion
D. Justify each hypothesis on the origin of the solar system by responding student’s
presentation

II. Subject Matter

A. Topic : The Origin of the Solar System

Subtopic : Encounter hypothesis, nebular hypothesis, and protoplanet

hypothesis
B. Reference :
1. Olivar, Jose Tolentino. Rodolfo, Raymond S. Cabria, Hillel B. Exploring Life
through Science. Phoenix Publishing House. 2016. Page 6-8.
2. Feather, Ralph M. Zike, Dinah. Astronomy Glencoe Science. The McGraw-
Hill Companies. 2005. Page 122-125.
C. Materials : Marker, Blackboard, A piece of paper and laptop
D. Science Concept : Observing, associating, manipulating variables.

III. Procedure
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking the attendance
4. Recall
The teacher will ask the students about the previous.
Guide questions:
What are the characteristics of the modern theory?

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 5. Motivation
The teacher will ask the students to watch a 3-minute video of mini tornado.

B. Development of the Lesson

1. The teacher will ask the following questions to the students :
a. Have you ever watched the water as it drains out of a bathtub?
b. The teacher will explain how the water drains out of a bathub as the
imagery of the origin of the solar system.
c. What is the correlation between the water in the bathtub and the origin of
the solar system?
d. The teacher will explain the correlation of water drains of bathub with the
origin of the solar system.
e. The teacher will explain what are rogue star, hot gases, and smaller clumps
all about and its implication to encounter hypothesis.
f. The teacher will explain what are large cloud of gas, self-gravity, and
angular momentum all about and its implication to nebular hypothesis.
g. The teacher will explain what are interstellar cloud, gravitational
instabilities, and planetisimals all about and its implication to protoplanet
hypothesis.
2. The teacher will presenting the following terms from each hypothesis.
a. Encounter Hypothesis (10 minute)
1) A rogue star
2) Hot gases
3) Smaller clumps
b. Nebular Hypothesis (10 minute)
1) A large cloud of gas
2) Self-gravity
3) Angular momentum
c. Protoplanet Hypothesis (10 minute)
1) Interstellar cloud
2) Gravitational instabilities
3) Planetisimals

C. Post-Developmental Activities
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 1. Generalization
a. The teacher will ask one of the students to reflect on the said topic.
b. The teacher will ask one of the students to differentiate the three
hypothesies.
2. Evaluation
The teacher will ask the students to do the Mini Quiz in the given
instructional material

IV. Assignment
Do an advanced reading about the Origin of the Solar System.

TRUE OR FALSE QUIZ

THE ORIGIN OF SOLAR SYSTEM

TRUE OR FALSE QUIZ

Identification. Identify the following statement whether TRUE or FALSE. If the statement is
true, write true and write false if otherwise. Write your answer on ½ sheet of paper.

1. The outer planets are rock planets.

(TRUE / FALSE)
2. Galaxy is a collection of dust, stars, and gas bound together by gravity.

(TRUE / FALSE)
3. Earth and the other planets closest to the sun are made mostly of rock.

(TRUE / FALSE)
4. The gas giant formed in the inner disk which remained relatively cooler.

(TRUE / FALSE)
5. Growth of the small planetesimal caused the strength of its gravity to decrease.

(TRUE / FALSE)
6. In the nebular hypothesis, a giant cloud collapse because of gravitational collpase at
the center of the cloud.

(TRUE / FALSE)

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7. Metallic elements only comprised a very small fraction of the solar nebula, the
terrestrial planets could not grow very large.

(TRUE / FALSE)
8. As the solar nebula, the interstellar cloud rotated more rapidly for conserving its
angular momentum.

(TRUE / FALSE)
9. When hot gases expand, they would contract.

(TRUE / FALSE)
10. Gravitational instabilities ruptured the thick disk into eddies, each containing many
big particles which built up and accreted.

(TRUE / FALSE)

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 TRUE OR FALSE QUIZ
THE ORIGIN OF SOLAR SYSTEM

TRUE OR FALSE QUIZ

Identification. Identify the following statement whether TRUE or FALSE. If the

statement is true, write true and write false if otherwise. Write your answer on ½ sheet
of paper.
1. The outer planets are rock planets. (FALSE)
The outer planets are gas planets.
2. Galaxy is a collection of dust, stars, and gas bound together by gravity. (TRUE)
3. Earth and the other planets closest to the sun are made mostly of rock. (TRUE)
4. The gas giant formed in the inner disk which remained relatively cooler. (FALSE)

The gas giant formed in the outer disk which remained relatively cooler.
5. Growth of the small planetesimal caused the strength of its gravity to decrease.
(FALSE)
Growth of the small planetesimal caused the strength of its gravity to increase.
6. In the nebular hypothesis, a giant cloud collapse because of gravitational collpase at
the center of the cloud. (TRUE)
7. Metallic elements only comprised a very small fraction of the solar nebula, the
terrestrial planets could not grow very large. (TRUE)
8. As the solar nebula, the interstellar cloud rotated more rapidly for conserving its
angular momentum. (TRUE)
9. When hot gases expand, they would contract. (FALSE)
When hot gases expand, they would not contract
10. Gravitational instabilities ruptured the thick disk into eddies, each containing many
big particles which built up and accreted. (FALSE)
Gravitational instabilities ruptured the thin disk into eddies, each containing many
small particles which built up and accreted.

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3. Third Meeting
I. Objective

At the end of a 60-minute lesson, 75% of the students should be able to:
A. Identify some important requirements that are necessary in supporting
life;
B. Provide the unique characteristics of Earth that allow the existence of life;
C. Cite examples of worst-case scenarios and its impact to environtment;
D. Emphasize the importance of saving the environtment.

II. Subject Matter

A. Topic : Life on Earth
Subtopic : Liquid Water, Heat Source and Atmosphere
B. Reference :
1. Olivar, Jose Tolentino. Rodolfo, Raymond S. Cabria, Hillel B.
Exploring Life through Science. Phoenix Publishing House. 2016.
Page 6-8.
2. Feather, Ralph M. Zike, Dinah. Astronomy Glencoe Science. The
McGraw-Hill Companies. 2005. Page 122-125.
C. Materials : Marker, black board, a wide piece of paper, DLP, and
laptop
D. Science Concept: Observing, associating, manipulating variables

III. Procedure
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking the attendance
4. Recall
The teacher will ask the students about the previous lessons that are
related to the current topic.

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 Guide questions:
a. What was our previous topic all about?
b. What are the hypotheses on the origin of the solar system?
5. Motivation
a. The teacher will ask these following questions the to students :
- In our solar system, there are many planets right? But have you
wonder, why only the earth that has living things?
- Why the earth is habitable?
- What conditions need to exist in order for life to survive?
b. The teacher show students 2 illustrations of an example place with
extreme condition.
c. The teacher will ask the students to describe each illustration

B. Development of the Lesson

1. The teacher will ask the following questions to the students :
a. If you could live in another planet, which planet would you choose
and why?
b. What will you bring if you will go there?
2. The teacher will explain the reason why the earth is habitable.
3. The teacher will ask the following questions to the students and make
a mind map by writing the answer on a wide paper after answering.
a. Mention the important things that we need for life that supply by
the earth.
b. Why the liquid water is important in our life?
c. What are the benefits of the liquid water in our life?
d. What are the sources of the liquid water?
e. Why the heat source is important in our life?
f. What are the benefits of the heat source in our life?
g. What are the sources of the heat source?
h. Why the atmosphere is important in our life?

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 i. What are the benefits of the atmosphere in our life?
j. Mention the layers of the atmosphere.

C. Post-Developmental Activities
1. Generalization
a. The teacher will ask one of the students to reflect on the said topic.
b. The teacher will ask one of the students to mention some ways to
save the earth.
2. Evaluation
The teacher will ask the students to cite examples of worst-case
scenarios and its impact to environtment in the given instructional
material.

IV. Assignment
Do an advanced reading about Earth’s Subsystems

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 STUDENT WORKSHEET

EARTH FOR LIFE

A. Identify. Answer these questions below based on what you have learned in Life
on Earth material. (5 points each)
1. What are the unique characteristics of Earth that allow the existence of life?

Answer :
___________________________________________________

___________________________________________________

2. Where does heat from Earth coming from?

Answer :
___________________________________________________

___________________________________________________

3. Why the atmosphere is important in our life?

Answer :
___________________________________________________

___________________________________________________

4. Recently, we know that the condition of our earth is getting worse. Give 3
examples of worst-case scenarios and its impact to environtment.

Answer :
___________________________________________________

___________________________________________________

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 5. What are the plans to reduce the impact? (Related to the examples in
number 4)

Answer :
___________________________________________________

___________________________________________________

6. Make a slogan that support your planning at number 5. (Select one of the
plans)

KEY ANSWER FOR STUDENT WORKSHEET

EARTH FOR LIFE

A. Identify. Answer these questions below based on what you have learned in Life
on Earth material.
1. What are the unique characteristics of Earth that allow the existence of life?

Answer : Earth located in habitable zone that a little farther or closer to

the sun. There are some important requirements that are necessary in
supporting life on earth include the presence of liquid water, available heat
source, and the existence of an atmosphere.

2. What caused heat coming from the Earth?

Answer : Heat coming from Earth is caused by radiogenic heat from

radioactive decay of materials in the core and mantle, and extruded via active
tectonic activities, such as volcanism and plate movement.

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3. Why the atmosphere is important in our life?

Answer : Because atmosphere can absorbs radiation from the sunlight

and also responsible for the occurence of greenhouse phenomenon.

4. Recently, we know that the condition of our earth is getting worse. Give
examples of worst-case scenarios and its impact to environtment. (At least
3 and related to the material)

Answer :
- Forest combution. (Can make ozone thin out. So it can’t trap
sunlight well, the smog can blocking the view)
- Garbage disposal in the river. (Can make the water for using in daily
life defiled, photosynthesis can’t work well, water ecosystem
disturbed)
- Using air conditioner too often. (Can make ozone thin out. So it can’t
trap sunlight well)

5. What are the plans to reduce the impact? (Related to the examples in
number 2)

Answer :
- Do a reboisation.
- Bury the trush or do a recycle / reuse
- Using air conditioner deserved

6. Make a slogan that support your planning at number 4.

(Select one of the plans)

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4. Fourth Meeting

I. Objective

At the end of a 60-minute lesson, 75% of the students should be able to:
A. Describe and differentiate four subsystems of the Earth by teacher’s
explanation;
B. Discuss the concept of system by the illustration in the motivation;
C. Explain how do the Earth’s subsystem affect each other by student
activity;
D. Show the interaction between Earth’s four subsystems.

II. Subject Matter

Topic : Earth’s Subsystems
Reference :
A. Olivar, Jose Tolentino. Rodolfo, Raymond S. Cabria, Hillel B. Exploring
Life through Science. Phoenix Publishing House. 2016. Page 6-8.
B. Feather, Ralph M. Zike, Dinah. Astronomy Glencoe Science. The
McGraw-Hill Companies. 2005. Page 122-125.
C. https://www.esrl.noaa.gov/gmd/education/info_activities/pdfs/Teacher_
PSA_sphere_interactions.pdf
Materials : Marker, black board, DLP, and laptop

III. Procedure
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking the attendance
4. Recall
The teacher will ask the students about the previous lessons that are
related to the current topic.

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 Guide questions:
a. What was our previous topic all about?
b. What the unique characteristics of the Earth so it can be called
as Habitable Planet?
5. Motivation
a. The teacher show students 2 illustrations of a good bicycle and
a broken bicycle.
b. The teacher will ask the students to describe each illustration and
relate it to know how important each part to another part.

B. Development of the Lesson

1. The teacher will introduce the lesson by asking students to brainstorm
examples of natural events that occur on the Earth.
2. The teacher then describes and show features of the five systems of
the Earth: the geosphere, hydrosphere, cryosphere, atmosphere, and
biosphere.
3. The teacher will then ask how those events affect features and living
things in the Earth.
4. The teacher will cluster the class into 5 group and will ask them to
select a sample event.
5. The teacher will ask the group to work together to research the event
and decide how it may cause a change to each of the spheres and how
those spheres may impact the event.
6. The teacher will ask the group to discussion with these following
questions.
a. How may each of the Earth’s four spheres (hydrosphere,
atmosphere, lithosphere and biosphere) have caused the event to
occur?
b. What are the effects of the event on each of the Earth's four
spheres (hydrosphere, atmosphere, lithosphere, and biosphere)?

30
 c. What are the effects of changes in one of Earth's four spheres
(hydrosphere, atmosphere, lithosphere, or biosphere) on each of
the other spheres (hydrosphere, atmosphere, lithosphere, or
biosphere)?
7. The teacher will ask the group to make a connection model or webbed
model to show student’s ideas.
8. The teacher will ask the group to explain their ideas as the result of
the discussion.

C. Wrap-Up / Synthesis
1. Generalization

a. The teacher will ask one of the students to reflect on the said topic.
b. The teacher will ask one of the students to make a resume of the
lesson today.
2. Evaluation
The teacher will ask the students to do Mini Quiz (Multiple Choice
Type) about Earth’s Subsystem.

IV. Assessment
The teacher will ask student do a mini quiz.
Directions: Answer the following question briefly. For the section I, fill the
correct answer in the blank. For section II, choose the correct answer by
choosing between a, b, c or d. (2 point each)
Section I
1. The four open subsystems of the Earth system are the lithosphere,
hydrosphere, atmosphere, and ______. (biosphere)
2. The ______ cycle circulates water through various reservoirs: the ocean,
the atmosphere, the lithosphere and the biosphere. (hydrologic cycle)
3. The ______ cycle describes crustal processes through which rocks are
uplifted into mountains, then eroded weathered, and the debris modified,

31
 transformed or reformed into rock underground. (rock cycle)
4. The ______ forms the outer most compositional layer of the solid Earth.
(crust)
5. The middle compositional layer of Earth, the______, lies between the
core and the crust. (Mantle)

Section II
1. The Earth is composed of a complex set of cycles, parts and processes
that all work together as a ________
a. Unit
b. System (Correct)
c. Factory
d. Planet
2. When nitrogen is returned to the soil when dead plants decompose – the
interaction is between________
a. The biosphere and lithosphere (Correct)
b. The atmosphere and lithosphere
c. The lithosphere and atmosphere
d. The biosphere and atmosphere
3. When carbon dioxide dissolves from the air into the ocean –The
interaction is between ________
a. The atmosphere and hydrosphere (Correct)
b. The atmosphere and lithosphere
c. The atmosphere and biosphere
d. The atmosphere and atmosphere
4. All biogeochemical cycles have interaction________
a. Between the lithosphere and hydrosphere only
b. Within and among all the spheres (Correct)
c. Between the biosphere and lithosphere only
d. Between the lithosphere and atmosphere only

32
 5. A biogeochemical cycle or a volcano eruption are known as________
a. Hazards
b. Situations
c. Events (Correct)
d. Catastrophes

V. Assignment
Do an advanced reading about Minerals.

33
 4. Observation on Teacher(s)

4.1 Planning for Teaching

I have observed that my supervisor uses her lesson plans based on the lessons
that will she teach on that day and it contain lessons, activities, and focuses on the
daily learning. She prepares the same procedure for each class in the same topic
but most of them are teacher centered and discussing literature from 21st century
since it is the subject.
Before she teach in the class, in beginning of the semester she have to submit
all the lesson plan and syllabus, learning activities, program plans for the students
and the schedules about the topic. My supervisor also prepare the material after
that. Like make a mini notes, write the important sentences, write the magic terms
in some paragraph, etc.
In my observation, especially in senior high school, my supervisor does not use
media as a teaching material that can make student pay attention more to her.
Maybe it because the topic talks about the origin of universe so it gets better if
teacher use discussion as student activity. But overall, for jurnior high school most
of the teacher using media to help learning in the class. Like using power point,
using games with wide paper, imitation tools, etc. Actually that strategy is better
than without any media. Because I see student more attractive and enthusiasm in
learning if teacher bring different something that make them confused. For more
understanding of the students, the teacher usually use worksheet/workbooks at the
end of each session.
Also, my supervisor always reminds me that student have to reach their
cognitive, affective and physomotoric aspect while learning in the class. Teacher
have to make the learning full of meaning for the student so the student can apply
the value of the lesson, can understand of the lesson and can improve their social
skill.

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4.2 Preparing Lessons and Materials

The topics are based on the curriculum that can be found in the references
(books). The materials is being prepared to be use in the class. But some of the
senior high school does not have that book so they have to share each other. The
material that supported the learning in the class are DLP and projector. But it have
to borrow from teacher office and sometimes it ran out because amount of the
DLP is limited. To anticipate that, sometimes teacher using manual power point
by hand writing on the wide paper and then stick it in the board in front of the
student. The materials used make it easier for teachers to arrange learning, as well
as a means of student activity. Not only books but also other materials such as
illustrations, power points, video, object related to the materials.

4.3 Teaching in Class

Teacher do the teaching and learning based on the lesson plan that was prepared
and approved by the supervising instructor before. Teacher have to following the
procedure as the lesson plan to reach the objective of the lesson. Teacher have to
start from the preliminary, development and post developmental activities.
Teacher have to make sure that the learning was on time because time to teaching
only 1-hour meeting. Teacher have to make student active and participate in the
class. Students participating the activity given by teachers. Teachers can manage
class very well, the students respect to their teacher and listen well.

4.4 Measurement and Evaluation

Teacher measure student cognitive aspect from the quiz in the last topics and
evaluation/assignment in the last lesson. And also measure student cognitive
aspect by asking the concept of the last material in recall. Teacher measure student
affective aspect from their reflection of the lesson and how to apply or meaning
the lesson to student life in the last lesson. Teacher measure student psycomotoric
aspect by their discussion and their group activity. From the discussion or group
activity, teacher will be know which student that full participate and which student

35
that partically participate. Evaluation given individually for measure their
knowledge precisely, eventough the activities is group activity.

36
 5. Teaching Practice

5.1 Procedures of Teaching

a. Teacher greet the student

b. Students do the greeting and pray together.

c. Students’ attendance checked by teacher or checked by student secretary

d. The teacher reviews the last topics by asking the student

e. The teacher give to motivational activity (sometimes using video interactive

sometime just illustration)

f. The teacher explains about topics and ask the guided questions to students

g. Students discuss about the task given by teacher or problem solving

h. The teacher give them appreciation of their participating by answer or

explaining something

i. The teacher ask the student to make reflection and summary of the lesson

j. Students do short quiz in the last lesson

5.2 Time Management and Organizing

a. 5 minutes for preliminary activities (greetings, pray, motivation activity).

b. 30 minutes for developmental activities (teacher’s explanation, discussion,

problem solving).

c. 5 minutes for generalization (reflection and summary) from the lesson.

d. 10 minutes for evaluation (quiz)

37
5.3 Problem Solving

Teacher give a problem by a video or illustration and the student to give their
opinion about the video. Teacher ask the other student to response student opinion.
In the developmental activity, teacher give each group some topic to discuss
together in the group. The student in the group should be solve the problem and
try to explain the solution in front of class.

5.4 Classroom Management

Manage classroom depends on the strategy used by teachers, if the teaching

method is appropriate, then it is easy for teachers to manage all of students.
Teacher have to make the student full attention of him/her so it can easy to handle
or manage the class. Sometimes teacher should be warn the student if in the
student activity they too noisy or not pay attention to the teacher during the
learning.

38
 6. Summary and Suggestions

6.1 Purposes of Praticum

The purpose of practicum for student teacher are to train and prepare student
teacher in the reality of education in the school when they will teaching and prepare
the student teacher to have ability work in educational while in the class or out the
class (administration). The other purpose of practicum are to knowing physical
environment, administration, school psycological social of the school, to mastering
various teaching skills, Apply various teacher professional abilities in their entirety
and integrated in real situations, to able to develop personal and social aspects in
the social environment of the school and to draw conclusions about the educational
value of appreciation and experience during training through reflection in the form
of reports.

The main objective of the teaching practicum is to provide student teachers

with authentic hands-on experience in teaching. This is required to develop their
teaching skills and to start collecting experiences to enrich their professional
wisdom. It is not enough to read about teaching or to observe others teach,
something students have done for years. Student teachers have to practice
themselves because practical knowledge and wisdom are held by the individual
and cannot easily be transmitted from person to person. Student teachers need
know-how, and by connecting the skills of teaching to knowledge, through
reflection, they will gradually start developing practical wisdom.

6.2 Procedures of Pratice Teaching

a. Do the observation of teacher while teaching in the class

b. Do the observation of administration before teaching in the class

c. Do the observation about the facilitates and the material that provide by the
school to help teacher in the class

d. Know the topics that going to be taught

39
 e. Find the references for the topic that will be taught

f. Make lesson plan according to the topics

g. Consults with supervising instructor about the lesson plan

h. Prepare the lesson and materials

i. Practice teaching in class

j. Evaluate/post conference with supervising instructor

6.3 Outcomes of Praticum

While the practicum, student teacher know about the school environment and
administration, know about the facilitates that provide by the school, student
teacher also can observe student behaviour during the class so after the practicum
student teacher more trained in understanding school environment and student.
Student teacher can also learned about the lesson plan, how to make objectives,
how to make a good the procedure learning so student can be attractive, know
many various teaching methods, student teacher know how to manage the class
and manage time during the teaching. The most important of this practicum is I
can develop myself to teaching in English.

6.4 The Challenges of Praticum

The challenges of teaching practice here is how to explain the material using
English. Because honestly I am not too common using English in the conversation
so I have to train myself how to make a conversation with student so the student
can understand what I say in the class. The second challenges is managing time
during teaching. In Indonesia, one subject for each day is 80 minute so it is so
different with here. I have to make the learning short but covers all the objectives,
teaching procedures, and full meaning for the student. I learned a lot from my
supervising instructor so I can manage my time during teaching in the class. The
other challenges is how to make student pay attention more to the teacher during

40
 a short time lesson.

6.5 Overall Impressions

Teachers can understand exactly what kind of good teacher in front of students,
understand how important teaching method, and the importance of managing class
and time. The lesson plan that properly constructed will make the actual learning
work more smoothly. Teachers also can understand how to manage the class.

6.6 Suggestions for Future Improvement

For the next improvement, the important things is to develop English skill for
teaching, mastered the topics, can manage the class and time, and establish the
teaching methods will be used in class so that the objectives of learning can be
reached maximally.

Student Teacher,

Putri Wahyu Ramadhani

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 DOCUMENTATION

Picture 1. Observation How Teacher Teach in the Class

Picture 2. Observation School Administration and Materials

42
 Picture 3. The textbook that contain the lesson

Picture 4. Observation teaching and learning media or materials that support teacher in the
class

43
 Picture 5. Schedule for Earth Science

Picture 5. Taking photo with my beautiful Supervising Instructor

44
Picture 6. My final demo teaching in Eleven Narra

Picture 7. My final demo teaching in Eleven Molave

45