LESSON PLAN

TOPIC : ECOSYSTEM

BY:
Nama : Ena Milada Tri Handayani
NIM : 150210103097
Class : Microteaching I

STUDY PROGRAM OF BIOLOGY EDUCATION

DEPARTMENT OF MATHEMATIC AND SCIENCE EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF JEMBER
2018
 LESSON PLAN
School : ……
Class/Semester : X Science/2
Subjects : Biology
Topic : Ecosystem
Time Allocation : 20 minutes

A. Core Competencies
3. Understand, implement, analyze factual knowledge, conceptual, procedural sense
based on science, technology, art, culture, and humanities with the insight of
humanity, national, state, and civilization-related phenomena and events, as well
as applying procedural knowledge in the field of study specific according to their
talents and interests to solve problems.
4. Processing, and reasoning in the realm of the concrete and the abstract realm
associated with the development of the learned in school independently, and able
to use the method according to the rules of science
B. Basic Competencies
3.1. Analyze information / data from various kinds of ecosystems and various changes
that take place therein
4.1. Design a chart of interactions between ecosystem components and food networks
that take place in an atmosphere and benefits in various forms of media.
C.Competency Indicators
1. Identify components of ecosystems
2. Analyze the relationship between the ecosystem of components
D. Learning Objectives
1. Student can observe ecosystem and component of ecosystem composition
correctly by way of question and answer
2. Students can describe the relationship between the components of ecosystem
correctly through asking and answering questions
E. Learning Material
An ecosystem is an ecological system formed by an inseparable reciprocal
linkage between a living being and its environment. The environment includes
Biotic Components and Abiotic Components. Biotic components include various
types of living things from single cell (cellular uni) to multicellular (multi cellular)
living creatures that can be seen directly by us. Abiotic components include climate,
light, rock, water, soil, and moisture. These are all called physical factors. In
addition to physical factors, there are chemical factors, such as salinity (salinity),
acidity levels, and mineral content
A. The level of living things in the ecosystem
a.Individuals
The individual is a living being, such as an ant, a bird and a tree.
b.Population
Population is a collection of similar individuals who can breed and be in the
same place and within the same period. The population example is a group of ants
on the table.
c.Community
The community is a collection of several different populations occupying the
same area at the same time, for example teak forest communities, grasslands and
pine forests.
d.Ecosystem
An ecosystem is the unity of the community and its environment that constitutes
a reciprocal relationship between its components. The component of an ecosystem
encompasses all living things and non-living beings contained within it.
e.Bioma
Biomes are a typical and wide-ranging land ecosystem. Ecology is a relatively
new branch of science, emerging only in the 70s. However, ecology has a great
influence on its biological branches. Ecology studies how living things can sustain
 their lives by establishing relationships between living things and with non-living
objects in their place of life or environment.
B.Components of the ecosysteM
1. Abiotic Components (inanimate / Physical)
The abiotic environment includes everything that is not directly related to the
existence of certain organisms, among others:
a. Sunlight
If nothing, there will be no life
b.Water
Water± 70% Structure of the compilers of living things. function: for chemical
reactions in the body also called metabolism and also to keep body temperature
stable.
c.Organic compounds
Carbohydrates, fats and proteins. organic compounds must have elements C, H,
O. especially for proteins, must have C, H, O, N.
d.Air
Air ± 80% free air is Nitrogen (N). N function: to form proteins for the body. N
can be obtained from the immediate atmosphere, but must be converted into N2
form. The process of converting N to N2 is called Biogeochemical Process. the
rest, free air is Oxygen (O2). O2 function: for respiration. but for respiration that
does not use O2 is called anaerobic respiration.
e. Land
Land as a substrate for plants and as a residence for animals.
f. Temperature
Affects the chemical reaction. if the temperature is high, the reacted substances
react more quickly because in high temperatures there is a catalyst that serves to
accelerate chemical reactions. in the human body, there is a catalyst called an
enzyme-like biocatalyst. High temperatures can also lead to damaged enzymes.
whereas low temperatures lead to a slowing down of enzyme performance.
 g. Minerals
Minerals helps the chemical reaction process
h. Humidity of air: the water content in the air
i. pH
pH the degree of acidity of a substance. size of PH: 0-14. PH 0-7 indicates the
substance is acidic. PH 7 indicates the substance is normal. PH 7-14 indicates the
substance is alkaline.
2. Biotic Components (Living Things)
Biotic environment is the environment that includes all living things on earth, both
plants and animals. In ecosystems, plants act as producers, animals act as
consumers, and microorganisms act as decomposers, also encompassing levels of
organisms that include individuals, populations, communities, ecosystems, and
biosphere. The levels of the living organism in the ecosystem interact with each
other, affecting each other to form a system that shows unity.

F. Approach / Strategy / Learning Methods

1. Approach: Scientific
2. Method: Group discussion
3. Model: Direct intruction
G. Source / materials / tools.
1. Source Book of Biology : Campbell, Neil. A, et al. 2010. Biology vol. 1
(Eighth Edition). Jakarta: Erlangga.
2. Tools: LCD Projector, laptop, white Board
3. Materials: Various Literature
H. LEARNING ACTIVITY

Time
Activity Description
Allocation
Pre-learning 1.Salutation and prayer 5 minutes
2.Teacher checking student attendance and adjusting
classroom condition
3.Teachers convey the purpose of learning
NB: (Mom I want to ask if I am in the course of giving a song
that will be related to the ecosystem material should I enter
at the beginning before the delivery of learning objectives or
the initial time of entry the material to provide a motivation
to the students?)

Core 1. Teachers provide videos on ecosystems and biotic 11

and abiotic factors minutes
- When video playback should be paused in every core
of material that the teacher will then ask questions
Questions:
The teacher asks questions about living
things in ecosystems, what are the units of
living things?
The teacher gives back questions if the
answer is correct, suppose the living
organism in the ecosystem one of them is the
individual, try to explain why called the
individual?his question goes to the
understanding of the ecosystem
-The teacher then continues the question of the
components present in the ecosystem
 The teacher asks question please mention
the abiotic component of anything?
Suppose the student answers water, soil,
air, sunlight then the teacher goes by the
question Why temperature, sun, air, soil are
said to be abiotic components?
- The teacher then questions the biotic component of
the ecosystem
d.Question:
Explain what is meant by biotic
component?
(If students answer producers, consumers
and decomposers then the question
continues)
e. Question:
If in an ecosystem the levels of carbon
dioxide decrease the organism first
affected by the negative what? (If the
answer is producer then the question is
continued)
-What's included in the producer?
-Why is it said by the producer?
-If the student's answer is less precise then
it is derived by giving directions by
conveying that the plant has chlorophyll,
chlorophyll is used for photosynthesis so
that the plant is able to perform a process
called what?
 (the teacher appoints the student to answer)
then returns the answer to the beginning to
conclude what is meant by the producer.
-If the students answer correctly then it
continues with the question, how the plant
is able to produce their own food?
f. Question:
Continue to the next component of the
consumer, Does the consumer have a
relationship with the manufacturer? If the
answer is yes then the teacher asks why the
consumer can be said to have a relationship
with the manufacturer?
(If the student answers: because the
consumer is not able to produce his own
food that requires the manufacturer)
g. Question:
Continued then the teacher asked again if
all consumers eat the manufacturer?
(If the answer is no, then the teacher again
ask why all consumers do not eat the
producers?) Students should answer
because consumers have several levels that
are level I, II and III. If the student does not
answer like that then the student is asked to
mention to mention the animal belonging to
the consumer (Herbivore & Carnivore) and
 this question is thrown to the other student
and returned to the student early
h. Question:
What animals and plants can die? (If the
answer is yes, then proceed with the
question)
If dead animals and plants lose their can,
explain why dead animals and plants can
disappear?
(If the student answers because of a
decomposition, then the teacher continues
the question)
Mention anything that can decipher the
dead plants and animals. If students answer
the bacteria and fungus then the question
continues with menyakan so that bacteria
and fungi are called what? (Parser)

2. Teacher gives time for student to answer question, if

student have not bias answer then question thrown to
other student and result of correct answer is returned
again to student to be concluded
3. Teachers appoint students to answer questions that
have been submitted, if students have not been able
to answer then the question is thrown to other
students and the results of the correct answers are
returned to the students to be concluded
 Closing 1.Teachers give appreciation to students who have 4 minutes
been able to answer questions
2.Students and teachers jointly review and conclude
learning
3. Students are given the task by the teacher to learn the
next section about mechanism of energy flow in the
ecosystem
4. Pray and closing greetings

I. Assessment
1. Assessment Techniques
No Aspect Technic Instrument
1 Attitude - Observation activities - observation Sheet
discussion - the Format of the
- self-assessment assessment
- Assessment between - the Format of the
students assessment
2 Knowledge - written Test - The Question In
TheStudent
Worksheet

J. ATTITUDE ASSESSMENT INSTRUMENTS

a. Observation Sheet

At the time of observation activities

At the time of the discussion

 Total
No Student name Careful Dicipline Cooperative Skils
score
1.
2.

Assessment Rubrics
Aspect Score Desription
Careful 4 If observed carefully, as video views or images associated
viruses and record the results observed in full
3 If observed carefully, as the virus related video views and record
the results observed are not complete
2 If only observing fleeting impressions of video related viruses
and record the results observed are not complete
1 If not do both of these

Aspect Score Description

Dicipline 4 Timely collection of duties and on time in attendence
3 Timely collection of duties and not punctual in attendance
2 Not punctual in collecting duties and punctual in attendance
1 Not punctual in collecting duties and not punctual in attendance

Aspect Score Description

Cooperation 4 Bring up the idea of a group, listen to the opinions of my fellow
friends, appreciate the advice of friends
3 Bring up the idea of a group, listen to the opinions of my fellow
friends, less appreciative friends advice
 2 Bring up the idea for the group, lack of listening to the opinions
of my fellow friends, less appreciative friends advice
1 Bring up the idea for the Group

Aspect Score Description

Skills 4 Skilled in making assignments, presenting the tasks and notes the
lessons well
3 Skilled in making assignments, presenting duties and unskilled in
noting the lessons well
2 Less skilled in making assignments, presenting the tasks and notes
the lessons well.
1 Not skilled in making assignments, presenting the tasks and notes
the lessons well.

Maximum score = 4 (number of aspect) x 4 (maximum score) = 16

Minimum score = 4 (number of aspect) x 1 (minimum score) = 4
Minimum score = 16 (maximum total score) / 16 (maximum total score) x 100 = 100%
Minimum score = 4 (minimum total score) / 16 (maximum total score) x 100 = 25%
Difference = 100% - 25% = 75%
Rentang Skala Likert = 75 Very good : 81 ≤ x ≤ 100
(difference) / 4 (maximum score) = 19 Good : 62 ≤ x ≤ 81
Less : 43 ≤ x ≤ 62
Not good : 24 ≤ x ≤ 43

Jember, May 8th 2018

Ena Milada Tri Handayani

150210103097