LESSON PLAN OF MICROTEACHING

DIRECT INSTRUCTION LEARNING MODEL

------------------------------------------------------------------------------------------------

By :
Rifanissa Eka Pratiwi (17030204001)

International Biology Education 2017

STATE UNIVERSITY OF SURABAYA

FACULTY OF MATHEMATICS AND NATURAL SCIENCE
BIOLOGY MAJOR
2020
 SYLLABUS OF BIOLOGICAL PROCESS IN CELLS
BIOLOGY SUBJECTS

Education Unit : Senior High School 1 Kamal

Class/Semester : XI/1

MAIN TIME LEARNING

BASIC COMPETENCY LEARNING ACTIVITIES ASSESSMENT
MATERIAL ALLOCATION SOURCES
3.2 Analyzing various Biological Process 1. 1st Phase : Observation 2 x 45 minutes  Power Point
biological process in cells, In Cells Delivering The Learning Goals and  Scientific Slides about
which are include  Membrane Preparing The Students performance / Biological
membrane transport Transport 2. 2nd Phase process when Process In
mechanisms, reproduction, Mechanisms Demonstrating The Knowledge or students doing Cells
and protein synthesis  Cell Skills the practice  Textbook about
4.2 Modeling biological process Reproduction 3. 3rd Phase and Biological
that occurs in cells based on  Protein Guiding The Student’s Training presentation Process In
literature studies and Synthesis 4. 4th Phase Cells
experiments Checking The Student’s Portfolio  Video
Understanding and Giving  Written report Membrane
feedback based on the Transport
5. 5th Phase experimental Mechanisms
Giving The Advanced Tasks for results about  Student
Application of Skills diffusion and Worksheet
osmosis in about Diffusion
plant tissue and Osmosis
Test
 Written test of
understanding
concepts and
scientific
vocabulary
about
biological
process in cells
 LESSON PLAN

Education Unit : Senior High School 1 Kamal

Subject : Biology
Class/Semester : XI/1
Main Material : Biological Process In Cells
Sub Material : Membrane Transport Mechanisms
Time Allocation : 2 x 45 minutes
Meeting to : 1

A. Main Competencies

3. Understanding, applying, and analyzing factual, conceptual, procedural, and

metacognitive knowledge based on his/her curiosity about science,
technology, art, culture, and humanities with human, national, state, and
civilization insights related to causes of phenomena and events, as well as
apply procedural knowledge in specific fields of study according to their
talents and interests to solve problems.
4. Cultivate, reason, present, and create in the realm of concrete and abstract
domains related to the development of what they learn in school independently
and act effectively and creatively, and be able to use methods according to
scientific principles.

B. Basic Competency and Indicators of Competence Achievement

MAIN INDICATORS OF
BASIC COMPETENCY
COMPETENCIES COMPETENCE
(BC)
(MC) ACHIEVEMENT
3.2.1 Diagnosing the mechanism
of passive membrane
transport in cells
3.2.2 Diagnosing the mechanism
of active membrane
3.2 Analyzing various biological transport in cells
process in cells, which are include 3.2.3 Comparing the mechanism
of passive membrane
3 membrane transport mechanisms,
transport and active
reproduction, and protein membrane transport in
synthesis cells
3.2.4 Identifying the differences
between mitosis and
meiosis in cell division

3.2.5 Diagnosing the

 transcription’s process in
protein synthesis
3.2.6 Diagnosing the
translation’s process in
protein synthesis
3.2.7 Identifying the differences
between the transcription’s
process and translation’s
process in protein
synthesis
4.2.1 Doing a practicum activity
about diffusion and
osmosis in plant tissue
4.2.2 Communicating the
4.2 Modeling biological process experimental results about
4 that occurs in cells based on diffusion and osmosis in
literature studies and experiments plant tissue
4.2.3 Presenting a written report
based on the experimental
results about diffusion and
osmosis in plant tissue

C. Learning Goals

1. Students are able to diagnosing the mechanism of passive membrane transport in

cells after reading a textbook correctly and clearly
2. Students are able to diagnosing the mechanism of active membrane transport in
cells after reading a textbook correctly and clearly
3. Students are able to comparing the mechanism of passive membrane transport and
active membrane transport in cells from the picture or table
4. Students are able to identifying the differences between mitosis and meiosis in cell
division at least from the picture
5. Students are able to diagnosing the transcription’s process in protein synthesis
after reading a textbook correctly and clearly
6. Students are able to diagnosing the translation’s process in protein synthesis after
reading a textbook correctly and clearly
7. Students are able to identifying the differences between the transcription’s process
and translation’s process in protein synthesis from the picture or table
8. In a group, students are able to doing a practicum activity about diffusion and
osmosis in plant tissue appropriate with the practicum instruction
9. In a group, students are able to communicating the experimental results about
diffusion and osmosis in plant tissue through presentation in front of the class
10. In a group, students are able to presenting a written report based on the
experimental results about diffusion and osmosis in plant tissue completely

D. Learning Materials
 E. Learning Model and Method

a. Learning Model
Direct Instruction
b. Learning Method
Practice, Presentation, and Discussion

F. Learning Tools/Materials and Media

a. Tools/Materials : Laptop, Projector, Writing Equipment, Practical Tools

and Materials
b. Media : Power Point Slides about Biological Process In Cells,
Textbook about Biological Process In Cells, Video
Membrane Transport Mechanisms, Student Worksheet
about Diffusion and Osmosis

G. Learning Activities

The First Meeting

Kind of Activities Description of Learning Activities

Teacher opening the class and greeting the students
Teacher leads students to pray together before start the
Opening (10 Minutes)
lesson
Teacher checking the student’s presence
1st Phase (Delivering The Learning Goals and
Preparing The Students)
Teacher gives apperception to motivate students by giving
questions based on the picture
“Have you ever seen this situation or maybe you ever
 experience it before? How about the texture? Can you
guess it?”
Teacher shows the video to introduce students about
Membrane Transport Mechanisms
Teacher delivers the aim of lesson
2nd Phase (Demonstrating The Knowledge or Skills)
Teacher explains materials about Membrane Transport
Mechanisms using power point slides
Teacher shows the video about Membrane Transport
Mechanisms
Teacher commands students to make a group consisting of
four members and have a seat then sitting around their
group
Teacher delivers the student’s worksheet to each group
Main Activity (70 Minutes) 3rd Phase (Guiding The Student’s Training)
Teacher guides students in practicing the skills that have
been demonstrated
4th Phase (Checking The Student’s Understanding and
Giving feedback)
Teacher asks two groups to communicate the experimental
results while other groups give comment or any advice
Teacher gives feedback if there’s misconception
Teacher evaluates student’s concept by giving a direct
quiz
Students are guided by teacher to make a conclusion from
the lesson that have done
5th Phase (Giving The Advanced Tasks for Application
of Skills)
Teacher gives a homework to students to do a practice that
have been demonstrated but using potato and then make a
Closing (10 Minutes) written report about the comparative of their experimental
results between radish and also potato individually
Teacher asks students to send their worksheet and written
report by email
Teacher leads students to pray together before leaving the
class
Teacher closing the lesson
 H. Assessment

Techniques of Assessment
No Aspect Assessment Instrument
Assessment Rubric
1. Cognitive Writing test Assessment Sheet Attached
Practice and
2. Psychomotor Observation Sheet Attached
Presentation
3. Affective Observation Observation Sheet Attached

Surabaya, 26 April 2020

Knowing
Headmaster of Subject Teacher
Senior High School 1 Kamal

(_______________________) (Rifanissa Eka Pratiwi)

NIP. NIM. 17030204001
 ASSESSMENT RUBRIC
OF MEMBRANE TRANSPORT MECHANISM

1. COGNITIVE ASSESSMENT

A. MULTIPLE CHOICE ASSESSMENT SHEET

Subject : __________________________________
Student’s Name : __________________________________
Class : __________________________________

QUESTION
ANSWER KEY SCORE
NUMBER
1 A 10
2 A 10
3 B 10
4 B 10
5 A 10
6 A 10
7 A 10
8 B 10
9 D 10
10 C 10
TOTAL SCORE 100
2. PSYCHOMOTOR ASSESSMENT

A. PRACTICE ASSESSMENT SHEET

Subject : __________________________________
Names of Group Members : 1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
Class : __________________________________

SCORE
NO RATED ASPECT INFORMATION
1 2 3 4 5
The ability to 1 = Very Bad
provision of tools 2 = Bad
1 and materials 3 = Good
before and after the 4 = Very Good
activity 5 = Excellent
The ability to
measure the length
2
of radish before
and after treatment
The ability to
deduce the
3
experimental
results
The ability to do
4 experiment
systematically
The ability to
5 manage practice
time
TOTAL SCORE
B. PRESENTATION ASSESSMENT SHEET

Subject : __________________________________
Names of Group Members : 1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
Class : __________________________________

SCORE
NO RATED ASPECT INFORMATION
1 2 3 4 5
The ability to 1 = Very Bad
1
deliver opinions 2 = Bad
The ability to 3 = Good
2
receive opinions 4 = Very Good
The ability to 5 = Excellent
3 generalization all
information
The ability to
4
answer question
The ability to
5 manage
presentation time
TOTAL SCORE

C. WRITTEN REPORT ASSESSMENT SHEET

 Student’s Name : __________________________________
Class : __________________________________
Subject : __________________________________
Material : __________________________________
Practice : __________________________________

SCORE AND CRITERIA

NO RATED ASPECT
3 2 1
Systematics report include The report is The report is The report is
Cover, Foreword, Table of complete and complete but incomplete
contents, Preliminary, organized so not well and not well
1
Methodology, Results and well organized organized
Discussion, Conclusions,
References
The grammar The grammar The grammar
Writing (use of capital letters, is correct and is not correct is not correct
2 italics, punctuation) and use the or not use the and not use
Language standard standard the standard
language language language
The The The
background background background
description description is description is
3 Preliminary according to not not match to
the topic of appropriate to the topic of
practice the topic of practice
practice
The analysis The analysis The analysis
and discussion results is and discussion
4 Results and Discussion results are correct, but results are
appropriate in the discussion incorrect
context is wrong
The The The
conclusions conclusions is conclusions is
according to not not
the activity appropriate to appropriate to
goals and data the activity the activity
5 Conclusion
acquisition goals or not goals and data
appropriate to acquisition
the data
acquisition

6 References Using the last Using the last Using over the
3 years of 5 years of last 5 years of
 reference reference reference
Assignments Assignments Assignments
are collected are collected are collected
7 Punctuality on time or on 1 day after on 2 or more
before the the deadline days after the
deadline deadline
TOTAL SCORE
3. AFFECTIVE ASSESSMENT

A. PRACTICE ASSESSMENT SHEET

Subject : __________________________________
Material : __________________________________
Class : __________________________________

RATED ASPECT

Responsibility
Cooperation
Discipline

Careness
Honesty
STUDENT’S TOTAL FINAL
NO
NAME SCORE SCORE

1
2
3
4
5
6
7
8
9
10

Score Information :
1 = If students are very inconsistent in showing the behavior aspect in the indicators
2 = If students are less consistent in showing the behavior aspect in the indicators
3 = If students are consistent in showing the behavior aspect in the indicators
4 = If students are very consistent in showing the behavior aspect in the indicators
B. PRESENTATION ASSESSMENT SHEET

Subject : __________________________________
Material : __________________________________
Class : __________________________________

RATED ASPECT

Confidence

Tolerance
Bravery
STUDENT’S TOTAL FINAL
NO
NAME SCORE SCORE

1
2
3
4
5
6
7
8
9
10

Score Information :
1 = If students are very inconsistent in showing the behavior aspect in the indicators
2 = If students are less consistent in showing the behavior aspect in the indicators
3 = If students are consistent in showing the behavior aspect in the indicators
4 = If students are very consistent in showing the behavior aspect in the indicators
 ASSESSMENT SHEET
OF MEMBRANE TRANSPORT MECHANISM

A. CHOOSE THE MOST TRUE ANSWERS BY GIVING A CROSS (X) !

1. Consider with the following statement below!

1) Glucose molecules can move by osmosis.
2) Molecules pass through a partially permeable membrane.
3) Molecules move down a water potential gradient.
Which statements about osmosis are correct?
A. 1, 2 and 3
B. 1 and 2 only
C. 1 and 3 only
D. 2 and 3 only

2. A seedling is placed, with its roots, in a solution containing potassium ions and left
for 48 hours. The relative concentrations of the potassium ions are shown in the table.
Concentration of Concentration of
Potassium Ions in Potassium Ions in
The Solution The Root Hair

Start of Experiment 20 15
After 48 Hours 18 35

How did the potassium ions enter the cell?

Active
Answer Diffusion Osmosis
Transport
A ✓ ✓ X
B ✓ ✓ ✓
C ✓ X X
D X X ✓
Key
✓ : Yes
X : No

3. Which statements about diffusion are correct?

 Molecules Move
from A Higher to A Only Occurs within Rate Slows Down
Answer Lower Living Systems as The Temperature
Concentration Increases

A ✓ ✓ X
B ✓ X X
C X ✓ ✓
D X X ✓
Key
✓ : Yes
X : No

4. The diagram shows a root hair cell and surrounding soil particles.

Osmosis occurs when regions of higher and lower concentration of water molecules
are separated by a partially permeable membrane.
On the diagram, what are these regions?
Higher Lower
Partially Permeable
Answer Concentration Concentration
Membrane
of Water Molecules of Water Molecules
A 1 2 4
B 1 3 4
C 4 2 1
D 4 3 1

5. A student takes a potato and cuts three pieces from it. Each piece is 5 cm × 0.5 cm ×
0.5 cm. He places the three potato pieces into three different sugar solutions. After
two hours, he removes the potato pieces from the sugar solutions and measures their
lengths.

The results are shown in the table.

Length of Potato Piece
Solution
after Two Hours / cm
 X 5,2
Y 4,7
Z 5,3
What can be concluded from these results?
A. Solution Y has a lower water potential than the potato
B. Solution Z has the lowest water potential
C. The potato piece in solution X increases in length because it takes up sugar
D. The potato piece in solution Y decreases in length because it loses sugar

6. The diagram shows the concentration of magnesium ions in a healthy root hair cell of
a plant and in the soil water surrounding it.

For the plant to remain healthy, how will the magnesium ions move?
A. Into the cell by active transport
B. Into the cell by diffusion
C. Out of the cell by active transport
D. Out of the cell by diffusion

7. How do plants absorb nitrate ions by active transport?

A. Against a concentration gradient using energy
B. Against a concentration gradient without using energy
C. Down a concentration gradient using energy
D. Down a concentration gradient without using energy

8. The diagram represents stages in glucose uptake through a cell surface membrane.

Which process is shown?

A. Active transport
B. Facilitated diffusion
C. Osmosis
D. Simple diffusion
9. Some plant and animal cells were placed in different solutions and the result are
shown below.
 Which cells were placed in which solution?
1,0 mol dm-3 Sucrose 1,0 mol dm-3 Salt
Answer
Solution Solution
A 1 and 2 3 and 4
B 1 and 4 3 and 5
C 2 and 4 1 and 3
D 3 and 5 2 and 4

10. Some viruses are able to bind to the cell surface membrane before entering the host
cell. Which sequence of events will lead to a virus invading a cell?
A. Binding to a cholesterol molecule, followed by endocytosis
B. Binding to a glycoprotein receptor, followed by exocytosis
C. Binding to a protein reseptor, followed by endocytosis
D. Binding to the hydrophilic portion of a phospholipid, followed by exocytosis
 STUDENT WORKSHEET
OF DIFFUSION AND OSMOSIS

Group :
Names of Group Members :
1. ________________________
2. ________________________
3. ________________________
4. ________________________
Class :

A. Learning Goals
1. Students are able to diagnosing the mechanism of passive membrane transport in
cells after reading a textbook correctly and clearly
2. In a group, students are able to doing a practicum activity about diffusion and
osmosis in plant tissue appropriate with the practicum instruction
3. In a group, students are able to communicating the experimental results about
diffusion and osmosis in plant tissue through presentation in front of the class
4. In a group, students are able to presenting a written report based on the
experimental results about diffusion and osmosis in plant tissue completely

B. Activity Goals
1. Explaining the effect of the sucrose’s concentration on length changes of pieces of
radish tissue (Raphanus sativus)
2. Identifying the sucrose’s concentration that doesn’t cause the length changes of
pieces of radish tissue (Raphanus sativus)

C. Basic Theory
Passive membrane transport occurs when it follows the direction of the
concentration gradient. It means that passive membrane transport occurs from a
solution that has a high concentration to a solution that has a low concentration
without energy.
Diffusion and osmosis are examples of the passive membrane transport
process. Diffusion is the movement of particles from a high concentration to a low
concentration with or without a membrane whereas Osmosis is the diffusion of water
through a semipermeable membrane from high concentration place to a low
concentration place, and it will continue until have the same concentration in both
membrane.

D. Tools and Materials

1. Tools
a. Beaker glass or plastic cup 6 pieces
b. Measure glass 1 pieces
 c. Ruler 1 pieces
d. Knife 1 pieces
e. Tweezers 1 pieces
f. Plastic Sufficiently
g. Rubber 6 pieces

2. Materials
a. Radish (Raphanus sativus) Sufficiently
b. Sucrose’s solution with various 20 mL for each concentration
concentration 0 M; 0,2 M; 0,4 M;
0,6 M; 0,8 M; dan 1 M

E. Activity Method
1. Preparing tools and materials
2. Labeling each beaker glass or plastic cup
3. Pouring the Sucrose’s solution with various concentration 0 M; 0,2 M; 0,4 M; 0,6
M; 0,8 M; dan 1 M into beaker glass or plastic cup that has been labeled
4. Cutting the radish with the length is 2 cm into 3 pieces for each beaker glass
5. The pieces of radish was soaked in Sucrose’s solution
6. Covering the beaker glass using plastic and rubber tightly to reduce evaporation
7. Observed and measured again the length of each pieces after soaking for 30
minutes
8. Put the data of experimental results in table below

Table 1. Effect of Sucrose’s Solution on Length Changes of Pieces of Radish Tissue

(Raphanus sativus)
Mean The Mean The
The First The Last First Last Increased
Concentration
Length of Length of Length of Length of Length of
No of Sucrose’s
Radish Radish Radish Tissue
Solution (M) Radish/ 1 Radish / 2
(cm) (cm) (cm)
(cm) (cm)

1. 0

2. 0,2
3. 0,4

4. 0,6

5. 0,8

6. 1

9. Comparing the differences between the length of radish before and after treatment

F. Discussion
1. Is there a difference between the length of radish before and after treatment?
Answer :
_________________________________________________________________
_________________________________________________________________

2. Why it can be happened?

Answer :
_________________________________________________________________
_________________________________________________________________

3. Why is it necessary to look for a concentration grade of sucrose’s solution that

doesn’t cause an increase in the length of radish (Raphanus sativus)?
Answer :
_________________________________________________________________
_________________________________________________________________

G. Communication
1. Presenting the discussion’s result in front of class