PEMERINTAH KOTA BANDUNG

DINAS PENDIDIKAN
SEKOLAH MENENGAH KEJURUAN NEGERI 1 BANDUNG
Bidang Keahlian : Bisnis Manajemen Dan Pariwisata
Jalan Wastukancana No 3 Tlp (022) 4204514 / Fax (022) 4209105 Bandung 40117
e-mail : smkn1_bdg@yahoo.com / website : www.smkn1bandung.com

LESSON PLAN

School Name : SMK Negeri 1 Kota Bandung

Competency Program : Management Business
Subject : Environmental Education
Grade/ Semester : X/1
Meeting : 2- 3
Time : 4 x 45 minutes

Core Competence
CC 1 : Live and practice the teachings of their religion.
CC 2 : Developing characters (honest, discipline, responsibility, caring, polite, friendly
environment, mutual aid, cooperation, peace-loving, responsive and pro-active) and
demonstrate characters as part of a solution to the various problems of the nation in
interacting effectively with the social environment and nature as well as in placing
themselves as a reflection of the nation in the associationwith the world.
CC 3 : Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
CC 4 : Understand and apply factual knowledge, conceptual, procedural in 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 that is specific to their talents and interests to solve the problem.

Basic Competence:
2.1. Show scientic behaviour (curious, disciplined, honest, objective, open, able to distinguish
between fact and opinion, tenacious, thorough, responsible, critical, creative, innovative,
democratic, communicative) in designing and conducting experiments and discussions are
realized in everyday attitudes.
2.2. Shows the behavior of cooperation, polite, tolerant, peace-loving and caring environment and
saving in the use of natural resources.
2.3. Exhibit behaviors responsive and proactive and prudent as a manifestation of the ability to solve
problems and make decisions
3.2. Explains the interrelationship between humans and the environment
3.3. Explaining the activities that result in negative impacts on the environment
4.2. Making sense of the interrelationship between humans and the environment
4.3. Making sense of events that resulted in negative impacts on the environment

Indicators :
• The interrelationship between components of the environment described by the
interaction.
• Negative activities of environmental impacts described correctly.
Learning Goal :
• With discussions in study group on the topic of understanding and grouping of elements of the
Environment, it is expected that students actively involved in observing (Observing), ask
(Questioning), reasoning (Assosiating), try (experimenting) and associate (Networking) between
concepts in learning and responsible within the group, with the aim that students can:
• Through discussion and observation the student could describe the interrelationships between
environmental components based interactions.
• Through discussion and observation the student can describe activities that become negative
impact on the environment.

Learning Material :
• Understanding that all human activities will affect the environment
• Understanding the exploitation of ecosystems exploitation
• Benefits and ecosystems exploitation
• The impact of the exploitation of large-Basaran on society and the environment.
• Increasing the volume of waste due to human activities.
• Efforts should be made to overcome the negative impacts of the activities that have
been carried out.

Learning Model or Method

The approach used is a scientific approach to the discovery Learning model (Discovery Learning) and
the Cooperative Learning method.

Learning Steps :

2nd Meeting
Learning Activities Time
• Teachers prepare students psychologically and physically to say hello and check 10‫׳‬
student attendance.
preliminary

• Teachers confirm the students to pray Duha.

• As apersepsi teacher asked a question about what will happen when there are no
plants on earth?
• Teachers convey the range of material and learning objectives to be achieved by
students that the interrelationships between environmental components based
interactions.
• Teachers organize students into 8 groups consisting of 4-5 people, and then adjust the
seating position to be in groups
 Observing 60‫׳‬
• Students study literature and searched the Internet to obtain examples of the
Core Activities

interrelationships between environmental components

Questioning
• Asking questions related to observations about the interrelationships between
environmental components .
Exploring
• Students discuss the interrelationships between environmental components
• Students discuss the influence of barriers on one of the components of the
environment on the interrelationships between environmental components
Associating
• Students make conclusions about the interrelationships between environmental
components based on observations and discussions of each group.
Communicating
• Presenting abstraction learning outcomes reciprocal relationship between the
components of the environment, and give attention to the responses of other
group.

• Students concludes the discussion and the teacher's explanations regarding the 20‫׳‬
Final Activities

interrelationships between environmental components .

• Students give the example of a reciprocal relationship between the components of
the environment
• Students give feedback abouthe interrelationships between environmental
components.
• Delivering a plan subject to a subsequent meeting on the activities that become
negative impact on the environment

3rd Meeting
Learning Activities Time
• Teachers prepare students psychologically and physically to say hello and check 10‫׳‬
student attendance and student representatives requested the lead.
preeliminery

• Teacher asks the students to put his hand into his locker and pulled out all the
contents of the lockers.
• Students give feedback about students who often keep garbage in a locker.
• Teachers convey the range of material and learning objectives to be achieved,
namely the students describe activities that become negative impact on the
environment.
• Teachers organize students into 8 groups consisting of 4-5 people, and then adjust
the seating position in groups.
 Observing 60‫׳‬
• Students study literature and search the Internet to obtain examples of
Core Activities

activities that become negative impact on the environmentt

Questioning
• Students are asked questions related to the direct observation of the activities
that become negative impact on the environment.
Exploring
• Students discuss the activities that become negative impact on the environment
based on the results of each group.
• Students discuss how to find solution to tackle the activities into environmental
impact
Associating
• Students conclude all activities that become negative impact on the environment
• Students conclude the solution to reduce activities that become negative impact
on the environment which is based on the observation and discussion of each
group.
Communicating
• Present the results abstraction learning activities that become negative impact on
the environment in front of the class and find solutions to solve them, and pay
attention to feedback from other groups.
• Students concludes the discussion and the teacher's explanations regarding the 20‫׳‬
Final Activities

activities that become negative impact on the environment and solutions to solve
them.
• Students give the example of activities that become negative impact on the
environment and find solutions to solve them.
• Delivering the plan subject to the next meeting about applying the values of
order, cleanliness and beauty in life at home, school and in the community and
ask students to look for the prevailing order in the school and in the community.

Tools, Materials and Learning Resources:

Tools and Masterials : A set of Multi Media Internet

Learning Resources : Environment Books For SMK. High School Biology Books
Evaluation
Task:
• Read and observe, understanding of the interrelationship between the components -
components of the environment described by the interaction and activities that become
negative environmental impacts described correctly.
• Fill out the worksheet correctly and comprehensively.
Portofolio:
• Develop and make a summary of the tasks .

1. Test:

• test quiz about the interrelationship between the components of the environment described
by the interaction and activities that become negative environmental impacts which are
described correctly
2. Skills and Characters:
Evaluation
No Evaluation Time
technique
1. Characters
a. Actively involved in learning. Observation Learning
b. Cooperating in group activities. process
c. Tolerant of different problem-solving process and
creative.
d. Consistent with the task being performed.
e. Discipline in doing the task.
f. Honest in doing their jobs.
g. Responsible for the group
h. Curiosity
i. Concern about a group of friends or other groups

2. Knowledge
- Understand the interrelationships between environmental Authentic Individual and
components based interactions. Test group task
- Understand the activities that become negative impact on
the environment.
- Understand the solutions to address activities that become
negative impact on the environment

3. Skills
invent the concept of the interrelationship between the Project Completion of
components of the environment based on the interaction Evaluation tasks (both
and activities that become negative impact on the individual and
environment. group) and the
current
discussion

Bandung, October 2016

Teacher,

Dini Siti Anggraeni, S.Pd, M.Si

NIP. 19850423 200902 2 002