LESSON PLAN

(RPP)

Subject : Science (Natural Sciences)
Class / Semester : VII (seven) / Semester II
Meetings : 8 and 9
Allocation Time : 2x50 minutes
Competency Standard : 3. Understanding knowledge (factual, conceptual, and procedural) based
on his curiosity about science, technology, arts, culture and events related
phenomena seem eye
Basic Competence : 3.2 Identify characteristics of living and nonliving things and living
things that exist in the surrounding environment

Objectives : Learners will be able to:
1. Explaining differences in living things and nonliving things.
2. Mention the characteristics of non-living beings.
3. Knowing the plant reaction to stimuli.
4. Determine the characteristics of living things based on observation.
5. Create reports characteristics of living things based on the results of observation.
6. Explaining the difference between animals and plants.

I. Indicator
1. Identify the characteristics of living things.
2. Creating reports the characteristics of living things based on observation.
3. Distinguishing characteristics of plants and animals.

II. Teaching Materials
1. Characteristics of living things
2. Differences between plants and animals

III. Approaches, Models, and Methods of Learning
- Approach: Nature Exploration (attached)
- Learning Strategies: Cooperative Learning (attached), Inquiry Process (attached)
- Model: Cooperative Script (attached)
- Methods: Discussion, Observation, Assignment, Lecture
- Media: Implementation of the game (attached)
- Tools and materials: student observation sheet (attached), Student Activity Sheet
(attached), Observation Sheet (attached), Self-Assessment Sheet (attached), written
Problem Sheet (attached), Student Presentation Assessment Sheet (attached).

IV. Learning Activity
NO
Activity
Teacher Students
1 Early Activity (5 minutes)
Teachers enter the classroom and convey
greeting

Teachers check student attendance and
students respond with a polite
(tolerance, honesty, courtesy)

Teachers motivate learners with the show
rocks and fish, and then ask the question 'Do
you know what are these? (curiosity, self-
confidence, hard work)

Continuing the question 'Do you know the
difference between a rock and a fish?'
Writing topics will be studied, namely
'characteristics - characteristics of Living
Things'










Replying to the teachers question
(teacher expectations, students answer
'fish and rock')



Writing topics will be studied




Writing learning objectives
Answering the question of teachers (the
teacher expectations, students answered 'a
collection of cells forming a tissue')

Mention the learning objectives to be
achieved in the study

Core Activities (60 minutes)

Exploration
Explore the learners 'prior knowledge by
asking' Have you ever noticed about nature?


Dividing the students into 2 types of groups:
type A and type B.
Each group consists of 4 students.

Distribute Worksheet 1 to each student
group type A and Worksheet 2 to each
student group type B

Elaboration

The teacher pair a student from the group 1
to a student from the group 2

Teachers and learners establish who first
acts as speaker and who acts as a listener. A
student served as a speaker, which deliver
the activities and results of operations as a
learner and a listener.


Replying to a question the teacher
(teacher expectations, students can
answer according preliminary
knowledge of each that they have)

Learners sit in groups





Receiving the LKS according to the
teachers division






Pairs, one of a group of type A, a type
of group B.

Assign roles: A person act as the
speaker and a student act as the
listener. Speakers (from the group of
type A) deliver activities and results
of its activities to the listener (from


Teacher asks students to exchange roles,
initially as a speaker acts as a listener and as
a listener previously acted as speaker


The teacher asks one pair to present their
activities in classroom discussions

Confirmation
The students ask question that they still not
understand to the teacher (to be honest,
confident, communicative)

The teacher explains again the unknown
matter to the students

Teachers provide reinforcement to the
results of the discussion (examples in
providing reinforcement on key concepts
presented in the materials essential)

Teachers give awards to the best group
(honestly, appreciate the achievements)
group B type)

Exchanging roles, Speaker (of the
group of type B) deliver the activities
and the results of its activities to the
listener (from the group of type A)

Implement an oral presentation and
discussion


Take note of explanation and the
reinforcement received from teachers
Closing (15 minutes)

Teachers guide students take the conclusions
Conclusion conceptual learners must be
obtained after the learning process include:
the characteristics of living things is


Compile and note the conclusions



growing, breeding, breathing, responding to
stimuli

Assign students to summarize the
information and answer questions



Carry out the task of teachers

Learning Resources
a. Science books Biology Yudistira page 61-72
b. Equipment and lab materials
c. Environment

Assessment of Learning Outcomes
a. Assessment Techniques:
- Test performance
- The written test

b. Form of Instruments:
- Test the performance of the product
- PG
- A brief description

c. Example Instrument:
- Examples of product performance tests:
Knowing the Mimosa pudica plant reactions to the tactile stimulation and water.








Appendix 1
Cooperative Learning
Cooperative learning is a learning theory which developed from constructivism as
developing cognitive structures to build their own knowledge through rational thinking
(Rustaman et al., 2003: 206).
1. Definition of Cooperative Learning
Learning system of mutual cooperation or cooperative learning is a teaching system that gives an
opportunity to the students to work together with fellow students in a structured tasks.
Cooperative learning is known as learning in groups. However, cooperative learning is more than
just a study group or working in cooperative learning groups because no encouragement or task
structure that is cooperatively so as to allow open interaction and relationships that are effective
interdependence among group members (Sugandi, 2002:14).
Employment relationship as it allows the emergence of a positive perception about what
students can do to achieve success by his ability to learn and contribute individually from other
group members while studying together in groups. To achieve maximum results, it must be
applied to the five elements of the learning model of mutual cooperation, ie:
a. Positive interdependence.
b. Individual responsibility.
c. Face to face.
d. Communication between members.
e. Evaluation of group process.

2. Characteristics of Cooperative Learning
Characteristics of cooperative learning include:
a. Students work in cooperative groups to master academic material.
b. Members of the group are set consisting of low-ability students, medium, and high.
c. If possible, each member of the cooperative groups of different ethnic, cultural, and gender.
d. Reward system oriented to groups rather than individuals.

In addition, there are four stages of cooperative skills that must exist in the cooperative
learning model, ie:
a. Forming (formation) is the skill that is required to form a group and forming attitudes that fit
the norm.
b. Functioning (setting) is the skill that is needed to regulate the activity of the group in
completing tasks and develop cooperation among group members.
c. Formatting (formulation) that is the skills required for the formation of a deeper understanding
of the materials studied, stimulating the use of higher level thinking, and emphasize mastery and
understanding of the material provided.
d. Fermenting (absorption) is the skill that is needed to stimulate the understanding of concepts
before learning, cognitive conflict, looking for more information, and to communicate ideas to
reach a conclusion.

3. Cooperative Learning Techniques cooperative learning techniques such as:
a. Looking for Couple
- Teachers set up some cards that contain multiple concepts.
- Each student gets a single card.
- Each student looking for a partner who has a card that matches the card.
b. Couple exchanging
- Each student gets a partner.
- Teachers give students tasks and solve the assignment with his partner
- When finished, each pair joined to another couple.
- Both the couple exchanged the pair subsequently answer questions and strengthens.
- New findings obtained from the exchange pair were distributed to their original pair.
c. Numbered head
- Students are divided into groups and each student in each group is given a number.
- Teachers give assignments and each group doing that assignment.
- The group decides who is considered the most correct answers and make sure each member of
the group knows the answer.
- Teachers call one student and the student with the called number has to report the results of
their cooperation.
Appendix 2
Inquiry process
Method of inquiry is a method of learning that seeks to instill the fundamentals of
scientific thinking on students, so that students in the learning process is much more to learn
themselves, develop creativity in solving problems. Students actually placed as the subject of
study. The role of the teacher in learning the method of inquiry is as mentor and facilitator. The
task of the teacher is to choose a problem that needs to be submitted to the class to solve. But it is
also possible that the problem to be solved chosen by the student. The next task of the teacher is
to provide a learning resource for students in order to solve the problem.
Components common method of inquiry
Question
Learning usually starts with an opening question that provoke curiosity or admiration of
students and students about a phenomenon. Students are given the opportunity to ask questions,
which are intended as referring to the core questions to be solved by the student. Furthermore,
the teacher asking core questions or core problem to be solved by students. To answer this
question - according to Bloom's Taxonomy - students are required to take several steps such as
evaluation, synthesis, and analysis. The answer to the core can not be found for example in the
textbook, but must be made or constructed.
Student engangement.
In the method of inquiry, the active involvement of students is a must, while the role of
the teacher is as a facilitator. Students not passively write down the answers to questions in the
appropriate fields or to answer the questions at the end of the chapter of a book, but rather
prosecuted involved in creating a product that shows the students' understanding of the concept
being studied or in conducting an investigation.
Cooperative Interaction.
Students are required to communicate, work in pairs or in groups, and discuss ideas. In
this case, the student is not currently compete. Answer to a question that is asked by the teachers
can come in many forms, and may have all the right answers.


The steps to be taken in the use of inquiry method according to Ibrahim and Nur, (2000:
13), among others, as follows:
1. Orientation of students to the problem
The teacher explains the purpose of learning, describes the logistics required and
motivate students engage in problem solving activities.
2. Organize students in learning
Teachers assist students in identifying and organizing tasks related to the problem and
provide the tools
3. Guiding individual and group inquiry
Teachers encourage students to collect appropriate information, carry out experiments
related to problem solving
4. Presenting the results of the activities
Teachers assist students in planning and preparing the appropriate work such as reports
and models that help them to share tasks with friends.
5. Evaluating activities
Teachers help students to reflect on the investigation and discovery process used.
Step used in the method of inquiry begins by teaching a few questions to give some brief
information, straightened out so as not to get lost. Based on existing materials students are
encouraged to think themselves so as to find general principles. How far teachers in guiding
students depend on the ability of students and the material being studied. Inquiry method gives
students the opportunity to investigate and take conclusions.










Appendix 3
Cooperative Script
Scripts Cooperative learning model is a model of learning in which students work in pairs
and take turns verbally summarize, the parts of the material being studied. So Scripts
Cooperative learning model is the delivery of teaching materials that begins with giving a
summary discourse or teaching materials to students who are then given the opportunity to
students to read for a while and give / insert ideas or new ideas into the teaching materials
provided by the teacher, and directed students to demonstrate basic ideas that are less complete
in the material alternately each among partner.
Syntax steps of learning models
Cooperative Script
1. The teacher divides the students to pair up
2. Teachers distribute discourse / materials for each student to read and make a summary
3. Teachers and learners establish who first acts as speaker and who acts as a listener
4. Speakers read summarized as complete as possible, by incorporating the main ideas in
summary while the listener:
o Listening / correcting / show the main ideas that are less complete
o Help remind / memorize the key ideas by connecting with the previous material or other
material
5. Exchanging the role, initially as a speaker and a listener convertible into reverse. As well done
as described above.
6. Teachers and learners compose the conclusions.









Appendix 4
Implementation Guidelines
Modification steps Cooperative learning models Script
1. The teacher writes the lesson topic
2. Teacher writing learning objectives
3. The teacher divides the students into 2 types of groups: A and B. Each group in each type
consists of 4 persons (A-1 = 4, A-2 = 4 so on, B-1 = 4, B-2 = 4, and so on)
4. Each group of type A and B working on different activities (working on worksheets 1 Type A,
Type B works LKS 2)
5. 1 pair of teachers of students with type A group of students from group 1 type B
6. Teachers and learners establish who first acts as speaker and who acts as a listener
7. A student served as a speaker, which deliver tasks and duties and the results of a learner as a
listener
8. Exchanging the role, which initially serves as a listener as a speaker and as a listener
previously acted as speaker
9. The teacher asks one partner to present the results of its activities
10. Class discussion.
11. Teachers provide reinforcement to the results of the discussion.
12. Teachers guide students deducing












Appendix 5
Implementation of the game (attached outside the folder)




Appendix 6
STUDENT ACTIVITY SHEET (LKS) 1 KD 3.2
Note the school yard! Observe living organisms such as chickens, cats, banana trees and
inanimate objects such as rocks, soil, and water! Write down the characteristics of living things
and inanimate objects not possessed!
A. objective
Determine the characteristics of living things based on observations

B. Tools and Materials:
1. Handout characteristics of living things
2. Plant Mimosa pudica
3. Matches
4. Stationery
5. Ruler

C. How it Works:
1. Observe what things are there in the school yard and record all that was found.
2. Do a search for differences in group discussions and inanimate beings.
3. Discuss the characteristics of living things.
4. Then observe the plant Mimosa pudica
5. Experiment knowing Mimosa pudica plant reaction to stimuli by touching the touch in a way
closer carefully flaming matchstick.
6. Draw conclusions from the results of experiments
7. Enter the results of your observations in the following table.







Table 1. School Yard Observation
No. Object Name Characteristics Owned
Information
Reason Living thing Non-living thing





Table 2. Mimosa pudica Observation
Type of Stimulus Part of plant that is given stimulus Plants Reaction
Touch
Tip of leaf
Base of leaf
Stem

D. Discussion Material
1. Based on observations, how many living beings and inanimate objects?
2. What are the characteristics of living things?
3. What happens to the plant Mimosa pudica after a touch with a match?
4. What is the difference of traits between animals and plants?
5. Give conclusions from your observations?











STUDENT ACTIVITY SHEET (LKS) 2 KD 3.2
Note the your home courtyard! Observe living organisms such as chickens, cats, banana
trees and inanimate objects such as rocks, soil, and water! Write down the characteristics of
living things and inanimate objects possessed!

D. objective
Determine the characteristics of living things based on observations
E. Tools and Materials:
1. Handout characteristics of living things
2. Plant Mimosa pudica
3. Water
4. Stationery
5. Ruler

F. How it Works:
1. Observe what things that present in the home courtyard and record the all that was found.
2. Doing a search for differences in group discussions and inanimate beings.
3. Discuss the characteristics of living things.
4. Then observe the plant Mimosa pudica.
5. Experiment knowing Mimosa pudica plant reaction to touch stimuli by way of splashing
water.
6. Draw conclusions from the results of experiments
7. Enter the results of your observations in the following table.

Table 1. Home Courtyard Observation
No. Object Name Characteristics Owned
Information
Reason Living thing Non-living thing




Table 2. Mimosa pudica plant Observation

Type of Stimulus Part of plant that is given stimulus Plants Reaction
Water Drops
Tip of leaf
Base of leaf
Stem

D. Discussion Material
1. Based on observations, how many living beings and inanimate objects?
2. What are the characteristics of living things?
3. What happens to the plant after a Mimosa pudica by splashing water?
4. What is the difference of traits among animals and plants?
5. Give conclusions from your observations?


















Appendix 7
Discussion Answer Rubric of LKS 1 dan LKS 2 KD 3.2
Nu Answer Score
1 Based on observation 5
2 Based on observation 5
3 Answer refers to the scientific facts 10
Total of the Score 20





































Value =



Value =
Appendix 8
The written test
A. Put a cross (x) a, b, c, or d on the right answer

1. Mimosa pudica plant will shut their leaves when touched. This phenomenon is
shows that living things have the ability to .....
a. move
b. irritability
c. nutria
d. respiration

2. Expenditure processes waste products of metabolism in the body is called ....
a. respiration
b. oxidation
c. excretion
d. irritability

3. The purpose of living things breed is
a. produce good offspring
b. preserve the species from extinction
c. add to offspring
d. strengthen the group

4. The following events are grouped events excretion process is ....
a. teak leaf drop during the dry season
b. discharge of blood from a nail puncture wounds
c. release of an egg during the egg-laying chickens
d. perspiration when sweating



5. To replace damaged cells in the body, living things need ....
a. respiration
b. excretion
c. reproduction
d. nutrition

6. Ends of the stems of plants always grow upwards, towards the coming of the light of the
sun. The incident showed that the plant ....
a. require high temperatures
b. sensitivity to stimuli
c. require light
d. move

7. Green plants get food to meet the needs of the way ...
a. suck food from other creatures
b. perform photosynthesis
c. sucking wastes and place his life
d. binds oxygen from free air

8. Respiratory organ in fish called ...
a. tracheal
b. gill
c. pudi air
d. labyrinth

9. Living creatures said to multiply when ....
a. cells increase in size and many
b. cells do not grow
c. cells from multiplying and getting bigger
d. number had grown much

10. Oxygen into the body of organisms used for ...
a. excretion
b. photosynthesis
c. secretion
d. oxidation

B. Answer briefly and precisely!
1. Mention the complete characteristics of living things!
2. Write down two differences characteristics of living organism that distinguish the animals
and plants!
3. Give an example that plants also move!
4. What is the irritability?
5. Why plants that are in desolate dead?


















Answer of the Questions
A. Multiple Choice
1. B
2. C
3. B
4. D
5. D
6. B
7. B
8. B
9. D
10.D

B. A brief description
1. The characteristics of living things is breathing, reaction to stimuli, requires water, need food,
excrete waste, grow and thrive, and multiply.
2. Animals obtain food from plants, while the plants make their own food. Animals reproduce by
means of mating, whereas plants reproduce by seeds. Animals move by using the foot as
locomotor while plants moves to follow the stimulation.
3. One example of moving plants when responding to stimuli, for example in plants are placed
close to the sunlight direction then move the plant to follow the direction of the sun light
4. Irritability is a motion in response to certain stimuli.
5. Plants that are placed and grow in barren will dead as no nutrients. Nutrients derived from the
soil containing water and minerals as food plants.







Appendix 9
Student Presentation Assessment Sheet

Group Name :

Class :


The Assessment of Presentation Table
Nu Assessed
Component
Value (0-100) Integrity
(%) Student
1
Student
2
Student
3
Student 4 Student 5 Student 6
1 Clarity and
systematics in
the delivery of
results
(presentation)
30
2 Objectivity in
answering
questions
(presentation)
50
3 Attitude and
Appearance
(presentation)
20
total 100

Known by
The Headmaster of The Junior High School The Natural Sciences Teacher


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N.I.P. N.I.P.