LESSON PLAN Level of Education Subject Grade/Semester Meetings Time Allocation : X/1 : 2 meetings : 4 x 45 minutes : SMA : Accounting

A. Standard of Competence: Understanding problems in economy in reference to the human needs, scarceness, and economy system B. Basic Competency: Identifying human needs C. Indicators: Describing needs based on the intensity Describing needs based on the characteristics Describing needs based on the subject Describing needs based on the time Describing many types of goods D. Instructional Goals After the T-L process, students are able to: Identify human needs; Describe goods as a need-satisfier tool E. Teaching Materials Human needs Goods as a need-satisfier tool F. Teaching-Learning Methods Presentation, question-answer, and exercising G. Teaching-Learning strategies First Meeting 1. Pre-Teaching Activities

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 Teacher explains the learning materials. Teacher explains the benefits of learning the human needs and their types. 2. Main activities Teacher explains the material on Human needs and their types. Teacher gives examples of human needs. Teacher asks students to identify their needs. Teacher gives a task. 3. Post Teaching Activities Teacher gives a strengthening towards the result of the identification done by the students. Teacher supervises the students and gives reflections. Teacher gives a general view of the next-meeting material. Second Meeting 1. Pre-Teaching Activities Teacher explains todays material. Teacher explains the benefits of learning goods as a human need-satisfier tool and their types. 2. Main Activities Teacher explains the material on goods as a human need-satisfier tool and their types. Teacher gives examples of many types of goods. Teacher asks students to identify the types of goods. Teacher gives a task.. 3. Post-Teaching Activities Teacher gives a strengthening towards the result of the identification done by the students. Teacher supervises the students and gives reflections. Teacher gives a general view of the next-meeting material. H. Instruments and sources Pictures/ photos Some information from the articles and cases in mass media Book entitled Kompetensi Dasar Ekonomi 1 for grade X Chapter 1. Other relevant economics books

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I. Assestments 1. Assessment technique a. written test b. Tasks 2. Forms of instrument a. essay test 1) Why do the types and numbers of human needs always develop? 2) Mention the ways to group human needs. 3) Mention the ways to group goods as a need-satisfier tool. 4) Mention the human needs based on their intensity. 5) Mention some factors becoming the consideration in fulfilling needs. b. Task Identify and classify you and your familys needs and based on the way of grouping.

Approved by: Headrmaster,

.......................................... Teacher,

....................................... NIP.

.......................................... NIP.

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LESSON PLAN
Subject Grade / Semester Meeting Allocated time : Citizenship : X/I : 1st : 2 x 45

1. Standard of Competence: 1. Understanding the reality of the nation and the state of NKRI 2. Basic Competency: 1.1.Describing the truth of nation and state and the elements establishing a state. 3. Indicators: Describing the definition of state Describing the elements establishing a state Explaining the history of a state established Describing the elements establishing a state

4. Instructional Objective: Students are able to describe the definition of a state and describe the elements establishing a state 5. Teaching Learning Materials: The truth of a nation and the elements establishing a state are: 1. The definition of nation according some experts 2. The elements establishing a state 3. The history of a state established 4. The elements establishing a state 6. Teaching Learning Materials : cooperative technique JIGSAW (modell of expert team) 7. Teaching Learning Strategies 1. Pre-Teaching Activities Question and answer on the previous meeting material (review) Presenting todays materials

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Informing the basic competence which want to be obtained in T-L process 2. Main Activity 3. Having a class discussion in group on the following topics: 1 : Describing the definition of a nation 2 : Explaining the elements a nation was established 3 : Explaning the history a nation was established 4 : Explaining the elements a state was established 4. Teacher asks each team to present the results of the discussion in whole class discussion and make a conclusion. 5. Teacher supervises students while whole-class discussion and gives a clarification if there is a mistake in the concepts.

C.

Post-Teaching Activities Teacher and students make a final conclusion as a strengthening Teacher give an oral post-test on the materials that have been learnt Teacher and students do a reflection Teacher gives tasks to students to submit the written report of the result of the class discussion on the next meeting. Teacher closes the lesson with salutation

8. Instruments and Sources Instruments : Papers of lottery OHP

Sources : Citizenship book for grade X of SMA Constitution book for SMA grade 3 3 Basic materials on Politics Dasar-dasar Ilmu Politik Other relevant books Articles / news from mass media.

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9. Assessment A test in the form of essay questions 1. There are various opinions on the definions of nation conveyed by many experts. In your opinion, what is the formulation of the definition od nation? 2. Explain the elements of how a nation was established. Did Indonesia fulfill the elements? 3. Explain the origin of a state. How is the origin of Indonesia? 4. Explain the elements on how a state was established. Did Indonesia have the elements? mention 4 examples of attitudes that show you as a part of indonesian nation and state. Every perfect answer gets 20,a correct answer which is not perfect gets less than 20 (teachers policy), a wrong answer gets 0. The maximum score is 100 and the minimal score is 0. An assessment towards the process and the result of students presentation both in each group discussion and in the whole class discussion, and individual responsibility towards his/her group. The format of the observation worksheet
INDICATORS OF ATTITUDE AND THE NUMBER OF INDICATORS No Name Dili gent Discep line Hones ty Men ner Teamworki ng Care responsibili ty Respecti ng other opinion Averag e score

Answer the following questions in details.

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

Score criteria : 1 = very bad 2 = bad 22

3 = fair 4 = good 5 = very good Assessment criteria : 15 20 = very bad (VB) 21 25 = bad (B) 26 30 = Fair (F) 31 35 = Good (G) 36 40 = very good (VG) The maximum score is 40 which is got from 5 (the highest score for attitude) x 8 (8 types of observed attitude). An assessment towards students works in the form written report. .......................................... Teacher,

Approved by: Headrmaster,

....................................... NIP.

.......................................... NIP.

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LESSON PLAN I. LESSON IDENTITY

1. Lesson 2. Main material 3. Class/ Semester 4. Time : : Biology : Mutation : XII Science / 1 : 5 X 45

II. STANDARD OF COMPETENCE, BASIC COMPETENCY, INDICATORS: a. Standard of competence: Students are able to understand the Heredity basic concept and its implication to SALINGTEMAS (Science, Environment, Technology and Society) b. Basic competency : 3.5 Explain mutation process and its implication and SALINGTEMAS c. Indicators: 3.5.1 Identifying the kinds of chromosome mutation caused by the change of a number of structure and running number in chromosome 3.5.2. Relating between mutation causative factors and the kinds of obvious mutation 3.5.3. Differing between natural mutation an d imitative mutation 3.5.4. Studying the mutation effects and benefits for human and other creatures III. LEARNING OBJECTIVES: After discussing mutation, its causes and results towards organism, students are able to : 1. Explain the kinds of gene mutation and its result correctly. 2. Explain the kinds of mutagen that are applicable in biotechnology correctly. IV. TEACHING LEARNING MATERIAL: 1. Gene mutation and chromosome mutation

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2. Natural mutation and imitation mutation 3. Causes and results of mutation

V. TEACHING LEARNING METHODS: 1. Discussion 2. Presentation 3. Task VI. SOURCES AND AIDS / TEACHING LEANING AIDS: 1. Work sheets 2. Relevant Biology 3 book. 3. Cambell ; according to the material.

VII. TEACHING LEARNING ACTIVITIES: MEATING LESSON ACTIVITIES 1. *Introduction: Apperception: Discovering disease caused by the disable genetic heritance. Knowledge provision : * Main activity : - Learn gene mutation and chromosome mutation 10 using work sheets. - Discuss the problem in group using work sheets. -Presentation : a. Short of gene mutation. b. Short of Mutagen and its side effect. 45 10 gene lethal non disjunction ALLOCATED TIME 10

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*Closing : - Teacher asks the students to make the summary. 2. - Order /task: Learning The Chromosome Mutation *Introduction : Apperception: review the task of last week lesson. Knowledge provision: The change of amount of structure or DNA running number in chromosome which cause abnormality * Main activity : - Discuss using work sheets to identify abnormality: 30 Deletion; Duplication; Inversion; Translocation; catenation. - Presentation: mutation causes a change in chromosome structure. * Closing: -Teacher gives direction to make summary on the 15 discussion result. - Task: Find information on mutation phenomenon which are beneficial for: farmer; doctor, etc and the 3. mutation effects. * Introduction: Knowledge provision: Kinds of mutagen * Main activity: Discussing the positive and negative effects of mutation toward human or any organism * Closing: Evaluation: giving questions 10 30 5 20 15 15

VIII. EVALUATION: a. Cognitive aspects: Questions:

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1. Many abnormalities to human are caused by chromosome mutation. How is the change of changing the chromosome happen and make people in suffer : a). Sindroma Klinefelter. b). Sindroma Turner c). Sindroma Down 2. What is the difference between an-eusomy and aneuploidy , from : a). Change in number chromosome b). Formula chromosome c). Examples of abnormality 3. Chromosome mutation can occur because of the breakage of chromosome structure. Mention 5 kinds of alternation chromosome structure with their schema 4. Mention the benefit which obtainable in live as a result of application from event mutation in : a). Agriculture b). Medical Answers: 1. a). It occurs because of the left over x chromosome , and its formula is 22 AA + XXY b). It occurs because of the shortage of one X gonosome, and its formula is 22AA + XO. c). It occurs because shortage of one chromosome on the 13th pair, and its formula is 45 A + XX or 45 A + XY score: 6 2. DIFFERENCE ANEUSOMI ANEUPLOIDI 1. Change in number On the one pair or more on On the replication set chromosome chromosome the set chromosome 2. Chromosome 2n + 1 called trisomi 3n ; 4n ; 5n ; etc. formula 3. example Score : 6 Syndoma Klinefelter called poly-ploid Non seed water mellon

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3. Five (5) kinds of alternation chromosome structure: a. deficiency b. duplication c. inversion d. translocation e. catenation Score: 3 4. a. The benefits of artificial mutation in agriculture: Score : 3 b. Psychomotor aspects: Participation Having a notion Asking Correct reaction Total c. Affective aspects: Having hand books Collecting the assignment on time Preparing the material for discussion Being serious in study Approved by: Headrmaster, .......................................... Teacher, 100 : 20 : 20 ___________ ; 20 : 20 We can find a bit of blood. Examples: Atomist I rice ; Atomist II rice. Eradication pest with sterile male system b. The benefit of artificial mutation in medical : Therapy for heredity illness

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....................................... NIP. LESSON PLAN Subject Class/Program/Semester Meeting Time Allocation Standard of Competence Basic Competency Material Indicator

.......................................... NIP.

: Physics : X / General/ 2 : 1st : 2 x 45 minute : 5. Applying the electrical concepts in any problem solution and technology production : 5.3. Using electrical measurment tools : Electrical measurement tools Using voltmeter in circuits Using ammeter in circuits Using multimeter in circuits

I. Teaching Learning Objectives Students are be able to : 1. Using voltmeter, ammeter, multi-meter in circuits correctly Reading the measurements of voltmeter, ammeter, multi-meter correctly II. Learning Materials Electrical measurement tools The procedures to use voltmeter, ammeter, and multi-meter The procedures to read the measurement of voltmeter, ammeter and multi-meter

III. Teaching Learning Method: Information Practices - Discussion

IV. Teaching Learning Procedures Time 15 Method/ Teacher Activity Before today' activities : Students Activity Source/Matter / Instruments Instruments:

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minut e

Motivate daily life

students

in

using

voltmeter,amm eter, multimeter, power suply,resistor, cable Present the result of the presentation media

Electrical measurement tools in Make group in work Give directions to students on the work procedures

60 minut e 15 minut e V. Evaluation a. Cognitive Task! Make a conclusion from the discussion

Give a direction to students to present experiment the result of the presentation Write down the conclusions

1. Draw symbols ammeter and voltmeter in circuit! 2. Write of the result of the measurement by ammeter and voltmeter! b. Affective 1. Attendance 2. The content of note books 3. Punctually Submitting 4. Readiness for lesson 5. Attitude/ good manner Scores: Maximum score of each point is 5 Criteria AB if the amount of score is 21 25 Criteria B if the amount of score is 16 20 Criteria C if the amount of score is 15 11 Criteria K if the amount of score is < 11

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c. Psychomotor 1. making a circuit correctly 2. reading ammeter and voltmeter by correctly VI. Follow Up 1. Students are declared to be successful when they have score greater than 61 or equal 2. Students have a remedial when they have score lower than 61 3. Students will get enrichment when they have score greater or equal to 61

Approved by: Headrmaster,

.......................................... Teacher,

....................................... NIP.

.......................................... NIP.

LESSON PLAN

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Level of Education Subject Grade / Semester Time

: SMA : Chemistry :X/2 : 4 meetings / 4 periods

A. Standard of Competence 2. Comprehending the fundamental chemistry laws and its application in chemical calculation (stoichiometry) B. Basic Competency 2.2. Proving and communicating the fundamental chemistry laws through experiments and apply the mole concept in finishing chemical calculation C. Indicators 1. Explaining the definition of Mole 2. Conversing between mole with particle, mass, and volume of substances D. Teaching Learning Objectives Students are able to: 1. Define the concept of Mole 2. Count the amount of mole if students know the mass, the amount of particles, or the molar volume 3. Count the amount of mass, the amount of particles, or molar volume if the students know the amount of mole 4. Find the relation between the amount of mole and the amount of mass, the amount of particles, and the amount of molar volume 5. Count the volume of gas which is not standard condition (not STP) E. Teaching Learning Materials 1. The concept of Mole F. Teaching Learning Methods 1. Question and answer 2. Lecturing G. Sources 1. Sources:

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Chemistry book entitled IA Ganeca Exact on page 126 140 Student work sheets

2. Media : H. Teaching Learning Strategies 1. Pre-teaching activity: Apperception - The way to state substances unit - The way to state the amount of substances in chemistry 2. Main activity 1. No. Teacher activity Student activity Teacher asks the students to state Students answer the substances unit 2. teachers question Time the 10

Teacher explains the amount of Students give attention and 10 substances with mole in chemistry write the lesson

3.

Teacher explains some of the Students give attention, ask, 130 formulas to find the mole and and do the exercises conversion through exercises

4.

Teacher helps the students to Students conclude conclude the learning materials

10

5.

Teacher homework

writes

the

task

/ Students write the task / 20 homework

I. Evaluation Process 1. Affective : a. Attendance b. The content of the note book

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c. Punctually submitting d. Readiness e. Attitude Standard of assessment: A B C D : 8,1 10 : 7,1 8,0 : 6,0 7,0 :<6 2. Psychomotor : 3. Cognitive b. exercises 4. Complete the following table. No. Unsure / compounds 1. 2. 3. 4. 5. Fe Al2(SO4)3 SO3 C5H10 CO(NH2)2 Mass (gram) 112 Mole 0.5 3,25 The amount Molar of particle 1.5 x 1023 Volume (L) X X 6.72 X : : a. exercise forms : oral and written

5. What is the volume of 8 gram CH4 gas which is calculated to 1 L CO gas with the mass 1.4 gram? 6. How much pressure should be provided to C3H8 gas tube which contain 880 gram of gas and it has 16.4 L if it is at 27 0 C ?

J. Follow Up 1. Students are informed to be successful when they have score greater or equal to 60 2. students will get a remedial when they have score lower than 60 3. students will get an enrichment when they have score greater than 60

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Approved by: Headrmaster,

.......................................... Teacher,

....................................... NIP.

.......................................... NIP.

Lesson Plan
Level of Education Subject Grade/Semester : X/1 : SMA : Mathematics

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Meetings Time

: 1-6 : 12 x 45'

1. Standard of Competence: Solving problems relating to the form of square, root, and logarithm 2. Basic Competency: Operating the rules of square, root, and logarithm 3. Indicators : Changing the form of the negative square to the positive one and vise versa Simplifying the algebra which contains round numbers Changing the form of root to the form of square and vice versa Simplifying the form of algebra which contains rational square 4. Learning Objectives Students are able to change the form of the negative square to the positive one and vise versa. Students are able to change the form of square and vice versa. Students are able to change the form of square to the form of logarithm and vice versa. 5. Teaching Materials The form of square and root 6. Teaching Learning Method Lecturing, Discussion, question and answer 7. Teaching-Learning Strategies First Meeting (2 x 45') a. Pre-Teaching Activities 1) Before starting the lesson, teacher asks the students to do some basic questions that should be known for the success of teaching process. 2) Teacher responses the answers of the basic questions from the students. b. Main Activities 1) Teacher asks the students to review and do the example questions related to width and volume to give some view on the square of

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positive round numbers (page 3) and asks them to make a decision. 2) Teacher explains the definition of positive round numbers. 3) Teacher explains the characteristics of round numbers. 4) Still through lecturing, teacher explains the zero square and negative round numbers. 5) Teacher gives a work (page 6) to the students to direct them into the concept of the negative square form to the positive one and vice versa. c. Post-Teaching Activities Teacher and students reflect what they have learnt. Second meeting (2 x 45') a. Pre-Teaching activities Teacher reviews the material related to positive and negative round squares. b. Main Activities 1) Teacher gives some examples on how to simplify the form of round square using its characteristics they have learnt before. 2) Teacher asks students to do a exercise of 1st competence. c. Post Teaching Activity Teacher and students discuss the result of their work on the exercise of 1st competence. Third meeting (2 x 45') a. Pre-Teaching Activities 1) Teacher reviews the rational and irrational numbers. 2) Teacher explains the concept of measured numbers. 3) Teacher gives a task (page 12). 4) The result of students work is discussed together with teacher. b. Main activities Teacher gives an explanation on the form of root. c. Post Teaching Activities Teacher and students reflect what they have learnt. Fourth meeting (2 x 45') a. Pre-Teaching Activities Teacher reviews the form of root.

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b. Main Activities 1) Teacher explains how to operate algebra in root form (with examples) 2) For the enrichment session material, teacher is able to add the material on how to change the form of root to the form of sum (with examples). 3) Students are asked to do the exercise of 2nd competence. 4) Teacher and students discuss the exercise of 2nd competence. 5) Teacher explains how to make the denominator rational (with examples). c. Post Teaching Activities Teacher gives homework on the exercise of 3rd competence. Fifth meeting (2 45') a. Pre-Teaching Activities Teacher reviews the concept of round square. b. Main Teaching Teacher explains how to change the rational square form to root form with examples. c. Post Teaching Teacher and students reflect what they have learnt. Sixth meeting (2 45') a. Pre-Teaching Activities Teacher reviews the rational square. b. Main Teaching Activities Teacher gives an explanation on how to operate algebra to simplify the rational form (with examples). c. Post-Teaching activities Teacher and students discuss the exercise of 4th competence. 8. Tools/ materials/ sources Calculators, logarithm table, Book entitled Khazanah Matematika 1 (Rosihan Ari Y.Indriyastuti; PT Tiga Serangkai Pustaka Mandiri). 9. Assessment Jenis Tagihan : Individual assignment Instrument: evaluation questions in chapter 1 (page 36)

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Approved by: Headrmaster,

.......................................... Teacher,

....................................... NIP.

.......................................... NIP.

Source: Y, Rosihan Ali and Indriyastuti, 2007. KHAZANAH MATEMATIKA1untuk Kelas X SMA dan MA - Silabus dan Rencana Pelaksanaan Pembelajaran (RPP). Solo: PT Tiga Serangkai Pustaka Mandiri.

LESSON PLAN

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School Subject Grade/semester Allocated Time

: SMA : Sociology : XI/1 : 2 x 45 minutes (1 X meeting)

Standard of Competence: 1. Understanding the social structure and the factors causing conflicts and social mobile. Basic Competency Indicators : : 1. 1. Describing the forms of social structure in society live phenomenon. Explaining the truth of the social structure differences Identifying social differences based on races, ethnic, religion, and gender Describing the effects of social differences in the society

Learning Objectives After the T-L Process, students are able to: 1. Describe the definition of the social structure 2. Identify the social difference in the society 3. Differ the effects of the social difference based on observation or cases in the society. Teaching Learning Materials 1. Social Structure 2. Social Difference Teaching Learning Methods 1. Information 2. Individual work 3. Exploration 4. Discussion 5. Lecturing

Teaching Learning Strategies

No. Teaching Learning Activities 40 Allocated Note

time 1. Pre-Teaching Apperception Teacher manage the class to get the lesson started. Then, he/she asks some questions related to Sociology the students have learnt in grade X. Motivation Students pay attention to the T-L objectives on the social structure nd the social difference in society which are conveyed by the teacher. Learning (rambu2 ) Students get a view on the social structure and the social differences in 2. the form of schema. Main Activity a) Students listen to the teacher explaining the definitions, the characteristics, the functions, and the forms of social structure. b) Students do the task on Material Review Test on page 6 of the material book. c) Students listen to the teacher explaining the social differences, and the forms of social differences. d) Students do the task on Material Review Test on page 13 of the material book. e) f) Students work in group to read the articles on page 14 of the material book , then they discuss it in group Students present the results of the discussion in front of class and the teacher becomes the guide of the class discussion. g) Students and teacher make a conclusion based on the result of the discussion. h) Students submit the result of the discussion to be viewed.

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3.

Post-Teaching a. Students do the evaluation task on page 15-18 of the material book. b. Students are given a task to observe the serounding society, than classify them based on the social difference. Then, students make the report. E.Teaching Learning Resources: 1. Sociology Book for SMA grade 2 ESIS page 2- 18 2. The society live 3. Mass media such as magazines, newspapers, additional relevant books F.Instruments 1. White Board 2. Writing tools 3. worksheet 4. Transparent papers for concept 5. Power Point 6. OHP G.Assessment 1. Students works in Material Mastery test on page 6 and 13 of the material book. 2. Students report on the society condition 3. Group discussion on page 14 of the material book

The following is the assessment format of group discussion. No. Name Manner Participation ASSESSMENT ASPECTS Knowledge Skills on conveying idea Total score Presentation

Note: maximum score is 20

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OBSERVATION SHEET FOR GROUP DISCUSSION No Students Name 1 Aspects of scoring 2 3 4 5 Score/ sum 6

Aspects scored: 1. The ability to convey idea 2. The ability to give arguments 3. The ability to give critics 4. The ability to ask questions 5. The ability to use the language correctly 6. Fluency. Scoring Criteria: A. Poor B. Fair C. Quite Good D. Good E. Excellent 1st score 2nd score 3rd score 4th score 5th score ASSESSMENT FORMAT FOR DISCUSSION PROCESS No 1 2 etc Students name 1 Assessment Criteria 2 3 4 Score 5 Score: 2430 = Excellent 1823 = Good 1217 = Fair 611 = Poor

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Notes: 1. Group activity Excellent 2. Individual Responsibility Good 3. Idea Quite good 4. A courage to convey idea 5. A courage to show off

Score range: 1215 9 11 6 8 3 5 1 3 = = = = Fair = Poor

4. Multiple test and essay test in the material book page 15-18 Approved by: Headrmaster, .......................................... Teacher,

....................................... NIP.

.......................................... NIP.

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