LESSON
PLAN
(RPP)
Subjects : Biology
Class / Semester : X (Ten) / 1
Meetings : 1
Time allocation : 2 X 45 (One time Meeting)
Competency Standard : 3. Understanding
the benefit of biodiversity
Basic
Competence :
3.3 Describe the division characteristics of plantae
and the role of survival on earth.
I.
Indicators
of Achievement of Competence
1.
Explain the general characteristics that distinguish
Kormophyta spores with Kormophyta seeded
2.
Comparing the characteristics of plants
gymnosperms with Angiosperm.
3.
Describe the plants belonging to the dicotyledonous and monocotyledons
4.
Mention the role of plants including Spermatophyte
II.
Learning
Objectives
1.
Students can explain the general characteristics with seed Kormophyta.
2.
Students can mention the basics of classification of Spermatophyte.
3.
Students can describe the characteristics of plants gymnosperms
4.
Students can describe the characteristics of plants Angiosperm.
5. Students can group Angiosperm
plant included class
dicotyledonous and monocotyledon
6.
Students can identify the role of plants that includes Spermatophyte
in life.
III.
Learning
Methods
Disscussion
and debriefing
IV.
Learning Models
NHT (Number Head Together)
V. Learning Activity
(Third Meeting)
No.
|
Syntaks
|
Activity
|
|
Teacher
|
Students
|
||
Initial activities
Phase
1:
Outlines the objectives and motivate students
|
Initial
Activities (10 Minutes)
a.
Motivate the student
that showing the picture and ask what the different between nuts (dicotyledonous)
and coconut (monocotyledone)
b.
Showing the topic “agiosperm
and gymnosperm” and write the learning objective.
c. Exploration
the student initial knowledge through questions “what do you know about
agiosperm and gymnosperm”
|
a. Answer
the teacher question (teachers' expectations of students for example dicotyledonous is plant that have two cotyledon and the monocotyledone is plant that have one cotyledone ).
b. Write
the topic which will be studied
c. Answer
the teacher question (teachers' expectations student answer by their initial knowledge )
|
|
Phase
2
present information
|
d. Teacher present the information
shortly about main characteristic monocotyledone and dicotyledonous and the role of kromophyte
seeded.
|
d.
Student listening to the teacher's explanation and
record important information presented.
|
|
3.
|
Core Activities
Phase 3: Organize students into learning groups
|
Core Activities : (60 Minutes)
|
a.
Student sit with
their group
b.
Student get the number from teacher
c.
Student get the student
work sheet
|
4.
|
Phase
4 : Guiding study groups and
working
|
a. Teachers guide and oversee the
group discussion and observing the behavior of students in
discussion
|
a.
Students working on worksheets that
were distributed in groups of teachers and ask
for help if there is a question worksheets teachers are poorly understood
|
5.
|
Phase
5 :
Group
Discussion
|
b. Teachers call one of the
numbers in one group and asked
for a report on the work group
|
b. Students report
on the work group
|
Closing Activities
Phase 6: Reflection, Evaluation, and Assignment |
Closing Activities (10 Minutes)
a.
Give a brief evaluation to students
b.
The teacher informs the students will learn the material at their next meeting and ask the students
to read the
material at home
|
a.
students working on evaluation
b.
Students listen and record the material
to be learned at home for the next
meeting
|
|
VI. Tool/Material/Source
·
Book High School Biology Class X
·
Visual Media
VII. Scoring Guidelines
If the answer is correct scores 1
If the answer is not correct scores
0
acquisition value =
Scores acquisition x 100
total score
VIII.
Assesment
Formative tests
Cognitive Assessment Form
Makassar, June 2015
Knowing,
Biology
Teacher Student Researches
( ) (Nur Hafri
Mulyani)
ID.
ID: 1114040204
