Jumat, 01 Juli 2011

EXAMPLE OF LESSON PLAN 5


LESSON PLAN

Identity of Subject Matter
School                          : SMA Negeri 8 Yogyakarta
Grade/Semester            : XI / II
Service Program           : SBI
Subject                         : Biology
Topic                           : Blind Spot in Eyesight Sense
Time Allocation            : 15 Minutes

Standard of Competence
Explain structure and function of human and animal organ, anomaly, and/or disease that may be occur with their implication in social, environment, technology, and society.  

Basic Competence
Expain the relevance between structure, function, and process with anomaly/disease that may be occur in human regulation system (nerve, endocrin, and senses)   

Indicator to Achieve the Competence
Understanding existence of blind spot in eyesight sense

Learning Objectives
Students are able to understand the existence of blind spot in eyesight sense

Teaching Materials
In retina of eye, there is fotoreceptor. Fotoreceptor related to cell body of neuron that their neurit make tendon of optical nerve which is the length reach the brain. Part of retina which is passed by bundle of neuron that go to brain have not receptor and does not sensitive to ray. If the ray can reach this part, we can not recognize the ray. This parts namely blind spot. Nerve cell of optic which is the length reach the brain is very important, they have role in eyesight sense. Because of that, we must keep our head from hard collision. Lifting of tooth must also carefully, because it can disturb optic nerve.
      
Approach and Methods
Approach         : Inductive
Methods           : Observation  &  Discussions

Teaching and Learning Process
Time Allocation : 15 Minutes
Teaching and Learning Process
Time (Minutes)
Life Skills Aspects that Developed
Pre-Teaching
1.    Greeting and Asking Students Condition
2.    Asking students understanding  about part of eyesight sense
3.    Stating the Topic and Objectives  
2

While Teaching
1.    Students make 2 group (each groups consists of 2-3 students)
2.    Each group will accept worksheet and some instrument to do observation
3.    Each group do observation or practical based on worksheet and guide by teacher
4.    Each group write the observation and discussion result in student worksheet
5.    One group present their observation and discussion result
6.    Teacher give confirmation about existence of blind spot
8
1.      Observe
2.      Analyses
3.      Braveness
Post Teaching
1.    Teacher make conclusion from discussion and observation result
2.    Teacher evaluate with give question about existence of blind spot
3.    Giving assignment for students to search more information about blind spot
5


Learning Resources
Suyitno,dkk. 2007. Biology2 for Senior High School Year XI Bilingual Based on KTSP 2006. Jakarta: Penerbit Yudhistira.
Wiyati, Jati. 2007. Aktif Biologi Untuk SMA/MA Kelas XI. Jakarta: Penerbit Ganeca Exact.

Assessment
Instrumen  to assess the process of observation and discussion
Psicomotor Accesment
Numb.
Aspect To Assess
Value
1
Each group do the observation or practic based on procedure

2
Each group can identify the object

3
Each group write the data

4
Each group can anlyse the data from observation result


Assessment Guide
Score of Each Number
Total
1
2
3
4
25
25
25
25
100

 Afective Accesment
Numb.
Aspect To Assess
Value
1
Cooperation

2
Dicipline

3
Carefulness


Assessment Guide
Score of Each Number
Total
1
2
3
35
30
35
100


                                                                                                           
            Approved
Lecturer of Microteaching                                                Biology Teacher


       (Suratsih, M.Si.)                                                   (Riza Sativani Hayati)


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