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)