LESSON PLAN JUNIOR HIGH SCHOOL

COMPOSED BY: SRI HAYUNI 409342029 BIOLOGY BILINGUAL 09

MATHEMATICS AND SCIENCE FACULTY STATE UNIVERSITY OF MEDAN 2012

LESSON PLAN

Subject Grade / Semester Topic Time Allocation

: Science (Natural Sciences) : VIII (Eight) Junior Hiigh School/ Semester 1 : Human system : 4 x 40 Minutes

Competency Standard 2. Understanding the various systems in human life. Basic Competencies 2.1 Describing the motion system in humans and its relationship to health. Indicators 1. Comparing the constituent organs of the human motion system. 2. Differentiating the function of cartilage, bone hard, muscles, and joints as a constituent of the body frame. 3. Identify the kinds of joints and their functions. 4. Lists examples of disorders and diseases associated with bone and muscle are commonly encountered in everyday life and efforts to overcome them.

A. OBJECTIVES: By doing the learning process and experiment, to be expected learners can: 1. Mention the tool motion in humans. 2. Mention the functions of the human skeleton. 3. Distinguishing characteristics of cartilage and bone hard. 4. Mention the bones that make up the human skeleton. 5. Describes the characteristics of the bones that make up the human skeleton. 6. Which types of relationships between bones. 7. Explain the functions of the various joints. 8. Explain disorders and diseases of the bone. 9. Mention the types of muscle in humans.

10. Distinguishing characteristics of striated muscle, smooth muscle and cardiac muscle. 11. Explaining how the muscles work. 12. Distinguish the nature of work the opposite muscles and muscles work together. 13. Explain disorders and diseases of the muscles. 14. Distinguish motion in vertebrate animals.

B. LEARNING METHOD Learning Approach Method : Contextual : Demonstration Direct Instruction (DI) Group Discussion Observation Learning Material: The cranial bones makeup the protective frame of bone around the brain. The cranial bones are: 1. The frontal forms part of the cranial cavity as well as the forehead, the brow ridges and the nasal cavity. 2. The left and right parietal forms much of the superior and lateral portions of the cranium. 3. The left and right temporal form the lateral walls of the cranium as well as housing the external ear. 4. The occipital forms the posterior and inferior portions of the cranium. Many neck muscles attach here as this is the point of articulation with the neck. 5. The sphenoid forms part of the eye orbit and helps to form the floor of the cranium 6. The ethmoid forms the medial portions of the orbits and the roof of the nasal cavity.

C. LEARNING ACTIVITY FIRST LESSON (2 Hours) a. Activities Introduction Motivation and apperception

 Motion anything you do every day? Why when we hold the earlobe feels supple? Prerequisite knowledge How does the mechanism of motion in humans? What is the function of cartilage? Pre-experiment Be careful using carta or the model order.

b. Core Activities Teachers guide students in forming a group. Learners (teacher-led) to discuss the tool motion in humans. \ Learners discussion group about the functions of the human skeleton. The representative of each group was asked which types of cartilage and bone hard. Learners discuss the different characteristics of cartilage and bone hard. Learners are presented the results of discussions in the classical style. Teachers respond to the discussion of students and provide real information. The representative of each group asked to name the bones that make up the human skeleton (skull, bone loss, and limb bones). Learners discussion group about the different characteristics of the bones that make up the human skeleton. The representative of each group was asked to take carta or model of the human frame. The teacher presented the work steps to perform experiments to observe the human frame and its constituent bones Learners in each group conducted experiments according to the steps described teachers' work. Teachers conducted experiments examining whether students have done right or not. If there is still a learner or group that has not been able to do it right, the teacher can provide direct guidance. Learners (teacher-led) discuss the relationship between bones (diartrosis and amfiartrosis).

 Learners discussion group about the characteristics and functions of the various joints. Learners are presented the results of discussions in the classical style. Teachers respond to the discussion of students and provide real information. The teacher explains the various causes as well as examples of disorders and diseases of the bone.

c.

Closing Activities Teachers give awards to groups that have good performance and cooperation. Learners (teacher-led) to create a summary discussion. Teachers give homework in the form of exercises.

SECOND MEETING (2 Hours) a. Activities Introduction Motivation and apperception Is the heart muscle work is influenced by our awareness? How can a snake move? Prerequisite knowledge How do the characteristics of cardiac muscle? Does that make up the framework of a snake?

b. Core Activities Teachers guide learners in the formation of groups, each group consisting of 34 students are men and women of different abilities. Learners (teacher-led) discusses the types of muscle in humans. Learners in each group discuss the different characteristics of striated muscle, smooth muscle and cardiac muscle. Learners (teacher-led) discusses how the muscles work. The representative of each group was asked to explain the differences in contrast and simultaneously working muscles. Learners are presented the results of discussions in the classical style. Teachers respond to the discussion of students and provide real information.

 The teacher explains the characteristics of disorders and diseases of the muscles. Learners (teacher-led) to discuss the motion in vertebrate animals. The teacher divides the task group: 2 groups were given the task of observing the motion of fish. 2 groups were given the task of observing the motion on the amphibians. 2 groups were given the task of observing the motion in reptiles. 2 groups were given the task of observing the motion of birds. 2 groups were given the task of observing the motion in mammals. The task group was given 1 week prior to the learning process implemented. Each group was asked to report the results of observations in the form of paper. Each group was asked to present the results of their discussion in front of the other groups. Teachers respond to the discussion of students and provide real information. Learners pay attention to video show about the motion system in humans and vertebrate animals that have been prepared by the teacher.

c. Closing Activities Teachers give awards to groups that have good performance and cooperation. Learners (teacher-led) to create a summary discussion. Teachers give homework in the form of exercises.

D. ASSESSMENT

a. Assessment Techniques: Written test Test performance Assignment b. Forms of Instrument: Test PG Test entry Test identification

 Task house c. Examples of Instruments: Example of test PG Floating rib numbered ... a. Two pairs of b. Three pairs of Example of field tests The relationship between bones that can lead to free movement is called .... Examples of identification tests No Direction kind of joint movement Example 1. Bone is one rotary joints around the end of another bone Head Examples of chores Make a clipping about a variety of disorders and diseases of the bone so that you have insight into a disorder or disease of bone. Give a description or comment on each picture in the scrapbook. You can search for the source images or articles on the topic of magazines, newspapers, or internet, then assemble the teacher. c. Four pairs of d. Five pairs of

E. LEARNING RESOURCES 1. IPA Integrated Jl.2A book pages 35-64 2. Video motion system 3. Carta motion system

Approve by Principal of SMP PERTIWI

Medan, Desember 2011 Biology teacher,

Drs H, Sahlan Daulay, MPd NIP. 19580601 198101 1 006

Sri Hayuni, B.Sc, S. Pd S.I.D 409342029

ASSIGNMENT

Student answer the description of picture below!

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