lesson plan curriculum 2013 in English for a topic of high school chemistry learning activities
The implementation plan of learning about Atomic Structure and Periodic Table
LESSON PLAN
School name : MAN 4 Muaro Jambi
Subject : Chemistry
Class
/ Semester : X / 1
Main
Material : Atomic Structure
and Periodic Table
Time Allocation : 8 meetings (24 hours of lessons)
A.
Core
Competencies
1.
To
live and practice the religious teachings that he embraces.
2.
Living
and practicing honest behavior, discipline, responsibility, caring (gotong
royong, work equal, tolerant, peaceful), courteous, responsive and proactive,
and show attitude as part of solutions to problems in interacting effectively
with the social and natural environment as well In placing themselves as a
reflection of the nation in the association of the world.
3.
Understand,
apply, analyze factual, conceptual, procedural based on taste want to know
about science, technology, art, culture, and humanities with insight humanity,
nationality, state, and civilization related causes of phenomena and events,
and apply procedural knowledge to specific areas of study in accordance with
the talent and his interest to solve the problem.
4.
Processing,
reasoning, and presenting in the realm of concrete and abstract realms related
to development from what he learns in school independently, and is able to use
the method according to the rules scholarship.
B.
Basic
Competencies and Indicators of Competency Achievement
KI
|
Basic
competencies
|
Indicators of
Competence Achievement
|
1
|
1.1 Recognizing the regularity of the structure
of matter particles as the supreme form of God almighty and the knowledge of
the structure of matter particles as the result of human creative thinking the
truth is tentative.
|
1.1.1
Recognize and recognize regularity in structure particle as a form of
greatness of God Almighty one.
|
2
|
2.1
Showing scientific behavior (having curiosity, discipline,honest,
objective, open, able to distinguish facts and opinions,tenacious,
responsible, critical, creative, innovative, democratic, communicative) in
designing and experimentinga discussion that is manifested in everyday
attitude.
2.2
Demonstrate cooperative, courteous, tolerant, peaceful,and care about
the environment and efficient in utilizing the source natural resources.
2.3
Demonstrate responsive and proactive behavior and wisdom as a form of
problem-solving ability and make decision.
|
2.1.1 Demonstrate curiosity,
discipline, honesty, conscientiousness, responsible, communicative,
cooperative, and tolerance.
|
3
|
3.2
Analyze the development of the atomic model.
3.3
Analyzing atomic structure based on Bohr and atomic theory the theory
of quantum mechanics.
3.4
Analyze electron configuration relationships and orbital diagrams to
determine the location of elements in the periodic table and the properties
periodic elements.
|
3.3.1
Describe atomic constituent particles.
3.3.2 Identify the atomic arrangement.
3.2.1
Describe the development of the atomic model.
3.4.1
Identify electron and diagram configurationsorbital.
3.4.2
Identify quantum numbers and orbital forms.
3.4.3
Describe the development of the periodic system.
3.4.4
Identify the periodic properties of elements.
|
4
|
4.2
Process and analyze the development of the atomic model.
4.3
Process and analyze atomic structure based on theory bohr atoms and
the theory of quantum mechanics.
4.4
Presents the results of the analysis of electron configuration
relationships and orbital diagram to determine the location of elements in
the periodic table and the periodic properties of the elements.
|
4.2.1
Analyzes the development of the atomic model.
4.3.1
Conducting an atom structure analysis.
4.4.1
Communicate the results of the analysis of the configuration electrons
and orbital diagrams in relation to the location of the element and the
periodic nature of the element.
|
C.
Learning
Materials
1.
First Meeting
atomic Composers
Particles :
a.
Electron
b.
Proton
c.
Neutron
2.
Second Meeting
arrangement of Atom
:
a.
Atom
and Mass ID numbers
b.
Isotopes,
Isobars, and Isotons
3.
Third Meeting
the development
of the Atomic Model :
a.
Dalton
Atomic Theory
b.
Atomic
Theory J.J. Thomson
c.
Rutherford
Atomic Theory
d.
Atoms
Model Niels Bohr
e.
Atomic
Theory of Quantum Mechanics (Modern Atomic Models)
4.
Fourth Meeting
electron
Configuration and Orbital Diagrams :
a.
The
principle of Aufbau
b.
Pauli
ban
c.
Hund's
rule
d.
Writing
Ion-Shaped Electron Configurations
e.
Subshell
Tends to Be Full or Half Full
5.
The Fifth
Meeting
quantum Numbers and Orbital Forms :
a.
Quantum
Numbers
b.
Orbital
Orientation
6.
Sixth Meeting
periodic System
:
a.
The
development of the Periodic System
b.
Determination
of Periods and Classes
c.
Periodic
System and Aufbau Rules
7.
Seventh Meeting
elements
Periodic Properties :
a.
Group
b.
Period
c.
Metal
d.
Nonmetal
e.
Semilogam
f.
The
Elemental Order of the Periodic Element System
g.
Atomic
Fingers
h.
Electron
Affinity
i.
Energy
Ionization
j.
Keelektronegatifan
k.
Reactiveness
l.
Daily
Deuteronomy 2
8.
Eighth Meeting
midterm tests.
D.
Learning Activities
First Meeting (3 hours of lessons)
1.
Introduction
a.
The
teacher prepares psychic and physical learners to follow the learning process
atomic constituents.
b.
The
teacher asks questions about the material already learned and related to
material to be studied.
c.
Teachers
deliver learners to a problem or task that will be done to study the matter of
atomic particles.
d.
The
teacher explains the learning objectives or basic competencies to be achieved.
e.
The
teacher outlines the scope of the material and an explanation of the activities
to be done the learner to solve the problem or task about the particles atom
constituents.
2. Core
Activities
a.
Observe
1)
The
teacher opens wide and varied opportunities to learners to do observation
through the activity of observing images of atomic particles in Creative books
chemistry (Specialization) Class X Semester 1 publications CV VIVA PAKARINDO,
page 18.
2)
Teachers
facilitate learners to make observations to train learners in paying attention
to the importance of atomic particles.
3)
Teachers
facilitate learners to observe and relate to electrons, neutrons, and protons.
b.
Ask
1)
The
teacher opens widespread opportunities to learners to ask about the atomic
constituents he has observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a)
Do
the atoms stand alone or have their constituent particles?
b)
What
particles make up the atoms?
3) The teacher develops the learners
curiosity from the questions that have been asked.
4) The teacher guides learners to seek
further and varied information from various source.
c.
Gathering Information
1)
The
teacher guides the learner to dig and collect information about the particles atomic
compilers from various sources through image analysis and reading support.
2)
Learners
are divided into several groups, each group consists of six participants educate
to study more about atomic atomic particles consisting of protons, electrons,
and neutrons.
3)
Each
group collects data from various sources and discusses about history of
discovery, mass, and charge of protons, electrons, and neutrons.
d.
Associate
1)
Learners
discuss the atomic particles and analyze the mass and the charge.
2)
Learners
make inferences about what particles make up the atomic particles.
3)
Learners
make inferences about the inventor, mass, and charge of electrons.
4)
Learners
make inferences about the inventor, mass, and charge of the protons.
5)
Learners
make inferences about the inventor, mass, and charge of neutrons.
e.
Communicating
1)
Learners
compose the exposure material about the atomic constituent particles.
2)
Learners
present the results of activities about the atomic constituent particles in
front class.
3)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
3. Closing
a.
Teachers
with learners make a conclusion of the lessons that have just been executed.
b.Teachers perform
assessment and / or reflection on activities that have been implemented on a
regular basis consistent and programmed.
c.
Teachers
provide feedback on learning processes and outcomes.
d.
Teachers
plan follow-up activities in the form of remedial learning, enrichment
programs, counseling services and / or individual or group assignments
according to the learners' learning outcomes.
e.
Master
conveys a lesson plan for the discussion of atomic arrangements for meetings next.
Second
Meeting (3 hours of lessons)
1. Introduction
a.
The
teacher prepares psychic and physical learners to follow the learning process
the arrangement of atoms.
b.
The
teacher asks questions about the material already learned and related to
material to be studied.
c.
Teachers
deliver learners to a problem or task that will be done to study atomic
arrangement materials.
d.
The
teacher explains the learning objectives or basic competencies to be achieved.
e.
The
teacher outlines the scope of the material and an explanation of that activity
will be done learners to solve problems or tasks about the arrangement atom.
2. Core activities
a.
Observe
1)
The
teacher opens wide and varied opportunities to learners to do observation
through the activity of observing the image of the arrangement of atoms in two
groups of isotopes which is different in the book Creative Chemistry
(Specialization) Class X Semester 1 CV VIVA publication PAKARINDO, page 20.
2)
Teachers
facilitate learners to make observations to train learners in pay attention to
important points about the number of protons, electrons, and neutrons.
3)
Teachers
facilitate learners to observe and relate to the arrangement of atoms on
isotopes, isotons, and isobars.
b. Ask
1)
The
teacher opens widespread opportunities to learners to ask about the arrangement
of atoms that have been observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a) How to determine
the number of protons, electrons, and neutrons on the atom?
b) What's the
difference between isotopes, isobars, and isotons?
3)
The teacher develops the learners curiosity from the questions that have been
asked.
4)
The teacher guides the learners to seek further and varied information from
various sources.
c. Gathering Information
1)
The
teacher guides the learner to dig and collect information on how determine
atomic number, mass number, number of protons, number of electrons, number of
neutrons as well identifying isotopic, isobar and isoton atoms from various
sources through reading which supports.
2)
Learners
are divided into several groups, each group consists of six participants
educate to study more about how to determine the atomic number, mass number,
amount protons, the number of electrons, the number of neutrons as well as
identifying the atoms of isotopes, isobars, and isotons.
3)
Each
group collects data from various sources and discusses ways determine atomic
number, mass number, number of protons, number of electrons, number of neutrons
as well identifying isotopic, isobar and isoton atoms.
d. Associate
1)
Learners
determine the atomic number, mass number, number of protons, number of
electrons, and number of neutrons on group assignment in Chemistry Creative
(Development) class X book semester 1 published by CV VIVA PAKARINDO, page 21.
2)
Learners
make inferences about how to determine atomic number and mass number.
3)
Learners
make a conclusion about how to write atomic notation.
4)
Learners
make conclusions about how to determine the number of protons, the number of
electrons,and the number of neutrons.
5)
Learners
make conclusions about atomic groupings on isotopes, isobars, and isoton.
e. Communicating
1)
Learners
compose the material of exposure on how to determine the atomic number, mass
number, the number of protons, the number of electrons, the number of neutrons
as well as identifying the isotopes, isobars, and isoton.
2)
Learners
present the results of activities on how to determine the atomic number, number
mass, the number of protons, the number of electrons, the number of neutrons as
well as identifying the isotopic atoms, isobar, and isoton in front of the
class.
3)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
Third Meeting (3 hours of lessons)
1.
Introduction
a.
The
teacher prepares psychic and physical learners to follow the learning process the
development of the atomic model.
b.
The
teacher asks questions about the material already learned and related to material
to be studied.
c.
Teachers
deliver learners to a problem or task that will be done to study the atomic
model's developmental material.
d.
The
teacher explains the learning objectives or basic competencies to be achieved.
e.
The
teacher outlines the scope of the material and an explanation of the activities
to be done learners to solve problems or tasks about the development atomic
model.
2.
Core Activities
a)
Observe
1)
The
teacher opens wide and varied opportunities for learners to read and observed
an illustration of the development of the atomic model on group tasks in the
book creative Chemistry (Interest) Class X Semester 1 published CV VIVA
PAKARINDO, page 23 s.d. 25.
2)
Teachers
facilitate learners to observe and read to train participants educated in
observing the important things about Rutherford's theory, Niels Bohr, and
mechanics quantum.
3)
Teachers
facilitate learners to observe and relate to map of the concept of atomic model
development.
b)
Ask
1)
The
teacher opens widespread opportunities to learners to ask about the development
of the atomic model that has been read and observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a)
What
is the shape of the atom model from first to last?
b)
Does
each atom model have its own distinction or the same?
3)
The
teacher develops the learners curiosity from the questions that have been
asked.
4)
The
teacher guides the learners to seek further and varied information from various
sources.
c)
Gathering
Information
1)
The
teacher guides the learner to dig and collect information about the map the
concept of atomic model development from various sources through supporting
reading.
2)
Learners
are divided into several groups, each group consists of six participants educate
to map out the concept of atomic model development that contains the inventor,
the concept base, strengths, and weaknesses.
3)
Each
group collects data from various sources and discusses the problem which arise.
d)
Communicating
1)
Learners
compose the material of exposure about concept map of atomic model development.
2)
Learners
present the results of activities on concept maps of the development of the
model atom in front of the class to gain views or input from other groups.
3)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
3.
Closing
a)
Teachers
with learners make a conclusion of the lessons that have just been executed.
b)
Teachers
perform assessment and / or reflection on activities that have been implemented
on a regular basis consistent and programmed.
c)
Teachers
provide feedback on learning processes and outcomes.
d)
Teachers
assign tasks to learners to do the review and application problems 2 in the
book Creative Chemistry (Interest) Class X Semester 1 published CV VIVA PAKARINDO,
pages 25 and 26.
e)
Teachers
plan follow-up activities in the form of remedial learning, enrichment
programs, counseling services and / or individual or group assignments
according to the learners' learning outcomes.
f)
The
teacher conveys a lesson plan for the discussion of electron configurations and
orbital diagrams for the next meeting.
Fourth
Meeting (3 hours of lessons)
1.
Introduction
a)
The
teacher prepares psychic and physical learners to follow the learning processa lectron
configuration and orbital diagrams.
b)
The
teacher asks questions about the material already learned and related to material
to be studied.
c)
Teachers
deliver learners to a problem or task that will be done to study the atomic
model's developmental material.
d)
The
teacher explains the learning objectives or basic competencies to be achieved.
e)
The
teacher outlines the scope of the material and an explanation of the activities
to be done the learner to solve the problem or task about electron configuration
and orbital diagrams.
2. Core
Activities
a)
Observe
1)
The
teacher opens wide and varied opportunities for learners to read electron
configuration and orbital diagrams in Chemistry Creative (Development) class X
book semester 1 of CV VIVA PAKARINDO, pages 26 and 27.
2)
The
teacher continues the opportunity to learners to observe the configuration
table electrons of some elements in the book Creative Chemistry (Specialization)
Class X semester 1 issue CV VIVA PAKARINDO, page 27.
3)
Teachers
facilitate reading learners to train learners in paying attention important
things about how to determine electron configuration and orbital diagrams.
4)
Teachers
facilitate learners to observe and relate to atomic number and element location
on periodic elements.
b) Ask
1)
The
teacher opens widespread opportunities to learners to ask about electron
configuration and read orbital diagrams.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a)
How
are basic particles arranged in atoms?
b)
How
to determine the electron configuration of an atom of elemental and ionic form?
3)
The
teacher develops the learners curiosity from the questions that have been
asked.
4)
The
teacher guides the learners to seek further and varied information from various
sources.
c) Gathering
Information
1)
The
teacher guides learners to dig up and collect configuration information electrons
and orbital diagrams from various sources through supporting reading.
2)
Learners
are divided into several groups, each group consists of six participants educate
to determine electron configuration and orbital diagram on review and question
the application of 3 items of 1, 2, 3, and 5 in the book Creative Chemistry
(Interesting) Class X Semester 1 By CV VIVA PAKARINDO, page 30.
3)
Each
group collects data from various sources and discusses the problem
4)
which
arise.
d) Associate
1)
Learners
make answers to the questions of review and application 3.
2)
Learners
make a conclusion about how to determine electron configuration.
3)
Learners
make inferences about how to determine orbital diagrams.
e) Communicating
1)
Learners
compose exposure materials about electron configuration and orbital diagrams.
2)
Learners
present the results of activities on electron configuration and diagrams orbital
in front of the class to gain views or input from other groups.
3)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
3. Closing
a)
Teachers
with learners make a conclusion of the lessons that have just been executed.
b)
Teachers
perform assessment and / or reflection on activities that have been implemented
on a regular basis consistent and programmed.
c)
Teachers
provide feedback on learning processes and outcomes.
d)
Teachers
plan follow-up activities in the form of remedial learning, enrichment
programs,counseling services and / or individual or group assignments according
to the learners' learning outcomes.
e)
The
teacher presents the lesson plan for the periodic elemental discussion of the
meeting next.
Fifth Meeting (3
hours of lessons)
1. Introduction
a)
The
teacher prepares psychic and physical learners to follow the learning process quantum
numbers and orbital forms.
b)
The
teacher asks questions about the material already learned and related to material
to be studied.
c)
Teachers
deliver learners to a problem or task that will be done to study the material
of quantum numbers and orbital forms.
d)
The
teacher explains the learning objectives or basic competencies to be achieved.
e)
The
teacher outlines the scope of the material and an explanation of the activities
to be done learners to solve problems or tasks about quantum numbers and
orbital shape.
2. Core Activities
a) Observe
1)
The
teacher opens wide and varied opportunities for learners to read and make
observations of quantum numbers and orbital forms in Creative books chemistry
(Specialization) Class X Semester 1 publications CV VIVA PAKARINDO, page 27
s.d. 29.
2)
Teachers
facilitate learners to make observations to train learners in Pay attention to
the important thing about how to determine the quantum number and the orbital
shape.
3)
Teachers
facilitate learners to observe and relate to atomic number and element location
in periodic elements.
b) Ask
1)
The
teacher opens widespread opportunities to learners to ask about the quantum
number and the orbital shape it has observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a)
Where
is the possibility of the presence of electrons in the orbital?
b)
What
is the relationship of quantum numbers to atomic numbers?
c)
How
to determine the quantum number and the orbital shape?
3)
The
teacher develops the learners curiosity from the questions that have been
asked.
4)
The
teacher guides the learners to seek further and varied information from various
sources.
c) Gathering Information
1)
The
teacher guides learners to dig and collect information about numbers quantum
and orbital forms as material to perform group tasks in Creative books chemistry
(Specialization) Class X Semester 1 publications CV VIVA PAKARINDO, page 29.
2)
Learners
are divided into several groups, each group consists of six participants educate
to determine electron configurations, orbital diagrams, quantum numbers, and
shapes orbital of an element already known to the atomic number.
3)
Each
group collects data from various sources and discusses ways determine electron
configurations, orbital diagrams, quantum numbers, and orbital forms of elements
already known to the atomic number.
d) Associate
1)
Learners
create electron configurations, orbital diagrams, quantum numbers, and shapes orbital
of an element already known to the atomic number.
2)
Learners
make conclusions about how to determine quantum numbers.
3)
Learners
make a conclusion on how to determine the shape of the orbital.
e) Communicating
1)
Learners
compose the exposure materials about electron configuration answers and ways determine
it.
2)
Learners
present the results of activities about electron configuration answers and how
to set it in front of the class.
4)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
3. Closing
a)
Teachers
with learners make a conclusion of the lessons that have just been executed.
b)
Teachers
perform assessment and / or reflection on activities that have been implemented
on a regular basis onsistent and programmed.
c)
Teachers
provide feedback on learning processes and outcomes.
d)
Teachers
assign tasks to learners to do the review and application problems 3 item 4 in
the book Creative Chemistry (Specialization) Class X Semester 1 published CV
VIVA PAKARINDO, page 30.
e)
Teachers
plan follow-up activities in the form of remedial learning, enrichment
programs,counseling services and / or individual or group assignments according
to the learners' learning outcomes.
f)
The
teacher presents the lesson plan for the periodic elemental discussion of the
meeting next.
Sixth Meeting (3
hours of lessons)
1. Introduction
a)
The
teacher prepares psychic and physical learners to follow the learning process the
periodic system of elements.
b)
The
teacher asks questions about the material already learned and related to material
to be studied.
c)
Teachers
deliver learners to a problem or task that will be done to study the material
of the elemental periodic system in Chemical Creative (Classroom) book semester
1 published by CV VIVA PAKARINDO, page 31 s.d. 35.
d)
The
teacher explains the learning objectives or basic competencies to be achieved.
e)
The
teacher outlines the scope of the material and an explanation of the activities
to be done learners to solve problems or tasks about the system periodically element.
2. Core Activities
Activity 1
a) Observe
1)
The
teacher opens wide and varied opportunities for learners to read the
development of the periodic system of elements and the observation of the
periodic table of elements modern in the book Creative Chemistry (Specialization)
Class X Semester 1 published CV VIVA PAKARINDO, page 31 s.d. 33.
2)
Teachers
facilitate learners to make observations to train learners in pay attention to
important things about how to analyze the development of the periodic system as
well create a concept map of the development of the periodic system of elements.
3)
Teachers
facilitate learners to observe and relate to periods and classes and grouping
of elements in periodic elements.
b) Ask
1)
The
teacher opens widespread opportunities to learners to ask about the development
of the periodic system he has observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
what is the basis of grouping elements in the periodic table?
3)
The
teacher develops the learners curiosity from the questions that have been
asked.
4)
The
teacher guides the learners to seek further and varied information from various sources.
c) Gathering Information
1)
The
teacher guides the learner to dig and collect information about the analysis the
development of the periodic system as the material of doing group work in the
Creative book chemistry (Specialization) Class X Semester 1 publications CV
VIVA PAKARINDO, page 32.
2)
Learners
are divided into several groups, each group consists of six participants educate
to analyze the development of the periodic system and create a concept map the
development of the periodic system of elements.
3)
Each
group collects data from various sources and discusses the analysis the
development of the periodic system and create a concept map of the development
of the periodic system element.
d) Associate
Learners make
conclusions about the basic concepts used in grouping elements of each model.
e) Communicating
1)
Learners
compile material about the concept map of the periodic development of elements.
2)
Learners
present the results of activities on the concept map of periodic progress
element in front of class.
3)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
Activity 2
a) Observe
1)
The
teacher opens wide and varied opportunities to the learners for the table classes
and periods in the book Creative Chemistry (Specialization) Class X Semester 1
issue CV VIVA PAKARINDO, pages 31 and 33.
2)
Teachers
facilitate learners to make observations to train learners in pay attention to
the important thing about how to determine period and class.
3)
Teachers
facilitate learners to observe and relate to electron configuration and the
location of elements on the periodic table.
b) Ask
1)
The
teacher opens widespread opportunities to learners to ask about the development
of the periodic system he has observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a)
What
is the meaning of periods and classes in the periodic table?
b)
What
is the relation of electron configuration to the location of elements on the
periodic elements?
3)
The
teacher develops the learners curiosity from the questions that have been
asked.
4)
The
teacher guides the learners to seek further and varied information from
various sources.
c) Gathering Information
1)
The
teacher guides the learner to dig and collect information on how determine the
classes and periods as materials to perform individual tasks in the book
creative Chemistry (Specialization) Class X Semester 1 publications CV VIVA PAKARINDO,
page 34.
2)
Learners
learn independently to first determine electron configuration, the final skin,
valence electrons further determine the group and period of that element
already known atomic number.
c) Associate
1)
Learners
write the answer where the element.
2)
Learners
make conclusions about how to determine the class and period.
3. Closing
a)
Teachers
with learners make a conclusion of the lessons that have just been executed.
b)
Teachers
perform assessment and / or reflection on activities that have been implemented
on a regular basis Consistent and programmed.
c)
Teachers
provide feedback on learning processes and outcomes.
d)
Teachers
assign tasks to learners to do the review and application problems 4 in the
book Creative Chemistry (Specialization) Class X Semester 1 published CV VIVA
PAKARINDO, page 34 and 35.
e)
Teachers
plan follow-up activities in the form of remedial learning, enrichment programs,
counseling services and / or individual or group assignments according to the
learners' learning outcomes.
f)
The
teacher conveys the lesson plan for the discussion of the periodic properties
of the element for the next meeting.
Seventh Meeting
(3 hours of lessons)
1. Introduction
a)
The
teacher prepares psychic and physical learners to follow the learning process the
periodic properties of the element.
b)
The
teacher asks questions about the material already learned and related to material
to be studied.
c)
Teachers
deliver learners to a problem or task that will be done to study the material
of the periodic properties of the elements in Chemistry's Creative (Graphic)
textbook semester 1 of CV VIVA PAKARINDO, page 35 s.d. 46.
d)
The
teacher explains the learning objectives or basic competencies to be achieved.
e)
The
teacher outlines the scope of the material and an explanation of the activities
to be done the learner to solve the problem or task about the periodic nature element.
2. Core Activities
Activity 1
a) Observe
1)
The
teacher opens wide and varied opportunities to learners to observe various
tables and graphic images of the periodic nature of the elements in the book
Creative chemistry (Specialization) Class X Semester 1 by CV VIVA PAKARINDO,
page 35 s.d. 41.
2)
Teachers
facilitate learners to make observations to train learners in pay attention to
the important thing about the periodic nature of the elements.
3)
Teachers
facilitate learners to observe and relate to the location of the element.
b) Ask
1)
The
teacher opens a wide opportunity to learners to ask about the nature elements
that have been observed.
2)
The
teacher guides the learner to be able to ask questions independently, such as:
a)
What
is the elemental nature of the periodic elements?
b)
What
causes the regularity of the elemental properties?
3)
The
teacher develops the learners curiosity from the questions that have been
asked.
4)
The
teacher guides the learners to seek further and varied information from various
sources.
c) Gathering Information
1)
The
teacher guides the learner to dig and collect information about the nature periodic
elements.
2)
Learners
are divided into several groups, each group consists of six participants educate
to analyze the periodic properties of the elements.
3)
Each
group collects data from various sources and discusses characteristic analysis
periodic elements.
d) Associate
1)
Learners
make inferences about the nature of elements in a period on the periodic table.
2)
Learners
make inferences about the nature of elements in a group on the periodic table.
e) Communicating
1)
The
learner develops material about the periodic nature of the elements.
2)
Learners
present the results of activities about the periodic nature of the elements in
front class.
3)
Teachers
assess the results of presentation and question and answer as a result of
learning learners.
Activity 2
a) Daily Deuteronomy 2
1)
Students
working on daily test questions 2 in the book Creative Chemistry (Specialization)
Class X Semester 1 published by CV VIVA PAKARINDO, page 43 s.d. 46.
2)
Learners
work on multiple choice questions of 30 items.
3)
Learners
work on the questions of a description of 5 items.
b)
Discussion /
Reflection
Teachers with
learners discuss daily test questions 2.
3. Closing
a)
Teachers
perform assessment and / or reflection on activities that have been implemented
on a regular basis Consistent and programmed.
b)
Teachers
provide feedback on learning processes and outcomes.
c)
Teachers
assign tasks to learners to do a review and implementation 5 in the book
Creative Chemistry (Interesting) Class X Semester 1 published CV VIVA
PAKARINDO, Page 42.
d)
The
teacher assigns the task to the learners to do the project task making
periodically elements in order to understand the location and properties of the
elements in Chemistry's Creative book (Specialization) Class X Semester 1 by CV
VIVA PAKARINDO, page 42.
e)
Teachers
plan follow-up activities in the form of remedial learning, enrichment
programs, counseling services and / or individual or group assignments
according to the learners' learning outcomes.
f)
The
teacher conveys a lesson plan to discuss the periodic nature of the elements
for the meeting next.
Eighth Meeting
(3 hours of lessons)
1. Deuteronomy of Semester
a)
Learners
do semester test questions in the book Creative Chemistry (Specialization) Class
X Semester 1 published by CV VIVA PAKARINDO, page 47 s.d. 49.
b)
Learners
work on multiple choice questions of 20 items.
c)
Learners
work on the problem of a description of 5 items.
2. Discussion / Reflection
a)
Teachers
with learners to discuss matters of mid-term test.
b)
Teachers
plan follow-up activities in the form of remedial learning, programs enrichment,
counseling services and / or individual or group tasks according to the
learning outcomes learners.
E. Assessment, Remedial Learning, and Enrichment
1. Spiritual Attitude (First Meeting s.d. Eighth
Meeting)
a.
Assessment
technique : teacher observation
b.
Form
of instrument : observation sheet of
spiritual attitudes
c.
Grille
number
|
Attitude /
Values
|
Item
Instruments
|
1
|
Pray
before and after the lesson..
|
1
|
2
|
Recognize
and realize order on the structure of particles as being
The greatness of God Almighty
|
2
|
Instruments: see attachment 1
2. Social Attitude (First Meeting s.d. Eighth
Meeting)
a.
Assessment
technique : teacher observation
b.
Form
of instrument : observation sheet of
social attitudes
c.
Grille
Attitude /
Values
|
Item
Instruments
|
Curiosity,
discipline, honest, responsible, communicative, cooperation, and tolerance.
|
1, 2, 3, 4
|
Instruments: see attachment 1
3. Knowledge
(Seventh Meeting)
a.
Assessment
technique: written test
b.
Instrument
form: multiple choice questions and descriptions
c.
Grille
Number
|
indicator
|
Item
Instruments
|
1
|
Describe the
atomic constituents.
|
1
|
2
|
Identify the
atomic arrangement.
|
2
|
3
|
Explain the development
of the atomic model.
|
3
|
4
|
Identify
electron configurations and orbital diagrams.
|
4
|
5
|
Identify
quantum numbers and orbital forms.
|
5
|
6
|
Describe the
development of the periodic system.
|
6
|
7
|
Identify the
periodic properties of the elements
|
7
|
Instruments: see attachment2
4. Skills (First
Meeting s.d. Eighth Meeting)
a.
Assessment
technique : discussion, project
b.
Form
of instrument : performance
c.
Grille
number
|
Skills
|
Item Instruments
|
1
|
Analyzing
the development of the atomic model.
|
1,2,3,4,5
|
2
|
Conducting
an atom structure analysis..
|
|
3
|
Communicate
the results of an analysis of electron configurations and orbital diagrams In
relation to the location of the element and the periodic nature of the
element
|
Instruments: see attachment 1
5. Remedial and Enrichment Learning
Assessment
techniques and instrument shapes are adapted to remedial and enrichment lessons
Set by the teacher.
F. Media / Tools, Materials, and
Resources
1. Media / Tools
a.
Illustration
of the atomic particles in the book Creative Chemistry (Specialization) Class X
Semester 1 Published by CV VIVA PAKARINDO, page 18
b.
Table
of comparison of mass and particle load in Chemistry Creative (Specialty) book Semester
1 of CV VIVA PAKARINDO, page 20
c.
Draw
an atomic arrangement of an isotope in the book Creative Chemistry
(Specialization) Class X Semester 1 Published by CV VIVA PAKARINDO, page 20
d.
Figure
illustration of atomic theory in the book Creative Chemistry (Interesting)
Class X Semester 1 issue CV VIVA PAKARINDO, pages 23 and 24
e.
Table
electron configuration of some elements in the book Creative Chemistry (Interesting)
Class X Semester 1 Publication of CV VIVA PAKARINDO, page 27
f.
Draw
an orbital orientation illustration in Chemistry Creative (Specialization) book
Class X of Semester 1 issue CV VIVA PAKARINDO, pages 28 and 29
g.
The
periodic table of modern elements in the book Creative Chemistry (Specialization)
Class X Semester 1 issue CV VIVA PAKARINDO, page 31
h.
Table
and graph of elemental properties in Chemistry Creative (Specialization) book
Class X Semester 1 issue CV VIVA PAKARINDO, page 36 s.d. 41
i.
The
daily chapter 2 test sheet in Chemistry Creative (Development) book Class X 1st
Semester Publication of CV VIVA PAKARINDO, page 43 s.d. 46
j.
A
semester test sheet in the Chemistry Creative (Specialization) book of Class X
of Semester 1 Published by CV VIVA PAKARINDO, page 47 s.d. 49
k.
Equipment
for concept map development of atomic model
l.
Equipment
for making maps of the concept of periodic development of elements
m.
Equipment
to create a periodic table of elements
n.
Print
and electronic media
o.
Media
/ other relevant tools
2. Materials
Relevant
learning materials
3. Learning Resources
a.
Chemistry
Package Class X High School
b.
Chemistry
Creative Book (Specialization) Class X Semester 1 by CV VIVA PAKARINDO, page 18
S.d. 49
c.
Relevant
chemistry textbook
d.
Other
relevant books
e.
Other
literature (newspapers, magazines, and internet)
___________, __________________
Knowing, Subject
teachers,
Headmaster
NIP _______________ NIP______
ATTACHMENT
Appendix 1
Assessment of
Spiritual and Social Attitude
Observation
Sheet of Spiritual Attitude
Number
|
Expected
Behavior
|
Score
|
1
|
Pray before
and after the lesson.
|
|
2
|
Already
able to recognize and realize the regularity of the particle structure as a
form of greatness God Almighty One.
|
|
Maximum score = 8
|
||
The value of spiritual attitudes = (Total
score / maximum score) x 100
Observation
Sheet of Social Attitude
Number
|
Expected Behavior
|
score
|
1
|
Have a curiosity
to improve his knowledge.
|
|
2
|
Have a spirit
of discipline and responsible for the task given by the teacher.
|
|
3
|
Establish
cooperation and tolerance in discussing a task.
|
|
4
|
Can
communicate well in presenting the discussion.
|
|
Maximum
score = 16
|
||
The value of
social attitudes =(Total score / maximum score) x 100
Assessment Guidelines for Spiritual and Social Attitude
score
|
Qualitative value
|
4
|
Very good
|
3
|
Good
|
2
|
Enough
|
1
|
Less
|
Assessment Rubric of Spiritual and Social Attitude
Score range
|
value
|
Qualitative value
|
75-100
|
SB
|
Very good
|
51-75
|
B
|
Well
|
26-50
|
C
|
Enough
|
≤25
|
K
|
Less
|
Appendix 2
Knowledge
Assessment
Number
|
Indicator
|
Item
|
1
|
Indicator 1 = 1 problem
1 multiple choice questions
|
Multiple
choice:
A1
|
2
|
Indicator 2 = 6 questions
5 multiple choice questions
1 description question
|
Multiple
choice:
A4, A5, A6,
A7, A8
Description:
B1
|
3
|
Indicator 3 = 4 questions
2 multiple choice questions
2 description questions
|
Multiple
choice:
A2, A3
Description:
B3, B4
|
4
|
Indicator 4 = 3 questions
2 multiple choice questions
1 description question
|
Multiple
choice:
A9, A10
Description:
B2
|
5
|
Indicator 5 = 4 questions
3 multiple choice questions
1 description question
|
Multiple
choice:
A11, A19, A20
Description:
B5
|
6
|
Indicator 6 = 12 questions
11 multiple choice questions
1 description question
|
Multiple
choice:
A12, A13, A14,
A15, A16, A17,
A18, A21, A22,
A23, A25
Description:
B4
|
7
|
7. Indicator 7 = 7 questions
6 multiple choice questions
1 description question
|
Multiple
choice:
A24, A26, A27,
A28, A29, A30
Description:
B3
|
Multiple
Choice Risk Assessment Guidelines
Problem Number
|
Weight Problem
|
1-30
|
3
|
Maximum score = 90
Multiple-choice value= (Total score /
maximum score) x 100
Assessment
Guideline Problem Description
Number
|
Item Question
|
Weight Problem
|
criteria
|
score
|
||||
0
|
5
|
10
|
15
|
20
|
||||
1
|
Problem description
1 1 Daily Deuteronomy 2
|
20
|
||||||
2
|
Problem description
2 Daily Deuteronomy 2
|
20
|
||||||
3
|
Problem
description 3 3 Daily Deuteronomy 2
|
20
|
||||||
4
|
Problem description
4 Daily Deuteronomy 2
|
20
|
||||||
5
|
Problem
description 5 Deuteronomy Daily 2
|
20
|
||||||
Maximum number
of scores
|
100
|
|||||||
Descriptive
value = (Total score / maximum score) x 100
Final
value = (Multiple choice value + description
value) / 2
Appendix
3
Skills
Assessment
Assessment Instrument Discussion
Number
|
The
name of the learner
|
Assessment
Instruments
|
Value
Amount
|
Presentation
|
||||
1.
Attitude
|
2
Activeness
|
3
Insight
|
4
Ability
Suggest
Opinion
|
5
Cooperation
|
||||
1
|
||||||||
2
|
||||||||
3
|
||||||||
4
|
||||||||
Etc.
|
||||||||
Information:
Max value = 20
Participants
get value:
Very good: if
you get a score of 16-20
Good: if you
get a score of 10-15
Simply: if you
get a score of 6-9
Less: if you
get a score of 1-5
Why in seventh meeting, you put a lot of material?? Is that effective for the student?
BalasHapusThe material given at the seventh meeting is actually a repetition of the material at the previous meeting, as it continues to connect until the end of the reign.
HapusThis will be effective because the students already understand the learner in the previous meeting.
Do not many teachers do not embrace remedial system but why do you apply remedial system?
BalasHapusTeachers apply a remedial system that aims to help students who have not mastered certain subject matter through additional learning activities. Through this activity, teachers improve their teaching and students are helped to understand / overcome the difficulties they face by improving their learning.
HapusDescribe the Remedial and Enrichment Learning techniques in your RPP.
BalasHapus- Corrective function (improving the way students learn and how to teach teachers). Based on the results of student learning difficulties analysis, teachers improve various aspects of learning (objectives, materials, activities, and evaluation). Students also improve the attitude and the way of learning, in accordance with the weakness / advantages it has.
Hapus- Function of understanding (improving teachers and students' understanding of their respective advantages and disadvantages). For teachers, to implement remedial learning must first understand the advantages and disadvantages of learning activities that have been done. For students also, through remedial learning will better understand the advantages and disadvantages of the attitude and how to learn.
- Adjustment function (adjust learning with characteristics owned by students). In remedial learning, the objectives and subject matter presented should be tailored to the difficulties faced by the students as well as using various teaching methods and instructional media so that students are motivated to study seriously without causing any burden for them.
-Efforts of enrichment (utilizing learning resources, teaching methods, and various learning media). In remedial learning, teachers can ask students to search and read books from other sources relating to material that has not been mastered. Teachers themselves apply various methods and learning aids that vary according to the needs of students so that students better understand the subject matter.
-Function acceleration (accelerate students in mastering the subject matter). Through remedial activities students who have difficulty to understand the subject matter is no longer left behind by his friends because the teacher has helped accelerate overcome his difficulties by increasing the time and frequency of learning.
-The therapeutic function (helping to overcome student difficulties related to the social-personal aspects). Most students who feel themselves less successful in learning will feel inferior and alienated from other friends. Through remedial learning students will be helped to achieve better learning achievement so that grow self-confidence and ultimately do not feel inferior in the presence of his friends.
whay you do if materials doesn't deserve in school?
BalasHapusIf the material is inappropriate in school, then the material I will not use in the learning process at school.
HapusBut if the material aims to provide understanding to the students then the material will I use in the learning process.
how we can be a good teacher when we obey the rule?
BalasHapusTeachers are people who will be sampled by their students, if the teacher obeys the rules, the students will also comply with the rules, although sometimes there are still students who do not want to comply with the rules.
HapusTherefore, teachers are required to act better than a pupil, because the teacher is not just teaching, but also as a role model for his students.
What are your actions, if your rpp is difficult to be understood by the students??????
BalasHapusThis rpp will only be the teacher's hand, while the students will not know the rpp I made,
HapusIf students are confused in learning then I also have prepared the option to redial or repeat learning.
What do you do if one of your goals is not fulfilled?
BalasHapusI will do an evaluation on learning.
HapusThen will apply the evaluation results in the next lesson.
What do you do if some basic competences or core competences are not achieved?
BalasHapusOf course I will do the evaluation and apply the remedial system to the students in order to improve its value.
HapusWhat would you do if you became a teacher to see less active students to be more active?
BalasHapusInvite her to communicate and approach her, then ask her classmates to teach her to become a more active student.
HapusWhat should we do if a student is not able to follow the learning activities well?
BalasHapusProvide effective and effective learning methods to students. Of course every student has a different approach. Therefore we must understand the characteristics of each student. From where we can apply which learning method to the student.
Hapus