Lesson Plan Science Level 7

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : MEASUREMENT 3 X 40’

Standard Competence To understand scientific procedure to study nature objects using the tools Basic Competence : 1. To distinguish fundamental quantities and derived quantities and also their units. Indicators : 1. Identification physical quantities in daily life 2. collected physical quantities in the fundamental quantities and derived quantities 3. Write out the five basic physical quantities and their units. 4. Differentiate basic and derived physical quantities 5. Derived their units of derived physical quantities Sources, Materials and Apparatus : 1. Student’s Book 2. Student’s Worksheet 3. Some examples of products which are labeled to state their physical quantities. Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Show examples of products in daily life which are labeled to state their physical quantities. 2. Motivate students by asking to students which one physical quantity 3. Ask the students to benefit some physical quantities which are labeled on the products in daily life. 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Physical Quantities and Their Units. 2. Discuss and explain all the matters in Chapters 2 about physical quantities and their units. 3. Ask the students in groups of four or five students to try make a list of physical quantities which are used in daily life. 4. Make a list to classify them into basic quantities. 5. Give examples in solving some problems Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan Assignment 1. Individual Assignment Instrument 1. Homework

Example of Assessment: 1. Looking for some products in your home to mention some physical quantities which is the products labeled. 2. Make a list of physical quantities which are used 3. Make a list to classify them into fundamental quantities. 4. Explain the meaning of fundamental quantities. 5. Looking for some products in your home to mention some physical quantities which are on the products labeled 6. Make a list of physical quantities which are used 7. Make a list to classify them into derived quantities. 8. Explain different between derived quantities and fundamental quantities

Marking Scheme Maximum score : 5 Final scoring formula :

score    final = 40 x100  

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : QUANTITIES AND UNITS 3 X 40’

Standard Competence To understand scientific procedure to study nature objects using the tools Basic Competence To distinguish fundamental quantities and derived quantities and also their units Indicators 1. Identification physical quantities in daily life 2. collected physical quantities in the fundamental quantities and derived quantities 3. Write out the five basic physical quantities and their units. 4. Differentiate basic and derived physical quantities 5. Derived their units of derived physical quantities Sources, Materials and Apparatus: 1. Student’s Book 2. Student’s Worksheet 3. Some examples of products which are labeled to state their physical quantities. Instructional Process 1. Model :

2. Approach

:

Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning

Introduction 1. Show examples of products in daily life which are labeled to state their physical quantities. 2. Motivate students by asking to students which one physical quantities. 3. Ask the students to benefit some physical quantities which are labeled on the products in daily life. 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Physical Quantities and Their Units. 2. Discuss and explain all the matters in Chapters 2 about physical quantities and their units. 3. Ask the students in groups of four or five students to try make a list of physical quantities which are used in daily life. 4. Make a list to classify them into derived quantities. 5. Give examples in solving some problems Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan Assignment 1. Individual Assignment Instrument 1. Homework

Example of Assessment: 1. How many mille meters are there in : (a) 1 cm 2. What are length in meter : (a) 250 cm 3. What are the area in cm 2 : (a) 1.5 m 2 4. What are mass in kg : (a) 750 gram 5. What are mass in gram : (a) 500 mg

(b) 3.7 m (b) 1250 km (b) 750 mm 2 (b) 25 mg (g) 12,5 kg

Marking Scheme Maximum score : 4 Final scoring formula :

score    final = 20 x100  

(c) 0,05 km (c) 45000 mm (c) 25 km 2 (c) 1500 hg (c) 1,75 dag

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : TEMPERATURE 3 X 40’

Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To describe temperature and measurements Indicators : 1. Identify definition of temperature 1. Using the thermometer to measure temperature 2. Make a simple thermometer based on the characteristics change the volume scale 3. Compare Celsius scale with the other temperature scale Materials 1. Student’s Book 2. Student’s Worksheet 3. laboratory thermometer 4. Clinical thermometer Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students to mention some tools which are used to measure temperature? 2. Ask the students to remember when them sick or fever?. 3. What the tools for measure when the body fever or sick? 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring temperature using the thermometer 6. Introduce to students how to measure temperature using the thermometer 7. Ask students in group to use the worksheet on measuring temperature 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity.

11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan Example of Assessment: Compare Celsius scale with the Fahrenheit scale, Kelvin scale and reamer scale: 1. 25 °C = ………..°F = …………°R = …………K 2. 40 °R = ………..°C = …………°F = …………K 3. 152 °F = ………..°C = …………°R = …………K 4. 273K = ………..°C = …………°R = …………°F 5. 60 °C = ………..°R = …………°F = …………K

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : TEMPERATURE 3 X 40’

Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To describe temperature and measurements Indicators : 1. Make a simple thermometer based on the characteristics change the volume scale Materials 1. Student’s Book 2. Student’s Worksheet 3. laboratory thermometer 4. Clinical thermometer Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students to mention some tools which are used to measure temperature? 2. Ask the students to remember when them sick or fever?. 3. What the tools for measure when the body fever or sick? 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring temperature using the thermometer 6. Introduce to students how to measure temperature using the thermometer 7. Ask students in group to use the worksheet on measuring temperature 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity. 11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group giving a good performance.

Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan

Worksheet Make a Thermometer A thermometer is an instrument that measures the temperature. Temperature is measured in a scale called Fahrenheit (by most people in the United States) and in Celsius or Centigrade (used by scientists and by people in many other countries). The point where water freezes is 32 degrees Fahrenheit (F for short) and 0 degrees Celsius (C). The point where water boils is 212 degrees F and 100 degrees C. If you want to know how to convert from F to C or from C to F Material : 1. 2. 3. 4. 5. 6.

Tap water Rubbing alcohol (do not drink this) Clear, narrow-necked plastic bottle (11-ounce water bottles work well) Food coloring Clear plastic drinking straw Modeling clay

Procedure:

1. Pour equal parts of tap water and rubbing alcohol into the bottle, filling about 1/8 to a 1/4 of the bottle. 2. Add a couple of drops of food coloring and mix. 3. Put the straw in the bottle, but don't let the straw touch the bottom (DO NOT DRINK THE MIXTURE). 4. Use the modeling clay to seal the neck of the bottle, so the straw stays in place 5. Now, hold your hands on the bottle and watch what happens to the mixture in the bottle

Scoring Scheme No

Scoring Aspects 1

1

2

Score 3

Preparation a. Procedure b. Apparatus and mateial are complete c. Apparatus and material used by the student are corretc for achievng the experimental objectives

2

3

Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results a. Collecting information data b. Answering the questions c. Make a conclusion Total Score

40

4

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : QUANTITIES AND UNITS 3 X 40’

Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To do basic measurements using measuring tools which are used in our daily-life Indicators : 1. Choose the right tool and measure the volume of a liquid, a regular shape solid, and irregular shaped solid in the context of an experiment 2. Choose the right tool and measure the temperature of a liquid and the body of a person in the context of an experiment 3. Choose the right tool and measure the time of an experiment Materials 2. Student’s Book 3. Student’s Worksheet 4. laboratory thermometer 5. Clinical thermometer 6. Stopwatch 7. watch 8. measuring Cylinder 9. rectangle iron 10. cubic wood 11. water 12. stone Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning

Introduction 1. Motivate students by asking to students to mention some tools which are used to measure temperature and time? 2. Ask the students to remember when them sick or fever?. 3. What the tools for measure when the body fever or sick? 4. What the tools for measure how long times when the body fever or sick? 5. State indicators of the objectives of learning.

Main Activity 1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring temperature and times. 6. Introduce to students how to measure temperature and times. 7. Ask students in group to use the worksheet on measuring temperature and measuring times. 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity. 11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan 2.5 Example of Assessment: 1. When you go to school, how long times do you need? 2. When your body fever, how many temperatures do you see in the thermometer? 3. What do you do when you want to measure a stone? 4. A rectangle block measures 20 cm by 10 cm by 5 cm, calculate volume in the SI unit? 5. A plastic box has a 6 cm2 base and contains water to a height of 7 cm a. What is volume of the water b. A stone is lowered and the water rises to a height of 9 cm. What is the volume of the stone?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : QUANTITIES AND UNITS 3 X 40’

Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To do basic measurements using measuring tools which are used in our daily-life Indicators : 1. Choose the right tool and measure the mass of an object in the context of an experiment 2. Choose the right tool and measure the volume of a liquid, a regular shape solid, and irregular shaped solid in the context of an experiment Sources, Materials and apparatus : 1. Student’s Book 2. Student’s Worksheet 3. Balances 4. Measuring Cylinder 5. Water 6. Stones Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning

Introduction 1. Motivate students by asking to students how to measure the mass of the stone? 2. Ask the students to give some examples of products which are labeled with a quantity of volume or mass. 3. Ask the students to remember when the gold can be expensive. Why? How to measure it? 4. What the tools for measure the volume of the stone? 5. Ask students to mention different kinds the units of mass and volume which are used in daily life. 6. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring volume and mass.

6. Introduce to students how to measure volume and mass. 7. Ask students in group to use the worksheet on measuring mass and measuring volume. 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity. 11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Instrument 1. Group Test 2. Homework Example of Assessment: 1. A rectangular block measures 4.0 cm by 2.5 cm by 5.0 cm. Calculate its volume! 2. A plastic box has a 6 cm2 base and contains water to a height of 7 cm. a. What is volume of the water? b. A stone is lowered and the water rises to a height of 9 cm. What is the volume of the stone?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : GRAPH 3 X 40’

Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To make analyze and communicate a graph based on measuring the data Indicators : 1. Indicating the shape of graph 2. Making the data based on measurement 3. Make conclusion the lesson Materials 1. Student’s Book 2. Student’s Worksheet 3. Color pencil 4. Ruler 5. Millimeter block Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by giving the picture of different graph using power point 2. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Graph and underline the principle concept of analyze and communicate a graph using measuring data. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce to students how to make a graph. 6. Ask students in group to use the worksheet to make bar graph 7. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 8. Give a reward to the group giving a good performance. 9. Guide each group in accomplishing the activity. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan

Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework

Worksheet Student Objectives •

Practice measuring the length and width of objects around the classroom.

•

Create two bar graphs, comparing length and width.

•

Discuss why bar graphs are useful in displaying data.

Materials •

Length

•

Weather

•

Paper and pencils

•

Common objects: desk, chair, notebooks, textbooks

•

Rulers and tape measures

•

Graph paper (optional)

•

Colored pencils (optional)

Procedures Tell students that they will learn measuring and graphing skills. 1. Divide the class into 5 groups. Tell students that each group will measure the length and

width of the objects listed below; they will draw one bar graph showing their lengths and a second bar graph showing the widths. Objects to Measure: •desk •book •notebook •chalkboard •tissue box 2. Give students time in class to work on the activity. Remind them to measure accurately and record the width and length of each object. This will help them organize the data and have it available when it is time to create the graphs. (Be sure to tell them whether they should measure in inches and feet or meters and centimeters.) 3. Next, show students how to draw a bar graph. You may distribute graph paper, or have students draw the graphs on unlined paper. For the first graph, label the horizontal axis "Object" and the vertical axis "Length." For the second graph label the horizontal axis "Object" and the vertical axis "Width." Students may use a different color for each object.

4. Students have questions about how to draw a graph, show "Weather," Segment 2, which explains how to make bar graphs and why they are useful. 5. After each group has measured the objects and drawn the graphs, bring the students together for a discussion. Did the groups get similar results? What kinds of variations were in the results? What caused the differences? 6. Conclude by discussing why bar graphs are used to display data. Do students think it is easier to compare data looking at a graph or looking at a chart? Help students understand that a bar graph is a quick way to show results and compare data.

Scoring Scheme No

Scoring Aspects

1

Preparation d. Procedure e. Apparatus and mateial are complete f. Apparatus and material used by the student are corretc for achievng the experimental objectives

1

Score 2 3

2

3

Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results d. Collecting information data e. Answering the questions f. Make a conclusion Total Score

Home Work: 1. Make a graph based on the data into different graph 2. Make a graph into sterofoam

40

4

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : GRAPH 3 X 40’

Standard Competence: To understand scientific procedure to study nature objects using the tools Basic Competence : To make analyze and communicate a graph based on measuring the data Indicators : 1. Making the data based on measurement 2. Analyzing and communicating the graph. 3. Make conclusion the lesson Materials 1. Student’s Book 2. Student’s Worksheet 3. Color paper 4. Ruler 5. Millimeter block 6. Sterofoam Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by giving the picture of different graph using power point 2. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Graph and underline the principle concept of analyze and communicate a graph using measuring data. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce to students how to make a graph. 6. Ask students in group to use the worksheet to make different graph 7. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 8. Give a reward to the group giving a good performance. 9. Guide each group in accomplishing the activity.

Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment Instrument 1. Presentation

Scoring Scheme No

Scoring Aspects 1

1

2

Score 3

Preparation a. Procedure b. Apparatus and mateial are complete c. Apparatus and material used by the student are corretc for achievng the experimental objectives

2

3

Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results a. Collecting information data b. Answering the questions c. Make a conclusion Total Score

40

4

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (CHEMISTRY) : VII (SEVEN) : ELEMENT, COMPOUND AND MIXTURE 3 X 40’

Standard Competence To understand element, compound and mixture Basic Competence To explain definition of element and compound Indicators : 1. Explain how to write the symbol of element 2. Clarify how to arrangement of element 3. Write the simple name of element 4. Determine the name of compound and simple formula chemistry Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron. 2. State indicators of the objectives of learning. Main Activity 1. Before main activity, they are bringing a quiz to choose which one of elements. 2. Let Students read Student’s Book concerning elements 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 7. Give a reward to the group giving a good performance. 8. Give a model of how to write the symbols of elements. 9. Guide each group in accomplishing the activity. 10. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment

Instrument 1. Performance Assessment 2. Product Assessment

Worksheet NAMES AND SYMBOLS OF ELEMENTS Complete the columns with the appropriate symbols of the relevant elements Elements Symbols Elements Aluminum Chlorine

Symbols Elements Iodine

Symbols Elements Platinum

Barium

Chromium

Lead

Potassium

Bromine

Cobalt

Magnesium

Silicon

Calcium

Fluorine

Mercury

Silver

Carbon

Helium

Nickel

Zinc

Final scoring formula :

score    final = 20 x100  

LESSON PLAN

Symbols

SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (CHEMISTRY) : VII (SEVEN) : ELEMENT, COMPOUND AND MIXTURE 3 X 40’

Standard Competence To understand element, compound and mixture Basic Competence To explain definition of element and compound Indicators : 1. Making a compound 2. Describe how to make a compound 3. Explain different between element and compound. 4. Write the names of compound. Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron. 2. State indicators of the objectives of learning. Main Activity 1. Before main activity, they are bringing a quiz to choose which one of elements. 2. Let Students read Student’s Book concerning elements 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 7. Give a reward to the group giving a good performance. 8. Give a model of how to write the symbols of elements. 9. Guide each group in accomplishing the activity. 10. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment

Instrument 1. Performance Assessment 2. Product Assessment

Worksheet MAKING A COMPOUND Tools and materials - copper fillings - sulphur - iron - a candle - aluminum foil - a piece of paper for this experiment - a box of sand for this experiment Procedure 1. You should prepare this materials. 2. Put some copper fillings, some iron and a spatula-full of sulphur powder separately on a piece of paper 3. Observe, the shape and the color of the three elements. Write in the table. 4. Mix the two elements together using a spatula. 5. Observe the mixture. Is there any change happening ? 6. Mix the two elements together using aluminum foil and make a roll like a candy. 7. Heat it gently on a burner (a candle) 8. Put the mixture on the box of sand 9. Then, tap out the contents on to a piece of paper. 10. Notice what happens. Do you see any changes to the mixture, especially to the iron and copper? 11. Discuss whether there is any change with your friends in the group. 12. Compare the result with the mixture you started together. Exercise : 1. Complete the columns with the experiments: No 1

Element Copper

2

Iron

3

Sulphur

Shape (Solid or Powder)

color

2. What do you think the black mass at the bottom of the aluminum foils? 3. Compare your answer with your other friends and teacher. 4. Make a conclusion about this experiments

LESSON PLAN

SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (CHEMISTRY) : VII (SEVEN) : ELEMENT, COMPOUND AND MIXTURE 3 X 40’

Standard Competence To understand element, compound and mixture Basic Competence To compare the characteristics of element, compound and mixture Indicators : 1. Compare the characteristic of element, compound and mixture using supervision 2. Make the simple draft characteristic of element, compound and mixture Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron. 2. State indicators of the objectives of learning. Main Activity 1. Before main activity, they are bringing a quiz to choose which one of elements. 2. Let Students read Student’s Book concerning elements 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 7. Give a reward to the group giving a good performance. 8. Give a model of how to write the symbols of elements. 9. Guide each group in accomplishing the activity. 10. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment Instrument

1. Performance Assessment 2. Product Assessment

Worksheet Make a Salt Material : 1. a plate 2. water saficient 3. salt saficient Procedure : 1. Mixing water with salt 2. Pour salt water into a plate 3. Expose the salt water in the plate 4. Let the exposure to sunlight for 3 or 4 days. Analysis : 1. 2.

What stays on the plate after the 4-days exposure to sunlight? Is your activty the same as what the salt farmers do?

LESSON PLAN

SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (CHEMISTRY) : VII (SEVEN) : ELEMENT, COMPOUND AND MIXTURE 3 X 40’

Standard Competence To understand element, compound and mixture Basic Competence To compare the characteristics of element, compound and mixture Indicators : 1. Classifying the substance that the homogeny mixtures and heterogenic mixture in daily life Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron. 2. State indicators of the objectives of learning. Main Activity 1. Before main activity, they are bringing a quiz to choose which one of elements. 2. Let Students read Student’s Book concerning elements 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 7. Give a reward to the group giving a good performance. 8. Give a model of how to write the symbols of elements. 9. Guide each group in accomplishing the activity. 10. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment

Instrument

1. Performance Assessment 2. Product Assessment

Worksheet Identifying homogenous and heterogenous mixtures. Material : 1. Water 2. Sand 3. Salt 4. Beaker Glass 5. Funnel Glass Procedure : 1. Take 2 beaker glasses and give mark A and B. 2. Fill the beaker glass with water a half full. 3. Add a spoonfull of salt into beaker glass A. Look at the figure bellow.

4. Add a spoonfull of sand into beaker glass B. Look at the figure bellow.

5. Stir them 6. Obeserve the contents of both beaker glasses. Analysis : 1. Is the content of beaker glass A a mixture ? 2. Give your reason! 3. Is the content of beaker LESSON glass BPLAN a mixture? 4. Give your reason! 5. What are differences of the content of beaker glass A and B?

SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : SEPARATION MIXTURE 3 X 40’

Standard Competence: To understand element, compound and mixture Basic Competence : To do separation mixture using the tools based on physical and chemical characteristics Indicators : 1. explain separation mixture base on dimension of particles and boiling point. 2. to do simple experiment of purification of the water 3. to do experiment separation mixture appropriate using method (filtering, distillation, evaporation and subliming) Materials 1. Student’s Book 2. Student’s Worksheet 3. Sand 4. Water 5. Sugar 6. Salt 7. Coffee 8. Paper filter Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students how to make of purification of the water 2. The teacher tells the students that they will learn about mixtures which have various compositions and can be separated into their pure components by physical techniques. For example, a substance that is soluble in water can be easily separated. The teacher discusses with students how to filter dirty water using a simple technique, and then to identify the method of separating the mixture. Make sure that students understand the methods of filtering, distillation, evaporation, and sublimation. 3. Then, the teacher asks students to work it out through experiments. 4. Motivate and remind students to do activity. Ask the students about the relationship between of the physics and chemistry changes 5. State the objective of the learning. Main Activity Part 1. In this activity • Students are asked to take a spatula-full of powdered iron and put it on a piece of paper, and using the same size of spatula, to take copper(II) sulphate and to put it beside the iron. • The teacher reminds students that in each case, the iron and the copper(II) sulphate should be powdered, and to notice that the colors of the two substances are different.

•

The teacher asks students to mix the two substances and then asks: "Can you recognize the iron and the copper(II) sulphate?"

Part 2. In this activity: • Students are asked to put about 100 ml of water into a beaker glass, and to put the mixture of iron and copper(II) sulphate into the beaker. Then, the teacher asks them to stir the mixture for a few minutes using a glass rod. • The teacher asks students to observe accurately and see whether they can recognize the iron and the copper(ll) sulphate in solid phases. Part 3. In this activity: • Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand. Then, the mixture is filtered through the paper in the funnel. The teacher reminds the students to be careful, so that they do not pour the mixture through the gap between the paper and the glass. • Students are asked to observe what happens when they pour the mixture. • The teacher asks students to look at the solid left on the filter paper, and tell them that the matter is called residue. • Students are asked whether they can guess what substance the residue is, and then, the teacher asks them to compare the color of the residue with those of iron and copper(II) sulphate. • The teacher facilitates the students to discuss about the blue liquid passing through the filter paper. • The teacher asks the students to think about what the blue liquid is. The expected answer is a solution. Then, the teacher asks them again what solution it is. The expected answer is that the liquid is a copper(ll) sulphate solution. Part 4. In this activity: • The teacher asks students to heat gently the solution they got from the filtering procedure, until the liquid becomes darker (saturated). • The teacher tells the students to allow the solution to settle for a few minutes and then ask them to observe the solution accurately. • Students are asked whether they find a blue crystal in the solution, and lets them discuss the crystal among themselves. • Students are asked to think about the whole process of separation they did. • The teacher asks the students to make a summary of all the processes and the results, and lets the students write their summary of the experiment from parts I to 4 in a systematic. Activity 5 Discussion: Separation of Mixture • The teacher facilitates a discussion on the separation of mixture on the basis of particle size and boiling point. • The teacher continues the discussion on the methods of filtering, distillation, evaporation, and sublimation. Closing 1. Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Exercise : 1. What is the appropriate method to separate sugar from its solution? 2. What is the appropriate method to take out sand from its mixture with water?

3. Do you think boiling is an appropriate method to separate alcohol, or more specifically ethanol from its mixture with water? Which one will boil first? Why? 4. If you want to have clean water from muddy water, what method of separation would you apply? 5. Do you think distillation is a better method to take out sand from its mixture? Why? 6. Why do you think sugar dissolves in water? 7. What is your idea of getting sugar back from its solution? 8. Do you think you can separate sugar from its solution using filter paper? 9. When do you use the crystallization method?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : SEPARATION MIXTURE 3 X 40’

Standard Competence: To understand element, compound and mixture Basic Competence : To do separation mixture using the tools based on physical and chemical characteristics Indicators : 1. explain separation mixture base on dimension of particles and boiling point. 2. to do simple experiment of purification of the water 3. to do experiment separation mixture appropriate using method (filtering, distillation, evaporation and subliming) Materials 1. Student’s Book 2. Student’s Worksheet 3. Sand 4. Water 5. Sugar 6. Salt 7. Coffee 8. Paper filter Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students how to make of purification of the water 2. The teacher tells the students that they will learn about mixtures which have various compositions and can be separated into their pure components by physical techniques. For example, a substance that is soluble in water can be easily separated. The teacher discusses with students how to filter dirty water using a simple technique, and then to identify the method of separating the mixture. Make sure that students understand the methods of filtering, distillation, evaporation, and sublimation. 3. Then, the teacher asks students to work it out through experiments. 4. Motivate and remind students to do Activity. .Ask the students about the relationship between of the physics and chemistry changes 5. State the objective of the learning. Main Activity Part 1. In this activity • Students are asked to take a spatula-full of powdered iron and put it on a piece of paper, and using the same size of spatula, to take copper(II) sulphate and to put it beside the iron. • The teacher reminds students that in each case, the iron and the copper(II) sulphate should be powdered, and to notice that the colors of the two substances are different.

•

The teacher asks students to mix the two substances and then asks: "Can you recognize the iron and the copper(II) sulphate?"

Part 2. In this activity: • Students are asked to put about 100 ml of water into a beaker glass, and to put the mixture of iron and copper(II) sulphate into the beaker. Then, the teacher asks them to stir the mixture for a few minutes using a glass rod. • The teacher asks students to observe accurately and see whether they can recognize the iron and the copper(ll) sulphate in solid phases. Part 3. In this activity: • Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand. Then, the mixture is filtered through the paper in the funnel. The teacher reminds the students to be careful, so that they do not pour the mixture through the gap between the paper and the glass. • Students are asked to observe what happens when they pour the mixture. • The teacher asks students to look at the solid left on the filter paper, and tell them that the matter is called residue. • Students are asked whether they can guess what substance the residue is, and then, the teacher asks them to compare the color of the residue with those of iron and copper(II) sulphate. • The teacher facilitates the students to discuss about the blue liquid passing through the filter paper. • The teacher asks the students to think about what the blue liquid is. The expected answer is a solution. Then, the teacher asks them again what solution it is. The expected answer is that the liquid is a copper(ll) sulphate solution. Part 4. In this activity: • The teacher asks students to heat gently the solution they got from the filtering procedure, until the liquid becomes darker (saturated). • The teacher tells the students to allow the solution to settle for a few minutes and then ask them to observe the solution accurately. • Students are asked whether they find a blue crystal in the solution, and lets them discuss the crystal among themselves. • Students are asked to think about the whole process of separation they did. • The teacher asks the students to make a summary of all the processes and the results, and lets the students write their summary of the experiment from parts I to 4 in a systematic. Activity 5 Discussion: Separation of Mixture • The teacher facilitates a discussion on the separation of mixture on the basis of particle size and boiling point. • The teacher continues the discussion on the methods of filtering, distillation, evaporation, and sublimation. Closing 1. Guide students to summarize the materials having been studied according to the objective of lesson plan 13.1 Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework

Worksheet Purifying Water Materials : 1. bottle of mineral water of 1 litre 2. coarse sand 3. gravels 4. rock debris/stone 5. cowlick 6. dirty water Procedures : 1. Cut the lower part of the mineral water bottle 2. Cut the cowlick as long as 10 cm 3. Wash the coarse sand, rock debris and gravels throughly until no mud/soil remains 4. Put cowlick, gravels, rock debris and coarse sand in the bottle as shown in the figure. 5. Pour the dirty water into the bottle 6. Place the water that runs through the bottle mouth in a bowl Analizes : Compare the clarity of the water before and after filtration. 1. Can the dirty water used in the experiment be called a mixture? 2. Why does the water become cleaner? 3. What is the process in these experiment ?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : PHYSICAL AND CHEMICAL CHANGES 3 X 40’

Standard Competence: To understand the characteristics of physical and chemical properties Basic Competence : To identify of physical and chemical changes Indicators : 1. Compare the observation of product of physical and chemical changes 2. Classification physical and chemical changes in daily life and communicating it. Materials 1. Student’s Book 2. Student’s Worksheet 3. Wood 4. Water 5. iron 6. Candle 7. Matches 8. Paper Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students about example substance base on structure particles of the matter, like: water, wood and air. 2. Motivate and remind students to do Activity 12.1.Ask the students about the relationship between of the physics and chemistry changes 3. State the objective of the learning. Main Activity 1. Let the students read the units presenting physics and chemistry changes and underline the principal concepts and discuss them. 2. Referring to the direct instruction, demonstrate physics and chemistry changes 3. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity. 4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials for Activity 12.1 to each group. 5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group to do the activity. 6. Let each group present the results and encourage the other groups to respond to it. The teacher assures each group that they know the correct answers.

7. Reward the group giving a good performance. Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Exercise : 1. When the water is boiling or evaporation, explain it if they are physical changes! 2. Explain the difference between physical and chemical changes! 3. Give examples of the physical and chemical changes Home work: Make a journal to find physical and chemical changes in daily life!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : PHYSICAL AND CHEMICAL CHANGES 3 X 40’

Standard Competence: To understand the characteristics of physical and chemical properties Basic Competence : To identify of physical and chemical changes Indicators : 1. Make a summarize based on experiment of physical and chemical changes 2. Compare the characteristics of physical and chemical changes based on experiment Materials 1. Student’s Book 2. Student’s Worksheet 3. Wood 4. Water 5. iron 6. Candle 7. Matches 8. Paper Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students about example substance base on structure particles of the matter, like: water, wood and air. 2. Motivate and remind students to do Activity 12.1.Ask the students about the relationship between of the physics and chemistry changes 3. State the objective of the learning. Main Activity 1. Let the students read the units presenting physics and chemistry changes and underline the principal concepts and discuss them. 2. Referring to the direct instruction, demonstrate physics and chemistry changes 3. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity. 4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials for Activity 12.1 to each group. 5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group to do the activity.

6. Let each group present the results and encourage the other groups to respond to it. The teacher assures each group that they know the correct answers. 7. Reward the group giving a good performance. Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Group Assignment Instrument 1. Group Test

WORKSHEET CHARCOAL ON THE RISE! PROBLEM: What is the difference between the two changes in the sugar. Why? HYPOTHESIS: Can you predict physical or chemical changes? MATERIALS: 100 mL of sugar crystals, two 100 mL beakers, two glass stirring rods, go outdoors or under a fume hood! PROCEDURE: 1. Fill each beaker half full of sugar. 2. Add about 40 mL of water to the first beaker and the same amount of concentrated sulfuric acid to the second beaker. 3. Stir and let it stand. 4. Observe the difference between the two changes in the sugar. 5. Ask: "In which beaker do the reactants still have the same properties?"

Discussion: 1. 2. 3. 4. 5. 6.

What is the difference between the processes in beaker I and beaker II? How can we recognize or distinguish between a physical change and a chemical change? In which of the two beakers could we get the sugar back as sugar? What do you think happened in the second beaker? What property do you think concentrated sulfuric acid has? What do you think the black material in beaker two is?

CONCLUSION: ______________________?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : CHEMICAL REACTION 3 X 40’

Standard Competence: To understand the characteristic of physical and chemical properties Basic Competence : To identify simple chemical reaction using simple experiment Indicators : 1. Make a reaction two matters to indicate color change and or temperature. 2. Conclude the characteristics of chemical reaction based on color change and or temperature. Materials 1. Student’s Book 2. Student’s Worksheet 3. Wood 4. Water 5. iron 6. Candle 7. Matches 8. Paper Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate by asking the students about example substance base on structure particles of the matter, like: water, wood and air. 2. Motivate and remind students to do Activity 12.1.Ask the students about the relationship between of the physics and chemistry changes 3. State the objective of the learning. Main Activity 1. Let the students read the units presenting physics and chemistry changes and underline the principal concepts and discuss them. 2. Referring to the direct instruction, demonstrate physics and chemistry changes 3. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity. 4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials for Activity 12.1 to each group. 5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group to do the activity.

6. Let each group present the results and encourage the other groups to respond to it. The teacher assures each group that they know the correct answers. 7. Reward the group giving a good performance. Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 2. Group Assignment Instrument 1. Group Test 2. Homework

Worksheet Chemical Reactions with Color Change

Materials : 1. 2 cups glass of water 2. 2 tablespoon flour 3. Iodine suffixation 4. 1 tablet Vitamin C Procedure 1. Preparation a half glass of water. 2. Add to water 2 tablespoon of flour. 3. Stir them a few minutes. 4. Observed, What will the water happened? 5. Does the color change? 6. Add to the mixture of drops the iodine commonly laid on wounds. 7. Does the color change? 8. Add to the mixture of a tablet of vitamin C. 9. Stir them and observe what will happens with the mixture? 10. Does the color change? Analysis: 1. Make a table analysis of the color change. 2. What proves that a reaction between the iodine and flour has occurred? 3. Has the Vitamin C also reacted with a substance in the glass? 4. Make a conclusion! Home Work:

Physical & Chemical Changes In the spaces provided, classify each of the following changes as physical or chemical. 1) Melting Iron3) Burning Paper5) Mixing Salt & Water7) Burning Wood9) Lighting up a cigarette

2) Melting Ice4) Chopping Wood6) Breaking Glass8) Mixing Peas & Carrots10) Waxing a wooden floor

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (CHEMISTRY) : VII (SEVEN) : ACID, BASE AND SALT 3 X 40’

Standard Competence To understand the characteristics of acid, base and salt Basic Competence To identify characteristics of acid, base and salt using indicator and or tools. Indicators 1. To identify acid, base and salt using right indicators 2. To Classify of materials in the area based on acid, base and salt concepts 3. Using the simple tools to determine acid and base scale Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students so that they give orange, soap, and vinegar. 2. State indicators of the objectives of learning. Main Activity 1. Before main activity, they are bringing a quiz to choose which acid. 2. Let Students read Student’s Book concerning acid, base and salt. 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 7. Give a reward to the group giving a good performance. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give a reward to the group giving a good performance. Closing

1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment 2. Individual assignment Instrument 1. Performance Assessment 2. Product Assessment Example of assessment: 1. What is the meaning of acid? 2. Give examples for acid in daily life? 3. What is the meaning of base? 4. Give examples for base in daily life? 5. What are different taste acid and base? Explain it!

Student Worksheet Mention kinds of substances containing one of the acid bellow No 1 2 3 4 5 6 7 8 9 10

Name Acetic acid Citric acid Tart rat acid Malta acid Lactic acid Carbonate acid Nitrate acid Sulfide acid Phosphate acid Chloride acid

Obtained in

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (CHEMISTRY) : VII (SEVEN) : ACID, BASE AND SALT 3 X 40’

Standard Competence To understand the characteristics of acid, base and salt Basic Competence To identify characteristics of acid, base and salt using indicator and or tools. Indicator 1. To do simple experiment using the simple indicators in daily life Materials 2. Student’s Book 3. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students so that they give natural indicators, like: turmeric, hibiscus, violet cabbage. 2. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book concerning acid, base and salt. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Guide each group in accomplishing the activity. 8. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan

Assignment 1. 2.

Group Assignment Home work

Instrument 1. Performance Assessment 2. Product Assessment Home work of assessment: 1. Looking for the natural indicators in daily life! 2. How to do test acid and base using the natural indicators?

Worksheet

Testing Solution Using Litmus Paper and Acid-Base Indicator Solution In this activity you will observe the changing color of the litmus paper and indicator solution used in the laboratory. Materials : 1. Drop palette 2. Pipette 3. Toothpicks 4. Distilled water 5. Vinegar 6. Lime 7. Orange Juice 8. Soap 9. Alcohol 10. Ashes

11. Sugar solution 12. Chloride acid solution 13. Sodium hydroxide solution 14. Sodium chloride solution 15. Litmus paper 16. Phenolphthalein indicator 17. Methyl Orange indicator 18. Methyl Red indicator

Procedure : 1. Cut 1 cm of red and blue litmus paper and put them in the dents of drop palette, filled with drop distilled water. Observe what happens to the litmus. Write your observation. In the same way, other provide solutions. 2. Prepare a clean drop palette. Mark A1-A4 for dent 1-4; B1-B4 for dent 5-8 and C1-C4 for dent 9-12. Using pipette, put 5 drops of vinegar into dent A1-A4; lime to dent B1-B4; and destilled water to dent C1-C4. 3. Add 2 drops of Phenolphthalein into dent A1;B1 and C1; methyl red to dent A2, B2 and C2; methyl orange to dent A3, B3 and C3. Write your observation! 4. The same way as step2 and 3, test other solutions and write your observation. Conclusion and Analysis: 1. Classify the solution based on their characteristics. (acid, base or neutral) 2. What can you conclude about acid, base and salt? 3. If a soltion ia tested using red litmus paper, the color remains red. Can it be concluded that the solution is acid? Explain your answer!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : MATTER AND ITS STATE 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To investigate the characteristics of matter based on shape and its application in everyday life. Indicators : 1. to investigate the change of state matter. 2. to predict the structure and movement of particles in some states of matter via reasoning. Materials 1. Student’s Book 2. Student’s Worksheet 3. water 4. cooking oil 5. board marker 6. white board Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students what is the shape of wood? What is the shape of water? What is the shape of air? 2. Ask the students to remember the shape of substances. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about matter and its states and underline the principle concept in daily life. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce to students why the water can change to the ice cube? 6. Students can find out the change in state of matter from simple experiment 7. Students can give examples the changes in state of matter base on these simple experiment.

8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity. 11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group having a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan 8.1 Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Example of Assessment: 1. How many matters do you know? 2. Give an example each matters! 3. Benefit the characteristics of the matters! 4. How the structure and movement of particles in some states of matter via reasoning? Explain it! Home work : Draw the characteristics of structure of matters on the HVS paper with color paper!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : MATTER AND ITS STATE 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To investigate the characteristics of matter based on shape and its application in everyday life. Indicators : 1. to differentiate between cohesion and adhesion based on observation. 2. to correlate the occurrence of capillarity, convex meniscus, concave meniscus with relevant phenomena of nature Materials 1. Student’s Book 2. Student’s Worksheet 3. water 4. cooking oil 5. board marker 6. white board 7. kerosene 8. talus leaves Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students Why the board marker can patch on the white board? 2. Ask the students to remember the shape of substances. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about matter and its states and underline the principle concept cohesion and adhesion in daily life. 2. Students can correlate the occurrence of capillarity, convex meniscus, concave meniscus with relevant phenomena of nature 3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students

5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Introduce to students why the kerosene can flow in the wick of the kerosene? 7. Students can find out differences adhesion and cohesion base on observation. 8. Students can give examples of adhesion and cohesion in daily life. 9. Students can explain differences concave meniscus and convex meniscus with relevant phenomenon of nature. 10. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. 12. Guide each group in accomplishing the activity. 13. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 14. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan 8.2 Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Example of Assessment: Choose the best answer! 1. Why the water can not patch on the talus leaves? 2. What are differences of adhesion and cohesion? Explain It! 3. Why the tissue paper can wet faster? 4. Give examples of capillarity in daily life! Home work: Make a journal example of adhesion, cohesion, and capillarity phenomenon in daily life!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : DENSITY 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To describe density concept in everyday-life Indicators : 1. to conclude from an experiment that density is specific characteristic of matter 2. to calculate the density of matter 3. to apply the concept of density in solving some problems in everyday-life Materials 1. Student’s Book 2. Student’s Worksheet 3. water 4. cooking oil 5. alcohol 6. iron 7. aluminum 8. wood 9. cork Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students Why water doesn’t mix with the cooking oil? 2. Why does the iron can sink in the glass of water? 3. Ask the students to remember the shape of substances. 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about matter and its states and underline the principle concept density in daily life. 2. Students can conclude from an experiment that density is specific characteristic of matter

3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Introduce to students why the kerosene can flow in the wick of the kerosene? 7. Students can find out specific characteristic of matter from simple experiment. 8. Students can give examples of density in daily life. 9. Students can calculate the density of matter 10. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. 12. Guide each group in accomplishing the activity. 13. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 14. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment Instrument 1. Worksheet 2. Homework

Worksheet

How do we determine the mass of the liquid? Material : 1. Water 2. Cooking oil 3. Alcohol Procedure: 1. By using a lever balance measure the empty measuring cylinder in gram. 2. Fill the measuring cylinder with 50 mL f water. How many cm3 is its volume? 3. Measure again the measuring cylinder that is filled with water. What is the mass of the water? Analysis: 1. Determine the density of the water by dividing its mass by its volume? 2. Repeat the procudure with the another liquid, cooking oil and alcohol. 3. Determine whether the density is the same as the above procedures? Based on the result of your observation, write down your conclusion! 4. In your opinion, what will happen if water is mixed up with cooking oil and alcohol? 5. Give your reason by referring to its density that you have just found!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : DENSITY 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To describe density concept in everyday-life Indicators : 1. to calculate the density of matter 2. to apply the concept of density in solving some problems in everyday-life Materials 1. Student’s Book 2. Student’s Worksheet 3. water 4. cooking oil 5. alcohol 6. iron 7. aluminum 8. wood 9. cork Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students, why water doesn’t mix with the cooking oil? 2. Why does the iron can sink in the glass of water? 3. Ask the students to remember the shape of substances. 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about matter and its states and underline the principle concept density in daily life. 2. Students can conclude from an experiment that density is specific characteristic of matter

3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 4. Give Student’s worksheet to students 5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 6. Introduce to students why the kerosene can flow in the wick of the kerosene? 7. Students can find out specific characteristic of matter from simple experiment. 8. Students can give examples of density in daily life. 9. Students can calculate the density of matter 10. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 11. Give a reward to the group giving a good performance. 12. Guide each group in accomplishing the activity. 13. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 14. Give a reward to the group giving a good performance. Closing 2. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Example of Assessment: Answer the following question. 1. Base on its state, how many matters can be made? 2. The density of mercury is 13.6 gr/cm3 ; calculate the density of mercury in the SI unit! 3. A block of concrete 0.4 m long; 0.3 m wide and 0.1 m high has density of 2500 kg/m3. Calculate its mass! 4. Given that a wooden cube of length 10 cm weighs 600 gram. Calculate the density of the wood in gram/ cm3 Home work of Assessment: Answer the questions. 1. A piece of glass has a mass 10 kg and has a volume 2 m³. Calculate density of a glass! 2. The density of air is 1.3 kg/m³. What is the mass of 5 m³? 3. A sample of 50 cm³ of kerosene has a mass of 35 gram. Find its density! 4. The density of mercury 250 kg/m³. Find the volume of 12,5 kg of mercury! 5. If the mass of an object is 35 grams and it takes up 7 cm3 of space, calculate the density.

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : THERMAL EXPANSION 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To experiment thermal expansion in daily life and their application Indicators : 1. to investigate of thermal expansion of solid, liquid and gas 2. design simple experiment to investigate the expansion of solid and liquid 3. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic strip for thermostat, bimetallic switch in electrical appliances, and others Materials 1. Student’s Book 2. Student’s Worksheet 3. thermometer alcohol 4. Window glass 5. iron Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivating students to recall their knowledge of the basic principle of thermometers: thermal expansion and reminding them of the concept of expansion of solids. 2. Informing students of the plan to study the effects of water thermal expansion. 3. Informing the success indicators of the study. 4. Encouraging students to recall their knowledge of thermal expansion in a thermometric medium (alcohol or mercury). 5. Motivating students by informing them of the plan to do the activity in SAW 11.6 to investigate the thermal expansion process of solids. 6. Informing the indicators of success of this learning process Main Activity

1. 2. 3. 4. 5.

Informing students that, just like liquids, solids also expand when heated and contract when cooled. Asking the students to make several -groups of activity. Asking each group to do the activity according to SAW 11.6 under the guidance of the teacher. Asking each group to cooperate and discuss their activity results with their classmates. Asking one or two groups to present the results of their discussions and the other groups to respond to the presentation and participate in the discussion. Making conclusions about the results of the activity as described in SAW 11.6

Closing 1. Emphasizing the comparison between liquid thermal expansion and solid thermal expansion 2. Summarizing the results of the activity as described in SAW 11.6. 3. Emphasizing the useful property of thermal expansion in daily life. Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Example of Assessment: 1. If it is known that the linier expansion coefficient of iron is o,000012/ºC, what is the final length of an iron rod after being heated from 35 ºC to 100 ºC. The original length of the rod is 2m. 2. Explain why the window glass is sometimes hard to be inserted into its frame! 3. What causes an object to either expand or contract? 4. What happens to the atoms of an object when the object is heated or cooled? 5. What is the difference between linear expansion and volume expansion?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : THERMAL EXPANSION 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To experiment thermal expansion in daily life and their application Indicators : 1. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic strip for thermostat, bimetallic switch in electrical appliances, and others Materials 1. Student’s Book 2. Student’s Worksheet 3. thermometer alcohol 4. Window glass 5. iron Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1 Encouraging students to collect as much information as possible on the useful property of thermal expansion in all aspects of human life, and reminding them that lack of understanding in thermal expansion can cause disadvantages. 2 Informing the indicators of success of the learning process. Main Activity 1. Recalling the results and conclusion of the activity related to SAW 11.6 2. Encouraging students to communicate their knowledge of thermal expansion of solids and its usefulness by forming several discussion grouping in class. 3. Guiding students to comprehend the basic principle of the bi-metallic strip, thermostats, and others application using principles of solid expansion. Closing Summarizing the concepts of thermal expansion of solids

Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework

Example of Assessment: 1. Benefit examples of the material usage of thermal expansion, principles in applied technology! 2. Explain the operational principles of thermostat! 3. Why the railways or bridges should have expansion gaps?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : HEAT 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To describe the heat in the state and temperature changing in daily life and their application Indicators : 1. To investigate the influences of heat on the changes of the state and temperature of a matter 2. To investigate factors which accelerate evaporation 3. To investigate the heat needed to advance of temperature of matters. 4. To investigate the heat needed during boiling and melting of matters. Materials 1. Student’s Book 2. Student’s Worksheet 3. thermometer alcohol 4. Window glass 5. iron Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by letting them touch to a cool wall. Ask what they feel. 2. State the objective of learning

Main Activity 1. Let the students read the units presenting The Quantity of Heat Energy, The Calculation of Heat Energy and underline the principal concepts and discuss them. 2. Let the students sit in a cooperative learning arrangement and remind them of cooperative skills that are developed and how to follow the activity.

3. Distribute Activity Sheet 12.3 to students, and give a set of apparatus and materials for Activity 12.3 to each group. 4. Referring to the cooperative learning model, let each group do step 1. Remind the students of the danger of the fire. 5. Referring to the direct instruction, demonstrate how to use the measuring jar for measuring the mass of water and the mass of sand. 6. Referring to the cooperative learning model, let each group do steps 2 to 3. . Guide each group to do step 2 and to complete Table I. 7. Referring to the direct instruction, demonstrate how to use the stopwatch for measuring the time. 8. Referring to the cooperative learning model, let each group do steps 4 to 5 and complete Table I 9. Guide each group to do Observation and Analysis 10. Let each group present the results and encourage other groups to respond to it. The teacher assures each group that they know the correct answers. 11. Reward the group giving a good performance. Closing 1. Guide to students to summarize the materials having been studied according to the objective of lesson plan 12.2. 2. As homework, ask each student to do activity 12.5 Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Exercise: Complete the following statements. a. The quantity of heat energy needed to increase the temperature by one degree of 1 kg of a substance is called specific heat capacity. b. The specific heat capacity is measured in Joule per kilogram and Celsius degree. c. The specific heat capacity can be used to measure the change of the heat energy. d. The heat energy is the total energy of particles composing a substance. e. In the equation Q = m x c x At, the symbol A means a change. f. The energy flows from a warm body to a cooler one is heat. g. In the equation Q = m x c x At, the change of heat energy is indicated by h. The heat always flows from a warm temperature to a cooler one.

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : HEAT 3 X 40’

Standard Competence: To understand the shape of matter and changes it. Basic Competence : To describe the heat in the state and temperature changing in daily life and their application Indicators : 1. To apply formula Q = m.c.∆t

Q = m.L and

Q = m.U

for solving simple problems.

Materials 2. Student’s Book 3. Student’s Worksheet 4. thermometer alcohol 5. Window glass 6. iron Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate and remind the students to do Activity 12.1.Ask the students about the relationship between the mass of an object and the heat energy of the object. 2. Motivate and remind students to do Activity 12.3.Ask the students about the relationship between the specific heat capacity and the heat energy needed 'to increase the temperature of the object 3. State the objective of the learning. Main Activity 1. Let the students read the units presenting The Heat for Boiling and Melting, Black's Principle and underline the principal concepts and discuss them. 2. Referring to the direct instruction, demonstrate how to calculate heat for melting (Applied Mathematics in the Students' Book. 3. Let students sit in a cooperative learning and remind them of the cooperative skills that they will learn and how to follow the activity.

4. Demonstrate Activity Sheet 12.4 to students, and give a set of apparatus and materials for Activity 12.4 to each group. 5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group to do the activity. 6. Let each group present the results and encourage the other groups to respond to it. The teacher assures each group that they know the correct answers. 7. Reward the group giving a good performance. Closing Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Exercise : 1. What is the energy needed to heat 6 kg of ice at 0 'C to become water at 0 OC if the melting point of the ice is 3.32 x 105 J/kg? 2. Suppose you boil 500 grams of water for 5 minutes. The temperature of the water changes from 25 OC to 34 OC. What is the change of the temperature? T = 34 – 25 = 9 oC 3. Apiece of iron has amass of 0.5 kg and a specific heat capacity of 0.11 kcal/(kg ºC). If the temperature of the iron changes from 100 OC to 50 OC, what is the quantity of heat released by the iron? Q = m c T = 0.5 (0.11) 50 = 2.75 kcal Homework: 1. Calculate the heat received by 175 g of ethanol that is heated from 50 ºC to 125 ºC. Hint : Will the answer of Q positive or negative? 2. A substance with the mass of 45 kg needs heat energy of 180.480 Joule for increasing its temperature from 28 ºC to 40 ºC. How much is its specific heat capacity? Hint: What information do get about a substance?