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LESSON PLAN ( RPP )
Unit Education : Senior High School ( SMA )
Subjects : Biology
Class / Semester : XI / I
Core Competencies : \
1 . Appreciate and practice the teachings of their religion .
2 . Appreciate and practice honest behavior , discipline , responsibility , caring ( mutual
assistance , cooperation , tolerance , peace ) , polite , rsponsif , and proactive and show
attitude as part of the solution to various problems in berinteaksi effectively with the
social and natural environment as well as in placing itself as a reflection of the nation in
the association world .
3 . Understand , implement and analyze factual knowledge , conceptual , procedural and
metacognitive based on his curiosity about science , technology , arts , culture and
humanities with knowledge of humanity , national , state , and civilization -related
causes of phenomena and events as well as applying procedural knowledge in the field
of study specific according to their talents and interests to solve the problem
4 . Managing , and presenting reasoning in the realm of the concrete and abstract domains
associated with pemngembangannya of the schools studied independently, act
effectively , creatively and be able to use the method according to the rules of science .
Basic Competences :
1.1 Admire the regularity and complexity of God's creation of the structure and function of
cells , tissues , organs and systems compilers bioprocess that occur in living things
1.2 Recognizing and admire scientific thinking in the bioprocess observing capabilities
1.3 Be sensitive and concerned about environmental issues , maintain and care for the
environment as a manifestation of the teaching practice of their religion
2.1 Conduct scientific , conscientious , diligent , honest to the data and facts , discipline ,
responsibility and care in observation and experimentation , daring and polite in asking
questions and arguing , caring environment , mutual cooperation , working together ,
love peace , argue scientifically and critical , responsive and proactive in every action
and in making observations and experiments of the classroom / lab and outside the
classroom / laboratory .
3.3 Applying the concept of the inter-relationship between the structure of plant cells in
tissues with organ function in plants is based on the observations .
4.3 Present data on the anatomical structure of the network in plants is based on
observations to demonstrate understanding of the relationship between structure and
function of tissues in plants against bioprocess that takes place in plants .
Indicators :
a. Demonstrate curiosity about networking - networks that exist in plants ( affective ) .
b . Having an attitude of cooperation , active , discipline , responsibility in carrying out
group discussions on the plant tissue ( affective ) .
c. Be careful review of the facts and data on the network in plants ( affective )
d. Having a scientific attitude contend in the plant tissue discuss in groups ( affective ) .
e . Explaining the notion of network ( cognitive ) .
f . Describes the structure and function of tissues in plants ( cognitive ) .
g . Distinguishing types - types of tissue in plants ( cognitive ) .
h . Communicate the results of the discussion about the network and its function in plants
(psychomotor ) .
Allocation Time : 1 meeting ( 2 JP )
Meeting : 1 ( One )
A. Learning Objectives :
a. Students have a curiosity about the network - a network that exist in plants ( affective ).
b. Students have an attitude of cooperation and active in carrying out group discussions on
the plant tissue ( affective ) .
c. Students have discipline and responsibility in carrying out group discussions on the
plant tissue ( affective ) .
d. Students have a conscientious attitude towards facts and data on the network in plants (
affective ) .
e. Students are able to argue scientifically in the plant tissue discuss in groups ( affective).
f. Students are able to explain the definition of the network ( cognitive ) ( fact ) .
g. Students are able to explain the structure and function of tissues in plants ( cognitive ) (
fact ) .
h. Students are able to distinguish the type - the type of tissue in plants ( cognitive ) (
draft) .
i . Students are able to distinguish the role of each tissue in plants ( cognitive ) ( draft ) .
j . Students are able to match the clue to the answer on the plant tissue and function
smoothly ( psychomotor ) .
B. Learning Materials :
a. Plants Tissue
C. Learning Strategies :
a. Learning model : Make a match .
b . Learning methods : Lectures , discussions , match the clue to
answer and question and answer .
c. Learning Media : The ESIS Biology class XI , worksheets , images –
network image , in focus , projector , card questions
and answers
D. Learning Activity Steps :
• Early work ( 5 minutes ) :
1. Preliminary
2. Greetings and prayers (As implementation of religious value)
3. Conditioning class
4. Apperception ( Linking with the previous material of the cell. Providing the question
of how cells that have the same structure and function when assembled and
organized ? Would be whether the collection of cells ? Then ask the students'
understanding of the tissue) .
5 . Motivation ( Why the young plants , the structure tends to be soft and watery ? )
6 . Submission of learning objectives
• Core Activities ( 20 minutes ) :
1. Submission the outlines or basic theory of learning materials
2. Teacher divide students into groups are heterogeneous
3. The teacher explains the purpose and group assignments to be done .
4. Collecting the data :
Each group read literature about the assignment given by the teacher .
Students complete the literature on plants tissue. 5. Association
Each of the students to discuss in groups of networks in plants .
6. Communicating
Teachers provide about cards and answer cards to each - each group .
Each - each group gets about the card and reply card with the same number (
Phase 1 )
Master called groups / students about the card that holds the number 1 and the
student reads the question that is in the cards ( Phase 2 ) .
Teachers provide students in each - each group to think of an answer for 10
seconds .
For the group that holds the card can be directly read or reply showed he held
answers ( Phase 3 ) .
group can match the question with an answer cards before time runs out will be
given point ( Phase 4 ) .
The group that gets the most points will be rewarded ( Phase 5 ) .
Closing Activities ( 5 minutes ) :
1. Conclusion ( teacher gives a brief description ( clarification ) when an error occurs
and the concept concludes the discussion ) . ( Phase 6 )
2. Evaluation ( post-test gives teachers the materials that have been studied). ( Phase 6)
3. Assignment ( teacher gave the assignment as a follow-up to deepen the material
being studied today) . ( Phase 7 )
4. Closing
E. Learning Resources / Tools and Materials :
1 . ESIS book Biology class XI
2 . Campbell Book VIII edition series 2 .
3 . Other relevant sources ( blogs , web address , etc. ) .
4 . Pictures - pictures of plant tissue
5 . In focus and Projectors
F. Rating :
a. Form of Assessment :
1. Written assessment
2. Assessment attitude
b . Assessment Technique :
1. Test descriptions ( concepts related to tissue in plants)
2 . Observation sheet
c. Assessment Instrument ( attached )
POST TEST 1
PLANTS TISSUE
Name :
Class :
1. Why the young plants the plant structure is still soft and easily broken ?
2. Mention types - parenchymal tissue types found in plants !
3. Give difference kolenkim network and sklerenkim following with examples of each
plant !
Post test’s answer :
1. Because young plants are still many who lack the network meristematis thin walls ,
small cell size , small vacuole and cytoplasm levels high , so the structure of the plant is
still soft and easily broken .
2. Assimilation parenchyma , parenchyma water , carrier parenchyma , parenchymal and
parenchymal air hoarders / aerenkim .
3.
.
Distinguishing Aspects Kolenchyme Tissue Sklerenchyme Tissue
Tissue’s Properties Life Die
Meristem Activity Still happened Don’t happen
Lignin No lignin Contain lignin
Cell Wall Thickening Uneven Flat
Cell Wall Condition Thin Thick
Found in
Surface of young stem,
Stalk of young
leaves
Xylem tissue as xyler
fiber
Example of plants All the plants have
kolenchyme Guava , Coconut, Pear,
Observation Sheet of Students Attitude
Plant Tissue Material
Class :
No Students Name
Distinguish Aspects
Total Curiosity Cooperative Active Dicipline Conscientious
Argue scientifically
Responsibility
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19 20
Description: 4: Very Good (if done properly) 3: Both (If done correctly but not maximal) 2: Fair (If done well and did not finish) 1: Less (if not done)
QUESTION CARDS AND ANSWER CARDS
QUESTION CARDS ANSWER CARDS
1. Young tissue is composed of cells whose
walls are thin, large nucleus, small vacuoles,
cytoplasm and many actively dividing.
Meristem tissue
2. Meristem located between the primary
meristem adult tissue Meristem Intercalar Tissue
3. Tissue which causes the increase in stem
diamteter Meristem Seconday / Cambium Tissue
4. Meristem Tissue Picture
5. This network serves as a protection to the
plant Epidermis Tissue
6. Modification of epidermal tissue that serves as
a gas exchange Stomata
7. Give us the Epidermis Picture
8. Layer of dead cells on the inside of the root
epidermal tissue hanging Velamen
9. Epidermal derivatives that are large and
serves as a water storage Bulliform cell
10. Basic network is also called Parenchyme Tissu
11. Parenchymal tissue called basic network Found in every parts of plant’s organ
because?
12. Characteristics of Parenchyme cell Lifu cell, hexagonal, many vakuolas, nucleus in
the based of cell are too rare.
13. Parenchyma is responsible for maintaining the
air Aerenkim
14. Parenchymal injury cover Cork Cambium (felogen)
15. Network reinforcement on young plants Kolenchyme Tissue
16. Differences kolenkim with sklerenkim,
kolenkim network does not have Lignin
17. Grouping sklerenkim there are 2, namely Sklereid and fiber schlerenchyme
18. Sklerenkim network which is a cell - cell
length and tapered Fiber schlerenchyme
19. One example of plants that have sklereid Coconut shell in coconut
20. The use of fibers sklerenkim on Manufacture of jute sacks, ropes
21. Xylem Components Tracheid, trachea, xylem vascular and xylem
fiber
22. Networks which take the results of leaf
photosynthesis throughout the plant Phloem Tissue
23. Cells accompanist on transport vessels are
found only in plants Angiospermae
24. Die tissue in plant Cork Tissue
25. Properties of Cork Tissue Impermeabel
26. 2 kinds of plant tissues, are.... 1. Meristem Tissue
2. Permanent Tissue
27. A haul of vascular bundles that rested on a
ring of xylem and phloem form a cylindrical Radial vascular bonding
28. Type of radial vascular bundles 1. Amfikibral type
2. Amfivasal type
29. Bond collateral vessels open Cambium between xylem and phloem tissue
30. Example of plant with closed Colaeral Monocotil
31. Holes in the xylem tracheids called Pit
32. Epidermal derivatives in the form of hair -
fine hair Trikomata
33. Meristem tissues other than the network that
has the properties meristematis Parenchyme Tissue
34. Xylem Picture
35. Sclereid Tissue Picture
36. Phloem Tissue Picture
37. Water Parenchyme Picture
38. Velamen Picture
39. Cork Tissue Picture
40. Meristem Lateral Picture
41. Kolenkchyme Tissue Pictur
42. Stomata Pictre
43. Trikomata Picture
44. Bulliform cell picture
45. Velamen found in ..... plant Vanda sp
46. Kolenchyme found on...... Young stemn young leaves stalk
47. Constituent of the cell in the form of xylem
cell death Trakeid
48. Meristem tissue that has been there when the
plant is still in the embryonic level Promeristem
49. Plant tissues that are embryonal / meristematis
besides meristem tissue is Parenchyme Tissue
Pekanbaru, November 19th 2013
Supervisor Biology Teacher Model, EVI SURYAWATI,M.Ed, Ph.D FADILA AFRITIANI