Lesson Plan Curriculum 2013 in English For a Topic of High School Chemistry Learning Activities
LESSON PLAN
School Name : SMA ...........
Subject : Chemistry
Class / Semester : X / Two
Main Material : Electrolyte and Non Electrolyte Solutions
Time Allocation : 1 x 3 JP
Subject : Chemistry
Class / Semester : X / Two
Main Material : Electrolyte and Non Electrolyte Solutions
Time Allocation : 1 x 3 JP
A. Core Competencies
KI 1 : Living and
practicing the religious teachings it embraces.
KI 2 : Living and practicing honest, disciplined, responsible,
caring (polite, cooperative, tolerant, peaceful) behavior, courteous, responsive and pro-active and showing
attitudes as part of the solution to problems in interacting effectively with
the social and natural environment And
in placing ourselves as a reflection of the nation in the association of the
world.
KI 3 : Understand, apply,
analyze factual, conceptual, procedural knowledge based on his knowledge of
science, technology, arts, culture and humanities with the insights of
humanity, nationality, state and civilization on the causes of phenomena and
events, and apply procedural knowledge to the field Specific
studies according to talent and interest to solve problems.
KI 4 :Processing, reasoning, and recruiting in the realm of
concrete and abstract realms related to the development of self-study in
schools independently, and capable of using methods according to scientific
rules.
B. Basic Competencies and
Indicators
KD.1 Analyzes the
properties of electrolyte solutions and nonelectrolyte solutions based on their
electrical conductivity.
Indicator:
1.
Mention the notion of electrolyte and non electrolyte solution.
2.
Identify the properties of electrolyte and non-electrolyte solutions by
experiment.
3.
Group solutions into electrolyte and non-electrolyte solutions based on
their electrical conductivity.
4.
Explain the cause of the ability of the electrolyte solution to conduct
electrical current.
5.
Describe that the electrolyte solution may be an ionic compound and a polar
covalent compound.
KD.2 Design, perform,
and conclude and present experimental results to determine the properties of
electrolyte solutions and non-electrolyte solutions.
Indicator:
1.
Design an experiment to investigate the nature of the
solution based on its electrical conductivity.
2.
Conducting experiments electrical conductivity in some
solutions.
3.
Observe and record data of experimental results of
electrical conductivity in some solutions.
4.
Analyzing data from experimental results of electrical
conductivity of electrolyte and non-electrolyte solutions.
5.
Summing up the nature of the solution based on the
electrical conductivity of the electrolyte. solution and the non-electrolyte solution.
6.
Concluding that the electrolyte solution may be an ionic
compound or a polar covalent compound.
7.
Communicate experimental results of electrolyte and non
electrolyte solutions.
A. Learning Objectives
1.
Students can realize the regularity of electrical
conductivity in the solution as a form of greatness of God YME.
2.
Students can show positive attitude (individual and
social) in group discussion.
3.
Students can demonstrate the behavior and attitude of
receiving, appreciating, and carrying out honesty, thoroughness, discipline and
responsibility.
4.
Students can mention the definition of electrolyte and
non electrolyte solution.
5.
Students can identify the properties of electrolyte
solution and electrolyte iswnone through experiment.
6.
Students can group the solution into electrolyte and
non-electrolyte solutions based on their electrical conductivity.
7.
Students can explain the cause of the ability of the
electrolyte solution to conduct electrical current.
8.
Students can describe that the electrolyte solution can
be an ionic compound and a polar covalent compound.
9.
Students may design experiments to investigate the nature
of the solution based on their electrical conductivity.
10. Students can
experiment on electrical conductivity in some solutions.
11. Students can
observe and record experimental data of electrical conductivity in some
solutions.
12. Students can
conclude that the electrolyte solution may be an ionic compound or a polar
covalent compound.
13. Student can analyze
experiment result data based on electric conductivity of electrolyte solution
and non-electrolyte solution.
14. Students can infer
the properties of the solution based on the electrical conductivity of the
electrolyte solution and the non-electrolyte solution.
B. Learning Materialsembelajaran
·
Facts
o
Conductors
o
Isolator
o
Solvent
o
Dissolved
·
Concepts
o
Solution
o
Electrolyte solution
o
Non-electrolyte solution
o
Reaction
o
ionization
·
Principles
o
The role of the ion in the
electric conduction of the solution (Arrhenius theory)
o
Electrolyte strength
o
Procedures
o
Work step experiments electrical
conductivity in solution.
A solution that can conduct
electricity is called an electrolyte solution. The power conducting electricity
depends on the amount of ions present in the solution. The more the amount of
ionnya the stronger the nature of electrolyte. This is due to the degree of
ionization of the dissolved substance.
1.
STRONG ELECTROLY SOLUTIONS
·
Has degree
of ionization
1 (= 1 )
·
Perfect
terrion
Example : HCl(aq), H2SO4(aq),
NaCl(aq), NaOH(aq)
HCl(aq) à H+(aq) + Cl-(aq)
NaCl(aq) à Na+(aq) + Cl-(aq)
H2SO4(aq) à2H+(aq) + SO42-(aq)
NaOH(aq)àNa+(aq) + OH-(aq)
2.
WEIGHT ELECTROLY SOLUTIONS
·
Has degree
of ionization ( 0<< 1 )
·
Partial
terion
Example : CH3COOH(aq),
NH4OH(aq)
CH3COOH(aq) CH3COO-(aq) + H+(aq)
NH4OH(aq) NH4+(aq)
+ OH-(aq)
3.
NON-ELECTROLY SOLUTIONS
·
Has degree
of ionization ( = 0 )
·
Not ionized
Example : CO(NH2)2(aq), C12H22O11(aq)
CO(NH2)2(aq)
àCO(NH2)2(aq) ( unionized
)
C12H22O11(aq)
à C12H22O11(aq)
( unionized )
4. TYPES OF
ELECTROLYTE COMPOUNDS
No
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Types of compounds
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Properties of compounds
(
electrolyte / non electrolyte
)
|
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Solid
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Melth
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Solution
|
||
1.
2.
|
Ionic compounds (NaCl, MgCl2)
Polar covalent
compounds
(HCl, HBr)
|
Non
electrolyte
Non
electrolyte
|
Electrolyte
Non
elektrolit
|
Electrolyte
Electrolyte
|
In ionic compounds that form
melt and the ion solution can move freely, while in the solid form is not.
Similarly, in covalent compounds only in the form of a solution that the ion
can move freely. So the electrolyte properties of a compound are determined by
their ions.
LEARNING METHODS:
1.
Experiments
2.
Group
Discussion
3.
Inquiri
MEDIA, TOOLS, AND LEARNING
SOURCES
1. Media.
Live Materials
2. Tools/Materials
Electrolyte test apparatus, beaker, Some sample of electrolyte solution,
nonelectrolyte
3. Learning
Resources
§ Michael Purba, Kimia Kelas X SMA /MA , Erlangga ,Jakarta
§ Supplement books:
·
Cerdas Belajar
Kimia, Nana Sutresna, Grafindo Media Pratama, 2008
·
Buku pegangan Kimia jilid 1, Buku Kimia Penunjang Aktifitas Siswa, dan
hands out
·
Worksheet
§ Internet
http://e-dukasi.net
http://psb-psma.org
G. Steps of learning activities
Meeting 1
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Activity
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Time
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Description
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A.
Preliminary
1)
Students respond to greetings and questions from teachers related to
condition, absenteeism
2)
As an apperception to encourage curiosity and critical thinking, the
teacher asks questions about sugar solution and vinegar solution
3)
Teacher motivates student of video show "Fisherman"
4)
Students receive information on competencies, materials, objectives,
benefits, and learning steps to be implemented
5)
Teachers orally charge reading assignments and look for articles on
electrolyte and nonelectrolyte solutions
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15’
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The teacher invokes orally the reading assignment and
the task of finding articles about electrolyte and nonelectrolyte solutions.
|
B.
The teacher’s core activities
1.
Students are asked to review the literature on electrolyte and
nonelectrolyte solutions.
2.
The teacher asks the question of whether all solutions can conduct an electric
current? Why the fish
in the river could die of electric shock? What are
the benefits of electrolyte solution in life?
3.
Students are asked to design an experiment to investigate the nature of
the solution based on electrical conductivity and present the results to
equalize perception.
4.
Students perform experiments of electrical conductivity in some
solutions.
5.
Students observe and record data of experimental results of electrical
conductivity in some solutions.
6.
Students analyzed experimental data to infer the properties of the
solution based on their electrical conductivity (electrolyte solution and
non-electrolyte solution).
7.
Students group the solution by type of bond and explain it.
8.
Students conclude that the electrolyte solution may be an ionic compound
or a polar covalent compound
9.
Students present a report of experimental results on the conductivity of
strong electrolyte solutions, weak electrolyte solutions, and nonelectrolyte
solutions.
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90’
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C.
Cover
· Teachers and
students make conclusions about the electrolyte and nonelectrolyte solutions
· The teacher asks
students to record assignments about electrolyte and nonelectrolyte solutions
· Teachers provide
reading assignments for students for subsequent material
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30’
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H. Assessment
No
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Aspect
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Mechanisms and Procedures
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Instrument
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Description
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1.
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Attitude
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-
Group Work Observation
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- Observation Sheet
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2.
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Knowledge
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Assignment
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Written test
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Assignment Question
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Objective Question
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3.
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Skills
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Presentation Performance
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Practice Report
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Practice Report
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Assessment Rubric
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Jambi,
.....................
Principal of public high school.... Teacher of chemistry subjects
............................ ............................
NIP.
........................ NIP. ........................
Appendix 1 Observation Sheet
ATTITUDE SAFETY SHEET
Subjects :.................................................................................
Class/Semester :................................................................................
School Year :................................................................................
Observation Time :
...............................................................................
Indicators of the development of religious attitude,
responsibility, care, responsiveness, and courtesy.
1. BT (not shown) if it does not show any real effort in
completing the task.
2. MT (starting to appear) if it shows that there has been a
serious effort in completing the task but still little and not steady /
consistent.
3. MB (start developing) if it shows there is a serious
effort in completing the task quite often and start steady / consistent.
4. Constitutional Court (entrepreneurship) if it indicates a
serious effort in completing the task continuously and steady / consistent.
Put the V mark on the columns according to the observation result.
Put the V mark on the columns according to the observation result.
No
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Student’s Name
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Religious
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Responsible
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Care
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Responsive
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Good
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BT
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MT
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MB
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MK
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BT
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MT
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MB
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MK
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BT
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MT
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MB
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MK
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BT
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MT
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MB
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MK
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BT
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MT
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MB
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MK
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Information
1
BT=
less
2
MT=
medium
3
MB=
good
4
MK=
very good
Appendix 2
a. Observation Sheets and presentation performance on
scientific attitudes during discussions and presentations
OBSERVATION SHEET AND
PRESENTATION PERFORMANCE
Subject : CHEMISTRY
Class/Course : X/M-IPA
Competence : ……………
No
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Student’s
Name
|
Observation
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Presentation Performance
|
Total score
|
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Honest
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D iscipline.
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Responsible.
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Care.
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Cooperation.
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Amount
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Participation.
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Visual
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Content
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(1)
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(2)
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(3)
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(4)
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(5)
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(6)
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(7)
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(8)
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(9)
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1.
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3.
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Description of filling the score
4. Very high
3. High
2. High enough
1. Less
Group Presentations
Aspect:
1. Mastery of Content
2. Technique of Asking / Answering
3 Method of Presentation
4. Very high
3. High
2. High enough
1. Less
Group Presentations
Aspect:
1. Mastery of Content
2. Technique of Asking / Answering
3 Method of Presentation
INDICATORS OF CORE COMPETENCIES 1 AND 2
1. Honest
a.
Convey something based on the actual situation
b.
Does not cover the errors that occur
2. Discipline
a.
Always present in class on time
b.
Work on LKS as directed and timely
c.
Obey the rules of the game in independent and group work
3. Responsibilyty
a. Trying to complete the task seriously
b. Ask friends / teachers when you encounter problems
c. Resolving the issues that are his responsibility
d. Participation in groups
4. Caring
a. Keeping the class clean, helping the friends in need
b. Showing empathy and sympathy to help solve the problem
c. Able to give ideas / ideas to a problem that exist in the
vicinity
d. Provide assistance in accordance with his/her abilities
5. Cooperation
a. Doing LKS seriously
b. Shows a friendly attitude
c. Trying to find solutions to the problems together in the
group
d. Appreciate other opinions
ASSESSMENT GUIDELINES:
a.
A. Assessment is done by comparing the character of the student at the
initial condition with the achievement in a certain time.
b.
Subsequent results are recorded, analyzed and followed up.
Appendix 3
Assignment
• Create concept maps about electrolyte and
nonelectrolyte solutions
Appendix
4
Written
Tests, such as:
1.
Given that data of experiment as
follows.
Solution
|
Lamp
|
Other
Observation
|
1
|
Glowing
|
There are much
gas bubbles
|
2
|
Not Glowing
|
There are gas bubbles
|
3
|
Not Glowing
|
There are no
gas bubbles
|
4
|
Not Glowing
|
There are gas bubbles
|
5
|
Glowing
|
There are much
gas bubbles
|
The weak
Electrolyte are ……
A.
1 and 2 B. 2 and 3 C. 3
and 5
D. 4 and 5 E.
1 and 5
2.
The group follows
that all solution sincluding weak electrolyteis...
A.
HCl, NaCl, NaOH
B.
H2SO4, NH3,
C2H5OH
C.
CO(NH2)2,
CH3COOH, NaOH
D.
CO(NH2)2, C2H5OH,
CH3COOH
E.
HCN, NH3, CH3COOH
3.
Some of the electrolyte
solution:
1.
NH3(aq) 3. KCl (aq)
2.
HCl (aq) 4. NaF (aq)
Solutions
from a covalent compound is …
A.1 and 2 C.
1 and 3 E.1 and 4
B. 2 and 3 D.
3 and 4
4.
The pair follows
an electrolyte solution ionic and covalent compound sare …..
A. HCl and NH3 D. NaCl and KCl
B. NaCl and KBr E. KBr and
HCl
C. H2SO4
and NH3
5.
The correct
ionization reactions in
an electrolyte solution of
the following is ......
A.
CH3COOH
(aq)à
CH3+(aq) +
COOH― (aq)
B.
MgCl2 (aq)à Mg2+(aq) + Cl2― (aq)
C.
Al2(SO4)3
(aq)à
Al22+(aq) + SO43― (aq)
D.
AgNO3 (aq) à Ag+(aq) + NO3―(aq)
E.
Co(ClO3)3
(aq)à Co3+ (aq) + 3 Cl3―
(aq)
does rpp greatly affect k13?
BalasHapusOf course. Rpp is a lesson plan that applies from the curriculum 13 set by the government. For that, rpp is closely related to the current curriculum 13.
HapusWhat medium will you give if the 2013 curriculum is hard for students to follow?
BalasHapusThe thing that can be done is to change the learning method is more fun so that children can easily adjust themselves so that actively participate in learning curriculum 13.
Hapuswhat you do if your student fails in your leasson?
BalasHapusEvaluate learning.
HapusWhether the rpp design is still relevant for the next few years?
BalasHapus