LESSON PLAN(RPP)

Subject: Science (Natural Sciences)Class / Semester: VII (seven) / Semester IIMeetings: 8 and 9Allocation Time: 2x50 minutesCompetency Standard: 3. Understanding knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, arts, culture and events related phenomena seem eyeBasic Competence: 3.2 Identify characteristics of living and nonliving things and living things that exist in the surrounding environment

Objectives: Learners will be able to:1. Explaining differences in living things and nonliving things.2. Mention the characteristics of non-living beings.3. Knowing the plant reaction to stimuli.4. Determine the characteristics of living things based on observation.5. Create reports characteristics of living things based on the results of observation.6. Explaining the difference between animals and plants.

I. Indicator1. Identify the characteristics of living things.2. Creating reports the characteristics of living things based on observation.3. Distinguishing characteristics of plants and animals.

II. Teaching Materials1. Characteristics of living things2. Differences between plants and animals

III. Approaches, Models, and Methods of Learning Approach: Nature Exploration (attached) Learning Strategies: Cooperative Learning (attached), Inquiry Process (attached) Model: Cooperative Script (attached) Methods: Discussion, Observation, Assignment, Lecture Media: Implementation of the game (attached) Tools and materials: student observation sheet (attached), Student Activity Sheet (attached), Observation Sheet (attached), Self-Assessment Sheet (attached), written Problem Sheet (attached), Student Presentation Assessment Sheet (attached).

IV. Learning Activity NOActivity

TeacherStudents

1Early Activity (5 minutes)Teachers enter the classroom and convey greeting

Teachers check student attendance and students respond with a polite(tolerance, honesty, courtesy)

Teachers motivate learners with the show rocks and fish, and then ask the question 'Do you know what are these? (curiosity, self-confidence, hard work)

Continuing the question 'Do you know the difference between a rock and a fish?' Writing topics will be studied, namely 'characteristics - characteristics of Living Things'

Answering the question of teachers (the teacher expectations, students answered 'a collection of cells forming a tissue')

Mention the learning objectives to be achieved in the study

Replying to the teachers question (teacher expectations, students answer 'fish and rock')

Writing topics will be studied

Writing learning objectives

Core Activities (60 minutes)ExplorationExplore the learners 'prior knowledge by asking' Have you ever noticed about nature?

Dividing the students into 2 types of groups: type A and type B.Each group consists of 4 students.

Distribute Worksheet 1 to each student group type A and Worksheet 2 to each student group type B

Elaboration

The teacher pair a student from the group 1 to a student from the group 2

Teachers and learners establish who first acts as speaker and who acts as a listener. A student served as a speaker, which deliver the activities and results of operations as a learner and a listener.

Teacher asks students to exchange roles, initially as a speaker acts as a listener and as a listener previously acted as speaker

The teacher asks one pair to present their activities in classroom discussions

ConfirmationThe students ask question that they still not understand to the teacher (to be honest, confident, communicative)

The teacher explains again the unknown matter to the students

Teachers provide reinforcement to the results of the discussion (examples in providing reinforcement on key concepts presented in the materials essential)Teachers give awards to the best group (honestly, appreciate the achievements)

Replying to a question the teacher (teacher expectations, students can answer according preliminary knowledge of each that they have)

Learners sit in groups

Receiving the LKS according to the teachers division

Pairs, one of a group of type A, a type of group B.

Assign roles: A person act as the speaker and a student act as the listener. Speakers (from the group of type A) deliver activities and results of its activities to the listener (from group B type)

Exchanging roles, Speaker (of the group of type B) deliver the activities and the results of its activities to the listener (from the group of type A)

Implement an oral presentation and discussion

Take note of explanation and the reinforcement received from teachers

Closing (15 minutes)

Teachers guide students take the conclusionsConclusion conceptual learners must be obtained after the learning process include: the characteristics of living things is growing, breeding, breathing, responding to stimuli

Assign students to summarize the information and answer questions

Compile and note the conclusions

Carry out the task of teachers

Learning Resourcesa. Science books Biology Yudistira page 61-72b. Equipment and lab materialsc. Environment

Assessment of Learning Outcomesa. Assessment Techniques:- Test performance- The written test

b. Form of Instruments:- Test the performance of the product- PG- A brief description

c. Example Instrument:- Examples of product performance tests:Knowing the Mimosa pudica plant reactions to the tactile stimulation and water.

Appendix 1 Cooperative LearningCooperative learning is a learning theory which developed from constructivism as developing cognitive structures to build their own knowledge through rational thinking (Rustaman et al., 2003: 206). 1. Definition of Cooperative LearningLearning system of mutual cooperation or cooperative learning is a teaching system that gives an opportunity to the students to work together with fellow students in a structured tasks. Cooperative learning is known as learning in groups. However, cooperative learning is more than just a study group or working in cooperative learning groups because no encouragement or task structure that is cooperatively so as to allow open interaction and relationships that are effective interdependence among group members (Sugandi, 2002:14).Employment relationship as it allows the emergence of a positive perception about what students can do to achieve success by his ability to learn and contribute individually from other group members while studying together in groups. To achieve maximum results, it must be applied to the five elements of the learning model of mutual cooperation, ie:a. Positive interdependence.b. Individual responsibility.c. Face to face.d. Communication between members.e. Evaluation of group process.

2. Characteristics of Cooperative LearningCharacteristics of cooperative learning include:a. Students work in cooperative groups to master academic material.b. Members of the group are set consisting of low-ability students, medium, and high.c. If possible, each member of the cooperative groups of different ethnic, cultural, and gender.d. Reward system oriented to groups rather than individuals.

In addition, there are four stages of cooperative skills that must exist in the cooperative learning model, ie:a. Forming (formation) is the skill that is required to form a group and forming attitudes that fit the norm.b. Functioning (setting) is the skill that is needed to regulate the activity of the group in completing tasks and develop cooperation among group members.c. Formatting (formulation) that is the skills required for the formation of a deeper understanding of the materials studied, stimulating the use of higher level thinking, and emphasize mastery and understanding of the material provided.d. Fermenting (absorption) is the skill that is needed to stimulate the understanding of concepts before learning, cognitive conflict, looking for more information, and to communicate ideas to reach a conclusion.

3. Cooperative Learning Techniques cooperative learning techniques such as:a. Looking for Couple- Teachers set up some cards that contain multiple concepts.- Each student gets a single card.- Each student looking for a partner who has a card that matches the card.b. Couple exchanging- Each student gets a partner.- Teachers give students tasks and solve the assignment with his partner- When finished, each pair joined to another couple.- Both the couple exchanged the pair subsequently answer questions and strengthens.- New findings obtained from the exchange pair were distributed to their original pair. c. Numbered head- Students are divided into groups and each student in each group is given a number.- Teachers give assignments and each group doing that assignment.- The group decides who is considered the most correct answers and make sure each member of the group knows the answer.- Teachers call one student and the student with the called number has to report the results of their cooperation.Appendix 2Inquiry processMethod of inquiry is a method of learning that seeks to instill the fundamentals of scientific thinking on students, so that students in the learning process is much more to learn themselves, develop creativity in solving problems. Students actually placed as the subject of study. The role of the teacher in learning the method of inquiry is as mentor and facilitator. The task of the teacher is to choose a problem that needs to be submitted to the class to solve. But it is also possible that the problem to be solved chosen by the student. The next task of the teacher is to provide a learning resource for students in order to solve the problem. Components common method of inquiryQuestionLearning usually starts with an opening question that provoke curiosity or admiration of students and students about a phenomenon. Students are given the opportunity to ask questions, which are intended as referring to the core questions to be solved by the student. Furthermore, the teacher asking core questions or core problem to be solved by students. To answer this question - according to Bloom's Taxonomy - students are required to take several steps such as evaluation, synthesis, and analysis. The answer to the core can not be found for example in the textbook, but must be made or constructed. Student engangement.In the method of inquiry, the active involvement of students is a must, while the role of the teacher is as a facilitator. Students not passively write down the answers to questions in the appropriate fields or to answer the questions at the end of the chapter of a book, but rather prosecuted involved in creating a product that shows the students' understanding of the concept being studied or in conducting an investigation.Cooperative Interaction.Students are required to communicate, work in pairs or in groups, and discuss ideas. In this case, the student is not currently compete. Answer to a question that is asked by the teachers can come in many forms, and may have all the right answers.

The steps to be taken in the use of inquiry method according to Ibrahim and Nur, (2000: 13), among others, as follows:1. Orientation of students to the problemThe teacher explains the purpose of learning, describes the logistics required and motivate students engage in problem solving activities. 2. Organize students in learningTeachers assist students in identifying and organizing tasks related to the problem and provide the tools 3. Guiding individual and group inquiryTeachers encourage students to collect appropriate information, carry out experiments related to problem solving4. Presenting the results of the activitiesTeachers assist students in planning and preparing the appropriate work such as reports and models that help them to share tasks with friends.5. Evaluating activitiesTeachers help students to reflect on the investigation and discovery process used.Step used in the method of inquiry begins by teaching a few questions to give some brief information, straightened out so as not to get lost. Based on existing materials students are encouraged to think themselves so as to find general principles. How far teachers in guiding students depend on the ability of students and the material being studied. Inquiry method gives students the opportunity to investigate and take conclusions.

Appendix 3Cooperative ScriptScripts Cooperative learning model is a model of learning in which students work in pairs and take turns verbally summarize, the parts of the material being studied. So Scripts Cooperative learning model is the delivery of teaching materials that begins with giving a summary discourse or teaching materials to students who are then given the opportunity to students to read for a while and give / insert ideas or new ideas into the teaching materials provided by the teacher, and directed students to demonstrate basic ideas that are less complete in the material alternately each among partner.Syntax steps of learning modelsCooperative Script1. The teacher divides the students to pair up2. Teachers distribute discourse / materials for each student to read and make a summary3. Teachers and learners establish who first acts as speaker and who acts as a listener4. Speakers read summarized as complete as possible, by incorporating the main ideas in summary while the listener: Listening / correcting / show the main ideas that are less complete Help remind / memorize the key ideas by connecting with the previous material or other material5. Exchanging the role, initially as a speaker and a listener convertible into reverse. As well done as described above.6. Teachers and learners compose the conclusions.

Appendix 4Implementation GuidelinesModification steps Cooperative learning models Script1. The teacher writes the lesson topic2. Teacher writing learning objectives3. The teacher divides the students into 2 types of groups: A and B. Each group in each type consists of 4 persons (A-1 = 4, A-2 = 4 so on, B-1 = 4, B-2 = 4, and so on)4. Each group of type A and B working on different activities (working on worksheets 1 Type A, Type B works LKS 2)5. 1 pair of teachers of students with type A group of students from group 1 type B6. Teachers and learners establish who first acts as speaker and who acts as a listener7. A student served as a speaker, which deliver tasks and duties and the results of a learner as a listener8. Exchanging the role, which initially serves as a listener as a speaker and as a listener previously acted as speaker9. The teacher asks one partner to present the results of its activities10. Class discussion.11. Teachers provide reinforcement to the results of the discussion.12. Teachers guide students deducing

Appendix 5 Implementation of the game (attached outside the folder)

Appendix 6STUDENT ACTIVITY SHEET (LKS) 1 KD 3.2Note the school yard! Observe living organisms such as chickens, cats, banana trees and inanimate objects such as rocks, soil, and water! Write down the characteristics of living things and inanimate objects not possessed! A. objectiveDetermine the characteristics of living things based on observations

B. Tools and Materials:1. Handout characteristics of living things2. Plant Mimosa pudica3. Matches4. Stationery5. Ruler

C. How it Works:1. Observe what things are there in the school yard and record all that was found.2. Do a search for differences in group discussions and inanimate beings.3. Discuss the characteristics of living things.4. Then observe the plant Mimosa pudica5. Experiment knowing Mimosa pudica plant reaction to stimuli by touching the touch in a way closer carefully flaming matchstick.6. Draw conclusions from the results of experiments7. Enter the results of your observations in the following table.

Table 1. School Yard Observation No.Object NameCharacteristics OwnedInformationReason

Living thingNon-living thing

Table 2. Mimosa pudica Observation Type of StimulusPart of plant that is given stimulusPlants Reaction

TouchTip of leaf

Base of leaf

Stem

D. Discussion Material1. Based on observations, how many living beings and inanimate objects?2. What are the characteristics of living things?3. What happens to the plant Mimosa pudica after a touch with a match?4. What is the difference of traits between animals and plants?5. Give conclusions from your observations?

STUDENT ACTIVITY SHEET (LKS) 2 KD 3.2Note the your home courtyard! Observe living organisms such as chickens, cats, banana trees and inanimate objects such as rocks, soil, and water! Write down the characteristics of living things and inanimate objects possessed!

D. objectiveDetermine the characteristics of living things based on observationsE. Tools and Materials:1. Handout characteristics of living things2. Plant Mimosa pudica3. Water4. Stationery5. Ruler

F. How it Works:1. Observe what things that present in the home courtyard and record the all that was found.2. Doing a search for differences in group discussions and inanimate beings.3. Discuss the characteristics of living things.4. Then observe the plant Mimosa pudica.5. Experiment knowing Mimosa pudica plant reaction to touch stimuli by way of splashing water.6. Draw conclusions from the results of experiments7. Enter the results of your observations in the following table.

Table 1. Home Courtyard ObservationNo.Object NameCharacteristics OwnedInformationReason

Living thingNon-living thing

Table 2. Mimosa pudica plant Observation

Type of StimulusPart of plant that is given stimulusPlants Reaction

Water DropsTip of leaf

Base of leaf

Stem

D. Discussion Material1. Based on observations, how many living beings and inanimate objects?2. What are the characteristics of living things?3. What happens to the plant after a Mimosa pudica by splashing water?4. What is the difference of traits among animals and plants?5. Give conclusions from your observations?

Appendix 7 Discussion Answer Rubric of LKS 1 dan LKS 2 KD 3.2NuAnswerScore

1Based on observation5

2Based on observation5

3Answer refers to the scientific facts10

Total of the Score20

Value = Value =

Appendix 8The written testA. Put a cross (x) a, b, c, or d on the right answer

1. Mimosa pudica plant will shut their leaves when touched. This phenomenon isshows that living things have the ability to .....a. moveb. irritabilityc. nutriad. respiration

2. Expenditure processes waste products of metabolism in the body is called ....a. respirationb. oxidationc. excretiond. irritability

3. The purpose of living things breed isa. produce good offspringb. preserve the species from extinctionc. add to offspringd. strengthen the group

4. The following events are grouped events excretion process is ....a. teak leaf drop during the dry seasonb. discharge of blood from a nail puncture woundsc. release of an egg during the egg-laying chickensd. perspiration when sweating

5. To replace damaged cells in the body, living things need ....a. respirationb. excretionc. reproductiond. nutrition

6. Ends of the stems of plants always grow upwards, towards the coming of the light of the sun. The incident showed that the plant ....a. require high temperaturesb. sensitivity to stimulic. require lightd. move

7. Green plants get food to meet the needs of the way ...a. suck food from other creaturesb. perform photosynthesisc. sucking wastes and place his lifed. binds oxygen from free air

8. Respiratory organ in fish called ...a. trachealb. gillc. pudi aird. labyrinth

9. Living creatures said to multiply when ....a. cells increase in size and manyb. cells do not growc. cells from multiplying and getting biggerd. number had grown much

10. Oxygen into the body of organisms used for ...a. excretionb. photosynthesisc. secretiond. oxidation

B. Answer briefly and precisely! 1. Mention the complete characteristics of living things! 2. Write down two differences characteristics of living organism that distinguish the animals and plants! 3. Give an example that plants also move! 4. What is the irritability? 5. Why plants that are in desolate dead?

Answer of the QuestionsA. Multiple Choice1. B2. C3. B4. D5. D6. B7. B8. B9. D10.D

B. A brief description1. The characteristics of living things is breathing, reaction to stimuli, requires water, need food, excrete waste, grow and thrive, and multiply.2. Animals obtain food from plants, while the plants make their own food. Animals reproduce by means of mating, whereas plants reproduce by seeds. Animals move by using the foot as locomotor while plants moves to follow the stimulation.3. One example of moving plants when responding to stimuli, for example in plants are placed close to the sunlight direction then move the plant to follow the direction of the sun light4. Irritability is a motion in response to certain stimuli. 5. Plants that are placed and grow in barren will dead as no nutrients. Nutrients derived from the soil containing water and minerals as food plants.

Appendix 9 Student Presentation Assessment Sheet

Group Name:

Class:

The Assessment of Presentation TableNuAssessed ComponentValue (0-100)Integrity (%)

Student 1Student2Student 3Student 4Student 5Student 6

1Clarity and systematics in the delivery of results (presentation)30

2Objectivity in answering questions (presentation)50

3Attitude and Appearance (presentation)20

total100

Known byThe Headmaster of The Junior High SchoolThe Natural Sciences Teacher

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . N.I.P. N.I.P.