LESSON PLAN (RPP) Of Chemical Equations and Compounds Nomenclature On The 2013 Curriculum
Education units
Subjects
Class / semesters
Subject matter
Time Allocation
|
: High School
: Chemistry
: X / I
: simple compounds and chemical equations Nomenclature
: 15 x 45 minutes (5 weeks)
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I.
CORE
COMPETENCE
KI
1
KI
2
KI
3
KI
4
|
:Appreciate and practice the teachings of their
religion
: Appreciate and practice honest behavior, discipline, responsibility,
caring (gotong royong, cooperation, tolerance, peace), polite, responsive and
pro-active and displayed as part of the solution to various problems in
interacting effectively with the social and natural environment as well as in
placing itself as a reflection of the nation in the association world.
: Understand, implement, analyze the factual knowledge, conceptual,
procedural based flavor ingintahunya about science, technology, art, culture,
and humanities with insights into humanity, nation, 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,
: Processing, reasoning, and menyaji in the
realm of the concrete and the abstract realm associated with the development
of learned in school independently, and able to use the method according to
the rules of science.
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II.
BASIC
COMPETENCIES
2.2.
2.3.
3.4.
4.5.
|
Behave with honesty,
discipline, responsibility, courtesy, cooperation, and proactive in
conducting experiments and discussions.
Show a critical
attitude, thorough, and consistent in presenting and interpreting data.
Understanding the
basic laws-laws of chemistry and application of the concept of moles in
chemical calculations.
Mebuktikan and
communicates the basic legal enactment of law-chemistry through experiments
and apply the concept of the mole in solving simple chemical calculations.
|
III. INDICATOR
1.
Explain
and prove the enactment of the law of conservation of mass (Law Lavoiser)
through experiments that the mass of matter before and after the reaction is
the same.
2.
Explain
and prove the legal enactment fixed ratio (Law Proust through experiments that
the mass ratio of the elements in each compound is always fixed.
3.
Explaining
the law of multiple proportions (Dalton's Law), the law of comparative volume
(Gay-Lussac's Law), and Avogadro's law.
IV. LEARNING OBJECTIVES
1. Students can explain and prove the enactment
of the law of conservation of mass (Law Lavoiser) through experiments that the
mass of matter before and after the reaction is the same.
2. Students can explain and prove the legal
enactment fixed ratio (Law Proust through experiments that the mass ratio of
the elements in each compound is always fixed.
3. Students can explain the law of multiple
proportions (Dalton's Law), the law of comparative volume (Gay-Lussac's Law),
and Avogadro's law.
V.
TEACHING
MATERIALS
The laws of Basic
Chemicals
VI. LEARNING METHODS
1.
Method : Discussions, lectures, and FAQ.
2.
Model : Cooperative learning
VII.
EQUIPMENT / MEDIA / MATERIALS
1.
Tool
2.
Media
3.
material
|
:
Periodic Table
:
Power point
: Handbook of Chemistry vol 1 and supplementary
relevant
|
VIII.
STEP
ACTIVITY
the first meeting
Details of activities
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Time
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PRELIMINARY
· Conditioning
the students to learn and motivate students regarding the material "Law
of Conservation of Mass (Lavoiser Law)".
· Recap
ask questions about the laws of chemistry.
"What
are the laws underlying chemical calculations are used in various
applications of life?"
· Delivering
the learning objectives
|
20 minutes
|
CORE ACTIVITIES
Observe (Observing)
· Reading about the conservation of mass.
Ask (Questioning)
· Asking underlying Lavoiser law.
· Questioning compounds that are the
reagents and results in a reaction.
· Lavoiser test the truth of the law.
Collecting Data (experimenting)
· Gathering information about Lavoiser.
associate
· Summing up the results of learning,
Communicating
· Presenting
the results of the discussion.
· Responding to the results of another group
presentations.
|
100
Minutes
|
COVER
·
Encouraging students to conclude the legal truth Lavoiser based
experiments have been conducted.
·
Encourage students to reflect and find the values that can be drawn
from today's activity.
|
5
minutes
|
Meeting II and III
Details of activities
|
Time
|
PRELIMINARY
· Conditioning
the students to learn and motivate students regarding the material
"Fixed Comparative Law (Law Proust)".
· Recap
ask questions about the comparison substances react. "Remember you are
about conservation of mass in the previous lesson?"
"Do you
know any other laws?"
· Delivering
the learning objectives
|
20 minutes
|
CORE ACTIVITIES
Observe (Observing)
· Reading on the Law of the comparison
anyway.
· Studying the formation reaction of a
compound.
Ask (Questioning)
· Questioning the process of formation of
a compound.
· Inquire comparison substances that react
in a fixed ratio or not.
Collecting Data (experimenting)
· Collecting data on the law of definite
proportions.
associate
· Summing up the results of the
experiment.
· Summing up the results of discussions
answer.
· Examining the results answer discussion.
Communicating
· Sepan presented the results of discussions in the
classroom.
|
100
Minutes
|
COVER
·
Encouraging students to conclude Fixed Comparative Law.
·
Encourage students to reflect and find the values that can be learned
from day-to-day activities.
|
15
minutes
|
meeting
III
Details of activities
|
Time
|
PRELIMINARY
· Conditioning
the students to learn and motivate students regarding the material
"Multiple Comparative Law and Comparative Law Volume".
· Recap
ask questions about comparative law other than the law of definite
proportions.
"Remember
the law of definite proportions on previous learning?"
"Can
you explain again?"
· Delivering
the learning objectives
|
20 minutes
|
CORE ACTIVITIES
Observe (Observing)
· Reading about the law of multiple proportions and volumes.
· Viewing the results of experimental Gay-Lussac.
Ask (Questioning)
· Inquire about the comparison substance
in the reaction.
· Questioning the final results of
research conducted by the Gay-Lussac.
Collecting Data (experimenting)
· Collecting information on the law of multiple
proportions and volumes.
associate
· Examine examples of problems found to be
associated materialslaw of
multiple proportions and volumes,
· Summing up the answers regarding the material LKS,
Communicating
· Presenting
the results of the discussion in class.
|
100
Minutes
|
COVER
·
Encouraging students to conclude association law of multiple proportions
and volume in a chemical equation.
·
Encourage students to reflect and find the values that can be drawn
from today's activity.
|
5
minutes
|
meeting
IV
Details of activities
|
Time
|
PRELIMINARY
· Conditioning
the students to learn and motivate students regarding the material
"Avogadro's law".
· Recap
ask questions about the difference between Dalton and Avogadro's hypothesis.
"Do
you remember the hypothesis put forward by Dalton and Gay-Lussac?"
"Has
nothing to do with Avogadro's law will be studied on learning today?"
· Delivering
the learning objectives
|
20 minutes
|
CORE ACTIVITIES
Observe (Observing)
· Understanding developmental hypothesis of Dalton and Gay-Lussac
by Avogadro.
· Observing how to use the formula
proposed by Avogadro's law.
Ask (Questioning)
· To question the relationship between the
volume ratio with a ratio of the number of molecules in accordance with
Avogadro's law.
· Questioning the basis of a formula that
has been put forward by Avogadro.
Collecting Data (experimenting)
· Collecting information about Avogadro's law.
associate
· Examine examples of problems found
related to Avogadro's Law.
· Summing up the answers regarding the material LKS,
Communicating
· Presenting
the results of the discussion in class.
|
100
Minutes
|
COVER
·
Encouraging students to conclude the final outcome of Avogadro's law.
·
Encourage students to reflect and find the values that can be drawn
from today's activity.
|
5
minutes
|
IX. ASSESSMENT
1. Mechanisms and procedures
Assessment carried out of the process and
results. Assessment process carried out through the activity (active
discussions, communicate and ask). While the results of the assessment is done
through a written test.
2. Example Instrument (Attached)
Note:
......................................................................................................................................................
................................................
Jambi, July 2013
Knowing
Head of Highschool
Drs.your name, M.Pd
NIP.
1005 19601021 198803
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Subject teachers
Hudia chan, S.Pd
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X.
ATTACHMENT
a.
Instrument
Rating Attitude
Observations
format Attitudes and Social Skills
No.
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Student's name
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Rated aspect
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Final score
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Keh
adiran
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skills
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Attitude
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5
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10
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15
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18
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Presence
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skills
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Attitude
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1.
Presence
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2.
Cooperation
3.
expression
4.
listen to opinions
5.
In response to the opinions of
others
6.
Tenacity
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7.
Honest
8.
Responsible
9.
Curiosity
10.
Seriousness while studying
11.
Activities while learning
12.
Courtesy of the teacher
13.
Appearance in the learning
process
14.
The accuracy in the assignment
15.
Decorum in behavior
16.
Appreciating the opinion of
friends
17.
Environmental care
18.
Positive thinking
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please describe the components and element that need to be considered in preparing the rpp.
BalasHapusThanks for visit. To begin, ask yourself three basic questions:
HapusWhere are your students going?
How are they going to get there?
How will you know when they've arrived?
Then begin to think about each of the following categories which form the organization of the plan. While planning, use the questions below to guide you during each stage.
Goals
Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards.
What are the broader objectives, aims, or goals of the unit plan/curriculum?
What are your goals for this unit?
What do you expect students to be able to do by the end of this unit?
Objectives
This section focuses only on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period.
What will students be able to do during this lesson?
Under what conditions will students' performance will be accomplished?
What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged?
How will students demonstrate that they have learned and understood the objectives of the lesson?
Prerequisites
This section is optional in terms of AskERIC requirements, but useful in considering the readiness state of your students for the lesson activities. It allows you and other teachers, replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet lesson objectives.
What must students already be able to do before this lesson?
What concepts have to be mastered in advance to accomplish the lesson objectives?
Materials
This section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready. So a list of everything needed, full citations of textbooks or story books used, and any other special considerations are most useful.
What materials will be needed?
What textbooks or story books? (please include full bibliographic citations)
What needs to be prepared in advance (typical for science classes and cooking or baking activities)
"Handbook of Chemistry vol 1 and supplementary relevant", how about schools in villages that lack books of chemistry? What creative ways will a teacher do?
BalasHapusMake a notes every lesson. But it'snt the usually notes. Use the unique methode to understanding the lesson. For example give the students the important point they have getting. And give the example for each lesson related with their environment.
HapusAfter you make the rpp but there is something that has not done or does not run what you should do as a teacher?
BalasHapus
HapusIf one is missed it is considered important points for students to understand more about the material, then the end of learning will be applied. But if it is felt without the instrument students already understand the material presented with other instruments, I think it does not matter missed it.
With basic chemistry law material, what study is most enjoyed by the muurid. ??
BalasHapus
HapusIt's back to the teacher can or does not interest the students. A teacher must have the ability to teach along with creating a fun classroom atmosphere. If the classroom atmosphere has started pleasantly then the students will enjoy this lesson.
if you be a teacher, you obey the rule or you have the own rule?
BalasHapus
HapusI prefer to use my own rules. Why? Regulations are based on the student's situation in order to form a moral and integrity student. Not all students are equal. So an unfair rule for all students. So I prefer my own way because who knows the advantages and disadvantages of students is the teacher.
How is the strategy of teaching science / IPS integrated in high school
BalasHapusThe strategy is same for two. The different Just for the mattery and instrument we used. As like for IPA is related with science and IPS related with the human and society. In highschool their just introduces the basic of that.
HapusTry to mention the law of mass preservation?
BalasHapus
HapusThis law states that, despite chemical reactions or physical transformations, mass is conserved -- that is, it cannot be created or destroyed -- within an isolated system. In other words, in a chemical reaction, the mass of the products will always be equal to the mass of the reactants.
Is the discussion method all students involved and active?
BalasHapus
HapusYes, students participate and are required to be active in discussions. In the discussion of the role of the teacher only as a facilitator while the more active role is the students both ask and express opinions. How to get students interested in being active? We make an interesting discussion topic and if it exists in their environment but still within the scope of this material. So they can imagine and have a more critical thinking.
How to divide the right group in the learning process so that learning goes effectively and efficiently?
BalasHapus
Hapushis page will inform you about the nature of group work, about what you should expect and the expectations teachers have of you in group learning situations.
Learning and working effectively as part of a team or group is an extremely important skill, and one that you will refine and use throughout your working life. Group projects should be among the most valuable and rewarding learning experiences. For many students, however, they are also among the most frustrating.
Here are some pointers to help you work effectively on your group tasks and assignments. These are mostly general principles that you should apply to group work here, in other courses and in the workplace.