LESSON
PLAN
Education Unit: SMK KARTIKA XX-1 WIRABUANA MAKASSAR
Class / Semester: X / 1
Subject: Chemistry
Basic Material: Atomic Structure
Meeting: 1st
Allocation Time: 2 x 45 minutes
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 environment and
Nature and in placing ourselves as a reflection of the nation in the
association of the world
KI 3: Understanding, applying, analyzing factual,
conceptual, procedural knowledge based on his knowledge of science, technology,
art, culture, and humanities with the insights of humanity, nationality, state
and civilization on the causes of phenomena and events, and applying procedural
knowledge to A specific field of study according to his or her talents and
interests 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:
KD of KI 1: Recognizing the orderliness of the structure of material particles
as a manifestation of God's greatness and knowledge about the structure of
matter particles as the result of human creative thinking whose truth is
tentative.
Indicator: Be aware of the regularity of the development of the atomic model as
a manifestation of the greatness of God YME and the knowledge of atomic
structure as the result of human creative thinking whose truth is tentative.
KD of KI 2: Shows scientific behavior (curiosity,
discipline, honest, objective, open, able to distinguish facts and opinions,
tenacious, responsible, critical, creative, innovative, democratic,
communicative) in designing and conducting experiments and discussions Which is
manifested in everyday attitude.
Indicator: Shows scientific attitudes and behavior (curiosity, discipline,
democracy, and communicative in discussing the development of the atomic model
embodied in everyday attitudes.
KD of KI 3: Analyzing the atomic structure based on
Bohr's atomic model and modern atomic theory.
Indicator: Compare atomic model development from Dalton atomic theory to Niels
Bohr atomic theory.
KD of KI 4: Reasoning the occurrence of cases of
compound formation by using the concept of atoms.
Indicator: Present the development of the Dalton atomic model to the Niels Bohr
atomic theory.
C. Learning Objectives:
• Learners can be aware of the regularity of the development of the atomic
model as a manifestation of the greatness of God YME as a result of human
creative thinking that the truth is tentative.
• Through group discussions about the development of the atomic model learners
can show curiosity, discipline, democratic, and communicative attitude.
• Learners can compare the development of atomic models from the Dalton atomic
model to the Niels Bohr atomic theory.
• Learners can identify the weaknesses and strengths of each atom model.
D. Learning Materials:
• The development of the atomic model
E. Learning Method:
• Approach: Scientific
• Model: Guided Inquiry
• Method: Discussion, presentation, assignment
F.
Learning Activities:
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Activity
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description
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Time
Allocation
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Introduction
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·
Teachers
respond to greetings and learners' permissiveness.
• Teacher conveys the lesson objectives to be achieved.
• Teacher asks reading assignments about the development of the atomic model.
• Learners form groups into 4 groups for teacher guidance
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15 minutes
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Core
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· Master shows videos
/ slides on the development of atomic models ranging from Dalton atomic model
to Niles Bohr's atomic model.
• Learners read and observe the development of atomic theory from Dalton
atomic model to Niles Bohr atom model. (observe)
• The teacher guides the learner to ask questions about each atom model.
(ask)
• Each group was asked to distinguish between Dalton, Thomson, Rutherford and
Niels Bohr atom models and to mention the weaknesses and advantages of each
atom model. (Explore)
• With group discussions the learners summarize the advantages and
disadvantages of each atomic model.
• Learners do group work in LKS. (Associate)
• Each group presented the development of atomic models from the Dalton
atomic model to the Niels Bohr atom model and the advantages and
disadvantages of each atom model. (Communicate)
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60 minutes
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Closing
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· The teacher gives the material
reinforcement.
• The teacher assigns the learner a reading of matter about the atomic
constituent particles for the next meeting
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15 minutes
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G. Tools and Learning Resources:
1. Tools and Materials
• Notebook
• LCD Projector
2. Learning Resources
• LKS (Student Work Sheet)
• Module 1.01 The Development of the Atomic Model
• Erni Erawati, ST, Chemical Technology and Industrial SMK Class X, Yudhisthira
• Tarti Harjani, Chemistry SMA / MA Class X, Masmedia
• Media (internet, newspapers, etc.) Assessment of Learning Processes and
Outcomes:
Assessment Sheet Specification Table
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Aspects/
Indicators
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Instrument
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Forms
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Instruments
(test and non test)
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Affective (KI 1
& KI 2)
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Observation
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experiments
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Observation Sheet (attached)
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Knowledge (KI 3)
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Test Write
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Description
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Description test (attached)
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Skills (K4)
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Observation
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experiments
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Observation Sheet (attached)
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Appendix
1: Observation Format of Spiritual Attitude Assessment
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No
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Name
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Aspects of Attitude Assessed
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Score
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Predict
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A
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B
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C
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D
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1
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2
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3
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Information:
Spiritual competency competency indicator:
A. Greet and pray in accordance with their respective religions before and
after the lesson.
B. Greeting before and after submitting an opinion / presentation.
C. Speaks God's majesty when seeing the greatness of God according to their
respective
D. Give thanks and increase faith in the greatness of God while studying
Scoring scale :
Value 4, if always do according to the statement
Value 3, if often do and several times do not perform according to the
statement
Value 2, if several times do and often do not do according to the statement
Value 1, if it never performs in accordance with the statement
Appendix 2: Observation Format Assessment of Social Attitude
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No
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Name
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Aspects of Attitude Assessed
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Score
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Predict
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Want to know
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honest
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democratic
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communicative
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a
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b
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c
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a
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b
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c
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a
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b
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c
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a
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b
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c
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1
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2
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3
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Information:
Indicator of social attitude competence:
1. Want to Know
A. Enthusiasm in finding information related to learning materials
B. Take seriously the material presented by the teacher
C. Ask questions related to learning materials
2. Discipline
A. Be 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. Democratic
A. Appreciate the opinions of friends or other groups.
B. Accept and forgive other people's mistakes.
C. Accepting a mutual agreement.
4. Communicative
A. Using good and fluent language
B. Be able to ask questions and answer questions well.
C. Able to give ideas / ideas to an existing problem.
Scoring scale :
Value 4, if always do according to the statement
Value 3, if often do and several times do not perform according to the
statement
Value 2, if several times do and often do not do according to the statement
Value 1, if it never performs in accordance with the statement
Appendix 3: Observation
Format Skills Assessment
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No
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Name
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Aspects of Attitude Assessed
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Score
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Predict
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A
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B
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C
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D
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E
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1
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2
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3
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Information:
Skill competency indicator:
A. Courage to express an opinion
B. Mastery of matter
C. Ability to ask questions and answer questions
D. Ability to use good and fluent language
E. Performance
Scoring scale :
Value 4 = Very Good, 3 = Good, 2 = Enough, 1 = Less
Appendix 4: Knowledge Assessment Instrument
Problem Description: (Group Duty)
1. Draw the atomic model from the Dalton atom model to the Niels Bohr atom
model!
2. Name each of the advantages and disadvantages of the atomic model from the
Daltom atom model to the Niels Bohr atomic model!
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No
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Answer
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Score
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1.
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Dalton: Atoms are described as very small solid spheres, an element
that has identical and different atoms for different elements.
(Score 2 if correct and complete answer)
Thomson: Suggests an atomic model such as a raisin bread or an
onde-onde cake. A solid bulb whose surface is surrounded by electrons and
other particles that are positively charged so that the atoms are neutral.
(Score 2 if correct and complete answer)
The Rutherford hypothesis is an atom composed of
nuclei and electrons that surround it. The nucleus of the atom is positively
charged and the atomic mass is centered on the nucleus of the atom.
(Score 2 if correct and complete answer)
Niles Bohr: The atom consists of a positively
charged nucleus and is surrounded by a negatively charged electron in a path.
Electrons can move from one passage to another by absorbing or emitting
energy so that the atomic electron energy will not decrease.
If the track moves to a higher path then the electrons will absorb energy. If
switching to a lower path will emit energy.
(Score 2 if correct and complete answer)
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8
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2.
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Dalton atomic model: Pros:
• Began to generate interest in research on atomic models (If true score 1)
Weaknesses:
• Does not explain the relationship between the compound solution and the
electric current conductivity, if the atom is the smallest part of an element
and can not be subdivided (If true score 1)
Thomson atom model: Advantages:
• Proves the presence of other negatively charged particles in the atom.
Means the atom is not the smallest part of an element. It also ensures that
atoms are composed of particles that are positively and negatively charged to
form neutral atoms. Also prove that electrons are present in all elements (If
true score 1)
Weaknesses:
• Not yet able to explain how the arrangement of positive charge in the ball
and the number of electrons (If true score 1)
Rutherford atom model: Advantages:
• Make a hypothesis that atoms are composed of nuclei of atoms and electrons
that surround the core (If true score 1)
Weaknesses:
• The model can not explain why electrons never fall into the nucleus
according to the theory of physics of the kunatum. (If correct score 1)
Niels Bohr atom model: Advantages:
• Mengu proves an electron path for hydrogen atoms (If true score 1)
Weaknesses:
• Can only explain atoms that have single electrons like hydrogen gas, but
can not explain the color spectrum of atoms that have many electrons (If true
score 1)
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8
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Sum
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16
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Value
acquisition score
Obtaining the value of the learner = × 4
Maximum
score
The Quantitative Value Index with Scale 1 - 4 and 0
- 100 is
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Conversion of the final value
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Predicate
(Knowledge and Skills)
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Attitude Classification
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Scale 0 –
100
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Scale 1 -
4
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86 -100
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4
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A
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SB
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81- 85
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3.66
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A-
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76 – 80
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3.33
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B+
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B
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71-75
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3.00
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B
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66-70
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2.66
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B-
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61-65
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2.33
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C+
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C
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56-60
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2
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C
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51-55
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1.66
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C-
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46-50
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1.33
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D+
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K
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0-45
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1
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D
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