RPP Curiculum 2013

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:

Activity	description	Time Allocation
Introduction	·      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	15 minutes
Core	·       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)	60 minutes
Closing	·       The teacher gives the material reinforcement. • The teacher assigns the learner a reading of matter about the atomic constituent particles for the next meeting	15 minutes

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

           

           

Aspects/ Indicators	Instrument	Forms	Instruments (test and non test)
Affective (KI 1 & KI 2)	Observation	experiments	Observation Sheet (attached)
Knowledge (KI 3)	Test Write	Description	Description test (attached)
Skills (K4)	Observation	experiments	Observation Sheet (attached)

            Appendix 1: Observation Format of Spiritual Attitude Assessment

           

No	Name	Aspects of Attitude Assessed				Score	Predict
		A	B	C	D
1
2
3

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

No

Name

Aspects of Attitude Assessed

Score

Predict

Want to know

honest

democratic

communicative

a

b

c

a

b

c

a

b

c

a

b

c

1

2

3

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

No	Name	Aspects of Attitude Assessed					Score	Predict
		A	B	C	D	E
1
2
3

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!

No	Answer	Score
1.	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)	8
2.	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) ·	8
	Sum	16

           Value acquisition score

 Obtaining the value of the learner =                                      × 4

               Maximum score

The Quantitative Value Index with Scale 1 - 4 and 0 - 100 is

Conversion of the final value		Predicate (Knowledge and Skills)	Attitude Classification
Scale 0 – 100	Scale 1 - 4
86 -100	4	A	SB
81- 85	3.66	A-
76 – 80	3.33	B+	B
71-75	3.00	B
66-70	2.66	B-
61-65	2.33	C+	C
56-60	2	C
51-55	1.66	C-
46-50	1.33	D+	K
0-45	1	D