Teaching Plan

TEACHING PLAN

1.  Curriculum

The curriculum used for my teaching practice is in the first week of teaching practice using the 2013 curriculum (K13) because this week the lesson plan uses a format from the Indonesian state while in the second week teaching practice uses the K to 12 curriculum, the curriculum used in country Philippines

2.  Teaching Plan

In the first week the teaching plan used a format from Indonesia in the reproductive system material, so the teaching also still used common methods in Indonesia.

LESSON PLAN

Educational Unit         : Junior High School St. Paul University Surigao

Class                            : 10 (ten)

Subjects                       : Biology

Topic                           : Reproductive System

A.                Competency standards :

3. Explain the structure and function of certain human and animal organs, abnormalities / diseases that may occur and their implications

B.                 Basic competencies             :

3.7 Explain the relationship between structure, function, and process which includes the formation of sex cells, ovulation, menstruation, fertilization, pregnancy, and breastfeeding and diseases / diseases that can occur in the human reproductive system

C.                Learning Objectives:

1.     Students are able to describe understanding of the human reproductive system.

2.     Students can name the male reproductive organs and their functions.

3.     Students can mention the female reproductive organs and their functions.

D.                Material

Course Material   :

1.      Understanding

reproductive systems Reproductive systems are the process of producing new offspring. The aim is to preserve its species and preserve its species so that it does not become extinct. In humans to produce new offspring begins with fertilization. So that reproduction in humans is done generatively or sexually. 

2.      Male Reproductive Organs. Men

Figure: personal reproduction of organ

production and divided into external genitals and internal genitals.

Genitals  outside consists of:

a.    The penisis a copulating organ which is the connection between male and female genitals to move semen to the female reproductive organs. The penis is covered by a thin membrane which will be operated when circumcised / circumcised.

b.    Scrotumis a testicular covering membrane that protects the testicles and regulates the temperature suitable for spermatozoa.

Internal genitalia consists of:

a.    Testesare sex glands that are a number of partners and will produce sperm cells and testosterone. In the testis there are many fine channels called seminiferous tubules. The length of the seminiferous tubules can reach 250 meters.

b.    Reproduction Channels

·      The epididymis is a long and winding duct that comes out of the testis. Serves to store temporary sperm and ripen sperm.

·      The vas deferens is a long and straight channel that leads up and ends in the prostate gland. Serves to transport sperm to the seminal vesicles.

·      The ejaculatory duct is a short duct and connects the seminal vesicles to the urethra.

·      The urethra is a long canal canal from the ejaculatory duct and is found in the penis. The urethra functions as a genital tract that originates from the semen sac and channel to expel urine.

c.    Gender Gland

·      The semen(seminal vesicles)bagis a place to hold sperm so that it is called a cement bag, a number of pairs are located behind the bladder. Produces strong colored sap that is rich in nutrients for sperm and alkalis. Serves to neutralize the acid atmosphere in the female reproductive tract. The seminal vesicles serve to remove alkaline fluids containing nutrients that make up most of the liquid semen.

·      prostateGlands are the largest glands and produce white sap flow to the sperm duct. The prostate gland is round and located at the top of the urethra under the bladder.

·      Cowper Gland / Cowpery / Bulbourethralis a gland that produces sap (mucus) which is flowed into the urethra. The cowper gland is shaped like a nut, located behind the prostate gland on both sides of the urethra. Function to neutralize the acidic atmosphere in the urethral duct.

3.      Female Reproductive Organswoman Reproductive

Image: organismorganism consists

reproductiveof external genitals and internal genitals.

Outside Gender consists of:

a.    Vulvais a gap that is located on the outside and is divided into 2 parts, namely:

·      Labium majoris a pair of large lips that are located outside and restrict the vulva. Main labium is thick and fat coated outer lips.

·      Labium minoris a pair of small lips located inside and limiting the vulva. Labium minor (small lips), a pair of smooth and thin skin folds, not fat coated.

b.    The clitorisis a small protrusion located in front of the vulva. Often referred to as klentit.

Internal genitalia consists of:

a.       The vaginais a channel that connects the uterine organs to the outside body. Serves as a copulation organ and labor canal (baby out) so it is often called peranakan. The hymen is found in the vagina.

b.      The ovaryis the main organ in women. Add a partner and lie on the abdomen in the left and right waist areas. Serves for ovum and female hormones such as

:         Estrogen which functions to maintain secondary properties in women, and also helps in the process of maturing eggs.

·         Progesterone which functions in seeing pregnancy.

c.       The channel of the egg / oviductis a longitudinal channel after the infundibulum which is the site of fertilization and the path of the ovum cell to the uterus with the help of cilia on the wall.

d.      The uterusis a hollow and muscular organ. It looks like a pear with the bottom  which shrinks. Serves as a place for embryo growth. The type of uterus in humans is simplex, which is with one room that is only for one fetus. Lining of the uterus has three kinds,

namely:         Perimetrium is the outermost layer that functions as a protective uterus.

·         The myometrium is a layer that is rich in muscle cells and serves to contract and relax the uterus by expanding and returning to its original shape every month.

·         The endometrium is the deepest layer that is rich in red blood cells. If fertilization does not occur, the endometrial wall will rot along with the adult ovum cells.

E.                 Learningand

modelmodel method       : direct teaching (Direct Instruction)

Method      : Lecture, question and answer, assignment.

Media        : Powerpoint, whiteboard and markers.

F.                 Learning steps:steps

Activity	Description of activities	Time allocation
Initial activities	a.   The teacher gives greetings b.  The teacher invites students to pray c.   Teacher checks student attendance ·         Apperception Knowing students' initial abilities about the material to be presented through the question: "What is reproduction?" "Why do humans reproduce?" D.    The teacher delivers learning objectives and prepares students for learning	(15 minutes)
Core activities	1.        The teacher explains about the reproductive system material with the help of media that hasslower power. 2.        The teacher asks students to explain the meaning of the reproductive system. 3.        By displaying images of the male reproductive organs, students are asked to identify their parts and functions. 4.        By displaying images of female reproductive organs, students are asked to identify their parts and functions. 5.        The teacher gives a quiz by usingquestionsMultiple Choicein the slide show ppt.	(30 minutes)
Closing activity	1.    The teacher guides students to conclude about the reproductive system material. 2.    The teacher gives assignments that students must do at home. 3.    The teacher closes the lesson by saying closing greetings.	(15 minutes)

G.                Learning Tools and Resources

1.      Tools: Laptop, LCD, Stationery,Power point Slide

H.                Evaluation of Learning Outcomes Learning Assessment results consist

of three domains, namely cognitive, psychomotor, and affective. The final value of learning can be calculated using the following formula:

                  Final Value =Question Answer + QuizValue + Task Value

            3

Surigao,January 24, 2019

Knowing,

 Supervisor                                                                             College student

         Ms. Cuantioso                                                                         Neti Fihani

NIM. 17.24.1,0002 Other

Appendix I

PROBLEMS IN THE SLIDEP PROBLEM

Material: Human Reproductive System

A.    Goal

1.      Students are able to describe understanding of the human reproductive system.

2.      Students can name the male reproductive organs and their functions.

3.      Students can mention the female reproductive organs and their functions.

B.     Tools and Materials

1.      LCD

2.      Powerpoint Slide

C.     Work Steps

1.      Read the description inPowerPoint Slide well!

2.      Answer all questions by pressing the A, B, C or D buttons!

3.      Please and press the correct answer button!

D.    Quiz Questions

Answer the questions below by pressing the A, B, C or D buttons!

1.      The function of the testis is as. . . .

A.    sperm producer

b.    egg cell producer

c.    sperm duct

d.   intercourse tool

2.      The channel that carries sperm outside the body is shown by the number picture ...

a.        

1

2

3

4

1 

b.        2

c.         3

d.        4

3.      Organ number 3 works for. . . .

A.   

3

4

2

1

for intercourse 

b.    egg cell producer

c.    fertilization

d.   zygote

4      The place for developing a fetus to become a fetus is ...

a.    ovary

b.    oviduk

c.    uterus

d.   vagina

5.      The place for maturing sperm is called spermatogenesis, which occurs in ...

a.    testis 

b.   epididymis

c.    scrotum

d.   seminal vesicles

Appendix II

ANSWER TO KEY

No.	Key answers to quiz questions	Score
1	A	20
2	D	20
3	B	20
4	C	20
5	B	20

Value = Score Total = X 100%

The second week used the teaching plan of the format used by Junior High School St. Paul University Surigao

LESSON PLAN

Topic: Heredity: Inheritance and Variation

Lesson 1. Replication, Transcription and Translation

1. CoreCompetence

1. Lifeand practice the teachings of their religion.
2. Live and practice honest behavior, discipline, responsibility, care (mutual cooperation, mutual cooperation, tolerance, peace), courtesy, responsiveness and proactivity and show attitude as part of the solution to various problems in interacting effectively with the social and natural environment and in positioning ourselves as a reflection of the nation in world association.
3. Understand, apply, analyze factual, conceptual, procedural knowledge based on curiosity about science, technology, art, culture, and humanities with humanity, nationality, state and civilization insights related to phenomena and events, and apply procedural knowledge to certain fields of study according for their talents and interests to solve problems.
4. Processing, reasoning, and presenting in concrete and abstract realms related to the development of what he learned in school independently, and being able to use methods in accordance with scientific rules.

2. Basic Competence

1. Analyzing the relationship between the structure and function of genes, DNA, chromosomes in the process of decreasing the nature of living things and applying the principles of inheritance in life.
2. Analyzing the concept of mutations

1. Presenting the results of discussions about DNA replication and presenting the mutation process.

3. Indicators

1. Identify differences between genes, chromosomes, chromatids, chromatin.
2. Explain protein synthesis from DNA information.
3. Explain the mutation process.

4. Learning Objectives

1. Students can identify differences between genes, chromosomes, chromatin, and chromatids through display images.
2. Students can explain the process of protein synthesis from genetic information or from DNA.
3. Students can explain how mutations can change the structure of proteins.

5. Ingredients

The cells of the human body contain 23 pairs of chromosomes. This chromosome consists of a chemical known as deoxyribonucleic acid or DNA. Each chromosome in the body consists of different genes that determine a single nature. Your appearance is determined by the inheritance of your parents.

DNA is located inside the cell nucleus. This is a circular molecule containing genes. Structure of hair, skin color, bone structure, eye color, etc. Molecules are chains of very large repetition units called polymers,which are large carbon-based molecules formed by monomers. DNA consists of the same number of four nucleotides that are important for surgery and reproduction. Each nucleotide contains three different components:

1. One phosphorus with four oxygen (phosphate group)
2. Five carbon sugar (deoxyribose)
3. Nitrogen-containing bases (either single ring pyramids or double ring purines)

Nucleic acids are large molecules consisting of carbon, hydrogen, oxygen, nitrogen, and phosphorus. The building blocks of nucleic acids are nucleotides - DNA and RNA. Nucleotides are phosphate groups, sugars and nitrogen bases. DNA has two twisted strands of nucleotides joined together to form a double helix.

The genetic code is shared by all organisms. For example, you want to determine which amino acid is encoded by the CAU codon. First, find the first base code, then look for the second base A in the line above. Find the third base in the right column; therefore, the CAU code for histidine.

One of the features received from the Watson and Crick models is the DNA that can be copied. Bases that attach to the DNA strands will only be paired in one way based on the standard pair pairing rules. According to Watson and Crick, a single DNA strand can function as a template for new strands. When DNA is copied during the cell cycle, this process is called replication.

Other enzymes and proteins are responsible for the replication process. The enzyme starts the process by opening a double helix zipper to separate the DNA strands. Some proteins hold separate strands, which function as templates. Floating nucleotides in the nucleus will be paired with the nucleotides of existing DNA strands. DNA polymerase (a group of enzymes) is responsible for binding new nucleotides together. When a complete process is carried out, it forms complete DNA molecules, each of which is the same as the original double strand.

Before an organism's cell can reproduce, it must first replicate a copy of their DNA. DNA replication occurs when cells as prokaryotes or eukaryotes. The following steps explain DNA replication in eukaryotic and prokaryotic cells.

1. DNA replication occurs in cytoplasm prokot and in the core of eukaryotes. The initial enzyme for unzipping a double helix when the pair of nucleotide bases is separate. Each side of the double helix runs in the opposite direction. At the same time, replication of the two molecules.
2. The nucleotide pair is free with the base open as the mold strand continually unzips. The polymer-complex polymerase enzymes attach nucleotides together in a new strand that is similar to each template
3. . The DNA proofase DNA proofing unit from the new DNA and DNA ligase (enzyme) seals the fragment into a long stranid.
4. Two similar double-stranded DNA molecules are produced from replication. The new copy automatically ends again. According to Nowick, "DNA replication is semi-conservative because the old ones are preserved and strands are used and new strands are made"

There are three types of RNA where cells build proteins. This process is called protein synthesis.

1. Messenger RNA (mRNA) is a type of product used for protein products.
2. Ribosomal RNA (rRNA) is an RNA component of ribosomes and cell protein factories in all living cells. It provides a mechanism to decode mRNA into amino acids and interact with tRNA
3. Transfer (tRNA) is an adapter molecule consisting of RNA, usually 73 to 93 nucleotides that carry amino acids from the cytoplasm to ribosomes to help make proteins grow

The process of producing proteins from DNA .

1. transcription

DNAis found in the cell nucleus, which is embedded in chromosomes. Genetic information in DNA must be transported to ribosomes in the cytoplasm where protein synthesis takes place. Information or genetic codes are copied from the core mRNA through a transcription process. The transcription process occurs when the nucleotide sequence along the DNA is copied into the mRNA strands. The DNA strand will be exposed once the DNA molecule is released. DNA polymerase is responsible for aligning and binding ribonucleotides which will create a single strand of RNA molecules. The mRNA molecule as a complementary ribonucleotide attaches to an open DNA strand base.

2. translation

DNAdirects protein production and determines the formation of mRNA. The base sequence of mRNA determines the protein synthesized. Protein controls cell activity, as well as the life of the entire organism. But how do DNA make unique proteins that will perform special functions? Does mRNA translate into protein?

In translation, each set of three nucleotides is coded by the mRNA molecule for one amino acid in the protein. This explains why each set of three nucleotides in an mRNA is called a codon. Each codon determines a particular amino acid. For example, the first codon, cytosine-guanine-uracil (CGU), ordered ribosomes to place arg amino acids (arginine) in proteins. The codon sequence in mRNA determines the sequence of amino acids in proteins.

But how are the right amino acids added to the right sequence to match the codon sequence in the mRNA? Translation process:

1. When translation begins, mRNA binds to ribosomes. Then, the tRNA molecule, each carrying a specific amino acid, approaches the ribosome. Anticodon tRNA pairs with the first mRNA (starting) argentine-uracil-guanine codon (AUG), to form an initiation complex. Two molecules join temporarily
2. Usually, the first codon in mRNA is AUG, which encodes the enemy of the amino acid methionine. AUG signals the start of protein synthesis. Then, the ribosome glides along the mRNA to the next codon.
3. In the new
4. enzyme DNA, the enzyme joins them by forming a peptide bond between them
5. as the process continues, a chain of amino acids is formed until the ribosome reaches the stop codon. (for example, UAA, UAG, UGA) on the mRNA strand. A polypeptide chain is released.

Many types of mutations can be accurate in the DNA of an organism. Biologically, mutations are changes in genetic material. This can be a source of genetic variation or can have harmful effects. Like gamma rays from radioactive elements such as uranium and plutonium. Other causes of DNA copying by chemical infections and viruses. Various types of agents, which are in the form of physical chemistry, are called mutagens.

Gene mutation is a permanent change in the DNA sequence that forms genes. Chromosome mutations occur at the chromosome level resulting from gene removal, duplication or accurate rearrangement during the cell cycle and meiosis. This can be used by parts of chromosomes that break or rejoin incorrectly. Insertion is a genetic material that is added to other chromosomes. Translocations occur when chromosomes are broken and combined with other chromosomes, this type of disorder is caused by chromosome level mutations. Deletion occurs when a part of the chromosome is missing. Duplication occurs if there is an additional copy of the chromosome part. Reversal occurs when the direction of the chromosome is reversed.

As a result of mutations in the phenotype, gene mutations sometimes do not affect the organism's phenotype because there are many codons for the same amino acid. Mutations that have no effect on proteins are called silent mutations. Missense mutations occur when mutation points, where a single nucleotide changes, produce different amino acid codes. Impact of mutations on offspring. Causes of mutations, smoking can increase the risk of genetic mutations, effects of old age on offspring, chemotherapy, external influences.

6. Approaches / Models / Learning Methods

Approach : Scientific

Learning Models : cooperative learning

Learning methods : discussions,presentations

7. media/ learningtools and materials

1. media/ tools:

• Laptop
• LCD

2. Learning Materials

• Student worksheets

8. Learning StepsSteps Learning Steps

1. First Meeting

1. Opensactivities

• discussionby opening greetings and praying
• Conditioning the class by tidying and cleaning classes, asking questions and checking attendance.
• Asking students. do you have a photo with your parents?
• The teacher tells students to analyze their photos. What are they like? Then the resemblance is written on paper.
• Gurum asked students again, why did that happen?

2. Core Activities The

• teacher divides students into 5 groups.
• The teacher displays a picture of the difference between genes, chromosomes, chromatin, and chromatids.
• Display videos about DNA replication.
• Provides material about replication and transcription for protein synthesis.
• The teacher provides a worksheet that students must do with each group.

3. Cover activities

• Teacherand students conclude the learning that has been done now
• Closing the learning by praying and closing thegreeting

2. Second Meeting

1. Opening Activities

• Open lessons by reading prayers and opening greetings
• Preparing classes by checking cleanliness, checking attendance and asking how they are.
• The teacher displays several examples of the results of themutation process

2. Core Activities

• Providing material about mutations
• Students are divided into 5 groups from these groups
• given the task of making videos about the results of the transfer process and uploading them to social media

3. Closing Activities

• Teachers and students summarize what they are learning today

• Closing learning with closing prayers and greetings

9. Assessment of Processes and Learning Outcomes

1. Assessment Techniques

• Attitude : Observations during group discussions
• Knowledge : WritingTest
• Skills : Presentation

2. FormInstruments

• Knowledge : Multiple choice tests
• Attitudes : Observing students' abilities . during discussion
• Skills : Presentation Rubric

, Teachers Working Together Ms. Cuantioso

January 27 2019 Teacher Neti Fihani Subjects

Appendix 1

Cognitive Assessment

Answer the questions below correctly!

1. Protein synthesis occurs inside. . . .

1. Endoplasmic reticulum and cytoplasm.
2. Core cells and ribosomes.
3. Mitochondria and ribosomes.
4. Core cells and endoplasmic reticulum

2. . The basic ingredients needed in protein synthesis, namely. . . .

1. Amino
2. fatty acid
3. carbohydrate
4. Mineralmineral

3. DNA chain Suppose you have a sequence of AAA - TGC - GCA, DNA transcription is ....

1. TTT - ACG - CGT
2. UUU - ACG - UPK
3. TTT - CGA - CGT
4. TTT - AGC - CGADNA

4. piececonsists of bases following nitrogen!

   When transcription occurs, the RNAd formed is ...

1. AAU, UCU, CCU, GGC, UCU
2. AGA, AAU, CCG, ARF, AGA
3. UCU, CCU, UUA, GGC, UCU
4. UCU, UUA, CCU, GCC, UCU

5. Based on the material descendants recognized, mutations divided into. . . .
1. gene mutations and chromosome mutations ofmutations
2. somaticand germinal
3. missense mutations and non sense mutations of
4. gene mutations and frame shift mutations
6. Mutations that occur as a result of changes in one or several nucleotides of DNA are called ...

a. gene mutation

b. germinal mutation

c. chromosome mutation

d. somatic mutation.

7. The base structure changes because the pyrimidine base is replaced by a purine base or vice versa. . . .

A. transfusion

b. transition

c. transversion

d. thetranslocations

8. followingare the ways in which mutations occur:

1. Duplication

2. Transition

3. Inversion

4. Transversion

5. Removal of a single base

which includes the ways in which gene mutations occur. .

A. 1,2,3

b. 1,3,5

c. 2,3,4

d. 2,4,5

9. Mutations that cause changes in nucleotide regulation and cause changes in the amino acids produced are called ...

a. misunderstanding

b. makes no sense

c. silent mutation

d. neutral mutations Genetic

10. changes occur because of the loss of a certain nitrogen base called ...

a. removal

b. transition

c. inversion

d.insertion

 essay!

1. Explain the stages in protein synthesis!
2. Translate each of the following codons into amino acids!

A. GCU

b. GAG

c. GGG

Appendix 2

Sikappenilaian

INSTRUMENTS rubrikSIKAP ASSESSMENT

Indicator: analyzing the results of a group discussion about what kind of irregularities clear law in the

Product group discussion material of heredity: replication, transcription danmutasi

1. Instrumenpenilaian discussion group

NO	Rating	Scale
		1	2	3	4
1	The attitude of the students in receiving the opinion of
two	attitudes of students in accept criticism
3	Simplicity in giving criticism to other students
4	Ability to help friends who have difficulty expressing opinions
5	Patience to listen to friends' suggestions

Description:

Aspects 1:

1 = If you do not want to accept the opinions of friends, even though this opinion is correct

2 = If You want to accept a friend's opinion, even with a heavy heart or show an attitude of displeasure or maintain more opinion

3 = If you want to listen to your friend's opinion, even if you are less happy or after another friend also states that the opinion is correct

4 = If you want to say or want to receive or expect others to give opinions.

Aspect 2:

1 = If you don't want to accept friend criticism at all, even though the criticism given is true

2 = Want to accept friend criticism but show an attitude of displeasure or maintain your opinion

3 = If you want to accept criticism from friends, even though you are a little less happy or after another friend also stated that the views expressed were true

4 = If you want to accept or expect others to provide input

aspect 3

1 = If never / do not want to listen to the speech of others

2 = If you want to give criticism with some sentences that seem impressed blaming

3 = If you want to listen to the opinions of others, by asking that what is delivered must be a clear focus

4 = If you want to ask for an opportunity to argue and be willing if the opinion is not accepted

Aspect 4:

1 = If he never gives an opinion

2 = If you want provide assistance / opportunities for friends to express their opinions but follow h reminded by a nother friend / teacher

3 = If you want to help / give an opportunity to a friend to express an opinion but with a sentence that blames

4 = If you are willing to help, push or give an opportunity to debate

Aspect 5:

1 = If you always try to cut off friend's conversation

2 = If sometimes you still try to cut off a friend's conversation

3 = If you want to listen to a conversation (information, questions, arguments), even if you are not serious in listening

4 = If you want to listen to a conversation (information, questions, arguments) until the friend delivered is finished speaking

Appendix 3

Skill assessment rubric

SKILL ASSESSMENT INSTRUMENT

Indicator: analyze the results of the group discussion on the types of legal deviations that are clear in the

Product. : group presentations as a result of discussion of hereditary factors: replication, transcription and mutation

1. Instrument assessment group presentations

NO	Assessment	Scale
		1	2	3	4
A.	Physical Readiness C ooperation Media SubmissionAnalytical Timeliness
B.	content DeliverySystematics Clearlanguage logic Mastery of material Based on scientific references

Description :

4 = very good

3 = good

2 = less

1 = very less

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