Teaching Plan

TEACHING PLAN

1.1  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

1.2  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.    Core Competence

1.      Living and practicing the teachings of the religion they adhere to.

2. Living and practicing honest behavior, discipline, responsibility, caring (mutual cooperation, cooperation, tolerance, peace), courtesy, responsiveness and proactive and showing attitude as part of the solution to various problems in interacting effectively with the social and natural environment and in placing self 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 specific fields of study according to their talents and interests to solve problems.

4.  Processing, reasoning, and presenting in a concrete and abstract realm related to the development of what he learned in school independently, and being able to use methods according to scientific rules.

B.     Basic Competence

3.1  Describes the structure and function of the reproductive system in humans, abnormalities and diseases of the reproductive system, and the application of living patterns that support reproductive health

4.1     Presenting the results of information from various sources of sexually transmitted diseases and prevention efforts

C.     Indicators

1.      Identifying the structure and function of reproductive organs in men and women

2.      Explain hormones that work in the reproductive system

3.      Explain the menstrual cycle that occurs in women

4.      Explain how the nervous system can provide codes to maintain homeostasis.

D.    Learning Objectives

1.      Students can identify the structure and function of male and female reproductive organs

2.      Students can explain the hormones that work in the reproductive system

3.      Students can explain the menstrual cycle in women

4.      Students can explain how the nervous system can provide codes to maintain homeostasis in the body

E.     Topic

The system involved in sexual reproduction is called the reproductive system. There is a strike difference between male and female reproductive systems, although they also share a number of similarities. For example, the reproductive organs of the male and female are developed from the same embryological structure found in both male and female, in varying quantities and produce different responses.

The main part of reproductive system. Be familiar with the specific functions of each basic part using the table below:

Part	Function
Testis	Produces sperm cells
Scrotum	Sac of skin that hold the testes
Penis	Deposits sperms into the vagina during mating
vas deferens (tube)	Carries sperm from the testes to the urethra
Urethra	Carries sperm and urine out of the body
Gland a.       Seminal vesicle b.      Prostate c.       glandral gland	Provide liquid in which sperm can swim -          Secretes a fluid that is most of the components -          Secretes a slightly alkaline milky fluid that is discharged as part of the semen -          secretes a thick and clear mucus that lubricates and neutralizes the

            female reproductive system has the following function:

1.      female

2.      sperm cells Received sperm cells from the male

3.      nurtures the development of and provides nourishment for the new individual.

The female reproductive system consists of the ovaries, oviduct (Fallopian tubes), uterus, vagina, and external genitalia. The internal reproductive organs are located within the pelvis, between the urinary bladder and rectum. The uterus and the vagina are in the middle part, with ovary on each side of the uterus. The function of each part.

Part	Function
Ovary	Produces egg cells
Oviduct	Serves as the ovary to the uterus; site of egg fertilization
Uterine	Serves as a site of egg implantation; is the egg develops
vagina,	fertile the penis of male during

puberty involves the onset of sexual maturity and the ability to reproduce. When a female reaches puberty, the egg cells start to develop in their ovaries that produce the sex cells. It is also the time when the body develops the capacity to conceive.

The male reproductive system also has prostate glands. Chemicals from these glands nourish the sperm cells and help them mature. The production of sperm cells and the release of special chemicals that come from the testes, the brain and the pituitary gland. These hormones keep the reproductive system properly functioning

The female reproductive system, just like the male reproductive system, is also regulated by hormones that control growth and release of egg from the ovaries. While other hormones prepare the uterus so that it can grow in it, hormones still control the stretching of the uterus during pregnancy.

The Menstrual Cycle. We have learned that, on average, only release one egg every 28 days. Now, what is this timing control? Hormones control many of the changes in the reproductive system. Remember hormones that affect certain body organs. The monthly changes that take place in the female reproductive system are called menstruation. This cycle occurs every month from the first onset which could happen when a female is between 10 to 13 years old. The monthly cycle continues for about 40 years. Refer to figure 11 for a clearer event that takes place in the cycle.

The important event during menstrual cycle is as follows:

1.      The pituitary gland controls and starts the cycle

2.      . The luteinizing hormone (LH) initiates the maturation of the follicles, converts ruptured follicles into the corpus luteum and causes the secretion of progesterone. The follicle stimulating hormone (FSH) assists in the maturation of the follicles and causes the secretion of estrogen from the follicles.

3.      Meanwhile, the ovary's self releases a hormone called estrogen, which causes the uterine lining to increase in thickness. The uterine lining becomes thick so that the fertilized egg can attach to it.

4.      The ovary releases no egg on day 14. The egg that is sperm is present

5.      The egg moves through the egg and the uterus

6.      Meanwhile the uterine lining continues to be

7.      fertilized, therefore, it will not attach to the uterus

8.      The thick The uterine lining was necessary, so the thickened uterine lining broke off and left the vagina. The unfertilized egg is lost and some blood is lost too. This loss of cells from the uterine lining, blood, and egg is called menstruation.

9.      After menstruation, the cycle starts again.

A feedback mechanism is the process through which the level of substance influences the level of another substance. A production of hormones negative feedback in the menstrual cycle. The inhibitory high levels of one hormone may be the production of another hormone. Feedback mechanisms in menstrual cycle:

1.      Follicle stimulating hormone (FSH) stimulates the ovaries to release estrogen. High levels of estrogen prevent the further production of FSH

2.      estrogen also stimulates the release of luteinizing hormone (LH) from the pituitary gland, which in turn controls the production of progesterone. High levels of progesterone then inhibit the further release of the

lymphatic system working together with endocrine system to maintain homeostasis. Both the nervous system and endocrine systems are important in enabling the body to maintain homeostasis. Homeostasis is the state that is reached every time the body functions in equilibrium with other parts. This is attained through the regulation of bodily functions by the endocrine and nervous system.

Most body systems maintain homeostasis by using feedback mechanisms. When the brain receives messages from the body about an internal change in one of its systems, it works to restore the system to its normal state. The level of hormones in the body are controlled by feedback. It is important to keep it at the right level. The endocrine system plays an important part in homeostasis. To achieve homeostasis, the nervous and endocrine systems maintain a normal range of the following variables:

●       Body temperature

●       Amount of water in the body

●       Amount of metabolic wastes in the cell

●       Blood calcium levels of

●       Hormones in the blood

F.      Approach / Model / Method of Learning

      Approach                    : Scientific

            Model Learning          : cooperative learning

            Learning methods       : discussions,presentations

G.    Learning Tools and Materials

1.      Tools:

●       Laptop

●       LCD

2.      Learning Materials Learning

●       Activity Unit

H.    Learning Steps

1.      Meeting1

                               I.            Opening Activities

1.      Praying, greeting and similar activities

2.      Conditioning class (checking class cleanliness, checking attendance, asking for today's news)

3.      Asking basic questions to test the extent of students' abilities. Does anyone know about the reproductive system?

4.      Delivering today's learning objectives

                            II.            Core Activities

1.      Teachers divide students into 2 groups

2.      Teachers display images of male and female reproductive instruments The

3.      teacher asks students. do you know about this picture?

4.      Teachers assign tasks to groups of one to find out about the structure and function of male reproductive organs and hormone acting on the male reproductive system, while groups of two looking for structure and function of the female reproductive organs and hormone involved in the female reproductive system

5.      After finishing the discussion with the group the results of discussions The presentation is presented in front of the class. The

6.      teacher gives appreciation to the groups who have presented the results of their discussion

                         III.            . Closing Activities

1.      teacher asks the students. What can be obtained from the learning that has been carried out?

2.      Learning closes with closing greetings and prayers

2. Meeting 2

                               I.            Opening Activities

1.      Praying, giving greetings and similar activities

2.      Conditioning the class (cleaning the class if there is still garbage, checking attendance, asking for news)

3.      Displaying videos about menstruation

                            II.            Core Activities

1.      teacher divides students into 5 groups

2.      Fifththe group was given the task to identify the video is then made into an explanation

3.      Teachers provide facts about the menstrual cycle

4.      teacher gives the concept of the nervous system to maintain body homeostasis

                         III.            Closing Activities

1.      Teachers and students conclude what has been learned about the menstrual cycle and the nervous system

2.      Learning closed with a prayer and closing greetings

I.       Assessment of Processes and Learning Outcomes

1.      Assessment Techniques

●       Attitude                : Observations during group discussions

●       Knowledge           : Writing Test

●       Skills                     : Presentation

2.      Instrument Forms                   

●       Knowledge           : Multiple choice tests

●       Attitudes               : Observing students' abilities during discussion

●       Skills                     : Presentation rubic

Knowing, Cooperating Teacher Ms. Cuantioso

January 23, 2019 Subject Teacher Sandy Kurniawan

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

Objectives:

1.      Students can identify DNA, RNA, chromosomes

2.      Student can explain DNA replication and protein synthesis process

Lesson Proper

Strategy presentation

1.      Teacher displays a picture of heredity and students are told to observe

2.      Teacher giving information to students about the material of heredity

Asking questions to students about:

a.       What is called about chromosomes, chromatin, and chromatids and what is the difference between Chromosome, Chromatid and Chromatin.

b.      What is called about DNA and RNA and the differences between DNA and RNA

3.      Teachers display videos about the DNA replication process and protein synthesis, then ask students what enzymes play a role in the process of replication and synthesis of protein

Processing Strategy

1.      Teacher divides students into 5 groups

2.      Teachers telling students to explain again about video replication and protein synthesis.

3.      Then present in front of the class.

4.      Teacher asks students again about what they have learned today.

5.      Students conclude what has been learned today..

Evaluation

Evaluation in this learning uses MCQs and essays.

Topic: Heredity: Inheritance and Variation

Lesson 2. Mutation

Objective:

1.      Students can explain what is called a mutation and the types of mutations

2.      Students can identify the causes of mutations

3.      Students can analyze genetic disorders caused by mutations

Lesson Proper

1.      Teachers provide a basic understanding of mutations

2.      Teachers serve all kinds of mutations that occur in living organisms

a.       Mutations at the level of gene

b.      Mutations at the level of the chromosome

3.      Teachers serve causes that affect the occurrence of mutations in living things

4.      Teachers serve some examples of mutations that occur in living beings

Processing Strategy

1.      Teacher gives assignments to students in groups analyze the impact on mutations in their offspring

2.      Students discuss with the group

3.      Present the results of their discussion in front of the class

Evaluation

Make a video about the impact of mutations on the offspring