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LESSON PLAN III

School Unit : Subject : Class/Program : Semester : Standard Competence : Basic Competence :

Allocation Time

Muhammadiyah 2 Senior High School of Surabaya Biology XI/Sciences 1 1. Understanding the structure and function the cell as the smallest unit of living things 1.3 Compare the transport mechanisms on plasma membrane (diffusion, osmosis, active transport, endocytosis, and exocytosis) 4 x 45 minutes

A. Indicator Cognitive a. Product To explain the structure of plasma membrane based on the fluid mosaic model To outline the roles of membranes within cells and at the surface of the cells To define the concept of diffusion, osmosis, active transport, endocytosis, and exocytosis To explain the processes of diffusion, osmosis, active transport, endocytosis, and exocytosis To analyze the similarities and the differences among diffusion, osmosis, active transport, endocytosis, and exocytosis To analyze the impacts of different water potential solutions to the plant cells

b. Process To conduct experiment on plant cells of immersion in solutions of different water potential Affective a. Social skills To develop teamwork skills To ask proper question to the teacher and other students To answer question correctly To communicate opinion/to share the ideas To respect others ideas/opinion b. Character behavior

Honest Careful Responsible Discipline Concern for accuracy

B. Objective Cognitive a. Product Based on the key of Assessment Sheet 01-D, the students are able to explain the structure of plasma membrane based on the fluid mosaic model Based on the key of Assessment Sheet 01-D, the students are able to outline the roles of membranes within cells and at the surface of the cells Based on the key of Assessment Sheet 01-D, the students are able to define the concept of diffusion, osmosis, active transport, endocytosis, and exocytosis Based on the key of Assessment Sheet 01-D, the students are able to explain the processes of diffusion, osmosis, active transport, endocytosis, and exocytosis Based on the key of Assessment Sheet 01-D, the students are able to analyze the similarities and the differences among diffusion, osmosis, active transport, endocytosis, and exocytosis Based on the key of Assessment Sheet 01-E, the students are able to analyze the impacts of different water potentials solutions to the plant cells b. Process Based on the key of Assessment Sheet 02-C, the students are able to conduct experiment on plant cells of immersion in solutions of different water potential Affective a. Social skills The students are marked in progress on showing the teamwork skills, ask proper question to the teacher and other students, answer question correctly, communicate opinion/share the ideas, appreciate others ideas/opinion in the involved student-centered-learning. b. Character behavior The students are marked in progress on showing honesty, carefulness, responsibility, discipline, and concern for accuracy in the involved studentcentered-learning.

C. Materials

In cellular biology the term membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and smallmolecules through biological membranes namely lipid bilayers that containproteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability - a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.

Diagram of a cell membrane 1. phospholipid 2. cholesterol 3. glycolipid 4. sugar 5. polytopic protein (transmembrane protein) 6. monotopic protein (here, a glycoprotein) 7. monotopic protein anchored by a phospholipid 8. peripheral monotopic protein (here, a glycoprotein.)

The nature of biological membranes, especially that of its lipids, is amphiphilic, as they form bilayers that contain an internalhydrophobic layer and an external hydrophilic layer. This structure makes transport possible by simple or passive diffusion, which consists of the diffusion of substances through the membrane without expending metabolic energy and without the aid of transport proteins. If the transported substance has a net electrical charge, it will move not only in response to a concentration gradient, but also to anelectrochemical gradient due to the membrane potential.

TYPES OF MEMBRANE TRANSPORT

Concept passive diffusion is a spontaneous phenomenon that increases the entropy of a system and decreases the free energy. The diffusion velocity of a pure phospholipid membrane will depend

Passive transport

Diffusion

on: concentration gradient

Osmosis

Diffusion of water through selective permeable membrane

Facilitated diffusion the transport is facilitated by the presence of channel proteins, which facilitate the transport of, in this instance, water or certain hydrophilic ions and molecules. Sodium-pottasium pump In active transport a solute is moved against a concentration or electrochemical gradient, in doing so the transport proteins involved consume metabolic energy, usually ATP. molecules enter cells within vesicles that pinch inward from the plasma membrane. The three types of endocytosis are

Active transport

Bulk transport

Endocytosis

phagocytosis, pinocytosis. And receptor-mediated endocytosis.

Exocytosis

transport vesicles migrate to the plasma membrane, fuse with it, and release their contents.

D. Learning Model Model: Direct Instruction Methods: discussion, giving task, games E. Learning Steps 4th Meeting (2 x 30 minutes) Activity 1. Introduction (10 minutes) 1.1 Greetings, including asking condition, saying a prayer, attendance checking, inquiring student absence, checking student readiness, inquiring the previous lesson, stating the days topic, limiting the scope of the topic, and giving apperception 1.2 Teacher shows the osmosis phenomenon by sinking red chili in the water then it will be bloomed since the water move inward. Teacher also shows the ink which diffuses in the water. This stage aims to motivate students to be involved in the class and explain the significance of plasma membrane. 1.3 Setting the learning objectives by showing PowerPoint slide (1st Phase of Direct Instruction: informing learning objectives) Explain the structure of plasma membrane based on fluid mosaic model Outline the role of membranes within cells and the surface of the cells Defining the concept of diffusion, active transport, endocytosis, and exocytosis Explain the processes of diffusion, active transport, endocytosis, and exocytosis 2. Main Activities (40 minutes) 2.1 Teacher informs student about the selective-permeability of plasma membrane and the general concepts of Diffusion and Osmosis using videos 2.2 Asking the captain of the class to hand around Student Worksheet 04

2.3 Teacher demonstrates the diffusion process by (1)spreading out perfume to the class; and (2)putting some iodine drops into a glass of water (2nd Phase of Direct Instruction: provide proper information and model the expected learning outcomes) 2.4 Let the student do their activities on their worksheet (PART A and B) by giving some hints about diffusion (3rd Phase of Direct Instruction: guided practice). The students should be persevere in: Explain the structure of plasma membrane based on fluid mosaic model Outline the role of membranes within cells and the surface of the cells Defining the concept of diffusion, active transport, endocytosis, and exocytosis Explain the processes of diffusion, active transport, endocytosis, and exocytosis 2.5 Teacher asks the student about the concept and keywords of diffusion. If they were show mistakes or misconcepts, the teacher can give some hints/directions to reach the clear understanding about diffusion (4th Phase of Direct Instruction: checking students understanding and giving feedback). Teacher ensure the student to share information in responsible, polite, and honest way during the class discussion. 2.6 Teacher demonstrates the osmosis process by (1)showing the red pepper which is immersed in the water, and (2)showing the raw carrot & cucumber and carror & cucumber which made into a pickles (2nd Phase of Direct Instruction: provide proper information and model the expected learning outcomes) 2.7 Let the student do their activities on their worksheet (PART A and B) by giving some hints about osmosis (3rd Phase of Direct Instruction: guided practice). 2.8 Teacher asks the student about the concept and keywords of osmosis. If they were show mistakes or misconcepts, the teacher can give some hints/directions to reach the clear understanding about diffusion (4th Phase of Direct Instruction: checking students understanding and giving feedback). Teacher ensure the student to share information in responsible, polite, and honest way during the class discussion. 2.9 Teacher demonstrates the facilitated-diffusion process by showing the presentation slides then them to do an arm-subtle change to catch a ball just like the transport proteins (2nd Phase of Direct Instruction: provide proper information and model the expected learning outcomes) 2.10 Let the student do their activities on their worksheet (PART A and B) by giving some hints about osmosis (3rd Phase of Direct Instruction: guided practice). 2.11 Teacher asks the student about the concept and keywords of facilitateddiffusion. If they were show mistakes or misconcepts, the teacher can give some hints/directions to reach the clear understanding about diffusion (4th Phase of Direct Instruction: checking students understanding and giving

feedback). Teacher ensure the student to share information in responsible, polite, and honest way during the class discussion. 3. Closing (10 minutes) 3.1 Help students to summarize the concept of passive transport 3.2 Asking student to do Assessment Sheet 01-E about diffusion and osmosis at home (5th Phase of Direct Instruction: independent practice) 3.3 Asking student to bring todays worksheet for the next meeting and learn about active transport

2nd Meeting (2 x 30 minutes) Activity 1. Introduction (10 minutes) 1.1 Greetings, including asking condition, saying a prayer, attendance checking, inquiring student absence, checking student readiness, inquiring the previous lesson, stating the days topic, limiting the scope of the topic, and giving apperception 1.2 Teacher shows the analogy of active transport by asking the student to imagine a steep street. The teacher said, You should be enjoyed the way down of a steep road, but I bet its not really fun to walk up, isnt it? This stage aims to motivate students to be involved in the class and explain the significance between passive transport (the way down=down concentration gradient) and active transport (walk up a steep road=against concentration gradient) 1.3 Setting the learning objectives by showing PowerPoint slide (1st Phase of Direct Instruction: informing learning objectives) Defining the concept of diffusion, active transport, endocytosis, and exocytosis Explain the processes of diffusion, active transport, endocytosis, and exocytosis Analyze the similarities and differences among diffusion, active transport, endocytosis, and exocytosis 2. Main Activities (45 minutes) 2.1 Teacher informs student about Active Transport is just similar to climb the steep street, It should be easy to down the concentration gradient, therefore you dont need energy and hard efforts. But, to walk up the steep road, its another story. You need energy, at any cost. 2.2 Asking the class to get Student Worksheet 04 ready on the table 2.3 Teacher explain that there are three types of active transport: sodiumpottasium pump, endocytosis, and exocytosis, which they will learn every mechanism separately. Firstly, teacher demonstrates sodium-pottasium pump by showing an animated-video (2nd Phase of Direct Instruction: provide proper information and model the expected learning outcomes)

2.4 Let the student do their activities on their worksheet (PART C) by giving some hints about sodium-pottasium pump (3rd Phase of Direct Instruction: guided practice). The students should be persevere in: Defining the concept of diffusion, active transport, endocytosis, and exocytosis Explain the processes of diffusion, active transport, endocytosis, and exocytosis Analyze the similarities and differences among diffusion, active transport, endocytosis, and exocytosis 2.5 Teacher asks the student about the concept and keywords of sodiumpottasium pump. If they were show mistakes or misconcepts, the teacher can give some hints/directions to reach the clear understanding about sodium-pottasium pump (4th Phase of Direct Instruction: checking students understanding and giving feedback). Teacher ensure the student to share information in responsible, polite, and honest way during the class discussion. 2.6 Teacher demonstrates the bulk transports (i.e. endocytosis and exocytosis) process by showing an animated-video (2nd Phase of Direct Instruction: provide proper information and model the expected learning outcomes) 2.7 Let the student do their activities on their worksheet (PART C) by giving some hints about bulk transport (3rd Phase of Direct Instruction: guided practice). 2.8 Teacher asks the student about the concept and keywords of endocytosis and exocytosis. If they were show mistakes or misconcepts, the teacher can give some hints/directions to reach the clear understanding about bulk transport (4th Phase of Direct Instruction: checking students understanding and giving feedback). Teacher ensure the student to share information in responsible, polite, and honest way during the class discussion. 2.9 Teacher gather the whole class to play the flashcard game by providing 12 cards (5th Phase of Direct Instruction: independent practice) which stated questions about passive and active transport. Teacher motivated the students by giving additional contribution credits. 3. Closing (5 minutes) 3.1 Help students to summarize the concept of active transport 3.2 Asking student to do the Competence Test for holidays assignments

F. Media/Lab Instruments/Lab Materials/Learning Resources 1. Media: PowerPoint Slide: Membrane Transport (cell_4.ppt), animated-videos from McGraw Hill Inc., red pepper which is immersed in the water, pickles, perfume, iodine and water. 2. Learning Resources: a. Students Book: Biology 2 for Senior High School Year XI, Arif Priadi, Yudhistira (page 28-33)

b. Student supplementary book: Biology 8th Edition, Campbell and Reece, Pearson Intc. (page 125-141) c. Student Worksheet 04 and Key: Membrane Transport d. Student Worksheet 05 and Key: Plasmolysis in Elodea e. Assessment Sheet 01-D s.d. 01-E: Product f. Assessment Sheet 02-C: Processes Conducting experiment on immersion of plant cells of immersion in solutions of different water potential (scientific methods) g. Assessment Sheet 05: Portfolios h. Assessment Sheet 06: Observation on Social Skills i. Assessment Sheet 07-A: Observation on Character Behavior (in minds-on activity) j. Assessment Sheet 07-B: Observation on Character Behavior (in hands-on activity) k. Table of Assessment Specification l. Syllabus G. Assessment 1. Assessment techniques a. Written-test b. Essays c. Observation 2. Instrument type and examples a. Multiple choice b. Essays c. Rating scales
No. Name Teamwork skills Scales of Social Skills Asking Communica Answering proper -ting questions questions opinion Respect others opinion

Acknowledged by Principal of Muhammadiyah 2 Senior High School

Surabaya, July 2012 Biology Teacher,

Mas'ad Fachir,M.MT

Sri Suhartini

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