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LESSON PLANEducational Unit: SENIOR HIGH SCHOOLSubject: PHYSICSClass/Semester: 10th GRADE / 2nd SemesterLearning Material: Refraction in the LensDuration: 4 meetings (12 lesson hours)A. Main Competence1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotongroyong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkansikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secaraefektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagaicerminan bangsa dalam pergaulan dunia.3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, proseduralberdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, danhumaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradabanterkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan proseduralpada bidang kajian yang spesifik sesua dengan bakat dan minatnya untuk memecahkanmasalah.4.
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkaitdengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampumenggunakan metoda sesuai kaidah keilmuan.B. Basic Competence and IndicatorKI Basic Competence Indicator1.
Bertambah keimanannya denganmenyadari hubungan keteraturandan kompleksitas alam dan jagadraya terhadap kebesaran Tuhanyang menciptakannya.2. Menyadari kebesaran Tuhan yangmengatur karakteristik fenomenaoptic1. Give thanks for the existenceof the reflection phenomenon2. Give thanks for the existenceof the refraction phenomenon2.1.
Apply the opticinstrument in the dailylife as a part ofphenomenon from God2. Menunjukkan perilaku ilmiah(memiliki rasa ingin tahu;objektif; jujur; teliti; cermat;1. Give questions to observe thereflection phenomenon. Tekun; hati-hati; bertanggungjawab; terbuka; kritis; kreatif;inovatif dan peduli lingkungan)dalam aktivitas sehari-harisebagai wujud implementasisikap dalam melakukanpercobaan melaporkan, danberdiskusi2. Menghargai kerja individu dankelompok dalam aktivitas seharihari sebagai wujud implementasisikap dalam melakukanpercobaan dan diskusi2. Give questions to observe therefraction phenomenon3. Give opinions of thereflection phenomenon4.
Give opinions of therefraction phenomenon2.1. Appreciate the individualwork for discuss thereflection phenomenon2.2. Appreciate the individualwork for discuss therefraction phenomenon2.3.
Appreciate the groupwork for discuss thereflection phenomenon2.4. Appreciate the groupwork for discuss therefraction phenomenon3. Menganalisis cara kerja alat optikmenggunakan sifat pencerminandan pembiasan cahaya olehcermin dan lensa9.1. Analyze the reflection oflight in the mirror9.2. Analyze the refraction oflight in the lens4. Menyajikan ide atau rancangansebuah alat optik denganmenerapkan prinsip pemantulandan pembiasan pada cermin danlensa9.1.
Design an experiment ofreflection in the mirror9.2. Design an experiment ofrefraction in the lensC. Learning ObjectiveSpiritual and Social Competence1st – 4th MeetingStudents are able to. Core Activities (125 minutes)Phase 1: Provides Objectives and Set (15 minutes)a. Teacher shows the video about the myopic eyes see without and byglasses. Then teacher is letting the students to observe the videos. Students give attention to the video given.
Teacher asks students about the Snellius’ Law of refraction as a priorknowledge. Teacher hopes that students could answer the content of Snellius’ Law ofrefraction: “When the light propagates from less dense to denser medium,the light is refracted approach the normal lines. When the light propagatesfrom denser to less dense medium, the light is refracted keep away thenormal lines”c.
Teacher give the rules of topic’s today, that is refraction in the lens.Phase 2: Focus the Discussion (25 minutes)c.a. Teacher gives initial questions:. How many kind of the lens?. What are the optic instruments that use the lens, except glasses?Teacher hopes that the student could answer the question, such as:. There are two lens, convex lens and concave lens.
Convex lens has threekind of lens; those are biconvex, plan-convex, and convex-concave.Concave lens also has three kind of lens; those are biconcave, plan-concave, and concave-convex. Microscope, loop, telescope, camerac.b.Teacher gives the phenomenon about myopic andhypermetropic (hipermetropi) eyes. Teacher is lettingthe students to observe the two of phenomenon. Students observe two of phenomenon (Questioning).
Teacher hopes the students observe that: “There are a differenceof two phenomenon, the problem is different, because themyopic eyes need optic instrument that can seen the far objectbut the hypermetropic (hipermetropi) eyes need opticinstrument that can seen the near object”c. Teacher gives puzzling situation.
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Teacher asks the students, “What is the kind of lens that suitable with the eachphenomenon? Myopic and hypermetropic (hipermetropi) eyes can see a fix objectin front of the eyes. What are the kind of especially lens we need for myopic andhypermetropic (hipermetropi) eyes?”. Students may hypothesize/respond the phenomena: Myopic eyes needconcave lens, especially concave-convex lens and hypermetropic(hipermetropi) eyes need convex lens, especially convex-concave lens.d. Teacher asks the students to form a group that contains for 4 persons.e. Teacher gives worksheet to the groups.f.
Teacher reads the rule of discussion.1. Actively give opinions.2. Appreciate others opinions.3. Brave to give opinion and be an open-minded.4. Have no fear to be criticized.5.
Be active to give opinion from beginning to end of discussion.Phase 3: Hold Discussion (40 minutes)f.a. Teacher monitors the discussion process in each group. Students gather to discuss the phenomenon given.f.b. Teacher observes the students’ behavior while discussion. Students and each group would:1.
Do experiment about the refraction in concave and convex lens.2. Collect and process the data established. (Collecting data)3. Analyze the data until obtain the result. Conclude the ‘whole’ result from the experiment.f.c. After several times, teacher asks each group to conclude the resultof their discussion. Each group present their discussion result.
Teacher helps the student to make a conclusion from the groupconclusion. Students make a ‘big’ conclusion.Phase 4: End Discussion (25 minutes)f.a. Teacher scaffold the students’ knowledge by givingquestion in order to clarify the concept from the conclusionthey had made.“What is the difference of concave and convex lens?”f.b. Teacher clarifies the concept of convex and concavelens.
Student try to explain the difference of concave and convexlens by using the teacher’s scaffolding question and from theknowledge they got in the last activity. (Communicating)Phase 5: Debrief the Discussion (20 minutes)a. Teacher gives a video about eyes see on the microscope andtelescope.
Students observe the video and give their opinion.(Communicating)3. Closure Activities (15 minutes)1.c.Teacher asks the student to reflect the learning result that they are got today bygiving question:. How do light propagates in the convex and concave lens?. What is the characteristic of shadow in concave and convexlens?1.d.Teacher provides a self-assessment of spiritual and social attitude for eachstudent.1.e.Teacher greets students. Media, Tools/Materials, and Learning Sources1. Media:.
Power Point. Video2. Tools and Materials:Tools Amount1. Needle 6 packs2. Stick of Infrared ray 6 unitsMaterials Amount3. Biconcave Lens 6 units4.
Plan-concave Lens 6 units5. Concave-convex Lens 6 units6. Biconvex Lens 6 units7. Plan-convex Lens 6 units8. Convex-concave Lens 6 units9.
Paper 6 pieces10. Styrofoam 6 pieces3. Learning Sources:3.a.Nowikow I, Heimbecker B, Bosomworth D - Physics Concepts andConnections - Irwin – 20013.b.Halliday, Resnik – Fundamental of Physics 8th EditionH. Assessment techniquea.
Attitude competence: Observation and Self-assessmentb. Skill competence: Practice2. Assessment instrument and scoring guidea.
Attitude competence:. Self-assessment Sheet (Attachment 1)1. Spiritual Attitude: Attachment 1.12. Social Attitude: Attachment 1.2b. Skill competence:. Practice (Attachment 2)1. Assessment Rubric Sheet: Attachment 2.1.
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