LESSON PLAN
Name of School : SMP N 3 Magelang
Class / Semester : 7th/ 1
Subjects : Integrated Science
Topic : Changes to object in day life.
Sub topic : Separating Mixtures
Time Allocation : 1x 25 minutes
A. Core Competence
- Respect and appreciate the teachings of their religion.
- Respect and appreciate the honest behavior, discipline, responsibility, care (tolerance, mutual assistance), manner, confident, in interact effectively with the social and natural environment within reach of the association and its existence.
- Understand of knowledge (factual, conceptual and procedural) by curiosity about science, technology, art, cultural phenomena and events related to the visible.
- Try, process and present in the realm of the concrete (use, parse, compose, modify, and make) and the realm of the abstract (write, read, count, draw, and arrange) in accordance with the learn in schools and other similar sources in viewpoint /theory.
B. Basic Competence
| Number | Basic Competence | Indicators |
| 1. | 2.1 Demonstrate behavioral science (curiosity; objective; honest; careful; meticulous; diligent; careful; be responsible; open; critical; creative; innovative and care environment) in their daily activities as a form of implementation of the attitude in conduct observations, experimentation, and discussion.
2.2 Appreciate the work of individuals and groups in their daily activities as a form of implementation conduct experiments and report experimental results. |
2.1.1 Competence to separate the mixture by the method of filtration, evaporation, crystallization, sublimation, distillation, and chromatography.2.1.2 Have a curiosity, conscientious, and care environment through discussions, group work, and do practical separation of the mixture.2.1.3 Present the results of experiments with honest2.1.4 Creative to give solutions to resolve the problems that exist in everyday life. 2.2.1 Coordinate with friends and actively participate in the experimental group. |
| 2. | 3.5 Understand the various ways the separation of solution
|
3.5.1 Mention the ways to separate solutions3.5.3 Explain the principle of separation of the mixture on each method. |
| 3. | 4.6. Separate solution based physical and chemical properties.
|
4.6.1 Do separate mixtures by the methods of paper chromatography. |
C. Learning Purpose
- Students can explain the meaning of separation mixtures.
- Students can explain the principles of filtration and chromatography.
- Students can do separation of the mixtures by paper chromatography.
D. Teaching Materials
- Separation of the mixtures
The mixture can be prepared by two or more substances.To obtains a pure substance, the mixture to be separated. Substances in the mixture can be separated physically. The principle of separation of mixtures based on differences in physical properties of the constituent substances, such states of matter, particle size, melting point, boiling point, magnetic properties, and solubility.
- Types of separation methods mixtures
– Filtration
Filtering is done to separate substances from a mixture. The working principle of filtering based on differences particle size were mixed, generally for separating solids from liquids. The main tool in the screening is a filter of a porous material that can pass small particles, but retains particles greater.
Filtering is the separation method used to separate a mixture of liquids and solids that do not dissolve based on differences in particle size were mixed substances.
– Chromatography
Chromatography is a process that can separate a mixture by making it move through another substance like a paper strip. Chromatography works because all the chemicals in the mixture you are trying to separate are attracted to the paper by different amounts. Substances that are strongly attracted to the paper are harder for the solvent to move along than substances that are weakly attracted. Examples to identify the content of certain substances in a foodstuff, identifies agricultural products contaminated by pesticides, and more use of the separation of mixtures in everyday life by using chromatography.
Chromatography is based on differential migration. The solutes in a mobile phase go through a stationary phase. Solutes with a greater affinity for the mobile phase will spend moretime in this phase than the solutes that preferthe stationary phase. As the solutes move through the stationary phase they separate. This is called chromatographic development.
In all chromatography there is a mobile phase and a stationary phase. The stationary phase is the phase that doesn’t move and the mobile phase is the phase that does move. The mobile phase moves through the stationary phase picking up the compounds to be tested. As the mobile phase continues to travel through the stationary phase it takes the compounds with it. At different points in the stationary phase the different components of the compound are going to be absorbed and are going to stop moving with the mobile phase. This is how the results of any chromatography are gotten, from the point at which the different components of the compound stop moving and separatefrom the other components.
In paper and thin-layer chromatography the mobile phase is the solvent. The stationaryphase in paper chromatography is the strip or piece of paper that is placedin the solvent. In thin-layer chromatography the stationary phase is the thin-layer cell. Both these kinds of chromatography use capillary action to move the solvent through the stationary phase.
Paper Chromatography is one of the most common types of chromatography. It uses a strip of paper as the stationary phase. Capillary action is used to pull the solvents up through the paper and separate the solutes.
E. Learning Method
Approach : Scientific
Learning Methods : Lecture, Discussion, Experiment
Learning Model : Discovery Learning
F. Learning Resources
Kemendikbud. 2013. Buku Siswa Ilmu Pengetahuan Alam SMP/ MTs Kelas VII. Jakarta: Pusat Kurikulum dan Perbukuan,Balitbang, Kemdikbud.
Sugiyarto, Teguh dan Ismawati,Eni. 2008. Ilmu Pengetahuan untuk SMP/MTs Kelas VII. Jakarta : Pusat Perbukuan Departemen Pendidikan Nasional.
Tim Abdi Guru. 2014. IPA Terpadu untuk SMP/MTs Kelas VII. Jakarta: Erlangga.
G. Media and Tools
- Media : Whiteboard, Power Point, Worksheet
- Tools : Marker, LCD, Screen Projector, Laptop, Salt, Solution, Experiment tools (glass, water, filter paper, color marker, pencil, scissor, etc).
H. Activity (25 minutes)
| Activity | Syntax of Discovery Learning | Description of Activities | Time Allocation |
| Pre Activity |
Create the situation |
Concentration:
|
5 minutes |
| Core Activity | Problem statement | Observation:
Inquire:
|
15 minutes |
| Data Collection | Exploration:
|
||
| Data Processing | Association:
|
||
| Verification | Communication:
|
||
| Post Activity | Generalization |
|
5 minutes |
H. Assessment
| Type | Form of assessment instruments |
| Social attitude | Observation sheet attitude and rubric |
| Psychomotor | Chromatographic method performance assessment test |
| Cognitive | multiple choice questions and essay |
- Social Attitudes Assessment Instrument
Attitude Observation Sheet of discussions
Attitude Observation Sheet
Class : VII
Day, date : ……………
Topic / Theme : Changes to object in day life
Subtopic : Separating Mixtures
- a. Observation Sheet Attitude
- 1. Conduct Scientific Observation
| No | Aspect | 3 | 2 | 1 | Description |
| 1 | Curiosity | ||||
| 2 | Meticulous and careful in experiment | ||||
| 3 | Perseverance and responsibility in study and work both individually and in groups |
||||
| 4 | Communication skills when Learn |
Rubric for
| No | Aspects | Rubric |
| 1. | Curiosity | 3: shows great curiosity, enthusiastic, active in group activities2: shows a curiosity, but not overly enthusiastic, and had been actively involved in group activities when told 1: do not show enthusiasm in the observations, it is difficult actively involved in group activities despite being encouraged to get involved |
| 2. | Meticulous and careful | 3. observe experimental results according to procedure, be careful in experiment
2. observe experimental results according to the procedure, less careful in doing experiments 1. The observed results of the experiment according to the procedure, less careful in doing experiments |
| 3 | Perseverance and responsibility in study and work both individually and in groups |
3: diligent in completing the task with the best results can be carried out, attempted timely.2: working to timely complete the task, but has yet to show his best efforts 1: do not strive sincerely to complete the task, and his job is not finished
|
| 4 | Communication skills when Learn |
4. active in the question and answer, can mengemukaan ideas or ideas, the opinions of other students3. actively in the question and answer, did not put forward ideas or ideas, the opinions of other students 1. active in the question and answer, did not participate mengemukaan of ideas, lack of respect for other students’ opinions
|
Calculation of the final value using the formula:
| value = total score/total maximum skor x 100 |
| PREDICATE | Value |
| Very Good | 80 ≤ AB ≤ 100 |
| Good | 70 ≤ B ≤ 79 |
| Enough | 60 ≤ C ≤ 69 |
| Less | <60 |
- Psychomotor Assessment instruments
Attitude Observation Sheet
Class : VIII
Day, date : ……………
Topic / Theme : Changes to object in day life.
Subtopic : Separating Mixtures
Assessment skills with chromatographic separation methods
|
No |
Description |
Scor |
Rubric |
| 1 | How to make a point of color on filter paper | 3 | – filter paper by a line 2 cm
– Point line is above the color – The distance between the corresponding point |
| 2 | There are two aspects to the right | ||
| 1 | There is one aspect to the right | ||
| 2 | How to install a filter paper | 3 | – High filter paper in accordance with funnel – Dots of color are not exposed to water – Filter paper is hung on a stick |
| 2 | There are two aspects to the right | ||
| 1 | There is one aspect to the right |
Calculation of the final value using the formula:
| value = total score/total maximum skor x 100 |
| PREDICATE | Value |
| Very Good | 80 ≤ AB ≤ 100 |
| Good | 70 ≤ B ≤ 79 |
| Enough | 60 ≤ C ≤ 69 |
| Less | <60 |
- Cognitive Assessment Instrument
1. Look at the picture following mixture separation
a. What mixture separation method using the device in the picture?
b. Explain the principle of the separation of mixtures with that method!
c. Mention the name of each tool on the device!
d. Describe the method of separating a mixture with the tools!
2. A group of students will filter water mixture with pepper powder. What is the most effective way to split water with powdered pepper? Mention the name of the tools used and described systematically by filtering
3. Give three examples of methods of separation of mixtures that can be used in everyday life
4. Draw a design tool and explain water purification
5. Separating mixtures are widely applied in everyday life and industry. Look for example by filling in the following table
| Methods | Separation of solutions | |
| Filtrasion | Everyday life | industry |
| Destilasion | ||
| Chromatography | ||
| Sublimasion | ||
| Evaporation | ||
Rubric Assessment Essay
| No | Description | Scor |
| 1 | If all answer correctly | 15 |
| 2 | Answer a
Answer b Answer c |
5
10 15 |
| 3 | If the answer is correct and complete | 15 |
| 4 | If the image is true and good, explanation of the process is true | 20 |
| 5 | If all answer and true | 20 |
| Total | 100 | |
value = total score/total maximum skor x 100
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