LESSON PLAN

Education Unit           : SMP N 1 Wonogiri

Subject                         : Science

Class / Semester         : VIII (eight) / I

Topic                             : Simple Machine

Sub topic                      : Kinds of Simple Machines

Time Allocation          : 1 meeting (25 minutes)

A. Core Competences

1. Appreciate and practice the teachings of their religion.
2. Respect and appreciate the honest behavior, discipline, responsible, cares (tolerance, mutual assistance), polite, confident, to interact effectively with the social and natural environment within reach of the association and their existence.
3. Understand and apply knowledge (factual, conceptual and procedural) by curiosity about science, technology, art, culture, associated with the visible phenomena and events.
4. Try, process, and report in the realm of the concrete (use, parse, compose, modify, and make) and the realm of the abstract (write, read, calculate, draw, and fabricate) in accordance with the learned in school and other sources in the same viewpoint /theory.

B. Basic Competencies and Indicators

Basic Competencies	Indicators
1.1  Admire the order and complexity of God’s creation on the physical and chemical aspects of life in the ecosystem, and the role of man in his environment and manifest in the practice of the teachings of their religion.	1.1.1 Grateful for the gift of God for their simple machine in everyday life that facilitate human work .
2.1  Indicate behavioral science (curious; objective; honest; careful; meticulous; diligent; careful; responsible; open; critical; creative; innovative and caring environment) in their daily activities as a form of implementation of the attitude in conducting observation , experimentation, and discussion	2.1.1. Show the attitude of honest, conscientious, careful and responsible when making observations as a form of implementation of the attitude in conducting observations, and discuss.
2.1  Appreciate work of individuals and groups in their daily activities as a form of implementation conducting experiments and report experimental results.	2.2.1 Show respect for the work of individuals and groups in daily activities
3.5  Describe the uses simple machine in everyday life and its relationship to work muscle in the human skeletal structure	3.5.1    Identify the kinds of simple machines located in the vicinity of learners. 3.5.2    Describe the usefulness of simple machine in everyday life.
4.4  Present article about efforts to maintain health skeleton associated with nutritional food and daily behavior.	4.4.1    Develop a brochure about effort to maintain the health of the skeleton associated with nutritional food and everyday behavior.

C. Learning Purposes

1. Students can identify the kinds of simple machine in correctly after conduct a demonstration
2. Students describe the usefulness of simple machine in daily life in correctly after conduct a demonstration.
3. Students develop a brochure about effort to maintain the health of the skeleton.

D. Learning Materials

• Simple Machine
  • Machine

When we do work, we must expend energy. To conserve our energy and make our work easier, humans have invented a wide variety of machines.  Machines are simply devices that help us to apply forces and do work. Some machines, such as power saws, tractors, or cars are complicated and have many moving parts.

For thousands of years, we have also used many simple machines to help us do our work. Simple machines and compound machines (made up of two or more simple machines) allow humans to do many things that would otherwise be impossible. The four specific simple machines are lever, wheel and axle, pulley, inclined plane.

• What is Work?

A machine is a tool designed to make work easier.  Scientists define work as a force acting on an object to move it across a distance.  Scientists use the mathematical equation, W (work) = F (force) x D (distance), to calculate the amount of work accomplished. Common examples of work include pushing and pulling. Simple machines

can magnify a force, change a force’s direction or increase the speed with which a Force is applied. This changes the rate at which work is done.  Thus, simple machines increase our mechanical advantage the ability to accomplish work more easily.  In other words, machines convert forces into a form most useful for the task. Now, let’s take a look at each of the four kinds of simple machines.

a. Lever

A lever consists of a rigid bar that pivots (turns) around a fixed point, the fulcrum.  Levers come in three kinds:
First Class      : We most commonly think of first class levers, like a teeter-totter or seesaw. In a first class lever the fulcrum lies between the force and the work to be done, or load.  First class levers include such things as pliers, scissors and crowbars.

Second Class  : In second class levers the load lies between the force and the fulcrum.  Nutcrackers and wheelbarrows provide examples of second class levers.

Third Class: In third class levers the force exists between the work and the fulcrum. Examples of third class levers include your lower arm (your elbow is the fulcrum), a broom and tweezers.

b. Wheel and Axle

A wheel and axle involves a circular rotating part (the wheel) that turns around a shaft (the axle).  Turning one part turns the other.  Examples include a doorknob, bike handlebars, and  car wheels.  Wheels with teeth that fit into one another are called gears.  As one gear turns, that gear turns another gear.  We find gears in can openers, bikes, cars, and mechanical clocks.

c. Pulley

A pulley is a grooved wheel that spins on a fixed axis with a rope or chain moving over the wheel.  Fixed pulleys involve wheels and rope that are fixed in place.  They make lifting easier by changing a push upward to a pull downward.  Examples of fixed pulleys include flagpoles. Movable pulleys are attached to each other and move with resistance.  They make work easier by changing the force.  A pulley system called a block and tackle consists of both fixed and movable pulleys.  It makes work easier by changing the direction of force and decreasing the force needed to perform the work.

d. Inclined Plane

An inclined plane consists of a tilted flat surface. The inclined plane allows us to move objects upward more easily than lifting the object directly.  Raising an object to a particular height requires a certain amount of work.  We cannot change the amount of work needed, but the inclined plane alters how we do the work: it increases the distance over which we do the work, but it decreases the effort needed. Examples of inclined planes include a ramp for loading a truck, a switchback road, and a ladder.

1. A wedge combines two inclined planes back to back. Wedges move objects apart by being forced under or between them.  Wedges change the direction of force applied to them.  When you push down on a wedge, the wedge pushes out on the two planes that it is in between.  Examples of wedges include axe heads, cutting edges of scissors, points of nails, and door stops.
2. A screw is really a type of inclined plane. The inclined plane is wound around a post.  Screws can be used to lift things.  Examples of screws include some car jacks and some piano stools in addition to the screws we typically buy at the hardware store.

 

• Input force and output force

Simple machines work by manipulating forces. It is useful to think in terms of an input force and an output force. With a lever the input force is what you apply. The output force is what the lever applies to what you are trying to move.

• Mechanical advantage

Mechanical advantage is the ratio of output force to input force. If the mechanical advantage is bigger than one, the output force is bigger than the input force. A mechanical advantage smaller than one means the output force is smaller than the input force.

•  Simple machine in the muscles and skeleton

When you do an activity, muscles, bones and joints will work together. Three working principles as a lever, where the bones as a output arm, joints as the fulcrum, and the contraction or relaxation of the muscle exerts a force to move the body.

E. Learning Approach / Learning Model / Learning Methods

Learning approach            : Scientific approach

Learning Model                : Group investigation

Learning Methods          : Group discussions, questions and answers, demonstration.

F. Learning Resources

1. 2014. Ilmu Pengetahuan Alam SMP/ MTs Kelas VIII. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.
2. Chicago Science Group. 2011. Simple Machines Design Project – Sample Project Guide. Chicago: Chicago Educational Publishing Company.
3. Hsu, Tom. 2005. Foundations of Physical Science. USA: CPO Science.

G. Learning Media

Media                                    : Power point, visual aid.

Tools                                      : Scissors, staples, paperclips.

Sheet discussion student   : Identifies the kinds of simple machine.

H. Lesson Plan

Activities	Syntax of Group Investigation	Learning step	Time allocation
Pre Activity	1.      Communicating the purpose of learning	Teacher greets students. Students and teacher pray to start the lesson. Teacher checks attendance of students. Teacher starts the lesson with questions that relate the topic to real life. “how do you move something that is too heavy to carry?” Teacher tells the purpose of the lesson. By the end of the lesson, students will be able to: 1.      Students can identify the kinds of simple machine in correctly after conduct a demonstration 2.      Students describe the usefulness of simple machine in daily life in correctly after conduct a demonstration. 3.      Students develop a brochure about effort to maintain the health of the skeleton.	3 minutes
Core Activity	2.      Presenting the information	Teacher presents information to students about simple machine. Teacher shows some examples of simple machines in the environment of students. Observing Students observe the tool and mention the benefits of each tool. Asking Teacher asks questions about the simple machine 1.      Why are the tools of everyday mentioned above is a simple machine? 2.      How to categorize these tools into the kinds of simple machine? 3.      How the working principle of a simple machine?	17 minutes
	3.      Grouping (Organizing students into study groups)	Teachers explain to students how to form study groups and help each group to make the transition efficiently.
	4.      Planning (Defining what will be done)	Teacher gives instructions to students about what will be done.
	5.      Investigation	Experiment Students conduct experiments through demonstration method using visual aid to identify the kinds of simple machines visual aid of simple machine Observing· Students from each study group observe the tools in visual aid and classify them based on the kinds of simple machines through discussion with other students in study group.
	6.      Organizing	Communication Member of study group create a report in written form.
	7.      Presenting	Communication Students Present the results of experiment and other students give responses
Post Activity	8.      Evaluating	Association Teacher guides of students to make conclusions about a. Definition of simple machines and the kinds of simple machines. b.      The importance of simple machines for daily life Teachers give an evaluation about the material that has been studied Teacher assigns students to make a brochure about effort to maintain the health of the skeleton associated with nutritional food and everyday behavior Teacher end the learning process with prayers and greetings	5 minutes

I. ASSESSMENT

Type	Form of assessment instruments
Spiritual attitude	Observation sheet attitude and rubric
Social attitude	Observation sheet attitude and rubric
Psychomotor	Assessment test practice simple flight experiment
Cognitive	short description test

1. Spiritual Attitudes Assessment Instrument

Students Spiritual Attitudes Observation Sheet

Name      :

Class       :

Number	Aspects of observation	Score
		1	2	3	4
1.	Pray before and after lessons
2.	Say gratitude for the gift of God.
3.	Greet before and after give opinion / presentation.
4.	Express admiration orally and in writing to God when he/she saw the greatness of God.
Total Score

Assessment rubric:

Score 4 = Always, if they always perform according to a statement.

Score 3 = Often, if often appropriate statement.

Score 2 = Sometimes, if sometimes do.

Score 1 = Never, if it never did.

Value = Total Score/ Total Maximum Score x 100

 

PREDICATE	Value
Very Good	80 ≤ AB ≤ 100
Good	70 ≤ B ≤ 79
Enough	60 ≤ C  ≤ 69
Less	<60

2. Social Attitudes Assessment Instrument

Attitude Observation Sheet of discussions

Attitude Observation Sheet

Class                : VIII

Day, date        : ……………

Topic / Theme : simple machine

Sub topic         : Kinds of simple machines

Number	Name of students	Attitude					Explanation
		Honest	Conscientious	Careful	Responsible	Respect
1
2
3
4

Explanation

Description of scoring:

4 = if always consistently show an attitude in accordance with aspects of attitude

3 = if often consistently show an attitude in accordance with aspects of the attitude and sometimes does not match the aspect attitude

2 = if sometimes consistently show an attitude in accordance with aspects of behavior and attitudes are often incompatible aspect

1 = if it was never consistently show an attitude in accordance with aspects of attitude

Calculation of the final value using the formula:

Value = Total Score/ Total Maximum Score x 100

 

PREDICATE	Value
Very Good	80 ≤ AB ≤ 100
Good	70 ≤ B ≤ 79
Enough	60 ≤ C  ≤ 69
Less	<60

3. Psychomotor Assessment instruments

Attitude Observation Sheet

Class                : VIII

Day, date        : ……………

Topic / Theme : simple machine

Sub topic         : Kinds of Simple machines

Number	Indicators	Results of Assessment
		4	3	2	1
1.	Description observations
2.	Interprets events will occur
3.	conduct discussions
4.	Present the results of the practice
Average Score Obtained

Assessment rubric.

Conditions scoring:

4 = if it meets indicator 1

3 = if it meets indicator 2

2 = if it meets indicator 3

1 = if it meets indicator 4

Assessment rubric

Number	Indicators	Rubric
1.	Description observations	1.      Obtain a description of observations are complete (100%) in accordance with established procedures. 2.      Obtain a complete description of the results of observation less (75%) in accordance with established procedures. 3.      Obtain a complete description of the results of observation less (50%) in accordance with established procedures. 4.      Not obtain a description of the observations is less complete in accordance with established procedures.
	Interprets events will occur	1.      Able to give the correct interpretation (100%) substantively. 2.      Able to provide less correct interpretation (75%) substantively. 3.      Able to provide less correct interpretation (50%) substantively. 4.      Not able to give the correct interpretation of substantively.
	conduct experiment	1.      Able to practice using the entire procedure (100%) that exist. 2.      Able to practice using some of the procedures (75%) were there. 3.      Able to practice using some of the procedures (50%) were there. 4.      Not able to practice with using the existing procedures.
	Present the results of the practice	1.      Able to present the results of the practice by meeting 4 criteria: the correct substantively, a language easy to understand, attractive presentation, and deliver with confidence. 2.      Able to present the results of the practice by meeting 3 criteria: the correct substantively, a language easy to understand, attractive presentation, and deliver with confidence. 3.      Able to present the results of the practice by meeting 2 criteria: the correct substantively, a language easy to understand, attractive presentation, and deliver with confidence. 4.      Able to present the results of the practice by meeting 1 criteria: the correct substantively, a language easy to understand, attractive presentation, and deliver with confidence.

 

The formula to calculate the final value:

Value =	Total Score Obtained	X 4
	Maximum score

 

4. Cognitive Assessment Instrument

Number	Indicators	Item Total	Item Number
	Explain the meaning of a simple machine.	1	1
	Cite examples of tools that works based on a simple plane	1	2
	Explain the meaning of the lever.	1	3
	The forces acting on a simple machines	1	4
	Investigate parts of the lever.	1	5
	Total	5

 Test Item

Fill in the blank!

1. An unpowered mechanical device, such as a lever, that has an input and output force is ….
2. A wheel with teeth that is used to change direction and/or speed of rotating motion is ….
3. A simple machine that pivots around a fulcrum is….
4. The force applied by a machine to accomplish a task after an input force has been applied is …
5. The distance from the fulcrum to the point of input force is ….

Answer key and scoring method

Answer key	Score
1.      Simple machine	1
2.      Gear	1
3.      Lever	1
4.      Output force	1
5.      Input arm	1
Total score	5
Value	Score x 2

 

Semarang, May 11, 2016

Approve,

Head Master of SMP N 1 Wonogiri                                Science Teacher

 

 

Erna Listyati, M.Pd.                                                          Wahyu Hidayati

NIP 19610202 198103 2 006                                        NIM 4001413042

 

To get the worksheet click worksheet

Tags: Kurikulum 2013, Lesson Plan, pesawat sederhana IPA SMP, RPP, Simple Machine