LESSON PLAN INVERTEBRATE 2010 revised 0
LESSON PLAN 01
Faculty
Program Study
Subject and Code
Credits
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIC 209
: Theory 2
: 1st
: Understand of the object and topics in Invertebrate Biology
: The students are able to explain of the object and topics in
Invertebrate Biology based on BSCS scheme
: Objects and Topics of Invertebrate Biology
Lesson activities
Steps
Description of activities
Introduction
-
Apperception:
Explore the student
experiences
in
Invertebrate animals
To Discuss what
and how to study an
invertebrate animals
Explanation
and
examples
-
Time
(min)
15
To expose the
scheme of object and
topics in Biology based 60
on BSCS scheme.
To discuss the
position of Invertebrate
in BSCS scheme
Closure
Methode
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Discossion
Discussion
and Q-A
Q-A
To drive the student to
conclude the lesson by Q- 20
A
Follow up
Task
Individual task; Student
read the Protozoa at the 5
reference books
Evaluation
The lecturer chooses a topic in Invertebrate Biology, and the student can pointed it
position in BSCS scheme.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 02
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the concept of Protozoa as a cell and as an organism
: The students be able to explain the protozoa as a cell and as an
Organism
: The consequences of Protozoa as a cell and as an organism
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
-
Closure
Follow up
Apperception:
Explore the student
experiences
in
Protozoan
To Discuss what
and how to study a
Protozoan
Time
Methode
(minute)
15
Discussion
To explain the
protozoan concept and
its characters
60
To discuss the
protozoan
as
an
organism and as a cell
To drive the student to
conclude the lesson by
Q-A
20
Individual Task: to
explain the difficult and
specific terms in the 5
protozoa
base
on
reference books
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Discussion
and Q-A
Q-A
Task
Evaluation
The student has to compare the life processes in a cell (protozoa) and in multi cellular
organism.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 03
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To classified the protozoa and its role in human life
: The students are able to explain the protozoa taxonomic position
and its role in human life
: Classification of Protozoa and its mean for human life
Lesson activities
Steps
Description of activities
Introduction
-
Apperception:
Explore the student
experiences in the role
of Protozoa’s for
human being.
To discuss what
and how protozoan
affected human being.
Explanation
and
examples
-
Time
Methode
(minute)
15
Discussion
To
explain
Classification
of 60
protozoan and its
characters
To discuss the
role of protozoan in
human life.
Closure
Discussion
and Q-A
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Q-A
To drive the student to 20
conclude the lesson by
Q-A
Follow up
Task
Individual
task:
to 5
explain the difficult and
specific terms in the
Protozoa
base
on
reference books
Evaluation
1. The student has to classified some of protozoan examples
2. To identified the role some protozoan in human health.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 04
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain of Porifera, Ctenophore, and Coelenterate characters,
the examples, and it’s mean for the ecosystem
: The students are able to explain the Porifera, Ctenophore, and
Coelenterate characters, the examples, and its mean for the
ecosystem
: Characters, examples, and the role of Porifera, Ctenophore, and
Coelenterate in ecosystem
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences
in
the
Porifera, Ctenophore, and
Coelenterate
Time
(min.)
15
-
To discuss what and
how
the
Porifera,
Ctenophore,
and
Coelenterate.
To
explain 60
Classification of Porifera,
Ctenophore,
and
Coelenterate
To discuss the role of
Porifera, Ctenophore, and
Coelenterate in human
life.
20
To drive the student to
conclude the lesson by Q-A
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Task
5
Individual task: to download
information of Porifera and
Coelenterate role in coral
reef ecosystem
Evaluation
1. The result of the individual task.
2. To compare the structures and life processes in the Protozoan and Porifera
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 05
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the ecology, body structure of Platyhelminthes,
Nemathelminthes and Annelids
Indicator
: The students are able to explain the ecology, body structure, of
Platyhelminthes, Nemathelminthes and Annelida
: Ecology, body structure, of Platyhelminthes, Nemathelminthes and
Annelida
Topic
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
.
-
Closure
Follow up
Apperception:
Explore
the
student
experiences in helminthes
disease
Time
(min.)
15
Methode
60
Discussion
and Q-A
To
explain
the
ecology, body structure,
and
examples
of
Platyhelminthes,
Nemathelminthes
and
Annelids
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
20
Q-A
5
Individual
Task
To drive the student to
conclude the lesson by Q-A
Individual task: to download
information
from
the
internet, about helminthes
disease.
Evaluation
Individual tasks assessment.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 06
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the life cycles, of Platyhelminthes, Nemathelminthes,
Annelids and it’s mean for human life.
: The students are able to explain the life cycles, of Platyhelminthes,
Nemathelminthes, Annelids and it’s mean for human life
: Life cycles of Platyhelminthes, Nemathelminthes, Annelids and it’s
mean for human life
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
.
-
Apperception:
Explore the result of
student
task
about
helminth disease
Time
(min.)
15
Methode
60
Discussion
and Q-A
To
discuss
and
explain the life cycles of
Platyhelminthes,
Nemathelminthes
and
Annelids
To discuss the role of
Platyhelminthes,
Nemathelminthes
and
Annelids in human life.
Closure
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
20
Q-A
5
Task
To drive the student to
conclude the lesson by Q-A
Follow up
Individual task: to download
information
from
the
internet,
about
the
symptoms,
drugs,
and
prevent helminth disease.
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 07
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the ecology, diversity of Mollusk body structure and it’s
mean for human life
: The students are able to explain the ecology, diversity of Mollusk
body structure and it’s mean for human life
: Ecology, body structure, and classification of Mollusk
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences in mollusk
.
-
Time
(min.)
15
To
explain
and 60
discuss
the
ecology,
diversity of Mollusk body
structure,
and
the
examples
To discuss the role of
mollusk for human life.
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about positive and
negative role of mollusk
based on the internet
information or personal
experiences
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 08
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 100 min
: 1st
: To explain the ecology, diversity of Arthropoda body structure and
it’s mean for human life
: The students are able to explain the ecology, diversity of
Arthropoda body structure and it’s mean for human life
: Ecology, body structure, and classification of Arthropoda
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences in Arthropoda
.
-
Time
(min.)
15
To
explain
and 60
discuss
the
ecology,
diversity of Arthropod
body structure, and the
examples
To discuss the role of
Arthropoda for human
life.
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about positive and
negative role of Insect based
on the internet information
or personal experiences
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 09
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 100 min
: 1st
: To explain the ecology, diversity of Insect body structure and it’s
mean for human life
: The students are able to explain the ecology, diversity of Insect
body structure and it’s mean for human life
: Ecology, body structure, and classification of Insect
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences in Insect
.
-
Time
(min.)
15
To
explain
and 60
discuss
the
ecology,
diversity of Insect body
structure,
and
the
examples
To discuss the role of
Insect for human life.
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about positive and
negative role of Insect based
on the internet information
or personal experiences
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 10
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the ecology, diversity of Echinodermata body structure
and it’s mean for Ecosystem
: The students are able to explain the ecology, diversity of
Echinodermata body structure and it’s mean for ecosystem
: Ecology, body structure, and classification of Echinodrmata
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
.
-
Apperception:
Explore
the
student
experiences
in
Echinodermata
Time
(min.)
15
Method
60
Discussion
and Q-A
Closure
To
explain
and
discuss
the
ecology,
diversity
of
Echinodermata body struc
ture, and the examples
To discuss the role of
Echinodermata for the
ecosystem
20
Follow up
To drive the student to
conclude the lesson by Q-A 5
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Q-A
Individual
Task
Individual task: to make a
paper about the role of
echinodermata
in
the
ecosystem based on the
internet information.
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 11
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the concept of Invertebrate evolution and the
relationship of its phyla
: The students are able to explain the concept of Invertebrate
evolution and the relationship among invertebrate phyla.
: Invertebrate Evolution
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
-
Closure
Follow up
Apperception:
Explore the student view
in evolution theory
Time
(min.)
15
To
discuss
and 60
explain the concept of
evolution and invertebrate
evolution
To
discuss
the
history of invertebrate
phyla and it’s relationship
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about the theory of
evolution,
invertebrate
evolution hypothesis based
on the internet information
or scientific journal.
Method
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 12
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the concept of Invertebrate taxonomic status
: The students are able to explain the taxonomic status of
Invertebrate phyla.
Topic
: Taxonomy of Invertebrate
Lesson activities
Steps
Description of activities
Time
(min.)
15
Introduction
-
Apperception:
Explore the last student
task
Explanation
and
examples
-
To
discuss
and 60
explain the concept of
invertebrate taxonomy.
Closure
Follow up
To
discuss
the
taxonomic
status
of
invertebrate phyla and it’s
relationship
20
To drive the student to
conclude the lesson by Q-A 5
Method
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Individual task: to make a
paper about the taxonomy of
Invertebrate based on the
internet information or
scientific journal.
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si
Faculty
Program Study
Subject and Code
Credits
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIC 209
: Theory 2
: 1st
: Understand of the object and topics in Invertebrate Biology
: The students are able to explain of the object and topics in
Invertebrate Biology based on BSCS scheme
: Objects and Topics of Invertebrate Biology
Lesson activities
Steps
Description of activities
Introduction
-
Apperception:
Explore the student
experiences
in
Invertebrate animals
To Discuss what
and how to study an
invertebrate animals
Explanation
and
examples
-
Time
(min)
15
To expose the
scheme of object and
topics in Biology based 60
on BSCS scheme.
To discuss the
position of Invertebrate
in BSCS scheme
Closure
Methode
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Discossion
Discussion
and Q-A
Q-A
To drive the student to
conclude the lesson by Q- 20
A
Follow up
Task
Individual task; Student
read the Protozoa at the 5
reference books
Evaluation
The lecturer chooses a topic in Invertebrate Biology, and the student can pointed it
position in BSCS scheme.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 02
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the concept of Protozoa as a cell and as an organism
: The students be able to explain the protozoa as a cell and as an
Organism
: The consequences of Protozoa as a cell and as an organism
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
-
Closure
Follow up
Apperception:
Explore the student
experiences
in
Protozoan
To Discuss what
and how to study a
Protozoan
Time
Methode
(minute)
15
Discussion
To explain the
protozoan concept and
its characters
60
To discuss the
protozoan
as
an
organism and as a cell
To drive the student to
conclude the lesson by
Q-A
20
Individual Task: to
explain the difficult and
specific terms in the 5
protozoa
base
on
reference books
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Discussion
and Q-A
Q-A
Task
Evaluation
The student has to compare the life processes in a cell (protozoa) and in multi cellular
organism.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 03
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To classified the protozoa and its role in human life
: The students are able to explain the protozoa taxonomic position
and its role in human life
: Classification of Protozoa and its mean for human life
Lesson activities
Steps
Description of activities
Introduction
-
Apperception:
Explore the student
experiences in the role
of Protozoa’s for
human being.
To discuss what
and how protozoan
affected human being.
Explanation
and
examples
-
Time
Methode
(minute)
15
Discussion
To
explain
Classification
of 60
protozoan and its
characters
To discuss the
role of protozoan in
human life.
Closure
Discussion
and Q-A
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Q-A
To drive the student to 20
conclude the lesson by
Q-A
Follow up
Task
Individual
task:
to 5
explain the difficult and
specific terms in the
Protozoa
base
on
reference books
Evaluation
1. The student has to classified some of protozoan examples
2. To identified the role some protozoan in human health.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 04
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain of Porifera, Ctenophore, and Coelenterate characters,
the examples, and it’s mean for the ecosystem
: The students are able to explain the Porifera, Ctenophore, and
Coelenterate characters, the examples, and its mean for the
ecosystem
: Characters, examples, and the role of Porifera, Ctenophore, and
Coelenterate in ecosystem
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences
in
the
Porifera, Ctenophore, and
Coelenterate
Time
(min.)
15
-
To discuss what and
how
the
Porifera,
Ctenophore,
and
Coelenterate.
To
explain 60
Classification of Porifera,
Ctenophore,
and
Coelenterate
To discuss the role of
Porifera, Ctenophore, and
Coelenterate in human
life.
20
To drive the student to
conclude the lesson by Q-A
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Task
5
Individual task: to download
information of Porifera and
Coelenterate role in coral
reef ecosystem
Evaluation
1. The result of the individual task.
2. To compare the structures and life processes in the Protozoan and Porifera
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 05
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the ecology, body structure of Platyhelminthes,
Nemathelminthes and Annelids
Indicator
: The students are able to explain the ecology, body structure, of
Platyhelminthes, Nemathelminthes and Annelida
: Ecology, body structure, of Platyhelminthes, Nemathelminthes and
Annelida
Topic
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
.
-
Closure
Follow up
Apperception:
Explore
the
student
experiences in helminthes
disease
Time
(min.)
15
Methode
60
Discussion
and Q-A
To
explain
the
ecology, body structure,
and
examples
of
Platyhelminthes,
Nemathelminthes
and
Annelids
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
20
Q-A
5
Individual
Task
To drive the student to
conclude the lesson by Q-A
Individual task: to download
information
from
the
internet, about helminthes
disease.
Evaluation
Individual tasks assessment.
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 06
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the life cycles, of Platyhelminthes, Nemathelminthes,
Annelids and it’s mean for human life.
: The students are able to explain the life cycles, of Platyhelminthes,
Nemathelminthes, Annelids and it’s mean for human life
: Life cycles of Platyhelminthes, Nemathelminthes, Annelids and it’s
mean for human life
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
.
-
Apperception:
Explore the result of
student
task
about
helminth disease
Time
(min.)
15
Methode
60
Discussion
and Q-A
To
discuss
and
explain the life cycles of
Platyhelminthes,
Nemathelminthes
and
Annelids
To discuss the role of
Platyhelminthes,
Nemathelminthes
and
Annelids in human life.
Closure
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
20
Q-A
5
Task
To drive the student to
conclude the lesson by Q-A
Follow up
Individual task: to download
information
from
the
internet,
about
the
symptoms,
drugs,
and
prevent helminth disease.
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 07
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the ecology, diversity of Mollusk body structure and it’s
mean for human life
: The students are able to explain the ecology, diversity of Mollusk
body structure and it’s mean for human life
: Ecology, body structure, and classification of Mollusk
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences in mollusk
.
-
Time
(min.)
15
To
explain
and 60
discuss
the
ecology,
diversity of Mollusk body
structure,
and
the
examples
To discuss the role of
mollusk for human life.
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about positive and
negative role of mollusk
based on the internet
information or personal
experiences
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 08
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 100 min
: 1st
: To explain the ecology, diversity of Arthropoda body structure and
it’s mean for human life
: The students are able to explain the ecology, diversity of
Arthropoda body structure and it’s mean for human life
: Ecology, body structure, and classification of Arthropoda
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences in Arthropoda
.
-
Time
(min.)
15
To
explain
and 60
discuss
the
ecology,
diversity of Arthropod
body structure, and the
examples
To discuss the role of
Arthropoda for human
life.
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about positive and
negative role of Insect based
on the internet information
or personal experiences
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 09
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 100 min
: 1st
: To explain the ecology, diversity of Insect body structure and it’s
mean for human life
: The students are able to explain the ecology, diversity of Insect
body structure and it’s mean for human life
: Ecology, body structure, and classification of Insect
Lesson activities
Steps
Description of activities
Introduction
Explanation
and
examples
Closure
Follow up
-
Apperception:
Explore
the
student
experiences in Insect
.
-
Time
(min.)
15
To
explain
and 60
discuss
the
ecology,
diversity of Insect body
structure,
and
the
examples
To discuss the role of
Insect for human life.
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about positive and
negative role of Insect based
on the internet information
or personal experiences
Methode
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th , 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 10
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the ecology, diversity of Echinodermata body structure
and it’s mean for Ecosystem
: The students are able to explain the ecology, diversity of
Echinodermata body structure and it’s mean for ecosystem
: Ecology, body structure, and classification of Echinodrmata
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
.
-
Apperception:
Explore
the
student
experiences
in
Echinodermata
Time
(min.)
15
Method
60
Discussion
and Q-A
Closure
To
explain
and
discuss
the
ecology,
diversity
of
Echinodermata body struc
ture, and the examples
To discuss the role of
Echinodermata for the
ecosystem
20
Follow up
To drive the student to
conclude the lesson by Q-A 5
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Q-A
Individual
Task
Individual task: to make a
paper about the role of
echinodermata
in
the
ecosystem based on the
internet information.
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 11
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
Topic
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the concept of Invertebrate evolution and the
relationship of its phyla
: The students are able to explain the concept of Invertebrate
evolution and the relationship among invertebrate phyla.
: Invertebrate Evolution
Lesson activities
Steps
Description of activities
Introduction
-
Explanation
and
examples
-
Closure
Follow up
Apperception:
Explore the student view
in evolution theory
Time
(min.)
15
To
discuss
and 60
explain the concept of
evolution and invertebrate
evolution
To
discuss
the
history of invertebrate
phyla and it’s relationship
20
To drive the student to
conclude the lesson by Q-A
5
Individual task: to make a
paper about the theory of
evolution,
invertebrate
evolution hypothesis based
on the internet information
or scientific journal.
Method
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si
LESSON PLAN 12
Faculty
Program Study
Subject and Code
Credits/ times
Semester
Basic Competence
Indicator
: Mathematics and. Science
: Biology Education
: Invertebrate Biology/ BIO 219
: Theory 2 , 100 min
: 1st
: To explain the concept of Invertebrate taxonomic status
: The students are able to explain the taxonomic status of
Invertebrate phyla.
Topic
: Taxonomy of Invertebrate
Lesson activities
Steps
Description of activities
Time
(min.)
15
Introduction
-
Apperception:
Explore the last student
task
Explanation
and
examples
-
To
discuss
and 60
explain the concept of
invertebrate taxonomy.
Closure
Follow up
To
discuss
the
taxonomic
status
of
invertebrate phyla and it’s
relationship
20
To drive the student to
conclude the lesson by Q-A 5
Method
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Q-A
Individual
Task
Individual task: to make a
paper about the taxonomy of
Invertebrate based on the
internet information or
scientific journal.
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si