LESSON PLAN

CELLS
I. Subject Identity
1.
2.
3.
4.
5.
6.

School Name
Class/Semester
Subject
Meeting
Time Allocation
Academic Year

: MAN 1 Medan
: XI / I
: Cell
:4
: 8 x 45 minutes
: 2016/2017

II. Core Competency

1.
Appreciating and practicing the religious lesson which is believed (Religious).
2.
Appreciating and practicing the honesty, discipline, responsibility (mutual aid,
cooperation, tolerance and peace), politeness, responsive and reactive as well as
showing the attitude as the solution of various problems in interacting effectively
with the social environment and nature along with putting self position as the
3.

reflection of nation in the world society (Social).

Understanding, applying, and analyzing factual, conceptual, procedural, and
metacognitive knowledge based on the curiosity about knowledge, technology, art,
culture and humanism with the knowledge of the humanity, nationality, citizenship,
and civilization related to the causes of phenomenon, as well as applying the
procedural knowledge in the specific field that fit to the talent and interest for solving

4.

problem (Knowledge).
Processing, reasoning, and serving in concrete and abstract domain related to the
development of the lessons learned in school personally, and be able to use the
methods that fit to the rules of science (Application).

III.
Basic Competency
:
1.1. Appreciating and practicing the regularity and complexity of Gods creature about
structure and function of cell, tissue, organ and system in human body along with the ways
to keep it based on the religions believed. (Religious)
2.1 Behaving scientifically (curious, objective, discipline, honest, thorough, meticulous,
diligent, carefull, responsible, extrovert, critical, creative, innovative, and environmental
care) mutually, cooperatively, responsive and proactive in doing experiment or discussion
(Social).

3.1. Understanding about chemical components of cells, characteristic of life in the cell
indicated by the structure, functions, and processes that take place in the cell as the
smallest unit of life (Knowledge).
4.1. Presenting a model/chart/image that represents the understanding of the structure and
function of the cell as the smallest unit of life (Application).
IV.

Learning Objective

First Meeting
Religion Aspect (Affective).
1. After brain storming, question and answer and discussion, students big thank fully
to God as the creator of this life.
2. After brain storming, question and answer and discussion, students closer to God
as the creator of this life.
3. After brain storming, question and answer and discussion, students can improve
their faith to God who created the world.
Knowledge Aspect (Cognitive).
1. After brain storming, question and answer and discussion, student able to know
about the development of cells theory.
2. After brain storming, question and answer and discussion, student can explain
about chemical component of cell.
3. After brain storming, question and answer and discussion, student able to
differentiate diffusion and osmosis.
Affective Aspect
1. After learning society, student can help their friend that need helping in discussion
one each other.
2. After learning society, students could be brave to tell their opinion about the cells
that have been discussed.
3. After learning society, students can foster mutual respect each other's opinion.
Second Meeting
Religion Aspect ( Affective)
1. After brain storming, question and answer and discussion, students big thank fully
to God as the creator of this life.
2. After brain storming, question and answer and discussion, students closer to God as
the creator of this life
3. After brain storming, question and answer and discussion, students can improve
their faith to God who created the world
Knowledge Aspect ( Cognitive)
2

1. After brain storming, question and answer and discussion, students able to know
the organelles of cell.
2. After brain storming, question and answer and discussion, student able to explain
the function of each organelles.
3. After brain storming, question and answer and discussion, students able to
differentiate the organelles in animal and plant cells.
Affective Aspect
1. After learning society, student can help their friend that need helping in discussion
one each other.
2. After learning society, students could be brave to tell their opinion about the cells
that have been discussed.
3. After learning society, students can foster mutual respect each other's opinion.
Third Meeting
Skill Aspect (experiment)
1. During experiment, student able to observe diffusion and osmosis process.
2. During experiment, student able to observe cork cell of Manihot utillisima and life
cell of Allium ascalonicum.
Attitude Aspect
4. During experiment, student can help their friend that need helping in observation
one each other.
5. After doing experiment, students could be brave to tell their opinion about the cells
that have been observed.
6. After doing experiment, students can foster mutual respect each other's opinion.
Fourth Meeting
Examination
V. Indicator
First Meeting
1. Students able to conclude theory of cells.
1.1.
Able to explain theory cell from Robert Hooke.
1.2.
Able to explain theory cell from Mathias Scheiden and Schwann
1.3.
Able to explain theory cell from Max Scholtze
1.4.
Able to explain theory cell from Rudolph Virchow
2. Students able to mention the chemical component of cell.
3. Students able to explain diffusion.
4. Students able to explain osmosis.
Second Meeting
3

1.
2.
3.
4.
5.

Students able to mention the organelles in animal cells.

Students able to mention the organelles in plant cells.
Students able to know the function of each organelles in animal cells.
Students able to know the function of each organelles in plant cells.
Students able to differentiate the organelles in animal and plant cells.

Third Meeting
1. Student able to prove about diffusion process.
2. Student able to prove about osmosis process.
3. Student able to know the cell shape in cork cell of Manihot utillisima and life cell
of Allium ascalonicum.
4. Reflexion
Fourth Meeting
Examination
VI.

Learning Material

Cells
1. All living things are made up of cells.
2. Cells are the basic units of structure and function in living things.
3. Living cells come only from other living cells.

Cell Theory

The Cell Theory was developed from three German scientist's discoveries. They are
Matthias Schleiden, Theodor Schwann, and Rudolph Virchow.
In 1838 the German Botanist Matthias Schleiden discovered that all plants were composed
of cells. Then only a year later a German zoologist, Theodor Schwann, discovered that all
animals were composed of cells. Later in 1855 a German physician named Rudolph
Virchow was doing experiments with diseases when he found that all cells come from other
existing cells.
Cells of course were discovered much earlier. The first person to see a cell was Robert
Hooke. He used a very primitive microscope, but when he was looking at cork cells under
the microscope he saw cells for the first time. The shape of the cells reminded him of the
monk monasteries and so he dubbed them "cells."
The first person to see living cells was Van Leeuwenhoek, a microscope builder.

The Cell Theory Timeline

Year of Discovery
1595

1665

Scientist

Contribution

Hans and Zacharias

Janssen

produced the first

compound microscope by
combining two convex
lenses within a tube

Robert Hooke

discovered the cellular

composition of cork and
introduced the word cell to
science

1674

improved magnification of
Anton van Leeuwenhoek microscopes by polishing
lenses

1676

Anton van Leeuwenhoek

"animacules" were
discovered

1683

Anton van Leeuwenhoek

discovered bacteria from a

sample of saliva from his
mouth

1838

Matthias Schleiden

discovered the plants were

made up of cells

1839

Theodor Schwann

discovered that animals

were made up of cells

1855

stated that all living things

Rudolph Virchow
come from other living
things
Table 4.1. The Cell Theory Timeline
(http://www.cpschools.com/schools/osm/theory.htm)

Plant Cell

Picture 4.3. Plant Cell

http://www.enchantedlearning.com/subjects/plants/cell/
Cell membrane - the thin layer of protein and fat that surrounds the cell, but is inside the cell
wall. The cell membrane is semipermeable, allowing some substances to pass into the cell
and blocking others.
Cell wall - a thick, rigid membrane that surrounds a plant cell. This layer of cellulose fiber
gives the cell most of its support and structure. The cell wall also bonds with other cell walls
to form the structure of the plant.
Chlorophyll - chlorophyll is a molecule that can use light energy from sunlight to turn water
and carbon dioxide gas into sugar and oxygen (this process is called photosynthesis).
Chlorophyll is magnesium based and is usually green.
Cytoplasm - the jellylike material outside the cell nucleus in which the organelles are
located.
Golgi body - (also called the golgi apparatus or golgi complex) a flattened, layered, sac-like
organelle that looks like a stack of pancakes and is located near the nucleus. The golgi body
packages proteins and carbohydrates into membrane-bound vesicles for "export" from the
cell.
Mitochondrion - spherical to rod-shaped organelles with a double membrane. The inner
membrane is infolded many times, forming a series of projections (called cristae). The
mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for
the cell.
Nuclear

Membrane

the

membrane

that

surrounds

the

Nucleolus - an organelle within the nucleus - it is where ribosomal RNA is produced.

6

nucleus.

Nucleus - spherical body containing many organelles, including the nucleolus. The nucleus
controls many of the functions of the cell (by controlling protein synthesis) and contains
DNA (in chromosomes). The nucleus is surrounded by the nuclear membrane
Ribosome - small organelles composed of RNA-rich cytoplasmic granules that are sites of
protein synthesis.
Rough Endoplasmic Reticulum - (rough ER) a vast system of interconnected, membranous,
infolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous
with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough
appearance. Rough ER transport materials through the cell and produces proteins in sacks
called cisternae (which are sent to the Golgi body, or inserted into the cell membrane).
Smooth Endoplasmic Reticulum - (smooth ER) a vast system of interconnected,
membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is
continuous with the outer nuclear membrane). The space within the ER is called the ER
lumen. Smooth ER transport materials through the cell. It contains enzymes and produces and
digests lipids (fats) and membrane proteins; smooth ER buds off from rough ER, moving the
newly-made proteins and lipids to the Golgi body and membranes
Vacuole - a large, membrane-bound space within a plant cell that is filled with fluid. Most
plant cells have a single vacuole that takes up much of the cell. It helps maintain the shape of
the cell.
http://www.enchantedlearning.com/subjects/plants/cell/
Animal Cell

Picture 4.4. Animal Cell

http://www.enchantedlearning.com/subjects/animals/cell/

Cell Membrane - the thin layer of protein and fat that surrounds the cell. The cell membrane
is semipermeable, allowing some substances to pass into the cell and blocking others.
Centrosome - (also called the "microtubule organizing center") a small body located near the
nucleus - it has a dense center and radiating tubules. The centrosomes is where microtubules
are made. During cell division (mitosis), the centrosome divides and the two parts move to
opposite sides of the dividing cell. The centriole is the dense center of the centrosome.
Cytoplasm - the jellylike material outside the cell nucleus in which the organelles are
located.
Golgi Body - (also called the Golgi apparatus or golgi complex) a flattened, layered, sac-like
organelle that looks like a stack of pancakes and is located near the nucleus. It produces the
membranes that surround the lysosomes. The Golgi body packages proteins and
carbohydrates into membrane-bound vesicles for "export" from the cell.
Lysosome - (also called cell vesicles) round organelles surrounded by a membrane and
containing digestive enzymes. This is where the digestion of cell nutrients takes place.
Mitochondrion - spherical to rod-shaped organelles with a double membrane. The inner
membrane is infolded many times, forming a series of projections (called cristae). The
mitochondrion converts the energy stored in glucose into ATP (adenosine triphosphate) for
the cell.
Nuclear

Membrane

the

membrane

that

surrounds

the

nucleus.

Nucleolus - an organelle within the nucleus - it is where ribosomal RNA is produced. Some
cells have more than one nucleolus.
Nucleus - spherical body containing many organelles, including the nucleolus. The nucleus
controls many of the functions of the cell (by controlling protein synthesis) and contains
DNA (in chromosomes). The nucleus is surrounded by the nuclear membrane.
Ribosome - small organelles composed of RNA-rich cytoplasmic granules that are sites of
protein synthesis.
Rough Endoplasmic Reticulum - (rough ER) a vast system of interconnected, membranous,
infolded and convoluted sacks that are located in the cell's cytoplasm (the ER is continuous
with the outer nuclear membrane). Rough ER is covered with ribosomes that give it a rough
appearance. Rough ER transports materials through the cell and produces proteins in sacks
called cisternae (which are sent to the Golgi body, or inserted into the cell membrane).
Smooth Endoplasmic Reticulum - (smooth ER) a vast system of interconnected,
membranous, infolded and convoluted tubes that are located in the cell's cytoplasm (the ER is
continuous with the outer nuclear membrane). The space within the ER is called the ER
lumen. Smooth ER transports materials through the cell. It contains enzymes and produces
and digests lipids (fats) and membrane proteins; smooth ER buds off from rough ER, moving
the newly-made proteins and lipids to the Golgi body, lysosomes, and membranes.
8

Vacuole - fluid-filled, membrane-surrounded cavities inside a cell. The vacuole fills with
food being digested and waste material that is on its way out of the cell.
http://www.enchantedlearning.com/subjects/animals/cell/
VII.
Learning Method
Contextual Teaching and Learning (CTL)
Two Stray Two Stay (TSTS)
Discussion Method
Experiment Method
Scientific Approach
VIII.
Learning Steps
First Meeting
No
1

Learning Activity

Time
Allocation
5 minutes

Opening Activity
a. Greeting and Pray (pra-condition)
b. Checking the attendance list (pra-condition)
c. Students are informed about the outline and
learning objective of the cell topic.
The outline are:
- Theory of cells
- Chemical component of cells
- Diffusion and osmosis
The Objective are:
(See VI.Learning Objective; First Meeting, Pages
2)
d. As an aperception, students are asked to give their
opinion about
where is the take place of cell?
Who is the founder of cell?

Main Activity
Observation

35 minutes

Teachers observe student condition in

classroom
Teacher try to make good condition in

classroom
Teacher show picture of cell morphology,
diffusion, and osmosis process.

Question

Teacher ask students to answer six questions

which prepared by teacher. The six question
modified interesting covered
1. Write down theory of cell
2. Discuss component of cell
3. Define diffusion and osmosis
4. Example of diffusion and osmosis

Association

Teacher divided student into heterogeous

group. First group discuss about theory of
cell, second group discuss about component
of cell, and third group discuss about

diffusion and osmosis.

Teacher ask student to make yelyel related to

their topic
Teacher gives information what will student
do.
The rules are :
1. Each group sit their place
2. The time to discuss is 20 minutes
3. Students discuss what topic that will it
4. After discussion is finished, student take

result discussion in wall by double tip

Teacher gives worksheet

Communication

Students of each group are asked to performs

their own yelyel
10

Student of each group asked to present the

result of the discussion

Teacher confirms the result of the students
discussion about the topic.

Closing Activity

5 minutes

Conclusion
a. Students are asked to conclude topic
b. Students make reflection note about this meeting
c. Teacher makes a closure and pray together with
the students
Second Meeting
No
1

Learning Activity

Time
Allocation
5 minutes

Opening Activity
e. Greeting and Pray (pra-condition)
f. Checking the attendance list (pra-condition)
g. Students are informed about the outline and
learning objective of the cell topic.
The outline are:
Organelles of plant cell
Organelles of animal cell
Organelles function of plant cell and

animal cell
Differentiate plant cell and animal cell

The Objective are:

(See IV. Learning Objective pages 3)
h. As an aperception, students are asked to give their
opinion about
What is cell?
Generally, what makes colour of leaf is green?
11

Main Activity
Observation

35 minutes

Teacher observe student condition in

classroom
Teacher show picture of plant cell and animal
cell

Question

Teacher gives question to student

The questions are
What are organelles in plant cell?
What are organelles in animal cell?
What are the function of each organelles
which present in plant cell and animal cell?
What are different of plant cell and animal
cell?

Association

Teacher divided student into two group

First group discuss about organelles in plant
cell and its function and second group

discuss about animal cells and its function

Teacher gives information about the rules
discussion
The rules are :
1. Each group sit their place
2. The time to discuss is 20 minutes
3. Students discuss what topic that will it
4. After discussion is finished, student
take result discussion in wall by
double tip
5. After it, there are 2 student who stay
in their place and other member group
is going to the other group
6. Student who stay is giving
explanation of their result discussion
7. Student who going is ask and get new

result discussion from other topic

Teacher gives worksheet
12

Communication

Students of each group asked to present the

result of the discussion by TSTS models

Teacher confirms the result of the students
discussion about the topic.

Closing Activity

5 minutes

Conclusion
1.
2.
3.
4.

Teacher gives post test

Students are asked to conclude topic
Students makes reflection paper
Teacher makes a closure and pray together
with the students

Third Meeting
No
1

Learning Activity

Time
Allocation
5 minutes

Opening Activity
i. Greeting and Pray (pra-condition)
j. Checking the attendance list (pra-condition)
k. Students are informed about the outline and
learning objective of the cell topic.
The outline are:
Observe diffusion and osmosis process.
Observe cork cell of Manihot utillisima and
life cell of Allium ascalonicum.
The Objective are:
(See VI.Learning Objective; Third Meeting)
l. As an aperception, students are asked to give their
opinion about
What are different of diffusion and osmosis

13

Main Activity
Observation

35 minutes

Teacher try to make good condition in

laboratory
Teacher observe materials which needed for
experiment

Question

Teacher gives quiz to student related about

topic.
The questions are :
1. Draw result of your observation under
microscope
2. Different of cork and life cell?
3. Example of diffusion and osmosis?
4. Factor affected diffusion and osmosis
process?

Association

Teacher divided student into three group

Teacher gives information about rule of
experiment
The rules are :
1. Student keep action of them in laboratory
2. Student do its experiment together with

friends
Preparing tools and materials in table

experiment
Teacher gives worksheet

Communication

Students do experiment
Students tell about their result experiment
Teacher confirms the result of the experiment

about the topic.

Closing Activity

5 minutes

Conclusion
1. Students are asked to conclude experiment
today
14

2. Students make reflection note about this

meeting
3. Teacher makes a closure and pray together with
the students

XI. Learning Sources

Books :
Aryulina dan lainnya. 2007. BIOLOGI 2 SMA dan MA untuk Kelas XI. Jakarta : ESIS
Fitzpatrick, brad. 2011. Plant Cells. USA : Chelsea House
Ryerson. Biology 11. Mc Graw Hill
Websites :
http://www.cpschools.com/schools/osm/theory.htm
http://www.biology4kids.com/files/micro_prokaryote.html
http://biology.kenyon.edu/HHMI/Biol113/eukaryoticcells.htm
http://www.enchantedlearning.com/subjects/plants/cell/
http://www.enchantedlearning.com/subjects/animals/cell/
Video Plant and Animal Cell
Picture of Diffusion, Osmosis, Cell, Plant Cell, Animal Cell, Cork Cell (Manihot utillisima),
Life Cell (Allium ascalonicum)
X.

Evaluation
Evaluation Learning Process
Cognitive Aspect
Knowing theory of cell
Knowing chemical
component of cells
Describing organelles
in animal cell
Describing organelles
in plant cell
Differentiating the
difference between
animal and plant cell
Explaining the function
of organelle found in
animal cells
Explaining the function
of organelles found in
plant cells

Affective Aspect
Curiosity of student to
enrich the knowledge
about the topic.
Responsibility of
student in team.
Help their friend that
need helping in
discussion one each
other.
Brave to tell their
opinion about the cells
that have been
discussed.
Foster mutual respect
each other's opinion.

Evaluation Instrument
15

Psychomotor Aspect
Presentation about
the topic in front of
class
Participation in
asking question
Observe diffusion
and osmosis process.
Observe cork cell of
Manihot utillisima
and life cell of Allium
ascalonicum
Able to draw the cell
that have been
observed.

Group worksheet (Attached)

Personal Worksheet (Attached)

Known

Medan, May 2rd 2016

Headmaster of

Subject Teacher

Balqis Fitri

Second Meeting

GROUP WORKSHEET
1. Look at the picture. Explain the organelles of
a. plant cell
b. animal cell

16

2. What are differences of plant cell and animal cell

Second Meeting
Post Test

PERSONAL WORKSHEET
Name :
SID :
Class :

1. The cell organelle found in both

plant and animal cell is...
a. Sentrosome
17

b. Contractile vacuole
c. Cell membrane
d. Plastide
e. Cell Wall
2. The picture of 7 named as...
a. Ribosom
b. Nucleus
c. Lysosom
d. Mitochondria
e. Golgi apparatus
3. The organelles which act to make

g. Ribosome
5.

colour of leaves and also to do

photosynthesis are named
a. Chloroplast
b. Ribosom
c. Mitochondria
d. Endoplasmic Reticulum
e. Lysosomes

Based on the picture, which one cell

membrane,
vacuole,
and
endoplasmic reticulum?

4. Cell organelles that has membrane

system composed in stack, can be
found in the cytoplasm and has
functions

for

polisaccharides,

a.
b.
c.
d.
e.

proteins, and mucus secretion is

c.
d.
e.
f.

Endoplasmic reticulum
Plasmodesmata
Lysosomes
Golgi apparatus

18

1, 2, and 3
1, 4, and 9
6, 7, and 8
2, 5, and 7
4, 9, and 7

GROUP WORKSHEET
Experiment Biology
Diffusion and Osmosis
Member Group

Class

Subject Matter

Date/Day

Tittle

: Diffusion and Osmosis

Objectives

: To understand the diffusion process

To understand the osmosis process
(add by student)

Theorical Review

: (make 2 references for each topic suitable with

experiment)
Tools and Materials :
DIFFUSION
Tools
No
1

Tools
Beaker glass

Quantity
3 pieces

No
1
2

Materials
Ink solid
Water hot

Quantity
2 pieces
1 litre

3
4

Water cool
Water normal

1 litre
1 litre

Materials

OSMOSIS
Tools
No
1

Tools
Knife

Quantity
1 piece

No
1
2

Materials
Potato
Salt

Quantity
2 pieces
1 piece cover

Materials

Procedure

DIFFUSION
No
1

Procedure
Picture
Student preparing all the tools and material in
table experiment

Student take 3 beaker glass in the table

experiment

Students gives note in beaker glass

Student add water to beaker glass

Students add ink to each beaker glass

Student observe the condition which happens

in beaker glass

Hot water

Normal
water

Cool water

OSMOSIS
No
1

Procedure
Students cutting skin of potato

Students making hollow to potato

Making salt solution in beaker glass

Dropping salt solution to potato hollow

Waiting week to see what happened to the

Picture

potato

Result and Discussion

Questions

1. Examples of diffusion and osmosis?

2. Factors affected diffusion and osmosis process?
Answer

Conclusion

References

Experiment Biology
Observation Cork Cell (Manihot utillisima) and Life Cell (Allium
ascalonicum)
Member Group

Class

Subject Matter

Date/Day

Tittle

: Observation Cork Cell (Manihot utillisima) and Life Cell

(Allium ascalonicum)
Objectives

Theorical Review

: (make 2 references for each topic suitable with

experiment)
Tools and Materials :
Tools
No
1
2
3
4

Tools
Microscope
Cover glass
Object glass
Silet

Quantity
3 piece
I packs
1 packs
2 pieces

Materials
Manihot utillisima leaf
Allium ascalonicum umbi

Quantity
1 piece of leaf
1 piece of umbi

Materials
No
1
2

Procedure
No
1

Procedure
Preparing tools and materials

Picture

Turning microscope

Cutting gabus of Manihot utillisima

Cutting umbi of Allium ascalonicum

Taking the specimen of Manihot utillisima

to object glass and covered by cover glass

Taking

the

specimen

of

Allium

ascalonicum to object glass and covered by

cover glass
7

Observing

each

speciment

under

microscope
8

Drawing result experiment

Result and Discussion

Questions

1. Make table different of cork cell and life cell?

2. Draw your result experiment
Answer

Conclusion

References

Home work

1. Make table about differences of diffusion and osmosis

2. Make table diffenrences of plant cell and animal cell
3. Make example diffusion and osmosis that present in daily life

ANSWERING
Personal Worksheet (second meeting)

1. b
2. d
3. a
4. d
5. b

SCORING TECHNIQUE
Rubric scores of presentation :
No
1
2
3

Scores
1
2
3

Criteria
Performances of Students
Contents of Presentation
Team work in Group

Rubric Scores of Group Worksheet (first meeting)

No
1

Characteristics
Students could write more than 1 theory of cell
and its scientist
Students could write more than 2 theory of cell
and its scientist
Students could write more than 3 theory of cell
and its scientist
Students could write more than 4 theory of cell
and its scientist
Students could write more than 1 component of
cell
Students could write more than 2 component of
cell
Students could write more than 3 component of
cell
Students could write more than 4 component of
cell
Students could write 1 different diffusion and
osmosis
Students could write 2 different diffusion and
osmosis
Students could write 3 different diffusion and
osmosis
Students could write 4 different diffusion and
osmosis

Scores
2
3

Rubric Scores of Group Worksheet (second meeting)

No

Characteristics

Students could write more than 4 organelles plant

Scores
2
3

cell
Students could write more than 5 organelles plant
cell
Students could write more than 6 organelles plant
cell
Students could write more than 7 organelles plant
cell
Students could write more than 4 organelles
animal cell
Students could write more than 5 organelles
animal cell
Students could write more than 6 organelles
animal cell
Students could write more than 7 organelles
animal cell
Students could write 1 different plant cell and
animal cell
Students could write 2 different plant cell and
animal cell
Students could write 3 different plant cell and
animal cell
Students could write 4 different plant cell and
animal cell

Rubric scores of experiment (third meeting) :

No

Scores

Criteria
1

Completeness of materials of experiment

Regularity of procedures of experiment

Activities in experiment

Cooperative in group

Result of experiment

Completeness answer of exercise

1. Values for Presentation

Presentation =

Scores of students
x 100
Maximum scores

2. Values for Experiment

Experiment =

Scores of students
x 100
Maximum scores

3. Values for Homework

Presentation =

Scores of students
x 100
Maximum scores

4. Values for Quiz

Quiz =

Scores of students
x 100
Maximum scores

5. Total Values

Final Value =

Values of experiment + Presentation+Quiz + Homework

4

LESSON PLAN
Cells

Written By
Name : Balqis Fitri
SID

: 4133141007

Bilingual Biology Education

Faculty of Mathematics and Natural
Sciences
State University of Medan
2016