Lesson Plan

Subject : Biology
Class / Semester : XC / 1
Conferences : 1st
Time Allocation : 3 x 45 minutes
Competency Standards : 3. Understand the benefits of biodiversity
Basic Competence : 3.1 Describe the concept of diversity of genes, species, ecosystems,
through observation of activities

I. Indicator
A. Describe the concept of biodiversity levels of genes, species and ecosystems,
B. Link the concept of biodiversity by classifying living things,
C. Describe the basics of classification of biodiversity.

II. Objectives
A. Students can describe the concept of diversity of genes, species, and ecosystems,
B. Students can connect the concept of biodiversity with the classification,
C. Students can describe the basics of classification of biodiversity.

III. Lesson Materials

Biological diversity (biodiversity) is a whole variety of living things which includes
ecological unity in place of life. Biodiversity is the genetic level is due to variations in the
composition of the basic device in each individual gene in one species so that the characteristics
and properties of individuals different from one another. For example, bougainvillea flowers have
different colors, the leaves of one tree has a shape and size are not the same. Another example is
the color of roses.
There roses are red, yellow, white, or pink. So also with the different colors in bird feathers,
there is a blue-green, orange, blue, or yellow-blue. Genetically living in one species can be
considered the same, but because of the influence of different environments will show different
phenotypes. This happens because the phenotype is the resultant of genetic and environmental
factors. Or, it can be said that the phenotype can occur because an individual will naturally make
 the adjustment (adaptation) of the natural environment so that it will bring variation within species.
In addition, the emergence of variations can be made through a process of mutation that is
intentionally made by humans by using a specific mutagen. Biodiversity level type will appear on
variations of form, appearance, and the frequency of interspecies the one with the other species.
For example, ducks, chickens, and geese have something in common, namely their feathers water-
resistant so that even within the water body will not be wet. However, all three have the
characteristic that distinguishes between chickens, ducks, and geese. Species that interact with the
environment in which their lives (habitat) will form the ecosystem to adapt so as to form a
distinctive phenotype. It can also a hallmark of the formation of ecosystems, such as mangroves
are characteristic of mangrove forest ecosystems.
Biodiversity can be grouped according to human needs. For example, based on their
function following organisms classified as food: rice, goat, sago; as building materials: bamboo,
teak, mahogany; as food: Saccharomyces cerevisiae.

IV. Lesson Model

Approach : Concepts
Model : Contextual Teaching and Learning (CTL)
Methode : Lecture, FAQs and Observatiion

V. Lesson Steps
1st Meeting (3 x 45 minutes)
A. Pre-Activity (5 minutes)
1. Teacher introduce herself to the students,
2. Teacher note student attendance,
3. Teachers explained purpose of learning,
4. Teacher ask the students "What kind of bananas you know?"
5. Teachers respond the students.
B. Main Activities (125 minutes)
1. Teacher explain the concept of biodiversity,
2. Teacher explain the different levels of biodiversity,
3. Teacher give example of gene-level biodiversity by asking two students to stand ing front
of the class, while other students said the difference the two students physically,
 4. Teacher give example of species-level biodiversity by mentioning the lizard and human,
while the students to guess the level of diversity that occurs,
5. Teacher give example of ecosystem-level biodiversity by mentioning the garden and fish
pond, while the students to guess the level of diversity that occurs,
6. Teacher display a quiz about the examples of various types of diversity levels, species,
and ecosystems, and the students answer the questions on paper or notebooks,
7. Teacher ask the students to observe various example of biodiversity level in the school
environment,
8. Teacher provide opportunities for students to ask about material that are not understood.
C. Post-activity (5 minutes)
1. Teacher guide students to make conclusions,
2. Teacher ask the students to read material deployment of biodiversity for the next meeting,
3. Teacher ask the students to find examples of animal / plant species and how to preserve
it.

VI. Media Resources

A. Media : whiteboard, markers, notebooks, LCD and concept maps,
B. Reference : High school biology book class X, Pipit Pitriana & Diah Rahmatia Tinta Emas,
and high school biology book class X, Dyah Aryulina, Esis

VII. Scoring
A. Affective aspect : FAQ
B. Cognitive aspects : Quiz by biodiversity picture
C. Psychomotor aspects : Observations

Jakarta, 6 August 2010

Acknowledge,
Headmaster Teacher of Biology
 Drs. Fakhruddin HM, M. Si Dian Indriyani
NIP. 15. 92. 016

Lesson Plan

Subject : Biology
Class / Semester : XC / 1
Conferences : 2nd
Allocation of Time : 3 x 45 minutes
Competency Standards : 3. Understand the benefits of biodiversity
Basic Competence : 3.2 Communicating Indonesia's biodiversity, conservation and
utilization of
natural resources.

I. Indicator
A. Mention the kinds of Indonesia's biodiversity and conservation efforts and
utilization,
B. Show the uniqueness of the biodiversity of Indonesia based on the
spreading,
C. Sort typical of plants and animals in Indonesia which has a specific value,
D. Identify human activities in nature conservation efforts.

II. Objectives
A. Students can identify a variety of Indonesia's biodiversity,
B. Students can describe the unique biodiversity of Indonesia's biodiversity,
C. Students can classify plants and animals typical in Indonesia based on the
spreading,
D. Students can describe the biodiversity conservation efforts and utilization of
natural resources.

III. Lesson Materials

 Indonesia lies between the two biogeographic regions of the world,
namely the Oriental (Asian) and Australia. This greatly affects biodiversity
conservation in Indonesia. The area west of Indonesia animal is similar to the
Oriental region, such as tapirs, rhinoceros two, and orang-utans. The area
west of Indonesia include Sumatra, Kalimantan, and Java. The animals in
eastern Indonesia have similarities with the Australian region, such as
cassowaries, birds of paradise, parrot, and tree kangaroos. Eastern Indonesia
includes the island of Sulawesi, Irian, Maluku, Bali and Nusa Tenggara. Another
uniqueness of Indonesia lies in between the two biogeographic regions of the
world is the existence of endemic animals in a particular area, such as dwarf
buffalo in South Sulawesi and bekantan in Central Kalimantan . Biodiversity in
Indonesia frequently used by humans, such as building materials, air filters
(lungs of the city), the protector of the damaged land, transportation,
balancing environmental, recycling material agent, and various food
ingredients.
Conserving biodiversity in Indonesia is carried out in two ways, namely in
situ and ex situ. In situ means the preservation of natural resources took place
in his native habitat. As a means of ex situ conservation of natural resources
took place outside their natural habitat, such as botanical gardens, botanical
gardens, germplasm gardens, national parks, wildlife reserves, and zoos .

IV. Lesson Model

Approach : Concepts
Model : Cooperative Learning
Method : Lecture, FAQs, and discussion

V. Lesson Steps
2nd Meeting (3 x 45 minutes)
A. Pre-Activity (5 minutes)
1. Teacher greeting,
2. Teacher note student attendance,
3. Teacher explain purpose of learning,
4. The teacher ask the students "What are Indonesia's endangered animal habitat along?"
 5. Teacher respond the students.
B. Main Activities (125 minutes)
1. Teacher explain the distribution of fauna flora of Indonesia with a
biogeography map of the world according Dr. Sampurna Kadarsan and the
Wallace and Weber,
2. Teacher explain that Indonesia is located between the Oriental and
Australian regions,
3. Teacher ask students to name animals and plants found in the western
and eastern Indonesia and the animals and plants that can only be
found in Indonesia (endemic animals),
4. Teacher ask students to discuss about the benefits of Indonesia
biodiversity,
5. Teacher explain the damage of ecosystem effects by human activity,
6. Teacher ask the students to name another example damage of the
ecosystems in Indonesia,
7. Teacher ask students to discuss about the conservation efforts in situ
and ex situ of natural resources in Indonesia.
8. Teacher ask the students to present the results of discussions,
9. Teacher provide opportunities for students to ask about matters that are not understood.
C. Post-Activity (5 minutes)
1. Teachers give rewards to students who have presented the results of the discussion,
2. Teachers guide students to make conclusions,
3. Teacher ask the students to read material classification to the next meeting.

VI. Media / Lesson Resources

A. Media : whiteboard, markers, notebooks, LCD and distribution concept map,
B. Reference : high school biology book class X, Pipit Pitriana & Diah Rahmatia Tinta Emas ,
and high school biology book class X, Dyah Aryulina, Esis

VII. Scoring
A. Affective aspects : discussion
B. Cognitive aspects : resume of discussion
 C. Psychomotor aspects : presentation

Jakarta, 20 August 2010

Acknowledge,
Headmaster Teacher of Biology

Drs. Fakhruddin HM, M. Si Dian Indriyani

NIP. 15. 92. 016

Lesson Plan

Subject : Biology
Class / Semester : XC / 1
Conferences :3
Allocation of Time : 3 x 45 minutes
Competency Standards : 3. Understand the benefits of biodiversity
Basic Competence : 3.3 Describe the principles of grouping living things.

I. Indicator
A. Describe the concept and purpose of the classification system,
 B. Identify the classification of human being.

II. Learning Objectives

A. Students can describe the concept of classification systems,
B. Students can describe the purpose of classification,
C. Students can explain the process of classification based on similarities and
differences characteristics,
D. Students can make the classification of human being.

III. Learning Materials

Along with the progress of science and technology, biologists then find a way to classify
human being based on certain characteristics in its possession that was later known as
classification.
Classification is a grouping of living things in a taxon by searching similarities and
differences of human being. Human being uniformity or equality in life that are classified in
one group or a particular taxon has equations of the natural characteristics. Similarly, on the
contrary, the living things in a different group or taxon will have differences in the natural
characteristics.
Classification of modern roots in the system Carolus Linnaeus , who grouped species
according to common properties of physical assets. This classification has been revised since
Linnaeus to maintain consistency with the principle of common properties derived from Darwin .
The order of classification of living things from the highest to the lowest level (which is
now used) is the Domain, Kingdom, Phylum ( animals ) / Divisio ( plants ), Classis, Order,
Family, Genus, and Species.
The purpose of classification of living things is to make it easier to identify, compare, and
study of human being. Comparing means looking for similarities and differences in the natural
characteristics of human being.
Kinds of classification systems that have been done by humans is as follows
A. Natural classification system, using the basic equation that morphological traits possessed
human being. Aristotles classified plants based on the cotyledon, presence or absence of a
crown of flowers, as well as a site for a fruit. Another figure is Theophrastus in his "History of
the Plant". He classified plants into four categories: trees, bushes / shrubs, half shrubs, and
herb. This system has advantages because ordinary people can do the grouping.
 B. Artificial classification system (artificial), the basic equation used is some morphological
characteristics, reproduction, the environment in which to live. John Ray in his book "Historia
Plantarium" succeeded in 1800 classifying plants based on characteristics of flowers, stems, and
roots. The advantages of this system, where everybody can do the grouping of living things
with which they make their own rules.
C. Phylogenic classification system, the basis of grouping used is the family tie among taxa.
His character is Charles Robert Darwin in his book "On the Origin of Species by Mean of
Natural Selection".
D. Binomial System of Nomenclature. There is a special classification by Carolus Linnaeus,
the naming system of binomial nomenclature system, namely by ;
1. The scientific name is written in Latin,
2. Each species name consists of two syllables, the first syllable shows the genus is written
with initial uppercase letters, whereas the second syllable indicates species that are written
with lowercase initial letters as examples of Oryza sativa. Shows the genus Oryza, sativa
while showing species,
3. Varieties or inventor name can be added on the third syllable, example Oryza sativa
glutinosa, glutinosa showing varieties of glutinous rice species.
In addition there is an alternative classification system, namely
A. System 2 kingdoms: Plantae and Animalia;
B. System of three kingdoms: Protista, Animalia, and Plantae;
C. System of four kingdoms: Monera, Fungi, Plantae, and Animalia;
D. The 5 kingdoms: Monera, Protista, Fungi, Plantae, and Animalia;
Kingdom system progress and established a new system that adds order and have fewer species,
namely the Domain. There are three types of domains, namely: the Archaea (from Archaebacteria),
Bacteria (from Eubacteria) and Eukarya (including fungi, animals, plants, and protists)

IV. Lesson Model

Approach : Concepts
Model : Cooperative Learning
Method : Lecture, FAQs, and discussion

V. Lesson Steps
3rd Meeting (3 x 45 minutes)
 A. Pre-Activity (5 minutes)
1. Teacher greeting,
2. Teacher student attendance,
3. Teacher explain purpose of learning,
4. Teacher ask the students "Tomatoes including groups of fruits or vegetables?"
5. Teacher respond to students' responses.
B. Main Activities (125 minutes)
1. Teacher explain the classification system of human being based on
kingdom,
2. Teacher explain the classification system of human being based on
the domain,
3. Teacher explain the writing of the binomial nomenclature system,
4. Teacher asks student to discuss the names of living things based on
homework in groups,
5. Teacher ask the students to present the results of discussions,
6. Teacher provide opportunities for students to ask about matters that are not understood.
C. Post-Activity (5 minutes)
1. Teachers give rewards to students who have presented,
2. Teachers guide students to make conclusions,
3. Teacher ask the students to read material for the next meeting of the virus.

VI. Media Resources

A. Media : whiteboard, markers, notebooks, LCD
B. Reference : high school biology book class X, Pipit Pitriana & Diah Rahmatia Tinta Emas,
and high school biology book class X, Dyah Aryulina, Esis

VII. Scoring
A. Affective aspects : Discussion
B. Cognitive aspects : Resume of the discussion
C. Psychomotor aspects : Presentation
 Jakarta, 26 August 2010
Acknowledge,
Headmaster Teacher of Biology

Drs. Fakhruddin HM, M. Si Dian Indriyani

NIP. 15. 92. 016