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
Methode
Introduction
Discossion
Explanation
and
examples
Time
(min)
- Apperception: Explore 15
the student experiences
in Invertebrate animals
- To Discuss what and
how to study an
invertebrate animals
- To expose the scheme
of object and topics in
Biology based on
BSCS scheme.
60
- To discuss the position
of
Invertebrate
in
BSCS scheme
Media
Refferences
White
board
LCD,
Laptop
A: 1,2,3
Discussion
and Q-A
Closure
To drive the student to
conclude the lesson by QA
20
Q-A
Follow up
Individual task; Student
read the Protozoa at the
reference books
5
Task
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
Time
Methode
(minute)
15
Discussion
Introduction
- Apperception:
Explore the student
experiences
in
Protozoan
- To Discuss what and
how to study a
Protozoan
Explanation
and
examples
- To
explain
the
protozoan concept and
its characters
60
- To
discuss
the
protozoan
as
an
organism and as a cell
Closure
Follow up
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
Time
Methode
(minute)
15
Discussion
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
- 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
Time
(min.)
- Apperception: Explore the 15
student experiences in the
Porifera, Ctenophore, and
Coelenterate
Methode
- To discuss what and how
the Porifera, Ctenophore,
and Coelenterate.
- To explain Classification
of Porifera, Ctenophore,
and Coelenterate
60
- To discuss the role of
Porifera, Ctenophore, and
Coelenterate in human
life.
Discussion
and Q-A
Closure
To drive the student to
conclude the lesson by Q-A 20
Q-A
Follow up
Individual task: to download
information of Porifera and
Coelenterate role in coral 5
reef ecosystem
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
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
Time
(min.)
- Apperception: Explore the 15
student experiences in
helminthes disease
.
- To explain the ecology, 60
body
structure,
and
examples
of
Platyhelminthes,
Nemathelminthes
and
Annelids
Methode
To drive the student to 20
conclude the lesson by Q-A
Q-A
Individual task: to download 5
information
from
the
internet, about helminthes
disease.
Individual
Task
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
Closure
Follow up
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
Time
(min.)
- Apperception: Explore the 15
result of student task
about helminth disease
.
- To discuss and explain the 60
life
cycles
of
Platyhelminthes,
Nemathelminthes
and
Annelids
- To discuss the role of
Platyhelminthes,
Nemathelminthes
and
Annelids in human life.
Methode
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to download 5
information
from
the
internet,
about
the
symptoms,
drugs,
and
prevent helminth disease.
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
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
Time
(min.)
- Apperception: Explore the 15
student experiences in
mollusk
.
- To explain and discuss the 60
ecology, diversity of
Mollusk body structure,
and the examples
- To discuss the role of
mollusk for human life.
Methode
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to make a 5
paper about positive and
negative role of mollusk
based on the internet
information or personal
experiences
Individual
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
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
Time
(min.)
- Apperception: Explore the 15
student experiences in
Arthropoda
.
- To explain and discuss the 60
ecology, diversity of
Arthropod body structure,
and the examples
- To discuss the role of
Arthropoda for human
life.
Methode
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to make a 5
paper about positive and
negative role of Insect based
on the internet information
or personal experiences
Individual
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
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
Time
(min.)
- Apperception: Explore the 15
student experiences in
Insect
.
- To explain and discuss the 60
ecology, diversity of
Insect body structure, and
the examples
- To discuss the role of
Insect for human life.
Methode
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to make a 5
paper about positive and
negative role of Insect based
on the internet information
or personal experiences
Individual
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
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
Time
(min.)
- Apperception: Explore the 15
student experiences in
Echinodermata
.
- To explain and discuss the 60
ecology, diversity of
Echinodermata body struc
ture, and the examples
- To discuss the role of
Echinodermata for the
ecosystem
Method
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to make a 5
paper about the role of
echinodermata
in
the
ecosystem based on the
internet information.
Individual
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
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
Time
(min.)
- Apperception: Explore the 15
student view in evolution
theory
Method
- To discuss and explain the 60
concept of evolution and
invertebrate evolution
- To discuss the history of
invertebrate phyla and it’s
relationship
Discussion
and Q-A
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to make a 5
paper about the theory of
evolution,
invertebrate
evolution hypothesis based
on the internet information
or scientific journal.
Individual
Task
Introduction
Explanation
and
examples
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
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
Introduction
Explanation
and
examples
Time
(min.)
- Apperception: Explore the 15
last student task
- To discuss and explain the
concept of invertebrate 60
taxonomy.
Method
Media
Reff.
White
board
LCD,
Laptop
A:
1,2,3
Discussion
Discussion
and Q-A
- To discuss the taxonomic
status of invertebrate
phyla and it’s relationship
Closure
To drive the student to 20
conclude the lesson by Q-A
Q-A
Follow up
Individual task: to make a 5
paper about the taxonomy of
Invertebrate based on the
internet information or
scientific journal.
Individual
Task
Evaluation
Individual assignment
Yogyakarta, August 16th, 2010
Lecturer
Triatmanto, M.Si