Name : DHEA FEBI CAHYANI
NPM: 2111040254
LESSON PLAN
School : SMAN 1 NEGRIKATON
Subject: ENGLISH
Class/Semester : XI/2
Subject matter : Environmental preservation and sustainable development Sub subject
matter : Pollution, destruction and environmental risks
Time Allocation : 1 x TM (2 JP)
Core Competencies
KI1 : Respecting and practicing the teachings of the religion he adheres to.
KI 2 : Develop behavior (honest, disciplined, responsible, caring, courteous, environmentally
friendly, mutual cooperation, peace-loving, responsive and pro-active and show attitude as
part of the solution to various problems of the nation in interacting effectively with the social
and natural environment and in placing themselves as a reflection of the nation in world
relations.
KI 3: Understand and apply factual, conceptual, procedural knowledge in science, technology,
arts, culture, and humanities with insights into humanity, nationality, state, and civilization
related to phenomena and events, and apply procedural knowledge in specific fields of study
in accordance with their talents and interests to solve problems.
KI 4: Processing, reasoning, and presenting in the concrete and abstract domains related to
the development of what is learned at school independently, and able to use methods
according to scientific principles.
Basic Competencies
1. Appreciate the diversity of natural resources as a creation of God Almighty
2. Show a responsive attitude and prevent environmental problems
3. Evaluate the right action in preserving the environment in relation to the environment
4. Communicate examples of appropriate actions in preserving the environment in relation
to sustainable development in the form of papers or other forms of
publication.Demonstrate responsive and responsible behavior towards the problems
caused by the dynamics of the geosphere.
Indicator
1) Mention pollution, destruction and environmental risks
2) Mention pollution, destruction and environmental risks through observations
Learning objectives
After participating in this learning activity, students are expected to be able to: Mention
pollution, destruction and environmental risks Mention pollution, destruction and
environmental risks through observation.
Learning materials
Fact
1. Pollution (Citarum River is the number 1 dirtiest river in the world)
2. Forest fires due to illegal logging (occurred in Riau in 2014)
3. Flash flood (occurred in the city of Solo in 2007)
4. Piling up of rubbish (TPA Putri Cempo Solo City)
Draft
1. Definition of environmental pollution and damage
2. Factors that cause pollution and environmental damage
Principle
1. Environmental pollution and damage
Procedure
1. Phase 1: Orientation of students to the problem (analyzing the problem of environmental
damage)
2. Phase 2: Organizing students
3. Phase 3: Guiding individual and group inquiry
4. Phase 4: Develop and present the work
5. Phase 5: Analyze and evaluate the problem solving process
Approach/model/method
Approach: Scientific
Model: Problem Based Learning
Method: Observation and group discussion
Tools/Media/Resources
Media: Videos and Images
Teaching materials Student books, Teacher books
Learning Activity Steps
7th meeting
Activity
Introduction
Details of Activities
1. The teacher opens the
meeting with greetings,
prayers and presence
Time
15 minutes
2. Prepare the class to be more
conducive to starting the
teaching and learning process
3. Remind the previous lesson
about environmental
standards
4. The teacher presents
pictures of several types of
environmental damage and
students observe them
1.
Examples
of
environmental damage
2. Examples of natural
damage
the opportunity to
identify environmental
damage
5. The teacher gives students
6. The teacher conveys the
learning objectives:
Understand the importance of
environmental sustainability
Core Activities
Observing
• Students observe the
images shown teacher
Ask
• The teacher gives students
the opportunity to ask
questions.
Collect information
• Students form 4 groups
and each group names
their group
60 minutes
Associate
• Students begin to collect
information related to
pictures shown by the
teacher
• Students associate
information between
group members.
• Students draw conclusions
and try present the results
of group work
• The teacher goes around
to observe students'
activity in the learning
process
• The teacher carries out
assessments using sheets
• the assessment that has
been made
Closing
Concludes
• Students present the
results of group
discussions
• Students from other
groups ask about the
answers of the group that
is presenting
• Students and teachers
conclude the results
of the discussion
1. The teacher and students
make conclusions about
pollution, destruction and
environmental risks
2. Teacher reflects on the
activities that have been
carried out
3. Teachers provide a written
test knowledge assessment
and their test results are
collected for assessment and
return at the next meeting.
4. The teacher gives
assignments to be collected at
the next meeting regarding
environmental damage factors
and efforts to overcome them
15 minutes
5. The teacher closes the
lesson with greetings
Assessment
Types/Techniques of assessment
NO
Aspek
Technique
Instruments Shape
1.
Attitude
Observation of observation activities and
group discussions
Observation Sheet
2.
Knowledge
Written test
Essay question
3.
Skills
Observation reports
Evaluation rubric
Knowing
Headmaster
Lampung, 24 Mei 2024
Geography
………………………. …………..
…………………………………………
Attachment to lesson plan
A. Written test
Answer the following questions clearly and concisely!
1. Explain the meaning of pollution!
2. Explain the meaning of environmental damage!
3. Explain the factors that cause pollution!
4. Explain the factors that cause environmental damage!
Scoring Hints
Question number 1
a) Perfect
b) Less than perfect
c) Not Perfect
d) Wrong
25
15
10
0
Question number 2
a) Perfect
b) Less than perfect
c) Not Perfect
d) Wrong
25
15
10
0
Question number 3
a) Perfect
b) Less than perfect
c) Not Perfect
d) Wrong
25
15
10
0
Question number 4
a) Perfect
b) Less than perfect
c) Not Perfect
d) Wrong
25
15
10
0
Maximum Score is 25 X 4
Earned Value
=(acquired score/maximum score) X 100
Value
= (Earned value / 100) X 4
Knowledge Value Predicate
Mark
Predicate
4
A
336
A-
3,33
B
3
B
2,66
B-
2,33
C+
2
C
1,66
C-
1,33
D
1
D-
2. Non- Test Assessment
a) Attitude Assessment
NO Student
Attitude assessment rubric
Observation and discussion activities
ASPECTS
Total
TO BE
score
ASSESED
Discipline Liveliness Tolerance Cooperation
1.
2.
3.
Information
Disciplinary Aspects
Score 3 = do the assignment according to procedures and on time
Score 2 = do the task according to procedure/on time
Score 1 = did not complete the task according to procedures and not on time
Aspect of liveliness
Score 3 = Take notes and express opinions
Score 2 = Taking notes / expressing opinions
Score 1 = Did not take notes and did not express an opinion
Aspects of Tolerance
Mark
Score 3 = Appreciate and respect the opinions of other students
Score 2 = Lack of respect and respect for other students' opinions
Score 1 = Does not value and respect the opinions of other students
Aspects of Cooperation
Score 3 = observing and recording together
Score 2 = observing/taking notes together
Score 3 = did not carry out observations and recording together
Maximum Score is 4 X 3 = 12
Acquisition value = (Acquisition score / Maximum score) X 100
Value
= (Earned value / 100) X 4
Attitude Value Predicate
Mark
Predicate
4
SB
366
3,33
B
3
2,66
2,33
C
2
1,66
1,33
D
2
b. Performance assessment
NO
Attitude Assessment Rubric Observation and discussion activities
Student
Rated
Amoun
name
aspect
score
Accurate note
taking
1
2
3
Material
suitability
Giving
opinions
Mark
Accurate note taking
Score 3 makes observations and records correctly
Score 2 makes observations and records but not correctly
Score 1 makes observations and does not record
Give an Opinion
Score 3. Provides correct and logical opinions
Score 2. Gives a correct opinion but lacks logic
Score 1. Giving incorrect and illogical opinions on
suitability of the material
Maximum Score is 3 X3=9
Earning value = (Earning score / Maximum score)
Skill Value Predicate
Mark
Predicate
4
A
336
A-
3,33
B
3
B
2,66
B-
2,33
C+
2
C
1,66
C-
1,33
D
1
D-