Lesson Plan Science Grade 7

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LESSON PLAN

SCHOOL UNIT : SMP NEGERI 1 PASURUAN

SUBJECT : SCIENCE (PHYSICS)

GRADE : VII (SEVEN)

CHAPTER : MEASUREMENT

TIME ALLOCATION : 3 X 40’

Standard Competence

To understand scientific procedure to study nature objects using tools Basic Competence :

1. To distinguish fundamental quantities and derived quantities and also their units. Indicators :

1. Identification physical quantities in daily life

2. classify physical quantities in the fundamental quantities and derived quantities 3. Write out the five basic physical quantities and their units.

4. Differentiate basic and derived physical quantities 5. Derived their units of derived physical quantities 6. Use the International Unit System in the measurement 7. Convert the simple units system for length, mass and time Sources

1. Students’ book 2. Students’ worksheet Materials and Apparatus:

1. Some examples of products which are labeled to state their physical quantities. Instructional Process

1. Model : Discussion

Cooperative learning Direct Instruction Task Assignment

2. Approach : Contextual Teaching and Learning Introduction

1. Show examples of products in daily life which are labeled to state their physical quantities. 2. Motivate students by asking to students which one is physical quantity

3. Ask the students to benefit some physical quantities which are labeled on the products in daily life.

4. State indicators of the objectives of learning. Main Activity

1. Let Students read Student Books about Physical Quantities and Their Units.

2. Discuss and explain all the matters in Chapters 2 about physical quantities and their units. 3. Ask the students in groups of four or five students to try make a list of physical quantities

which are used in daily life.

4. Make a list to classify them into basic quantities. 5. Give examples in solving some problems

Closing

1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan

Assignment

1. Individual Assignment Instrument

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Example of Assessment:

1. Look for some products in your home to mention some physical quantities then make label on them.

2. Make a list of physical quantities which are used

3. Make a list to classify them into fundamental quantities. 4. Explain the meaning of fundamental quantities.

5. Look for some products in your home to mention some physical quantities which are on the products labeled

6. Make a list of physical quantities which are used 7. Make a list to classify them into derived quantities.

8. Explain different between derived quantities and fundamental quantities

Marking Scheme Maximum score : 5

Final scoring formula : _ = 100_

40 x

score final

Approved by, Pasuruan, July 2010

Principle SMP Negeri 1 Pasuruan Physics Teacher,

Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si

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LESSON PLAN

GRADE : VII (SEVEN)

CHAPTER : QUANTITIES AND UNITS

Standard Competence

To understand scientific procedure to study nature objects using tools Basic Competence

To distinguish fundamental quantities and derived quantities and also their units Indicators

1. Identification physical quantities in daily life

2. collected physical quantities in the fundamental quantities and derived quantities 3. Write down the five basic physical quantities and their units.

4. Differentiate basic and derived physical quantities 5. Derived their units of derived physical quantities Sources

1. Student Books 2. Student Worksheet Materials and Apparatus:

1. Some examples of products which are labeled to state their physical quantities. Instructional Process

1. Model : Discussion

Cooperative learning Direct Instruction Task Assignment

1. Show examples of products in daily life which are labeled to state their physical quantities. 2. Motivate students by asking to students which one physical quantity

3. Ask the students to mention the benefit some physical quantities which are labeled on the products in daily life.

1. Let Students read Student’s Book about Physical Quantities and Their Units.

2. Discuss and explain all the topics (subject lesson) in Chapters 2 about physical quantities and their units.

3. Ask the students in groups of four or five students to try make a list of physical quantities which are used in daily life.

4. Make a list to classify them into derived quantities. 5. Give examples in solving some problems

Closing

Assignment

1. Individual Assignment Instrument

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1. How many mili meters are there in : (a) 1 cm (b) 3.7 m (c) 0,05 km 2. What is length in meter of: (a) 250 cm (b) 1250 km (c) 45000 mm 3. What is the area in cm 2 _{of: (a) 1.5 m}2 _{(b) 750 mm}2 _{(c) 25 km}2

4. What is the mass in kg of: (a) 750 gram (b) 25 mg (c) 1500 hg 5. What is the mass in grams of: (a) 500 mg (g) 12,5 kg (c) 1,75 dag

Marking Scheme Maximum score : 4

20 x

score final

Approved by , Pasuruan, July 2010

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LESSON PLAN

GRADE : VII (SEVEN)

CHAPTER : TEMPERATURE

Standard Competence:

To understand scientific procedure to study nature objects using tools Basic Competence:

To describe temperature and measurements Indicators:

1. Identify definition of temperature

2. Using the thermometer to measure temperature

3. Make a simple thermometer based on the characteristics change of the volume scale 4. Compare Celsius scale with the other temperature scales

Sources

1. Student’s Book

2. Student’s Worksheet

Tools and Materials

1. laboratory thermometer 2. Clinical thermometer Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

2. Approach : Contextual Teaching and Learning

Introduction

1. Motivate students by asking to students to mention some tools which are used to measure temperature?

2. Ask the students to remember when they sick or fever? 3. What the tools for measure when the body fever or sick? 4. State indicators of the objectives of learning.

Main Activity

1. Let Students read Student’s Book about Physical Quantities and their units and underline the principle concept of measurement using measuring tools.

2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training.

3. Give Student’s worksheet to students

4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.

5. Introduce tools for measuring temperature using the thermometer

6. Introduce to students how to measure temperature using the thermometer 7. Ask students in group to use the worksheet on measuring temperature

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8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.

9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity.

11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers.

12. Give a reward to the group giving a good performance. Closing

1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan

Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Closing

Compare Celsius scale with the Fahrenheit scale, Kelvin scale and Reaumur scale: 1. 25 °C = ………..°F = …………°R = …………K

2. 40 °R = ………..°C = …………°F = …………K 3. 152 °F = ………..°C = …………°R = …………K 4. 273K = ………..°C = …………°R = …………°F 5. 60 °C = ………..°R = …………°F = …………K

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LESSON PLAN

GRADE : VII (SEVEN)

CHAPTER : TEMPERATURE

To understand scientific procedure to study nature objects using the tools Basic Competence :

To describe temperature and measurements Indicators :

1. Make a simple thermometer based on the characteristics change the volume scale Sources 1. Student’s Book 2. Student’s Worksheet Materials 1. laboratory thermometer 2. Clinical thermometer Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

Introduction

1. Motivate students by asking to students to mention some tools which are used to measure temperature?

2. Ask the students to remember when them sick or fever? 3. What the tools for measure when the body fever or sick? 4. State indicators of the objectives of learning.

Main Activity

1. Let Students read Student’s Book about Physical Quantities and Their Units and underline the principle concept of measurement using measuring tolls.

5. Introduce tools for measuring temperature using the thermometer

6. Introduce to students how to measure temperature using the thermometer 7. Ask students in group to use the worksheet on measuring temperature

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Worksheet

Make a Thermometer

A thermometer is an instrument that measures the temperature. Temperature is measured in a scale called Fahrenheit (by most people in the United States) and in Celsius or Centigrade (used by scientists and by people in many other countries). The point where water freezes is 32 degrees Fahrenheit (F for short) and 0 degrees Celsius (C). The point where water boils is 212 degrees F and 100 degrees C. If you want to know how to convert from F to C or from C to F

Material :

1. Tap water

2. Rubbing alcohol (do not drink this)

3. Clear, narrow-necked plastic bottle (11-ounce water bottles work well) 4. coloring Food

5. Clear plastic drinking straw 6. Modeling clay

Procedure:

1. Pour equal parts of tap water and rubbing alcohol into the bottle, filling about 1/8 to a 1/4 of the bottle.

2. Add a couple of drops of food coloring and mix.

3. Put the straw in the bottle, but don't let the straw touch the bottom (DO NOT DRINK THE MIXTURE).

4. Use the modeling clay to seal the neck of the bottle, so the straw stays in place

5. Now, hold your hands on the bottle and watch what happens to the mixture in the bottle

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Scoring Scheme

No Scoring Aspects Score

1 2 3 4 1 2 3 Preparation a. Procedure

b. Apparatus and mateial are complete

c. Apparatus and material used by the student are corretc for achieving the experimental objectives Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results

a. Collecting information data b. Answering the questions c. Make a conclusion

Total Score 40

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LESSON PLAN

GRADE : VII (SEVEN)

To do basic measurements using measuring tools which are used in our daily-life Indicators:

1. Choose the right tool and measure the volume of a liquid, a regular shape solid, and irregular shaped solid in the context of an experiment

2. Choose the right tool and measure the temperature of a liquid and the body of a person in the context of an experiment

3. Choose the right tool and measure the time of an experiment Sources

1. Student’s Book 2. Student’s Worksheet Tools and Materials

1. laboratory thermometer 2. Clinical thermometer 3. Stopwatch 4. watch 5. measuring Cylinder 6. rectangle iron 7. cubic wood 8. water 9. stone Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

Introduction

1. Motivate students by asking to students to mention some tools which are used to measure temperature and time?

2. Ask the students to remember when them sick or fever? 3. What the tools for measure when the body fever or sick?

4. What the tools for measure how long times when the body fever or sick? 5. State indicators of the objectives of learning.

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Main Activity

5. Introduce tools for measuring temperature and times.

6. Introduce to students how to measure temperature and times.

7. Ask students in group to use the worksheet on measuring temperature and measuring times. 8. Let one group present their result and other groups respond to it. Make sure that each group

has known the correct answers.

1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan 2.5

1. When you go to school, how long times do you need?

2. When your body fever, what is the temperatures reading do you see in the thermometer? 3. What do you do when you want to measure a stone?

4. A rectangle block measures 20 cm by 10 cm by 5 cm, calculate volume in the SI unit? 5. A plastic box has a 6 cm2 _{base and contains water to a height of 7 cm}

a. What is volume of the water

b. A stone is lowered and the water rises to a height of 9 cm. What is the volume of the stone?

Approved by , Pasuruan, July 2010

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LESSON PLAN

GRADE : VII (SEVEN)

To do basic measurements using measuring tools which are used in our daily-life Indicators:

1. Choose the right tool and measure the mass of an object in the context of an experiment 2. Choose the right tool and measure the volume of a liquid, a regular shape solid, and

irregular shaped solid in the context of an experiment Sources

1. Student’s Book 2. Student’s Worksheet Materials and apparatus:

1. Balances 2. Measuring Cylinder 3. Water 4. Stones Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

Introduction

1. Motivate students by asking to students how to measure the mass of the stone?

2. Ask the students to give some examples of products which are labeled with a quantity of volume or mass.

3. Ask the students to remember when the gold can be expensive. Why? How to measure it? 4. What the tools for measure the volume of the stone?

5. Ask students to mention different kinds the units of mass and volume which are used in daily life.

6. State indicators of the objectives of learning.

Main Activity

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5. Introduce tools for measuring volume and mass.

6. Introduce to students how to measure volume and mass.

7. Ask students in group to use the worksheet on measuring mass and measuring volume.

Instrument

1. Group Test

2. Homework

1. A rectangular block measures 4.0 cm by 2.5 cm by 5.0 cm. Calculate its volume! 2. A plastic box has a 6 cm2_{base and contains water to a height of 7 cm.}

a. What is volume of the water?

b. A stone is lowered and the water rises to a height of 9 cm. What is the volume of the stone?

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LESSON PLAN

GRADE : VII (SEVEN)

CHAPTER : GRAPH

To understand scientific procedure to study nature objects using the tools

Basic Competence:

To analyze and communicate a graph based on measuring the data Indicators:

1. Indicating the shape of curve

2. Making the data based on measurement 3. draw conclusion the lesson

Sources

3. Color pencil 4. Ruler 5. Millimeter block Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

Introduction

1. Motivate students by giving the picture of different graph using power point 2. State indicators of the objectives of learning.

Main Activity

1. Let Students read Student’s Book about Graph and underline the principle concept of analyze and communicate a graph using measuring data.

5. Introduce to students how to make a graph.

6. Ask students in group to use the worksheet to make bar graph

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Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework

Worksheet

Objectives

• Practice measuring the length and width of objects around the classroom. • Create two bar graphs, comparing length and width.

• Discuss why bar graphs are useful in displaying data.

Materials

• Length

• weather

• Paper and pencils

• Common objects: desk, chair, notebooks, textbooks • Rulers and tape measures

• Graph paper (optional) • Colored pencils (optional)

Procedures

Tell students that they will learn measuring and graphing skills.

1. Divide the class into 5 groups. Tell students that each group will measure the length and width of the objects listed below; they will draw one bar graph showing their lengths and a second bar graph showing the widths.

Objects to Measure: • desk • book • notebook • chalkboard • tissue box

2. Give students time in class to work on the activity. Remind them to measure accurately and record the width and length of each object. This will help them organize the data and have it available when it is time to create the graphs. (Be sure to tell them whether they should measure in inches and feet or meters and centimeters.)

3. Next, show students how to draw a bar graph. You may distribute graph paper, or have students draw the graphs on unlined paper. For the first graph, label the horizontal axis "Object" and the vertical axis "Length." For the second graph label the horizontal axis "Object" and the vertical axis "Width." Students may use a different color for each object.

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Scoring Scheme

c. Apparatus and material used by the student are correct for achieving the experimental objectives Performing experiment e. Working in group f. Attitude g. Observation of the object to move h. Explanation of experimental Experimental results

d. Collecting information data e. Answering the questions f. Draw a conclusion

Total Score 40

Home Work:

1. Make a graph based on the data into different graph

2. Make a graph into stereo foam

NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

4. Students have questions about how to draw a graph, show "Weather," Segment 2, which explains how to make bar graphs and why they are useful.

5. After each group has measured the objects and drawn the graphs, bring the students together for a discussion. Did the groups get similar results? What kinds of variations were in the results? What caused the differences?

6. Conclude by discussing why bar graphs are used to display data. Do students think it is easier to compare data looking at a graph or looking at a chart? Help students understand that a bar graph is a quick way to show results and compare data.

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LESSON PLAN

GRADE : VII (SEVEN)

CHAPTER : GRAPH

To understand scientific procedure to study nature objects using tools

Basic Competence:

To make analyze and communicate a graph based on measuring data Indicators:

1. Making the data based on measurement 2. Analyzing and communicating the graph. 3. Make conclusion the lesson

Sources

1. Color paper 2. Ruler 3. Millimeter block 4. Stereo foam Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

Introduction

1. Motivate students by giving the picture of different graph using power point 2. State indicators of the objectives of learning.

Main Activity

1. Let Students read Student’s Book about Graph and underline the principle concept of analyze and communicate a graph using measuring data.

5. Introduce to students how to make a graph.

6. Ask students in group to use the worksheet to make different graph

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Closing

Assignment

1. Group Assignment Instrument

1. Presentation

Scoring Scheme

c. Apparatus and material used by the student are correct for achieving the experimental objectives Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results a. Collecting information data b. Answering the questions c. Make a conclusion Total Score 40

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LESSON PLAN

SUBJECT : SCIENCE (CHEMISTRY)

GRADE : VII (SEVEN)

CHAPTER : ELEMENT, COMPOUND AND MIXTURE

Standard Competence

To understand element, compound and mixture Basic Competence

To explain definition of element and compound Indicators:

1. Explain how to write the symbol of element

2. Clarify how to arrangement of element

3. Write the simple name of element

4. Determine the name of compound

and simple formula chemistry Sources 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron. 2. State indicators of the objectives of learning.

Main Activity

1. Before main activity, they are bringing a quiz to choose which one of elements. 2. Let Students read Student’s Book concerning elements

7. Give a reward to the group giving a good performance. 8. Give a model of how to write the symbols of elements. 9. Guide each group in accomplishing the activity.

Assignment

1. Individual Assignment 2. Group Assignment

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Instrument

1. Performance Assessment 2. Product Assessment

Worksheet

NAMES AND SYMBOLS OF ELEMENTS

Complete the columns with the appropriate symbols of the relevant elements

Elements Symbols Elements Symbols Elements Symbols Elements Symbols Aluminum Barium Bromine Calcium Carbon Chlorine Chromium Cobalt Fluorine Helium Iodine Lead Magnesium Mercury Nickel Platinum Potassium Silicon Silver Zinc

20 x

score final

Approval , Pasuruan, July 2010

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LESSON PLAN

GRADE : VII (SEVEN)

To explain definition of element and compound Indicators :

1. Making a compound

2. Describe how to make a compound

3. Explain different between element and compound. 4. Write the names of compound.

Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron.

Assignment

1. Individual Assignment 2. Group Assignment

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Instrument

1. Performance Assessment

2. Product Assessment

Worksheet

MAKING A COMPOUND

Tools and materials - copper fillings - sulphur - iron - a candle - aluminum foil

- a piece of paper for this experiment - a box of sand for this experiment Procedure

1. You should prepare this materials.

2. Put some copper fillings, some iron and a spatula-full of sulphur powder separately on a piece of paper

3. Observe, the shape and the color of the three elements. Write in the table. 4. Mix the two elements together using a spatula.

5. Observe the mixture. Is there any change happening ?

6. Mix the two elements together using aluminum foil and make a roll like a candy. 7. Heat it gently on a burner (a candle)

8. Put the mixture on the box of sand

9. Then, tap out the contents on to a piece of paper.

10. Notice what happens. Do you see any changes to the mixture, especially to the iron and copper?

11. Discuss whether there is any change with your friends in the group. 12. Compare the result with the mixture you started together.

Exercise :

1. Complete the columns with the experiments:

No Element Shape (Solid or Powder) color 1 2 3 Copper Iron Sulphur

2. What do you think the black mass at the bottom of the aluminum foils? 3. Compare your answer with your other friends and teacher.

4. Make a conclusion about this experiments

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NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001 LESSON PLAN

GRADE : VII (SEVEN)

To compare the characteristics of element, compound and mixture Indicators :

1. Compare the characteristic of element, 2. compound and mixture using supervision

3. Make the simple draft characteristic of element, compound and mixture Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron. 2. State indicators of the objectives of learning.

Main Activity

Assignment

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2. Group Assignment Instrument 1. Performance Assessment 2. Product Assessment

Worksheet

Make a Salt

Material : 1. a plate 2. water saficient 3. salt saficient Procedure :

1. Mixing water with salt 2. Pour salt water into a plate 3. Expose the salt water in the plate

4. Let the exposure to sunlight for 3 or 4 days. Analysis :

1. What stays on the plate after the 4-days exposure to sunlight? 2. Is your activty the same as what the salt farmers do?

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LESSON PLAN

GRADE : VII (SEVEN)

To compare the characteristics of element, compound and mixture Indicators :

1. Classifying the substance that the homogeny mixtures and heterogenic mixture in daily life Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

1. Motivate students so that they

give some sugar, salt, ring, pencil, copper, and iron.

2. State indicators of the

objectives of learning. Main Activity

1. Before main activity, they are

bringing a quiz to choose which one of elements.

2. Let Students read Student’s

Book concerning elements

3. Let Students sit in a cooperative

learning setting and remind them of the cooperative skills that will be trained and how to follow the training.

4. Give Student’s worksheet to

students

5. Referring to the cooperative

learning model, let each group does step by step. Guide each group in accomplishing this activity.

6. Let one group present their

result and other groups respond to it. Make sure that each group has known the correct answers.

7. Give a reward to the group

giving a good performance.

8. Give a model of how to write

the symbols of elements.

9. Guide each group in

accomplishing the activity.

10. Let each group present their

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11. Give a reward to the group giving a good performance.

Closing

1. Guide the students in

summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Performance Assessment 2. Product Assessment

Worksheet

Identifying homogenous and heterogenous mixtures.

Material :

1. Water

2. Sand

3. Salt

4. Beaker Glass

5. Funnel Glass

Procedure :

1. Take 2 beaker glasses and give mark A and B.

2. Fill the beaker glass with water a half full.

3. Add a spoonfull of salt into beaker glass A. Look at the figure

bellow.

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NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

4. Add a spoonfull of sand into beaker glass B. Look at the figure

bellow.

5. Stir them

6. Obeserve the contents of both beaker glasses.

Analysis :

1. Is the content of beaker glass A a mixture ?

2. Give your reason!

3. Is the content of beaker glass B a mixture?

4. Give your reason!

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LESSON PLAN

GRADE : VII (SEVEN)

CHAPTER : SEPARATION MIXTURE

To understand element, compound and mixture Basic Competence :

To do separation mixture using the tools based on physical and chemical characteristics Indicators :

1. explain separation mixture base on dimension of particles and boiling point. 2. to do simple experiment of purification of the water

3. to do experiment separation mixture appropriate using method (filtering, distillation, evaporation and subliming)

Materials 1. Student’s Book 2. Student’s Worksheet 3. Sand 4. Water 5. Sugar 6. Salt 7. Coffee 8. Paper filter Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment

1. Motivate by asking the students how to make of purification of the water

2. The teacher tells the students that they will learn about mixtures which have various compositions and can be separated into their pure components by physical techniques. For example, a substance that is soluble in water can be easily separated. The teacher discusses with students how to filter dirty water using a simple technique, and then to identify the method of separating the mixture. Make sure that students understand the methods of filtering, distillation, evaporation, and sublimation.

3. Then, the teacher asks students to work it out through experiments.

4. Motivate and remind students to do activity. Ask the students about the relationship between of the physics and chemistry changes

5. State the objective of the learning. Main Activity

Part 1. In this activity

• Students are asked to take a spatula-full of powdered iron and put it on a piece of paper, and using the same size of spatula, to take copper(II) sulphate and to put it beside the iron.

• The teacher reminds students that in each case, the iron and the copper(II) sulphate should be powdered, and to notice that the colors of the two substances are different.

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• The teacher asks students to mix the two substances and then asks: "Can you recognize the iron and the copper(II) sulphate?"

Part 2. In this activity:

• Students are asked to put about 100 ml of water into a beaker glass, and to put the mixture of iron and copper(II) sulphate into the beaker. Then, the teacher asks them to stir the mixture for a few minutes using a glass rod.

• The teacher asks students to observe accurately and see whether they can recognize the iron and the copper(ll) sulphate in solid phases.

• Students are asks to prepare a filter paper and to put it in a funnel which is held in a stand. Then, the mixture is filtered through the paper in the funnel. The teacher reminds the students to be careful, so that they do not pour the mixture through the gap between the paper and the glass. • Students are asked to observe what happens when they pour the mixture.

• The teacher asks students to look at the solid left on the filter paper, and tell them that the matter is called residue.

• Students are asked whether they can guess what substance the residue is, and then, the teacher asks them to compare the color of the residue with those of iron and copper(II) sulphate.

• The teacher facilitates the students to discuss about the blue liquid passing through the filter paper.

• The teacher asks the students to think about what the blue liquid is. The expected answer is a solution. Then, the teacher asks them again what solution it is. The expected answer is that the liquid is a copper(ll) sulphate solution.

• The teacher asks students to heat gently the solution they got from the filtering procedure, until the liquid becomes darker (saturated).

• The teacher tells the students to allow the solution to settle for a few minutes and then ask them to observe the solution accurately.

• Students are asked whether they find a blue crystal in the solution, and lets them discuss the crystal among themselves.

• Students are asked to think about the whole process of separation they did.

• The teacher asks the students to make a summary of all the processes and the results, and lets the students write their summary of the experiment from parts I to 4 in a systematic.

Activity 5 Discussion: Separation of Mixture

• The teacher facilitates a discussion on the separation of mixture on the basis of particle size and boiling point.

• The teacher continues the discussion on the methods of filtering, distillation, evaporation, and sublimation.

Closing

1. Guide students to summarize the materials having been studied according to the objective of lesson plan Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Exercise :

1. What is the appropriate method to separate sugar from its solution?

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3. Do you think boiling is an appropriate method to separate alcohol, or more specifically ethanol from its mixture with water? Which one will boil first? Why?

4. If you want to have clean water from muddy water, what method of separation would you apply?

5. Do you think distillation is a better method to take out sand from its mixture? Why? 6. Why do you think sugar dissolves in water?

7. What is your idea of getting sugar back from its solution?

8. Do you think you can separate sugar from its solution using filter paper? 9. When do you use the crystallization method?

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