49085146 lesson-plan-science-grade-7

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
1. Homework

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

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : QUANTITIES AND UNITS
Standard Competence
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.
Direct Instruction
Task Assignment
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 physical quantity
3. Ask the students to mention the benefit some physical quantities which are labeled on the
products in daily life.
Main Activity
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
Instrument
1. Homework

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





= 100
20
x
score
final
Approved by , Pasuruan, July 2010
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : TEMPERATURE
Standard Competence:
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
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 they sick or fever?
3. What the tools for measure when the body fever or sick?
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

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

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
Materials
Direct Instruction
Task Assignment
Introduction
temperature?
2. Ask the students to remember when them sick or fever?
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.
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.
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
8. Let one group present their result and other groups respond to it. Make sure that each
group has known the correct answers.

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

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

LESSON PLAN
GRADE : VII (SEVEN)
Basic Competence:
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
Tools and Materials
3. Stopwatch
4. watch
5. measuring Cylinder
6. rectangle iron
7. cubic wood
8. water
9. stone
Direct Instruction
Task Assignment
Introduction
temperature and time?
2. Ask the students to remember when them sick or fever?
4. What the tools for measure how long times when the body fever or sick?

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

LESSON PLAN
GRADE : VII (SEVEN)
Basic Competence:
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
Materials and apparatus:
1. Balances
2. Measuring Cylinder
3. Water
4. Stones
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.
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.
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.

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 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.
8. Let one group present their result and other groups respond to it. Make sure that each group has
known the correct answers.
Closing
objective of Lesson Plan
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?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

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
1. Student’s Book
Tools and Materials
3. Color pencil
4. Ruler
5. Millimeter block
Direct Instruction
Task Assignment
Introduction
1. Motivate students by giving the picture of different graph using power point
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
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
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.

Scoring Scheme
1 2 3 4
1
2
3
Preparation
a. Procedure
complete
the student are correct for achieving the
e. Working in group
f. Attitude
g. Observation of the
object to move
h. Explanation of
experimental
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.

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : GRAPH
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. Student’s Book
Tools and Materials
1. Color paper
2. Ruler
3. Millimeter block
4. Stereo foam
Direct Instruction
Task Assignment
Introduction
1. Motivate students by giving the picture of different graph using power point
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

Closing
Assignment
1. Group Assignment
Instrument
1. Presentation
Scoring Scheme
1 2 3 4
1
2
3
Preparation
a. Procedure
complete
the student are correct for achieving the
a. Working in group
b. Attitude
c. Observation of the
object to move
d. Explanation of
experimental
a. Collecting information
data
b. Answering the
questions
c. Make a conclusion
Total Score 40
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

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
Direct Instruction
Task Assignment
Introduction
1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron.
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
8. Give a model of how to write the symbols of elements.
Closing
1. Guide the students in summarizing the topics that have been studied, according to the objective
of Lesson Plan
Assignment
2. Group Assignment

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





= 100
20
x
score
final
Approval , Pasuruan, July 2010
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
Standard Competence
Basic Competence
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
Direct Instruction
Task Assignment
Introduction
1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and
iron.
Main Activity
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.
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.
10. Let each group present their result and other groups respond to it. Make sure that
each group has known the correct answers.
Closing
Assignment
2. Group Assignment

Instrument
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

NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
GRADE : VII (SEVEN)
Standard Competence
Basic Competence
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
Direct Instruction
Task Assignment
Introduction
1. Motivate students so that they give some sugar, salt, ring, pencil, copper, and iron.
Main Activity
Closing
Assignment

2. Group Assignment
Instrument
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?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
Standard Competence
Basic Competence
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
Direct Instruction
Task Assignment
Introduction
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
result and other groups respond to it. Make sure that each group has known the correct answers.

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
2. Group Assignment
Instrument
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.

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!
5. What are differences of the content of beaker glass A and B?

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : SEPARATION 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
3. Sand
4. Water
5. Sugar
6. Salt
7. Coffee
8. Paper filter
Direct Instruction
Task Assignment
Introduction
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.

• 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?
2. What is the appropriate method to take out sand from its mixture with water?

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

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : SEPARATION 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
3. Sand
4. Water
5. Sugar
6. Salt
7. Coffee
8. Paper filter
Direct Instruction
Task Assignment
Introduction
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
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.

• The teacher asks students to mix the two substances and then asks: "Can you recognize the iron
and the copper(II) sulphate?"
• 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 13.1
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework

Worksheet
Purifying Water
Materials :
1. bottle of mineral water of 1 litre
2. coarse sand
3. gravels
4. rock debris/stone
5. cowlick
6. dirty water
Procedures :
1. Cut the lower part of the mineral water bottle
2. Cut the cowlick as long as 10 cm
3. Wash the coarse sand, rock debris and gravels throughly until no mud/soil remains
4. Put cowlick, gravels, rock debris and coarse sand in the bottle as shown in the
figure.
5. Pour the dirty water into the bottle
6. Place the water that runs through the bottle mouth in a bowl
Analizes :
Compare the clarity of the water before and after filtration.
1. Can the dirty water used in the experiment be called a mixture?
2. Why does the water become cleaner?
3. What is the process in these experiment ?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : PHYSICAL AND CHEMICAL CHANGES
To understand the characteristics of physical and chemical properties
Basic Competence :
To identify of physical and chemical changes
Indicators :
1. Compare the observation of product of physical and chemical changes
2. Classification physical and chemical changes in daily life and communicating it.
Materials
1. Student’s Book
3. Wood
4. Water
5. iron
6. Candle
7. Matches
8. Paper
Direct Instruction
Task Assignment
Introduction
1. Motivate by asking the students about example substance base on structure particles of the
matter, like: water, wood and air.
2. Motivate and remind students to do Activity 12.1.Ask the students about the relationship
Main Activity
1. Let the students read the units presenting physics and chemistry changes and underline the
principal concepts and discuss them.
2. Referring to the direct instruction, demonstrate physics and chemistry changes
3. Let students sit in a cooperative learning and remind them of the cooperative skills that they
will learn and how to follow the activity.
4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and materials for
Activity 12.1 to each group.
5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group to
do the activity.
6. Let each group present the results and encourage the other groups to respond to it. The teacher
assures each group that they know the correct answers.
7. Reward the group giving a good performance.

Closing
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. When the water is boiling or evaporation, explain it if they are physical changes!
2. Explain the difference between physical and chemical changes!
3. Give examples of the physical and chemical changes
Home work:
Make a journal to find physical and chemical changes in daily life!
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : PHYSICAL AND CHEMICAL CHANGES
To understand the characteristics of physical and chemical properties
Basic Competence :
To identify of physical and chemical changes
Indicators :
1. Make a summarize based on experiment of physical and chemical changes
2. Compare the characteristics of physical and chemical changes based on experiment
Materials
1. Student’s Book
3. Wood
4. Water
5. iron
6. Candle
7. Matches
8. Paper
Direct Instruction
Task Assignment
Introduction
1. Motivate by asking the students about example substance base on structure
particles of the matter, like: water, wood and air.
2. Motivate and remind students to do Activity 12.1.Ask the students about the
relationship between of the physics and chemistry changes
Main Activity
1. Let the students read the units presenting physics and chemistry changes and
underline the principal concepts and discuss them.
3. Let students sit in a cooperative learning and remind them of the cooperative
skills that they will learn and how to follow the activity.
4. Demonstrate Activity Sheet 12.1 to students, and give a set of apparatus and
materials for Activity 12.1 to each group.
5. Referring to the cooperative learning model, let each group do steps 1 to 3.
Guide each group to do the activity.
6. Let each group present the results and encourage the other groups to respond to
it. The teacher assures each group that they know the correct answers.

Closing
plan
Assignment
1. Group Assignment
Instrument
1. Group Test
WORKSHEET
CHARCOAL ON THE RISE!
PROBLEM: What is the difference between the two changes in the sugar. Why?
HYPOTHESIS: Can you predict physical or chemical changes?
MATERIALS: 100 mL of sugar crystals, two 100 mL beakers, two glass stirring rods, go
outdoors or under a fume hood!
PROCEDURE:
1. Fill each beaker half full of sugar.
2. Add about 40 mL of water to the first beaker and the same amount of concentrated
sulfuric acid to the second beaker.
3. Stir and let it stand.
4. Observe the difference between the two changes in the sugar.
5. Ask: "In which beaker do the reactants still have the same properties?"
Discussion:
1. What is the difference between the processes in beaker I and beaker II?
2. How can we recognize or distinguish between a physical change and a chemical change?
3. In which of the two beakers could we get the sugar back as sugar?
4. What do you think happened in the second beaker?
5. What property do you think concentrated sulfuric acid has?
6. What do you think the black material in beaker two is?
CONCLUSION: ______________________?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : CHEMICAL REACTION
To understand the characteristic of physical and chemical properties
Basic Competence :
To identify simple chemical reaction using simple experiment
Indicators :
1. Make a reaction two matters to indicate color change and or temperature.
2. Conclude the characteristics of chemical reaction based on color change and or
temperature.
Materials
1. Student’s Book
3. Wood
4. Water
5. iron
6. Candle
7. Matches
8. Paper
Direct Instruction
Task Assignment
Introduction
1. Motivate by asking the students about example substance base on structure particles of
the matter, like: water, wood and air.
Main Activity
1. Let the students read the units presenting physics and chemistry changes and underline the
principal concepts and discuss them.
5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each
group to do the activity.
6. Let each group present the results and encourage the other groups to respond to it. The
teacher assures each group that they know the correct answers.

Closing
plan
Assignment
2. Group Assignment
Instrument
1. Group Test
2. Homework
Worksheet
Chemical Reactions with Color Change
Materials :
1. 2 cups glass of water
2. 2 tablespoon flour
3. Iodine suffixation
4. 1 tablet Vitamin C
Procedure
1. Preparation a half glass of water.
2. Add to water 2 tablespoon of flour.
3. Stir them a few minutes.
4. Observed, What will the water happened?
5. Does the color change?
6. Add to the mixture of drops the iodine commonly laid on wounds.
8. Add to the mixture of a tablet of vitamin C.
9. Stir them and observe what will happens with the mixture?
Analysis:
1. Make a table analysis of the color change.
2. What proves that a reaction between the iodine and flour has occurred?
3. Has the Vitamin C also reacted with a substance in the glass?
4. Make a conclusion!
Home Work:
Physical & Chemical Changes
In the spaces provided, classify each of the following changes as physical or chemical.
1) Melting Iron- 2) Melting Ice-
3) Burning Paper- 4) Chopping Wood-
5) Mixing Salt & Water- 6) Breaking Glass-
7) Burning Wood- 8) Mixing Peas & Carrots-
9) Lighting up a cigarette 10) Waxing a wooden floor
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : ACID, BASE AND SALT
Standard Competence
To understand the characteristics of acid, base and salt
Basic Competence
To identify characteristics of acid, base and salt using indicator and or tools.
Indicators
1. To identify acid, base and salt using right indicators
2. To Classify of materials in the area based on acid, base and salt concepts
3. Using the simple tools to determine acid and base scale
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate students so that they give orange, soap, and vinegar.
Main Activity
1. Before main activity, they are bringing a quiz to choose which acid.
2. Let Students read Student’s Book concerning acid, base and salt.
Closing
of Lesson Plan
Assignment
1. Group Assignment
2. Individual assignment

Instrument
Example of assessment:
1. What is the meaning of acid?
2. Give examples for acid in daily life?
3. What is the meaning of base?
4. Give examples for base in daily life?
5. What are different taste acid and base? Explain it!
Student Worksheet
Mention kinds of substances containing one of the acid bellow
No Name Obtained in
1 Acetic acid
2 Citric acid
3 Tart rat acid
4 Malta acid
5 Lactic acid
6 Carbonate acid
7 Nitrate acid
8 Sulfide acid
9 Phosphate acid
10 Chloride acid
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : ACID, BASE AND SALT
Standard Competence
To understand the characteristics of acid, base and salt
Basic Competence
To identify characteristics of acid, base and salt using indicator and or tools.
Indicator
1. To do simple experiment using the simple indicators in daily life
Materials
2. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate students so that they give natural indicators, like: turmeric, hibiscus, violet
cabbage.
Main Activity
1. Let Students read Student’s Book concerning acid, base and salt.
Closing
Assignment
1. Group Assignment
2. Home work

Instrument
Home work of assessment:
1. Looking for the natural indicators in daily life!
2. How to do test acid and base using the natural indicators?
Worksheet
Testing Solution Using Litmus Paper and Acid-Base Indicator Solution
In this activity you will observe the changing color of the litmus paper and indicator solution used in
the laboratory.
Materials :
1. Drop palette 11. Sugar solution
2. Pipette 12. Chloride acid solution
3. Toothpicks 13. Sodium hydroxide solution
4. Distilled water 14. Sodium chloride solution
5. Vinegar 15. Litmus paper
6. Lime 16. Phenolphthalein indicator
7. Orange Juice 17. Methyl Orange indicator
8. Soap 18. Methyl Red indicator
9. Alcohol
10. Ashes
Procedure :
1. Cut 1 cm of red and blue litmus paper and put them in the dents of drop palette, filled with drop
distilled water. Observe what happens to the litmus. Write your observation. In the same way,
other provide solutions.
2. Prepare a clean drop palette. Mark A1-A4 for dent 1-4; B1-B4 for dent 5-8 and C1-C4 for dent
9-12. Using pipette, put 5 drops of vinegar into dent A1-A4; lime to dent B1-B4; and destilled
water to dent C1-C4.
3. Add 2 drops of Phenolphthalein into dent A1;B1 and C1; methyl red to dent A2, B2 and C2;
methyl orange to dent A3, B3 and C3. Write your observation!
4. The same way as step2 and 3, test other solutions and write your observation.
Conclusion and Analysis:
1. Classify the solution based on their characteristics. (acid, base or neutral)
2. What can you conclude about acid, base and salt?
3. If a soltion ia tested using red litmus paper, the color remains red. Can it be concluded that the
solution is acid? Explain your answer!
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : MATTER AND ITS STATE
To understand the shape of matter and changes it.
Basic Competence :
To investigate the characteristics of matter based on shape and its application in everyday life.
Indicators :
1. to investigate the change of state matter.
2. to predict the structure and movement of particles in some states of matter via reasoning.
Materials
1. Student’s Book
3. water
4. cooking oil
5. board marker
6. white board
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to students what is the shape of wood? What is the shape of water?
What is the shape of air?
2. Ask the students to remember the shape of substances.
Main Activity
1. Let Students read Student’s Book about matter and its states and underline the principle
concept in daily life.
5. Introduce to students why the water can change to the ice cube?
6. Students can find out the change in state of matter from simple experiment
7. Students can give examples the changes in state of matter base on these simple experiment.

12. Give a reward to the group having a good performance.
Closing
to the objective of Lesson Plan 8.1
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
1. How many matters do you know?
2. Give an example each matters!
3. Benefit the characteristics of the matters!
4. How the structure and movement of particles in some states of matter via reasoning? Explain it!
Home work :
Draw the characteristics of structure of matters on the HVS paper with color paper!
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : MATTER AND ITS STATE
Basic Competence :
To investigate the characteristics of matter based on shape and its application in everyday life.
Indicators :
1. to differentiate between cohesion and adhesion based on observation.
2. to correlate the occurrence of capillarity, convex meniscus, concave
meniscus with relevant phenomena of nature
Materials
1. Student’s Book
3. water
4. cooking oil
5. board marker
6. white board
7. kerosene
8. talus leaves
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to students Why the board marker can patch on the white board?
Main Activity
1. Let Students read Student’s Book about matter and its states and underline the principle concept
cohesion and adhesion in daily life.
2. Students can correlate the occurrence of capillarity, convex meniscus, concave meniscus with
relevant phenomena of nature
6. Introduce to students why the kerosene can flow in the wick of the kerosene?
7. Students can find out differences adhesion and cohesion base on observation.
8. Students can give examples of adhesion and cohesion in daily life.
9. Students can explain differences concave meniscus and convex meniscus with relevant
phenomenon of nature.

Closing
of Lesson Plan 8.2
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Choose the best answer!
1. Why the water can not patch on the talus leaves?
2. What are differences of adhesion and cohesion? Explain It!
3. Why the tissue paper can wet faster?
4. Give examples of capillarity in daily life!
Home work:
Make a journal example of adhesion, cohesion, and capillarity phenomenon in daily life!
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : DENSITY
Basic Competence :
To describe density concept in everyday-life
Indicators :
1. to conclude from an experiment that density is specific characteristic of matter
2. to calculate the density of matter
3. to apply the concept of density in solving some problems in everyday-life
Materials
1. Student’s Book
3. water
4. cooking oil
5. alcohol
6. iron
7. aluminum
8. wood
9. cork
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to students Why water doesn’t mix with the cooking oil?
2. Why does the iron can sink in the glass of water?
Main Activity
density in daily life.
2. Students can conclude from an experiment that density is specific characteristic of matter
7. Students can find out specific characteristic of matter from simple experiment.
8. Students can give examples of density in daily life.

9. Students can calculate the density of matter
Closing
of Lesson Plan
Assignment
1. Group Assignment
Instrument
1. Worksheet
2. Homework
Worksheet
How do we determine the mass of the liquid?
Material :
1. Water
2. Cooking oil
3. Alcohol
Procedure:
1. By using a lever balance measure the empty measuring cylinder in gram.
2. Fill the measuring cylinder with 50 mL f water. How many cm3
is its volume?
3. Measure again the measuring cylinder that is filled with water. What is the mass
of the water?
Analysis:
1. Determine the density of the water by dividing its mass by its volume?
2. Repeat the procudure with the another liquid, cooking oil and alcohol.
3. Determine whether the density is the same as the above procedures? Based on
the result of your observation, write down your conclusion!
4. In your opinion, what will happen if water is mixed up with cooking oil and
alcohol?
5. Give your reason by referring to its density that you have just found!
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : DENSITY
Basic Competence :
To describe density concept in everyday-life
Indicators :
1. to calculate the density of matter
2. to apply the concept of density in solving some problems in everyday-life
Materials
1. Student’s Book
3. water
4. cooking oil
5. alcohol
6. iron
7. aluminum
8. wood
9. cork
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to students, why water doesn’t mix with the cooking oil?
2. Why does the iron can sink in the glass of water?
Main Activity
density in daily life.
2. Students can conclude from an experiment that density is specific characteristic of matter
7. Students can find out specific characteristic of matter from simple experiment.
8. Students can give examples of density in daily life.
9. Students can calculate the density of matter

Closing
of Lesson Plan
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Answer the following question.
1. Base on its state, how many matters can be made?
2. The density of mercury is 13.6 gr/cm3
; calculate the density of mercury in the SI unit!
3. A block of concrete 0.4 m long; 0.3 m wide and 0.1 m high has density of 2500 kg/m3
.
Calculate its mass!
4. Given that a wooden cube of length 10 cm weighs 600 gram. Calculate the density of the wood
in gram/ cm3
Home work of Assessment:
Answer the questions.
1. A piece of glass has a mass 10 kg and has a volume 2 m³. Calculate density of a glass!
2. The density of air is 1.3 kg/m³. What is the mass of 5 m³?
3. A sample of 50 cm³ of kerosene has a mass of 35 gram. Find its density!
4. The density of mercury 250 kg/m³. Find the volume of 12,5 kg of mercury!
5. If the mass of an object is 35 grams and it takes up 7 cm3 of space, calculate the density.
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : THERMAL EXPANSION
Basic Competence :
To experiment thermal expansion in daily life and their application
Indicators :
1. to investigate of thermal expansion of solid, liquid and gas
2. design simple experiment to investigate the expansion of solid and liquid
3. Show the usage of thermal expansion, principles in applied technology such as the bi-
metallic strip for thermostat, bimetallic switch in electrical appliances, and others
Materials
1. Student’s Book
3. thermometer alcohol
4. Window glass
5. iron
Direct Instruction
Task Assignment
Introduction
1. Motivating students to recall their knowledge of the basic principle of thermometers: thermal
expansion and reminding them of the concept of expansion of solids.
2. Informing students of the plan to study the effects of water thermal expansion.
3. Informing the success indicators of the study.
4. Encouraging students to recall their knowledge of thermal expansion in a thermometric medium
(alcohol or mercury).
5. Motivating students by informing them of the plan to do the activity in SAW 11.6 to investigate
the thermal expansion process of solids.
6. Informing the indicators of success of this learning process
Main Activity
1. Informing students that, just like liquids, solids also expand when heated and contract when
cooled.
2. Asking the students to make several -groups of activity.
3. Asking each group to do the activity according to SAW 11.6 under the guidance of the
teacher. Asking each group to cooperate and discuss their activity results with their classmates.
4. Asking one or two groups to present the results of their discussions and the other groups to
respond to the presentation and participate in the discussion.
5. Making conclusions about the results of the activity as described in SAW 11.6
Closing

1. Emphasizing the comparison between liquid thermal expansion and solid thermal expansion
2. Summarizing the results of the activity as described in SAW 11.6.
3. Emphasizing the useful property of thermal expansion in daily life.
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
1. If it is known that the linier expansion coefficient of iron is o,000012/ºC, what is the
final length of an iron rod after being heated from 35 ºC to 100 ºC. The original length of the rod is
2m.
2. Explain why the window glass is sometimes hard to be inserted into its frame!
3. What causes an object to either expand or contract?
4. What happens to the atoms of an object when the object is heated or cooled?
5. What is the difference between linear expansion and volume expansion?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : THERMAL EXPANSION
Basic Competence :
To experiment thermal expansion in daily life and their application
Indicators :
1. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic strip
for thermostat, bimetallic switch in electrical appliances, and others
Materials
1. Student’s Book
4. Window glass
5. iron
Direct Instruction
Task Assignment
Introduction
1 Encouraging students to collect as much information as
possible on the useful property of thermal expansion in all aspects of human life, and reminding
them that lack of understanding in thermal expansion can cause disadvantages.
2 Informing the indicators of success of the learning process.
Main Activity
1. Recalling the results and conclusion of the activity related to SAW 11.6
2. Encouraging students to communicate their knowledge of thermal expansion of solids and its
usefulness by forming several discussion grouping in class.
3. Guiding students to comprehend the basic principle of the bi-metallic strip, thermostats, and
others application using principles of solid expansion.
Closing
Summarizing the concepts of thermal expansion of solids
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework

1. Benefit examples of the material usage of thermal expansion, principles in applied technology!
2. Explain the operational principles of thermostat!
3. Why the railways or bridges should have expansion gaps?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : HEAT
Basic Competence :
To describe the heat in the state and temperature changing in daily life and their application
Indicators :
1. To investigate the influences of heat on the changes of the state and temperature of a matter
2. To investigate factors which accelerate evaporation
3. To investigate the heat needed to advance of temperature of matters.
4. To investigate the heat needed during boiling and melting of matters.
Materials
1. Student’s Book
4. Window glass
5. iron
Direct Instruction
Task Assignment
Introduction
1. Motivate students by letting them touch to a cool wall. Ask what they feel.
2. State the objective of learning
Main Activity
1. Let the students read the units presenting The Quantity of Heat Energy, The Calculation of
Heat Energy and underline the principal concepts and discuss them.
2. Let the students sit in a cooperative learning arrangement and remind them of cooperative
skills that are developed and how to follow the activity.
3. Distribute Activity Sheet 12.3 to students, and give a set of apparatus and materials for
4. Referring to the cooperative learning model, let each group do step 1. Remind the students
of the danger of the fire.
5. Referring to the direct instruction, demonstrate how to use the measuring jar for measuring
the mass of water and the mass of sand.
6. Referring to the cooperative learning model, let each group do steps 2 to 3. . Guide each
group to do step 2 and to complete Table I.
7. Referring to the direct instruction, demonstrate how to use the stopwatch for measuring the
time.

8. Referring to the cooperative learning model, let each group do steps 4 to 5 and complete
Table I
9. Guide each group to do Observation and Analysis
10. Let each group present the results and encourage other groups to respond to it. The teacher
Closing
1. Guide to students to summarize the materials having been studied according to the
objective of lesson plan 12.2.
2. As homework, ask each student to do activity 12.5
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Exercise:
Complete the following statements.
a. The quantity of heat energy needed to increase the temperature by one degree of 1 kg of
a substance is called specific heat capacity.
b. The specific heat capacity is measured in Joule per kilogram and Celsius degree.
c. The specific heat capacity can be used to measure the change of the heat energy.
d. The heat energy is the total energy of particles composing a substance.
e. In the equation Q = m x c x At, the symbol A means a change.
f. The energy flows from a warm body to a cooler one is heat.
g. In the equation Q = m x c x At, the change of heat energy is indicated by
h. The heat always flows from a warm temperature to a cooler one.
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

LESSON PLAN
GRADE : VII (SEVEN)
CHAPTER : HEAT
Basic Competence :
To describe the heat in the state and temperature changing in daily life and their application
Indicators :
1. To apply formula Q = m.c.∆t Q = m.L and Q = m.U for solving simple problems.
Materials
2. Student’s Book
5. Window glass
6. iron
Direct Instruction
Task Assignment
Introduction
1. Motivate and remind the students to do Activity 12.1.Ask the students about the relationship
between the mass of an object and the heat energy of the object.
between the specific heat capacity and the heat energy needed 'to increase the temperature of the
object
Main Activity
1. Let the students read the units presenting The Heat for Boiling and Melting, Black's Principle
and underline the principal concepts and discuss them.
2. Referring to the direct instruction, demonstrate how to calculate heat for melting (Applied
Mathematics in the Students' Book.
5. Referring to the cooperative learning model, let each group do steps 1 to 3. Guide each group to
do the activity.
6. Let each group present the results and encourage the other groups to respond to it. The teacher
Closing

plan
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Exercise :
1. What is the energy needed to heat 6 kg of ice at 0 'C to become water at 0 OC if the melting
point of the ice is 3.32 x 105 J/kg?
2. Suppose you boil 500 grams of water for 5 minutes. The temperature of the water changes
from 25 OC to 34 OC. What is the change of the temperature?
T = 34 – 25
= 9 o
C
3. Apiece of iron has amass of 0.5 kg and a specific heat capacity of 0.11 kcal/(kg ºC). If the
temperature of the iron changes from 100 OC to 50 OC, what is the quantity of heat released
by the iron?
Q = m c T
= 0.5 (0.11) 50
= 2.75 kcal
Homework:
1. Calculate the heat received by 175 g of ethanol that is heated from 50 ºC to 125 ºC. Hint : Will
the answer of Q positive or negative?
2. A substance with the mass of 45 kg needs heat energy of 180.480 Joule for increasing its
temperature from 28 ºC to 40 ºC. How much is its specific heat capacity? Hint: What
information do get about a substance?
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001

49085146 lesson-plan-science-grade-7

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49085146 lesson-plan-science-grade-7