LESSON PLAN INVERTEBRATE 2010 revised 0

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LESSON PLAN 01

Faculty : Mathematics and. Science Program Study : Biology Education

Subject and Code : Invertebrate Biology/ BIC 209

Credits : Theory 2

Semester : 1st

Basic Competence : Understand of the object and topics in Invertebrate Biology Indicator : The students are able to explain of the object and topics in Invertebrate Biology based on BSCS scheme

Topic : Objects and Topics of Invertebrate Biology Lesson activities

Steps Description of activities Time (min)

Methode Media Refferences Introduction

Explanation and

examples

Closure

Follow up

- Apperception: Explore the student

experiences in

Invertebrate animals - To Discuss what

and how to study an invertebrate animals - To expose the

scheme of object and topics in Biology based on BSCS scheme. - To discuss the

position of Invertebrate in BSCS scheme To drive the student to conclude the lesson by Q-A

Individual task; Student read the Protozoa at the reference books

15

60

20

5

Discossion

Discussion and Q-A

Q-A

Task

White board LCD, Laptop

A: 1,2,3

Evaluation

The lecturer chooses a topic in Invertebrate Biology, and the student can pointed it position in BSCS scheme.

Yogyakarta, August 16th_{, 2010}

Lecturer

(2)

Semester : 1

Basic Competence : To explain the concept of Protozoa as a cell and as an organism Indicator : The students be able to explain the protozoa as a cell and as an Organism

Topic : The consequences of Protozoa as a cell and as an organism Lesson activities

Steps Description of activities Time (minute)

Explanation and

examples

Closure

Follow up

- Apperception: Explore the student experiences in Protozoan

- To Discuss what and how to study a Protozoan

- To explain the protozoan concept and its characters

- To discuss the protozoan as an organism and as a cell To drive the student to conclude the lesson by Q-A

Individual Task: to explain the difficult and specific terms in the protozoa base on reference books

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Task

A: 1,2,3

Evaluation

The student has to compare the life processes in a cell (protozoa) and in multi cellular organism.

Lecturer

(3)

LESSON PLAN 03

Subject and Code : Invertebrate Biology/ BIO 219 Credits/ times : Theory 2 , 100 min

Semester : 1st

Basic Competence : To classified the protozoa and its role in human life

Indicator : The students are able to explain the protozoa taxonomic position and its role in human life

Topic : Classification of Protozoa and its mean for human life Lesson activities

Steps Description of activities Time (minute)

Explanation and

examples

Closure

Follow up

- Apperception: Explore the student experiences in the role of Protozoa’s for human being.

- To discuss what and how protozoan affected human being.

- To explain

Classification of protozoan and its characters

- To discuss the role of protozoan in human life.

To drive the student to conclude the lesson by Q-A

Individual task: to explain the difficult and specific terms in the Protozoa base on reference books

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Task

A: 1,2,3

Evaluation

1. The student has to classified some of protozoan examples 2. To identified the role some protozoan in human health.

Lecturer

(4)

Semester : 1

Basic Competence : To explain of Porifera, Ctenophore, and Coelenterate characters, the examples, and it’s mean for the ecosystem

Indicator : The students are able to explain the Porifera, Ctenophore, and Coelenterate characters, the examples, and its mean for the ecosystem

Topic : Characters, examples, and the role of Porifera, Ctenophore, and Coelenterate in ecosystem

Lesson activities

Steps Description of activities Time (min.)

Methode Media Reff. Introduction

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student experiences in the Porifera, Ctenophore, and Coelenterate

- To discuss what and how the Porifera,

Ctenophore, and

Coelenterate.

- To explain

Classification of Porifera,

Ctenophore, and

Coelenterate

- To discuss the role of Porifera, Ctenophore, and Coelenterate in human life.

To drive the student to conclude the lesson by Q-A Individual task: to download information of Porifera and Coelenterate role in coral reef ecosystem

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Task

A: 1,2,3

Evaluation

1. The result of the individual task.

2. To compare the structures and life processes in the Protozoan and Porifera Yogyakarta, August 16th_{, 2010}

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Semester : 1

Basic Competence : To explain the ecology, body structure of Platyhelminthes, Nemathelminthes and Annelids

Indicator : The students are able to explain the ecology, body structure, of Platyhelminthes, Nemathelminthes and Annelida

Topic : Ecology, body structure, of Platyhelminthes, Nemathelminthes and Annelida

Lesson activities

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student experiences in helminthes disease

.

- To explain the ecology, body structure, and examples of Platyhelminthes,

Nemathelminthes and Annelids

To drive the student to conclude the lesson by Q-A Individual task: to download information from the internet, about helminthes disease.

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Individual tasks assessment.

Lecturer

(7)

LESSON PLAN 06

Semester : 1st

Basic Competence : To explain the life cycles, of Platyhelminthes, Nemathelminthes, Annelids and it’s mean for human life.

Indicator : The students are able to explain the life cycles, of Platyhelminthes, Nemathelminthes, Annelids and it’s mean for human life

Topic : Life cycles of Platyhelminthes, Nemathelminthes, Annelids and it’s mean for human life

Lesson activities

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the result of student task about helminth disease

.

- To discuss and explain the life cycles of Platyhelminthes,

Nemathelminthes and Annelids

- To discuss the role of Platyhelminthes,

Nemathelminthes and Annelids in human life. To drive the student to conclude the lesson by Q-A Individual task: to download information from the internet, about the symptoms, drugs, and prevent helminth disease.

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Task

A: 1,2,3

Evaluation

Individual assignment

Lecturer

(8)

Semester : 1

Basic Competence : To explain the ecology, diversity of Mollusk body structure and it’s mean for human life

Indicator : The students are able to explain the ecology, diversity of Mollusk body structure and it’s mean for human life

Topic : Ecology, body structure, and classification of Mollusk Lesson activities

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student experiences in mollusk .

- To explain and discuss the ecology, diversity of Mollusk body structure, and the examples

- To discuss the role of mollusk for human life. To drive the student to conclude the lesson by Q-A Individual task: to make a paper about positive and negative role of mollusk based on the internet information or personal experiences

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Lecturer

(9)

LESSON PLAN 08

Subject and Code : Invertebrate Biology/ BIO 219 Credits/ times : Theory 2 100 min

Semester : 1st

Basic Competence : To explain the ecology, diversity of Arthropoda body structure and it’s mean for human life

Indicator : The students are able to explain the ecology, diversity of Arthropoda body structure and it’s mean for human life Topic : Ecology, body structure, and classification of Arthropoda Lesson activities

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student experiences in Arthropoda .

- To explain and discuss the ecology, diversity of Arthropod body structure, and the examples

- To discuss the role of Arthropoda for human life.

To drive the student to conclude the lesson by Q-A Individual task: to make a paper about positive and negative role of Insect based on the internet information or personal experiences

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Lecturer

(10)

Credits/ times : Theory 2 100 min

Semester : 1st

Basic Competence : To explain the ecology, diversity of Insect body structure and it’s mean for human life

Indicator : The students are able to explain the ecology, diversity of Insect body structure and it’s mean for human life

Topic : Ecology, body structure, and classification of Insect Lesson activities

Steps Description of activities Time

(min.) Methode Media Reff. Introduction

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student experiences in Insect .

- To explain and discuss the ecology, diversity of Insect body structure, and the examples

- To discuss the role of Insect for human life. To drive the student to conclude the lesson by Q-A Individual task: to make a paper about positive and negative role of Insect based on the internet information or personal experiences

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Lecturer

(11)

LESSON PLAN 10

Semester : 1st

Basic Competence : To explain the ecology, diversity of Echinodermata body structure and it’s mean for Ecosystem

Indicator : The students are able to explain the ecology, diversity of Echinodermata body structure and it’s mean for ecosystem Topic : Ecology, body structure, and classification of Echinodrmata Lesson activities

Method Media Reff.

Introduction

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student

experiences in

Echinodermata .

- To explain and discuss the ecology,

diversity of

Echinodermata body struc ture, and the examples - To discuss the role of

Echinodermata for the ecosystem

To drive the student to conclude the lesson by Q-A Individual task: to make a paper about the role of echinodermata in the ecosystem based on the internet information.

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Lecturer

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LESSON PLAN 11

Semester : 1st

Basic Competence : To explain the concept of Invertebrate evolution and the relationship of its phyla

Indicator : The students are able to explain the concept of Invertebrate evolution and the relationship among invertebrate phyla. Topic : Invertebrate Evolution

Lesson activities

Method Media Reff.

Introduction

Explanation and

examples

Closure

Follow up

- Apperception:

Explore the student view in evolution theory

- To discuss and explain the concept of evolution and invertebrate evolution

- To discuss the history of invertebrate phyla and it’s relationship To drive the student to conclude the lesson by Q-A Individual task: to make a paper about the theory of evolution, invertebrate evolution hypothesis based on the internet information or scientific journal.

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Lecturer

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(15)

LESSON PLAN 12

Semester : 1st

Basic Competence : To explain the concept of Invertebrate taxonomic status Indicator : The students are able to explain the taxonomic status of

Invertebrate phyla.

Topic : Taxonomy of Invertebrate Lesson activities

Method Media Reff.

Introduction

Explanation and

examples

Closure

Follow up

- Apperception: Explore the last student task

- To discuss and explain the concept of invertebrate taxonomy. - To discuss the

taxonomic status of invertebrate phyla and it’s relationship

To drive the student to conclude the lesson by Q-A Individual task: to make a paper about the taxonomy of Invertebrate based on the internet information or scientific journal.

15

60

20

5

Discussion

Discussion and Q-A

Q-A

Individual Task

A: 1,2,3

Evaluation

Lecturer