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LEARNING INSTRUMENT
SEKOLAH DASAR ISLAM AL-AZHAR 11SURABAYA
3nd CLASS SEMESTER 1
COOPERATIVE LEARNING
Student Teams Achievement Divisions (STAD)

Mental Calculation
Money
Length, Mass, and Volume
Solving word problems: length, mass, and
volume
Time
Fractions
Angles
Perpendicular and Parallel Lines
Squares, Rectangels, and Triangles
Area and Perimeter
Graphs
Materials All Around Us
Understand that every material has specific properties
Understand why materials are chosen for specific purposes on
the basisi of their properties
Sort materials according to their properties
Describe some common materials around them
Investigate what object are made by these materials
Understand some properties of materials
Describe properties of different materials
Explain the suitable materials to make object

Pushes and Pulls

Understand that pushes and pulls are examples of forces
Understand that forces can be measured with force meters

Understand that forces can make objects start or stop moving

Understand that forces can change the shape of object
Understand that force can make object move faster or slower or
change direction
Describe the difference between pushes and pulls
Mention the affects of pushes and pulls on object
Explain the size and direction of force affect the effects of forces
Describe what a force can do

Tutut Rukmana

2016/2017

LESSON PLAN
Educational Unit
Subject
Grade/ Term
Matter
Time Allocation

: Elementary School
: Mathematic
: 3rd/ 1
:
:

A. Standard of Competence
The
B. Basic Competence
Describe the main food groups and its nutrient
(carbohydrates, proteins, minerals, vitamins, and calsium
C. Indicators
Mention the characters has made a healthier meal from
Tom, Ari, and Smarty
Explain all living things need food for survival
D. Objective
After follow this learning perhaps the pupils be able to:
Identify the different food groups and their purposes
Descibe the importance of balanced diet
Mention consequences of over-eating certain kinds of food
Show the nutrient contain of food by experiment
E. Learning Experiences
Mention the characters has made a healthier meal from
Tom, Ari, and Smarty (robot)
Explain all living things need food for survival
Describe the difference of food groups and its nutrient
Mention the function of nutrient for our body
Investigate the nutrient contain of food by experiment
F. Learning Model
Model
: Cooperative Learning
Type
: Student Teams Achievement Divisions (STAD)
Method : Discuss, Experiment
G. Learning Source
Fit For Life Textbook Science Smart chapter 3
Other relevant references
H. Material and tools

 Figure about fit for life

Video
For experiment: corn flour (maizena), shrimp, lugol/iodine,
biuret, pipet, some small container, and other foods
I. Teaching and Learning Activity
a. INTRODUCTION
Teacher enters the class on time and greets pupils (teacher
teaches pupils to esteem and discipline)
QS Al Baqarah: 168

O mankind, eat from whatever is on earth [that is] lawful
and good and do not follow the footsteps of Satan.
Indeed, he is to you a clear enemy.
QS Al Baqarah: 173

He has only forbidden to you dead animals, blood, the
flesh of swine, and that which has been dedicated
to other than Allah . But whoever is forced [by
necessity], neither desiring [it] nor transgressing
[its limit], there is no sin upon him. Indeed, Allah is
Forgiving and Merciful.
QS Al Araf: 31

"O children of Adam, take your adornment at every masjid,
and eat and drink, but are not excessive. Indeed,
He likes not those who commit excess.
Phase 1 (Submits learning objective and motivate pupils)
HEALTHY LIFESTYLE
Teacher shows some figure from the book.

Figure. Motivation, p. 51

Teacher asks pupils:

1. Which of the characters has made a healthier

choice?
(answer: Tom, because his meal includes
vegetables, and Aris meal has to much sweets
and fried food with no vegetables or fruit)
2. Can you give any suggestion to help them eat
healthier?
(answer: they should order less snack and order
more vegetables and fruit. The grilled chicken can
be changed to steamed chicken)
3. How will they fell if they do not eat lunch?
(answer: they may feel hungry and weak. They
will not be properly nourished for the day)
4. Are batteries a type of food?
(answer: no, batteries are not a type of food
because batteries cannot be eaten. The batteries
provide energy to Smarty, similar to food
providing energy of humans)
(Critical building: honest, confidence, and critical
thinking).
Teacher explains the objective learning, to describe
the different food groups and their purposes
b. MAIN ACTIVITY
Phase 2 (providing information)
Teacher pupils with pupils about fit for life from page
51-52.
Teacher and pupils explain that:
1. All living things need food for survival
2. There are many types of food we can eat, and
difference types food can have different effects
on our body. Many food may keep us healthy but
some foods may not
3. The five main food groups include the food we
eat every day
4. The food we eat should contains for providing
energy, and raw materials for growth and
maintaining health
5. Pupils describe the nutrient in five main food and
its function
(Character
building:
critical
thinking,
care
environment)
Based on there are various types of food. It is
necessary to know what the different foods group
are. Just like Tom in the cartoon not being able to
find the candy in the correct section of the
supermartket, it is important to know the different

Phase

Phase

food groups an the foods classified in them. So, food

can be sorted into groups.
Before learning nutrients in different food groups,
pupils may point out the most food contains more
than one nutrient. The nutrient that are going to be
introduced are only the major contents in these
foods.
3 (organizing of students into group)
Teacher organizes pupils to makes groups consist of
four homogeneous pupils and gives a task for pupils
to make summary about the main food group, its
nutrient and function. Teacher asks pupils to make
the chairs is like circle. Teacher explains about the
rules activity which pupils must be active, do the
worksheet on time, and use all our reference.
(Character building: cooperate, be each other
esteem, healthy life style careful, piety, and care)
Pupils cooperate with their groups to make the
summary for present the result of each material.
(character building: responsible)
4 (Guide group of learning and works)
Teacher and pupils help another students in groups
that needed
Pupils answer their worksheet activity about five
main food groups classification
Teacher and pupils make the summaries and
concludes
a. The characters has made a healthier meal from
Tom, Ari, and Smarty (robot)
b. All living things need food for survival
c. The difference of food into five main food groups
d. Investigate the nutrient containing in corn flour
(maizena) and shrimp
e. Shown the experiment solution (reagent) with
lugol and iodine to carbohydrates and protein
proofing in food
Teacher asks pupils to present the result of their
worksheet about fit for life that have their done, and
discuss it with the other group in front of class.
(character building: deft, care, cooperate in group)

c. CLOSURE
Phase 5 (evaluation)
Pupils summarize the and mention the difference of
food groups and their purposes. Teacher gives
exercise from slide to pupils in group with calculates
score.

Phase 6 (giving group achievement)

Teacher and pupils verify the answer until pupils
gets their score. The teacher gives achievement to
group whose good, great, and super score

J. Assessment
Cognitive Assessment
Affective Assessment
Psychomotor Assessment
Knowing,
Surabaya, Oktober 2016
The Principle of SDI Al-Azhar Surabaya Subject Teacher

Maman Damanhuri, S.Pd, M.Psi

Tutut Rukmana

ASSESSMENT
AFFECTIVE ASSESSMENT AND PSYCHOMOTOR
ASSESSMENT
School
: ..........................
Date
:
..
Class
: ..........................
Subject : Science
Group
: ..........................
Name
: ..........................
Absent no
: ..........................
Score affective
: ..........................
Score psychomotor
: ..........................
A. AFECTIVE ASSESMENT
Guidance:
Give check ( ) in the column for aspect that suitable with
perception data!
Score
N
Not
Aspect
o
4 3 2 1 e
1
Student present
2
Initial preparing
3
Participation in activity
4
Transfer the report
score
B. Rubric of Affective Assessment
N
Aspect
Rubric
o
1
Student
4. Coming on time
present
3. Coming rather late
2. Coming late more than 10
minutes
1. Absent
2
Initial
4. Very complete
preparing
3. Complete
2. Complete enough
1. Less complete
3
Participation 4 : Very active
in activity
3 : Active
2 : less active
1 : Not active
4
Transfer the
1. On time
report
3. Rather late
2. Late more than 10 minutes
1. Not hand the result
Final Score

Not
e

C. PSYCHOMOTOR ASSESMENT
Guidance:
Give check ( ) in the column for aspect that suitable with
perception data!
Score
N
Not
Aspect
o
4 3 2 1 e
1
Prepare equipment and material
2
Use the equipment and material
3
Read the instrument as instruction
4
Collect/ returning equipment and
material
score
D. Rubric of Affective Assessment
N
Aspect
Rubric
o
1
Prepare
4. Very complete
equipment
3. Complete
and material 2. Complete enough
1. Less complete
2
Use the
4. Very carefully
equipment
3. carefully
and material 2. carefully enough
1. Less carefully
3
Read the
4 : Very prescise
instrument
3 : prescise
as
2 : less prescise
instruction
1 : Not prescise
4
Collect/
1 : finish on time and orderly
returning
place
equipment
3 : Rather late and orderly place
and material 2 : Late more than 10 minutes
1 : Still in worksheet and mussy
place
Final Score

Observer

(.)

Not
e

E. COGNITIVE ASSESSMENT
A. Matter
: Fit For Life
B. Sub Matter
: The Five Main Food Groups
C. Objectives
: Classify Five Main Food
D. Guidance :
1. Look the the name of foods carefully!
2. Write down the name of foods into five main food groups
here
E. Foods
(1)Rice
(2) Milk
cows

from

(3)Pasta
(4)Apples
(5)Bread
(6)Cabbage
(7)Beef
(8)Duck
(9)Fish
(10)
Peas
(11)
Chees
e
(12)
Nut
Five Main Food Groups
1. Grains

(13)
Seeds
(14)
Sereal
(15)
Papay
as
(16)
Water
melon
(17)
Chick
en
(18)
Orang
es
(19)
Tomat
oes

(20)
li
(21)
s

Brocol
Carrot

(22)
Milk
from goats

(23)
Soya
beans
(24)
Yogurt
(25)
Wheat
(26)
Oats
(27)
Seafo
od
(28)
Poutry

: ____________________________

2. Meat, eggs, and beans : ____________________________

3. Fruits

: ____________________________

4. Vegetables

: ____________________________

5. Dairy product

: ____________________________

F. Analyze : (write down in your book)

1. What the nutrients and its function on five main food
group?
a. grains
b. meat eggs and beans
c. fruit
d. vegetables
e. dairy product
G. Critical thingking
:
1. Which nutrient do you think is the most important to our
growth?

2. What consequence of not having enough vitamins and

minerals from food?

A.
B.
C.
D.

WORKSHEET
Matter
: Fit For Life
Sub Matter
: The Nutrient Contained of Food
Objectives
: Investigate nutrient contained of food
Tools and materials:
1. Erlenmeyer
4. Water
8. shrimp
tube
5. Lugol
9. Other food
2. Glass
6. Biuret
3. Mortar
7. Corn flour

10.
E. Procedure :
1. Take one food and make it pulverize
2. Mix matter (had pulverize) with water
3. Drop by iodine or biuret
4. Write down the result into table here
11.
F. Data
12.
The Table of Experiment Result

13.
14.
M
N
atter

21. 22.
c
1
orn
flour
(maize
na) +
water
27. 28.
S
2
hrimp
(pound
)+
water
33. 34.
O
3
ther
foods
35.
..
..
36.
..
..
37.
..
..

15.
Befor
e
16.
(color
)
23.

18.
After
19.
(color
)

20.
C
onclu
sion

25.

26.

29.

30.
Biuret

31.

32.

38.

39.

40.

41.

42.
G. Conclusion:
1. Corn flour is contained by ....
2. Shrimp is contained by ....
3. Other food is contained by ...

43.

17.
Experi
me
nt
sol
utio
n
24.
iodine/
lug
ol

44.LEARNING MANAGEMENT OBSERVATION

45. COOPERATIVE LEARNING
46.
47. School
Teacher

:
:

__________________
_____________

48. Subject
:
__________________
: _____________
49. Matter
: __________________
50.
51. Instruction:
52. Give signal ( ) on column that suitable with your assessment
3. Score

1.
N

2. Aspect that observed

Date

4.
N

7.

8.

9.

10.

11.
18.

12.

13.

1
2
3
4
14. 15. 16. 17.

19.

20. Learning Observer

22. 23. 24. 25.

26.

28. 29. 30. 31.

32.

34. 35. 36. 37.

38.

41. 42. 43. 44.

45.

47. 48. 49. 50.

51.

c. Time that suitable allocation

53. 54. 55. 56.

57.

d. Suitable scenario in Learning

59. 60. 61. 62.

63.

66. 67. 68. 69.

70.

72. 73. 74. 75.

76.

3. Test suitable objectives

78. 79. 80. 81.

82.

4. Objectives is suitable by cooperative

84. 85. 86. 87.

88.

A. Introduction
21. Extend objectives and motivate
students

Shown phenomenon as prior motivation

Extend learning objectives
1.

B. Main Activity
Extend information

Giving prior knowledge and divide hand

out

Extend cooperative skill that is

2.

3.

exercised:
Join with group
Participation
Doing task
Appreciate contribution
Active learning
Organize student in to learning group
Divide student in heterogenic group
Divide work sheet for each group
Guide learning group and how to work
One of other presented their
classification result in front of class
Guide until giving conclusion
Evaluate
Evaluate student understanding by
group evaluation
Giving score and apply correct method

C. Closure
Giving achievement
39. 40. Class situation
I
a. Student enthusiastic
b. Teacher Enthusiastic

Instrument
64. 65. Learning Instrument
I
1. Handout/ notes supported
2. Worksheet supported

learning

53.

Information
54.
1
=
2
=
3
=
4
=

poor
average
great
excellent

Observer

(.)