RPP K13 about lsson chemistry

LESSON PLAN

(RPP)

School: SMA NEGERI I RONGGA

Subject: CHEMICAL

Class / Semester: XI / 1

Time Allocation: 3 X 45 MINS (1 X MEETING)

A. Core Competence (KI)

KI3:

Understanding, applying, analyzing factual, conceptual, procedural knowledge based on curiosity about science, technology, art, culture, and humanities with the insight of humanity, nationality, state and civilization related causes of phenomena and events, and applying procedural knowledge to the field of study Which is specific to his or her talents and interests to solve problems.

KI4:

Processing, reasoning and chanting in the realm of concrete and abstract realms are linked to the development of the self-study in schools independently, and able to use methods according to scientific rules.

Basic Competencies and Indicators

Basic competencies	Indicator
3.5 Compare ionic bonds, covalent bonds, covalent coordination bonds, and metal bonds and their relation to the properties of substances	3.5.1. Describe element stability 3.5.2. Apply Lewis's theory in chemical bonds 3.5.3. Describe the ion bond and its forming mechanism 3.5.4. Describes the covalent bond and its forming mechanism 3.5.5. Comparing ionic bonds and covalent bonds 3.5.6. Comparing single covalent bonds, double covalent bonds and covalent coordination bonds 3.5.7. Explain the metal bond 3.5.8. Explain the polarity of the compound 3.5.9. Distinguish polar and non polar covalent compounds
4.5 Design and conduct experiments to demonstrate the characteristics of ionic compounds or covalent compounds (based on melting point, boiling point, electrical conductivity, or other properties)	4.5.1. Indicates the characteristics of ionic compounds or covalent compounds based on the nature of polarity through experiments

A. Learning Activities

Third Meeting: (3 x 45 minutes)

Indicator: Explains the metal bond

A. Activity Introduction

·        The teacher greets the students with a friendly smile / communicative

·        Teachers invite students to pray together according to their beliefs

·        Teacher checks student attendance

·        Teachers convey the learning materials and learning objectives that students must achieve in this lesson

·        Teacher asks about valence electron and lewis structure of metal elements

Core activities

No.	Discovery syntax	Learning Activities
1.	Stimulus	Teacher is singing a forged iron photo / video. Learners listen to the given impressions.
2.	Problem Statetment	•         Teachers divide students into groups. •         Teachers give students tasks in groups to discuss questions / problems based on the images presented, eg why iron can be forged. •         Each group discusses a given task, to formulate a question of question: why metal compounds can be forged / why iron ferries can heat.
3.	Data Collecting	•         Each group collects data to answer questions raised through literature studies
4.	Data Processing	Students discuss the findings in each group.
5.	Verification	•         One group presented the results of the discussion to equalize perceptions. •         Teachers reinforce and / or straighten out group outcomes. •         Teachers provide practice questions about metal bonds and their properties. •         The teacher collects student answers to be assessed and announced at the next meeting
6.	Generalization	•         Students conclude learning outcomes about metal bonds and their properties, teachers reinforce and straighten out common conclusions

C. Closing Activity

•         Students and teachers review the learning activities of metal bonding.

•         Teachers inform students to prepare lessons for future meetings.

A. Assessment Technique

•         Write down and explain the four properties of the metal bond and give the sample a maximum of 2!

•          Valent electrons of metal are not tightly bonded (due to their low ionization energy), so they are relatively free to move.}

•          It is understandable why the metal is a good conductor of heat and electricity, and also shiny.}

•          Metals can be compressed and stretched without being broken, because the atoms shifted in the crystal structure will remain in the same position. This is because the mobility of the ocean of electrons between positive ions is a buffer}

•         This state is different from the ionic crystals.

•          When this ionic crystal is pressed, it will crack or break. This is due to the shift of positive and negative ions in such a way that positive ions are adjacent to positive ions and negative ions with negative ions, such a condition results in repulsions so that the ionic crystals.}

Example: Iron, Copper

B. Media / tools, Materials, and Learning Resources

1. Media: presentation slides

2. Learning Resources: chemistry class X book, internet

 Squatters:

1.      In the introduction it is even better if the 3-dimensional example is shown directly: if it is difficult to be given directly it can be represented with the image, not yet found the latest video possibly could be hampered from apps owned by the renderer computer

2.      Sentences on metacognitive should be able to describe the views of students into the future, for example: students predict future metals can be utilized for a variety of things better

3.      Techniques assessment ,,, on the form of the instrument in writekan attachment