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Lesson Plan SMA

I. Competency Standards : 1. Understanding the various systems in the human life.

II. Basic Competency : 1.4 Describe the digestive system in humans and its

relationship to health.

III. Indicators :

1. Compare the mechanical and chemical digestion.2. Mention examples of disorders and diseases of the digestive system commonly

encountered in everyday life and efforts to overcome.

IV. Learning Objectives

1. Students can mention the difference between mechanical and chemical digestion.2. Students can mention the disorders and diseases of the digestive system..

V. Learning Material

A. Mechanical and Chemical DigestionDigestion is the process of changing food into a form that the body can absorb and

use as energy or as the raw materials to repair and build new tissue. Digesting food is a

two-part process that's half mechanical, half chemical.

Mechanical digestionbegins in your mouth as your teeth tear and grind food intosmall bits and pieces you can swallow without choking. The muscular walls of your

esophagus, stomach, and intestines continue mechanical digestion, pushing the food

along, churning and breaking it into smaller particles. There are two basic types ofmechanical digestion.

School : SMA A Palembang

Subject : IPA

Class/ Semester : VIII/1

Learning Material :

Time Allotment : 1 x 30 minutes

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o Mastication: The first step when it comes to digestion actually begins as soonas food enters the mouth. Mastication (chewing) begins the process of

breaking down food into nutrients. As a type mechanical digestion, chewing

our food is an important part of the digestive process because smaller pieces

are more readily digested through chemical digestion.

o Peristalsis: Mechanical digestion also involves the process known asperistalsis. Peristalsis is simply the involuntary contractions responsible for the

movement of food through the esophagus and intestinal tracts.

Chemical digestion occurs at every point in the digestive system, beginning when yousee or smell food. These sensory events set off nerve impulses from your eyes and

nose that trigger the release ofenzymes and other substances that will eventually

break down food to release the nutrients inside. The body then burns these nutrients

for energy or uses them to build new tissues and body parts.The presence of thesedigestive enzymes accelerates the digestion process, where absence of these enzymes

slows overall reaction speed. Currently, there exist eight digestive enzymes mainly

responsible for chemical digestion. (The following are direct quotes from the online

medical dictionary.)o Nuclease: Any of a group of enzymes that split nucleic acids into nucleotides

and other products.

o Protease: Any of various enzymes, including the proteinases and peptidases,that catalyze the hydrolytic breakdown of proteins.

o Collagenase: Any of various enzymes that catalyze the hydrolysis of collagenand gelatin.

o Lipase: Any of a group of lipolytic enzymes that cleave a fatty acid residuefrom the glycerol residue in a neutral fat or a phospholipid.

o Amylase: Any of a group of enzymes that catalyze the hydrolysis of starch tosugar to produce carbohydrate derivatives.

o Elastase: An enzyme capable of catalyzing the digestion of elastic tissue.o Trypsin: A proteolytic digestive enzyme produced by the exocrine pancreas

that catalyzes in the small intestine the breakdown of dietary proteins to

peptones, peptides, and amino acids.

o Chymotrypsin: A proteolytic enzyme produced by the pancreas that catalyzesthe hydrolysis of casein and gelatin.

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The digestive system is also associated with many accessory organs responsible for

producing an array of chemical enzymes: salivary glands, pancreas, liver, gallbladder.

B. Digestive System Disorders and Diseases

The digestive system of the body, can have disorders. Disruption of the digestive

system can result by abnormalities of the digestive system, the entry of many kinds of

harmful microorganisms and the bad food. There are some examples of disorders of the

digestive system, especially which occur in the digestive organs.

1. Diarrhea, this disorder occurs due to disruption of water absorption in the largeintestine. This disorder can be caused by appendicitis, this disorder is also called

appendicitis. This disorder occurs in the appendix. Appendix becomes inflamed due

to infection by bacteria.

2. Maag, this disorder may occur due to excess production of stomach acid. Symptomsof this disorder, which feels nausea and burning in the stomach. To avoid such

interference, can be done with a regular diet and the right time.

3. Ulcers or peptic ulcer, namely interference of the stomach caused by highproduction gastric acid (HCl) compared the food intake.

4. Constipation, which is a disorder that occurs due to water absorption in the colon

excessive. As a result, the feces become hard.

5. Parotitis (mumps), the gland disorders parotid swelling. This disorder is also called

mumps infection by bacteria or germs.

VI. Learning Model and Method

Learning Model :Mind Mapping

Learning Method : Discussion and presentation

VII. Learning Activities

No. Teacher Student ActivitiesTime

Allotment

1.

Introduction

Teacher starts the lesson bygreeting and checking the

attendance, giving motivation,

3 minutes

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communicating the indicators

and time allotment.

ApperceptionTeacher asks students todemonstrate the range of motion

that can be done and then asks

them, Do you ever have a

diarrhea? Do you know why itcan happen?

Students share about theirexperience.

2.

Main Activities

Teacher explains about themechanical and chemical

digestive.

Teacher give a chance tostudents to thibk about the

difference of both digestive

mechanism.

Teacher ask the students to shareabout their opinion and informs

the right concept.

Teacher guide students in theformation of groups, each group

consist of 3-4 students

Teacher gives each group anexample of digestive disease to

discuss about what, why, and

how to do to avoid it.

The students presented theresults of the group discussions

in the classical style.

Teacher asks for studentsquestion possibility, gives

positive feed back and explain

Students listen to theteacher.

Students thinkindividually.

Students form somegroups and discuss.

Students share the result.

24 minutes

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the right concept.

3.

Closing

Students guided by the teacher tomake the conclusion abouttodays lesson.

Teacher gives a homework andinforms the next meeting

material.

Teacher closes the lesson bygreeting.

Students make conclusion.

3 minutes

VIII. Tools and Learning Sources

1. Stationery (marker, eraser)2. Laptop, LCD3. IPA textbook class VIII

IX. Assessment

Bibliography

Campbell, A. Neil dkk. 2004.BIOLOGI Edisi Kelima Jilid 3. Jakarta: Erlangga.

Karim, Saeful., Ida Kaniawati., Yuli Nurul Fauziah., dan Wahyu Sopandi. 2008.Belajar IPA:

membuka cakrawala alam sekitar 2 untuk kelas VIII/ SMP/MTs. Depdiknas:

Jakarta.

Depdiknas. 2006.Peraturan Menteri Pendidikan Nasional No 22 Tahun 2006 tentang

Standar Isi. Depdiknas: Jakarta.