PLAN OF IMPLEMENTATION OF THE LEARNING

The Unit Of Education : HIGH SCHOOL (High School)

Subject

: BIOLOGY

Class/Semester

: XI / 1

Time alocation

: 12 JP (45 minutes/JP)

Core Competencies

: 1. Live and practise the teachings of the religion adhered.

2. Living and practising honest behavior, discipline, responsibility, caring
(mutual, cooperation, tolerance, peaceful), polite, responsive and
proactive and demonstrating attitudes as part of solutions to various
problems in interacting effectively with the social and natural
environments as well as in putting yourself as a reflection of the nation in
the Association world.
3. Understand, implement, and analyze factual knowledge, conceptual,
procedural, and Metacognition based on a sense of curiosity tentangilmu
of knowledge, technology, art, culture, and Humanities with insight into
humanity, nationality, State of the Union, and the associated cause
civilization phenomena and events, as well as apply the procedural
knowledge in a specific field of study in accordance with their aptitude
and interest in solving problems.
4. Process, others are allegorical;, and menyaji in the realm of concrete and
abstract domains associated with the development of which he had
learned in school independently, act effectively and creatively, as well as
being able to use the method according to academic rules.

Basic Competencies :
1.1 Live and practise the regularity and complexity of God's creation of the structure and function of
cells, tissues, organs and systems in the human body, with the means of keeping and keeping it
according to the teachings of the religion adhered.
2.1 scientific Behaves (has curiosity, objective, disciplined, honest, thorough, meticulous, diligent,
careful, responsible, open, critical, creative, innovative and caring environment) in a mutual,
cooperative, responsive and proactive in conducting experiments and discussion
2.2 care about the safety of yourself and the environment by applying the principle of safety while
conducting observations and experiments in the laboratory and in the surrounding environment.
3.3 Identify the structure of the tissue and associate with their functions, explains the nature of
totipotensi as the basis of tissue culture.
3.4 Applying the concept of how the relationships between the structure of the cells in animal tissues
with organ function in animals based on the results of observation.

4.3 Observing with a microscope constituent organs of the tissue structure of roots, stems and leaves
of plants monokotil and South India and associate with the layout and functions.
4.4 Presents data about the structure of the tissue on animal anatomy based on the observations to
demonstrate an understanding of the relationship between structure and function of tissues in
animals against spearheading held on animals.
MEETING one (1)
Indicator:
3.3.1 Identifying different types of tissue.
3.3.2 identifying tissue structure and its function.
2.1.1 shows the inquisitive, responsive, open, work and critical thinking in discussion.
2.1.2 Shows the attitude of care for the environment
Learning Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Students are able to explain the notion of tissues in plants.

Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.
Students are able to define the notions of meristem tissue.
Students are able to describe the structure of meristem tissue.
Students are able to explain the function of meristem tissue.
Students are able to define the tissue sense the epidermis.
Students are able to describe the structure of the epidermis tissue.
Students are able to explain the function of the epidermis tissue.
Students are able to define the notion of tissues.
Students are able to describe the structure of the tissue.
Students are able to explain the function of tissues.
Students are able to define the notion of the carrier tissue.
Students are able to describe the structure of the transport chain.
Students are able to explain the functions of the transport chain.
Students are able to define the tissue sense the Cork.
Students are able to describe the structure of the tissue of the Cork.
Students are able to explain the function of the tissue of the Cork.
Students are able to distinguish the tissue structure of the epidermis, parenkim tissue, kolenkim

20.
21.
22.
23.
24.
25.

tissue and tissue sklerenkim.

Students can demonstrate an attitude of curiosity in the discussion on the tissue.
Students can show the attitude of responsive in discussions regarding the tissue.
Students can demonstrate attitude critical thinking in discussion of the tissue.
Students can demonstrate cooperation in discussions regarding the tissue.
Students can demonstrate an open attitude in the discussions regarding the tissue.
Students can show the attitude of care for the environment after studying tissue

Learning Materials : PLANT TISSUE

Learning Strategies : Model: Discovery Learning (DL)

Methods: lectures, q & a, discussion, assignments

Steps Of Learning Activities
Initial activities (10 minutes)
1. the teacher gives apersepsi
The teacher ask the students about lessons earlier "mentioned the organelles of the plant cell!"
2. the teacher gives the motivation
The teacher asked the students about the tissue "why stem plants mango hard while plant
kangkung software?"
3. teachers deliver learning objectives
Core activity (65 minutes)
1. Teacher showing slides of the tissue.
2. students are motivated to give the question of various tissues in plants.Guru menyampaikan
3.
4.
5.
6.
7.
8.
9.
10.

informasi tentang jaringan tumbuhan.

teachers divide students into several groups are heterogeneous.
the teacher gives LKS to each group.
the teacher guide groups in doing LKS
teachers assess students ' attitude in the process of discussion group
each group discuss to interpret the results answer LKS
after the 15-minute discussion of each group presented the results of the discussion
Teachers assess students ' ability in answering questions
the teacher checks student's understanding by providing feedback in the form of questions and
answers give students according to their true and then the students answers to respond to

teacher
11. The teacher asked the students to make inferences from the LKS answers can be a general
principle
12. The representatives of the Group were called at random to present orally to all students in
school classrooms; with guided by teachers to convey its conclusions
13. Teachers assess students ' ability for individuals and groups.
Closing activity (15 minutes)
1. Students collect the answer sheet LKS
2. Students learning under the guidance of the teacher concludes.
3. The teacher gave a test post. Teachers give assignments to students to read books about
organs in plants
Media and learning resources :
1.
2.
3.
4.
5.
6.

HIGH SCHOOL Biology class XI Books Publisher Esis (p. 33-64).

Chample's Book.
LKS.
infokus.
picture of the structure of the tissue.
Internet

Assessment Technique :

The Written Assessment.

Assessment Of Attitudes.
Self-assessment

Instruments:

TRUE OR FALSE QUESTION.

Observation Sheet Attitude.
Self Assessment Sheet

Sample Instrument:
1. The young plants, though not yet woody but may grow erect. Tissues that provide strength on
a young plant is a tissue of sklerenkim (t/f)
2. The attached
3. The attached
The attached of POST TESTS
1. The plant is still young although not yet Woody but may grow erect. Tissues that provide
strength on a young plant is a tissue of sklerenkim (T/F).
2. Meristem tissue based on the origin of its creation are distinguished into three namely
promeristem, meristem primary and secondary meristem. While it is based on differentiated
into 3 namely the apical meristem, meristem lateral meristem and interkalar (T/F).
3. Parenkim tissue containing chloroplasts called palisade (T/F).
4. To maintain his plant should move/transport of substances from the roots to the leaves and the
leaves to the roots. For transporting water from the roots to the leaves used to tissue floem
(T/F).
5. Parts of the cortex that borders on the stele is kambium (T/F)
6. In plants India tissue formed by kambium Cork Cork (feloge) located on the bottom of the
epidermis (T/F).
7. Xilem is located in the middle and is surrounded by a radial duct type floem is amfivasal
while the floem is in the middle and is surrounded by a radial duct type is xilem amfikibral
(T/F).
8. Sklereid are plant cells that have died, spherical or varied and hard-walled resistant to
pressure (T/F).
9. Based on parenkim tissue functions are grouped into six types (T/F).
10. Trikomata is one of the forms of modification of the leaf epidermal tissue (T/F).
11. One of the modisikasi of the epidermis tissue stem cells is a fan of the bamboo plants that
cause the bamboo plants become hard (T/F).
12. Floem tissue is composed of two components, i.e. components of phloem and companion
cells (T/F)

13. The main distinguishing aspect of tissue kolenkim and tissue sklerenkim is on the nature of
the tissue itself (T/F).
14. As with xilem, floem also has parenkim floem and floem fibers (T/F).
15. Parenkim assimilation is parenkim place of storing food reserves because it has a large
vacuole (T/F).
16. Parenkim panimbun is parenkim the manufacture of substances packed through the process of
photosynthesis. Velamen is a layer of dead cells in the tissue of the epidermis at the root of the
Orchid plant hanging (T/F).
17. Meristem tissue interkalar apical meristem is part of a separate while experiencing growth
(T/F).
18. A tissue of plants, divided into 3 namely parenkim tissue, kolenkim, and sklerenkim (T/F).
19. Modification of stem epidermis is spina (T/F)
Score Assessment POST TEST:
Right answer = 5 poin
The maximum score = 5 x 20 = 100
final score = number of right answers x 5
OBSERVATION SHEET ATTITUDE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Time

: 2 x 45 Minutes

No

Name

Character expected
1
2
3

Total Score
Persen (%)
Description:
1. Would Like To Know.
2. Critical Thinking.
3. Responsive.
4. Open.

The

The

Amount

Value

Of

Of

5. Cooperation
Scoring Rubric:
1. Would like to know
ask questions.
The newest reference has a lot of learning material.
Carefully pay attention at a time when other groups presented the results of group discussions
2. Critical thingking
Ask any anomaly or a novelty.
Analyze the questions and answers given by the teacher or a friend.
A high level of thinking to solve problems in conducting observations
3. Responsive
Quick response when given instructions.
quick answer when there is a friend who gives a question
4. Open
to listen to the opinions of his friends in a discussion.
Appreciate the invention obtained his friend and discussed.
Give opinions in the discussion
5. Cooperative
Discuss with members of the group.
Do not dominate the conversation at the time of the discussion groups.
Care about the members of the Group
Scoring Criteria:
4: If all the descriptors are met
3: If only 2 descriptors are met
2: If only 1 descriptors are met
1: If no 1 else descriptors are met
Assessment Guidelines:
Score obtained x 100%
The maximum score
(Depdiknas, 2007)
Assessment Criteria:
85 100 = very good (A)
75 84 = good (B)
65 74 = enough (C)
< 64

= rather (D)
(Modifikasi Sugiyono, 2010)
SELF EVALUATION SHEET

PLANT TISSUE
Name

:................................

Group

:.................................

Class

: X (1)

Semester

: Odd

N
o
1

Statement

1 (TP)

I feel more confident with the existence of God

through the complexities of various plant tissues

2
3

with different functions

I understand the explanation in the pass by a friend
I ask if there is a material that is less/no I

understood on the material tissue

I answer questions about the tissue's friends based

on reference or literature I read

I am confident when delivering an opinion or

argument when the discussion on the tissue

I respect different opinions of friends while the

discussion takes place

I noticed a friend who was doing a presentation in

front of the class

I'm not interrupting the conversation a friend who

was talking or delivering opinions

I feel the more caring and loving environment after

10

studying tissue
I work in a group and contribute real

Assessment Guidelines:
1
2
3
4

= never, if never did match the statement

= occasionally, if sometimes perform appropriate statements
= often, if often perform appropriate statements
= always, if always do appropriate statements

Scoring guidelines:
Skor
x 4 = final score
higher score

2 (KD)

3 (SR)

4 (SL)

Learners gain value:

Very good : when gain score 3.20 4.00 (80 100)
Good

: in case received a score of 3.19 2.80 (70-79)

Enough

: when gain score 2.40 2.79 (60 69)

Less

: in case received a score less than 2.40 (less than 60%)

STUDENT WORKSHEET (LKS)

PLANT TISSUE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Topic

: Meristem Tissue

Meet up

:1

Group

Member

: ........................................
.........................................
.........................................
.........................................
.........................................
.........................................

A. Purpose
Students are able to explain the notion of tissues in plants.
Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.
Students are able to define the notions of meristem tissue.
Students are able to describe the structure of meristem tissue.
Students are able to explain the function of meristem tissue
B. Content
Plants are made up of many cells. cells that form a particular place on the tissue. A
tissue is a group of cells that have the same structure and function and bound by material
between cells form a unity. A tissue of plants can be distinguished into two types namely
meristem tissue and adult tissue.
Meristem tissue is a tissue of capable means embrional constantly splitting to increase
the number of cells in the body. Based on its location in the plant, there are 3 kinds of apical
meristem, i.e. lateral meristem and meristem interkalar. Based on the origin of the formation
of the meristem differentiated into primary and secondary meristem meristem.

C. Questions
Based on its ability to divide the tissue is distinguished into two groups, the meristem and
permanent. Explain the sense of permanent tissue and meristem tissues/adult tissues?

Based on the origin of meristem tissue formation, grouped into three. Explain briefly!

...........................................................................................
Please describe what you know about the picture below!

1
3

...........................................................................................

......................................................................................
Meristematik area behind the promeristem has three tissue meristem, i.e. protoderma,
prokambium and ground meristem. The tissue is to be formed by the third part?

...........................................................................................
Why not experience growth monokotil plant secondary?

...........................................................................................

Conclusion
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

.......................................................................................................................................................
.......................................................................................................................................................

STUDENT WORKSHEET (LKS)

PLANT TISSUE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Topic

: epidermis Tissue

Meet up

:1

Group

Member

: ........................................
.........................................
.........................................
.........................................
.........................................
.........................................

A. Purpose
a. Students are able to explain the notion of tissues in plants.
Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.
Students are able to define the notions of epidermis tissue.
Students are able to describe the structure of epidermis tissue.
Students are able to explain the function of epidermis tissue
B. Content
Plants are made up of many cells. cells that form a particular place on the tissue. A
tissue is a group of cells that have the same structure and function and bound by material
between cells form a unity. A tissue of plants can be distinguished into two types namely
meristem tissue and adult tissues.
The epidermis is the most external tissue on plant primary tools. The epidermis is
composed of a single layer of cells spaced very tightly so that there are no spaces between the
cells of the epidermis is present on the Tissue. the leaves, roots and stems of plants. This
epidermis tissue will undergo modifications to some types of the other in accordance with their
functions.
C. Questions
1. Explain the epidermis accompanied chain arrangement of pictures!

...

.................

2. Explain what is happening in the picture below!

2. is the modification of the root epidermis tissue? Please tell me!

3. What is the influence of turgor pressure against the stomata?

Conclusions

STUDENT WORKSHEET (LKS)

PLANT TISSUE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Topic

: Kolenkim Tissue

Meet up

:1

Group

Member

: ........................................
.........................................
.........................................

.........................................
.........................................
.........................................
A. Purpose
a. Students are able to explain the notion of tissues in plants.
Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.
Students are able to define the notions of kolenkim tissue.
Students are able to describe the structure of kolenkim tissue.
Students are able to explain the function of kolenkim tissue
B. Content
Mechanical chain or supporter tissue is a tissue that serves to support a form of
vegetation in order to stand firmly. The tissue is also referred to as tissue amplifier as it has a
thick cell wall and strong, because their cells are having specialties. Peyokong tissue
kolenkim tissue and differentiated into tissue sklerenkim.
Kolenkim tissue is a living tissue that has many of the properties parenkim and
structurally chain can be considered as a special parenkim tissue support young organs in
plants. Kolenkim tissue is made up of cells that have cell walls the corners thickening of
cellulose and their cells live. These tissues are present in the organs of plants that are still
actively hold growth and development. Kolenkim has a primary cell, protoplas thicker than
parenkim cells. Tissue kolenkim are usually grouped in strands or cylinders.
C. Questions
1. Write function kolenkim in plants? Please tell me!

2. Why is the cell wall kolenkim is pliable chain?

3. constituent tissue components Mentioned kolenkim in plants!

4. What do you know about the image below? explain!

5. 5. fill in the table below!Isilah tabel dibawah ini !

Differentiator
The nature of tissue
Lignin
Thickening of the cell

kolenkim

sklerenkim

wall
Meristem activity
Cell wall
Find of
example
Conclusions

STUDENT WORKSHEET (LKS)

PLANT TISSUE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Topic

: Sklerenkim Tissue

Meet up

:1

Group

Member

: ........................................
.........................................
.........................................
.........................................
.........................................
.........................................

A. Purpose
a. Students are able to explain the notion of tissues in plants.
Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.
Students are able to define the notions of sklerenkim tissue.
Students are able to describe the structure of sklerenkim tissue.

Students are able to explain the function of sklerenkim tissue

B. Content
Mechanical chain or supporter tissue is a tissue that serves to support a form of
vegetation in order to stand firmly. The tissue is also referred to as tissue amplifier as it has a
thick cell wall and strong, because their cells are having specialties. Peyokong tissue
kolenkim tissue and differentiated into tissue sklerenkim.
Sklerenkim tissue is composed of dead cells by the rest of the walls are experiencing
strong thickening so it has properties. This tissue is only found in plant parts that are no
longer held its growth and development. Sklerenkim tissue is composed of fibers (fibers of
sklerenkim) and sklereid (stone cell). Generally in the form of strands of wire or in the form
of a circle. In the file transport, fibres are usually shaped spathe that is associated with the
carrier file or in the group scattered in xilem and floem. Sklereid shorter than fibers.
C. Questions
1. describe what you know about the picture below!

based on its sklerenkim fibres are distinguished into two xiler fibers and ekstrasile fibers.
Explain the difference diatara both!

describe the type of sklereid in the picture!

Complete the picture below!

describe the components of the tissue sklerenkim!

Conclusions

STUDENT WORKSHEET (LKS)

PLANT TISSUE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Topic

: Transport Tissue

Meet up

:1

Group

Member

: ........................................
.........................................
.........................................
.........................................
.........................................
.........................................

A. Purpose
b. Students are able to explain the notion of tissues in plants.
Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.

Students are able to define the notions of transport tissue.

Students are able to describe the structure of transport tissue.
Students are able to explain the function of transport tissue

B. Content
The tissue transport on a high level of plant xilem and floem. Xilem consists of the
trachea, trakeid, as well as other elements such as parenkim xilem and xilem fibers. General
xilem constituent cells are dead, very thick walls composed of lignin substances so as to serve
also as the xylem tissue of the amplifier. Xilem works carries the water from the roots through
the stem and to the leaves. Xilem elements composed of elements trakeal, xilem, and parenkim
fibers xylem. Floem function result of photosynthesis from the leaves of hauling leading to the
whole body of the plant. Floem consists of Reed filters, filter elements, companion cells, floem,
parenkim and floem fibers. Based on the position of xilem and floem, the carrier file can be
distinguished into three types, namely, collaterals, concentric and radial.
C. Questions

1. Xilem composed of parenkim xilem and xilem fibers. Explain!

2. complete the caption on the picture below!

describe the type of xilem based on the picture below!


Explain the process of the transport tissue in the xilem and floem in the picture below!

Based on the pictures explain the wide range of collaterals type on floem!

Conclusions

STUDENT WORKSHEET (LKS)

PLANT TISSUE
The Unit Of Education : HIGH SCHOOL (High School)
Subject

: BIOLOGY

Class/Semester

: XI / 1

Subjects

: Plant Tissue

Topic

:Cork Tissue

Meet up

:1

Group

Member

: ........................................
.........................................
.........................................

.........................................
.........................................
.........................................
A. Purpose
c. Students are able to explain the notion of tissues in plants.
Students are able to mention the major group tissues in plants.
Students are able to distinguish between the main groups of the tissue.
Students are able to define the notions of cork tissue.
Students are able to describe the structure of cork tissue.
Students are able to explain the function of cork tissue
B. Content
Periderma is corks chain or protective tissue formed to replace the epidermis stems and
roots which has been thickened due to secondary growth. Tissue of Cork seem obvious pas
plants India and Gymnospermae. The tissue structure of Cork consists of felogen (kambium
Cork) that will form the felem (Cork) outwards and feloderma towards the inside. Felogen can
be generated by the parenkima under the epidermis, epidermis, kolenkima, perisikel, parenkima
or floem, depending on the species of foliage. The Cork cells (felem) Prism shaped almost
adult, death, and the walls of his cell, which is a type of suberin coated cellulose fatty. Cells
feloderma cell parenkima, resembling the shape of a box and live. The tissue serves as a
protective Cork plants from water loss. In plants the Cork (Quercus suber), a layer of Cork can
be economic value, e.g. for bottle cap.
C. Questions
1. tissue of Cork consists of feloderm and felogen, felem. Explain!

2. Complete description pictures below!

2. What is the function of the tissue of the Cork?

3. do you know the anatomy of the image below!

Conclusions