Unit Level Curriculum Students

EXAMPLE

School Name: SDN SIMOKERTO IV Surabaya
Subject: Science
Class / Semester: IV / 2
Time Allocation: 4 x 35 minutes (2 x attendance)

Competency Standards: Energy and Changes
7. Motion to Change the Style to Understand and / or shape of an object
Basic Competency:
7.1. Conclude the results of experiments that the force (push and pull) can change the motion of an object.

Conference Learning Objective 1:
1. By observing the demonstration table and pushed and pulled a ball thrown up repeatedly, as well as observing the image on the worksheet 01A about an activity at school, students can list a variety of motion of an object.
2. Through the presentation of information about style can change the motion of objects and an example in a power point presentation, and connect students with reading the important ideas in the student book, students can explain the sense of style, variety, and its units.

Conference Learning Objective 2:
3. Through experimenting pushing and pulling an object that can change the motion of these objects, students may find that the force which may be a push and pull and classify the factors that affect a variety of motion of the object.
4. Through presentations, followed, and review the presentation of his friends, students can demonstrate the ability to think logically, critically, and creatively with the guidance of teachers.
5th. With the given tasks related to the application of force to change movement of objects in everyday life, students can demonstrate the ability to solve simple problems in daily life and concludes that the force can change the motion of objects.

B. Learning Materials:
A Motion Style Can Change Things
1. Understanding Style and MyDigit
Pull or push movement in science is called style. Thus the force can cause the body moves or changes shape. Style can not be seen but its influence can be felt. Style does not equal power (energy), although both are related. Style is also done animal or machine, for example cows pulling carts and railway locomotive pulling a series of carriages. Unit of force is the newton.
2. Types of Style
Style can be divided into several types, including: muscle force, ie the force generated by muscles, such as the hand squeezed the object. Spring force, the force generated by the spring, for example arrows sliding because of the bow spring. Magnetic force, the force generated by the magnets, such as a bicycle dynamo. Friction, ie friction force due to two things, such as vehicle tires rubbing against the road surface. The force of gravity, ie gravity, for example a book falling to the floor.

3. Effect of Motion An Object Style
Styles may change the motion of an object. A body is said to move when the object is changing position or changing the place of a point of reference. Things are quiet at first can turn into moving after getting the force. Things get moving when the force can cause change in the direction of motion of objects.

C. Model and Learning Method:
1. Model: Cooperative Learning (Meeting 1) Learning Direct (Meeting 2)
2. Method: Pairwise Group, Observations, Experiments, Presentations, and FAQs

D. Learning activity steps:
1. First Meeting
a. Introduction (± 15 minutes)
1) After preparing students for learning, teachers attract students by pushing and pulling the teacher's desk repeatedly, throwing the ball up and let it fall to the floor, then ask the student teacher activities carried out and what happened (Phase 1)
2) Students are asked to write the answers and linking with other object motion is known and is often seen in daily life (Phase 1)
3) Students are told the results to the friend of the couple schoolmate. (Phase 1)
4) The teacher praised the students 'work and based on observations of students, teachers communicate the outline of the basic competencies related to new activities do students, and linking learning with students' answers now with power point presentations. (Phase 1)

b. Core activities (± 45 minutes)
5) The teacher presents information about the force through a power point presentation (Phase 2)
6) The teacher organizes students into cooperative learning groups and explains how to learn in cooperative learning model. (Phase 3)
7) Teachers guide each group in the works in accordance with 01A on a work sheet in school activities and ask students to write their findings. (Phase 4)
8) Teacher evaluation by asking each member of each group in pairs, and each present their work. (Phase 5)
9) Based on the observations, the teacher asks the students to read the important ideas of the student book with the topic What causes objects to move? Types & Styles (Phase 2)
10) Teachers guide the students connect the readings with the results of his observations, then the results were formulated by writing a sense of style, variety of styles, and the unit of force using the sentence itself. (Phase 4)
11) Some representatives of the group were asked to read the results of the formulation of the sense of style, variety of styles, and its unit, the other group members to criticize and refine the formula to read his friend. (Phase 5)
12) The teacher gives feedback with praise on those aspects that have been properly carried out the students. (Phase 6)
13) Students work on questions and conclusions in the LKS 01A. (Phase 5)
14) Teachers and students discuss the answers to the questions LKS 01A and providing the opportunity for students to ask questions. (Phase 5)

c. Cover (± 10 minutes)
15) The teacher summarizes the major points throughout the study by asking the students what has been learned. (Phase 5)
16) To provide awards to all students for active participation in learning. (Phase 6)

2. Second Meeting
a. Introduction (± 10 minutes)
1) After preparing students for learning, teachers and students doing clapping games with yells associated with style, to motivate learners, the text is in the student book. (Phase 1)
2) The teacher returned to communicate the outline of the basic competencies related to previous learning activities through a power point presentation. (Phase 1)
3) Teachers and students form groups to share tools and materials per group. (Phase 1)

b. Core activities (± 50 minutes)
4) The teacher presents information about the learning resources used in the experiment. (Phase 2)
5) The teacher will demonstrate the phases of the experiment conducted in the worksheet as shown in 01B, with details of: (a) The steps that need to be done, (b) Distribution of the role of members in the group, and the (c) How to make observations and record the results of experiments . (Phase 2)
6) Teachers guide students conducting the experiment as shown in the worksheet 01B Experiment: Force can change the motion of an object. (Phase 3)
7) Representatives of the group presented the results of an experiment in front of the class by making a logical argument, critical, creative and based on the results of the experiment, and also criticized the presentation of his friends. (Phase 4)
8) The teacher gives feedback with praise on those aspects that have been properly carried out the students, and improve the aspect that is not true. (Phase 4)
9) Students do worksheet questions and conclusions in the related implementation 01B motion of a body style change in everyday life. (Phase 5)
10) Teachers and students discuss the answers to the questions LKS 01B and providing the opportunity for students to ask questions. (Phase 5)

c. Cover (± 10 minutes)
12) The teacher summarizes the major points throughout the study by asking the students what has been learned. (Phase 4)
13) To provide awards to all students for active participation in learning, and giving assignments to students to refine the results of his work, as well as students read books at home with the topic How to influence the style of the shape of the object? (Phase 4 and Phase 5).

E. Learning Resources and Media
1. Elementary Science Student Book Grade IV Semester II Authorship Anwar Holil Page 1-6 Chapter I: Hollywood. Self Published (2007).
2. Elementary Science Student Book Grade IV Semester II Authorship Hariyanto Pages 54-61 Chapter 7: Style and Its Influence. Publisher Primary Heritage (2007).
3. LKS 01A Observation: A Motion Various Things
4. LKS 01B Observation: Styles can change the motion of an object
5th. Powerpoint: Styles can change the motion of an object
6. Tennis ball / small ball
7. Tali Raphia
8. Teacher and Student Desk Table

F. Rating
Classroom-based assessments used and uses the following assessment instruments.

Indicators 1.
Find that the force can be either push and pull through an experiment with pushing and pulling an object that can change the motion of the object, and classify the factors that affect a variety of motion objects.
Valuation Techniques
Performance
Shape Instrument
Pick Test Work Procedures and Products
Instrument
Perform activities in LKS 01B trial. Follow the procedure as directed. Write your answer on the list of tables 2 LKS 01B of the force can change the motion of objects. Answer these questions in the worksheet list 01B

Indicator 2
Shows examples of the application of force can change the motion of objects.
Valuation Techniques
Written Test
Shape Instrument
Description
Instrument
1. Write down the daily activities that prove style can change motion of a body!
2. From a given force by the ball was kicked, describe what you can do the force on the ball!