SIP4004

Pengajaran dan Pentaksiran Komponen Kimia

dalam Sains
Teaching and Assessment of Chemistry Components In
Science

MOHAMAD HISYAM ISMAIL

5E Model in
Problem-based
Learning
2
 5E Description
Engagement Teacher or student poses a real world problem, challenge, complex question, or
Stage 1: global issues that related to the content standards to be address in the lesson
Scenario (create SCENARIO)
Students brainstorm potential solutions or explanations
Exploration Students learning new conceptual knowledge by:
Stage 2: -select and apply the appropriate systematic approaches to answer complex
questions, to investigate global issues, and to develop solutions for challenges
Learning
and for real world problems
new
conceptual Explanation Students
knowledge -analyze and interpret data
-communicate understandings and possible solutions
-use technology appropriate for analysis and communication
Elaboration/ Students
Stage 3: Extension -refine solutions/prototype/and/or models
Socio- -modify experimental procedures for further exploration
Scientific (Knowledge gained from the inquiry learning in stage 2 can be used to
Issues further consider the socio-scientific issue that was initiated in stage 1)
Evaluation Students
-reflect on their answers or solution to the complex questions, issues, challenge
or problem
-participate in peer reviews
-demonstrate understanding through performance-based tasks 3
5E Description What Teachers DO What Students
DO
Engagement Teacher or student poses a real world problem, challenge, complex
question, or global issues that related to the content standards to be
address in the lesson
(create SCENARIO)
Students brainstorm potential solutions or explanations
Exploration Students learning new conceptual knowledge by:
-select and apply the appropriate systematic approaches to answer
complex questions, to investigate global issues, and to develop solutions
for challenges and for real world problems

Explanation Students
-analyze and interpret data
-communicate understandings and possible solutions
-use technology appropriate for analysis and communication

Elaboration/ Students
Extension -refine solutions/prototype/and/or models
-modify experimental procedures for further exploration
(Knowledge gained from the inquiry learning in stage 2 can be used to
further consider the socio-scientific issue that was initiated in stage 1)
Evaluation Students
-reflect on their answers or solution to the complex questions, issues,
challenge or problem
-participate in peer reviews
-demonstrate understanding through performance-based tasks

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 LING CHEE SHUEN . Prior knowledge:
Acid & alkaline
Bath Bomb Activity
catalyst
New knowledge will be learned
through the PBL activity:
2. exothermic or
1. neutralization
endothermic reaction
reaction
How do you tell if it is an endothermic or
What reactions are involved?
exothermic reaction?
A bath bomb is essentially composed of,
In exothermic reactions, more energy is released
among other things, a base and an acid. In
when the bonds are formed in the products than is
this case, the citric acid is the acid, and the
used to break the bonds in the reactants.
sodium bicarbonate acts as the base.
Exothermic reactions are accompanied by an
Therefore, a bath bomb is basically
increase in temperature of the reaction
a neutralization reaction that is triggered by
mixture. Chemical reactions that absorb (or use)
contact with water.
energy overall are called endothermic.

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 LING CHEE SHUEN .
5E Description Problem- What Teachers DO What Students DO
based
Engagement Teacher or student Step 1: Explore the Identify a unique Teacher states the problem or issue: Investigate the issue stated.
poses a real world issue. Gather challenge or
problem/challenge/ necessary “Due to Covid-19 pandemic, it is -Student recall and relate the
problem
complex question/ information extremely important to take care of our scenario with previous
or global issues -Students begin by hygiene and obey the SOP. Senior knowledge/events/experiences
that related to the Step 2: State what exploring a citizen and children should be paid (Relate with students experiences –
content standards is known. list what unique challenge that more attention since their immune e.g: Panadol soluble tablets in water.)
to be address in they already know is authentic and system are weaker. However, you
the lesson about the scenario relevant to the needs know that your younger siblings (5-8
of the students. -Students brainstorm what
(create and list what areas years old) do not like to take bath or informations needed to complete the
SCENARIO) they are lacking shower. You as a lovely elder sister or task/project
information. *an authentic brother should help your younger i. What chemical reaction involve
-Students challenge is one that sisters and brothers to love bath and ii. What are the properties of acid
brainstorm Step 3: Define the connects the keep personal hygiene especially and alkaline
potential solutions issues. Frame the curriculum to either a during this new norm. You are asked to etc
or explanations problem in a context career or out into your use simple ingredients that can get
of what is already school, local, state, from markets to make various flavour
known and national, or global of bath bombs to make them love
information the community. bathing.”
students expect to *Baking soda and citric acid need the
learn. i. relate with what already learned – catalyst of water to get the reaction
previous lesson moving along. However, they may still
Asking HOTS Question: be reacting to water in the air, it is just
i. why a bath bomb can be saved on at such a slow rate that we will not
the counter or in a cupboard until notice.
you are ready to use it.

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 LING CHEE SHUEN .
5E Description Problem- What Teachers DO What Students DO
based
Exploration Students learning Step 4: Research A driving question Divide 30 students into 5 groups, with 6 Students explore the bath bomb and
new conceptual the knowledge. (Inquiry based students in each group with different criteria brainstorming with group members
knowledge by: Find resources and learning) of bath bomb. Giving one bath bomb to about the ingredients and recipe to
-select and apply the information that will each group for them to explore. make bath bomb accordingly.
appropriate
help create a Investigate the
systematic Ask students to brainstorm with group
compelling challenge using the Apply the knowledge of acid and
approaches to members what kind of simple ingredients
answer complex argument. inquiry process & apply that can found in market to make the bath alkali as well as the neutralization
questions, to ideas in the discipline bomb with given criteria of bath bomb. process in making
investigate global Step 5: bath bomb.
issues, and to Investigate Here is where we want After brainstorming, students are required
our students to begin Investigation (Inquiry):
develop solutions for solutions. List to design a bath bomb recipe with group
asking questions and lots
challenges and for possible actions members. 1. What are the properties of acid
of them!
real world problems and solutions to the and alkali
problem, formulate Students are required to make the bath
and test potential bomb in the lab with group members. 2. What are the chemical reaction
hypotheses involved - neutralization reaction
Make sure students able to justify the acid
and alkali properties of the ingredients and *The citric acid and the sodium bicarbonate
the neutralization of acid and alkali. combine with water to form sodium citrate
and carbon dioxide (and water).
Teacher asking HOTS questions
i. How chemical reaction caused the 3. Observe the production of gas and
fizz change in temperature as an indications
that a chemical reaction has occurred
ii. What are the indications that a
chemical reaction has occurred?
(besides the bath bomb chemical
equation)
iii. When you stir baking soda and
citric acid together (to make your
bath bomb), nothing happens.
Why?
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 LING CHEE SHUEN .
5E Description Problem- What Teachers DO What Students DO
based
Explanation Students Step 4: Research A driving question Guide students to explain what they Explain the endothermic reaction,
-analyze and interpret the knowledge. (Inquiry based learning) get from the group discussion to neutralization using bath bomb as
data Find resources and make sure no misconception. example as well as the benefits of
-communicate information that will Investigate the challenge What students should be able to different ingredients used in bath
understandings and
help create a using the inquiry process & explain: bomb.
possible solutions
compelling apply ideas in the discipline
-use technology
argument. -The endothermic reaction of bath Example of students explanation:
appropriate for
analysis and bomb The acid we are using in our bath
communication Step 5: Investigate -The neutralisation process of acid bombs is citric acid.
Here is where we want our
solutions. List students to begin asking and alkali.
possible actions questions and lots of them! (New knowledge) the benefits of When baking soda and citric acid
and solutions to the different ingredients used in bath react they create sodium citrate,
problem, formulate bombs. carbon dioxide gas, and water.
and test potential Formula of the reaction.
hypotheses 3NaHCO3 + C6H8O7 →
Listen to students' explanation C6H5Na3O7 + 3CO2 + 3H2O
What reactions are involved?
– detect misconception The carbon dioxide creates the
From the investigation: the citric acid is the acid, and the sodium
bubbles (when you put the bath bomb
bicarbonate acts as the base. When mix together (with little help of
water as catalyst) a neutralization reaction occurred (that is into water).
triggered by contact with water.)
What is a catalyst?
What is catalyst?
A catalyst is any substance that
When you stir baking soda and citric acid together to make your bath nothing increases the rate of a chemical
happens. Why? reaction but does not get consumed.
*Baking soda and citric acid are both powders. They need a little help before they (it helps the chemical reaction move
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along faster, but it is not actually a
can react. These powders need a catalyst to get started.
part of the chemical reaction).
 LING CHEE SHUEN .
5E Description Problem- What Teachers What Students
based DO DO

Elaboration/ Students Step 6: Present Explore the ideas and challenge them through Observe the bath bomb Making the bath
Extension -refine and support the collaborative activities where learners cultivate, making process by
solutions/prototype/a justify, argue, and recognize multiple perspectives on
bomb in group.
chosen solution. students and give advice
nd/or models Clearly state and an issue to create the most appropriate and viable when needed.
-modify experimental
support your products. Record the result.
procedures for
conclusion with Ask them to record the
further exploration The PBL process entails individual and group
relevant time taken for the bath Making the bath bomb
(Knowledge gained dynamics to help the learner make meaning from the using the concepts
information and bomb to completely
from the inquiry content and process to articulate that meaning. This
learning in stage 2 evidence. dissolve in water. learned.
happens from the onset of the experience and
can be used to through each subsequent learning event. This
further consider the becomes the basis for collaborative activities within *There are thousands of
socio-scientific issue the PBL experience. recipes for making bath
that was initiated in bombs. This is where
stage 1) experimenting can be
beneficial.
The basic bath bomb is
in a 2:1 ratio
2 baking soda
1 citric acid
1 Epsom salt
Then add anything
additional for scent,
color,
or moisturizing (olive
oil, coconut oil,
grapeseed oil – endless
options)
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