ASSIGNMENT 2:

CREATIVE AND INNOVATIVE INSTRUCTIONAL MATERIALS FOR

CLASSROOM ACTIVITY

Name: 1. Ana Anisha binti Baharudin

U2004626
2. Mohamad Nazrul Bin Rashid
U2004770
Code Subject: SIP2010
Course Name: Teaching in Inorganic Chemistry
Semester: 4
Session 2021/2022
Lecturer’s Name: Dr. Chua Kah Heng
INTRODUCTION

For assignment 2, we decided to choose Chapter 4 which is The Periodic Table of Elements.
The periodic table is a visual representation of the inorganic compounds, often referred as the
(chemical) components' chemical elements. It's a chemistry symbol and is popularly used in
chemistry, physics, as well as other sciences. It's a visual representation of the periodic table
of elements, which states all chemical elements' characteristics are correlated to their atomic
numbers in a predictable way. The table is categorized into four rectangular shape blocks. The
rows of the table are named periods, and the columns are called groups. Students will learn
about the following topics in this chapter:

● Development of Periodic Table of Elements,

● The arrangement of elements in the modern Periodic Table of Elements,
● Elements in Group 18,
● Elements in Group 1,
● Elements in Group 17,
● Elements in Period 3,
● Transition elements.

Based on the DSKP Chemistry Form 4, students need to master or achieve some of the
learning standard which stated in the table below:

Content Standard Learning Standard

Development of Periodic Table of ● Describe the historical development of the

Elements Periodic Table of Elements.
● Deduce the basic principle of arrangement
of elements in the Periodic Table of
Elements.

The arrangement of elements in the ● Describe briefly the modern Periodic

modern Periodic Table of Elements Table of Elements.
● Generalise the relationship between the
proton number and the position of
elements in the Periodic Table of
Elements.

Elements in Group 18 ● Relate the inert nature of Group 18

elements to its stability.
● Generalise the changes in physical
properties of elements when going down
Group 18.
● Describe briefly the uses of Group 18
elements in daily life.
 Elements in Group 1 ● Generalise the changes in physical
properties of elements when going down
in Group 1.
● Investigate through experiment the
chemical properties of Group 1 elements
with:
I. Water
II. Oxygen gas
III. chlorine
● Generalise the changes in the reactivity of
elements when going down in Group 1.
● Reason for the physical and chemical
properties of the other elements in Group
1.

Elements in Group 17 ● Generalise the changes in the physical

properties of elements when going down
in Group 17.
● Summarise the chemical properties of
Group 17 elements.
● Generalise the changes in the reactivity of
elements when going down Group 17.
● Reason out the physical and chemical
properties of other elements in Group 17.

Elements in Period 3 ● Describe the trends in physical properties

of elements across Period 3.
● Conduct an experiment to observe the
changes in the properties of the oxides of
elements across Period 3.
● Describe briefly the uses of semimetals.

Transition elements ● Determine the position of transition

elements in the Periodic Table of
Elements.
● Explain the special characteristics of a few
transition elements with examples.
● List the uses of transition elements in
industry.

LEARNING THEORY CHOSEN

For the activity that we will conduct in the classroom, this activity is suitable for Social
Constructivism Learning Theory by Vygotsky. (Yilmaz, 2011) mentioned that Vygotsky
believed that social learning occurs before development. Culture has an important role in the
development of cognition, according to Vygotsky's social cognition learning model.
Vygotsky's research on learning focused on the interaction between people and society, as well
as how socialising and language affect learning and cognition development. The following
principles are highlighted in Vygotsky's approach: the general law of genetic development,
supplementary stimulation, as well as the zone of proximal development (ZPD). Every
complex brain ability should be first and primarily a communication between humans,
according to the basic law of genetic development. The mastery of one's own behaviour is
affected by external inputs. That is, supplemental stimuli allow an individual to memorise and
understand in interesting ways.

(McLeod, 2020) In order to fully comprehend Vygotsky's beliefs on cognitive

development, then one must understand two of his main principles: the MKO and the ZPD.
Vygotsky characterises the ZPD as "the distance between actual developmental level as
indicated by individual issue solving and potential developmental level as evaluated by
problem solving under adult supervision or in interaction with more capable peers." (Johnson,
2014) stated in his book that the learner can achieve it if the teacher gives some sort of support
in the form of scaffolding. Scaffolding is the act of providing some form of structure or
assistance so students can perform a task that is rather beyond their level of independence in
an educational environment (within the ZPD). On the other hand, More Knowledgeable Other
or shorten to MKO is self-explanatory; it relates with someone who has a better knowledge or
intellectual capacity than a learner when it comes to a given project, process, or concept.

Therefore, we created and improvised an activity that included the students playing a
board game which has five players and a banker (more knowledgeable peers). This board game
focuses on the communication between the students so that less knowledgeable students can
decrease their ZPD and can understand the topic through this fun and enjoyable game.

EXPLANATION OF THE ACTIVITY CONDUCTED

PeTaPoly is a board game that was inspired by Monopoly that uses Chemistry elements in it.

The look of the board game is kind of like the picture above. This board game can be just
prepared by students themselves by using mah-jong paper, pencil colour, marker and two dice.
Part 1 Setting Up the Game

Step 1
Find 5 to 6 players.
PeTaPoly can be played with 5 or 6 players at most. Teacher will decide one player to be a
banker and it must be the more knowledgeable peer. The banker will give the players a certain
amount of money and they will be the one who will read the quiz for the other players to answer.

Step 2
Decide the turn to throw the dice.
All players will throw the dice to decide their turn. Player who got the highest numbers will
become the first person to take a turn and vice versa.

Step 3
Decide the estimated value to finish the game
All players have to decide the estimated value for them to decide the champion. The moment
they know who is the champion, the other winners will be decided by the amount of money
that they have collected.

Part 2 Playing the Game

1. All players have to complete one round of the first level. The moment a certain player
completed the round, then he/she will have to draw a card containing the worth that
they will get every time they complete the round.
2. As soon as they complete the first round, players get to buy any lands that they want to
buy.
3. This process will continue until they get the winner.

Part 3 Component in PeTaPoly

1. Two types of cards:

● Quiz cards = When the player lands on the question mark section, the player
will draw any cards from the banker and have to answer the question correctly.
They answer correctly, they will get a certain amount of money. Players get two
chances to answer the question. If they get the answer wrong two times, the
player has to pay 50% from the amount of the money that they are supposed to
get for the penalty.
Example of quiz:
➔ Which element has the symbol “K”?
➔ State one of the noble gasses.
➔ The horizontal row on the periodic table is called?
➔ A vertical column on a periodic table is called?
➔ The atomic number tells you what?
 ➔ What is the name for the elements in Group 17?
➔ Which of the following groups on the Periodic Table is likely to form
positively charged ions (or cations)?

● Faith cards = When the player lands on the star section, the player will again
draw the cards from the banker and has to obey the instruction that is stated on
the card.
2. Prison.
Players that land on this cannot take turns to throw dice for three rounds.

CONCLUSION

After doing this assignment, we realised that it is important to be prepared before

conducting an activity in the classroom. Research is an essential factor of preparation and
planning. By studying educational theory and analysing practises, teachers can construct and
establish their activities that they want to conduct in the classroom. When we study the content
in detail, we will also make progress. Teachers should consistently prepare in advance of time
to keep students interested, improve their learning, and make the day much quicker. The
teacher's greatest enemy is leisure time or downtime. Teachers usually complain that they do
not have the time to prepare. This should not happen; instead, they should prepare enough
material to last the full academic day. Teachers must always exude confidence in order for the
students to accept whatever they are giving. Every teacher should be confident and believe in
themselves so that students have the assurance to learn the subject that the teacher will teach
them.

REFERENCES

1. Johnson, A. P. (2014). Cognitive Development: Lev Vygotsky. National Science

Press.https://www.academia.edu/12440703/VYGOTSKYS_THEORY_OF_COGNITI

VE_DEVELOPMENT

2. McLeod, S. (2020). Vygotsky's Sociocultural Theory of Cognitive Development.

SimplyPsychology. https://www.simplypsychology.org/vygotsky.html

3. Yilmaz, K. (2011, August). The Cognitive Perspective on Learning: Its Theoretical

Underpinnings and Implications for Classroom Practices. The Clearing House, 84(5),

204 - 212. 10.1080/00098655.2011.568989