# data[].attributes.body
In evaluate part of the unit plan, there is an activity that students need to give feedback to each other. I do not want to change this activity, but I might have to mention what is healthy way of giving feedback without attacking look like, and that receiving feedback is just for the improvement and do not mean that you did not do well. This is because student in my country most of the students are not use to with feedback. They are just use to with criticism and being blamed.

# data[].attributes.headline
My idea about Science related to the video

# data[].attributes.subject
My idea about Science related to the video

# data[].attributes.body
This was the first week of the class where I learned about Science should be inquired and should think like a scientist according to Contant et al. (2018) together with this video. It was mind blowing for me because my knowledge was that Science is just knowing facts about what is happening around the world. This concept really made me realized that Science is make inquiry, to explore and grow unending.

# data[].attributes.headline
My background, experiences and view of Science

# data[].attributes.subject
My background, experiences and view of Science

# data[].attributes.headline
Reflection on my leaning process an consequences for my future Science teaching

# data[].attributes.subject
Reflection on my leaning process an consequences for my future Science teaching

# data[].attributes.body
Later, with this activity, I realized that Science has an attitude of being systematic. That is why, we need to learn systematically as well. Students should know what is Science and why they should learn Science helps students to know the value of Science.

# data[].attributes.body
According to Contant et. al. (2018), students learn best when they discover things by themselves. The main concept is inquiry based instruction using 5E (Engage, Explore, Explain, Elaborate, Evaluate), where students dig in and figure things out for themselves, and teachers only supervise and guide them without giving the immediate/direct answer (Contant et al., 2018). I would definitely share those ideas and the following personal and professional beliefs to/with other teachers and administrators in my future school/classroom, and in interviews if I have a chance.

# data[].attributes.body
Create a science teaching statement that reflects not only your personal beliefs but also your professional opinion about how to teach science. The intent is that when you leave this class you will have developed ideas and beliefs about science that could be shared with fellow teachers, administrators or during an interview. Your statement should fuse together the progress you have made this semester as we explored teaching and learning in science.

# data[].attributes.body
I believe that Science is about asking questions and finding answers as Nancy Michael mentioned, science is about asking questions, solving problems, and keep trying to solve problems and ask questions. I do agree with her based on my experiences in learning in my school years and teaching science in 2-week practicum and 5E micro-teaching. When I was young, my teachers just gave me a bunch of lists to memorize even basic answers such as the plants in my backyard. I believe that I would be more interested and engaged in science if I have to ask questions and discover the answers by myself, which boost my curiosity as well.

# data[].attributes.body
Third, believe that learning Science is like making a building, especially in learning science. Students need to start with scaffold what they are learning. Contant et. al. (2018) showed that learning with 5E - Explore, Engage, Explain, Elaborate, Evaluate, is very effective in learning Science. There might be some steps which has to go back and forth, however, it should start with Exploration and end with Evaluation. For example, according to my example from Micro-teaching, students need to explore first what are the natural things on earth to evaluate a model to show how all the natural things work together as a system.

# data[].attributes.body
Second, I believe that setting Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) from NGSS as a founding is very crucial in teachers in planning and making Science units and lessons. Students are able to see the main ideas clearly by DCIs, able to practice and improve their skills better by SEPs, and able to develop and understand concepts by CCCs. Reflecting my micro-teaching again, I am confident when basing and integrating my unit and lesson with those three as I know what I want them to know and learn. For example, when I teach about Earth's spheres, students will grasp that this is from Earth and Space Science (DCI) and practice investigation, communication and develop and use model spheres in the Earth's system (SEPs). Student will observe the patterns of each spheres as well (CCC). Those are the goals that students need to achieve together with the unit/lesson standards.

I have explained those in another parts in more detailed.

# data[].attributes.body
Forth, I believe that students science should be related with their real life. Science is what students experience in their daily lives and students will be able to build more connections, get more attention and curiosity, and see the importance of science if they can relate with their lives. For example, if student learn about natural environment, students can go field trip to see the natural environment around them or bring natural to class and discuss the interaction and relation between human and natural environment.

# data[].attributes.body
Last, I believe that teachers are to supervise and guide students to think like a scientist. Science is in all the systematic process. Teachers need help students to inquiry, learn, discover and evaluate by their own. Teachers are not to give immediate/direct answers as stated above. For example, when students are wonder whether the sun is part of atmosphere, instead of teacher saying direct answer - no, teacher can ask what does it mean by atmosphere and let students discover first.

# data[].attributes.headline
2. Highlight of the content and method in the classroom. 

# data[].attributes.subject
2. Highlight of the content and method in the classroom. 

# data[].attributes.body
Construct a content that portrays the inquiry process and illustrates your analysis, reflections and work this semester (see the syllabus)

# data[].attributes.body
1. What does the unit plan that you selected for submission illustrate about your strengths and challenges in planning a science unit plan?

2. In what ways did you modify or alter the original unit plan throughout the revision process? What evidence led you to make these changes? References needed

3. What changes or alterations would you make to the unit if you were to use it in your home country context? Why would you make these changes?

4. What does this unit say about you as a professional educator?

# data[].attributes.headline
1. My strengths in planning the science unit plan that I submitted. 

# data[].attributes.subject
1. My strengths in planning the science unit plan that I submitted. 

# data[].attributes.body
According to students developmental profile, including their culture, we integrated for students to explore the farm environment because students might not really get it if they watch the video provided for the original unit plan, which is about showing around the farm from western area.

(https://www.sjte.org/application/files/4015/1503/3223/Developmental_Fifth_Grade.pdf)

# data[].attributes.headline
Challenges in planning the science unit plan that I submitted. 

# data[].attributes.subject
Challenges in planning the science unit plan that I submitted. 

# data[].attributes.headline
3. Changes or alterations I would make to the unit if I were to use it in my home country.

# data[].attributes.subject
3. Changes or alterations I would make to the unit if I were to use it in my home country.

# data[].attributes.headline
4. What this unit say about me as a professional educator.

# data[].attributes.subject
4. What this unit say about me as a professional educator.

# data[].attributes.body
I could put on students shoes of how they feel when they do exhibition. I have seen and experience myself doing exhibition of our work as a final project. It was fun and exciting and motivated me to learn well, so that I can make my final project well.

# data[].attributes.body
Allen, M. (2014). Misconception in primary science (2nd ed.). Open University Press.

Contant, T. L., Tweed, A. L., Bass, J. E., Carin, A. A. (2018). Teaching science through inquiry-based instruction (13th ed.). Pearson Education, Inc.

Grace 5 science at a glance. (n.d.). Manitoba. https://www.edu.gov.mb.ca/k12/cur/essentials/docs/gr5science.pdf

My Sci. (n.d.). Teacher guide mysci unit 22: Using our resources wisely. NGSS.

NGSS. (1013). Case Study 4: English language learners. NGSS.

# data[].attributes.headline
Students inquiry, explore, practice, and grow...

# data[].attributes.subject
Students inquiry, explore, practice, and grow...

# data[].attributes.body
Ensi and I had good cooperation throughout the process of unit plan. We explain the procedures vice visa if we do not understand something from the unit plan. And I input ideas and she formed into sentences as I have the ideas but it takes time for me to write as a paragraph. We divided the responsibilities sometimes and checked and give feedback to each others work.

# data[].attributes.body
Reading the book (Misconceptions In Primary Science) and having micro-teaching, support to find the misconceptions in the lesson and how I should make my unit clear to avoid unnecessary misconceptions and when I should address them for students to strength their understanding in my unit. For example; when I have to teach Day 1 in SET 1 of Earth's system before I submitted this Set 1 & 2, students had questions of whether sun and clouds are included in earth's atmosphere.

After knowing this, we had a chance to redirect their misconception in Day 1, Set 2 teaching and also could put in our Unit.

# data[].attributes.body
After learning case study about making activities that engage different learning profile, it enlightened me and helped me. This became my strength when I integrate differentiation in the unit plan. The unit plan was about Earth's system and some of the integration are that students will have word wall for the terms and have peer partner who will help and support ELL.

# data[].attributes.attachment_link.title
Ensi & Shari - Case Study 4_ English Language Learners

# data[].attributes.body
In our unit, we had to modify the summative assessment as the original unit plan has 4 sets, but we are only doing 2 sets.

As our goal is for students to do 2 set; learning about each spheres, and interaction between each spheres. And they are using the model of farm. However, as we think through, we thought it would be better for them to do a model with other environment as a summative assessment, where students can use their creative ideas. So, we came up with that creative idea and we pretended like students used rainforest as a model to show the interaction between each spheres.

We also used different vides from the unit as the videos are not really applicable and relevant in Asian context. So, we used a simple videos, which is really directly explaining about the farm environment, and how the earth's system (interaction between each spheres) works in different places.

# data[].attributes.body
It is a huge challenge for me to make a perfect rubric to assess students final summative product. Whenever I made rubric, I question how about this, how about that and had to revise so many times. In assessment class, I have learned to start from the competent and do to right (mastery) and left (not evident). However, I am still wondering in some part.

# data[].attributes.body
When we put everything in our unit plan, there were so many parts we need to cover and integrate. We had to revised several time as well. Ensi did a good job in highlighting the things that we still need to modify and revised when we discuss, so that we will not forget to check and all the things again. For me, I just usually remember in mind, which I forget and need to be reminded... but Ensi did a good job by writing them down when I say it. I learned form her that we really need to have a detailed written reminder in the process of us doing the unit plan; so that we will not miss out the things tha we need to fill, check, or revise.

# data[].attributes.body
This is the thing that I did in my unit plans throughout these years. I have improved a bit of how the lesson can represent CFRR (Creation-Fall-Redemption-Restoration); however, my challenge is to point out CFRR in the class not in the way like I am forcing the students about that, but also in a gentle indirect/direct way to say, "Oh, now, we have confusions and this is the effect of sin." But I still do not really know how I should approach CFRR in 5 E.

# data[].attributes.body
We are able to put students profile in our unit and also executed according to grade 5 students profile. However, my challenge is the way I am going to apply might be different. I really need to educate myself more with the videos and personal observation of grade 5 performance and their ability in the class, so that I can really execute it in my teaching later, not only in my lesson plans and unit plan.

# data[].attributes.headline
2. The ways I modified or altered the original unit plan throughout the revision process.  

# data[].attributes.subject
2. The ways I modified or altered the original unit plan throughout the revision process.  

# data[].attributes.body
Visual representation:

- In Engage part, according to the original unit, students will turn and talk to their partner about what they think what makes up a farm. We add another activity by letting them draw the picture/item of what make up a farm as a visual representation of the farm based on the ELLs profile in NGSS_RI5.7.

- In Elaborate part, we changed a video representation of a farm because the video provided in the original one is complicated for ELLs.

Word wall:

According to Case Study 4 form NGSS, ELLs, including other students learn vocabulary more effectively when they see the words multiply time; which is to use the word wall. This activity is done after students come up with the ideas and when teacher label the terms of atmosphere, geosphere, biosphere, and hydrosphere.

# data[].attributes.body
Exit sheet - According to SEP 8, in NGSS, students should communicate not only with teachers and friends, but also with themselves. Students need to have self-assessment. So, we put this not only to for us to observe and see their leaning, it is also one of the way students can reflect themselves of their own learning progress.

Summative assessment: has 4 sections. We just did 2. So and they will still revise to do the benefits, but we do another model for students to illustrate the earth system interaction within that area (eg. Savannah, rainforest)

In elaborate part, when students has to make a model of the farm environment, it was mentioned that students can also make digital drawing or any other forms that students like. However, we limited to diorama to have one specific assessment for our exhibition.

# data[].attributes.body
Sentence starters: This is what we have learned from Case Study 4, which is using sentence starters to help ELLs in making their sentences. Students will be able to start their sentences in guided way and reduce students confusion.

Pair with someone who will support ELLs: According to case study 4 from NGSS, having support from their peers is helpful because they are more confident to speak and explain in a causal language to their friends and their friends will help them to come up with the thing they want to say.

# data[].attributes.body
In my home country, most of the areas have gardens and backyard, which are mini farms, where students can see all 4 spheres; geosphere, biosphere, atmosphere, and hydrosphere. Student can explore outside of the school; may be a real farm near the campus or one of their friends' house to observe the environment of the farm, which is a part of the earth's system.

# data[].attributes.body
As a professional educator, I now have more confident to teach Science because I had prepare based on NGSS. First, I did not really know where to start teaching Science because it is a broad topic where everything is connected and makes me complicated.

However, with the help of NGSS, I am able to see the four types of DCIs; Earth and Space Science, Physical Science, Life Science, and Engineering Science. Even though I did not have a chance/time to go through every topic and detail, I had touched those a bit to understand the concepts of Science. This will surely help me as a professional educator by seeing the overview and the connections when teaching a topic in Science.

# data[].attributes.body
Even though I still need to improve this aspect, this unit plan helped me to think a lot deeper as I have to put details such as the flow of each part of 5 E lesson, biblical integration, safety concern, differentiation, cross concepts, guiding questions. Because of the template provided by Ibu Keren, I was able to make the unit plan in organized way with critical thinking to put all of those in modifying the original unit plan. As a professional educator, I am to have those kind of creativity as I may have to revise and modify the things they have provided based on students needs and development to have effective Science learning.

# data[].attributes.body
This is the day of technology. Contant et al. encourages teacher to use the technology effectively in our teaching science. There are five ways teacher can put technology inside the unit with are up-to-date;

1. Data collection and analysis

2. Gathering Science Information

3. Creating and Using Models of Science Phenomena

4. Communication

5. Social Media.

Knowing where to integrate technology will help teachers to use technology in effective way where students can really learn/practice/apply/communicate through technology.

The example can be seen in the attached link.

https://padlet.com/MathandSciencePortfolio2023/technology-ensi-shari-pjc4w1d7a7geenjr

# data[].attributes.body
After watching this video about the phenomenon of students learning pitch by touching vibrating tuning fork making a suspended pin pong ball goes far, I have learned that students actually need to understand by making sense of it through exploring instead of just knowing the facts.

Contant et al., mentioned that understanding is different from just knowing. Understanding goes to deep long term while knowing is just shallow.

# data[].attributes.headline
Cross Concepts (Subjects integration) in the Unit

# data[].attributes.subject
Cross Concepts (Subjects integration) in the Unit

# data[].attributes.body
I was surprised that different subjects are connected to each other. My unit plan is about Earth's System to grade 5 students and it is evidence that we need to integrate different subjects to ahve a better understanding to this unit. I came to the realization that every subjects are connected as everything is under God's creation and reflecting his characters. And when students are learning Science, they are applying, practicing or learning another subject as well.

# data[].attributes.headline
5E lesson set: Engage, Explore, Explain, Elaborate, Evaluate

# data[].attributes.subject
5E lesson set: Engage, Explore, Explain, Elaborate, Evaluate

# data[].attributes.body
This is the another huge concept or steps that I have learned this year. When analyzing the unit about 5E, I had a hard time to understanding everything. However, when I have to apply those in my unit, and micro-teaching, I had a chance to dig dipper to have better understanding about 5E so that I can teach effectively to my students.

I believe that structuring the lesson set with 5E will be very effective for students if the lesson is based on students needs and developmental profile. The poster that I posted here is not just objectives with 5E according to grade 5 developmental profile. It is also a modification for ELLs. As mentioned, they learned Science systematically step by step from engaging to evaluation the lesson. Students learn effectively by

Engaging what they are going to learn by sparkling their curiosity.

Exploring and observing and wondering with the real objectives of what they are going to learn,

Explaining what they understand about the things they are learning and seek the solution.

Elaborating what they have learned by doing activities and assessments

Evaluating what they have learned by presenting, sharing and communicating with others.

# data[].attributes.body
This is mentioned in my modification of my Unit Plan. I had learned several ways of how I should differentiate and integrate ELLs in my lesson plan.

This is the link of my hight lights from case study.

https://padlet.com/thethtarphyuhtun/shari-s-e-portfolio-science-eeuzj1ou3mfyloxh/wish/2815768980

# data[].attributes.body
I have learned about 8 SEPs:

1. Asking Questions and Defining Problems.

2. Developing and Using Models.

3. Planning and Carrying Out Investigations.

4. Analyzing and Interpreting Data.

5. Using Mathematics and Computational Thinking.

6. Constructing Explanations and Designing Solutions.

7. Engaging in Argument from Evidence.

8. Obtaining, Evaluating, and Communicating Information.

which will help me to guide what students need to practice and the goal I should have in my unit.

Also 6 CCCs:

1. Patterns.

2. Cause and Effect.

3. Scale, Proportion, and Quantity.

4. Systems and System Models.

5. Energy and Matter.

6. Structure and Function.

7. Stability and Change.

which will help me to organise my the structure of my unit.

*The attached PDF is the application of putting DCIs, SEPs and CCCs in my unit plan.

# data[].attributes.body
This is for grade 2 students Field trip in their Engage and Explore part.

The idea of creating brochure is Ensi. We were thinking how we should put every details for field trip unit. Ensi did a good job in putting the idea, and we made a good use of technology, which is Canva. I am so happy that most of the visitors in our who visit us thought that it is from Ragunan Zoo, but they were surprised that it was made by our group. I had learned that we can be creative and apply the assessment in many ways and still in the frame of guidelines and rubric. Later, when I give assessment to students in Science as well, I can let students to apply their creativity, with the guidelines for them to fulfil.

# data[].attributes.body
Going to a field trip made me think of so many different aspect of taking students what, why, how, when, where, with who I should take field trip to my students. Not only those question, but also other questions such as what should a teacher, a parent, a child should prepare and do before, during and after the field trip. This is why Contant et al. (2018) said real life experience are important for students to really make sense of the lesson.

I totally agree because I learned a lot of planning a field trip as I experienced it.

These are some of the videos that we've took in our field trip!

https://www.canva.com/design/DAF2BmYnxa4/BEaz9UZVJbydUM8Q3vJGPA/edit?utm_content=DAF2BmYnxa4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

# data[].attributes.headline
Interaction between each spheres (description of the model)

# data[].attributes.subject
Interaction between each spheres (description of the model)

# data[].attributes.headline
Application by putting everything inside the Unit Plan

# data[].attributes.subject
Application by putting everything inside the Unit Plan

# data[].attributes.body
This is one of my biggest hight light in this Science class.

I can also say that this is the model of not only representing what I am trying to do as a 5th grader for my final project, it is also applying all the things I have learned in the class. This model shows that I have used inquiry based instructions to make this model, think like a scientist of how we can see the interactions between each spheres, applying differentiation, 5E, SEPs, CCCs as a skills and applications, and many more.

I am so proud that I had learned a lot even I did not really noticed before making this portfolio.

I am so thankful to God as He worked through Ibu Keren heart to deliver all of these with grace and love despite of her hectic schedules.

# data[].attributes.body
Now, I am to apply what I have learned and reflected in my future teaching.

I am sure that they will be times I want to give up as I could not please people or make every students perfect. However, I have to remember that I am doing these to glorify God and not to pleasing people by my work.

So, when I apply these in my teaching, these are all to see God's creation and to reflect on his character, and have to be careful not to mislead them for Christ.