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The class started with the foundation that science learning is based on the biblical framework (Week 1). This idea leads to the discussion in the classroom where science understanding is viewed through the Bible's perspective instead of the purely scientific and natural world and its laws. Putting a biblical framework into science education is a way to ensure the harmony between belief and science is aligned. The lesson continued with a time of reflection for Week 1 after I read the chapters on science as a discipline. This was a good starting point for introducing the idea of science that science is a process and way of knowledge. Science should be approached by more than one method using scientific investigations. The reflection was guiding me to think of my own science learning process and the application/plan for future teaching. Then, the lesson's framework talks more about the foundation of science inquiry-based learning, which began with fun activity of hands-on activity of constructing the electricity in order for the light to be on (Week 2). This activity was really meaningful to me because at time I realized that learning science is not only limited to one way to approach. There were active engagement from students in the learning process to develop a deeper understanding of scientific concepts, and collaboration to explore and solve the problems. I could see Ibu Keren acted as the facilitator rather than just information providers.

Starting from Week 2 until Week 15, I did not stop learning about inquiry learning through chapters that I read, class discussions, reflections, and unit plan making process. I developed skills in guiding the discussion with my partner, Shari, rather than solely delivering information of facts. Inquiry-based approach also required me to be flexible and adapt teaching strategies to students' questions, misconceptions, interests, and so on. Moreover, I remembered that the Unit Plan making process was really tough because Shari and I went through many steps and challenges in discussions, adapting, and applying ongoing feedback. Honestly, constructive feedback from peers and teachers helped me in knowing and understanding inquiry learning. Specifically in Week 3, 5, 6, 8 ,10, inquiry-based learning often involves connecting scientific concepts to real-world applications. I learned lots of things from my friends' micro-teachings. During Gladisa's and Eugenia's physical science micro teaching, I was quite surprised that Grade 1 students have already learned vibration and matter of sounds. This led me to conclude that the era of learning is changing rapidly. The old ways of teaching and learning science should not be applied to nowadays learning system. Thus, I think inquiry-based approach of learning is suitable to cultivate a growth mindset on students, and promote a positive mindset among students. These are my own thoughts and feelings after learning in inquiry-based system. I feel the way of learning science is to understand "how" of something happens or occurs rather than merely "what". During the discussion of Biblical Issues that might arise in 3 areas of DCI (Week 12 & 13), I was being remembered of the first week that I had in this class. It was exactly about CFRR in the lens of science as general. However, the discussions that I had in 3 DCIs proved that issues are inevitable within all grade levels.

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Throughout the lessons I received in this primary natural science class, I learned more than I thought I would get. At first, I thought that science was an easy thing to deal with because I was confident in this particular area. However, as I got to know about the ways to teach science, especially using inquiry-based learning, I realized that science was not even an easy thing anymore. This course always took me to reflect back on my personal experiences in learning science. From what I got during my science learning in the past, I thought that the essence of learning science was just about memorization and receiving materials and knowledge. Yet, in this class, science is the way students can understand the process rather than the result. Yes, the result is also important in scientific research but the thing that I want to emphasize here is the way I got attracted to inquiry-based process. As I observed and kept track of my learning process, I came up with six processes that I did to understand and improve myself in teaching and learning science. The foundation of inquiry-based is located in questioning. When I start everything by having curiosity and asking questions, those are the boost for the continuation of activities conducted in the inquiry process. Then, when I have questions, I was willingly plan and research by my own. This leads to creating my own model or anything that are connected to my questions and research. After that, I will communicate and improve my research to the purpose of presenting the research questions.

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Exhibition Preparation

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EXHIBITION (Group)

Field Trip Exhibition

The preparation of this field trip exhibition did not require any complicated stuffs and preparations. This was more like thinking a simple design to exhibit the learning plan of this field trip. Since we imagined the unit plan of this field trip, it was hard to come up with specific objectives and assessments. However, I was quite satisfied with the result because the preparation used cheap expense and took only around 3-4 hours with group work. The strengths that we got from the feedback are:

The completeness of information in the brochure for field trip. Many comments from the visitors and our peers that our brochure for the field trip is really helpful because it is eye-catching and contains more than enough information about grade 2 life science unit.

Unit Plan assessment product

Our model represented our unit with the title "Earth's systems" The diorama represents mastery level of grade 5 students.

Concrete representation for the Unit "Earth's system" through the diorama. Many comments from the visitors and peers that our diorama is helpful and presents the original/uniqueness of the Earth's system. The improvement that I would make if I have the chance to do the exhibition is the placement and arrangement of the stuffs or items on the table. Many visitors give comments on how we need to separate two things (grade 2 and grade 5) by using different tables, or at least give clear distinction.

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Before taking this primary natural science course, I had thought that science was just “science” in general. Since this is for primary or elementary students, perhaps will discuss more load in biology than other disciplinary areas (DCI). This thinking was based on my own learning experiences during my school days. I learned the combination of 3 science DCI majors during my senior school years since I chose a science major. However, this course forced me by taking me back to remember what I learned during my junior-middle years. As far as I remember, it was mostly about biology in primary school and biology plus physics in middle school. From those experiences, I believed that learning science is solely for knowledge without acknowledging skills and interdisciplinary connections. Science was only memorization-based learning that focused more on rote memorization of facts and formulas rather than a process of thinking and acquiring knowledge systematically. Most of my experiences told me that learning and teaching science was a teacher-centered approach, which means that the primary source of knowledge is the teacher, and students are just passive listeners who absorb all information and knowledge. Moreover, learning and teaching in general means that one subject is isolated from other subjects. Meaning to say that there are no cross-cutting concepts at all in learning, especially learning science. As Contant et al. (2018) mentioned science education is a component of STEM. This means that science is the ultimate key that connects all subject integrations through interconnectedness between subjects and presents meaningful opportunities for learners to integrate knowledge and skills through practices of different disciplines. From this evidence, my personal belief in learning science changed. I do not want other learners to receive any science education the same as what I received before. Therefore, I have a new angle of understanding science learning. As I am now preparing myself to be a future Christian teacher, I need to adjust some of my opinions about how to teach science since I do not want my students to learn the same as me if I apply the old science teaching and learning or do not change my mindset toward teaching and learning science.

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Science Exhibition - Field Trip & Assessment Product

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pretend as a student and do it

Put the unit title

Objectives - connect to DCI, CCC, SEP

Overview of the unit (can use the one in the original unit)

How this project will help students to exhibit the objectives of the unit.

MAKE SURE THAT THE FINAL PROJECT REPRESENTS ALL DCI, CCC, SEP (MASTERY)

Performance Task Instruction

Explain the instruction

MASTERY: Do the work sample (the actual performance task)

The grading system and the actual grade of the project with a description.

Example: this is mastery. WHY?

rubric

checklist

Point scale

MASTER COPY - SOFT COPY

PRINTED COPY

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Location profile - picture, price, transportation, website

Unit Title

Describe how this field trip is necessary and fits in the Unit. - look for any UP within our learning, go to NGSS, and see all types of units/topics or textbooks.

Why this field trip is necessary? Explore? Elaboration? Final project?

How does it fit in? 5E? Which one?

the objectives of the field trip

SWBAT - and connection to DCI, CCC, SEP

Assessment

worksheet? final project? formative? summative?

Learning plan of the field trip

What is the learning plan?

What do they observe?

Is it after the lesson? or before the lesson starts?

Safety procedure of the field trip (PRINT)

Will be presented in the booth.

Device: video if necessary.

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

Trubody, B. (2016). Richard Feynman’s philosophy of science. Philosophy Now. https://philosophynow.org/issues/114/Richard_Feynmans_Philosophy_of_Science#:~:text=Feynman%20says%20we%20learn%20from,187).

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Put activities that represent the teaching statement.

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Put activities that represent the teaching statement.

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Student-centered (Week 1 - 15)

CFRR Framework (Week 1)

Reflection (Week 1)

Understanding 5E model (Week 4)

Inquiry learning (Week 2 - 15)

Unit Plan Analysis (Week 2)

Integration and Technology (Week 9)

Hands-on (Week 3)

"How" instead of "What" (Week 3, 5, 6, 8, 10)

Collaborative Learning (Week 2 - 6, 8 - 15)

Pick up a Unit Plan (Weeks 2 & 3)

Biblical Issues (Week 12 & 13)

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As a future educator, I hold to my beliefs and philosophy in the teaching and learning process. Learners have their natural curiosity. This serves as the hook and driving force for learning as we need to reflect on God’s mighty design, which means natural curiosity is a gift from God. Using natural curiosity as the opening statement of learning, each individual holds different capabilities and needs to be fulfilled inside the learning process. This means that each learner is uniquely made by God's hands. Only by recognizing and respecting each individual, meaningful learning can be approached well. Meaningful learning exists when learners appreciate the process of learning by actively engaging in the learning. I believe learners learn best when they are actively engaged in the learning process. This emphasizes the process over the product—asking questions, making hypotheses, designing experiments, collecting data, and drawing conclusions. The above-mentioned statements portray learners as the agents of seeking the truth aligning with biblical principles. When learning and teaching activities represent the image of God, continuous reflection on the learning process will occur. This shows humility in learning.

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Partner: Shari

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Revised LP (ESS Science G.5) - Shari & Ensi.docx

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Shari & Ensi - Unit Plan (Earth and Space Unit)

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What does this unit, lesson, and microteaching say about you as a professional educator?

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What does this unit, lesson, and microteaching say about you as a professional educator?

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Connect with the science teaching statement.

The Unit Plan by NGSS and the Unit Plan modified by Shari and me suggest that I am a person who can work collaboratively and receive feedback and guidance from other people. This is an important area to consider as professional educators will always work together as a team to form and improve education as best as they can. Some revisions were attempted to be made to best fit students' needs. Planning a lesson needs to achieve the objective of learning. In the learning process, "how" questions need to be more emphasized instead of "what" questions because students need to construct meaning on their own. By allowing "how" questions to interfere with the science learning process, students are given the opportunity to integrate what they know before (knowledge and skills) with the learning that happens now. This implies the participation of students to ask questions and seek truths by being active learners (student-centered). Moreover, opportunities are not only given when students themselves explore and discover something but also through collaboration in discussion and group work where differentiation plays its role in helping students to work out and find ways to overcome the challenges and struggles.

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What changes or alterations would you make to the unit if you were to use it again in the future? Why would you make these changes?

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What changes or alterations would you make to the unit if you were to use it again in the future? Why would you make these changes?

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After I revise from the last submission, what can I revise again based on the hometown context?

If I have the opportunity to use this Unit plan/lesson plan in future teaching, I would like to give more time to the exploration and explanation phases. This is because the Unit Plan by NGSS limits the exploration to only in video form. While exploration that I want is when students experience and observe everything in nature using their senses, and then draw conclusions. After exploration, students also need more time also for explain the result of their observations. Since students need time to think, process, and build connections based on their prior knowledge, I prefer the explanation phase to be slower so that I can make sure students really express their opinions and findings well. If it is possible, I would like to extend the time elaboration part where students need to build their own model of the farm so that they have plenty of time to carefully consider and plan for creating their model.

I want to make all modifications and changes because students can get more opportunities to explore directly rather than just watch videos and rely on their imagination.

Applying to my hometown context, the modifications mentioned above are appropriate and suitable because my hometown is full of forests and natural things. Students can easily access natural things in their surroundings. However, the application of 5E lessons in my hometown perhaps will receive many pros and cons since the classroom resources to support learning are limited, and teachers are still conservative. Moreover, the options in the Unit Plan/Lesson Plan that allow students to either choose paper-pencil model illustrations or digital drawings might be not compatible with my hometown context since students there are limited with electronic devices due to the economic growth rate in the rural area.

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In what ways did you modify or alter the original lesson plan throughout the implementation process? What evidence led you to make these changes? Students work? Feedbacks?

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In what ways did you modify or alter the original lesson plan throughout the implementation process? What evidence led you to make these changes? Students work? Feedbacks?

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In what ways did you modify or alter the original lesson plan throughout the implementation process?

The lessons were meant to be completed in 3 days in the original unit plan. However, in the planning process, Shari and I tried to compress those three lessons into only two. We read the lesson plans and tried to only take the essential parts that students needed to understand and get the idea of the unit as a whole since the requirement of the Unit plan from this science class was only 2 sets. We took lesson set 1 to be taught in the micro-teaching. We made lots of revisions and alterations according to the requirements and students' needs. We had planned for 5E models, the first 3E on the first day, and the last 2E on the second day. The most interesting part was on the second day after students made their own models (Elaboration) and moved to the evaluation part where many questions arose from students. I realized that at the beginning, Shari and I did not firmly state the definition of the sphere and farm environment which resulting in confusion. Thus, this led Shari and me to have direct flexibility to adjust to students' curiosity even though we did not put those on our lesson plan. Definitely, there were more interesting changes that we made during the implementation process. We did modify some of our instructional time on each phase. For instance, according to the lesson plan, the elaboration part was supposed to be shorter than what happened inside the classroom. This required us to manage our time effectively and adjust the discussion instead of limiting the discussion.

What evidence led you to make these changes? Students work? Feedbacks?

Before submitting the lesson plan with the reflection, Shari and I revised some parts, such as:

Clear, directed, repeated instruction

In the Engage part, students had to write what they wondered about the lesson. When we checked what they were wondering, we found out that they wondered different things which are not from the lesson as well. Even though we mentioned before that what you wonder related to this lesson, they still wondered out of topic. We should have repeated. It might be also because our instructions were not clear enough.

Materials

In the Explore part, if there is a good visual field trip to a four-sphere environment and a farm where students can go around by clicking, it would be great. Students can have more interaction rather than watching videos and they will also engage more.

Connection and transformation

In the transition of the Explore and Elaborate part, teachers transform and connect the idea of the earth’s system and the farm model clearly to make sure students see the similarities and the connection. This is the main thing. Students were confused and did not get the main point if the teacher could not provide a good explanation and connection in the lesson.

Prior knowledge

- to know more about students' developmental profiles; knowing students' profiles will help the class prepare the lesson on how to interact and direct their discussions. Teachers can also set suitable/higher expectations.

- to do more research about the content of the lesson ahead so that we can direct and transform students' understanding and misconceptions as needed. In our micro-teaching, we were not able to do it effectively.

Those changes were considered as we have gone through peers' feedback forms, and observation of students during the micro-teaching.

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What does the unit plan that you selected for submission illustrate about your strengths and challenges in planning a science unit plan?

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What does the unit plan that you selected for submission illustrate about your strengths and challenges in planning a science unit plan?

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Unit plan: The Earth's systems - Grade 5 (ESS)

This unit plan focuses on the big umbrella, Earth and Space Science. The topic for this unit is the Earth's systems. I created my unit plan and did the teaching. The topic, which is Earth's systems (4 of the Earth's spheres), was a little bit challenging to plan and teach because looking at the Earth system from a bigger and wider perspective requires a deeper understanding of the smaller systems inside the Earth. I thought the idea of Earth's spheres was easy to be grasped by grade 5 students since the spheres are exactly different from one another. It turned out that the details and steps to reach out to the major ideas of Earth's systems were difficult and challenging.

During the planning process, Shari and I were confused for a while about the expectations of this lesson for grade 5. We thought that they could see immediately the connection between each sphere since they had more prior knowledge about the relationship in nature. It turned out that the Unit Plan by NGSS provided us with crystal clear steps on how to teach this topic. It needed to start with the definition and details of each sphere before students could realize that there is a connection in a real-world application. The 3 dimensions of science learning (SEP, CCC, and DCI) guided me to have better planning while knowing the practices and integrations needed in the lesson.

There were many opportunities for me to revise the unit plan. After the microteaching, I realized that research on students' misconceptions and prior knowledge as grade 5 is needed because they help me to identify and assess my student's knowledge and help to organize and guide my future lessons. Moreover, if students have any misconceptions, I can use one lesson time to clarify and reteach the concepts that might be needed in future learning. This means knowing prior knowledge and misconceptions is the key to success in future learning and helping students with their struggles.

As I reflect back on the first submission of this Unit Plan, I admit that more challenges came to me. However, some strengths that I can think of:

*Strengths

1. Planning

I am a quite detail person whose strength is located in planning. In planning this unit, I researched the topic and tried to find ways to make the lessons as simple as they could be for grade 5 students. I thought of any possibilities that might put my students in confusion and tries to plan the lessons based on students' prior knowledge. Another thing is about planning the time of group meeting. Having multiple group discussions were sometimes difficult, especially science was not the only class that we have. Thus, I am better at approaching the time of meeting and try to be consistent in meetings.

2. Organizing

In the indicators of a unit plan, there are lots of things that I need to fill in order to complete the unit plan. Besides planning, I also have the capacity to work on organizing things, especially in the part of revision where I highlighted everything that we needed to revise with red highlighter. This made the group work and discussion ran smoothly and organize.

3. Labeling

Connecting and labeling the science terms in the unit plan.

*Challenges

1. Creativity & Flexibility

Being creative always a challenge for me because I am not really capable to handle changes and being flexible. Since my strengths are planning and organizing, being flexible and not following my plan is really difficult for me.

2. Clear description and instruction

Sometimes, I think the descriptions that I put in the unit plan is quite clear and detail. However, that was only based on my own understanding since not everyone will think the same as I think. I also seldom to ask myself whether the description is clear or not.

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Construct a Content that Portrays the Inquiry Process

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Construct a Content that Portrays the Inquiry Process

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Inquiry process:

1. Questioning

Week 1-14

2. Planning

Week 2 (Initial Unit Plan)

Week 6-8 (Field Trip)

3. Researching

Week 2-10 (For unit plan and micro-teaching)

Week 5-9 (Attending and observing peers' micro-teaching)

Week 12-13 (Presentation of Issues [Research for DCI])

Week 6, 8, 10 (Answer the questions based on the 3 DCIs with partners)

4. Creating

Week 5-10 (Micro-teaching preparation and teaching)

5. Improving

Week 10-11 (Post micro-teaching reflection)

6. Presenting

Week 10 (Micro-teaching)

Week 13 (Presentation of Issues for Life Science)

Week 15 (Exhibition)

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Professional Opinion about How to Teach Science

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Professional Opinion about How to Teach Science

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Based on my previous experiences in learning science using the old science teaching, I am attracted to the inquiry-based approach to learning science using the 5E model including engaging, exploring, explaining, elaborating, and evaluating. Firstly, the inquiry-based approach provides learners with amounts of meaningful and effective science learning through hands-on learning. This means learning inside the classroom incorporates meaningful experiments and demonstrations to help learners bridge the gap between theoretical concepts and life-long skills application. By providing practices and attempts to experience failure, learners get precious opportunities to explore the world using scientific thinking. Based on Contant et al. (2018), “Science is not teaching scientists what they know, but how they know it.” This indicates the necessity to explore the question “how?” inside the learning experiences rather than merely “what?” questions because learners learn through experiences in science. An American theoretical physicist, Feynman, also said that learning science is a constructive skepticism, which means science does not teach anything, but experiences in science teach it (The Pleasure of Finding Things Out, 1988, as cited in Trubody, 2016). This supports the understanding of science as answering how and why questions because in order to answer those questions, learners must go through a meaningful process of experience since “children construct meaning through their experiences and interactions with the natural world.” (Contant et al., 2018).

Secondly, the inquiry-based approach has a powerful impact on encouraging students to ask questions, design experiments, and explore the solutions by themselves, which represent active learners as they nurture habits of mind. According to Contant et al. (2018), teaching science needs modifications and practices to nurture the habits of mind by fostering the development of cognitive tools. As such, inquiry-based learning makes attempts to provide students with exploration, discovery, and investigation through the umbrella of Next Generation Science Standards (NGSS), which are the three dimensions of the K-12 framework. There are Scientific and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC). These three dimensions help both educators and learners to emphasize the real-world relevance of scientific concepts and highlight how different branches of science overlap.

Lastly, when meaningful opportunities and practices are served for learners, the inquiry-based approach adopts a student-centered approach that involves active participation. This implies collaborative learning through group discussions and projects which allow learners to take ownership of their learning process and share their perspectives. In agreement with the constructivism theory mentioned in the book written by Contant et al. (2018), learners must construct new knowledge for themselves. This suggests learners actively build or construct their understanding and knowledge based on experiences, interactions, and reflections. This idea contrasts with the old science teaching where learners hold passive roles and act as receivers solely. Instead, constructivism emphasizes learners’ roles in actively building their own mental model that comes from the physical world perception, then creating the conceptual model where scientific knowledge holds account for it.

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Waves are used to facilitate communication over long distances through various means, primarily by transmitting information in the form of electromagnetic waves and sound waves.

Electromagnetic waves include radio waves, microwaves, and light waves.

• Radio waves: transmit through air, and can be reflected to change their direction.

• Microwaves: pass through the atmosphere, and have frequencies which are easily absorbed by molecules in good.

• Light waves:

Infrared - has frequencies which are absorbed by some chemical bonds. The internal energy of the bonds increases when they absorb infrared light, and causes heating.

Visible light - coded pulses of light pass through glass fibres to receiver from source.

Sound Waves:

• Sound waves created by vibrating objects; object might vibrate by travelling in air and water.

Lenses are optical devices that are used to facilitate the ability to see really small or distant objects by bending and focusing light in a specific way.

• By using convex lenses:

thinner at the edges and thicker in the middle and used to focus light.

• By using concave lenses:

ticker at the edges and thinner in the middle, which spread out incoming light rays, and used in correcting vision.

• Microscopes and magnifying glasses: to magnify tiny or super tiny objects.

Some examples of how devices can use to receive and decode information:

For Smartphones and Mobiles: There is one central antenna tower per town or city, where around twenty five channels are available.

The frequency travels through small cells and travel through one place to another.

Wifi, one of the radio waves also travels through air by the signal, which transmits by using antenna.

References:

BBC. (n.d.) Radio waves, microwaves, infrared and visible light. Bitesize. https://www.bbc.co.uk/bitesize/quides/z9bw6yc/revision/4

Brain, M., & Homer, T. (n.d.). How Wifi works. HowStuffWork https://computer.howstuffworks.com/wireless-network.htm

Brain, M., Tyson, J., & Layton, J. (n.d). How cell phone work. HowStuffWorks. https://electronics.howstuffworks.com/cell-phonel.htm

LABScI. (n.d). Acoustics: How does sound travel? Stanford. https://web.stanford.edu/group/lpchscience/cgi-bin/wordpress/images/Acoustics-T.pdf

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1. How does water shape Earth's surface and affect its systems?

Water takes part in shaping the surface of the Earth. Quinn (2012) mentioned that liquid an solid form of water, which flows downward shapes landscapes through the transport, erosion (ocean and lakes shoreline waves), and deposition of sediment (the laying down of sediment in the water/ocean).

Erosion, which is from water, cause sea level to rise and fall, and coastlines have moved back and forth over the years. which is a part of hydrosphere, can lead erosion (2012). Erosion also makes the earth's surface and other geospheres to change their forms (The Earth/Space Sciences).

2. What are different forms of water and where can they be found within Earth's major systems?

There are three forms of water; solid, liquid and gas. Mostly, gas form is found in atmosphere as water vapor, fog, precipitation, and in clouds(Quinn, 2012). Solid form can be found in mountain snowcaps and glaciers. Water on the ground (lakes, steams, rivers), ocean, and beneath the ground are in liquid form. Water from the ocean made up 97 percent of Earth's water (2012). They are all from hydrosphere.

Reference:

Quinn, H. R. (2012). A framework for K-12 science education. In National Academies Press eBooks. https://padlet.com/redirect?url=https%3A%2F%2Fdoi.org%2F10.17226%2F13165

The Earth/Space Sciences. (n.d.). https://padlet.com/keke_watulingas/earth-and-space-science-a97lpy9u0dxzdcl2

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Strongest

Day 1: Connecting and guiding students’ understanding and explaining and labeling the terms. After students explore the natural things around them, they list down and categorize the ideas. Teacher wrote their categories on the board and directed them to explain what non-living things and living things are. Then, the teacher labeled that all living things are biosphere and others are part of hydrosphere, geosphere, and atmosphere which were also already established by the explanation by students. By that, students had no confusion about the four spheres.

Day 2: The materials prepared for students to make the farm model is just enough, so that students can do creatively in the given amount of time. The materials provided are also related to the farm model they have to make, so that students can apply their understanding from the lesson. There are some materials such as paper, color pencils, which students are not limited to the lesson, however, by providing those, teachers can see whether students might make something else that is not related with the farm model. For example, television.

Weakest

Day 1: Clear instructions and direction of lesson to students.

Day 2: Responding to students’ misconceptions inside the classroom and consistency of the answers. (explanation provided below)

SEPs: Develop and using model (SEP 2), Analyzing and Interpreting Data (SEP 4), and Obtaining, Evaluating, and Communicating Information (SEP 8) Students successfully presented and developed a model (SEP 2) by themselves when they made their own farm model that contained four Earth’s spheres inside of it. Even though they include things that are outside of the Earth’s system, we still can see that they understand the concept of a farm model. To be able to create a farm model, students have gone through the exploration part where they needed to observe their surroundings (schoolyards) and acquired some knowledge about things that can be included and part of the natural things. This is part of the fourth SEP which is analyzing and interpreting data. When they gather information in the exploration, they need to list down and classify everything that they observed based on categories that they think make sense for them. After this, they shared to partners/the whole class on the categories they made by interpreting the data they gathered. This shows that students are also successfully presented the eighth SEP, which is obtaining, evaluating, and communicating information. They were not only stopping until listing down, classifying, analyzing, and interpreting data, but also sharing to peers about the result afterward by communicating the data using scientific terms. Students even made their own definition of each sphere of the Earth. This proves that students are able to evaluate and communicate well inside the classroom. All of these steps are building students’ awareness and skills to build, develop, and use models (in this context is a farm model) to represent part of the Earth’s systems.

DCI: Earth and Space Science Students acquired this DCI by exploring and learning about Earth’s system which includes four spheres; geosphere, atmosphere, hydrosphere, and biosphere. They observed and explored the natural things from their environment, the savanna video to know the concept about what spheres are included in the earth’s system. After exploring, they listed down the natural things that they observed and tried to categorize the things listed. Later, teachers label their categories and let students define according to their understanding. Students watched a visual field trip to the farm, and saw what similarities they can see from the earth and the farm. They also acquired DCI while doing their own model of a farm and getting feedback from their peers by checking and evaluating similarities and differences. At the end, students learned that farms are a part of Earth’s system. However, this part was not really smooth as we did not transform the model of the earth’s system to the model of the farm effectively.

CCC: System and system model. Since students created their own farm model, this represents their ability to build a model that represents the Earth’s system. Even though at the end, some things that are inside the farm system are not included as natural things, it does not mean that each system needs to have the same and exact components of the sphere. There are a lot of systems that build up the Earth, and all of the systems work together. Particularly in this lesson, students are just being exposed to the general idea of the Earth’s systems, which are the four spheres. Farms are a good and obvious sample to represent the Earth’s system because we can see directly that the farm system covers almost four of the Earth’s systems. Other than that, we also want to aim our goal in lesson set 2 which is the connection between each sphere of the Earth’s systems. That’s why we used the farm model since it can provide clear and obvious connected parts inside the farm.

If we need to teach the same lessons again we would like to apply:

Clear, directed, repeated instruction

In the Engage part, students had to write what they wondered about the lesson. When we checked what they were wondering, we found out that they wonder different things which are not from the lesson as well. Even though we mentioned before that what do you wonder related to this lesson, they still wondered out of topic. We should have repeated. It might be also because our instructions were not clear enough as well.

Materials

In the Explore part, if there is a good visual field trip to a four sphere environment and a farm where students can go around by clicking, it would be great. Students can have more interaction rather than watching videos and they will also engage more.

Connection and transformation

In the transition of the Explore and Elaborate part, teachers transform and connect the idea of the earth’s system and the farm model clearly to make sure students see the similarities and the connection. This is the main thing. Students were confused and did not get the main point if the teacher cannot provide a good explanation and connection in the lesson.

Prior knowledge

- to know more about students' developmental profile; knowing students' profile will help in the class to prepare the lesson in how to interact and direct their discussions. Teachers can also set the suitable/higher expectation.

- to do more research about the content of the lesson ahead so that we can direct and transform students' understanding and misconception as needed. In our micro-teaching, we were not able to do it effectively.

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Shari & Ensi - Unit Plan (Earth and Space Unit)

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New Framework for Science Education: Survey of Teacher Readiness

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New Framework for Science Education: Survey of Teacher Readiness

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Tuesday, 24 October 2023

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Modification and Accommodation

Partner: Shari

This was when Shari and I tried to revise our unit plan "Earth's systems" based on ELL students' needs. This activity helped me in understanding that the objectives inside each lesson needs to reflect all students' abilities or we can do modification and accommodation to help ELLs in achieving the objectives.

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Case Study 4 - English Language Learners

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Case Study 4 - English Language Learners

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Partner: Shari

From this case study, I learned that creating a unit plan needs to meet students' needs in learning. Remembering that nobody was born with the same capability, educational backgrounds, cultural background, language background, and so on inside the classroom. Therefore, differentiation is needed in order for all students to achieve the learning objectives. Specifically for this case study we picked ELLs to be analyzed because ELLs are students who we can find the most in our home-country context if the lesson is using English.

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Ensi & Shari - Case Study 4: English Language Learners

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https://forms.office.com/Pages/ResponseDetailPage.aspx?id=-f4kkNesmkqY0bciW2fPJHsx1ThU7HlKpj1BwfOTuT1URUYzMDk4VkFBMFNDSVhKRzVQM0k4M1RHMC4u&rid=5&GetResponseToken=0cEyU09Mbfqj3nqU4-AAYTBJowZkFQBuCWykfonf-cE&origin=rc

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Later, in the unit, there is a topic about the benefits and issues of the interactions in Earth's system, grade 5 students can use social media; twitter or Facebook to check what issues they can see from the ground by following Educational accounts, especially science field.

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SEP:

Engaging in Argument from Evidence

Obtaining, Evaluating, and Communicating Information

Students will present their findings after exploring the four spheres of the Earth's system.

Students will evaluate their peers' explanations by providing further explanations as well as the evidence of argument.

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Creating and Using Models of Scientific Phenomena

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Creating and Using Models of Scientific Phenomena

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SEP: Developing and Using Models

Elaborate: Students will develop/make their own farm model to represent the Earth's system by using digital tools/application (4 spheres of the Earth's system).

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Explore: Students will explore and gather information from videos trip.

https://youtu.be/xQElFcAXlHU?si=nUqtBsPjeAbuU8zW

Explain: Students will watch videos about terms of the Earth's spheres.

https://www.youtube.com/watch?v=VMxjzWHbyFM (Geo and Bio)

https://www.youtube.com/watch?v=UXh_7wbnS3A (Hydro and Atmos)

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Data collection and analysis by watching the videos.

Explore: After students gather information from outdoor and video, students will collect and list down the natural things that they observe. Students will analysis the natural things from the video and categorize the things.

https://youtu.be/xQElFcAXlHU?si=nUqtBsPjeAbuU8zW

Explain: After watching the video about Earth's spheres terms, student will revise their categories base on the Earth's sphere.

https://www.youtube.com/watch?v=VMxjzWHbyFM (Geo and Bio)

https://www.youtube.com/watch?v=UXh_7wbnS3A (Hydro and Atmos)

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Unit 22

Lesson 1 and 2

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NGSS:

5-ESS2-1 (Earth's Systems)

5-ESS2.A.1 (Using Our Resources Wisely)

https://www.nextgenscience.org/resources/grade-5-mysci-using-our-resources-wisely

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Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere.

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UP - Life Science Grade 2 (Shari and Ensi)

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What is the universe? What goes on in the stars?

The universe means everything that exists in space such as matter, and/or energy. We believe that all were packed together at an incredible point. The universe began with a period of extreme and rapid expansion known as the Big Bang, which occurred about 13.7 billion years ago (Quinn, 2012). Centuries earlier, astronomists believed that the Big Bang theory was the starting point that was formed by contrasting clouds of dust and gas. Some parts of it became our planet's system, moons, asteroids, and so on. As a result, the sun was born by the huge clouds of dust that formed together, and stars were born within the clouds of dust and scattered throughout most galaxies (“The earth/space science”, n.d.). All of the indicated statements lead us to the solar system that formed nearly 4.5 billion years ago.

How do the positions of the sun, moon, and stars in the sky appear to change throughout the day?

As we know each sun, moon, and stars take turns to appear in our beautiful sky and constantly change using an observable pattern. This is caused by the rotation of the Earth about its tilted axis along with the orbits of the Earth around the Sun and the Moon around the Earth. The Earth rotates in a counterclockwise direction to the Sun, which indicates the connection and relationship between the Sun and the Earth (“The earth/space science”, n.d.). Since the hemisphere of the Earth is divided into two equal halves vertically and horizontally, the tilt of the Earth also has an effect on seasons and days. While the circumference of the Earth is smaller toward the poles, and therefore the region remains illuminated by the Sun longer during the Earth’s rotation (“The earth/space science”, n.d.). As a consequence, day, night and the seasons are relatively short-term repetitive patterns created by the interaction between the Sun and the Earth. The apparent path of the Sun (rises at the East and sets at the West) is due to the rotation of the earth, causing different parts of the plane to face the Sun at different times. The moon is determined by its relative position to the Earth and the Sun because the moon’s path is not as regular as the Sun’s path and the moon orbits the Earth. Meanwhile, the stars appear to change throughout the night. As the Earth turns, different parts of the sky come into view. The positions of the stars change due to the Earth’s orbit around the Sun, causing different groups and configurations of stars to be visible during different seasons.

How can patterns we observe help us make predictions about the motion or appearance of the sun, moon, and stars?

Since we know about positions in the solar system, we need to observe the pattern in the motion or appearance of the Sun, moon, and stars in the sky. The patterns are a fundamental part of the solar system’s navigation because they help us to predict the movement in astronomy. First, the Sun follows a predictable pattern—rising from the East and setting in the West. Hence, this allows us to predict the approximate time of (“The earth/space science”, n.d.). Second, the Moon also follows a predictable pattern but its position and phase change nightly due to its position relative to the Sun and the Earth. Notice that the Moon has a regular cycle regarding its phase. Third, the Stars appear to move across the night sky in a predictable manner due to the Earth’s rotation. However, the positions of stars can change slightly over a year due to the Earth’s orbit around the Sun. Those patterns can help us to make a prediction of future motions because of the consistency of the laws and cyclic astronomical phenomena.

How do tools aid observations of astronomical phenomena?

In order to observe the patterns, some tool aids are needed to enhance the precision and accuracy of the data collection. Some tools that can help are a telescope, which is a well-known tool to help the observation in astronomy and gather and magnify light from distant, allowing the astronomers to see them in greater detail (Britannica, n.d.); a satellite that provides valuable data on them since it can observe the phenomena from close proximity; and the modern camera whose astronomical CCD (charge-coupled device) is able to capture and record images of objects in the night sky clearly.

How does the Sun compare to other stars in the universe?

Sun is the largest main-sequence star compared to other stars in the universe. Looking at the size, it has approximately 10^24 stars in the universe (“The earth/space science”, n.d.). This indicates that the Sun is the source of energy that maintains the solar system. The place where the Sun is located makes it to be the central star of our solar system. The Sun’s gravitational influence on our solar system extends to the eight major planets that we have, some dwarf planets, and uncountable smaller objects that pass in orbit.

References

Britannica. (n.d.). The techniques of astronomy. https://www.britannica.com/science/astronomy/History-of-astronomy

The earth/space sciences. (n.d.). Padlet. https://padlet.com/keke_watulingas/earth-and-space-science-a97lpy9u0dxzdcl2/wish/2769756114

Quinn, H. R. (2012). A framework for K-12 science education. In National Academies Press eBooks. https://doi.org/10.17226/13165

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Matter is everything that exists and is visible in the world. Basically, matter makes up everything, including physical things that can be felt using senses (touch and sight). In scientific explanation, matter is "anything that has mass and takes up space." (National Geographic, n.d.), and made up of tiny molecules and atoms. Matter on the Earth, under normal conditions, can be described in three primary states, which are solid, liquid, and gas.

1. Solid consists of atoms and molecules that are attracted and attached to each other. Usually, they have a rigid state and constant shape—for instance, wood.

2. Liquid is able to change its own state based on the shape. This means the bonds between atoms and molecules are loose but they still stay together—for instance, water.

3. Gas has no definite and constant shape but without any state that indicates it is gas. The atoms and molecules in gas move freely and spread apart from one another. For instance, oxygen. (Science World, n.d.).

Matter determines how those states interact and utilize their function with their surroundings. For example, oxygen that we breathe every second and air (mix of nitrogen, oxygen, evaporated water, etc.) to fill the tires are the applications of Gas. Through this example, matter is clearly described as part of interactions of its constituent particles, which are atoms and molecules. This means that matter can be examined in a specific lens at the particulate level.

1. Matter is made up of atoms and molecular structures. There are millions of atoms, which in each, contain a proton and neutrons in the nucleus, with electrons orbiting them. This shows that atoms are the smallest particles with specific arrangements that form molecules and determine a material's properties [solid, liquid, or gas].

2. As matter is particles, they have a constant motion and movement depending on each property or state of matter. Solid has congested particles in fixed positions and are strongly attracted to each other. Liquid has more loose particles than solid, which makes them move freely in conditions close to each other. Gas can move freely because its particles are loose and more spaces between them in which the attachment between particles is weak.

3. Bonds between particles are inevitable since they consist of many atoms and molecules. There are covalent bonds or ionic bonds that hold atoms together in molecules.

As discussed earlier the particles of gas are loose and move freely, it is difficult to detect this form of matter without any helping tools. Sometimes, people can detect gas due to its odor. Gas can be detected only using some instruments and specific methods that rely on the physics and chemistry properties of gases to identify them. Usually, scientists can use gas detector that works only to detect some specific gases' concentrations. Another thing is using gas chromatography (GC) (Thermofisher, n.d.). The most natural way to detect invisible forms of matter (gas) is through the odor and smell of gases. For instance, the odor of methane gas for cooking can be smelled when it is leaked. Some characteristics to distinguish different forms of matter are physical properties, such as mass, volume, density, color, solubility, conductivity, etc. (Toppr, n.d.).

References

National Geographic. (n.d.). Conservation matter during physical and chemical changes. https://education.nationalgeographic.org/resource/conservation-matter-during-physical-and-chemical-changes/

Science World. (n.d.). States matter. https://www.scienceworld.ca/resource/states-matter/

ThermoFisher. (n.d.). Natural gas and natural gas liquid analysis. https://www.thermofisher.com/id/en/home/industrial/manufacturing-processing/manufacturing-processing-learning-center/power-energy-information/oil-gas-information/natural-gas-natural-gas-liquid-analysis.html#:~:text=Gas%20chromatography%20(GC)%20is%20typically,the%20higher%20price%20it%20commands.

Toppr. (n.d.). Properties of materials. https://www.toppr.com/guides/science/sorting-materials-into-groups/properties-of-materials/#Some_More_Properties_Of_Materials

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● What is the universe? What goes on in stars?

● How do the positions of the sun, moon, and stars in the sky appear to change throughout the day?

● How can patterns we observe help us make predictions about the motion or appearance of the sun, moon, and/or stars?

● How do tools aid observations of astronomical phenomena?

● How does the Sun compare to other stars in the universe?

● How does water shape Earth’s surface and affect its systems?

● What are different forms of water and where can they be found within Earth’s major systems?

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● What is matter?

● What are the characteristics of different states of matter?

● How do properties of matter make them useful for different purposes?

● How can matter be described at the particulate level?

● How are invisible forms of matter (e.g., gas) detected?

● What kinds of properties are useful for identifying and distinguishing between different materials?

● How are waves used to facilitate communication over long distances?

● How are lenses used to facilitate the ability to see really small or distant objects?

● What are some examples of how devices can be used to receive and decode information?

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Definition:
- Cells = The basic structure of a unit in a living organism. This is the smallest unit that independently functions in the body.
- Tissues = Group of similar cells that work together on a specific task in a living organism. It performs a particular function that supports and structures muscle movement and transmission of electric signals.
- Organs = Structures that are made up of two/more different types of tissues that organize to carry out a particular function in a living system.
- Organ systems =  Group of organs with related functions that work together to perform functions necessary for a living system.

How about the life processes?
a. Nutrition --> the process where the entire entity takes food and utilizes it for energy.
b. Transportation --> carry out through the circulatory system which includes the heart, blood, and blood-carrying blood vessels.
c. Metabolism --> chemical process in which different types of chemical reactions are involved in controlling a living being of the cells in an organism.
d. Respiration --> the process of gaining oxygen (O2) to produce energy (ATP).
e. Reproduction --> The capability to ensure the continuity of the living beings.
f. Excretion --> removal of waste products from the body.

How do they function together?
A living being starts with cells. A group of cells organize and become tissues which will later work together for a specific task in a living being. A bunch of tissues will form organs to perform a particular function which makes them become different organ systems that also perform different functions. Above mentioned tells that cells, tissues, and organs are working together to perform functions necessary for a living being.
*For instance, in the human muscular system, there are several organs that work together, such as skeletal, cardiac, and smooth muscles, which are made up of cells and tissues to provide movement, support, and heat production functions.
*Another example is in a plant root system, there are root hairs, ground tissue, xylem, phloem, waxy layer, primary meristem, and root cap. Those are working together to absorb water and minerals from the soil, anchor and support the plant, and store food as functions.

References
BYJU'S. (n.d.). Life processes. https://byjus.com/biology/life-processes/

Khan Academy. (n.d.). Tissues, organs, & organ systems. https://www.khanacademy.org/science/biology/principles-of-physiology/body-structure-and-homeostasis/a/tissues-organs-organ-systems

LibreTexts. (n.d.) 9.14: Roots. https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Introductory_Biology_(CK-12)/09%3A_Plants/9.14%3A_Roots

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Partner: Shari

Question:

How living systems, such as cells, tissues and organs, and life processes, are structured and how they function?

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Friday, 6 October 2023

Micro teaching Day 2 (Life Science)

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The reading “Science for All Children” outlines a four-step learning cycle.

This is the week where learning teaching, methods, and contents of science are presented. The first thing that we did was in groups (partners), we chose a unit and analyzed the objectives and context of science, which we called the 3 dimensions in science. I reread my answer for this forum and reflect. I realized that at that moment, I did not even think of these 3 dimensions. It was just a formal duty to mention them for completing the forum. In the part where we need to analyze the strengths and weaknesses, I found out I mentioned that grade 5 was not able to make a claim and use evidence to support the claim. This is wrong!!

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For UPH students or lecturers, please use OpenID button to log in to UPH Learning Management System.

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How has your understanding of science as a discipline changed as a result of the knowledge presented this week through reading and discussion? Reflect on your own learning process and the consequences for your future teaching. What actions will you take in your future classroom, as a result of this experience?

Science is not a matter of knowing the knowledge and done. I get to learn a deeper definition of science, which is to know how you know the knowledge. This has already been achieved even before an individual realizes it. The process of thinking in science is not instant thinking, but an individual needs a long process that makes learning more meaningful. It all starts with curiosity that raises questions in someone's mind. Then, actively researching, digging for evidence, investigating, and honesty are the attitudes needed in science. One thing that I learned from the video is never to feel embarrassed about making mistakes because, from mistakes, people can see that you have the eagerness to strive for knowledge. This is one of the attributes that a scientist needs. Moreover, in preparing myself to be a future teacher, I need to incorporate and boost my curiosity and critical thinking in order to promote interdisciplinary connections. This means that I need to think critically about scientific concepts by questioning existing ideas and connecting the nature of science with different fields, such as the Bible. It is two domains that have been progressed and reevaluated. Lots of connections can be made to make students see the harmony and complementarity of them. Therefore, the actions that I will take for my future classroom are adapting teaching strategies by modifying teaching methods to accommodate different learning styles of students and encouraging lifelong learning because I want my students to have own initiative to start everything by themselves. This has to do with fostering a curiosity-driven mindset. Last but not least, everything starts with myself. I will apply everything that I learn in this class, process it, reflect on it, and evaluate it.

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For people who are saved by God, the Holy Spirit will dwell in their hearts, so that they will be eager to look up to God and seek the truth through many things, including the study of science. Science will touch humans' renewed hearts with the help of the Holy Spirit. This matter shows the purpose of all the things humans do is to glorify God's name since all relationships have already been restored. Moreover, the cooperation between humans and science in renewing knowledge and the world will have a tendency for mistaken occurrences in science that humans cannot deny. Therefore, being faithful servants of God by having awareness in managing scientific knowledge is necessary.

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However, God has already prepared His salvation plan for the people He loved. The coming of Jesus Christ and his sacrifice and blood saved people and covered human's sins, which not only reverses human's sinful and evil nature, but also brings hope of life to humans.
Since science is not a gloomy matter of knowledge but living knowledge of God Himself, so redemption from God utilizes science for His holy purpose in creation.

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Because of the fall, the relationships between God and humans, humans and humans, and humans and nature are all broken. The effect of sins on humans makes them to have a human-centered mindset. Not only humans will do everything that they perceive as right but also have strong inclination to reject the presence of God in nature.

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God is the creator of the universe. This world is working in a regular way because of God's will. His creations are amazingly created in His reflections and attributes, which shows the creativity of the creator. Creation shows the significance of God's presence in His creatures. God created humans in His image and gave them the cultural mandate to glorify Him, so humans can use wisdom and capacity from God to explore this world for knowing God.

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After Class Activity - CFRR Biblical Perspectives

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After Class Activity - CFRR Biblical Perspectives

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Partner: Lillian

When I am thinking of my learning process, biblical perspectives are the foundation and the root of this learning. Everything needs to be based on the Bible. For this reason, I also think why Ibu Keren started with biblical perspectives instead of pulling the science learning content and methods. Therefore, I appreciate that this class started with thinking of the CFRR. We even try to think science in general and create our own CFRR.

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Tuesday, 3 October 2023

Field Trip

After class:

Find examples of science safety contracts and modify them to fit your classroom (your unit)

Generate a list of procedures that you think are important to teach the students.

How would you determine if students have already learned a procedure or if you need to teach it?

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Friday, 27 October 2023

Technology: From the Old unit plan

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We chose the old unit plan since we are more familiar with it. Hence, we can have a better understanding of how to integrate the Unit plan/lessons with other subjects.

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Friday, 10 November 2023

NEW UNIT PLAN

Partner: Shari

Topic: Life Science - Animals and habitats

Grade: 2

Standards

Objectives

Flowchart

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Tuesday, 7 November 2023

Appendix D (Case Study)

ESS Praxis Test

Modification and Accommodation for the Old Unit Plan

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Friday, 20 October 2023

Micro teaching Day 2 (Physical Science)

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Tuesday, 17 October 2023

Micro teaching Day 1 (Physical Science)

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Friday, 3 November 2023

Micro Teaching Day 2 (Earth and Space Science)

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Tuesday, 31 October 2023

Micro Teaching Day 1 (Earth and Space Science)

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Friday, 22 September 2023

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Tuesday, 19 September 2023

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Friday, 1 December 2023

REBATE PRAXIS ONLINE EXAM

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Tuesday, 28 November 2023

Explanation of:

Unit Plan

Exhibition

E-portfolio

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Friday, 15 September 2023

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Tuesday, 12 September 2023

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Friday, 29 September 2023

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Tuesday, 26 September 2023

Micro Teaching Day 1 (Life Science)

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Friday, 24 November 2023

Complete the survey again (https://forms.office.com/r/Wa0CUjUFD7)

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Tuesday, 21 November 2023

Presentation of Issues (Life Science)

Researching DCI based on grade level to see the process of learning and possible issues that a particular grade level might face.

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Friday, 8 September 2023

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Tuesday, 5 September 2023 (How Children Learn Science)

Making and Finding the ways to make the light on (Series electricity)