I have explained those in another parts in more detailed.

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?

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

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.

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

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.

- 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.

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.

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.

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.

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

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

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.

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

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

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.

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.

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

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.

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.