In the classroom, we have already create a biblical perspective in general science class for the primary level. This biblical perspective includes clear elaboration of creation, fall, redemption, and renewal which will be implemented throughout the lesson.

Hello! Welcome to my science e-portfolio. Below are the experiences that I had in this class and my reflections as well. I would like to share my honest plan for my future classroom, which hopefully will become true and inspire others too :)

Name: Kadek Karang Angeliqcha Xavierha Lavenatikatarna

Explanation: The blue is the main thing that I will elaborate and the black one is the elaboration :)

In this class, we focus on how the class, knowledge, and perspective about science are changed after we learn or read the textbook. We need to do before and after-class activities to track our understanding. Here, before the meeting, we need to respond to a video of Nancy Michael's video which talks about how "through science, students will gain the skill of solving problems, systematically asking questions, failure is fine, and able to learn from the mistakes they made." It makes me realize that science is unique and essential especially for young children to learn. After class reflection, I wrote about my experience in learning science during high school and as a future teacher, how will change that situation to be a better learning process. "I want my students to love the lesson as well as be able to implement it outside of the classroom." Students will also gain important skills (writing systematically, valid reasoning, and giving arguments with evidence).

At this point, I realize teaching science will be hard if my goal is complex. However, education should be meaningful for students. I will try to implement the knowledge and skills from this class.

https://padlet.com/keke_watulingas/primary-sciences-course-resources-911psbaoaqo2fuxx/wish/2698427263

When I was doing the online experiment, I thought about how to do it in a real classroom with primary students. If I see it in my school context in my hometown, there are only a few schools that have good facilities, and the rest are mostly public schools that have limited access to technology. For public school, they need to go to the computer room to have any activities that require them to use computers. I think I might be able to do this with the agreement with the school. I think this is a good strategy for the application of inquiry-based learning; they will explore websites, do online experiments, or go on an online field trip. It is a good exploration time to learn about science and do trial and error by themselves.

In exploring NGSS, I realized that it is a good plan for students based on their grade level and development. They encourage high expectations from the unit, which is a good preparation for entering higher grade level.

After we learn how to read the organization of NGSS, as a group, we need to reflect on some questions. The question that makes me have a new perspective is: how familiar are we with the topic? And here is our elaboration:

"Daniel, Orlando, and Angel: This standard requires high critical thinking and high expectations for the students. The term that this standard uses encourages students to achieve high-quality outcomes. In the Indonesian context, we also learn about these lessons, but the process is different. We still used a traditional learning method, which the teacher explained, and then we needed to answer all the questions from the book that they provided (LKS or SBI). Students need to finish it within the time that they have already stated. Students are not improving their skills in learning; there is no meaningful experience that the students cannot apply in a real-life context."

Speaking about the Indonesian context, the education system is mostly not implementing inquiry-based learning. It is mostly a teacher center where the teacher is the source of information, and the students need to receive and memorize the information. Thus, we are not so familiar with this standard, which requires high-order thinking skills and inquiry-based learning. Personally, I thought letting the students explore the lesson by themselves would be difficult for them (especially primary students). However, through this method, students will experience meaningful learning process compare to the traditional way.

2. Maria might feel shy and nervous to answer because she rarely raises her hand in the classroom to answer the question. It is unpredictable, and she does not expect the teacher to choose her. If I were the teacher, I would make eye contact with her so that she would notice; perhaps I would choose her. Give her time to think, and while she is thinking, I need to keep on giving guiding questions to encourage Maria to arrange her answers. Ask slowly, and give space as well. If the student is feeling down already, they will not be able to answer it correctly.

3. Since the question is about responding to the quotation from Aristotle, there is no absolute answer. I need to state this in the classroom so that the students are not scared to state their answers. Even the teacher will have a different perspective on seeing the statement from Aristotle, so the teacher needs to give her or his opinion first to set the standard for what the students need to say or think.

This is my answer regarding the problem of the students who rarely raise their hands in the classroom to respond to questions or anything. When I analyze the problem and give the solution or action that I will take, however, when I reflect on what happened during the teaching practicum, it was hard to engage students who feel shy and tend to just accept the answers from other friends. It requires a long process of individual encouragement for that student because that student needs it. As a teacher, I realize that encouragement is important and really effect students in the classroom.

EARTH AND SPACE (EARTH SYSTEM)

1. A thing that is easily measured is how they understand the four Earth Systems by tracking their questions and opinions from the guiding questions of the unit. Students will keep asking for clarification due to the misconceptions they have regarding this topic. Also, it can be measured by telling them to recall the teachers' explanations and see whether they still have misconceptions or not.

2. (Before) We think it is a well-structured lesson since students will learn the earth system gradually. Begin by imagining what the Earth looks like (are there any components that make up an Earth?) and then students will explore the components that live on each Earth System by classifying the non-living and living things.

   (After) However, in the context of 5E, it is not well-structured because it only stops at the exploration part and does not cover elaboration and evaluation. This is the first time we have used the 5E method, which is why we kind of misunderstood the system.

3. The scientific understanding and reasoning are in the part where we examine what kinds of things live in the Earth System and how those things refer to that Earth System.

4. Students will be given new phenomena that put them in different situations that require them to apply the same knowledge that they gained from this unit. It is a good way to see their understanding, which should be applicable to their real-life conditions.

This is the first case study for science class which was conducted in meeting 18 after creating a unit plan, and the first micro-teaching also several readings. We can answer the case study using our reasoning skills and knowledge from the book.

The strategy that we use in discussing this case study is we read the question first and read the case individually. During reading the case, we need to highlight important aspects that potentially answer the question. Then, we gather all the information together by typing it with google sharing document. This strategy is much faster and easier, we can understand the case and finding the solution together.

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

Lally, M. & Valentine-French, S. (2019). Lifespan development: A psychological perspective (2^nd ed.). Open Education Resourcelly

North Carolina Essential Standards Kindergarten Visual Arts Note on Numbering/Strands: V -Visual Literacy, CX -Contextual Relevancy, CR -Critical Response Visual Literacy Essential Standard Clarifying Objectives. (n.d.). https://www.dpi.nc.gov/documents/cte/curriculum/healthfulliving/new-standards/arts/visual/essential-standards-visual-0/open

North Carolina Standard Course of Study K-8 Mathematics for Implementation. (n.d.). https://files.nc.gov/dpi/documents/curriculum/mathematics/scos/0617-adopted-k-8-standards.pdf

PUBLIC SCHOOLS OF NORTH CAROLINA Understanding the NC English Language Arts Standard Course of Study ELA STANDARDS WITH CLARIFICATIONS AND GLOSSARY. (2017). https://www.dpi.nc.gov/documents/cfss/parents/understanding-ela-standard-course-study-grade-5/open

When we started creating the project, we were so excited about the upcoming exhibition day. We spent two days finishing everything, starting from buying the components, and designing the project. I enjoy this part because I like to coloring, put my creativity, and arrange all the components together. This activity is a good escape for me because I feel happy. My group also cooperate really well, we divide equal job, and willing to sacrifice our time for individual assignment to really doing this project.

Challenges: This is the first time we have designed a unit plan with the 5E model, so that is why we have difficulty deciding how to classify the lesson and whether it is already a good lesson plan to be included in the unit. Another challenge is that we did not give them the right exploration. The exploration is limited, we cannot think about a good exploration which is it makes us (teachers) as a main sources. When we design the unit, we thought that it is fine but then when we implement it, it is a very limited exploration for grade 5 students.

*Changing the unit plan reflection is included in the micro-teaching reflection.

When referring to a science teacher specifically, a professional science educator is someone who specializes in teaching science subjects, which may include disciplines such as biology, chemistry, physics, or Earth and space science.

This unit taught me that a professional educator should be ready to answer unexpected questions from the students. If we provide interesting learning that makes students enhance their curiosity, that means there will be various questions appearing. A professional educator must research the topic that will be taught and also make connections to other subjects or applications. It will encourage students to understand the lesson well.

A professional educator also needs to be prepared for varied assessments to assess students' understanding throughout the unit. My unit does not have varied assessment which is not good to test students' comprehension. The assessment should be varied so that they can apply their understanding to new concepts of the problem.