Universitas Pakuan offered us to have a Bahasa Learning Class with Ibu Leora. We learned how to introduce ourselves in their language, as well as the basic words- useful for our everyday living in Indonesia, and some terms for describing the tastes of snacks. 

Learning about the background of Bogor is essential, as it served as our stepping stone when living there. With the help of Bapak Taufik, we learned that Bogor is known for its rich environment. Also, with the help of Salsa, we experienced dancing Jaipong. 

Their famous clothing is Batik; it is included as part of learning Indonesian culture. We visited Batik Bogor Tradisiku together with our buddies, where we learned the patterns and the process in making batik. 

In planning for my lesson in Alcohols, I utilized the same approach we usually practiced in our program. I asked my supervisor if I can deliver my practicum using an inquiry-based learning and teaching approach. This Aligned Classroom Instruction Design (ACID) Plan was used in order to visualize the alignment of the activities in each segment to the learning competency. 

One of my struggles when I am preparing for my practicum is developing an instructional material appropriate to the learning competency. Fortunately, I was able to experience developing a series of inquiry-based learning kit in my 3rd year college days and had my practice on my lesson implementations. Indeed, our program in our university equipped us the skills not just in making an instructional material but also how to deliver the lesson appropriately. 

A lesson plan serves as the backbone of a teacher when it comes to the delivery of the lesson. My instructional plan is composed of seven (7) segments bombarded with a series of inquiry questions which was designed in my inquiry-based learning kit. In this way, I was able to familiarize the flow of my practicum. However, there are some adjustments due to some inconvenience. At last, I was able to deliver my lesson using these three plans successfully with the help of my students who were so active and cooperative. 

This is my ACID Plan in teaching Carboxylic Acids. I prepared this in order to see the alignment of the activities within five (5) segments. 

Same with my previous practicum, I prepared an inquiry-based learning kit which served as my instructional material in teaching my students the concepts of Carboxylic Acids. 

Also, the instructional plan I have prepared was aligned to the ACID Plan and the inquiry-based learning kit. This served as my blueprint and backbone in my practicum.

The time alloted for their Chemistry subject is 1 hour and 20 minutes. I used the 7E methods of Inquiry approach in teaching them alcohols. It includes seven (7) segments with series of inquiry questions and activities related to the topic. 

There were seven (7) segments during my practicum on Alcohols; 

1. Elicit: Unscrambling the terms. 

2. Engage: Using vignette story in introducing the concept of Alcohols. 

3. Explore: DryLab- Recognizing Alcohols. 

4. Explain: Differentiating a primary, secondary and tertiary alcohols. 

5. Elaborate:  Determining the types of alcohols and writing their structural formulas & Chemical Reactions involving alcohols. 

6. Evaluate: Tow-tiered Multiple-Choice Test

7. Extend: Infographics on Alcohols

In terms of classroom management, the students were behaving and responsible during my practicum. Since I was new to them, they were hesitant in answering my inquiry questions at first. Fortunately, they gained their confidence in reciting and raised their hands as I presented them the activities I've prepared. 

On the first segment of my lesson, the students confidently shouted their answers to the jumbled terms connected to the lesson, Alcohols. The second segment which was the Vignette story raised their curiosity about the topic making them more focused and interested as they want to know the answer to my primary inquiry question, "Why is Isopropyl Alcohols being used in cleaning wounds?" on alcohols and "Why do ants' bites itch so much?". However, during the explore segment, they were not able to use the PHET Simulation due to the reason that their phones were prohibited to use their gadgets during their class hours every day which will somehow guide them in answering the needed data table. Fortunately, I came prepared. We utilized the saved pictures of the ball & sticks models in order for them to determine the number of Carbon, Hydrogen and oxygen found on the given alcohol and carboxylic compounds. Using the scaffoldings on the explain segments, they were able to answer and process the data table using the inquiry questions I have prepared. Also, to add more of their knowledge regarding Alcohols and Carboxylic acid, I prepared activities such as Identifying the types of Alcohols, Determining whether the given organic compounds are carboxylic acid or not, as well as the chemical reactions involved in Alcohols and Carboxylic acid. Lastly, the most important part was the evaluation. Fortunately, the results of their short quizzes were high which means that the material I have developed, and my practicum were effective. 

The video above shows my 2nd and 3rd practicum with the topic, Carboxylic Acid. I followed the 5E inquiry approach involving Engage, Explore, Explain, Elaborate and Evaluate. Just like my two previous practicums, the students were quite active and cooperative. 

My procedure in teaching them carboxylic acid goes like this: 

1. Engage: Vignette story. introducing carboxylic acid. 

2. Explore: DryLab: Recognizing Carboxylic Acid. 

3. Explain: Explaining the components of Carboxylic Acid

4. Elaborate: Identifying carboxylic acid compounds & performing chemical reactions involved in Carboxylic Acid. 

5. Evaluate: A multiple-choice test on Carboxylic Acids.