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dimensional learning by combining science and engineering practices, crosscutting concepts, and
core ideas in the field of science, which is biology for me (Next Generation Science Standards).
Due to this, my lesson plans not only need to address the topic but also integrate practices that
promote the development of scientific and engineering principles and cross-cutting concepts
through the use of practices such as developing models and carrying out investigations in
combination with concepts such as stability and change or cause and effect. The biology
standards for high school cover five topics: structure and function, matter and energy in
organisms and ecosystems, natural selection and evolution, inheritance and variation of traits.
While I did not major in biology, I took several biology classes as a post-baccalaureate, and I
tutored for biology while taking these class. Because I tutored students at various levels, I
learned how to teach the material in different ways that would help the student not only
understand the material but also address the content using crossing-cutting concepts and science
and engineering practices which are necessary in a classroom. Along with my post-baccalaureate
classes, I took several graduate biology course for my Master of Arts in Teaching degree, which
took a class called Aquatic Pollution and Toxicology where I wrote a paper on paralytic shellfish
poisoning. Currently, I am teaching AP Environmental Science and students are learning about
water pollution. I can bring in the knowledge I learned in this class as well as water-borne
diseases like paralytic shellfish poisoning to enhance students’ knowledge of real world
problems. In addition to biology course, the education courses I took were pertinent to science as
well. In my multicultural class, I wrote a paper about gender hidden in the curriculum where
females are less likely to reach a high level of academic success in science because it appears to
be a masculine subject (Sadker & Sakder, 1994). Due to this, I construct lessons in a manner
where gender is not incorporated; the lessons are 3-D to address the concept in a way that all
students will equally be able to perform that lesson. As demonstrated by university supervisor
and mentor teacher observations, I create lesson that are productively engaging for students.
For example, I included a unit plan on photosynthesis and cellular respiration where I
utilized both the 5E model and promoted group work to enhance their learning (Achieve &
NSTA, 2014; Ormrod, 2016). During this unit plan, I included formative assessments to check
for misconceptions. Prior to taking their summative, students filled out an exit ticket which
served as a formative where I investigated what misconceptions students might have about the
relationship between photosynthesis and cellular respiration. By doing these kinds of “check-
ups”, I try to figure their misconceptions before they take the summative. To recheck if they
when learning about ectotherms and endotherms, students thought humans would be ectotherms.
To determine if they understood the difference, I asked the question using a different method
such as on their AP Biology free response questions exam where I used a graph. An important
component of science is not only being able to understand words but also being able to interpret
data. To enhance my understanding of data, I took a graduate level biostatistics class where I had
to do a project involving analyzing data using diverse methods to come up with a conclusion for
the data. While this has been beneficial when interpreting charts and graphs, the class has been
essential for me since I’m teaching AP Biology where students are learning methods such as chi-
square and Hardy-Weinberg to analyze data. Due to my coursework and student teaching
Achieve, Inc. and NSTA. (2014). EQuIP Rubric for Lessons & Units: Science. Washington,
Next Generation Science Standards (2013). Next generation science standards: For states, by
Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: