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TPEs 1.4, 3.4

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TPE 2.1, 2.2, 2.3, 2.6

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TPEs 6.2, 6.3, 6.5

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TPEs 2.2, 2.3, 2.5, 2.6, 3.4, 4.6

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TPEs 6.1, 6.4, 6.7

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TPEs 1.1, 1.2, 1.4, 2.6

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Field Experience - Special Day Classrooms

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Field Experience - Special Day Classrooms

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TPEs 1.4, 3.5, 4.5

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TPEs 1.1, 1.4, 2.4, 3.2, 3.4, 4.2, 5.1

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Learning Map Model - Literacy in Science

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Learning Map Model - Literacy in Science

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TPEs 3.4, 4.4

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Learning Map Model - Literacy in Science

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TPEs 3.5, 3.6

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Thinking, Language, and Literacy in Science Content

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Thinking, Language, and Literacy in Science Content

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TPE 1.6

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Thinking, Language, and Literacy in Science Content

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Field Experience and Science Content Learning Map

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Field Experience and Science Content Learning Map

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TPE 1.3, 1.6

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Field Experience and Science Content Learning Map

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TPE 2.5, 3.5

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TPEs 1.3, 1.5, 1.6, 1.7, 1.8, 3.1, 3.7, 4.3, 5.2, 6.1, 6.3

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Introduction to Ecology Learning Map - Analyzing:Reflecting:Applying

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I am currently working on a Master of Education in Inspired Teaching and Learning with a Preliminary Single Subject Teaching Credential in the Life Sciences. I completed my undergraduate degree in Neuroscience at the University of Southern California. I also completed degrees in Viticulture and Enology at Allan Hancock College.

My background focused in marine animal rehabilitation, husbandry, training, and research. I grew up at a small aquarium where I served as a volunteer ambassador through middle and high school. Since then, I have worked in aquariums, marine life rescue and rehabilitation centers, and ultimately for the U.S Navy as a marine mammal trainer and SCUBA diver. I left this career after sustaining a spinal injury from two dolphins in an open-water exercise and after developing moral conflicts with keeping cetaceans in captivity. Leaving what I had anticipated to be my dream job since age 12 was one of the most difficult transitions in my life.

I took what I call my "gap year" and studied Enology and Viticulture at this time, which was both life-giving and healing for me. Nevertheless, I was drawn back to my love for the ocean and conservation. I took up diving again and currently manage a SCUBA diving center in San Diego where I also serve as a SCUBA instructor. I will admit I was afraid to dive again after my injury. I was unable to dive for about a year and a half as a result of my injury, and it took time to regain my comfort in the water and love for SCUBA. It is a gift to have healed enough physically and mentally to get back in the water and share the underwater world with others. Now, it is the most life-giving thing that I get to do.

Though every position I have held has involved some element of education, teaching SCUBA struck me in particular and greatly influenced my decision to bring my knowledge and experiences together as a future science teacher. I realized that science connects the unexpected paths I have taken, and education will hopefully allow me to make a valuable impact. I look forward to sharing my passion for science and conservation with my students.

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Blog - Teacher Candidate Personality and Teaching Style

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Blog - Teacher Candidate Personality and Teaching Style

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According to the Kisa Personality Inventory, I am an INFJ. I am not at all surprised by this result. As an introvert, I tend to be reflective and structured, but I still enjoy thinking about possibilities. I also value human relationships and have an innate ability to assess and understand people's feelings and experiences. In the classroom, one of my biggest strengths as an introvert is empathy. Empathy will help me to foster genuine and trusting relationships with my students. INFJs are also often called advocates. I chose to teach science because I care immensely about conservation. I believe this platform will help make a difference for future generations.

Though I am strongly introverted, my teaching style is more balanced. I do not have major preferences for how I like to learn or teach. For me, the methods and practices for learning depend largely on what the concept is. I believe that this will help me connect with a wide range of students, even though my personality is more reserved. My results do show that I have a slight preference for reflective learning than active learning, but I also believe that this depends on the context. There are times when I like to think through things or watch things come together, and there are times when actively doing something helps me grasp a concept better. Regardless, I do need to be mindful that I am inclusive of my active learners. I believe teaching science will offer many opportunities for various kinds of learning. It is my goal to incorporate the Universal Design for Learning so that I can make my content accessible and the learning process more meaningful for all of my students.

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Teacher Resource #1           PBS Learning Media video - How Evolution Works

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Teacher Resource #1           PBS Learning Media video - How Evolution Works

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PBS Learning Media is a website that has brought together content-specific videos, interactive activities, and lesson planning resources for various subjects. This video offers an overview of how natural selection works through the eyes of a field biologist studying species in Ecuador.

I would use this video for Day 1 of my 5-Day Plan.

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Students learn about natural selection, the mechanism that drives evolution.

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Teacher Resource #2                Understanding Evolution - Lines of Evidence: The Science of Evolution

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Teacher Resource #2                Understanding Evolution - Lines of Evidence: The Science of Evolution

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This is an online article that takes students through the various lines of evidence for evolution. In incorporates text and images throughout. Students can use this resource to investigate the evidence for evolution.

I would use this resource for Day 2 of my 5-Day Plan.

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Lines of evidence: The science of evolution

At the heart of evolutionary theory is the basic idea that life has existed for billions of years and has changed over time.

Overwhelming evidence supports this fact. Scientists continue to argue about details of evolution, but the question of whether life has a long history or not was answered in the affirmative at least two centuries ago.

The history of living things is documented through multiple lines of evidence that converge to tell the story of life through time. In this section, we will explore the lines of evidence that are used to reconstruct this story.
These lines of evidence include:

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Lines of evidence: The science of evolution

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Lines of evidence: The science of evolution At the heart of evolutionary theory is the basic idea that life has existed for billions of years and has changed over time. Overwhelming evidence supports this fact. Scientists continue to argue about details of evolution, but the question of whether life has a long history or not was answered in the affirmative at least two centuries ago.

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Teacher Resource #3                 2 minute Classroom - Homologous Structures vs Analogous Structures (Key Differences)

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Teacher Resource #3                 2 minute Classroom - Homologous Structures vs Analogous Structures (Key Differences)

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This YouTube video provides a brief and engaging overview of the differences between homologous and analogous structures. The video includes narration, text, and images.

I would use this video in Day 3 of my 5-Day Plan.

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Homologous Structures vs Analogous Structures | Key Differences

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Teacher Resource #4       Nature's Best Camouflages

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Teacher Resource #4       Nature's Best Camouflages

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This YouTube video offers some examples of camouflage and mimicry in nature. Students can have fun with this by trying to find each of the organisms in the video.

I would use this video in Day 4 of my 5-Day plan.

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Teacher Resource #5                 Next Generation Science Storylines

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Teacher Resource #5                 Next Generation Science Storylines

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Next Generation Storylines offers a framework for coherent sequencing in lesson planning. In this approach, the progression is led by student inquiry. The students should be able to understand and explain a phenomenon as a result.

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Check out the guidance for the steps to designing a coherent NGSS aligned storyline. Explore unpacking, identifying phenomena, and sequencing investigations to help students build science ideas, step by step.

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Teacher Resource #6               Science News for Students

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Teacher Resource #6               Science News for Students

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Science News for Students is a web-based collection of age-appropriate science articles that are written to make science engaging and meaningful. Each of the articles has readability scores. Many of the articles include various images and videos. Students are given "Power Words" in each article, which are vocabulary words and their definitions.

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Science News Explores publishes news from all fields of science for students from middle school and up, with resources for parents and educators.

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Teacher Resource #7                   Skype a Scientist

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Teacher Resource #7                   Skype a Scientist

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Skype a Scientist connects classrooms with scientists in various fields. Students can have live conversations with scientists through this resource.

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Skype a Scientist matches your classroom, scout troop, or library with scientists for Q&amp;A sessions for free!

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Teacher Resource #8        Stories in Science

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Teacher Resource #8        Stories in Science

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Stories in Science is a journal that was designed to identify connections that people around the world share with science through story telling.

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We are surrounded by so many stories in science. Stories of success, failure, fear, discovery, serendipity, collaboration, separation, inspiration, travels, mentorship, career transitions, and so much more. However, many science stories remain untold and the few in the field are not well characterized. We believe these science stories provide an unchartered avenue for study, exploration, and engagement within scientific community, the public, and the next generation. We believe that everyone has a story in science. We believe in the power of unspoken human stories in science to teach, inspire, engage, connect, and build new bridges of understanding between science and society.

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The Journal of Stories in Science was created in 2016 by Stanford University grad school friends Drs. Fanuel Muindi and Jessica W. Tsai who asked a simple question: what is the nature of the human experience with science? The project is part of SAI (Stem Advocacy Institute) based in Boston.

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The Futurum connects students with science articles, professional profiles for different scientists, and activity sheets. It is designed to help inspire the pursuit of careers in science.

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Inspiring teenagers and young people to pursue careers in STEM / STEAM with free articles on research, courses, school resources and industry iniitiatives

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Teacher Resource #10                Khan Academy

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Teacher Resource #10                Khan Academy

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Khan Academy produces lessons and explanations of specific topics in the form of YouTube videos. The videos include narration, text, and images. Often times, the narrator uses a screen to draw out a specific concept or process. Khan Academy also offers practice exercises for students.

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

5,100 possible mastery points

Looking for High school biology material?

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High school biology | Science | Khan Academy

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Teacher Resource #11            Amoeba Sisters

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Teacher Resource #11            Amoeba Sisters

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The Amoeba Sisters are two characters that were created by science educators. The two amoebas teach complex science concepts using videos, GIFs, and comics. Each of these platforms are vibrantly coloured and visually appealing. The videos include text elements, auditory narration, animations, and images.

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You can learn more about what amoebas really are in our video What on Earth is an amoeba?
here. We'd like to point out that others of our species do not tend to be pink or purple colored. They also do not have eyes, stars on their heads...or heads...

But who are you in real life?
In our human form, we are two sisters from Texas.

Sisters from left to right: Sarina Peterson ("Petunia") and Brianna Rapini ("Pinky")

Why did you start this channel?
In 2013, Pinky was reflecting on her time in the classroom and was looking for a way to help make the lengthy traditional lectures she was accustomed to using less...lengthy. She had observed that it was often during her traditional lectures and notes where she found her students' curiosity dwindled and more classroom management challenges arose, at least in her classroom. She mentioned this to her sister one summer evening, and the brainstorming session resulted in an idea for making a video on enzymes. You can learn more about the very beginnings of our channel here.

What keeps you motivated to create?
Purpose. We find great purpose in demystifying science with our creations, and we love to empower teacher and student creators. Therefore, hearing that our work is helpful in education is especially motivating. We also have learned so much from others, and we have developed friendships in this journey. Pinky is not teaching in the 2018-2019 school year, but she finds social media is amazing for staying connected in science teaching. Our favorite article on this topic is by an awesome educator, John Mead.

Do you present on how teachers can create videos for their classroom?
Sometimes. We are very interested in empowering both teachers and students as creators. Our presentations show strategies for involving teachers and students in video/GIF creation while maximizing valuable classroom time.

Besides this website, where else does your work exist?
Well, definitely on . But we also have Facebook, Instagram, Twitter, and Tumblr. Oh and Pinterest. Unfortunately, amoebas are not very good at consistently remembering to pin things though. :/

Are you ever going to stop making protist jokes?
Probably not.

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You can learn more about what amoebas really are in our video What on Earth is an amoeba? here. We'd like to point out that others of our species do not tend to be pink or purple colored. They also do not have eyes, stars on their heads...or heads...

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Teacher Resource #12           ASAP Science

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Teacher Resource #12           ASAP Science

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ASAP Science is a YouTube channel that focuses on answering science questions that many people wonder about. The approach is light-hearted and funny, making complex topics accessible and engaging.

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asap science biology physics chemistry facts

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Making science make sense. Created by: Mitchell Moffit (@mitchellmoffit) Gregory Brown (@whalewatchmeplz) CONTACT asapscience[at]gmail[dot]com Send us stuff! ASAPSCIENCE INC. P.O. Box 93, Toronto P Toronto, ON, M5S2S6

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Teacher Resource #13    Curiosity Stream 

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Teacher Resource #13    Curiosity Stream 

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Curiosity Stream is a web-based streaming service that hosts various documentaries and series, which cover a wide range of science topics and feature many notable experts in the field.

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We believe curiosity is the driving force that fuels our passion to learn, create, understand and explore!

From the founder of the Discovery Channel, CuriosityStream is the award-winning streaming destination where viewers can journey through our world and beyond with Thousands of documentary features and series. Our immersive experiences showcase experts from Stephen Hawking to Veritasium's Derek Muller, stunning visuals and unrivaled storytelling to demystify science, technology, history and nature. Whether you want to explore Mars or travel back to ancient civilizations, CuriosityStream adds new binge-worthy films and series each week, empowering you to dive deep into your favorite subjects and explore new territory sure to entertain, enlighten and inspire.

Satisfy your thirst for knowledge anytime and anywhere with CuriosityStream access available worldwide on your television, laptop or mobile device.

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We believe curiosity is the driving force that fuels our passion to learn, create, understand and explore! From the founder of the Discovery Channel, CuriosityStream is the award-winning streaming destination where viewers can journey through our world and beyond with Thousands of documentary features and series.

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Teacher Resource #14           Quizizz - Biology

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Teacher Resource #14           Quizizz - Biology

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Quizizz hosts innumerable quizzes for a variety of subjects. The format is interactive and engaging. Students can take quizzes as a whole class or access them individually. While a wide range of quizzes are already available in many different subjects, educators can also use this platform to design their own quizzes.

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Find quizzes on any topic and practice or compete with friends.

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Teacher Resource #15     Science Education Resource Center

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Teacher Resource #15     Science Education Resource Center

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The Science Education Resource Center, created by Carleton College, offers a collection of learning activities for various concepts in science education.

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Search for activities specifically designed for 9-12 education. Refine this search by either clicking on the terms in boxes to the right or typing a term into the search box below. Activities include a description, background information, and necessary student documents.

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Search for activities specifically designed for 9-12 education. Refine this search by either clicking on the terms in boxes to the right or typing a term into the search box below. Activities include a description, background information, and necessary student documents.

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Teacher Resource #16         Learning Liftoff

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Teacher Resource #16         Learning Liftoff

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Learning Liftoff is an online resource that provides learning activities and interactive games for various science subjects and concepts.

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High School Science Articles, Games and Activities - Learning Liftoff

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High School Science Articles, Games and Activities - Learning Liftoff

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Teaching Strategy #1      Guiding Questions

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Teaching Strategy #1      Guiding Questions

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Throughout the evolution unit, I would make use of guiding questions to prompt discovery and learning. Guiding questions "should not be too leading" and should offer the students "[opportunities] to think for themselves" (Stern, Ferrano & Mohnkern, p. 24). These questions should point students in a direction to gain skills or understand content while challenging students to explain or justify their ideas (McTighe & Wiggins, 2013). I include guiding questions in my pre-assessments and mini lectures, which often bridge into discussions. A guiding question for my introductory evolution lesson on Day 1 might be: What are some examples of adaptations? This is a question that could be asked on more than one occasion, and students could could expand more on their knowledge and ideas as they learn more.

This practice would extend into other units as well. Ultimately, I intend to use guiding questions so that my students understand why science content matters.

References:

McTighe, J. & Wiggins, G. (2019). Chapter 1. What Makes A Question Essential? In Essential Questions. Retrieved from http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Teaching Strategy #2     Intellectual Journal

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Teaching Strategy #2     Intellectual Journal

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I have seen many science classes practice keeping a notebook for compiling notes and tracking progress. I appreciate the value of an intellectual journal because it encourages students to reflect on their knowledge, which extends beyond the collecting of facts and assignments. In their journals, students write "ideas and thoughts as they develop" (Stern, Ferraro & Mohnkern, 2017, p. 31). Incorporating these reflections will enable students to track their own thinking and see how they have grown throughout the year.

Reference:

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Teaching Strategy #3       Partner Coaching

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Teaching Strategy #3       Partner Coaching

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Moving beyond think-pair-share activities, partner coaching "[puts] each student in the position to help his or her partner grow as a thinker" (Stern, Ferraro & Mohnkern, 2017, p. 32). Much of the work in the unit I have created offers opportunities for paired work. In addition to sharing ideas, I would encourage each student to pay attention to the other's thinking and ask then questions to help encourage deeper thinking. Each partner would get to play the role of the coach in various contexts. This can be helpful in building communication skills, language skills, and mastery of the material at a higher level.

Reference:

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Teaching Strategy #4             "At first I thought.. but then... so now I think"

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Teaching Strategy #4             "At first I thought.. but then... so now I think"

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I value this kind of thinking because it helps students recognize how their thinking develops throughout the learning process (Stern, Ferraro & Mohnkern, 2017). This increases "metacognitive awareness", or how the students think about their own thinking (Stern et al., 2017, p. 33). Throughout this unit, I would ask students to share their thoughts on their thinking both verbally and in writing. The intellectual journals I plan to implement would be a great place for students to practice this as well.

The first day of this unit asks students to share their thoughts on the word evolution as part of the pre-assessment. Then, students dive in and learn more about how the theory developed and about natural selection. The post-assessment asks students to share their new thoughts based on what they learned. This exercise helps track how thinking changes or develops.

I would want to implement this practice in different formats beyond the scope of this unit. When students have the opportunity to self assess, they get to track their own progress. This can increase motivation and meaning in learning.

Reference:

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Teaching Strategy #5     Growth Mindset 

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Teaching Strategy #5     Growth Mindset 

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Learners with a growth mindset "believe that they can achieve success at nearly everything through hard work and practice" (Stern, Ferraro & Mohnkern, 2017, p. 30). The growth mindset helps people recognize that learning new information requires persistence and to embrace mistakes as opportunities to grow (Stern et al., 2017).

Helping instill a growth mindset in my students is a strategy that extends beyond the scope of a single lesson or unit. This would be a challenge throughout the whole year. Initially, I would want to set students up for success, so that they can build confidence in the material. I can do this by building on concepts that they are already familiar with or by giving the students opportunities to relate to the material in ways that are meaningful for them. To further instill the growth mindset as the science content becomes more challenging, I would want to lead by example. I would model the idea that mistakes are allowed and encourage students to keep working through challenges. This practice will require patience and empathy throughout the course of the year.

Reference:

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Teaching Strategy #6       Group Investigation 

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Teaching Strategy #6       Group Investigation 

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Group Investigation encourages students to "take an active part in planning what they will study and how" (Sharan & Sharan, 1989, p. 1). It gives student groups the freedom to work together based on a "common interest in a topic" (Sharan & Sharan, 1989, p. 1).

This practice could be implemented within the unit on evolution as a summative assessment. Students could choose from a number of topics pertaining to evolution and decide what format they would like to use in order to present their ideas. Some students might like to make a video, others might want to make a PowerPoint, and others still might like performing a skit. Student groups would all need to meet some universal criteria regarding the science concepts, but they would get to choose their creative outlets.

Reference:

Sharan, Y. & Sharan, S. (1989). Group Investigation Expands Cooperative Learning. Retrieved from:
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198912_sharan.pdf

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Teaching Strategy #7       Guided Inquiry

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Teaching Strategy #7       Guided Inquiry

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I plan to implement guided inquiry in my classroom through the use of storyline lessons. Storylines offer sequencing in lessons that are driven by students, including them in the process. Within this framework, "coherence is from the students' perspective, not just the teacher's" (Next Generation Storylines, 2019, p. 1). Ultimately, I want my students to understand why they are learning what they are learning. They should be able to explain how concepts are interconnected so that they understand the progression through learning. This will give them a voice and a sense of control in their own experience.

Reference:

Next Generation Storylines. (2019). What Are Storylines? Retrieved from https://www.nextgenstorylines.org/what-are-storylines

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Teaching Strategy #9       Digital Tools to Enhance Social-Emotional Learning

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Teaching Strategy #9       Digital Tools to Enhance Social-Emotional Learning

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Digital learning practices can cultivate social and emotional learning (Farber, 2019). One of the resources that I plan to implement in my classroom is Skype a Scientist. This website connects classrooms with real-world scientists, which helps build relationships, foster confidence, and increase student motivation. I would like to link this resource with Project-Based Learning as well. In this case, I would encourage students to get insight from a scientist on their ideas as they address a real-world issue. This practice would help instill and develop key social and emotional skills and give relevance in the content.

Reference:

Farber, M. (2019). Using Digital Tools to Promote Social and Emotional Learning. Retrieved from https://www.edutopia.org/article/using-digital-tools-promote-social-and-emotional-learning

Skype a Scientist. (2019). Retrieved from https://www.skypeascientist.com/

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Teaching Strategy #8        Project-Based Learning

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Teaching Strategy #8        Project-Based Learning

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Project-Based Learning (PBL) "blends content mastery, meaningful work, and personal connection to create powerful learning experiences" (PBL Works, 2019, p. 1). It connects students with each other, with their teachers, with professionals, and with their community through the development of solutions for real-world problems. PBL gives students a greater meaning, purpose, and relevance in learning for students (PBL Works, 2019).

I plan to use Project Based Learning in my science classroom to help my students grasp the why of learning and doing science. For a unit on evolution, I might challenge students to research and predict the factors that would lead to the evolution of a new species. Students could choose any species that interests them and spend time researching its life history and evolutionary history. They would consider current adaptations that make that species fit within the current environment. Students could connect with scientist through Skype a Scientist or other means to gather more insight in their research. Given current climate change pressures, ecological stressors, or human impacts on the environment, students could then predict how this species would evolve in the future. Students could connect with scientist through Skype a Scientist or other means to gather more insight in their research.

Reference:

PBL Works. (2019) Why PBL? Retrieved from: https://www.pblworks.org/why-project-based-learning

Skype a Scientist. (2019). Retrieved from: https://www.skypeascientist.com/

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Teaching Strategy #10    Online Discussions

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Teaching Strategy #10    Online Discussions

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I would want to use an online Google Classroom to organize resources for my students as well as assignments. Google classroom is one example of a learning technology that can "build critical thinking skills... with an emphasis on inquiry-based learning activities" (Smith Budhai & McLaughlin Taddei, 2015, p. 16). This platform also facilitates online discussions, which I think would be meaningful as pre-assessments and formative assessments throughout different units.

Reference:

Smith Budhai, S. & Mclaughlin Taddei, L. (2015). Teaching the Four C's with Technology. Alexandria, VA: ACSD.

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Teaching Strategy #11           Vary Assessments

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Teaching Strategy #11           Vary Assessments

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By incorporating different assessment methods, educators can understand more about each student's thinking process. In some cases, like with multiple choice or matching questions, it is difficult to identify why students selected a particular answer, whether the answer was correct or not (Stern, Ferraro & Mohnkern, 2017). By offering opportunities to expand on their thinking or explain their thought process, teachers can gauge more about student understanding.

Throughout the school year, I plan to make use of various forms of assessment including projects, presentations, papers, lab reports, quizzes, and exams. At the end of my 5-Day unit, students would complete a lab exercise that models Darwinian Evolution. Later on in the unit, I could administer a unit exam or have students do a Group Investigation project on a topic of their choosing.

Reference:

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Teaching Strategy #12        Effective Feedback

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Teaching Strategy #12        Effective Feedback

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Giving appropriate feedback can greatly improve learning experiences for students. Is should give students a clear understanding of "which habits and strategies a student is using that might be working or might need to be changed" and outline next steps in their learning journey (Stern, Ferrano, and Mohnkern, 2017. p. 107). Students should understand what their progress means and what they can do as they move forward.

I would want to offer clarity for my students by giving them set goals and expectations and and ensuring that they know where they stand. Ultimately, feedback should be focused, descriptive, and positive (Stern et al., 2017). Students should feel encouraged rather than defeated. In this way, giving productive feedback connects with fostering a growth mindset.

Reference:

Stern, J., Ferraro, K & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding: Secondary. Thousand Oaks, CA: Corwin

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Detailed 1-Day Lesson Plan: Introduction to Evolution

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Detailed 1-Day Lesson Plan: Introduction to Evolution

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TPE 4.4, 4.7, 4.8

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Introduction to Evolution - Guided Notes

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Introduction to Evolution - Guided Notes

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For student use during the lecture portion of the lesson

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Introduction to Evolution - Guided Notes

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Guided and independent practice

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Introduction to Evolution Lesson: Natural Selection

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Introduction to Evolution Lesson: Natural Selection

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TPE 4.4, 4.7, 4.8

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Introduction to Evolution Lesson: Misconceptions and Fitness

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Introduction to Evolution Lesson: Misconceptions and Fitness

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Intro to Evolution - Misconceptions and Fitness

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Sample student work

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Sample student work

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Sample student work

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Sample student work

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Sample student work

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Sample student work

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Sample student work

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Kelly McColl is a science instructor at Patrick Henry High School. She completed her Master of Education in Inspired Teaching and Learning with a Preliminary Single Subject Teaching Credential at National University. Her expertise is in Life Sciences as well as Earth and Space Sciences. Kelly completed her undergraduate degree in Neuroscience at the University of Southern California. She also completed degrees in Viticulture and Enology at Allan Hancock College.

Kelly has an extensive background working in marine animal care, rescue, and rehabilitation as well as in bioacoustic research with marine mammals. She also knows a thing or two about grape vines. She is following a life's passion for the water and the living planet with multiple notable accomplishments to her credit. Kelly is excited for an opportunity to share her love for science and her passion for conservation with the next generation in her own classroom. She is dedicated to cultivating a safe and inclusive space for all of her students to learn.

Outside of school and work, you can find Kelly SCUBA diving, hiking, volunteering, playing her cello, or experimenting with plant-based recipes.

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TPEs 2.6 & 6.5

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McColl_Social and Emotional Learning Inquiry