I have been a High School Science Teacher for 11 years. I hold a Master Educator Iowa teaching license and am certified to teach 5-12 Biology, Chemistry, and General Science. I have taught Physical Science (9th grade), Earth and Space (9th grade), Chemistry (11th-12th grade), Physics (12th grade), Biology (10th grade), and Anatomy and Physiology (11th-12th grade). I have a Bachelor of Arts in Biochemistry from Monmouth College, as well as a Master of Arts in Teaching Science from Iowa State...
I have been a High School Science Teacher for 11 years. I hold a Master Educator Iowa teaching license and am certified to teach 5-12 Biology, Chemistry, and General Science. I have taught Physical Science (9th grade), Earth and Space (9th grade), Chemistry (11th-12th grade), Physics (12th grade), Biology (10th grade), and Anatomy and Physiology (11th-12th grade). I have a Bachelor of Arts in Biochemistry from Monmouth College, as well as a Master of Arts in Teaching Science from Iowa State University. All throughout my time in college, I have tutored, served as a supplemental instructor for General and Organic Chemistry, as well as taught Biology 211 Lab as a Graduate TA. During my first few years of being a full time teacher, I independently tutored two college students in General Chemistry as well.
For every class I've taught, I have used provided resources and sought my own resources to build my own curriculum. My favorite unit I developed from scratch was "Physics of Music," in which I engaged senior physics students in an investigation of physics principles that govern music. As part of this unit, I co-taught a lesson with the band teacher for even more exploration of these real-life phenomena, had them visualize sound waves with Oobleck on a speaker, and tied physics principles to phenomena such as overtone singing, glass breaking from an opera singer, how auditoriums are built to maximize sound, harmony scales, etc. When I teach Biology, I employ many methods of helping students learn high level and abstract concepts. These methods include videos, simulations to investigate or connect to a concept visually, physical models, lots of images, microscopes, class-developed timelines, nature of science discussions, modeling on whiteboards, card sorts, explanation/lecture, etc. I strive to help students develop a model or visual in their minds and a framework to put this new information so they do not just regurgitate, but actually internalize it and help form their worldview.
