High School

Summary

I taught six sections of 10th Grade Biology (130+ students total) in a public high school setting. Biology is a required, high-stakes course aligned with Florida’s Next Generation Sunshine State Standards (NGSSS) and is a core graduation requirement. My classes included students with diverse learning needs - over 70% with documented support plans, including English Language Learners (ELL)/Limited English Proficiency (LEP), Access Point students, and over 80+ students with Individual Education Plans (IEPs), 504 accommodation plans, and Positive Behavioral Interventions and Supports (PBIS) plans. Further, I aimed to prepare students for transitioning to more advanced science coursework, including through encouraging students to explore IB, AP, and Dual Enrollment opportunities. In a setting where many students struggle with executive functioning, attention regulation, or academic confidence, I built routines that support cognitive access while maintaining high expectations.My instruction focused on developing biological literacy, scientific reasoning, and data interpretation skills. Lessons emphasized inquiry, real-world connections, and structured scientific thinking so students learn biological facts alongside how scientists analyze and explain the living world.

Informal Evaluation: Highly Effective

Informal evaluations are a 15 minute observation focused on specific rubric components.
Possible Range: Ineffective - Highly Effective

Formal Evaluation: Highly Effective

formal evaluations are a 48 minute (entire class period) observation focused on all rubric components
Possible Range: Ineffective - Highly Effective

See the categories I received highest marks in:

Creating an environment of respect and rapport
Managing classroom procedures
Managing student behavior
Using questioning and discussion techniques
Engaging students in learning
Demonstrating flexibility and responsiveness

Instructional Approach

My teaching integrates inquiry-based learning, scaffolded scientific writing, and frequent formative assessment to support student understanding of complex biological systems. Key strategies include:

Explicit modeling of scientific thinking and problem-solving
Claim–Evidence–Reasoning (CER) frameworks for scientific argumentation
Frequent formative assessment and data implementation to guide pacing and provide targeted support
Visual models, analogies, and real-world data sets to make abstract concepts accessible

Content Areas

Scientific Inquiry & Nature of Science

Topics

Scientific Method
Evaluating Scientific Claims
Observations vs Inferences
Scientific Theories and Laws
Identifying Reliable Scientific Sources

Standards

SC.912.N.1.3 – Evaluate scientific claims through argumentation and evidence
SC.912.N.1.4 – Identify reliable scientific information sources
SC.912.N.1.6 – Explain how scientific inferences are drawn from observations
SC.912.N.2.1 – Distinguish science from non-science
SC.912.N.2.2 – Identify questions that can be answered by science
SC.912.N.3.1 – Explain the development of scientific theories
SC.912.N.3.4 – Distinguish scientific laws from scientific theories

Biochemistry & Molecules of Life

Topics

Water Properties
Biological Macromolecules
Enzymes and Catalysts

Standards

SC.912.L.18.12 – Properties of water and life processes
SC.912.L.18.1 – Structure and function of biological macromolecules
SC.912.L.18.11 – Enzymes and activation energy

Cellular Biology

Topics

Cell Theory
Microscopes
Cell Structure and Function
Cell Membrane
Cellular Transport

Standards

SC.912.L.14.1 – Cell theory and its development
SC.912.L.14.4 – Types and uses of microscopes
SC.912.L.14.3 – Plant vs animal cells; prokaryotes vs eukaryotes
SC.912.L.14.2 – Structure and function of cell components and membranes

Cellular Energy

Topics

ATP and Cellular Energy
Photosynthesis
Cellular Respiration
Relationship Between Photosynthesis and Cellular Respiration
Plant Organs and Tissues

Standards

SC.912.L.18.10 – ATP and cellular energy transfer
SC.912.L.18.7 – Photosynthesis processes and products
SC.912.L.18.8 – Cellular respiration processes
SC.912.L.18.9 – Relationship between photosynthesis and respiration
SC.912.L.14.7 – Plant organ structure and function

Cell Division & Reproduction

Topics

Cell Cycle
Mitosis
Regulation of the Cell Cycle and Cancer
Meiosis

Standards

SC.912.L.16.8 – Mutations, cell cycle, and cancer
SC.912.L.16.14 – Mitosis and cell division
SC.912.L.16.16 – Meiosis and gamete formation
SC.912.L.16.17 – Comparing mitosis and meiosis

Genetics & Molecular Biology

Topics

Mendelian Genetics
Non-Mendelian Genetics
DNA Structure and Replication
RNA and the Genetic Code
Protein Synthesis
Mutations
Biotechnology

Standards

SC.912.L.16.1 – Mendel’s laws of inheritance
SC.912.L.16.2 – Complex inheritance patterns
SC.912.L.16.3 – DNA replication and genetic transmission
SC.912.L.16.9 – Universality of the genetic code
SC.912.L.16.5 – Transcription and translation
SC.912.L.16.4 – Effects of mutations
SC.912.L.16.10 – Biotechnology impacts and ethics

Evolution & Biodiversity

Topics

Origins of Life
Evidence for Evolution
Natural Selection
Evolutionary Change in Populations
Hominid Evolution
Taxonomy and Classification

Standards

SC.912.L.15.8 – Scientific explanations of the origin of life
SC.912.L.15.1 – Evidence supporting evolution
SC.912.L.15.13 – Natural selection mechanisms
SC.912.L.15.14 – Genetic drift and gene flow
SC.912.L.15.15 – Mutation and recombination increasing variation
SC.912.L.15.10 – Trends in hominid evolution
SC.912.L.15.4 – Hierarchical classification
SC.912.L.15.6 – Domains and kingdoms of life

Ecology & Environmental Science

Topics

Ecology and Energy Flow
Food Webs and Trophic Levels
Population Dynamics
Water Cycle
Carbon Cycle
Ecosystem Succession and Change
Sustainability and Human Impact

Standards

SC.912.L.17.2 – Distribution of life in aquatic systems
SC.912.L.17.9 – Energy flow in food webs
SC.912.L.17.5 – Population size and carrying capacity
SC.912.E.7.1 – Biogeochemical cycles
SC.912.L.17.4 – Ecosystem succession and environmental change
SC.912.L.17.8 – Biodiversity loss and environmental change
SC.912.L.17.11 – Renewable and nonrenewable resources
SC.912.L.17.13 – Environmental monitoring and policy decisions
SC.912.L.17.20 – Human impacts on environmental systems

Human Biology

Topics

Brain Structure and Function
Cardiovascular System
Immune System
Human Reproductive System and Development

Standards

SC.912.L.14.26 – Structure of the brain
SC.912.L.14.36 – Cardiovascular system and blood flow
SC.912.L.14.52 – Immune system functions
SC.912.L.16.13 – Human reproductive system and development

Example Lessons & Labs

Nature of Science Crime Scene Investigation Lab

Students receive various physical pieces of evidence as well as character roles and backstories - though no one knows who killed "Mary"
One student is the detective, though all students are encouraged to help the detective - because if you're truly innocent, what do you have to hide?
Ultimately, they present a cohesive story for what they think happened and who among them is guilty.

Darwin's Finches Natural Selection Lab

Students investigate how variation in seed morphology can influence survival and reproduction.
By collecting data through 4 rounds of feeding, including one after a natural disaster twist, students evaluate how beak variations and food sources determine who survives, reproduces, and passes on their beak type!

Growing Together: Plant Growth Investigation

At the beginning of the term, students plant seeds and maintain growth observation logs throughout the semester.
Students collect observational data and connect plant development to themes of scientific documentation, persistence, and incremental progress in both science and personal learning.
Students also see how their attendance, efforts, and consistency connect to real results - and bring home their plants to use to cook with!

Evidence for Evolution Stations

After introducing natural selection, genetic drift, gene flow, and speciation, we discuss the different lines of evidence for evolution using Biogeography/Observable examples and a F.A.M.E. foldable (Fossils, Anatomical, Molecular, Embryological).
The following day, the students walked in to find 5 mock crime scenes set up around the classroom where they examined the clues each category provides to deduce the ultimate culprit for all 5 evidence stations and all 13 clues: Evolution!

Ecology Packets

For the Ecology unit, students build a packet 1 day at a time with a page or two for each topic. This packet then doubles as their ecology study guide.
The packet is interactive and includes creative approaches for each topic. For example, for the Energy Pyramid, they cut a paper, color code it, and glue it onto their page in such a way that is folds into a three dimensional pyramid!
See select student page samples:

Assessment

Student learning is monitored through a combination of:

Lab investigations and station-based activities
Guided notes and structured discussions
Data analysis and graph interpretation
Formative assessments and concept checks
Unit summatives and quarterly reviews
End-of-Course (EOC) exam preparation

Throughout the course, students develop the ability to interpret biological data, construct scientific explanations, and evaluate the impact of biological systems on society and the environment.The first two assessments they received within two weeks of my mid-year arrival and scored class averages of 57% and 59%. By the end of the year, their class averages on their final two tests were both 74% and nearly 60% passed their state assessment, exceeding the school's goal for my student demographic.