Reflection on My Content Knowledge

I have been stockpiling my content knowledge of the sciences for the past 13 years. I

graduated from Georgia State University with a Bachelor’s degree in biology. From there I was

accepted into the Master’s program for medical microbiology at Long Island University in

Brooklyn, New York. I completed a Master’s thesis under the tutelage of Dr. Molina studying the

origin of parasitism in Rafflesiaceae. The research focused on the phylogenetic analyses of

horizontally transferred genes from its host family, Vitaceae. While earning my Master’s degree I

served as a teaching assistant for a geology and biology course for 2 semesters. I have an extensive

background working with students and on my own science education as it pertains to delivering

content and concepts.

The blood lecture unit plan that I have attached as an artifact demonstrates two consecutive

lessons that are designed to increase student reading comprehension, written and verbal

communication and understanding concerning the characteristics of blood and its role in the body.

The lesson incorporates science and engineering practices, crosscutting concepts, and core ideas.

In practice engineers ask questions throughout their work, it helps them define the problem to be

solved. Engineers construct explanations about how a system works as they strive to create

solutions to the problem at hand (Schwarz, Passmore, & Reiser, 2017).

The lesson concludes with an activity that requires the students to use these engineering

practices combined with what they have learned about blood and hemostasis to problem solve.

Cause and effect in addition to structure and function are the crosscutting concepts that are

addressed within the lesson. The lesson is designed to scaffold the knowledge necessary to

complete the assessments.

 The assessments grow in autonomy and level of difficulty allowing the students to access

prior knowledge and make connection with what they are currently learning (Peacock & Peacock,

2017). It is important for my students to take the information that they learn and apply it to concepts

and practices that extend and challenge their perception of science. Students should not enter into

my classroom thinking that science is a fixed point, not to be challenged, extended or influenced

by other subjects and experiences.

One of the most beneficial courses that I have taken to further my education occurred

during my undergraduate semester at my Georgia State. I took an independent study class focusing

connecting medicinal plants and folklore. It was the perfect class to round out everything I had

learned while obtaining my B.S. I was able to apply so many different aspects of my education

through this one biology course. I researched different medicinal folklore stories. Some of these

stories had been passed down from generations. In them they described the history of old remedies

for ailments. The purpose of the study was to use the research and history of these plants and test

them for medicinal properties. When we presented our findings, so many people who had no

knowledge of the precise methods and procedures used were still able to connect to the work that

we had done.

For students become comfortable and improve upon their science literacy. They need to

know that science is not just information. Science is the application of the information and its uses.

In all of my lessons it is important to include real world phenomenon that students are exposed to

everyday and use that exposure to make connections to what they learn in the classroom.
References

Peacock, A., & Peacock, J. (2017, May 24). Using the Crosscutting Concepts to Scaffold Student

Thinking. Retrieved April 01, 2018, from

http://nstacommunities.org/blog/2017/05/24/using-the-crosscutting-concepts-to-scaffold-

student-thinking/

Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Helping students make sense of the world

using next generation science and engineering practices. Arlington, VA: NSTA Press,

National Science Teachers Association.