While I am a life science girl at heart, chemistry was one of my favorite courses in high school (most likely because I had an amazing teacher for it who saw me all the way through from Chem 1 to AP Chem). But if I am perfectly honest with you, I was intimidated by teaching chemistry in physical science as a course, even though I personally love chemistry. I may love it and it may make perfect sense in my brain, but that doesn’t mean I would be good at teaching it!!
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I’m a life science girl at heart. I was a biological sciences (pre-med) major all throughout college, before adding in a secondary science education double major during my junior year. Biology, anatomy, and chemistry have always been my favorites. So when I found out at my first teaching job I
I was pre-med in college before I decided to switch my major to secondary science education. Because of this, I have always LOVED teaching life science courses. I logically knew as a teacher I wouldn’t always get to teach what I wanted, but I was still shocked when I got
“I don’t even know where to begin.” “I don’t know what the question is asking.” “I don’t know what I am even looking for.” There is nothing more frustrating for a student (and a teacher) than looking at a question or problem and having no idea what to do
Last year after completing my full year biology curriculum, I decided to write a blog post to give context for why I chose the particular scope and sequence that I use in biology. I loved hearing from so many of you, so after a little break from product creation, I