InTASC Standard #5, Application of Content, involves the teacher’s understanding of how to engage students in the content and how to have students connect concepts together. A teacher promotes critical thinking, creativity, and collaboration in his/her/their lessons and uses different perspectives to both connect to students and to relate to local and global issues for an authentic learning experience.
By demonstrating his/her/their proficiency in this standard, a teacher can fully engage students in topics in which they have an interest and connect these interests to the content area so that students can achieve content mastery. When a teacher uses different perspectives within the curriculum, he/she/they are able to embrace student diversity, both in the classroom and in the curriculum structure itself.
Astrochemistry Collaborative Lab
I developed a collaborative astrochemistry lab which engages students in problem solving with respect to a global question. Students work in groups to analyze data collected from various planets and determine if any of the planets have a chemical makeup similar enough to Earth’s for human life. This lab engages students in a real-world question and has them work collaboratively to find an answer using simulated data. Students are tasked with using critical thinking to determine analyze the information, collaborating as they determine which planet is most suitable for humans, and communicating effectively as they present their findings to the class.
Dichotomous Key Creation
I also demonstrate my understanding of the Application of Content standard through engaging students in creating new ideas and novel approaches by having my students create their own versions of tools used by scientists, such as dichotomous keys. I encourage my students to create their own dichotomous keys to foster a deeper understanding of how the keys work and why they are used in biology. By using their creativity to build this tool, students are better able to understand how dichotomous keys function and why they are used in the field. Students then trade their keys with others and communicate their questions and suggested improvements. The students then collaborate in improving and fine-tuning their dichotomous keys before submitting them.
Text Set
I have also engaged students in applying their content knowledge to collaborative projects through the use of text sets to encourage literacy skills. Students will learn critical thinking skills with the librarian as they evaluate different resources to use in their final project. My students will work in small groups to compile descriptions of physical and behavioral adaptations in arctic animals and present their findings to the class. The final project encompasses the students’ critical thinking, collaboration, communication, and creativity skills as they make a presentation describing a season in the life of an animal and the adaptations it needs to survive.