MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
    MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
    MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
    MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
    MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

LS2.A: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with non-living factors.
LS2.A: In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
LS2.A: Growth of organisms and population increases are limited by access to resources.
LS2.C: Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
LS2.C: Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems.
LS4.D: Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
ESS3.C: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
ETS1.A: The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium. 
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests. 
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work: 
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them. 
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96th percentile.
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships. 
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. 

This class is based on open educational resources licensed for commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports. Additionally, the discussions on disability have been revised to come from an identity and human rights perspective and carefully reviewed with the understanding that students with disabilities will be present in the unit. 

"All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made."

It was written by
    Lindsey Mohan, Unit Lead, BSCS Science Learning
    Renee Affolter, Writer, Reviewer, & PD Design, Boston College
    Kate Cook Whitt, Writer, Maine Math and Science Alliance
    Candice Guy-Gaytán, Writer, BSCS Science Learning
    Emily Harris, Writer, BSCS Science Learning
    Ty Scaletta, Writer, Pilot teacher, Chicago Public Schools
    Guy Ollison, Writer, BSCS Science Learning
    Barbara Taylor, Writer, Charles A. Center at UT-Austin
    Michael Novak, Conceptual design, Northwestern University
    Heather Young, Sim Developer, Oregon Public Broadcasting
    Cathie Stimac, Sim Design, Oregon Public Broadcasting
    Charles Hickey, Pilot teacher, Weymouth Public Schools
    Jennifer Loud, Pilot teacher, Weymouth Public Schools
    Julie Callanan, Pilot teacher, Advisor, Framingham Public Schools
    Katie Van Horne, Assessment Specialist
    Cindy Passmore, Unit Advisory Chair, UC-Davis
    Steve Babcock, Advisor, Louisiana State University
    Karla White, Teacher Advisor, Bethany Public Schools


The license can be found here: https://creativecommons.org/licenses/by/4.0/ 

This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks.