Joshua Wickline
 (112)
United States - New York - Brooklyn
Joshua Wickline
3.7
217 votes
"If you want to make an apple pie from scratch, you must first create the universe. - Carl Sagan".
 
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This lesson teaches about the classical ecological principal of energy pyramids, the ten percent rule, and the classical order of trophic levels in an energy pyramid. To remove the "Wickline" watermark, select the Watermark from the Insert menu,
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2 ratings
4.0
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This lesson explores diabetes in terms of feedback mechanisms (feedback loops / negative feedback loops). The roles of insulin, glucagon, and the pancreas are introduced. To remove the "Wickline" watermark, select the Watermark from the Insert
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4 ratings
4.0
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This lesson is about the life function of homeostasis. It includes a story to help students visualize, then graph, the concept of dynamic equilibrium. This file is meant to be used on a SmartBoard with student handouts, but can be used purely as
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7 ratings
4.0
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This lesson explores how natural selection drives evolution. It features three awesome video clips showing the evolution of camouflage and the (sometimes) surprising adaptations that natural selection can produce in a species. One video even
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5 ratings
3.8
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This lesson includes a humorous introduction to the story of Dolly, the first cloned sheep. The students learn about the process of cloning, and have a structure opportunity to discuss why the offspring doesn't bear a genetic relationship with its
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2 ratings
4.0
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This PowerPoint explores the concept of biodiversity and its connection with the health of ecosystems, ecological goods, and ecological services. To remove the "Wickline" watermark, select the Watermark from the Insert menu, then select No
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4 ratings
3.6
Digital Download PPT (0.46 MB)
This lesson introduces the immune system using the first five minutes of Osmosis Jones as a hook. You can skip the movie. It's only their to elicit the idea of the immune system as a guardian system. To remove the "Wickline" watermark, select the
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2 ratings
4.0
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This PowerPoint and accompanying video clip explore selective breeding as well as recombinant DNA technology. Students have a structure opportunity to compare and contrast advantages and drawbacks of each type of genetic engineering. To remove
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3 ratings
3.9
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This lesson introduces the topic of Lewis Dot Structures for atoms and ions. I created a neat graphic to show the ordering of the dots around the elemental symbol, an often neglected detail to Lewis Dot Structures that is very helpful when drawing
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5 ratings
3.9
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This lesson is a collection of PowerPoint slides designed to assist students in coloring periodic tables to identify various properties of the periodic table. Categories that students identify and color are: alkali metals, alkaline earth metals,
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6 ratings
3.2
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This lesson covers Momentum, Impulse and Change in Momentum, Momentum in Baseball, there are also Conceptual Questions.
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2 ratings
4.0
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This lesson uses amusing cartoons, symbolic representations, and detailed descriptions of four major reaction types to teach students about synthesis, decomposition, single replacement, and double replacement reactions. Students learn to identify
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1 rating
4.0
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This lesson teaches about the difference between food webs and food chains, especially how food webs how they provide stability to an ecosystem. Biodiversity, as a concept, is introduced. To remove the "Wickline" watermark, select the
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This animated PowerPoint and handout combination teach students about the different types of succession (primary and secondary), and help them to recognize their different stages and characteristic pioneer and climax communities. To remove the
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1 rating
4.0
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This lesson explores the main sources of evidence for evolution: fossil, molecular, embryonic, and anatomical. It also introduces evolution with the story of the English Peppered Moth. Students have a chance to read, interpret, and discuss this
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5 ratings
3.9
Digital Download ZIP (19.40 MB)
This lesson is a more formal instruction on the mechanics of natural selection than some of my other lessons. It includes a discussion of Darwin's finches. To remove the "Wickline" watermark, select the Watermark from the Insert menu, then select
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Students use slinkys to demonstrate the properties of waves.
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2 ratings
4.0
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This lab uses various common chemical compounds in a Ziploc bag lab to teach about the idea of controlled experiments in chemistry. Students perform different combinations of reactions on four substances, look for common products, and use a table to
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2 ratings
4.0
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This lab's strong point is the fact that students understand that there are physical processes that go into the manufacture of ice cream. Other good points are the reinforcement of heat flow principles. The ice cream mixture hardens because it is
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4 ratings
4.0
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This lab explores the difference between active and passive transport using student movement and a short video clip. To remove the "Wickline" watermark, select the Watermark from the Insert menu, then select No Watermark. Science Education by
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1 rating
4.0
Digital Download ZIP (4.34 MB)
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TEACHING EXPERIENCE

I have been teaching for eight years in the New York City public school system. All of those years have been spent at a selective performing arts high school on the Upper East Side teaching chemistry and biology. My courses are aligned with the Regents standards.

MY TEACHING STYLE

I use the workshop method of teaching, which involves a mini lesson followed by a pair up activity and a summary. On a macro level, however, I designed all my lessons using the "backwards planning" approach to lesson design. I started by creating well-rounded assessments, split the question topics into manageable chunks, then created lessons (aligned with homework questions) that would hit every skill and topic on the assessment.

HONORS/AWARDS/SHINING TEACHER MOMENT

For what it's worth, I have 100% pass on the physics, chemistry, and biology Regents exams for all of my teaching years in all courses.

MY OWN EDUCATIONAL HISTORY

I attended high school in rural West Virginia. I was lucky to attend a school that used a concentrations system in high school. So, naturally, I was a science major. In college, I majored in the Biological Basis of Behavior from the University of Pennsylvania. My master's degree in secondary science education was earned at the City College of New York.

ADDITIONAL BIOGRAPHICAL INFORMATION

I also am an avid runner and swimmer, a competitor in New York Road Runner races, and I am training for my first triathlon and marathon later this year.