gaps in content knowledge

The framework that is written before the standards are listed, has a lot about the science content standards for all levels, subjects, and grades.  It has ways to make science classes effective and how to help teachers help their students with strategies to make the content accessible.  Also ways to help teachers with assessments, assessing experimental and investigation skills, monitor progress, and other ways to help teachers.  The CSET overview does not have any information on it other than subject content knowledge.
There is also different information in the standards than on the CSET overview.
The standards are all listed as "students know" while on the CSET is has each part as diagram, describe, explain, compare, etc.

The order they are listed in is different as well.  The standards have Physiology as its own domain, while the CSET has physiology included with cells.
The CSET includes information on the scientific method and analysis, science inquiry, scientific ethics, historical relations, science literacy, safety, all of which are not talked about in the standards specifically for biology/ life science.
The subject content is almost the same.  Some descriptions of concepts are made in the standards, while the CSET has the name of the concept included.
In my teaching experience, I have aligned my lessons very close to the standards.  I have deviated multiple times.  Around the time of Earth Day I did some environmental activities for the kids, which was not directly related to a specific standard, but is important information for the kids to have.  I have done other things science related, but not closely related to a specific content standard for the grade/ subject.


I chose high school biology/ life science as my first subject to look at my gaps in knowledge.

Standard 1:

Cell organelle functions.         

The synthesis of ATP.

Standard 2:

The pathway ribosomes synthesize proteins, tRNA translate information in mRNA.  The process of semiconservative replication and transcription of info from DNA to mRNA

Standard 5:

Bio technology uses and tools.

Standard 7:

Hardy- Weinberg equation and application

Standard 10:

Roles of phagocytes, B-lymphocytes, T-lymphocytes

The following are gaps in grades 7 and 8 where I have gaps in knowledge.
GR. 7
Standard 1
- meiosis and mitosis and how the cells begin to be differentiated into their own specific type of cell/ job.
Standard 4
 developments and extinctions of plant and animal life on the geologic time scale
Standard 5
-the function of the umbilicus and placenta
- reproductive structure of flowers.
Standard 6
- angle of refraction and angle of incidence
- comparing joints of the body as simple devices.  It is hard for me to view some of the joints as the standards suggest I do.
Grade 8.
Standard 2
- Forces, this has been a concept that I often have to review about how forces are acting on each other, what forces are being applied
- how the force of gravity  keep planets, stars, and the solar systems shape
Standard 4
- review of astronomical units
Standard 7
- metals, non metals, inert gases located on the periodic table

One big gap that I would like to bridge in standard 4 is about the developments and extinctions of plant and animal life.  In order for me to have a deeper understanding of this, I will have to learn more about life thousands- millions of years ago.  To help close this gap, I plan on studying more about temperature, oxygen in the air, what made up the air, and anything else that would give me more information on the conditions of times dating back in time.  I will also need to study the history of Earth and learn about major earthquakes, meteor collisions, and other things that may have drastically changed life on Earth at that time.  I can use old text books, the internet, visit space stations, visit the planetarium presentation at the Academy of Science, visit he Chabot Space Station, visit museums with archaeology displays that will show what conditions were like on Earth.