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The Problem:

Development of an NGSS-based Introductory Undergraduate Biology Course for Liberal Studies Students D avid M. Polcyn, Ph.D. Lorrae Fuentes Department of Biology California State University San Bernardino. The Problem:. “BIOL 100: Topics in Biology” was designed for a broad student population

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The Problem:

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  1. Development of an NGSS-based Introductory Undergraduate Biology Course for Liberal Studies StudentsDavid M. Polcyn, Ph.D.Lorrae FuentesDepartment of BiologyCalifornia State UniversitySan Bernardino

  2. The Problem: • “BIOL 100: Topics in Biology” was designed for a broad student population • General Education • Pre-nursing • Kinesiology • Health Sciences • Liberal Studies

  3. The Problem: • Lab exercises could not be translated to K-8 classrooms • Extensive use of microscopes and other expensive equipment • Extensive use of sharp objects and toxic solutions • Exercises tend to be “cookbook” more than inquiry • Exercises are 3 hours each with extensive prep required • Lab write-ups are in “scientific format” • Scientific Practices and Crosscutting Concepts are present but “hidden”

  4. The Solution: • Redesign of the lecture and laboratory • Aligned with NGSS • Aligned with CCSS-M • Aligned with CCSS-ELA

  5. Goals for the redesigned course: • Teachers feel comfortable with NGSS (and how it aligns with CCSS-M and CCSS-ELA) • Teachers understand basic life science content (DCI) - Including common misconceptions • Teachers understand “crosscutting concepts” and “scientific and engineering practices” - Make explicit “how scientists think” and “what scientists do” • Teachers feel comfortable designing and delivering hands-on exercises in a K-6 classroom.

  6. The Solution: • Redesign of the lecture • Introduce all students to NGSS - Disciplinary Core Ideas - Crosscutting Concepts - Scientific practices - Grade-level progressions (K-8) • Explore misconceptions • Conceptual flow • 5E model (Engage, Explore, Explain, Elaborate, Evaluate)

  7. Disciplinary Core Ideas • LS1: From Molecules to Organisms: Structures and Processes • LS1.A: Structure and Function • LS1.B: Growth and Development of Organisms • LS1.C: Organization for Matter and Energy Flow in Organisms • LS1.D: Information Processing • LS2: Ecosystems: Interactions, Energy, and Dynamics • LS2.A: Interdependent Relationships in Ecosystems • LS2.B: Cycles of matter and Energy Transfer in Ecosystems • LS2.C: Ecosystem Dynamics, Functioning, and Resilience • LS2.D: Social Interactions and Group Behavior • LS3: Heredity: Inheritance and Variation of Traits • LS3.A: Inheritance of Traits • LS3.B. Variation of Traits • LS4: Biological Evolution: Unity and Diversity • LS4.A: Evidence of Common Ancestry and Diversity • LS4.B: Natural Selection • LS4.C: Adaptation • LS4.D: Biodiversity and Humans

  8. The Solution: • Redesign of the labs • Inquiry-based • Age-appropriate manipulatives • Affordable and available to K-8 teachers • Provide extensive web-based library of lab activities and other resources • Conceptual flow • 5E model (Engage, Explore, Explain, Elaborate, Evaluate)

  9. The Solution: • Unique attributes of the lab • Flipped with lecture when appropriate • Conceptual flow • 5E (Engage, Explore, Explain, Elaborate, Evaluate) • Focus on Notebooks • Inclusion of year-long activities and “doable” labs • Bottle Biology • Fast Plants • Grocery store labs • Laboratory write-ups • Tied to CCSS-ELA and CCSS-M • Science Fair “project”

  10. Goals for the redesigned course: • Teachers feel comfortable with NGSS (and how it aligns with CCSS-M and CCSS-ELA) • Teachers understand basic life science content (DCI) - Including common misconceptions • Teachers understand “crosscutting concepts” and “scientific and engineering practices” - Make explicit “how scientists think” and “what scientists do” • Teachers feel comfortable designing and delivering hands-on exercises in a K-6 classroom.

  11. Thanks to… • S. D. Bechtel, Jr. Foundation • Dr. Joseph Jesunathadas, COE, CSUSB • CSU Math and Science Teaching Initiative (MSTI) • Department of Biology, CSUSB • Lorrae Fuentes • K-12 Alliance/WestEd • Kathy DiRanna, Karen Cerwin, Susan Zwiep • College of Natural Sciences, CSUSB • Dr. Kirsten Fleming, Dean

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