Development of an NGSS-based Introductory Undergraduate Biology Course for Liberal Studies Students
David M. Polcyn, Ph.D.Lorrae Fuentes
Department of BiologyCalifornia State University
San Bernardino
The Problem:“BIOL 100: Topics in Biology” was
designed for a broad student populationGeneral EducationPre-nursingKinesiologyHealth SciencesLiberal Studies
The Problem:Lab exercises could not be translated
to K-8 classroomsExtensive use of microscopes and other expensive
equipmentExtensive use of sharp objects and toxic solutionsExercises tend to be “cookbook” more than inquiryExercises are 3 hours each with extensive prep
requiredLab write-ups are in “scientific format”Scientific Practices and Crosscutting Concepts are
present but “hidden”
The Solution:Redesign of the lecture and laboratory Aligned with NGSS Aligned with CCSS-M Aligned with CCSS-ELA
Goals for the redesigned course:1. Teachers feel comfortable with NGSS (and
how it aligns with CCSS-M and CCSS-ELA)2. Teachers understand basic life science
content (DCI)- Including common misconceptions
3. Teachers understand “crosscutting concepts” and “scientific and engineering practices”
- Make explicit “how scientists think” and “what scientists do”
4. Teachers feel comfortable designing and delivering hands-on exercises in a K-6 classroom.
The Solution:Redesign of the lecture
Introduce all students to NGSS- Disciplinary Core Ideas- Crosscutting Concepts- Scientific practices- Grade-level progressions (K-8)
Explore misconceptionsConceptual flow5E model (Engage, Explore, Explain, Elaborate,
Evaluate)
Disciplinary Core IdeasLS1: 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
The Solution:Redesign of the labs
Inquiry-based Age-appropriate manipulativesAffordable and available to K-8 teachersProvide extensive web-based library of lab
activities and other resourcesConceptual flow5E model (Engage, Explore, Explain, Elaborate,
Evaluate)
The Solution:Unique attributes of the lab
Flipped with lecture when appropriate Conceptual flow 5E (Engage, Explore, Explain, Elaborate, Evaluate)
Focus on NotebooksInclusion 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”
Goals for the redesigned course:1. Teachers feel comfortable with NGSS (and
how it aligns with CCSS-M and CCSS-ELA)2. Teachers understand basic life science
content (DCI)- Including common misconceptions
3. Teachers understand “crosscutting concepts” and “scientific and engineering practices”
- Make explicit “how scientists think” and “what scientists do”
4. Teachers feel comfortable designing and delivering hands-on exercises in a K-6 classroom.
Thanks to…S. D. Bechtel, Jr. Foundation
Dr. Joseph Jesunathadas, COE, CSUSBCSU Math and Science Teaching Initiative
(MSTI)Department of Biology, CSUSB
Lorrae FuentesK-12 Alliance/WestEd
Kathy DiRanna, Karen Cerwin, Susan ZwiepCollege of Natural Sciences, CSUSB
Dr. Kirsten Fleming, Dean
