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Redesign of an NGSS-based Introductory Biology Course for Liberal Studies Students

This project presents a comprehensive redesign of the undergraduate biology course "BIOL 100: Topics in Biology" at California State University, San Bernardino. Aimed at liberal studies students, the course was updated to align with the Next Generation Science Standards (NGSS) while addressing previous issues such as lack of inquiry-based learning and reliance on expensive equipment. The redesigned curriculum emphasizes hands-on learning with age-appropriate activities, a web-based resource library for teachers, and effective teaching methods that empower educators to engage K-6 students in scientific concepts.

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Redesign of an NGSS-based Introductory Biology Course for Liberal Studies Students

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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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