Development of an NGSS-based Introductory Undergraduate Biology Course for Liberal Studies Students David 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 General Education Pre-nursing Kinesiology Health Sciences Liberal Studies

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”

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 misconceptions Conceptual flow 5E model (Engage, Explore, Explain, Elaborate, Evaluate)

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

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)

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”

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, 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