EMU | Biology (DA) Matrix

		Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Program
	Standard/Guideline	Secondary Minor	Secondary Major
	Submit a narrative that explains how this program:
A.	uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that Biology teachers have the content knowledge and the ability to teach this curriculum; and	Content selection and teaching methodology for the Biology program is determined by researched-based best practices and the following professional standard documents: the Michigan Curriculum Framework (Science Strands I. – III., 1996, revised 2000, and 2003 - for grade level performance expectations), the NSTA Standards for Science Teacher Preparation (November 1998), the National Science Education Standards (NSES) of the National Research Council, the National Association of Biology Teachers (NABT), and the Biological Sciences Curriculum Study (BSCS). Refer to course syllabi for MCF references. Candidates demonstrate their understanding and ability to apply appropriate Michigan Curriculum Framework benchmarks as they create lesson plans in BIOL 403 and unit plans in CURR 305, and EDUC 492. In BIOL 403, lesson plans must also reference use of MI CLiMB, MI BIG, and relevant MEAP released items. (BIOL 403 is an elective methods course for the Biology teaching minor.)	Content selection and teaching methodology for the Biology program is determined by researched-based best practices and the following professional standard documents: the Michigan Curriculum Framework (Science Strands I. – III. 1996, revised 2000, and 2003 - for grade level performance expectations), the NSTA Standards for Science Teacher Preparation (November 1998), the National Science Education Standards (NSES) of the National Research Council, the National Association of Biology Teachers (NABT), and the Biological Sciences Curriculum Study (BSCS). Refer to course syllabi for MCF references. Candidates demonstrate their understanding and ability to apply appropriate Michigan Curriculum Framework benchmarks as they create lesson plans in BIOL 403 and unit plans in CURR 305, and EDUC 492. In BIOL 403, lesson plans must also reference use of MI CLiMB, MI BIG, and relevant MEAP released items.
B.	develops an understanding of the interconnectedness of all science, including the major concepts of chemistry, the earth/space sciences, and physics, and relates this understanding to the teaching of biology and the life sciences.	The Biology program focuses on the major unifying concepts that connect all sciences as outlined in the National Science Education Standards and are supported by the Michigan Curriculum Framework: o Systems, order, and organization. o Evidence, models, and explanation. o Change, constancy, and measurement. o Evolution and equilibrium. o Form and function. The interconnectedness of chemistry, earth/space sciences, physics, and math as it relates to biology is emphasized in lecture and laboratory exercises implemented in BIOL 110, 120, 301, 305, 306, 310, 311, 315, ZOOL 326, and BIOL 403. For example, in BIOL 110 & BIOL 120 the biological content is presented in context with chemical, physical, and environmental properties. In BIOL 310, students explain the thermodynamics of energy transfer, describe the chemical properties of nutrient cycling, and analyze bio-geographical and geological ecosystems. In BIOL 315, students describe the physics behind radiometric dating and chemical clues to the origin of life. The biology minor requires BIOL 110, 120, 301, 310, either 305 or 315, either 306 or 311, and ZOOL 326. Students may also elect to take BIOL 403 in addition to their required methods for their major. CHEM 121, 122, 123, and 124 are also prerequisite courses for minors taking BIOL 305.	The Biology program focuses on the major unifying concepts that connect all sciences as outlined in the National Science Education Standards and are supported by the Michigan Curriculum Framework: o Systems, order, and organization. o Evidence, models, and explanation. o Change, constancy, and measurement. o Evolution and equilibrium. o Form and function. The interconnectedness of chemistry, earth/space sciences, physics, and math as it relates to biology is emphasized in lecture and laboratory exercises implemented in BIOL 110, 120, 301, 305, 306, 310, 311, 315, ZOOL 326, and BIOL 403. For example, in BIOL 110 & BIOL 120 the biological content is presented in context with chemical, physical, and environmental properties. In BIOL 310, students explain the thermo-dynamics of energy transfer, describe the chemical properties of nutrient cycling, and analyze bio-geographical and geological ecosystems. In BIOL 315 students describe the physics behind radiometric dating and chemical clues to the origin of life. Majors are also required to take 16 credits in Chemistry (CHEM 121-124; Organic 371-373 or 270-271 and CHEM 451 biochemistry.) Other required courses include: 8 credits in physics (PHY 221-222: Mechanics, Heat and Sound; and Electricity and Light); and Calculus (MATH 120), or Elementary Statistics (MATH 170).

		Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Program
No.	Standard/Guideline	Secondary Minor	Secondary Major
	The preparation of high school biology teachers will enable them to:		The following courses and experiences meet Strand I and II of the Michigan Benchmarks
4.0	develop an understanding and appreciation for the nature of scientific inquiry;	Students in BIOL 110 learn the fundamentals of the scientific method and apply it in all of their laboratory exercises. Students in BIOL 301 explain how the inquiry process led to our understanding of classical inheritance patterns, and led to the identification of DNA as the genetic material. ZOOL 326 students use scientific inquiry in the design and data collection in 7 of 12 laboratory exercises as well as discussion in several lectures. Students in BIOL 306, 311 and BIOL 403 develop an understanding of the nature of scientific inquiry as they conduct several experiments, culminating with their “self-designed” independent projects. Students completing BIOL 315 formulate hypotheses, evaluate alterative explanations, and draw conclusions from data. Students in BIOL 110 learn the fundamentals of the scientific method and apply it in all of their laboratory exercises. Candidates demonstrate their understanding and appreciation of the nature of scientific inquiry by including this component in their lesson plan designs: in BIOL 403 and EDUC 492 students research, design, and teach science lesson plans to middle and/or high school students. These lesson plans include making connections between the science concepts and real-life issues and experiences of the students and community. (Minors take either BIOL 306 or 311 and BIOL 315 and 403 are electives.)	Students in BIOL 110 learn the fundamentals of the scientific method and apply it in all of their laboratory exercises. Students in BIOL 301 explain how the inquiry process led to our understanding of classical inheritance patterns, and led to the identification of DNA as the genetic material. ZOOL 326 students use scientific inquiry in the design and data collection in 7 of 12 laboratory exercises as well as discussion in several lectures. Students in BIOL 306, 311 and BIOL 403 develop an understanding of the nature of scientific inquiry as they conduct several experiments, culminating with their “self-designed” independent projects. Students completing BIOL 315 formulate hypotheses, evaluate alterative explanations, and draw conclusions from data. Students in BIOL 110 learn the fundamentals of the scientific method and apply it in all of their laboratory exercises. Candidates demonstrate their understanding and appreciation of the nature of scientific inquiry by including this component in their lesson plan designs: in BIOL 403 and EDUC 492 students research, design, and teach science lesson plans to middle and/or high school students. These lesson plans include making connections between the science concepts and real-life issues and experiences of the students and community.
5.0	relate the concepts of biology to contemporary, historical, technological and societal issues; in particular, relate concepts of biology to current controversies, such as those around cloning, medical research, and genetically-modified food, as well as other issues;	Students in BIOL 110, 120, 301, 310 describe major historical events and contributions made by scientists. Students in BIOL 110, 120 and 403 explain the impact contemporary science and technological advances have on society, such as cloning, genetically modified foods, global warming, and urban development. Students in BIOL 110 and 403 describe Students in BIOL 301 describe how genetics relates to medical issues and medical research (they do research papers on genetic diseases, using the primary literature); they discuss other topics of a genetic nature such as cloning and genetic testing. In ZOOL 326 students relate to human systems and describe examples of "real life" applications in the physiology of each system. Students completing BIOL 315 and BIOL 403 write about methods of teaching evolution in public schools in a lesson plan and essay. (BIOL 403 and 315 are electives.)	Students in BIOL 110, 120, 301, 310 describe major historical events and contributions made by scientists. Students in BIOL 110, 120 and 403 explain the impact contemporary science and technological advances have on society, such as cloning, genetically modified foods, global warming, and urban development. Students in BIOL 301 describe how genetics relates to medical issues and medical research (they do research papers on genetic diseases, using the primary literature); they discuss other topics of a genetic nature such as cloning and genetic testing. In ZOOL 326 students relate to human systems and describe examples of "real life" applications in the physiology of each system. Students completing BIOL 315 and BIOL 403 write about methods of teaching evolution in public schools in lesson plans and essay.
6.0	apply mathematics, including statistics, to investigations in biology/life sciences and the analysis of data;	As part of their laboratory experiments, students in BIOL 110 and 120 learn to calculate means and standard deviations, and to conduct chi square tests on the data that they collect. Students in BIOL 403 apply mathematics in laboratory activities and in the analysis of their independent inquiry investigations. Students in BIOL 301 learn to use Chi-square calculations to test hypotheses they formulate regarding the modes of inheritance in virtual fruit fly crosses. In BIOL 301, 306, and 315 students learn to calculate allele frequencies and to use the Hardy-Weinberg equation to determine whether populations are in equilibrium. In ZOOL 326, BIOL 310 and 306 students apply math to data analysis and problem solving in every lab and on all exams. Students completing BIOL 315 use mathematics to analyze population genetics and adaptive function. In BIOL 311 students conduct a statistical methods laboratory. They are also instructed to analyze the data from their own 6-week project using statistically valid methods. (Minors take either 306 or 311, and 403 and 315 are electives.)	As part of their laboratory experiments, students in BIOL 110 and 120 learn to calculate means and standard deviations, and to conduct chi square tests on the data that they collect. Students in BIOL 403 apply mathematics in laboratory activities and in the analysis of their independent inquiry investigations. Students in BIOL 301 learn to use Chi-square calculations to test hypotheses they formulate regarding the modes of inheritance in virtual fruit fly crosses. In BIOL 301, 306, and 315 students learn to calculate allele frequencies and to use the Hardy-Weinberg equation to determine whether populations are in equilibrium. In ZOOL 326, BIOL 310 and 306 students apply math to data analysis and problem solving in every lab and on all exams. Students completing BIOL 315 use mathematics to analyze population genetics and adaptive function. In BIOL 311 students conduct a statistical methods laboratory. They are also instructed to analyze the data from their own 6-week project using statistically valid methods.
7.0	understand and promote the maintenance of a safe science classroom as identified by the Council of State Science Supervisors, and including the ethical and appropriate use and care for living organisms and scientific equipment, and the safe storage, use, and disposal of chemicals;	All EMU laboratories include necessary safety instruction and training to maintain safety in the lab and to promote safe use of equipment and materials as our students become teachers. The future teachers observe safety in the EMU laboratories and are required to conduct themselves in a safe manner in these laboratories. This experience is enhanced by the university-wide Health and Safety Compliance Administrator, Kathryn Wilhoff. Candidates apply their understanding of classroom safety when they write lesson plans for BIOL 403 and EDUC 492. Lessons must include a check off list indicating the safety measures they will apply while teaching. The check-off list is composed of safety measures identified by the Council of State Science Supervisors.	All EMU laboratories include necessary safety instruction and training to maintain safety in the lab and to promote safe use of equipment and materials as our students become teachers. The future teachers observe safety in the EMU laboratories and are required to conduct themselves in a safe manner in these laboratories. This experience is enhanced by the university-wide Health and Safety Compliance Administrator, Kathryn Wilhoff. Candidates apply their understanding of classroom safety when they write lesson plans for BIOL 403 and EDUC 492. Lessons must include a check off list indicating the safety measures they will apply while teaching. The check-off list is composed of safety measures identified by the Council of State Science Supervisors.
8.0	locate resources, design and conduct inquiry-based open-ended investigations in biology, interpret findings, communicate results, and make judgments based on evidence;	Students taking BIOL 110, 120, 306, 311, BIOL 403, and ZOOL 326 participate in laboratory activities that promote development of science process skills and experimental design. Students in BIOL 403 and 306 research, design, conduct and present the results of an original independent inquiry project. Students completing BIOL 315 locate, summarize, and present recent peer-reviewed articles related to the class The laboratory exercises in BIOL 110 and 120 are set up so that the students design and conduct their own inquiry-based investigations. Students in BIOL 311 do a 6-week self-designed inquiry based research project that includes all stages from locating library sources and formulating a novel research question to designing an experiment and writing up a final report about their findings. (Minors take either BIOL 306 or 311, and 403 and 315 are electives.)	Students taking BIOL 110, 120, 306, 311, BIOL 403, and ZOOL 326 participate in laboratory activities that promote development of science process skills and experimental design. Students in BIOL 403 and 306 research, design, conduct and present the results of an original independent inquiry project. Students completing BIOL 315 locate, summarize, and present recent peer-reviewed articles related to the class The laboratory exercises in BIOL 110 and 120 are set up so that the students design and conduct their own inquiry-based investigations. Students in BIOL 311 do a 6-week self-designed inquiry based research project that includes all stages from locating library sources and formulating a novel research question to designing an experiment and writing up a final report about their findings.
9.0	demonstrate competence in the practice of teaching through investigative experiences by demonstrating the application of the scientific processes, and in assessing student learning through multiple processes;	In ZOOL 326 students complete a double lab developing and presenting a "Health Fair" project which combines a popular medical issue with the physiological foundations. In BIOL 315 students discuss (and in BIOL 403 practice methods) of teaching evolution in science classrooms. Both the unit prepared in CURR 305 and the student teaching unit must include at least one inductive lesson. Lesson plans in BIOL 403 must include the 5-E cycle (engage, explore, explain, elaborate, and evaluate). In EDPS 340 students must develop both traditional and authentic assessments. In student teaching they must assess student learning through a variety of both individual and group analyses. (BIOL 403 and 315 are electives.)	In ZOOL 326 students complete a double lab developing and presenting a "Health Fair" project which combines a popular medical issue with the physiological foundations. In BIOL 315 students discuss (and in BIOL 403 practice methods) of teaching evolution in science classrooms. Both the unit prepared in CURR 305 and the student teaching unit must include at least one inductive lesson. Lesson plans in BIOL 403 must include the 5-E cycle (engage, explore, explain, elaborate, and evaluate). In EDPS 340 students must develop both traditional and authentic assessments. In student teaching they must assess student learning through a variety of both individual and group analyses.
10.0	create and maintain an educational environment in which conceptual understanding will occur for all science students; and	In ZOOL 326 and BIOL 315 students engage in group discussion and teaching sessions to solve complex problems. In BIOL 403 students research a variety of resources, design life science lessons, and teach lessons to local middle and high school students. These lesson plans must include a description of teaching methods that will be utilized to promote the understanding of science concepts by all students (e.g. gifted, special needs, English as a second language, etc.). After teaching, BIOL 403 students reflect on their ability to create and maintain a learning environment for all science students. Students must complete curriculum units in their science areas in both CURR 305 and student teaching. Part of the assessment for each of these units is the analysis of content and organization around key concepts. In addition, both units must include multiple teaching methods (related to multiple learning styles) and adaptations for a variety of special needs. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Other dimensions of effective teaching are assessed in the student teaching evaluation forms and journal. (BIOL 315 and 403 are electives.)	In ZOOL 326 and BIOL 315 students engage in group discussion and teaching sessions to solve complex problems. In BIOL 403 students research a variety of resources, design life science lessons, and teach lessons to local middle and high school students. These lesson plans must include a description of teaching methods that will be utilized to promote the understanding of science concepts by all students (e.g. gifted, special needs, English as a second language, etc.). After teaching, BIOL 403 students reflect on their ability to create and maintain a learning environment for all science students. Students must complete curriculum units in their science areas in both CURR 305 and student teaching. Part of the assessment for each of these units is the analysis of content and organization around key concepts. In addition, both units must include multiple teaching methods (related to multiple learning styles) and adaptations for a variety of special needs. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Other dimensions of effective teaching are assessed in the student teaching evaluation forms and journal.
11.0	demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers, as observed during the directed teaching experience.	In BIOL 403 students research a variety of resources, design life science lessons, and teach lessons to local middle and high school students. These lesson plans must follow the constructivist (5E) learning model and include a hands-on discovery investigation that promotes development of science process skills followed by an explanation and elaboration phase that promotes the application of science concepts. After teaching, students of BIOL 403, write a reflection essay that includes an analysis of pre- and post-assessment data, a description of how learning objectives were met, and evidence of student learning gains. All secondary education programs are structured around the EMU Teacher Preparation Standards and Benchmarks. These are aligned with the MI Entry-Level standards. Students complete six core program assessments in addition to field experiences and student teaching; all products center around the benchmarks. In particular, all student teachers must complete a required curriculum unit in their content area that documents student learning as a result of the unit. All students must complete curriculum units and assessment plans in their science areas in CURR 305, EDPS 340, and student teaching EDUC 492. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Other dimensions of effective teaching are assessed in the student teaching evaluation forms and journal. (Refer to the Science Supplemental Student Teaching-Evaluation Form).	In BIOL 403 students research a variety of resources, design life science lessons, and teach lessons to local middle and high school students. These lesson plans must follow the constructivist (5E) learning model and include a hands-on discovery investigation that promotes development of science process skills followed by an explanation and elaboration phase that promotes the application of science concepts. After teaching, students of BIOL 403, write a reflection essay that includes an analysis of pre- and post-assessment data, a description of how learning objectives were met, and evidence of student learning gains. All secondary education programs are structured around the EMU Teacher Preparation Standards and Benchmarks. These are aligned with the MI Entry-Level standards. Students complete six core program assessments in addition to field experiences and student teaching; all products center around the benchmarks. In particular, all student teachers must complete a required curriculum unit in their content area that documents student learning as a result of the unit. All students must complete curriculum units and assessment plans in their science areas in CURR 305 EDPS 340 The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with

Evolutionary Changes, including