Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Elementary Programs

Standard/Guideline

Group Minor

Group 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 elementary integrated science teachers have the content knowledge and the ability to teach this curriculum; and

Content selection and teaching methodology for the DI program is determined by researched-based best practices and the following professional standard documents: the Michigan Curriculum Framework (Science Strands I. – V., 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), National Earth Science Teachers Association (NESTA), and American Chemical Society (ACS).

Candidates demonstrate their understanding and ability to apply appropriate Michigan Curriculum Framework benchmarks as they create lesson plans in BIOL 303 and unit plans in CURR 304, and EDUC 492 (student teaching).  In BIOL 303, lesson plans must also reference use of MI CLiMB, MI BIG, and relevant MEAP released items.

PHY 100 and PHY 311 students must reference the appropriate MCF science standard for their science demonstration/activity presentation(s) and lesson plan(s).

ESSC 202 is an overview of Earth Science.  The students taking this class are taught the 4 Science Strands of the Earth Science Standards; the Geosphere (EG), the Hydrosphere (EH), the Atmosphere and Weather (EAW), and the Solar System, Galaxy and Universe (ES).  Also included are the two content standards that cover all the sciences;

Constructing New Scientific Knowledge (C) and Reflecting on Scientific Knowledge (R).  They are informed of the elementary earth science benchmarks, shown a typical scope and sequence and given ideas for teaching the content by examples and demos done in class.

CHEM 101 students:

o       Study and perform lab experiments on all topics related to the DI endorsement standards and MI Curriculum Framework (MCF) objectives in lecture and lab.

o       The “DI’ standards are related to other science disciplines such as biology,  physics and earth science. 

Chem 115, 116, 117,118, 120, 121 and 122 students study many MCF and “DI” topics in greater breadth and depth.

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), National Earth Science Teachers Association (NESTA), and American Chemical Society (ACS).

Candidates demonstrate their understanding and ability to apply appropriate Michigan Curriculum Framework benchmarks as they create lesson plans in BIOL 303 and unit plans in CURR 304, and EDUC 492 (student teaching).  In BIOL 303, lesson plans must also reference use of MI CLiMB, MI BIG, and relevant MEAP released items.

PHY 100 and PHY 311 students must reference the appropriate MCF science standard for their science demonstration/activity presentation(s) and lesson plan(s).

ESSC 202 is an overview of Earth Science.  The students taking this class are taught the 4 Science Strands of the Earth Science Standards; the Geosphere (EG), the Hydrosphere (EH), the Atmosphere and Weather (EAW), and the Solar System, Galaxy and Universe (ES).  Also included are the two content standards that cover all the sciences;

Constructing New Scientific Knowledge (C) and Reflecting on Scientific Knowledge (R).  They are informed of the elementary earth science benchmarks, shown a typical scope and sequence and given ideas for teaching the content by examples and demos done in class.

CHEM 101 students:

o       Study and perform lab experiments on all topics related to the DI endorsement standards and MI Curriculum Framework (MCF) objectives in lecture and lab.

o       The “DI’ standards are related to other science disciplines such as biology,  physics and earth science

Chem 115, 116, 117,118, 120, 121 and 122 students study many MCF and “DI” topics in greater breadth and depth.

B.

develops an understanding of the interconnectedness of all science, along with major unifying themes, and relates this understanding to the teaching of science; and

The Integrated Elementary Science Major/Minor focuses on the major unifying concepts outlined in the National Science Education Standards:

• Systems, order, and organization.
• Evidence, models, and explanation.
• Change, constancy, and measurement.
• Evolution and equilibrium.
• Form and function.

This understanding is a developmental process which occurs before and during the PHY 311 course both in the students' familiarity and use of the MCF and in their lesson plan presentations.

 ESSC 202 begins the course by discussing the two standards that relate to the understanding of science, namely the Constructing New Scientific Knowledge (C) and Reflecting on Scientific Knowledge (R).  The interconnectedness of all science is shown whenever possible throughout the course.

CHEM 101 students:

•  use the “MCF”  and “DI” integrated science standards in Chem 101.
•  study and utilize unifying themes such as : evidence, models and explanation, the scientific method, the microscopic and macroscopic nature of matter, the laws of nature, and chemical reactions.

Chem 115, 116, 117,118, 120, 121 and 122 students study many MCF and “DI” topics in greater breadth and depth.

In BIOL 303, students design and teach lesson plans that include a rationale for connecting the science topic to real world issues and state how the unifying concepts in science are supported throughout the lesson.

The Integrated Elementary Science Major/Minor focuses on the major unifying concepts outlined in the National Science Education Standards:

• Systems, order, and organization.
• Evidence, models, and explanation.
• Change, constancy, and measurement.
• Evolution and equilibrium.
• Form and function.

This understanding is a developmental process which occurs before and during the PHY 311 course both in the students' familiarity and use of the MCF and in their lesson plan presentations.

 ESSC 202 begins the course by discussing the two standards that relate to the understanding of science, namely the Constructing New Scientific Knowledge (C) and Reflecting on Scientific Knowledge (R).  The interconnectedness of all science is shown whenever possible throughout the course

CHEM 101 students:

•   use the “MCF” and “DI” integrated science standards in Chem 101.
•  study and utilize unifying themes such as : evidence, models and explanation, the scientific method, the microscopic and macroscopic nature of matter, the laws of nature, and chemical reactions.

Chem 115, 116, 117,118, 120, 121 and 122 students study many MCF and “DI” topics in greater breadth and depth.

In BIOL 303, students design and teach lesson plans that include a rationale for connecting the science topic to real world issues and state how the unifying concepts in science are supported throughout the lesson.

C.

prepares candidates to understand and teach biology, chemistry, physics, and earth/space science as integrated content.

Candidates take 4 classes which include content and teaching methods combined: PHY 100, CHEM 101, ESSC 202, and BIOL 303.  Integrated is defined as “combining or coordinating separate elements so as to provide a harmonious integrated whole.”  Organized or structured so that constituent units function cooperatively."  The courses are taken in sequence and build on one another in terms of understanding and supporting the interconnectedness and major unifying concepts in science.  They also build on one another with a progression of teaching methods.

CHEM 101 students:

• develop abilities to articulate knowledge about integrated science by devising and teaching an inquiry based mini-lesson using Michigan curriculum framework objectives to 4^th and 5^th grade students. 

Chem 115, 116, 117,118, 120, 121 and 122 students study many MCF and “DI” topics in greater breadth and depth.

Students in BIOL 303 design and teach  lesson plans to elementary students and write a reflection essay and provide evidence of student learning gains through  pre-and post-assessment instruments.

Candidates take 8 required courses for the major, 4 of these courses include content and teaching methods combined: PHY 100, CHEM 101, ESSC 202, and BIOL 303.  The four additional required courses add depth and breadth.  Integrated is defined as “combining or coordinating separate elements so as to provide a harmonious integrated whole.”  Organized or structured so that constituent units function cooperatively."  The courses are taken in sequence and build on one another in terms of understanding and supporting the interconnectedness and major unifying concepts in science.  They also build on one another with a progression of teaching methods.

CHEM 101 students:

• develop abilities to articulate knowledge about integrated science by devising and teaching an inquiry based mini-lesson using Michigan curriculum framework objectives to 4^th and 5^th grade students. 

Chem 115, 116, 117,118, 120, 121 and 122 students study many MCF and “DI” topics in greater breadth and depth.

Students in BIOL 303 design and teach  lesson plans to elementary students and write a reflection essay and provide evidence of student learning gains through  pre-and post-assessment instruments.

The preparation of elementary integrated science teachers will enable them to:

1.0

understand and develop the major concepts and principles of biology, chemistry, earth/space science, and physics, which may include such topics as the following:

1.1

Cellular Function, including

The following courses and experiences meet Strand III.1 (Cells) of the Michigan Benchmarks.

1.1.1

cell theory

B

Students taking BIOL 303 define the cell theory. 

Students taking BIOL 105 and BIOL 303 define the cell theory.

1.1.2

cell types

B

Students taking BIOL 303 observe and compare and contrast different cell types. Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 observe and compare and contrast different cell types.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

1.1.3

cell structure and function

C

Students taking BIOL 303 label and define cell structures and functions.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 label and define cell structures and functions. Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

1.1.4

protein synthesis

A

Students taking BIOL 303 describe the process of protein synthesis and relate the process to gene regulation.

Students taking BIOL 105 and BIOL 303 describe the process of protein synthesis and relate the process to gene regulation.

1.1.5

cell division (mitosis & meiosis)

A

Students taking BIOL 303 define cellular division and analyze how mitosis and meiosis effect growth and development.

Students taking BIOL 105 and BIOL 303 define cellular division and analyze how mitosis and meiosis effect growth and development.

1.2

Organization of Living Things, including

The following courses and experiences meet Strand III.2 (Organization of Living Things) of the Michigan Benchmarks.

1.2.1

life cycles (including sexual and asexual reproduction)

C

Students taking BIOL 303 describe the life cycles of organisms from major representative groups (flowering and non-flowering plants, single-celled and multi-celled organisms, vertebrates and invertebrates).  Students compare and contrast sexual and asexual reproduction and describe growth and development during the different stages of various life cycles. Restricted electives BOTN 215, 221, and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 describe the life cycles of organisms from major representative groups (flowering and non-flowering plants, single-celled and multi-celled organisms, vertebrates and invertebrates).  Students compare and contrast sexual and asexual reproduction and describe growth and development during the different stages of various life cycles. Restricted electives BOTN 215, 221, and ZOOL 222 provide in depth focus.

1.2.2

living and non-living

C

Students taking BIOL 303 describe the basic needs of living organisms and compare and contrast living organisms verses non-living items. 

Students taking BIOL 105 and BIOL 303 compare and contrast living organism’s verses non-living items. 

1.2.3

systems

C

Students taking BIOL 303 explain how selected systems and processes work together in plants and animals (including humans).  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 explain how selected systems and processes work together in plants and animals (including humans). Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

1.2.4

classification

B

Students taking BIOL 303 explain the characteristics used by scientists to classify and name living organisms.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 explain the characteristics used by scientists to classify and name living organisms.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

1.2.5

growth and development (embryology, etc.)

A

Students taking BIOL 303 compare and contrast food, energy, and environmental needs of selected organisms. Embryology is not covered.

Students taking BIOL 105 and BIOL 303 compare and contrast food, energy, and environmental needs of selected organisms. Embryology is not covered.

1.2.6

photosynthesis

B

Students taking BIOL 303 describe how plants make and store their own food. Restricted elective BOTN 221 provides in depth focus.

Students taking BIOL 105 and BIOL 303 describe how plants make and store their own food.  Restricted elective BOTN 221 provides in depth focus.

1.2.7

cellular respiration

B

Students taking BIOL 303 explain how energy in food is converted to a useful form of energy through the process of cellular respiration.  Restricted elective ZOOL 222 provides in depth focus.

Students taking BIOL 105 and BIOL 303 explain how energy in food is converted to a useful form of energy through the process of cellular respiration.  Restricted elective ZOOL 222 provides in depth focus.

1.3

Concepts of Heredity, including

The following courses and experiences meet Strand III.3 (Heredity) of the Michigan Benchmarks

1.3.1

Mendelian genetics

B

Students taking BIOL 303 give evidence that the offspring of familiar plants and animals are like their parents.

Students taking BIOL 105 and BIOL 303 give evidence that the offspring of familiar plants and animals are like their parents.  Students in BIOL 105 describe Mendel’s experiments.

1.3.2

traits passed from one generation to the next

C

Students taking BIOL 303 explain the processes of how traits are genetically passed from one generation to the next.  Restricted electives BOTN 215, 221, and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 explain the processes of how traits are genetically passed from one generation to the next. Restricted electives BOTN 215, 221, and ZOOL 222 provide in depth focus.

1.3.3

molecular genetics (structure of DNA)

A

Students taking BIOL 303 isolate DNA from wheat germ, describe the structure and function of DNA and explain how mutations in DNA can produce genetic diseases.

Students taking BIOL 105 and BIOL 303 isolate DNA from wheat germ, describe the structure and function of DNA and explain how mutations in DNA can produce genetic diseases.

1.3.4

modern genetics (electrophoresis, genetic engineering, DNA fingerprinting, etc.)

A

Students taking BIOL 303 describe basic molecular genetic techniques such as genetic engineering.  Restricted elective BOTN 215 provides in depth focus on genetically modified foods.

Students taking BIOL 105 and BIOL 303 describe basic molecular genetic techniques such as genetic engineering, cloning, and DNA fingerprinting.  Restricted elective BOTN 215 provides in depth focus on genetically modified foods.

1.3.5

environmental effects on heredity

B

Students taking BIOL 303 explain how some traits are inherited and some traits are acquired. Living things adapt to survive in their environments.  Students describe how changes in an ecosystem might affect the process of natural selection/breeding. Restricted elective BIOL 324 provides in depth focus.

Students taking BIOL 105 and BIOL 303 explain how some traits are inherited and some are acquired. Living things adapt to survive in their environments.  Students describe how changes in an ecosystem might affect the process of natural selection/breeding.  Restricted elective BIOL 324  provides in depth focus.

1.4

Evolutionary Change, including

The following courses and experiences meet Strand III.4 (Evolution) of the Michigan Benchmarks

1.4.1

diversity/speciation

A

Students taking BIOL 303 evaluate the importance of species diversity.  The process of speciation is not covered.

Students taking BIOL 303 evaluate the importance of species diversity.  The process of speciation is not covered.

1.4.2

theory of evolution (adaptation, variation, and natural selection and relationships between species, including human)

B

Students taking BIOL 303 explain how physical and behavioral characteristics of organisms help them to survive in their environment.  Students apply the theory of natural selection to a variety of situations (e.g. isolationism) and predict the success or failure of a population of organisms over time when exposed to changing environmental factors.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

Students taking BIOL 105 and BIOL 303 explain how physical and behavioral characteristics of organisms help them to survive in their environment.  Students apply the theory of natural selection to a variety of situations (e.g. isolationism) and predict the success or failure of a population of organisms over time when exposed to changing environmental factors.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

1.4.3

fossils/ancient life

B

Students taking BIOL 303 explain how fossils provide evidence about the nature of ancient life and that some animals and plants that once lived on earth are now extinct.  Students describe how scientific theory traces possible evolutionary relationships amount past and present forms.

Students taking BIOL 303 explain how fossils provide evidence about the nature of ancient life and that some animals and plants that once lived on earth are now extinct.  Students describe how scientific theory traces possible evolutionary relationships amount past and present forms.

1.4.4

extinction

B

Students taking BIOL 303 identify recognized endangered species and describe the environmental and human factors influencing the decline in population.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

Students taking BIOL 303 identify recognized endangered species and describe the environmental and human factors influencing the decline in population.  Restricted electives BOTN 221 and ZOOL 222 provide in depth focus.

1.5

Ecological Systems, including

The following courses and experiences meet Strand III.5 (Ecosystems) of the Michigan Benchmarks

1.5.1

community relationships, including predator/prey and symbiosis

C

Students taking BIOL 303 describe patterns of relationships among populations including predatory/prey, symbiosis and. parasitism.  Restricted electives BIOL 205 and BIOL 324 provide in depth focus.

Students taking BIOL 105 and BIOL 303 describe patterns of relationships among populations including predatory/prey, symbiosis and. parasitism. Restricted electives BIOL 205 and BIOL 324 provide in depth focus.

1.5.2

population

A

Students taking BIOL 303 predict the effects of changes in one population in a food web on other populations.  Students describe general factors regulating population size in an ecosystem.  Students describe the likely succession of a given ecosystem over time.  Restricted electives BIOL 205 and BIOL 324 provide in depth focus.

Students taking BIOL 105 and BIOL 303 predict the effects of changes in one population in a food web on other populations.  Students describe general factors regulating population size in an ecosystem.  Students describe the likely succession of a given ecosystem over time.  Restricted electives BIOL 205 and BIOL 324 provide in depth focus.

1.5.3

transfer of energy (food chains/webs)

C

Students taking BIOL 303 identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. Students explain how energy flows through a familiar ecosystem.  Restricted electives BIOL 205 and BIOL 324 provide in depth focus.

Students taking BIOL 105 and BIOL 303 identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. Students explain how energy flows through a familiar ecosystem.  Restricted electives BIOL 205 and BIOL 324 provide in depth focus.

1.5.4

biogeochemical cycles

B

Students in BIOL 303 describe how water, carbon, and soil nutrients cycle through selected ecosystems. Students design systems that encourage growth of plants and animals.  Students describe responses of an ecosystem to events that cause it to change.  Restricted elective BIOL 324 provides in depth focus.

Students taking BIOL 105 and BIOL 303 describe how water, carbon, and soil nutrients cycle through selected ecosystems. Students design systems that encourage growth of plants and animals.  Students describe responses of an ecosystem to events that cause it to change.  Restricted elective BIOL 324 provides in depth focus.

1.5.5

human impact

B

Students taking BIOL 105 and BIOL 303 describe how humans use and benefit from plant and animal materials. Students describe ways in which humans alter the environment and explain the effects of agriculture and urban development on selected ecosystems.  Restricted electives BOTN 215 and BIOL 324 provide in depth focus.

Students taking BIOL 105 and BIOL 303 describe how humans use and benefit from plant and animal materials. Students describe ways in which humans alter the environment and explain the effects of agriculture and urban development on selected ecosystems.  Restricted electives BOTN 215 and BIOL 324 provide in depth focus.

1.6

Human Biology, including

1.6.1

anatomy and physiology

B

Students taking BIOL 303 define and describe the structures and the functions of the major systems of the human body and list diseases associated with these body systems.  Restricted elective ZOOL 222 provides in depth focus.

Students taking BIOL 105 and BIOL 303 define and describe the structures and the functions of the major systems of the human body and list diseases associated with these body systems.  Restricted elective ZOOL 222 provides in depth focus.

1.6.2

disease and immunology

A

Students taking HLED 320 learn about human disease and immunology.  Restricted elective ZOOL 222 provides in depth focus.

Students taking HLED 320 learn about human disease and immunology.  Restricted elective ZOOL 222 provides in depth focus.

1.6.3

health habits

B

Students taking HLED 320 learn about elementary school health habits.

Students taking HLED 320 learn about elementary school health habits.

1.6.4

resource management

C

Students taking BIOL 303 describe how humans use and benefit from plant and animal materials. Students describe ways in which humans alter the environment and explain the effects of agriculture and urban development on selected ecosystems.  Restricted elective BIOL 324 provides in depth focus.

Students taking BIOL 105 and BIOL 303 describe how humans use and benefit from plant and animal materials. Students describe ways in which humans alter the environment and explain the effects of agriculture and urban development on selected ecosystems.  Restricted elective BIOL 324 provides in depth focus.

1.6.5

human population growth and diversity