EMU | Biology Matrix

Biology Content Guidelines/Standards Matrix

College/University

College of Arts and Science/Eastern Michigan University

Code

Source of Guidelines/Standards

Michigan State Board of Education, August 2002

Program/Subject Area

Biology

Levels of proficiency are identified as follows:

A – Awareness

The biology teacher recognizes/recalls the existence of different aspects of biological science and related teaching strategies.

B – Basic Understanding

The biology teacher articulates knowledge about biological science and related instructional and assessment strategies. The biology teacher demonstrates proficiency in using the knowledge at a fundamental level of competence acceptable for teaching.

C – Comprehensive Understanding

The biology teacher is able to apply broad, in-depth knowledge of the different aspects of biological science in a variety of settings. (This level is not intended to reflect mastery; all teachers are expected to be lifelong learners.)

DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. Adjust size of cells as needed.

		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 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 as a second methods course in addition to the one required for their major. CHEM 121, 122, 123, and 124 are also prerequisite courses for Biology 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 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 (General CHEM 121-124; CHEM 371-373 Organic Chemistry series or 270-271 Organic Chem. 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 and 403 examine 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 learn 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 discuss methods of teaching evolution in public schools. (BIOL 403 and 315 are electives.)	Students in BIOL 110, 120 and 403 examine 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 learn 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 discuss methods of teaching evolution in public schools.
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 adapti

Program/Subject Area

Evolutionary Changes, including