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
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
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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:
Teachers feel comfortable with NGSS (and how it
aligns with CCSS-M and CCSS-ELA)
2. Teachers understand basic life science content (DCI)
1.
- 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
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
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:
Teachers feel comfortable with NGSS (and how it
aligns with CCSS-M and CCSS-ELA)
2. Teachers understand basic life science content (DCI)
1.
- 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