CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
ACADEMIC SENATE
GENERAL EDUCATION COMMITTEE
REPORT TO
THE ACADEMIC SENATE
GE-016-089
SCI 213/213L: Life Science for Elementary Educators
New Course Proposals (GE Area B2 & B3)
General Education Committee
Date: 2-23-14
Executive Committee
Received and Forwarded
Date: 3-5-14
Academic Senate
Date:3-12-14
FIRST READING
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
2
BACKGROUND:
Drs. Kristina Hartney and Nicole Wickler have proposed that SCI 213/213L (Life
Sciences for Elementary Educators) be adopted as a GE area B2/B3 (Biological
Sciences/Laboratory) course for the general student population.
SCI 213/L teaches Life Sciences with an emphasis on pedagogical methods for
students wishing to become elementary school teachers.
Currently, students who plan to meet state requirements for elementary school teachers
and for Pre-Credential and BA/Credential sub-plans in Liberal Studies and Gender,
Ethnicity, and Multicultural Studies (the “Sub-plans”) may satisfy their area B1 (Physical
Sciences) and B4 (Mathematical Sciences) GE requirements if they take the following
classes in sequence1







MAT 194 (Mathematical Concepts for Elementary School Teachers: Number
Theory);
MAT 394 (Elementary Mathematics from an Advanced Viewpoint: Algebra);
MAT 395 (Elementary Geometry from an Advanced Viewpoint: Geometry);
MAT 494 (Elementary Mathematics from an Advanced Viewpoint: Probability,
Statistics, and Data Analysis);
SCI 210/L (Physics Concepts and Activities);
SCI 211/L (Chemical Sciences); and
SCI 212/L (Earth Sciences).
Currently, none of these classes satisfies any GE area requirements for students
outside of the Sub-plans. Also, currently, Sub-plan students must satisfy their GE area
B2 requirements from the regular B2 menu.
SCI 213/L, along with the three SCI classes listed above, also form a sequence required
by the California Teaching Commission for students wanting to become K-8 science
teachers.
RESOURCES RECOMMENDED:
GE B2/B3 Faculty
Dr. Kristine B. Hartney
Dr, Nicole I. Z. Wickler
Dr. Nancy E. Buckley
1
2013-2014 University Catalog.
2
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
3
RESOURCES CONSULTED:
Dr. Sepehr Eskandari, Chair, Biological Sciences
Dr. Stephen Bryant, Chair, Liberal Studies
Dr. Nacy Hurlburt, Associate Dean, CEIS
Dr. Kristine B. Hartney, Biological Sciences, Associate Dean, College of Science and
Proponent
DISCUSSION
The GE Committee broke the discussion down into three separate questions:
1. Should SCI 213/L be allowed as a GE area B2/B3 course for the general student
population?
2. Should Sub-plan students (as defined in the “Background” section), only, be
allowed to use SCI 213/L as fulfilling their B2/B3 GE requirement? And if so,
conditional upon taking all classes listed in the current Catalog for their Sub-plan
exception? and
3. If Sub-plan student changes their major, should they be allowed GE B2/B3 credit
for having taken SCI 213/L (provided the new major’s Department agreed)?
1. Should SCI 213/L be allowed as a GE area B2/B3 course for the general student
population?
The GE Committee was initially confused as to whether the proponents were requesting
that SCI 213/L be added as a GE area B2/B3 course for all students, or only for those in
the Sub-plans, and why the Biological Sciences had been left out of the GE SCIsequence for Sub-plan students.
Dr. Hartney clarified for the Committee that the proponents were indeed requesting that
SCI 213/L be adopted as a GE area B2/3 course for the general student population, and
not just for Sub-plan students. She was unsure as to why SCI 213/L was never part of
the current GE area B exception for Sub-plan students (see question 2, below).
The GE Committee questioned whether SCI 213/L was a fit substitute for general
Biology/Laboratory combinations, given that it has a seemingly large component geared
towards training future professional teachers.
Dr. Stephen Bryant supported the proponents request to certify SCI 213/L as a GE area
B2/3 option for all students, but noting that
“… [he] would not object to having it restricted as long as a student who subsequently changes majors
(and the new major doesn't object), the student would retain the B3 [should read B2]/B3 credit. “
Dr. Bryant goes on to note that
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
4
“The SCI 213/L [courses] [have] essentially the same content as a typical Bio 110/111L [sequence]
[omitted side note], but SCI 213/L instructors would use a variety of pedagogies and point out how
these could be used in elementary teaching as well as college teaching. -- so the course [uses] explicit
instruction (that is, not only explaining the content to the students, but also explaining the pedagogy). “
and, on the question of SCI 213/L suitability as a general student GE area B2/B3
substitute, that
“Just because the course has educational aspects does NOT mean it should be restricted, however -- it
still fully fulfills B2/B3 Chancellor's Office GE EO guidelines. “
and that
“The reason to restrict, if any, is so pre-teachers can actually take the course and not be out-competed
for seats in the class by non-pre-teachers. “
The GE Committee discussed the proposal and (1) agreed that it would not be useful for
Education students to compete for seats with the general student population, but (2)
disagreed with Dr. Bryant on the one-to-one match of B2 content with SCI 213/L. The
Committee concluded that the significant pedagogical component in SCI 213/L
(intended for professional teachers) does diminish its B2 content relative to a
corresponding general B2/B3 GE course. To illustrate, the Committee notes that the
proposal emphasizes, for example:

“The curriculum for this course incorporates active, collaborative, and inquiry-based
instructional approaches known to positively influence learning and exemplify good K-8
teaching”

and that it builds “on experiences/knowledge that students bring into the classroom and
examine topics students are most likely to confront in their professional lives as K-8
teachers.” [emphasis added]

and that a major component of the expected course outcomes be that students
will be able to “Participate in a variety of learning experiences that model effective
curriculum practices (including the use of technology), instructional strategies
(including EL) and assessment techniques, including many described in the
California State Curriculum Frameworks and Standards (www.cde.ca.gov/re/pn/fd/)”,
EO 1065 requires 4 quarter units of B2 (or 3 if a laboratory unit is added) material,
which does not include a professional pedagogical component. By necessity, a
significant pedagogical learning outcome would compromise the Biological Sciences
content relative to 4 units of, say, BIO 110/111L.
Lastly, the proposal does not make a case for SCI 213/L as a general GE area B2/B3
class.
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
5
2. Should Sub-plan students (as defined in the “Background” section of this
report), only, be allowed to use SCI 213/L as fulfilling their B2/B3 GE
requirement? Conditional upon taking all classes listed in the current Catalog for
their Sub-plan exception?
The Committee notes that the current GE B1, B3 and B4 exception for Sub-plan majors
compensates for any potential shortfall of GE subject matter by requiring 12 units in B1
(as opposed to only 4 in the general GE requirement) and 16 units in B4 (as opposed to
only 4). This would not be true for B2: Substituting SCI 213 for a general B2 class
potentially shortchanges Biological Sciences. After some discussion, the Committee felt
that this would not represent a material impact, provided that all classes currently listed
in the Sub-plan exception (see “Background” section) were also required.
3. If Sub-plan student changes their major, should they still be allowed GE B2/B3
credit for having taken SCI 213/L (provided the new major’s Department agreed)?
The Committee discussed this question, and concluded that if a student was not
planning to become a professional teacher, SCI 213/L would not suffice as a standalone
B2/B3 area GE requirement.
5
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
6
RECOMMENDATION:
The General Education Committee unanimously recommends that SCI 213/213L be
allowed as fulfillment of the GE area B2/B3 requirement, but only for students in the
Sub-plans,2 and provided all other classes listed for the Sub-plans’ exception in the
2013-2014 Catalog3 were also taken.
The General Education Committee unanimously recommends that SCI 213/213L not be
allowed as a B2/B3 GE course for students outside of the Sub-plans.
The General Education Committee unanimously recommends that Sub-plan students
that change their major not be allowed to use SCI 213/213L in lieu of the current B2/B3
GE requirements for the general student population.
ATTACHMENTS
Referral GE-016-089, SCI 213/213L ECO.
2
That is, students who plan to meet state requirements for elementary school teachers and for PreCredential and BA/Credential sub-plans in Liberal Studies and Gender, Ethnicity, and Multicultural
Studies.
3 Namely: MAT 194 (Mathematical Concepts for Elementary School Teachers: Number Theory); MAT 394
(Elementary Mathematics from an Advanced Viewpoint: Algebra); MAT 395 (Elementary Geometry from
an Advanced Viewpoint: Geometry); MAT 494 (Elementary Mathematics from an Advanced Viewpoint:
Probability, Statistics, and Data Analysis); SCI 210/L (Physics Concepts and Activities); SCI 211/L
(Chemical Sciences); and SCI 212/L (Earth Sciences).
6
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
7
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
ACADEMIC SENATE
DATE:
February 18, 2009
TO:
GE Committee
FROM:
Academic Senate Executive Committee
SUBJECT:
Academic Senate Referral
1.
CLASSIFICATION: GE-016-089
2.
TITLE OF REFERRAL: SCI 213/213L “Life Science for Elementary
Educators” - New Course Proposals (GE Area B2 & B3)
3.
BACKGROUND: See attached referral request form. Additional background
provided by the EC: None, S. Bryant
4.
RECOMMENDED RESOURCES: See attached referral request form and
supporting documentation. Additional resources recommended by the EC:
Faculty teaching in GE Area B2 and B3
For the Committee’s Report on this referral, please list only the resources that
were actually consulted.
5.
REVIEW AND RECOMMEND: Review and recommend as appropriate.
6.
DATE REQUIRED FOR PRESENTING COMMITTEE REPORT TO
EXECUTIVE COMMITTEE: April 7, 2009
7
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
8
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
ACADEMIC SENATE
REFERRAL REQUEST FORM
Please provide all information requested in this form. Incomplete referrals will be
returned. Referrals must be submitted in electronic form to: senate@csupomona.edu
Date: 12/01/08
Names and titles of proponents:
Dr. Kristine B. Hartney, Assoc Professor
Dr. Nicole I. Z. Wickler, Asst Prof Science Ed
KEYWORDS: (list at least 3 keywords to facilitate referral access through database)
Life, Science, Elementary, Educators, General, Education, Course, B2, B3
TITLE OF REFERRAL: SCI 213/213L “Life Science for Elementary Educators” New Course Proposals (GE Area B2 & B3)
BACKGROUND: (Provide background on the need for this referral and how it will
benefit the University. Clearly state the expected outcome(s) or action(s) requested)
Justification: This course is part of a sequence of science content courses required by
the California Teaching Commission of students who wish to be K-8 teachers. These
students must be competent in their basic understanding of science ideas. Each
science department (Physics-SCI 210, Chemistry-SCI 211 and Geology-SCI 212) has
created a service SCI course to meet this demand. The SCI 213/213L course will
complete the series of science content courses already in the catalog for prospective
elementary educators. The content, as described in the California Science Content
Standards (www.cde.ca.gov/re/pn/fd/) is what K-8 teachers will be expected to teach
their students in any public elementary school in California.
RECOMMENDED RESOURCES: (Provide a list of persons and documents that could
be consulted for additional information on this topic)
Dr. Kristine B. Hartney, Biological Sciences Department
Dr. Nicole I. Z. Wickler, CEEMaST
Dr. Nancy E. Buckley, Biological Sciences Department
The Executive Committee (EC) forwards the referrals to a standing committee that researches the
proposal, contacts resources, and submits a report. The EC reviews the report, forwards it to the Senate
or returns it to the standing committee for additional information, clarification, or review. After the EC
accepts the report it is placed on the agenda of the next Academic Senate meeting for a first reading and
8
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
9
a month later for a second reading where voting takes place. The referral is then sent to the President for
approval. Depending on the topic the process may take from 1 to 3 quarters. A motion to waive the
first reading, if approved by the Senate, would reduce the wait time by one month.
Is there a deadline by when this referral needs to be considered by the Academic
Senate?
 No
Yes, by
(date). Justification for
deadline:
9
GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
10
CATALOG YEAR: 2008-2009
Curricular Proposal for New Course:
SCI 213/213L Life Science for Elementary Educators (3/1)
Prepared by: Kristina B. Hartney / Nicole I Z Wickler
I. Catalog Description
SCI 213/213L Life Science for Elementary Educators (3/1)
This course is an introduction to life science including: basic physiology, cell biology, ecology,
genetics and evolution. The role of science in modern society and the impact of human
civilization on other organisms considered. Modeling of effective K-8 curriculum, teaching and
assessment practices as described in the California State Curriculum Frameworks and
Standards. Designed to satisfy the general education requirement of life science for prospective
elementary educators. Lecture and lab are integrated in a way which more closely models
elementary science teaching. Concurrent enrollment in SCI 213 and SCI 213L is required.
II. Require Background or Experience
Recommended prerequisites:
SCI 210 and SCI 211
III. Expected Outcomes
The curriculum for this course incorporates active, collaborative, and inquiry-based instructional
approaches known to positively influence learning and exemplify good K-8 teaching. This
course will not isolate lecture from laboratory but integrate smaller chunks of lecture with
inquiry based, hands-on activities. We will build on experiences/knowledge that students bring
into the classroom and examine topics students are most likely to confront in their professional
lives as K-8 teachers.
Both during and outside of class students will be working in groups and doing activities that will
help them organize and learn the material. Peer teaching and cooperative learning are extremely
effective strategies for improving learning. To experience how these strategies work, as well as
benefit from these approaches, each class member will be assigned to a study group. As an
active member of the group students will on occasion find themselves teaching while at all times
will recognize that they are learning more and retaining it longer.
By the conclusion of the course, students will be able to
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)




11
Define biological terms correctly,
Communicate biological concepts clearly and accurately,
Analyze biological phenomena using a scientific approach, and
Participate in a variety of learning experiences that model effective curriculum practices
(including the use of technology), instructional strategies (including EL) and assessment
techniques, including many described in the California State Curriculum Frameworks
and Standards (www.cde.ca.gov/re/pn/fd/)
IV. Justification
This course is part of a sequence of science content courses required by the California Teaching
Commission of students who wish to be K-8 teachers. These students must be competent in their
basic understanding of science ideas. Each science department (Physics-SCI 210, ChemistrySCI 211 and Geology-SCI 212) has created a service SCI course to meet this demand. The SCI
213/213L course will complete the series of science content courses already in the catalog for
prospective elementary educators. The content, as described in the California Science Content
Standards (www.cde.ca.gov/re/pn/fd/) is what K-8 teachers will be expected to teach their
students in any public elementary school in California.
V. Instructional Material
Students will be required to purchase a textbook (Campbell, Reece and Simon, 2007. Essential
Biology with Physiology. Second Edition. Published by Benjamin Cummings) and an i-clicker.
Both items are available through the Bronco Bookstore. Students are also asked to bring a
writing instrument and two 3x5 lined index cards to each class meeting. A copy of the Science
Content Standards for California Public Schools accessed at: http://www.cde.ca.gov/re/pn/fd/.
The type of examination form students need to buy will be announced.
VI. Minimum Student Materials
Course textbook, laboratory handouts, paper, writing instrument, 3x5 lined index cards,
Microsoft Word, Excel, and PowerPoint, and access to the Internet from on-campus or offcampus facilities. Course materials for both lecture and the laboratory will be posted at a
Blackboard site established for this class.
VII. Minimum College Facilities
A furnished instructional laboratory with whiteboard, computer, and projection systems, seating
for 24-30 students; if possible tables should be arranged so students can form small study groups.
Space for storage of materials used during the activities including small aquarium, grow lights
with trays for plants and glassware should be available. The room should have at least one sink
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators,
New Course Proposals (GE Area B2 & B3)
12
with hot and cold running water, and electrical outlets and computer hookups at each student
study station.
12
VII.
SCI 213/213L Detailed Course Outline
*C(=Chapter) in Campbell, Reece, and Simon.
Week
Topic
Emphasis
Activity/Lab
Part 1: Investigating Life – System Interactions
1
How is new
Scientific
Scientific
knowledge
method
investigation –
acquired?
testing for
differences among
treatment groups
(factors affecting
heart rate – whole
class practice;
variation among
paper towel brands
– group practice)
What
Macroview:
Report out on
distinguishes
Characterizing
observation and
life from non- and organizing
question
life?
life by type
homework.
(taxa) or scale
Distinguish among
(biological
living and nonhierarchies)
living things;
categorize and
develop
dichotomous keys
for different life
forms (bacteria,
protists, plants,
fungi, animals).
2
How & why
Microview: Cell Seeing images
is life
structure and
using stereoscopes
compartfunction
and compound
mentalized?
light microscopes
(magnification and
resolution).
Microscopic
investigation of
prokaryotes (the
good and the bad),
plant & animal
cells.
Homework/Readings*
Homework 1: Observing and
asking questions.
Read C1, C14 (p 290-292), C15
(p 296-298; 303, 306-309
bacteria; 310 protists), C16 (p
324-325 plants; 334-338 fungi),
C17 (p 343-344 animals)
Read C4 (p 55-69), C15 (p 303306 bacteria; 311-313 protists),
C28 (p 624-625 plants)
Learning Strategies 1: Matrices
Homework 2: Critiquing
scientific investigations
reported in the popular
literature.
Read C5 (pages 80-83), C21
(all)
GE-016-089, SCI 213/213L: Life Science for Elementary Educators
New Course Proposals (GE Area B2 & B3)
3
How is
balance
achieved?
Homeostasis
and diffusion
How does a
transport
system link
various
animal
systems?
System
transport in
animals
(pumps, pipes,
and vessels)
How do
transport
systems link
various plant
parts?
System
transport in
plants (pumps,
pipes, and
vessels)
Scientific
investigation – the
effect of
concentration
gradients (salinity)
on the rate of
transport (potato).
Demonstrations The effects of
transport on plant
cells (red onion)
and animal cells
(horse blood)
Bulk transport and
system interactions
in animals
(hearts/lungs).
Measurement of
cardiovascular
function
(stethoscopes;
sphygmomanometers).
Design of
independent
investigations of
factors affecting
plant growth.
Bulk transport and
system interactions
in plants
(xylem/phloem).
Observing
behaviors of water
and its movement
in celery. Set-up
independent
investigations of
factors affecting
plant growth.
14
Read C23 (all)
Learning Strategies 2: Empty
Outlines
Read C2 (p 28-29), C28 (p 626627), C29 (p 646-648)
Homework 3: Description of
independent research project.
Read C2 (p 21-27)
Be sure to study for the exam!!
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators
New Course Proposals (GE Area B2 & B3)
Part 2: Energy, Matter, and Life
4
Exam 1
What is
energy? Why
eat?
5
6
Is what you
eat important?
Ions, energy
forms and laws;
organic
compounds and
food
Carbohydrates,
fats, proteins
How is food
processed by
animals?
Digestion
How are
energy and
matter
initially
captured?
Photosynthesis
How are
energy and
matter
released?
Cellular
Respiration
What is matter?
Atoms, bonds,
molecules.
Building
molecules from
atoms (minimarshmallow
atoms and
toothpick bonds).
Differentiating
among energy
forms and between
food and non-food.
Interpreting
nutrition facts.
Testing for organic
compounds in
food.
Organs – order,
continuity, relative
sizes; teeth and
skulls; human
tooth patterns;
enzyme demos
Plants structures
(roots, stems,
leaves – pigments;
stomata);
investigating
effects of light on
photosynthesis
(using acid/base
indicators and
Elodea).
Measuring
respiration rates in
plants
(germinating
seeds) and animals
(crustacea, insects,
snails)
15
Read C2 (p 31-32), C3 (p 3638), C5 (p 73-76)
Read C3 (p 38-48), C22 (p 496501)
Homework 4: Food log and
dietary analysis
Read C22 (p 486-495), C5 (p
78-79)
Read C7 (p 103-109; 114-116),
C5 (p 76-77)
C6 (p 89-100)
Learning Strategies 3: Concept
Mapping
Read C18 (p 379-382), C19 (p
416-425), C20 (446-449)
Homework 5: Species as
predators and prey
15
GE-016-089, SCI 213/213L: Life Science for Elementary Educators
New Course Proposals (GE Area B2 & B3)
7
How are
energy and
matter utilized
and
transferred?
Energy flow
and nutrient
cycling; trophic
relationships
(chains/webs)
Part 3: Reproduction and Change
7
Exam 2
8
Why sex?
What are the
consequences
?
Mechanics of
cell division.
Flowering plant
life cycle:
sexual
reproduction &
development.
Animal life
cycles: human
reproduction &
development.
Population
growth &
limiting factors.
16
Diminishing
energy activity demonstrating
10% rule with
ribbon/tape.
Building food
webs.
Read C8 (p 121-125), C26 (p
560-562), C28 (p 619)
Can organisms
reproduce without
partners? Demo of
asexual
reproductive
methods in plants
(living) and
animals (slides of
Hydra budding
and Paramecium
fission).
Stages of mitosis
and meiosis (role
playing, finger
dances,
manipulatives,
prepared slides).
Flowering plant
life cycles: flower
dissection;
pollinators; seed
dispersal
mechanism.
Animal life cycles:
fertilization and
development in sea
urchins and
humans (video);
STD simulation
Read C8 (p126-140), C28 (p
632-636), C29 (p 653)
Be sure to study for the exam!!
Read C26 (p 562-580), C18 (p
388-394, C17 (p 344 – sea star
life cycle)
Learning Strategies 4: Sentence
Frames
Read C9 (p 144-160; 164-167)
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators
New Course Proposals (GE Area B2 & B3)
9
10
How is
genetic
information
inherited?
Genes,
chromosomes,
alleles,
Mendelian
genetics
What makes
you you?
DNA
replication,
protein
synthesis (gene
expression)
Mutations,
selection, and
biodiversity.
Why so many
different
species?
17
Small group
practice with
genetic problems;
inheritance
simulation
(determine
individual
phenotypes and
produce offspring)
DNA/Protein
simulation
(recipes); effects
of mutation.
Read C3 (p 49-51), C10 (172189), C11 (p 200-202; 208-211)
Biotrek visit
(biomes; plant and
animal
adaptations)
Be sure to study for the exam!!
Homework 6: Practice solving
genetic problems.
Read C19 (p 426-434), C13 (p
244-256)
Exam 3
IX. Instructional Methods
This course is offered to those students who wish to be elementary teachers, with a
maximum of 30. Various instructional methods will be used to help students achieve the
expected outcomes. These include:






Power Point presentations and open outline handouts of lecture material to
facilitate the discussion and model appropriate ways to help students in grades 3 –
8 to learn to take notes.
Laboratory handouts to provide outlines of the goals of each exercise.
Guidance/suggestions for repeating the laboratories in a modified format in K-8
will be discussed.
Written laboratory reports in which students will analyze data obtained during
laboratory exercises and discuss their results.
Guidance and modeling of appropriate methods when working with students in a K-8 setting.
Methods include matrices, empty outlines, concept maps (or other graphic organizer), guided
essays, problem sets, laboratory/field write-ups, and formative and summative assessments.
Suggestions for working with K-8 students who’s primary language is other than English will be
provided.
Peer teaching and cooperative learning as a strategy for improving learning through study groups.
Quarter projects written up in manuscript format appropriate for upper elementary
students
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GE-016-089, SCI 213/213L: Life Science for Elementary Educators
New Course Proposals (GE Area B2 & B3)

18
Quarter projects presented orally with visual aids (i.e., PowerPoint presentation.)
X. Outcomes Assessment
Students are evaluated with respect to:
1. Exams
150
points
o There will be three exams, each worth 50 points. Exams may include both
objective (multiple choice, true/false, matching) and subjective types of
questions (short answer, definition, interpretation, explanation) that emphasize
problem solving, connections, and synthesis.
2. Scientific Investigation
points
25
All students will be provided with the opportunity to conduct a scientific investigation of their own.
However to create a “common” experience to report on and discuss, we will define an area of study: the
impact of various factors on plant growth, a phenomenon that many students may have observed
firsthand, even if it’s not been an area of intense focus for them.
Over the course of several weeks, students will conduct an experiment to test their
ideas about the conditions necessary for plant growth. They will need to identify a
question they’d like to pursue in this investigation, determine the process they will
follow, gather data, and report on their findings. While this investigation may seem
overly simple, students will be using it to reflect on a variety of content and
methodology issues. Students will have specific opportunities to discuss the
experiment prior to their presentation.
3. Participation/Homework
points
200
Throughout the quarter students will be asked to complete both individual and group writing activities.
Activities may be completed in class or outside of class and may include matrices, empty outlines,
concept maps (or other graphic organizer), guided essays, problem sets, laboratory/field write-ups, and
formative and summative assessments.
4. On-line Journaling
up to 100
points
Following each class meeting, students will identify those California State Standards
that were addressed on that day and describe how each standard was exemplified by a
particular activity. Entries for a particular day must be entered on-line prior to the
next class meeting.
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