7822 - Life Science Education Grades 9-12

General

Program Title
Life Science Education Grades 9-12
Degree Designation
BS
Program Level
Undergraduate
Instruction Mode
On Campus
Program Description
Biology Teacher Education. A program that prepares individuals to teach biology, at the grades 9-12 level.
Department(s)
Biology
College/School
College of Science and Engineering
Status
Active

Requirements

Credits: 65

Program Requirements

BIOL 151, BIOL 152, BIOL 202, BIOL 206, BIOL 262, BIOL 306, BIOL 308, BIOL 312; CHEM 210, CHEM 211; SCI 420, SCI 430, SCI 440, STEM 420, STEM 421.

Electives

8 credits of approved Biology electives.

Admission To Teacher Education: 1

Education Sequence: Admission Criteria: See here. Professional Education Sequence for Pre K-12 and 5-12 Licensure: ED 300; CEEP 262, CEEP 361; IM 422; HURL 497; ENGL 460 or ED 460; SPED 203; ED 421 and ED 431; ED 451; ED 466 or ED 467. Admission to Teacher Education and a passing score on the MTLE Basic skills tests is required for placement in student teaching. "

Upper Division Writing Met

Biology Assessment Plan

Admissions Requirements

  • Upper division writing requirement is satisfied by earning a grade of C or better in SCI 420.

  • C or better in BIOL 151, BIOL 152, BIOL 262, ENGL 191, CMST 192. Passing scores on the Minnesota Teacher Licensure Examination Basic Skills Tests or instructor permission.

  • Completion of a minimum of 36 semester hours, with at least 12 semester hours in residence at SCSU.

  • Grades of C or better in ENGL 191 and CMST 192.

Notes

2.5 The courses in the major satisfy 8 credits of Goal Area 3 of the liberal education requirement.

See program website for additional information.

Learning Outcomes

Objective
3.F. A teacher of science must understand the content and methods for teaching reading including: 3.F.1. knowledge of reading processes and instruction including:
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand 3.E.1.d : - justify and defend, using knowledge of student learning, research in science education, and national science education standards, a given instructional model or curriculum;
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1.a : - select, using local, state, and national science
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1.b : - plan a coordinated sequence of lessons and instructional strategies that support the development of students' understanding and nurture a community of science learners including appropriate inquiry into authentic questions generated from students' experiences; strategies for eliciting students' alternative ideas; strategies to help students' understanding of scientific concepts and theories; and strategies to help students use their scientific knowledge to describe real-world objects, systems, or events;
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:3.E.1.c : - plan assessments to monitor and evaluate learning of science concepts and methods of scientific inquiry; and
Objective
3.F.2. the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including: 3.F.2.a : - the appropriate applications of a variety of instructional frameworks that are effective in meeting the needs of readers of varying proficiency levels and linguistic backgrounds in secondary settings;
Objective
3.F.2. the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including: 3.F.2.b : - the ability to scaffold instruction for students who experience comprehension difficulties
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1. curriculum and instruction in science as evidence by the ability to: 3.E.3 : - how to apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents;
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.5 : - how to develop curriculum goals and purposes based on the central concepts of science and how to apply instructional strategies and materials for achieving student understanding of the discipline;
Objective
?Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.7 : - the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;
Objective
Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1. curriculum and instruction in science as evidence by the ability to: 3.E.8 : - how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;
Objective
Standard 3.E. Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.9 : - the role and purpose of cocurricular and extracurricular activities in the teaching and learning process
Objective
6.A.1. use sources of information to solve unfamiliar quantitative problems and communicate the solution in a logical and organized manner as evidenced by the ability to 6.A.1.a : - describe, using appropriate alternative forms including pictorial, graphical, or written descriptions, the known and unknown quantities of a given problem; and
Objective
6.A.1. use sources of information to solve unfamiliar quantitative problems and communicate the solution in a logical and organized manner as evidenced by the ability to 6.A.1.b : - describe, in terms of the relevant numerical and algebraic quantities and equations required to solve the problem, the relevant numerical and algebraic quantities and equations required to solve a given problem mathematically;
Objective
6.B. A teacher of life science must demonstrate knowledge of biological concepts. 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.1.a : - perform observations to describe the structures of a given common organism;
Objective
6.B. A teacher of life science must demonstrate knowledge of biological concepts. 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.1.b : - describe, using words, descriptions of appropriate experimental procedures, and diagrams, the characteristics of what determines life in a given common organism;
Objective
6.B. A teacher of life science must demonstrate knowledge of biological concepts. 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.1.c : - predict, using structure-function relationships, the system function from which a given set of plant and animal tissue samples is derived;
Objective
6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.1 : - identify various options for a research experience including independent study projects, participation in research
Objective
6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.2 : - select an option and complete a research experience that includes conducting a literature search on a problem; with an academic or industry scientist, directed study, internship, or field study;
Objective
6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.3 : - design and carry out an investigation;
Objective
Standard 6.B. 6.B. A teacher of life science must demonstrate knowledge of biological concepts. The teacher must: 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.3.h : - explain and predict, using the relationship between genes and their expression, the effect an environmental change will have on the expression of a given genetic trait;
Objective
6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.4 : - identify modes for presenting the research project;
Objective
Standard 6.B. 6.B. A teacher of life science must demonstrate knowledge of biological concepts. The teacher must: 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.4.b : - explain, using the principles of mutation and natural selection, how a specific adaptation of a given species might have developed in response to environmental stresses;
Objective
6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.5 : - present the research project in the selected mode.

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