Biology Teaching Major

NSM AND SSH PEAKS

Students who wish to earn teacher certification for secondary grades 6-12 must complete the Biology Teaching major. This major fulfills the Social Sciences and History (SSH) Peak and the Natural Sciences and Math (NSM) Peak. In addition, students must complete their Humanities and Fine Arts (HFA) Peak and their Professional Foundations (PFE) Peak.

Students must maintain a minimum 2.75 cumulative GPA to qualify for licensure in the state of Idaho. Before student teaching, students must pass their required Praxis exams.

Students should consult with Education Department faculty early in their program to ensure they are on a proper pathway toward licensure.

Major Requirements

81 to 85 credits

Complete 45 credits in biology and related content, in addition to education coursework. Consult Education Department for verification.

Biology Core (19 credits)

BIO-201	Molecules to Cells	3 credits
-
BIO-201L	Molecules to Cells Lab	1 credit
-	or
BIO-210L	Molecules to Cells Research-Based Lab	1 credit
-
BIO-202	Organismal Biology	3 credits
BIO-202L	Organismal Biology Lab	1 credit
BIO-203	Ecology, Evolution and Diversity	3 credits
BIO-203L	Ecology Evolution and Diversity Lab	1 credit
BIO-316	Genetics	3 credits
BIO-330	Cell Biology	3 credits
BIO-330L	Cell Biology Lab	1 credit

Chemistry, Math, and Physics (8 credits for major)

The credits for the math requirement (MAT-125 or MAT-212) are counted in the Professional Foundations minor.

CHE-141	General Chemistry I	3 credits
CHE-141L	General Chemistry Laboratory I	1 credit
-
MAT-125	Data Analysis and Statistics	3 credits
-	or
MAT-212	Multiple Regression Analysis	3 credits
-
PHY-231	General Physics I	3 credits
PHY-231L	General Physics I Lab	1 credit
-	or
PHY-271	Analytical Physics I	3 credits
PHY-271L	Analytical Physics I Lab	1 credit

Physiology (4 credits)

Complete one physiology course and its corresponding lab.

BIO-374	Animal Physiology	3 credits
BIO-374L	Animal Physiology Lab	1 credit
BIO-376	Neurophysiology	3 credits
BIO-376L	Neurophysiology Lab	1 credit

Ecology, Evolution, and Systematics (4-6 credits)

Complete 4-6 credits (including lab or prep).

BIO-317	Stream Ecology	3 credits
BIO-317L	Stream Ecology Lab	1 credit
BIO-319	Ichthyology	3 credits
BIO-319L	Ichthyology Lab	1 credit
BIO-322.1	Field Botany	3 credits
BIO-322L	Field Botany Lab	1 credit
BIO-326	Coastal Marine Ecology	4 credits
BIO-326L	Coastal Marine Ecology Lab	1 credit
BIO-331	Evolution	3 credits
BIO-331L	Evolution Lab	1 credit
BIO-340	Zoology	3 credits
BIO-340L	Zoology Laboratory	1 credit
BIO-345	Ecology	3 credits
BIO-345L	Ecology Lab	1 credit
BIO-346.1	Field Biology Preparation	2 credits
-	and
BIO-346	Field Biology	4 credits

Biology Capstone (3 credits)

Complete the capstone seminar and comprehensive examination.

BIO-450	Biology Capstone Seminar	3 credits
BIO-499	Senior Comprehensive Examination	0 credit

Upper-Division Biology Electives (2-4 credits)

Complete additional 300- or 400-level courses to total at least 34 credits of biology coursework, including CHE-412 / CHE-412L .

BIO-

300- or 400-level BIO crswrk, incl CHE-412/L

2-4 credits

Individual/independent coursework and experiences (BIO-396, BIO-496, or INT-497) cannot be used to fulfill these 34 credits.

Secondary Education Core (25 credits)

Complete all of the following:

EDU-202	Introduction to Teaching	3 credits
EDU-301	Foundations of Schooling	3 credits
EDU-305	Literacy in Content Areas	4 credits
EDU-306	Writing Process and Assessment	3 credits
EDU-430	Teaching in a Diverse Society	3 credits
EDU-441	Curriculum and Instruction	3 credits
EDU-442	Teaching Exceptional Children	3 credits
PSY-201	Developmental Psychology	3 credits

Student Teaching (16 credits)

Complete a student-teaching placement in a local school setting.

EDU-471	Instructional Methods and Assessment	3 credits
EDU-488	Secondary Student Teaching	12 credits
EDU-489	Student Teaching Seminar	1 credit

Recommended Electives

The following electives are recommended:

BIO-396	Biology Research	1-3 credits
BIO-496	Biology Research	1-3 credits
CHE-142	General Chemistry II	3 credits
CHE-142L	General Chemistry Laboratory II	1 credit
CHE-301	Organic Chemistry I	3 credits
CHE-301L	Organic Chemistry I Lab	1 credit
CHE-302	Organic Chemistry II	3 credits
CHE-302L	Organic Chemistry II Lab	1 credit
MAT-150	Applied Calculus: A Modeling Approach	4 credits
MAT-175	Single Variable Calculus	4 credits
MAT-212	Multiple Regression Analysis	3 credits
-
PHY-232	General Physics II	3 credits
PHY-232L	General Physics II Lab	1 credit
-	or
PHY-272	Analytical Physics II	3 credits
PHY-272L	Analytical Physics II Lab	1 credit

Outcomes

The Learner and Learning

Standard 1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Standard 4: Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard 9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

State Specific Standards

Standard 11: American Indian Tribes in Idaho*. The teacher candidate should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d’Alene Tribe, Kootenai Tribe of Idaho, Nez Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. Teacher candidates build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences. *The federal, state, local, and tribal governments of Idaho recognize the unique inherent self-determination of each tribe. The self-determination of each tribe recognizes Indigenous peoples as peoples, rather than populations or national minorities. The tribes are separate and distinct from each other.

Standard 12: Code of Ethics for Idaho Professional Educators. The teacher candidate understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession.

Standard 13: Digital Technology and Online Learning. The teacher candidate knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.