Dr. R. C. Paul                                                                                                                                         T,Th 12 - 3:45 P.M.
SC 320 423-6179; -6158                                                                                                                           SC 213; SC 241
rpaul@kennesaw.edu
http://science.kennesaw.edu/~rpaul
 
 
 

Life Science for Teachers explores concepts and processes in the biological sciences appropriate to primary and middle grade students and teachers. Emphasis is be placed on ecological relationships. There will be Group Projects which will focus on materials appropriate for particular age groups.
 
 
 

This course is designed to give the elementary or middle school teacher in-depth information needed to understand topics related to ecology and adaptation. These topics are included in the middle school QCC. In addition, the course will stress the development and implementation of science process activities related to the concepts (also included in the QCC).

Activities in this course include a computerized sound analysis unit and the use of computerized statistical programs. Communication via e-mail and internet will also be utilized. Other activities will explore simple applications of the scientific process. Ecology and a consideration of human effects on the global environment make up a substantial part of the content of this course. These are topics which require a holistic approach in which people from a wide range of cultural backgrounds are considered with respect to their attitudes toward and interactions with Planet Earth.
 
 
 

The PTEU objectives 2A and 4E are met by the following:

A. Gain an understanding and a working knowledge of the scientific process.
   1. Demonstrate the ability to critically analyze literature reporting on scientific findings.
   2. Design simple scientific procedures appropriate for the elementary or middle school level.
   3. Design activities intended to foster an appreciation of the scientific process in elementary or middle school students.
B. Understand the historical development of and the modern principles of adaptation and natural selection.
   1. Explain the historical development of Darwin's Theory.
   2. Demonstrate the use of modern natural selection principles,
      including population genetics analysis.
C. Gain an understanding and working knowledge of taxonomic theory and biological classification.
   1. Describe criteria used in classification.
   2. Design and work with simple taxonomic keys.
D. Understand major concepts of Animal Behavior.
   1. Explain key concepts of animal behavior, and show an ability to critically analyze behavior in the ecological context.
   2. Describe the relationships between human learning models and various categories of animal learning.
E. Understand ecological principles and the impact of humans on the local and global environment.
   1. Explain key ecological concepts.
   2. Relate foundational ecological information to environmental concerns at the local and global level.
   3. Design activities and materials intended to foster an understanding and appreciation of humankind's place in the
       natural world in elementary or middle school students.
 
 
 

Course requirements and assignments include the following:
   1. Essay examinations;
   2. "Minor" Reports - oral reports on recent articles in scientific publications;
   3. Class participation - participation in class  and lab. activities (including lab "products");
   4. Group term projects - oral and written reports.
 
 
 

         Examinations (200 points each)             400 points
         "Minor" Report                                     100
         Class/Lab. Participation                        100
         Lab. "Products"                                    100
         Oral Project Report                              150
         Written Project Report                         150
                                                             _________
         Total                                                 1,000 points

              A = 900 - 1,000; B = 800 - 899; C = 700 - 799
 
 
 

(This statement appears in the Student Handbook, and also is attached, along with the "course withdrawal policy" to this syllabus.)
 
 
 

Lecture attendance is encouraged, and active participation in all class & lab. activities is an expectation and contributes to the overall grade. Essay exams may include material from lecture as well as from the texts and from class activities. Arrangements should be made beforehand if you know that you must miss an activity day or an exam day.
 
 
 

1. Alcock, J., Animal Behavior, 6th ed., 1998.
2. Ayala, F. J. & J. W. Valentine, Evolving, 1979.
3. Darwin, C., the Voyage of the Beagle, 1957.
4. Futuyma, D., Evolutionary Biology, 1987.
5. Goodenough, S., et al., Perspectives on Animal Behavior, 1993.
6. Magulis, L., Early Life, 1982.
7. Miller, T., Living in the Environment, 1993.
8. Rambler, M., L. Margulis, & R. Fester, Global Ecology, 1989.
9. Smith, R., Elements of Ecology, 4rthed., 1998.
10. Stanley, S., Extinction, 1987.
11. Wilson, E. O., Biodiversity, 1988.
 
 
 

                                              TUESDAY                                                            THURSDAY

                                                                                                        6-15
                                                                                                        Intro.; Scientific Process Activities (ch 1).
 

6-20                                                                                                  6-22
Evolution: definition &                                                                        Hardy-Weinberg Equilibrium; Speciation (ch 20,21).
evidence; Darwin's influences; Natural Selection
(video; ch 19, Video; 20). Cat Project - introduction.

6-27                                                                                                  6-29
Biodiversity, Taxonomy, Classification (ch 22,25, 26-30).                   Exam. I; Cat Project, part 2.
Activities.

7-4                                                                                                    7-6
HOLIDAY                                                                                        Models of Learning (ch 49,50). Video;
                                                                                                          Sound Analysis; Butterfly Migration Activity.

7-11                                                                                                  7-13
Ecology; Population Dynamics; Species Interactions                            Ecosystem Energetics (ch 53); Activities.
(ch 51,52); Slide Program, Videos.

7-18                                                                                                  7-20
Biogeochemical Cycles (ch 53); Activities.                                          Exam. II; Human Impacts (ch 53-55)
 

7-25                                                                                                  7-27
Human Impacts (ch 53-55)                                                                Group Project Presentations; Course Evaluation.