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General Biology II BIO 112

 

By

Module Author(s)

  • Katie Hester (Piedmont Community College)

Course Description

This course is a continuation of BIO 111. Emphasis is placed on organisms, biodiversity, plant and animal systems, ecology, and other related topics. Upon completion, students should be able to demonstrate comprehension of life at the organismal and ecological levels.

Number of Students Enrolled: Approximately 70 each year

Student Global Learning Outcomes

1. Demonstrate knowledge of basic biological principles as they apply to broader concepts in Africa.
2. Demonstrate the ability to write critically about essential questions in Biology that impact Africa.

Module Description and Activities

Description of Module:

This module is divided into two sections that focus on (1) plants and (2) animals. After our chapter on plants, we will explore the Ethiopian Famine that occurred between 1983 – 1985. Students will first learn about Ethiopia as a green and bountiful country with great culture. They will then research why this famine happened despite the wide availability of food in the United States and other parts of the world. After our chapter on animals, students will research the genus Homo and its origins in Africa.

Student Global Learning Activities:

 Global Learning Activity 1

  • Following our chapter on plants and food production, we will complete a module on the famine that occurred in Ethiopia from 1983 – 1985. A LibGuide has been formed to guide students in their research and introduce them to Ethiopia, farming practices and famine. After a brief introduction to the material, we will watch a video together in class on the subject. The Harmonize Discussion platform will be used by students to research the famine of 1983-1985 in Ethiopia and post at least a two-page paper explaining the famine, why it happened and why efforts to help failed. Why are there still famines going on today despite the availability of food?
  • Students will post pictures along with their essays and review other student posts. Students will then respond to two other classmates in a discussion/conversation format in the Harmonize platform. Students can post videos, voice recordings, reactions, and tag classmates in their comments. We will then hold a class discussion where students bring up points from other students’ posts and talk about what living through a famine might be like. The objective is for the student to write critically about the causes of famines and how this impacts the world at large, specifically, in Ethiopia, Africa and to gain an understanding of the impacts of famine. Students will be assessed using the writing rubric and participation in the module.

Global Learning Activity 2

  • Following our module on animals, we will dive deeper into the genus of the human animal. For the Genus Homo module, a LibGuide has been created to guide students in their research. We will review the information after watching a video on the topic in class. Students will work in groups to create a timeline mapping out the known existence, via fossil records, of the different genera found in Africa and note their migration patterns. The objective is to have students relate their knowledge of evolution, extinction, migration patterns etc. as they apply to the genus Homo on a global scale, and then, with a specific focus on Africa. Assessment will be based on the accuracy of their timeline, participation, and quality of work. Afterwards, students will conduct a group review of the timelines and evaluate how they compare to the entire timeline of the Earth. Students will work within their groups to determine what they consider the most monumental events on their timelines. Then, as a class, we will discuss the timelines and how these specific monumental events have impacted the evolution of the human species.

Global Learning Activity 3

  • As a follow-up to the timeline project, students will create a Harmonize discussion board using pictures, videos, voice recordings, etc. to compare the different Homo species. After their individual research, students will compare and contrast their species’ body size/shape, tool use, diet, habitat, etc. The objective is to relate their knowledge of fossils as they apply to the genus Homo on a global scale with a specific focus on Africa. Students will be assessed using the writing rubric based on the accuracy of information and on the creativity in their posts. Follow up will include student review of others’ posts with comments in a discussion forum and a class discussion regarding the similarities and differences among the species.

Resources and References:

Resources and References Used in the Creation of the Module

See Activities.

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