SC 250: Botany

Course No. and Title:

SC 250 Botany

Campus:

National Campus  

Initiator:

Dana Lee Ling

Date:

February 03, 2020

Course description:

SC 250 Botany is a laboratory science course that introduces the biology and diversity of plants. Botany focuses on plant growth, adaptation, functions, reproduction, and diversity.

Semester credits

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1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

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2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

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3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

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4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[X]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[  ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

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7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[X]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1.    Describe and explain plant structures and adaptations  

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Identify plant cell types and explain their functions

8

3

Students will identify plant cell types and explain their function in assignments and in-class assessments.

1.2 Explain how stems, root, and leaves arise and develop

8

3

Students will explain how stems, roots and leaves arise and develop in assignments, in-class assessments, and orally during field exercises.

1.3 Describe and give examples of plant adaptations for protection and to fulfill basic needs

8

3

Students will describe and give examples of plant adaptations for protection and to fulfill basic needs in assignments, in-class assessment, and orally during field exercises..

CSLO (General) 2.    Describe and explain plant functions

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1. Define and describe growth responses, hormonal effects, and environmental control of development in plants

8

3

Students will define and describe growth responses, hormonal effect, and environmental control of developments in plants in assignments and assessments.

2.2. Describe and explain the use of water, minerals, and light by plants

8

3

Students will be able to describe and explain the use of water, minerals, and light by plants in assignments and in-class assessments.

CSLO (General) 3. Describe and explain plant reproduction and life cycles

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1. Identify flower parts, pollination systems, and fruit types

8

3

Students will be able to identify flower parts, pollination systems, and fruit types both in written assessments and orally during field exercise.

3.2. Sketch and explain the life cycles of different phyla of plants

8

3

Students will be able to sketch and explain the life cycles of different phyla of plants in assignments and in-class assessments

CSLO (General) 4: Identify plants with economic or cultural value in Micronesia

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1. Identify economically valuable plants in Micronesia

5

1

Students will be able to identify economically valuable plants both by Latin name and their own local vernacular as assessed orally during field experiences.

4.2. Identify and explain the cultural significance of plants with cultural value in Micronesia

5

5

Students will identify and explain the cultural significance of plants with cultural value in Micronesia as assessed by written assignments or orally during field experiences.

CSLO (General ) 5. Engage in laboratory experiments involving plant physiology and diversity

Student learning outcome (specific)

ISLO

PSLO

Assessment strategies

5.1 Engage in experiments demonstrating the flow of water in stems, photosynthesis, transpiration, turgor movements, the effect of auxin and gibberellin, tropisms, etiolation, and ethylene on leaf abscission

8*

3

Students will engage in experiments demonstrating the flow of water in stems, photosynthesis, transpiration, turgor movements, the effect of auxin and gibberellin, tropisms, etiolation, and ethylene on leaf abscission in a laboratory setting writing up their results in laboratory reports which will be scored by a rubric.

5.2 Engage in microscopic examination and identification of plant cells and  tissues

8

3

Students will engage in microscopic examination and identification of plant cells and tissue types producing labelled diagrams that will be scored with a rubric.

5.3 Engage in field exercises as a part of identifying plant phyla, families, genera, and species.

8

3

Students will engage in field exercises as part of identifying plant phyla, families, genera, and species during field exercises. Scoring system will be determined by the instructor as appropriate to a particular field exercise.