Elementary School Science
Alignment with INTASC Professional Standards
Principle #1: CONTENT KNOWLEDGE--The candidate
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
- Demonstrate knowledge
of the comprehensive nature of science.
- Examine various
definitions of science and inquiry.
- Be able to define the
content of Life Science, Physical Science, Earth Science, Environmental Science
and Consumer Science.
- Recognize the
interrelationship of the science disciplines.
- Understand various
ways in which science curriculum materials integrate inquiry and other subject
- Create organized
learning experiences for science that help children learn the knowledge,
skills, attitudes and values of the area and provide opportunities for inquiry
Principle #2: LEARNING AND DEVELOPMENT--The candidate
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
the application of stage theory development to teaching science content through
- Design science
learning materials and opportunities that match intellectual, social, and
personal development needs.
science materials and opportunities that incorporate inquiry as well as direct instruction methods.
Principle #3: DIVERSE LEARNERS--The candidate
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
culturally appropriate science learning materials.
- Create science
learning materials which assist the educationally challenged and the gifted
science learning materials which incorporate multiple intelligence teaching
Principle #4: INSTRUCTIONAL STRATEGIES--The candidate
understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
- Create a
variety of appropriate science activities and use a variety of methods.
- Match science
activities to selected learning objectives.
and use various teaching methods and techniques in science. (problem method,
inquiry, discovery, direct instruction, storytelling, computer-assisted
instruction, mastery learning, learning cycle etc.)
Principle #5: CLASSROOM MANAGEMENT--The candidate
uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
- Create a
science classroom with multiple teaching resources so that the environment
engages the learner in positive social interaction, active learning, and
the advantages and limitations of science textbooks, curriculum guides, kits,
games, video tapes, and computer programs and design a classroom in which these
materials provide for active learning.
the use of children’s literature and other media materials into science classroom
- Use metric
measurement tools in constructing science lessons.
- Use time
lines and sequence lines as teaching tools in constructing science learning
graphs, charts, and pictures as teaching tools in constructing science lessons.
community resources in developing science learning cycles.
- Gather a
variety of materials useful for teaching science . (Print materials, pictures,
journal articles, technology based materials)
big ideas and materials in science.
meaningful science materials.
- Use multiple
teaching strategies in the science classroom.
Principle #6: COMMUNICATION--The candidate
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
share information with others in the area of science.
media communication techniques to foster active inquiry, collaboration, and
interaction in science class.
participates and applies reading, writing, listening and speaking skills.
Principle #7: PLANNING INSTRUCTION--The candidate
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
- Use the
content of the science to identify appropriate science topics, narrow the
topics to provide focus for study, and broaden topics to challenge the
imagination and interest of children.
between science facts, concepts, generalizations and process skills.
appropriate science content generalizations for an identified science topic
based upon facts and concepts.
learning plans to needs of individuals and groups.
lesson plans that integrate the elementary curriculum around a science topic.
in plans methods that facilitate transfer of knowledge/learning from day to day
and week to week including journal prompts, quick writes, reuse and drawing.
- Create science
lesson plans for various methods and strategies of teaching. (Discussion,
inquiry, storytelling, learning centers, computer-assisted instruction, etc.)
Principle #8: ASSESSMENT--The candidate
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the
the relationship between teaching and assessment.
appropriate formative and summative evaluation instruments for teaching science
and include them as part of a learning cycle methodology.
authentic assessment strategies in evaluating learning experiences in science
including but not limited to concept maps and drawing.
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate
is a reflective practitioner who continually evaluates the effects of his/her
choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
personal needs and interests in the area of science and relate those needs to
the teaching in a classroom.
meaningful questions to guide personal learning in the area of science and
relate those questions to teaching in a classroom.
research to find answers to questions in science materials and organize, summarize,
and write about what has been found.
- Learn by
listening to and observing others.
others to utilize science materials and ideas.
- Perceive and analyze growth and change in
- Reflect upon lessons and interactions with
students and colleagues, evaluate results of work done and make changes based
upon the results.
outside-of-class science curriculum workshops as made available by the
Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate
fosters relationships with school colleagues, parents, and agencies in the
larger community to support students' learning and well-being.
- Be aware
of and begin to participate in parent/teacher groups, local and state
professional science organizations, and local community organizations that
promote the goals of the science.
the contribution of the National Science Teacher Association to the teaching
profession and use guidelines in preparing to teach.
knowledgeable of standards written by various professional groups in the area
of science and use these guidelines in preparing to teach.
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer
and other high and low technology into classroom teaching activities,
assessment and/or documentation.
ways of appropriately integrating technology in science.
- Develop science
learning experiences supported by technology.
a multimedia system and use word processing, authoring, and presentation programs
to teach science lessons.
and evaluate science software, hardware, and/or internet resources.
- Use an array of available technological tools
to teach science lessons.
ethical use of media.