210-161INTASC ALIGNMENT

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 matter
Create organized learning experiences for science that help children learn the knowledge, skills, attitudes and values of the area and provide opportunities for inquiry learning.

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.

Understand the application of stage theory development to teaching science content through inquiry processes.
Design science learning materials and opportunities that match intellectual, social, and personal development needs.
Design 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.

Create culturally appropriate science learning materials.
Create science learning materials which assist the educationally challenged and the gifted learners.
Create science learning materials which incorporate multiple intelligence teaching methods.

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 skills.

Create a variety of appropriate science activities and use a variety of methods.
Match science activities to selected learning objectives.
Understand 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 self-motivation.
Identify 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.
Integrate the use of children’s literature and other media materials into science classroom environment.
Use metric measurement tools in constructing science lessons.
Use time lines and sequence lines as teaching tools in constructing science learning cycles.
Use graphs, charts, and pictures as teaching tools in constructing science lessons.
Utilize community resources in developing science learning cycles.
Gather a variety of materials useful for teaching science . (Print materials, pictures, journal articles, technology based materials)
Organize big ideas and materials in science.
Construct 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.

Orally share information with others in the area of science.
Use media communication techniques to foster active inquiry, collaboration, and interaction in science class.
Actively 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.
Distinguish between science facts, concepts, generalizations and process skills.
Develop appropriate science content generalizations for an identified science topic based upon facts and concepts.
Adapt learning plans to needs of individuals and groups.
Develop lesson plans that integrate the elementary curriculum around a science topic.
Include 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 learner.

Recognize the relationship between teaching and assessment.
Identify appropriate formative and summative evaluation instruments for teaching science and include them as part of a learning cycle methodology.
Utilize 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 professionally.

Identify personal needs and interests in the area of science and relate those needs to the teaching in a classroom.
Ask meaningful questions to guide personal learning in the area of science and relate those questions to teaching in a classroom.
Do 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.
Motivate others to utilize science materials and ideas.
Perceive and analyze growth and change in elementary science.
Reflect upon lessons and interactions with students and colleagues, evaluate results of work done and make changes based upon the results.
Attend outside-of-class science curriculum workshops as made available by the instructors.

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.
Recognize the contribution of the National Science Teacher Association to the teaching profession and use guidelines in preparing to teach.
Be 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.

Identify ways of appropriately integrating technology in science.
Develop science learning experiences supported by technology.
Operate a multimedia system and use word processing, authoring, and presentation programs to teach science lessons.
Examine and evaluate science software, hardware, and/or internet resources.
Use an array of available technological tools to teach science lessons.
Support ethical use of media.