Section 27.140 Science

Section 27.140  Science

By October 1, 2024, candidates for an endorsement in Science

will be required to complete a program aligned to the National Standards for

Science Teacher Preparation (2012), published by the National Science Teachers

Association, 1840 Wilson Boulevard, Arlington VA 22201, and posted at

http://www.nsta.org/preservice/. (No later amendments to or editions of these guidelines

are incorporated.)  The standards effective until September 30, 2024 are as

follows:

a)         All science teachers shall be required to demonstrate

competence in the common core of science standards set forth in this Section.

In addition, each science teacher shall be required to demonstrate competence

in at least one of the science designation areas for which standards are

described in Sections 27.150 through 27.190:  biology, chemistry, earth and

space science, environmental science, and/or physics.

b)         Science as Inquiry – The competent science teacher understands

scientific inquiry and has the ability to conduct scientific inquiry.

1)         Knowledge Indicators – The competent science teacher:

A)        understands assumptions, processes, purposes, requirements, and

tools of scientific inquiry.

B)        understands mathematical processes and tools for collecting,

managing, and communicating information.

C)        understands different approaches to conducting scientific

investigations.

2)         Performance Indicators – The competent science teacher:

A)        plans and conducts scientific investigations using appropriate

tools and technology.

B)        applies mathematical and statistical methods to collect,

analyze, and communicate results of investigations.

C)        displays, illustrates, and defends the results of an

investigation.

D)        uses evidence and logic in developing proposed explanations

that address scientific questions and hypotheses

s and conducts scientific investigations using appropriate

tools and technology.

B)        applies mathematical and statistical methods to collect,

analyze, and communicate results of investigations.

C)        displays, illustrates, and defends the results of an

investigation.

D)        uses evidence and logic in developing proposed explanations

that address scientific questions and hypotheses.

c)         Technological Design – The competent science teacher

understands the concepts, principles and processes of technological design.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the processes, capabilities, limitations and

implications of technology and technological design and redesign.

B)        understands technology and technological design as the use of

tools throughout human history.

2)         Performance Indicators – The competent science teacher:

A)        identifies real-world problems or needs to be solved through

technological design.

B)        addresses a problem situation by identifying a design problem,

proposing a design solution, implementing the solution, evaluating the

solution, revising the design upon evaluation, and communicating the design and

the process.

C)        identifies the inquiry process in the investigation of past,

current, and potential technological designs.

d)         Molecular and Cellular Sciences – The competent science

teacher understands and can apply concepts that explain the cell, the molecular

basis of heredity, and biological evolution.

1)         Knowledge Indicators – The competent science teacher:

A)        understands viral, sub-cellular and cellular structure and

function.

B)        understands the nature and function of the gene, with emphasis

on the molecular basis of inheritance and gene expression.

C)        understands the processes of change at the microscopic and

macroscopic levels

redity, and biological evolution.

1)         Knowledge Indicators – The competent science teacher:

A)        understands viral, sub-cellular and cellular structure and

function.

B)        understands the nature and function of the gene, with emphasis

on the molecular basis of inheritance and gene expression.

C)        understands the processes of change at the microscopic and

macroscopic levels.

2)         Performance Indicators – The competent science teacher:

A)        describes the processes of the cell cycle and analyzes the

transmission of genetic information.

B)        demonstrates an understanding of organelles, cells, tissues,

organs, and organ systems and their functions.

C)        identifies scientific evidence from various sources to

demonstrate knowledge of theories about processes of biological evolution.

D)        demonstrates the ability to use instruments or to explain

functions of the technologies used to study the life sciences at the molecular

and cellular level.

e)         Organisms and Ecosystems – The competent science teacher

understands and can apply concepts that describe how living things interact

with each other and with their environment.

1)         Knowledge Indicators – The competent science teacher:

A)        understands how living and nonliving factors interact with one

another and with their environment.

B)        understands the strategies and adaptations used by organisms to

obtain the basic requirements of life.

C)        understands that all environments are comprised of interrelated

dynamic systems.

D)        understands the concepts of populations, communities,

ecosystems, ecoregions, and the role of biodiversity in living systems.

E)        understands that humans are living organisms who uniquely

interact with the environment.

2)         Performance Indicators – The competent science teacher:

A)        develops a model or explanation that shows the relationships

within the environment

.

D)        understands the concepts of populations, communities,

ecosystems, ecoregions, and the role of biodiversity in living systems.

E)        understands that humans are living organisms who uniquely

interact with the environment.

2)         Performance Indicators – The competent science teacher:

A)        develops a model or explanation that shows the relationships

within the environment.

B)        demonstrates an understanding of how communities, ecosystems,

and ecoregions change.

C)        demonstrates an understanding of the human as a living organism

comparable to other life forms and functions.

D)        describes physical, ecological, and behavioral factors that

influence homeostasis within an organism and interrelationships among

organisms.

E)        demonstrates the ability to use instruments or to explain

functions of the technologies used to study the life sciences at the organism

and ecosystem level.

f)         Matter and Energy – The competent science teacher understands

the nature and properties of energy in its various forms, and the processes by

which energy is exchanged and/or transformed.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the atomic and nuclear structure of matter and the

relationship to chemical and physical properties.

B)        understands the principle of conservation as it applies to

mass, charge, momentum, and energy.

C)        understands the cause and effect of chemical reactions in

natural and manufactured systems.

D)        understands the characteristics and relationships among

thermal, acoustical, radiant, electrical, chemical, mechanical, and nuclear

energies.

2)         Performance Indicators – The competent science teacher:

A)        analyzes the properties of materials in relation to their

chemical or physical structures and evaluates uses of the materials based on

their properties

ctured systems.

D)        understands the characteristics and relationships among

thermal, acoustical, radiant, electrical, chemical, mechanical, and nuclear

energies.

2)         Performance Indicators – The competent science teacher:

A)        analyzes the properties of materials in relation to their

chemical or physical structures and evaluates uses of the materials based on

their properties.

B)        explains conservation of mass and energy and explains

interactions of energy with matter, including changes in state.

C)        uses kinetic theory and the laws of thermodynamics to explain

energy transformations.

D)        analyzes atomic and nuclear reactions in natural and man-made

energy systems.

E)        demonstrates the ability to use instruments or to explain

functions of the technologies used to study matter and energy.

g)         Force and Motion – The competent science teacher understands

and applies the concepts that describe force and motion and the principles that

explain them.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the concepts and interrelationships of position,

time, velocity, and acceleration.

B)        understands the concepts and interrelationships of force

(including gravity and friction), inertia, work, power, energy, and momentum.

C)        understands the nature and properties of electricity and

magnetism.

D)        understands the nature and properties of mechanical and

electromagnetic waves.

2)         Performance Indicators – The competent science teacher:

A)        describes and predicts motions of bodies in inertial and

accelerated frames of reference and in one and two dimensions in a physical

system with association to the basic theories of force and motion.

B)        analyzes and predicts motions and interactions involving forces

within the context of conservation of energy and/or momentum.

C)        describes the effects of gravitational, electromagnetic, and

nuclear forces in real-life situations

ial and

accelerated frames of reference and in one and two dimensions in a physical

system with association to the basic theories of force and motion.

B)        analyzes and predicts motions and interactions involving forces

within the context of conservation of energy and/or momentum.

C)        describes the effects of gravitational, electromagnetic, and

nuclear forces in real-life situations.

D)        analyzes and predicts the behavior of mechanical and

electromagnetic waves under varying physical conditions.

E)        demonstrates abilities to use instruments or to explain

functions of the technologies used to study force and motion.

h)         The Earth – The competent science teacher understands the

dynamic nature of the Earth and recognizes that its features and structures

result from natural processes.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the structure and composition of the Earth's land,

water, and atmospheric systems.

B)        understands the transfer of energy within and among Earth's

land, water, and atmospheric systems.

C)        understands the scope of geologic time and the continuing

physical changes of the Earth through time.

D)        understands the interrelationships between living organisms and

Earth's resources.

2)         Performance Indicators – The competent science teacher:

A)        analyzes and explains large-scale dynamic forces, events, and

processes that affect the Earth's land, water, and atmospheric systems.

B)        identifies and explains Earth's processes and cycles and cites

examples in real-life situations.

C)        evaluates scientific theories about Earth's origin and history

and how those theories explain contemporary living systems.

D)        identifies and evaluates the uses of Earth's resources.

E)        demonstrates abilities to use instruments and/or to explain

functions of the technologies used to study the earth sciences

processes and cycles and cites

examples in real-life situations.

C)        evaluates scientific theories about Earth's origin and history

and how those theories explain contemporary living systems.

D)        identifies and evaluates the uses of Earth's resources.

E)        demonstrates abilities to use instruments and/or to explain

functions of the technologies used to study the earth sciences.

i)          The Universe – The competent science teacher understands and

applies concepts that explain the composition, structure of, and changes in the

universe and Earth's place in it.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the properties and dynamic nature of the solar

system.

B)        understands the properties and dynamics of objects external to

the solar system.

C)        understands the scientific theories dealing with the origin of

the universe.

2)         Performance Indicators – The competent science teacher:

A)        observes, describes, and explains the relative and apparent

motions of objects in the sky.

B)        compares and analyzes evidence relating to the origin and

physical evolution of the universe.

C)        compares the processes involved in the life cycle of objects

within the galaxies, including their physical and chemical characteristics.

D)        demonstrates the ability to use instruments or to explain

functions of the technologies and tools used in the study of the space

sciences.

j)          Practices of Science – The competent science teacher understands

and applies accepted practices and implications of science in contemporary and

historical contexts.

1)         Knowledge Indicators – The competent science teacher:

A)        understands that the nature of science is a human endeavor

characterized as tentative, public, replicable, probabilistic, historic,

unique, holistic, and empirical

es of Science – The competent science teacher understands

and applies accepted practices and implications of science in contemporary and

historical contexts.

1)         Knowledge Indicators – The competent science teacher:

A)        understands that the nature of science is a human endeavor

characterized as tentative, public, replicable, probabilistic, historic,

unique, holistic, and empirical.

B)        understands the definitions of hypotheses, predictions, laws,

theories, and principles and the historic and contemporary development and

testing of them.

C)        understands research and reports examples of hypotheses,

predictions, laws, theories, and principles and valid and biased thinking.

D)        understands the basis for safety practices and regulations in

the study of science.

2)         Performance Indicators – The competent science teacher:

A)        researches and reports examples of creative and critical

thinking skills in scientific research and technological innovation.

B)        researches and reports examples of predictions, hypotheses, and

theories in both valid and biased scientific thinking.

C)        researches and reports examples of the development of science

through time and the impact of societal values on the nature of science.

D)        documents and practices safety rules and shows evidence of

their necessity in the investigation of science.

E)        demonstrates the ability to use instruments and is able to

explain functions of appropriate safety equipment used to ensure and implement

safe practices.

k)         Science, Technology, and Society – The competent science

teacher understands the interaction among science, technology, and society,

including historical and contemporary development of major scientific ideas and

technological innovations

ates the ability to use instruments and is able to

explain functions of appropriate safety equipment used to ensure and implement

safe practices.

k)         Science, Technology, and Society – The competent science

teacher understands the interaction among science, technology, and society,

including historical and contemporary development of major scientific ideas and

technological innovations.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the ways that science and technology affect

people's everyday lives, societal values, and systems; the environment; new

knowledge; and technologies throughout history.

B)        understands the processes and effects of scientific and

technological breakthroughs and their effect on other fields of study, careers,

and job markets.

2)         Performance Indicators – The competent science teacher:

A)        evaluates the efficacy of criteria for determining the effects

of policies on local, State, national, and global scientific, environmental,

and technological issues.

B)        investigates and evaluates the credibility of scientific claims

made in the media, during public debates, or in advertising or marketing

campaigns.

C)        investigates issues by defining and clearly articulating the

scientific, technological, and societal connections to be investigated, as well

as evaluating the consequences, implications, and potential options for

resolution.

l)          Unifying Concepts – The competent science teacher understands

the major unifying concepts of all sciences (systems, order, and organization;

evidence, models, and explanation; constancy, change, and measurement;

evolution and equilibrium; form and function), and how these concepts relate to

other disciplines, particularly mathematics and the social sciences.

1)         Knowledge Indicators – The competent science teacher:

A)        understands connections within and among the traditional

scientific disciplines

er, and organization;

evidence, models, and explanation; constancy, change, and measurement;

evolution and equilibrium; form and function), and how these concepts relate to

other disciplines, particularly mathematics and the social sciences.

1)         Knowledge Indicators – The competent science teacher:

A)        understands connections within and among the traditional

scientific disciplines.

B)        understands the fundamental comparability of the processes

shared within and among the traditional scientific disciplines.

C)        understands fundamental mathematical language, knowledge, and

skills.

D)        understands fundamental relationships among the sciences and

the social sciences.

2)         Performance Indicators – The competent science teacher:

A)        identifies and describes the application of the unifying

concepts in real-life situations.

B)        utilizes the unifying concepts from science, as well as

concepts from mathematics, the social sciences, and other disciplines in his or

her teaching.

C)        expresses phenomenological relationships in the language of

mathematics, solving simple algebraic equations, using scientific notation,

constructing and interpreting graphs and using probabilities.

m)        Curriculum in Science – The competent science teacher

understands how to develop learning outcomes for science instruction that

incorporate State and national frameworks for teaching science and how to

select appropriate curriculum materials to meet the standards-based outcomes.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the local, State and national goals and standards

for science education.

B)        understands the relationship of science concepts to the

developmental level of students in classrooms.

C)        understands how to articulate science instruction across units

and from year to year

the standards-based outcomes.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the local, State and national goals and standards

for science education.

B)        understands the relationship of science concepts to the

developmental level of students in classrooms.

C)        understands how to articulate science instruction across units

and from year to year.

2)         Performance Indicators – The competent science teacher:

A)        identifies how an instructional design relates to local, State,

and national goals and standards for science.

B)        identifies appropriate curricular materials from a variety of

sources and selects those that meet the developmentally appropriate,

standards-led instructional outcomes.

C)        demonstrates the ability to articulate learning across and

among units of instruction, courses in science, and other disciplines.

n)         Planning for Instruction in Science – The competent science

teacher understands how to plan learning experiences that utilize an

appropriate variety of instructional methods and strategies that allow students

to develop significant concepts in science and the ability to engage in scientific

reasoning.

1)         Knowledge Indicators – The competent science teacher:

A)        understands how to use materials from the students' environment

to help them use inquiry strategies to build concepts.

B)        understands the appropriate use of various strategies of direct

instruction, concept development, inquiry and problem solving that lead to

knowledge and skills in scientific reasoning.

C)        understands how concepts are developed in students' minds and

how to address misconceptions that students have developed from prior

experiences.

2)         Performance Indicators – The competent science teacher:

A)        plans instruction that allows students to develop understanding

of significant concepts and skills in science through hands-on experiences with

real materials

ning.

C)        understands how concepts are developed in students' minds and

how to address misconceptions that students have developed from prior

experiences.

2)         Performance Indicators – The competent science teacher:

A)        plans instruction that allows students to develop understanding

of significant concepts and skills in science through hands-on experiences with

real materials.

B)        plans instruction that incorporates a variety of methods and

strategies for learning, including demonstrations, the laboratory, and

out-of-class resources.

C)        plans instruction utilizing instructional technology,

instructional materials, and scientific equipment.

D)        plans instructional activities that create opportunities for

students to test, modify, and sometimes abandon previous ideas about science.

o)         Environment for Learning – The competent science teacher can

design and manage safe and supportive learning environments in which all

students can engage in scientific inquiry and concept development.

1)         Knowledge Indicators – The competent science teacher:

A)        understands liability and negligence, especially as applied to

science teaching.

B)        understands procedures for safe and ethical use and care of

animals for science instruction.

2)         Performance Indicators – The competent science teacher:

A)        designs and assesses learning environments to utilize safe

practices to prevent potential problems of liability and negligence regarding

the inventory, storage, and disposal of chemicals, resources, and equipment.

B)        develops a set of criteria to measure and assesses the optimum

learning environment that promotes scientific inquiry and learning.

C)        develops procedures to adapt learning environments to meet

students' special needs

ze safe

practices to prevent potential problems of liability and negligence regarding

the inventory, storage, and disposal of chemicals, resources, and equipment.

B)        develops a set of criteria to measure and assesses the optimum

learning environment that promotes scientific inquiry and learning.

C)        develops procedures to adapt learning environments to meet

students' special needs.

p)         Teaching Science – The competent science teacher understands

how to guide and facilitate learning using a variety of methods and strategies

that encourage students' development of scientific inquiry skills and concepts.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the appropriate use of strategies for questioning,

facilitating, and coaching to help students develop significant concepts, problem-solving

skills, and scientific habits of mind.

B)        understands the teacher's role in different teaching

strategies, including concept development, inquiry, and direct instruction.

2)         Performance Indicators – The competent science teacher:

A)        implements activities requiring students to collect data,

reflect upon their findings, make inferences, and link new ideas to preexisting

knowledge.

B)        conducts instruction that has appropriate structure with

flexibility to allow students to engage in productive inquiry as individuals

and groups.

C)        conducts instruction that encourages the curiosity, openness to

new ideas and data, and skepticism that characterize science.

q)         Assessment – The competent science teacher understands

standards-based science assessment designs, purposes, and analysis strategies,

including technological collection capabilities and performance assessments.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the alignment of student learning standards,

instructional strategies, and local curriculum in the development of assessment

tools and strategies

rstands

standards-based science assessment designs, purposes, and analysis strategies,

including technological collection capabilities and performance assessments.

1)         Knowledge Indicators – The competent science teacher:

A)        understands the alignment of student learning standards,

instructional strategies, and local curriculum in the development of assessment

tools and strategies.

B)        understands the value of assessment data in guiding and

changing instruction in science classrooms.

C)        understands the importance of communicating criteria for

success to students.

D)        understands the importance and impact of State and local

assessment policies.

2)         Performance Indicators – The competent science teacher:

A)        plans and conducts assessment to evaluate scientific inquiry

assessment tasks in multiple disciplines.

B)        plans and conducts assessment to evaluate technological design

assessment tasks in multiple disciplines.

C)        plans and conducts assessment to evaluate scientific case

study/issue investigation assessment tasks in multiple disciplines.

D)        plans and conducts assessment to evaluate student understanding

using a variety of tools and strategies.

E)        designs assessment tasks with clearly articulated criteria for

student impact and program evaluation.

F)         evaluates assessment data to propose responses to program

evaluation and potential improvement.

r)          Connections in Teaching Science – The competent science

teacher can relate science to the daily lives and interests of students as well

as to the larger framework of human endeavor and to learning in other

disciplines.

1)         Knowledge Indicators – The competent science teacher:

A)        understands how students can identify and utilize science

concepts in their daily lives.

B)        understands the relationship of learning in science to learning

in other disciplines

e to the daily lives and interests of students as well

as to the larger framework of human endeavor and to learning in other

disciplines.

1)         Knowledge Indicators – The competent science teacher:

A)        understands how students can identify and utilize science

concepts in their daily lives.

B)        understands the relationship of learning in science to learning

in other disciplines.

2)         Performance Indicators – The competent science teacher:

A)        engages students in the examination of science applications in

their personal lives and interests and in the examination of local issues.

B)        assists students in relating knowledge of other disciplines,

particularly mathematics and social sciences, to concepts of science in

applications to their personal lives.

C)        orients students to potential careers related to applications

of scientific and technological knowledge.

s)         Learning Science and the Community – The competent science

teacher can make effective use of human and institutional resources beyond the

classroom.

1)         Knowledge Indicators – The competent science teacher:

A)        understands applications of science concepts and inquiry to the

context of a community.

B)        understands how parents and other community members and

institutions support science learning in the classroom.

C)        understands how to use the resources of the student's community

to support inquiry.

2)         Performance Indicators – The competent science teacher:

A)        uses data about a community in conducting learning activities

in science.

B)        conducts activities that involve parents and other members of

the community in the science program.

C)        utilizes individuals and agencies that provide science education

in the community in the science program.

D)        develops and tests a community resource inventory, including

its non-formal learning opportunities, business/industry connections, and

parent/community resources

)        conducts activities that involve parents and other members of

the community in the science program.

C)        utilizes individuals and agencies that provide science education

in the community in the science program.

D)        develops and tests a community resource inventory, including

its non-formal learning opportunities, business/industry connections, and

parent/community resources.

E)        uses synchronous and asynchronous telecommunication

capabilities to collaborate with community members and other experts as an

integral component of projects.

t)          Content Reading – The competent science teacher understands

the process of reading and demonstrates instructional abilities to teach

reading in the content area of science.

1)         Knowledge Indicators – The competent science teacher:

A)        understands that the reading process is the construction of

meaning through the interactions of the reader's background knowledge and

experiences, the information in the text, and the purpose of the reading

situation.

B)        recognizes the relationships among the four language arts

(reading, writing, listening, and speaking), and knows how to provide

opportunities to integrate these through instruction.

C)        understands how to design, select, modify, and evaluate

materials in terms of the reading needs of the learner.

D)        understands the importance of and encourages the use of

literature  for adolescents in the curriculum and for independent reading.

E)        understands the relationship between oral and silent reading.

F)         understands the role of subject-area vocabulary in developing

reading comprehension.

G)        understands the importance of the unique study strategies

required of the specific content area in developing reading comprehension.

H)        understands the importance of the relationship between

assessment and instruction in planning

ands the relationship between oral and silent reading.

F)         understands the role of subject-area vocabulary in developing

reading comprehension.

G)        understands the importance of the unique study strategies

required of the specific content area in developing reading comprehension.

H)        understands the importance of the relationship between

assessment and instruction in planning.

2)         Performance Indicators – The competent science teacher:

A)        plans and teaches lessons for students that develop

comprehension of content-area materials through instructional practices that

include analyzing critically, evaluating sources, and synthesizing and

summarizing material.

B)        plans and teaches lessons on how to monitor comprehension and

correct confusions and misunderstandings that arise during reading.

C)        plans and models use of comprehension strategies before,

during, and after reading of text.

D)        provides opportunities for students to develop content-area

vocabulary through instructional practices that develop connections and

relationships among words, use of context clues, and understanding of

connotative and denotative meaning of words.

E)        plans and teaches lessons that encourage students to write

about the content read in order to improve understanding.

F)         plans and teaches lessons to help students develop study

strategies that include previewing and preparing to read text effectively,

recognizing organizational patterns unique to informational text, and using

graphic organizers as an aid for recalling information.

G)        plans and teaches units that require students to carry out

research or inquiry using multiple texts, including electronic resources.

H)        provides continuous monitoring of students' progress through

observations, work samples, and various informal reading assessments

izational patterns unique to informational text, and using

graphic organizers as an aid for recalling information.

G)        plans and teaches units that require students to carry out

research or inquiry using multiple texts, including electronic resources.

H)        provides continuous monitoring of students' progress through

observations, work samples, and various informal reading assessments.

I)         analyzes and evaluates the quality and appropriateness of

instructional materials in terms of readability, content, length, format,

illustrations, and other pertinent factors.

J)         promotes

the development of an environment that includes classroom libraries that foster

reading.