Section 27.150 Biology

Section 27.150

Biology

By October 1, 2024, all candidates

for an endorsement in Science-Biology 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 available 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)         In addition to the standards for all science teachers that are

set forth in Section 27.140, those who specialize in the teaching of biology

shall be required to meet the standards described in this Section.

b)         The competent biology teacher applies an understanding of the

concepts of cell biology.

1)         Knowledge Indicators – The competent biology teacher:

A)        understands the structural and functional aspects of nucleic

acids, proteins, carbohydrates, lipids, and enzyme kinetics and reactivity.

B)        understands the utilization and synthesis of organic materials

by living systems and the relationship of these processes to energy production

and utilization at the cellular level.

C)        understands the basic methods and processes used in cellular

and molecular biology research.

D)        understands the mechanisms and genetics of cellular

differentiation to form specialized tissues, organs, and the organism.

2)         Performance Indicators – The competent science teacher:

A)        designs and/or describes models that represent nuclear and

cellular chemical reactions at the microscopic and macroscopic levels.

B)        demonstrates the use and application of the technologies and

instruments used to study biological phenomena at the cellular level for both

prokaryotes and eukaryotes.

C)        delineates the historical progression of the studies of

cellular biology, emphasizing the changes in knowledge from advances in

technology and the resulting societal implications

scopic and macroscopic levels.

B)        demonstrates the use and application of the technologies and

instruments used to study biological phenomena at the cellular level for both

prokaryotes and eukaryotes.

C)        delineates the historical progression of the studies of

cellular biology, emphasizing the changes in knowledge from advances in

technology and the resulting societal implications.

D)        develops, selects, and implements safe and appropriate

laboratory, field, and classroom activities to develop students' understanding

of cell biology.

c)         The competent biology teacher applies an understanding of the

molecular basis of heredity and the associated mathematical probabilities of

pedigrees.

1)         Knowledge Indicators – The competent biology teacher:

A)        understands the nature and function of the gene, with an

emphasis on the molecular basis of inheritance and gene expression.

B)        understands the processes involved in gene sequencing and the

technologies that did/will contribute to advances in this field.

C)        understands genetic and mathematical explanations associated

with the probabilities of the transmission of traits and defects in organisms.

D)        understands the basis and impact of the concepts of mutations

and extinction.

E)        understands the concepts, technologies, and consequences

associated with recombinant DNA applications.

2)         Performance Indicators – The competent science teacher:

A)        schematically explains the technologies associated with various

gene sequencing strategies and manipulations.

B)        designs physical and mathematical models of varying degrees of

sophistication that explain the nature of the gene and its predicted

expression(s) in various organisms.

C)        demonstrates the use and application of the instruments used in

biotechnology studies

r:

A)        schematically explains the technologies associated with various

gene sequencing strategies and manipulations.

B)        designs physical and mathematical models of varying degrees of

sophistication that explain the nature of the gene and its predicted

expression(s) in various organisms.

C)        demonstrates the use and application of the instruments used in

biotechnology studies.

D)        delineates the historical progression of the studies of

biotechnology, emphasizing the changes in knowledge from advances in technology

and the resulting societal implications.

E)        develops, selects, and implements safe and appropriate

laboratory, field, and classroom activities to develop students' understanding

of biotechnology.

d)         The competent biology teacher applies an understanding of

biological evolution.

1)         Knowledge Indicators – The competent biology teacher:

A)        understands biological diversity, with an emphasis on the

evolutionary relationships among the major groups.

B)        understands the processes of natural selection and speciation

by which entire and portions of phyla, classes, orders, genus and species of

organisms have evolved or become extinct over time.

C)        understands the evidence from comparative anatomy, behavior,

embryology, genetics, paleontology, and physiological studies that contribute

to the explanations of the theory of evolution.

2)         Performance Indicators – The competent science teacher:

A)        cites and describes examples of evolutionary evidence from the geological,

biochemical, genetic, embryologic, and fossil records.

B)        compares and contrasts cellular and sub-cellular structures and

molecular processes among the major groups of organisms.

C)        describes recent findings or research associated with the testing

of the theory of evolution and its mechanisms

her:

A)        cites and describes examples of evolutionary evidence from the geological,

biochemical, genetic, embryologic, and fossil records.

B)        compares and contrasts cellular and sub-cellular structures and

molecular processes among the major groups of organisms.

C)        describes recent findings or research associated with the testing

of the theory of evolution and its mechanisms.

D)        delineates the historical progression of the studies of

evolution, emphasizing the changes in knowledge from advances in technology and

the resulting societal implications.

E)        develops, selects, and implements appropriate classroom

activities to develop students' understanding of evolution.

e)         The competent biology teacher applies an understanding of

organismal biology and diversity.

1)         Knowledge Indicators – The competent biology teacher:

A)        understands biochemical and molecular biology of the processes

fundamental to the metabolic function of the various systems of living

organisms.

B)        understands how organisms recognize and localize various

signals to maintain homeostasis throughout and beyond the whole organism.

C)        understands biological diversity that encompasses the

structure, function, and nomenclature of the major groups of organisms on the

local, regional, and global levels.

D)        understands the processes and requirements necessary for the

maintenance and continuation of life, including humans.

2)         Performance Indicators – The competent science teacher:

A)        designs and explains models that demonstrate how organisms

react to stimuli within and beyond the organism.

B)        analyzes the interrelationships among the functions of the

various organismal systems.

C)        demonstrates the use of various instruments and technologies

that enable the study of organisms on the microscopic and macroscopic levels

s – The competent science teacher:

A)        designs and explains models that demonstrate how organisms

react to stimuli within and beyond the organism.

B)        analyzes the interrelationships among the functions of the

various organismal systems.

C)        demonstrates the use of various instruments and technologies

that enable the study of organisms on the microscopic and macroscopic levels.

D)        develops, selects, and implements appropriate laboratory,

field, and classroom activities and strategies to develop students'

understanding of the biology of organisms and their diversity.

f)         The competent biology teacher applies an understanding of

ecology.

1)         Knowledge Indicators – The competent biology teacher:

A)        understands the categories of interactions and interdependence

by organisms in the various ecosystems, including the environmental influences

and limiting factors that affect them.

B)        understands the concepts and impact of population dynamics on

environments and communities.

C)        understands the human impact on the environment, as well as the

impact of the environment on humans.

D)        understands the effect of abiotic factors on the location of

different biotic communities.

2)         Performance Indicators – The competent science teacher:

A)        analyzes the impact of climate, altitude, geography, etc., on

the location of plant communities and animal habitats.

B)        explains the concepts of survival techniques by organisms in

varying environments and how this knowledge can be applied in altered

circumstances.

C)        analyzes the risk/cost/benefit factors in environmental impact

studies.

D)        conducts field studies to detect the presence of various

indicator species that mark the health of the ecosystem.

E)        demonstrates the use of various instruments, technologies, and

strategies in the research of the ecology

nvironments and how this knowledge can be applied in altered

circumstances.

C)        analyzes the risk/cost/benefit factors in environmental impact

studies.

D)        conducts field studies to detect the presence of various

indicator species that mark the health of the ecosystem.

E)        demonstrates the use of various instruments, technologies, and

strategies in the research of the ecology.

F)         develops, selects, and implements safe and appropriate

laboratory, field, and classroom activities to develop students' understanding

of the local, regional, and global ecosystems.

g)         The competent biology teacher applies an understanding of the

matter, energy, and organization in living systems.

1)         Knowledge Indicators – The competent biology teacher:

A)        understands the flow of energy in biological systems and the

physical environment.

B)        understands the distribution and abundance of organisms and

populations in ecosystems as limited by the availability of matter and energy.

C)        understands the reciprocity between consumers and producers and

the biochemical pathways that cause energy to be transferred.

D)        understands the need for obtaining, transforming, transporting,

releasing, and eliminating matter and energy as accommodated by the varying

complexity and organization of organisms.

2)         Performance Indicators – The competent science teacher:

A)        designs models that demonstrate the building and breakdown of

obvious molecules in biological reactions.

B)        describes the transformation of energy in various biological

reactions.

C)        analyzes the distribution and abundance of organisms within an

ecosystem limited by the availability of matter and energy.

D)        demonstrates the use of instruments, technologies, and

strategies that analyze the composition of the matter, energies, and degrees of

organization in organisms

reactions.

B)        describes the transformation of energy in various biological

reactions.

C)        analyzes the distribution and abundance of organisms within an

ecosystem limited by the availability of matter and energy.

D)        demonstrates the use of instruments, technologies, and

strategies that analyze the composition of the matter, energies, and degrees of

organization in organisms.

E)        develops, selects, and implements safe and appropriate

laboratory, field, and classroom activities that develop students'

understanding of the physical and chemical factors associated with living

systems.