Section 27.180 Environmental Science

Section

27.180  Environmental Science

By October 1, 2024, all candidates

for an endorsement in Science-Environmental 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 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

environmental science shall be required to meet the standards described in this

Section.

b)         The competent environmental science teacher understands the

Earth as a physical system, the living environment, humans and their societies,

and human-environment interactions.

1)         Knowledge Indicators – The competent environmental science

teacher:

A)        understands the cycling of matter and flow of energy through

the biotic and abiotic components of various ecosystems.

B)        understands the interactions and interdependence of Earth's

biotic and abiotic systems.

C)        understands how the complex relationships among social,

cultural, political, and economic systems affect local, regional, and global

environments.

D)        understands the ecological implications of human activities and

communities.

2)         Performance Indicators – The competent environmental science

teacher:

A)        describes how the laws of thermodynamics apply to habitats,

individual organisms, and community dynamics.

B)        analyzes carbon dioxide/oxygen, hydrologic, and nitrogen cycles

and their effects at local, regional, and global levels.

C)        compares and contrasts biotic and abiotic factors in the

environment and describes the interrelatedness of organisms to each other and

to their environment

bes how the laws of thermodynamics apply to habitats,

individual organisms, and community dynamics.

B)        analyzes carbon dioxide/oxygen, hydrologic, and nitrogen cycles

and their effects at local, regional, and global levels.

C)        compares and contrasts biotic and abiotic factors in the

environment and describes the interrelatedness of organisms to each other and

to their environment.

D)        analyzes how carrying capacity, population dynamics, principles

of natural selection, and human activity determine the biodiversity and

distribution of organisms in various environments.

E)        makes inferences about population sizes using sampling

techniques.

F)         analyzes how economic, political, cultural, and social

processes interact to shape environmental issues.

G)        analyzes the ways in which the environment has been changed by

natural occurrences and human intervention, differentiating between short- and

long-term effects.

c)         The competent environmental science teacher has an

understanding of environmental issues and possesses the skills to address these

issues.

1)         Knowledge Indicators – The competent environmental science

teacher:

A)        understands the steps involved in conducting investigations of

environmental issues in a social and political context.

B)        understands the societal, economic, and cultural influences on

the environmental decision-making process.

C)        understands internationally accepted positions regarding

citizens' environmental rights and responsibilities and the historical basis

for their development.

D)        understands trends in national and global societies that relate

to environmental quality.

E)        understands the connection between environmental awareness and

environmental decision-making and action

making process.

C)        understands internationally accepted positions regarding

citizens' environmental rights and responsibilities and the historical basis

for their development.

D)        understands trends in national and global societies that relate

to environmental quality.

E)        understands the connection between environmental awareness and

environmental decision-making and action.

2)         Performance Indicators – The competent environmental science

teacher:

A)        evaluates the validity of information sources related to

environmental issues by identifying bias and boundaries of evidence.

B)        applies research and analytical skills necessary for the

investigation of local, regional, and global environmental issues.

C)        identifies and evaluates differing interpretations of

environmental issues and alternative ways to consider their cultural and

ecological impacts.

D)        guides students to develop abilities to identify, evaluate, and

clarify their own values and positions related to discrete environmental issues

and their associated solutions.

E)        evaluates proposed or implemented citizen actions with respect

to their influence on achieving and/or maintaining a dynamic equilibrium

between quality of life and quality of the environment.

d)         The competent environmental science teacher understands and

can apply scientific processes and concepts to the study of environmental

phenomena.

1)         Knowledge Indicators – The competent environmental science

teacher:

A)        understands the strategies and research bases used to propose,

analyze, and evaluate environmental studies as a form of scientific inquiry.

B)        understands established criteria used to evaluate sources of

environmental information and educational materials.

C)        understands Illinois, United States, and world environmental

history.

D)        understands the actual and potential impact of local, State,

national, and global policies on environmental issues

and evaluate environmental studies as a form of scientific inquiry.

B)        understands established criteria used to evaluate sources of

environmental information and educational materials.

C)        understands Illinois, United States, and world environmental

history.

D)        understands the actual and potential impact of local, State,

national, and global policies on environmental issues.

2)         Performance Indicators – The competent environmental science

teacher:

A)        develops, modifies, clarifies, and explains questions that

guide explorations of environmental phenomena of various types.

B)        designs safe and appropriate field and classroom studies for

community-based action research investigations.

C)        creates, uses, and evaluates algebraic, geometric, and computer

models and simulations to understand environmental phenomena.

D)        uses the equipment and technologies necessary to conduct safe

and appropriate studies of environmental phenomena.

E)        uses national, State and local criteria to evaluate and select

environmental education materials.

F)         evaluates degrees of bias in claims derived from scientific

studies used in advertising and marketing strategies.

G)        compares and contrasts how individuals, and governments contend

with the prevention and correction of health-threatening environmental

problems.