Life Science Education Grades 9-12

3.F. A teacher of science must understand the content and methods for teaching reading including: 3.F.1. knowledge of reading processes and instruction including:

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand 3.E.1.d : - justify and defend, using knowledge of student learning, research in science education, and national science education standards, a given instructional model or curriculum;

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1.a : - select, using local, state, and national science

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1.b : - plan a coordinated sequence of lessons and instructional strategies that support the development of students' understanding and nurture a community of science learners including appropriate inquiry into authentic questions generated from students' experiences; strategies for eliciting students' alternative ideas; strategies to help students' understanding of scientific concepts and theories; and strategies to help students use their scientific knowledge to describe real-world objects, systems, or events;

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:3.E.1.c : - plan assessments to monitor and evaluate learning of science concepts and methods of scientific inquiry; and

3.F.2. the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including: 3.F.2.a : - the appropriate applications of a variety of instructional frameworks that are effective in meeting the needs of readers of varying proficiency levels and linguistic backgrounds in secondary settings;

3.F.2. the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including: 3.F.2.b : - the ability to scaffold instruction for students who experience comprehension difficulties

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1. curriculum and instruction in science as evidence by the ability to: 3.E.3 : - how to apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents;

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.5 : - how to develop curriculum goals and purposes based on the central concepts of science and how to apply instructional strategies and materials for achieving student understanding of the discipline;

?Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.7 : - the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.1. curriculum and instruction in science as evidence by the ability to: 3.E.8 : - how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

Standard 3.E. Subp.3.E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand: 3.E.9 : - the role and purpose of cocurricular and extracurricular activities in the teaching and learning process

6.A.1. use sources of information to solve unfamiliar quantitative problems and communicate the solution in a logical and organized manner as evidenced by the ability to 6.A.1.a : - describe, using appropriate alternative forms including pictorial, graphical, or written descriptions, the known and unknown quantities of a given problem; and

6.A.1. use sources of information to solve unfamiliar quantitative problems and communicate the solution in a logical and organized manner as evidenced by the ability to 6.A.1.b : - describe, in terms of the relevant numerical and algebraic quantities and equations required to solve the problem, the relevant numerical and algebraic quantities and equations required to solve a given problem mathematically;

6.B. A teacher of life science must demonstrate knowledge of biological concepts. 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.1.a : - perform observations to describe the structures of a given common organism;

6.B. A teacher of life science must demonstrate knowledge of biological concepts. 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.1.b : - describe, using words, descriptions of appropriate experimental procedures, and diagrams, the characteristics of what determines life in a given common organism;

6.B. A teacher of life science must demonstrate knowledge of biological concepts. 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.1.c : - predict, using structure-function relationships, the system function from which a given set of plant and animal tissue samples is derived;

6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.1 : - identify various options for a research experience including independent study projects, participation in research

6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.2 : - select an option and complete a research experience that includes conducting a literature search on a problem; with an academic or industry scientist, directed study, internship, or field study;

6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.3 : - design and carry out an investigation;

Standard 6.B. 6.B. A teacher of life science must demonstrate knowledge of biological concepts. The teacher must: 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.3.h : - explain and predict, using the relationship between genes and their expression, the effect an environmental change will have on the expression of a given genetic trait;

6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.4 : - identify modes for presenting the research project;

Standard 6.B. 6.B. A teacher of life science must demonstrate knowledge of biological concepts. The teacher must: 6.B.1. understand structural and functional relationships as evidenced by the ability to: 6.B.4.b : - explain, using the principles of mutation and natural selection, how a specific adaptation of a given species might have developed in response to environmental stresses;

6.C. A teacher of life science must demonstrate an advanced conceptual understanding of life science and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. 6.C.5 : - present the research project in the selected mode.