Subp. 3.  Subject matter standards, elementary education.  A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to G and in at least one of subpart 4, items A to F:

A.  A teacher of children in kindergarten through grade 6 and either preprimary children age three and above, young adolescents in grades 5 through 8, or a world language and culture in kindergarten through grade 8 must:

1) understand and apply the research base for and the best practices of kindergarten, elementary, and preprimary or middle level education;

Readings from texts and articles throughout the semester in texts; discussions and response papers based on those readings, and assessment through application in lesson plans used for practicum teaching.

 
6) apply the standards of effective practice in teaching students in kindergarten through grade 6 and in either preprimary or middle level through a variety of early and ongoing clinical experiences with kindergarten or primary and intermediate students and either preprimary or middle level  students within a range of educational programming models. Standards of effective practice as well as a description of application of the standard indicator(s) --a rationale is required in each lesson plan students write for methods courses.

E.  A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry.  The teacher must: 

(1) understand science as a human endeavor, the nature of scientific knowledge, and the historical perspective of science;

EDU 371 & EDU 246.247: The nature of science discussions; discussion regarding the history of the atom (Chapter 8: Tillery) and the evolution of periodicity (Chapters 8-10 Tillery).

(2) know and apply the understandings and abilities of scientific inquiry including the ability to: 

(a) identify questions and concepts that can be explored through scientific inquiry; Developing as a teacher of inquiry assignment; Readings in Inquire Within (Chapters 1-3; 5 & 6). (K & A)
(b) design and conduct scientific investigations; Developing as a teacher of inquiry assignment; Readings in Inquire Within (Chapters 1-3; 5 & 6).
(c) use appropriate scientific instrumentation and equipment and mathematics as tools to improve scientific investigations and communications; Developing as a teacher of inquiry assignment; Readings in Inquire Within (Chapters 1-3; 5 & 6).
(d) compare the use of multiple types of inquiry for answering questions; Developing as a teacher of inquiry assignment;; Inquire Within (Chapters 1-3; 5 & 6).
(e) evaluate alternative explanations and models based on evidence, current scientific understanding, and logic; and Mystery Box Lesson.

(6) know and apply the fundamental concepts and principles of life science concerning the characteristics of organisms, the life cycle of organisms, the interrelationships of organisms and environments, structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems and their interrelationships, and diversity and adaptations of organisms;

Rearing and comparison of milkweed bugs and monarch butterflies.

8) know and apply pedagogy and classroom management in science and scientific inquiry including understanding: 

Inquire Within: Chapters 1-3, 5-6; Using monarchs or milkweed bugs to learn the basics of inquiry based teaching. Development as a teacher of inquiry in practicum (Electronic portfolio). Science Practicum lessons 1 & 2 include sections for classroom management planning.

(a) content standards under chapter 3501 for recommendations regarding curriculum, instruction, assessment, professional development, and program development; Development as a teacher of inquiry in practicum (Electronic portfolio). Assessment assignment in Science Teaching.; National Science Education Standards.
(b) how to teach scientific inquiry in a developmentally appropriate manner;

Inquire Within: Chapters 1-3, 5-6; Using monarchs or milkweed bugs to learn the basics of inquiry based teaching;; Developing as a teacher if Inquiry assignment. Teaching inquiry based lessons (Science Lesson plans 1 & 2).
(c) common student misconceptions in science and developmentally appropriate strategies to elicit students' misconceptions and help them move to accepted scientific understandings; and A Private Universe Discussion (EDU 247 & 371); Discussion of misconceptions in relation to plant growth and development (buds in fall vs spring).

(d) how to implement safe environments for learning science through knowing: 

i.  state and national legal responsibilities and safety guidelines for teaching science; Course Packets section on elementary science safety and using living organism in the classroom: Classroom Discussions.
ii.  how to establish and enforce recognized safety procedures during the science learning experience;

Course Packets section on elementary science safety and using living organism in the classroom: Classroom Discussions. EDU 246: Teaching a lab using FOSS kits. Safety in chemistry and physical science labs.

EDU 371: National Science Education Standards.
iii.  how to use required safety equipment for classroom, field, and laboratory settings including goggles, fire extinguisher, fire blanket, eye wash, and chemical shower; Course Packets section on elementary science safety and using living organism in the classroom: Classroom Discussions. EDU 246: Teaching a lab using FOSS kits. EDU 371: National Science Education Standards.

iv.  how to manage, maintain, and

 utilize science supplies and equipment;		 Course Packets section on elementary science safety and using living organism in the classroom: Classroom Discussions. EDU 246: Teaching a lab using FOSS kits.
v.  state and national guidelines and plan for the care, storage, use, and disposal of chemicals and equipment used to teach science; Course Packets section on elementary science Classroom Discussions. EDU 246: Teaching a lab using FOSS kits. Safety in chemistry and physical science labs.
vi.  the ethics of and restrictions on making and maintaining collections of scientific specimens and data; and Course Packets section on elementary science safety and using living organism in the classroom: Classroom Discussions. EDU 246: Teaching a lab using FOSS kits.
vii.  the ethics of and restrictions on the use of live organisms, and how to acquire, care, handle, and dispose of organisms. Rearing organisms (monarchs and milkweed bugs); experimental design with living organisms (crayfish) and recommendations for safe handling and disposal of animal (Carolina Biological handouts).

Updated: January 25, 2006