B, St. Thomas University Elementary Science Standards for Katelyn Ward 1 (Dr. Shaunda Wood, Associate Professor) certify that the person named ‘above has met the following teaching and learning outcomes through their work in the St. Thomas University-EDUC S473 Science for Elementary Children Course. The Nature of Scientific Inquiry and Discovery-Based Learning Preservice teachers krow and can demonstrate an understanding of relevant content and demonstrate evidence of appropriate, contemporary, student-driven instructional ‘methodologies for teaching in an inclusive, 21% Century-oriented, public education system, Pre-service teachers: + Understand the nature of scientific inquiry, Its central role In science, and how to use the skills and processes of scientific inquiry Levels | to Ill while completing ‘outdoor observation journals, discovery-based experiments, and collaborative science units with diseovery-based science centers. + Demonstrate introductory knowledge, skills, and understanding of concepts related ‘to major science disciplines: Physica, Life and Earth/Space Sciences. + Communicate effectively using word processing software, video and movie software, power point presentations, and other current learning management systems. + Collaborate using Web. 2.0 technologies such as Moodle, Wikispaces, Weebly, and Scrapbiog. Planning and Design of Learning Environments and Experiences Pre-service teachers kaow, understand, and can demonstrate skills in the delivery of provincial curriculum and its assessment within a system that acknowledges the responsibility for an inclusive process in meeting the learning needs of every child Pre-service teachers: ‘+ Make conceptual connections within and across sclence disciplines, mathematics, engineering, and technology [STEM] while integrating other core concepts {throughout the grade bands. ‘+ Study current research on teaching and learning with STEM when planning learning ‘environments and experiences. + Design and imploment rigorous and relevant units and lessons fnformed by Nest Generation Sciene Standards and New Brunswick Elementary Science CurriculaProfessional abilities and Practice Preservice teachers adapt their teaching methodology and strategies based upon ‘observation and interests of students, ongoing reflection of assessments and evaluation data and evidence, and the study of emergent educational research. Pre- service teachers: + Collaborate with practicing teachers to design appropriate learning opportunities that reflect the cultural and indiidual learning needs and interests of students. + Use international national, and provincial resources to stay abreast of curricular and ‘STEM changes as part of ongoing professional development and life-long learning, + Communicate and collaborate with peers to develop collaborative, integrated, authentic learning opportunities that reflect educational research and practice. References: 210 Century tandatds of ractce for Roginning Teachers in New Brunswick (2010)-Provinc of New Brunswick last accessed 18/02/15, ep fn a/0000 publications /comm/standardsof practice for begin teachers pd National Science Teacher’ Assocation (2013)- Nex Generation Science Standards. NGSS @NSTA, ast accessed, 15/02/15, bp /mgsnst.ora/ AccessStandarésByTopicasps