28 St. Thomas University Elementary Science Standards for Jennifer Hutchison 1 (Dr. Shaunda Wood, Associate Professor) certify that the person named above has met the following teaching and learning outcomes through their or in the St. Thomas University-EDUC 5473 Science for Elementary Children ‘ourse. The Nature of Scientific Inquiry and Discovery-Based Learning Pre-service teachers know 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 s mntific inquiry Levels I to Ill while completing outdoor observation journals, discovery-based experiments, and collaborative Science units with discovery-based science centers. + Demonstrate introductory knowledge, skills, and understanding of concepts related to major science disciplines: Physical, 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 Scrapblog. Planning and Design of Learning Environments and Experiences Pre-service teachers know, 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: throughout the grade bands. + Study current research on teaching an environments and experiences. * Design and implemen Generation Science Standards and New Brunswick Elementary Science Curricula. Make conceptual connections within and across science disciplines, mathematics, engineering, and technology [STEM] while integrating other core concepts d learning with STEM when planning learning t rigorous and relevant units and lessons informed by Nexteuressiopall abilities and Practice peers teachers adapt their teaching methodology and strategies based upon ererionNond es of students, ongoing reflection of assessments and \ and evidence, and the sti ie - ae eos ‘udy of emergent educational research. Pre: raat with practicing teachers to design appropriate learning opportunities lect the cultural and individual learning needs and interests of students. Use i i a ee international national, and provincial resources to stay abreast of curricular and anges as part of ongoing professional development and life-long learning. * Co 7 oa and collaborate with peers to develop collaborative, integrated, ‘ic learning opportunities that reflect educational research and practice. References: 21+ Century Standards of Practice for Beginning Teachers in New Brunswick (2010). Province of New Brunswick, last accessed 15/02/15, http://www-gnb.ca/0000/publications/comm/s f National Science Teacher's Association (2013). Next Generation Science Standards. NGSS @NSTA. Last accessed, 15/02/15, http://ngss.nsta.org/AccessStandardsByTopicaspx lards_of_practice_for_begin_teachers.pd