DRAFT COMPETENCIES
(Prepared by Dr. Bonnstetter)
Upon completion of a pre-service teacher’s preparation program, they must be able to show knowledge and experiences for each of the UNL Science Education competencies. A further breakdown of specific skills and topics are represented in the following list. Please remember, the goal is to be able to show evidence of abilities.
SUBJECT SPECIALITY
Goals for subject area
National Standards
State Frameworks
Trends and Issues
Demonstrate subject matter competence
Introduce major curriculum projects
Historical roots
Using Community Resources
PLANNING SKILLS
Identify & diagnose student's needs
Plan and implement learning activities
Writing daily lesson plans
Planning for Block Scheduling
INSTRUCTIONAL SKILLS
Use various models of teaching
1. Effective lecturing
2. Small grouping
3. Laboratory setting
4. Role playing
5. Simulations
Demonstrate various teaching strategies
Questioning and inquiry skills
Critical thinking skills development
Introducing the Hunter Model
Appropriate use of computers
Promoting creativity
concept development
INTERPERSONAL SKILLS
Demonstrate human relation skills
Communication skills for different ages
The role of attitude development
Understanding Teaming
EQUITY/MAINSTREAMING
1. Handicapped students
2. Mainstreamed students
3. Gifted/Talented students
4. Awareness of multicultural needs
5. Recognize sex bias
ASSESSMENT & EVALUATION
Assessing cognitive development
Develop appropriate evaluation
Designing and applying rubrics
Outcome Based Education
Performance Assessment
Assessing learning styles
Self evaluation procedures
Grading procedures
Videotaping
Coding teaching behavior
CLASSROOM MANAGEMENT
Rules, Procedures, & Routines
DEVELOPING A RATIONALE FOR TEACHING
A written research based rationale
A written philosophy of teaching
PROFESSIONALISM
Role of education journals
Professional involvement
Professional organizations available
OTHER GOALS
Maintaining a personal journal
Drug abuse
Student's and teacher's Rights
Public Attitudes
Qualifications Brief
Preparing a cover Letter/Resume
Parent Conferencing
Copyright laws & School law
Understanding Teacher Certification
Placement file preparation
Interviewing
INSTRUCTIONAL MATERIALS
Approach in selecting media
Philosophical rationale for media use
Knowledge of media equipment & material
Familiarity with production processes
Selection and use of:
Programmed instruction
Computer-assisted instruction
Simulations/games
Use media and resources
Graphics skills
Instructional game
Display media
Slide/tape
Audio
Video taping
Learning Center
EDUCATIONAL PSYCHOLOGY
Cognitive Styles
Learning Theories
Developmental Differences
Applied Cognitive Psychology
Memory functions
BIOLOGY & NATURAL SCIENCE TEACHERS' COMPETENCIES CHECKLIST*
I have achieved the competency ..............…………............1
I have achieved the competency but only to a limited degree .2
I have not had the opportunity to achieve the competency ....3
I once achieved the competency but now have forgotten how to perform it, however, I feel I could refresh my skill with review…..........4
1. Use pipettes ____
2. Prepare an infusion such as a hay or peppercorn infusion ____
3. Prepare lime-water solution. ____
4. Set up an aquarium. ____
5. Use scientific classification keys. ____
6. Make use of the technique of paper chromatography. ____
7. Set up a terrarium. ____
8. Determine the diameter on a microscope of both the low and high power fields of view (in microns). ____
9. Determine the actual size (in microns) of an object viewed by both the low and high power objectives of a microscope. ____
10. Perform an activity which demonstrates osmosis. ____
11. Use the statistical method known as the Chi-Square test ____
12. Make use of a technique for extracting chlorophyll and other pigments from leaves. ____
13. Use an oil immersion objective in microscopic investigations. ____
14. Type human blood. ____
15. Perform an activity which demonstrates principles of diffusion. ____
16. Prepare solutions of various molar concentrations, for example, a 0.1M sodium hydroxide solution. ____
17. Use the basic units of the metric system. ____
18. Observe circulation of blood in the tail of a fish or in the webbing of a frog's foot in order to investigate circulation in capillaries. ___
19. Perform an activity to develop understanding of the pH concept. Examples would be investigating the pH of acidic and basic solutions or measuring the pH values of various substances with pH paper. ___
20. Perform activities involving sensory receptors such as investigating the skin's sensitivity to touch and temperature, locating various types of taste receptors on the tongue, investigating the relationship of smell to taste, etc. ___
21. Prepare solutions of various percentages, for example, a 5% glucose solution or a 0.1% sodium chloride solution. ___
22. Investigate experimentally and use basic principles of probability, for example, the product rule and expanding and interpreting (a+b)n. ___
23. Dissect a frog (or other animal) to study its internal structure, organs, and systems. ___
24. Collect and analyze freshwater samples. ___
25. Cross fruit flies to study heredity. ___
26. Perform tests for sugars, starches, fats, proteins, etc.___
27. Use pH indicators, for example, most of (but not necessarily all) the common items such as litmus paper, hydrion paper, bromthymol blue, phenolpthalein, phenol red, and methylene blue. ___
28. Experiment to study phototropism in plants. ___
29. Experiment to study geotropism in plants. ___
30. Observe the heartbeat of Daphnia (or other small animal) under a microscope and investigate the effects of various temperatures, stimulants, or depressants on the heartbeat rate. ___
31. Collect and analyze soil samples in order to study the organisms that live in soil. ___
32. Perform a bacteriological analysis of water or milk products or other food products. ___
33. Investigate rates of oxygen consumption using small animals and some type of volumetric apparatus for the purpose of determining and comparing rates of metabolism___
34. Perform an activity either demonstrating or investigating transpiration in plants. ___
35. Experiment with the germination of seeds. ___
36. Conduct an experiment (as with yeast) to investigate fermentation. ___
37. Perform an experiment using dialysis tubing to study, for example, diffusion, digestion, etc. ___
38. Investigate the work of simple catalysts especially the work of an enzyme. ___
39. Conduct a survey of a lake, river, or stream (or some similar activity) in order to study environmental pollution. ___
40. Perform an activity to study the behavior of a small animal such as a pill bug, a caterpillar, or a fruit fly___
41. Make use of basic microbiological techniques such as aseptic techniques, preparing agar plates, transferring microorganisms, streaking, etc. ___
42. Perform an activity to study the decomposing action of soil microbes. ___
43. Perform an activity to demonstrate the presence of microorganisms in the surrounding environment and to suggest means of reducing microorganisms to reduce the spread of disease. ___
44. Perform activities investigating the structure and function of a leaf of a plant. ___
45. Perform activities investigating the structure and function of a stem of a plant. ___
46. Perform activities investigating the structure and function of a root of a plant. ___
47. Conduct a field exercise to study the interrelationships of plants in a plant community. ___
48. Conduct a field exercise to study an animal community as to the interrelationships of animals in that community and the interrelationships between the animals studied and the plant community in which they exist. ___
49. Perform activities to study the structure and behavior of a representative arthropod such as a crayfish, a lobster, or a grasshopper. ___
50. Perform various activities investigating a one-celled animal such as a Paramecium (as to structure, function, movement, ingestion, digestion, etc.) in order to make a detailed study of a representative of the animal kingdom. ___
51. Culture bacteria and perform an activity to study them. ___
52. Collect and identify specimens from each of the following groups of plants: molds, algae, mosses, ferns___
53. Examine various types of cells (leaf epidermis, onion, cork, human cheek, etc.) identifying the various parts and observing similarities and differences. ___
54. Carry out an experiment or an exercise (as with pea, corn, or tobacco seeds, fruit flies, etc.) to study Mendelian principles. ___
55. Prepare materials for microscopic examination (including such things as proper handling of slides and cover-slips, preparation of wet mounts, use of "smear" and "squash" techniques, cleaning slides, cutting freehand thin sections for observation, etc.) ___
56. Conduct an experiment to study biochemical reactions. An example would be that of hydrogen peroxide reacting with liver or potato, manganese dioxide may be used as a catalyst. ___
57. Conduct an experiment to investigate photosynthesis. ___
58. Culture various protozoans such as amebas, paramecia, and euglenas. ___
59. Apply the fundamentals of staining technology such as which common stains to use, how, and where. ___
60. Prepare plant cells, such as onion root cells, and make microscopic observations of mitosis and cell division. ___
61. Use microcomputers to collect and analyze data. ___
62. Use microcomputers to show simulations. ___
63. Use electronic techniques to study animals instead of disssection. ___
64. Use online or print scientific databases. ___
65. Use photographic techniques for studying animals and plants. ___
66. Carry out a demonstration of eletrophoresis. ___
67. Use models and other alternatives to dissection. ___
68. Use a video-integrated microscope. ___
69. Use interactive videodisc. ___
70. Use electronic mail to communicate with a colleague. ___
71. Carry out an experiment to demonstrate recombinant DNA techniques. ___
72. Carry out an experiment to demonstrate cloning of plant tissue. ___
73. Use a videocamera. ___
74. Use computer networks such as the Internet for personal use and for use by students in the classroom. ___
75. Prepare molar solutions such as 5M HCl given concentrated HCl. ___
*First 75 items prepared by polling National Association of Biology Teachers outstanding biology teacher awardees. Dr. Roderick Kreuzer and Dr. Burton E. Voss, University of Michigan, Ann Arbor, MI. Modified by adding additional competencies indicated by Presidential Awardees.
(Possible additions - Fruit Flies, care and culture)
Skills by Science Subject or Field
Microbiology Skills
Microscopes, basic repair
Acquisition of cultures
Specimens, identification
Specimens, care, culture, and disposal
Media preparation
Plate/Tube preparation
Gram Stain Preparation
Acid Fast Stain Preparation
Flagella Stain Preparation
Preparation of Hay infusions
Autoclave, sterilization techniques
Pressure cooker, sterilization techniques
Botany/Ecology/Field Biology Skills
Specimen collection
Specimen handling, including ventilation, storage, disposal
Specimen identification
Use of dichotomous keys (plants, trees, animals)
Specimen preservation
Location of local plants (elodea, seeds, etc.)
Greenhouse/hothouse operation (lighting, heating, watering, and pesticides)
Museum curation
Basic vegetation measurements(% cover, point quarter, plot frames)
Plants, care and culture
Animals, care and culture
Ability to plot latitude and longitude
General Science Skills
Preparation of Molar, Normal, Percent volume/volume, mass/volume
Proper dilution of solutions
Proper use and safety of Bunsen and/or alcohol burners
Distillation/De-ionized water production
Proper use of volumetric glassware, including reading a meniscus
Thermometers, calibration, limitations, and uses
Proper use of a centrifuge
Use and Care of Microscope including basic repairs
Spectrophotometer Operation, care and use
Spectrophotometer calibration
Reading maps, (all type, topographic, weather, etc.)
General Knowledge of Audio Visual Equipment
Super Glue, uses and limitations
Proper solution filtration
Standard Directional Compass, use and care
Scales and Balances, use, care, calibration
pH Meters and Paper, use and calibration
Soil Test Kits
Water Test Kits
Chromatography
Location of common "recipes" and source books
Photography, general skills
Safety
Hazard Materials Handling/Lab Safety
Proper storage of chemicals
Proper disposal of chemicals (including organic solvents)
Proper emergency procedures
Identification of known toxic substances
First aid
Goggle sanitation
Proper disposal of sharps and broken glass
Proper disposal of preserved specimens
Geology Skills
Seismograph, operation and tracing reading
Clinometer or Brunton compass, use and care
Standard Directional Compass, use and care
Mineral and rock identification, use of keys
Mineral test kits, assembly and use
Sorting and identification of soil types
Tree Coring, procedure and reading
Preparing a fossil sample for use
Setup and operation of a stream table
Fence diagrams, reading and use
Stereoscope, map reading
Plotting latitude and longitude
Sterilization of owl casts (pellets)
Meteorology Skills
Van De Graaf Generator, use, care and basic repair
Wimshurst, use and care
Anemometer, use and calibration
Barometer, use and calibration
Sling psychrometer, use and calibration
Hydrometer, use and calibration
Rain gauge, use and calibration
Setting up a weather station
Calculation of wind chill, heat stress
Vacuum pump, operation
Cloud chamber, operation
Tide chart, calculations and uses
Pendulum, operation and use
Inflatable planetarium, use
Celestial Globe, reading and use
Telescope, use and care
Telescope, ability to locate objects
Astronomical charts, reading
Astrolab (sextant) use
Construction of sextant from protractor
Spectroscope and spectrum tubes, operation and care
Chemistry Skills
Microscale Chemistry procedures
Burettes, calibration and maintenance
Filtration techniques
Sampling protocols, liquid
Sampling protocols, gas
pH meters, calibration, maintenance, and use
Electrodes, use and maintenance
Pipeting technique
Calorimeters, use
Conductivity testing
Spectroscope and discharge tubes, use
Vacuum pump, use and maintenance
Selection of appropriate level of precision measuring devices
Graphing calculator, operation and use
Spectrophotometers, use and maintenance
Pressure measurements
Physics Skills
Van De Graaf generator, operation and use
Wimshurst, operation and use
Cloud Chamber, operation and use
Timing devices, operation
Oscilloscopes, care, use, and calibration
Volt and ammeters, operation and use
Geiger counter, operation and calibration
Lasers, operation and use
Optics bench, operation and use
Thermal expansion device, operation and use
Power supplies, operation and use
Signal generators, operation and use
Air tracks
Calorimeters, operation and use
Conductivity testing
Spectroscope and discharge tubes, use and care
Hooke's Law Apparatus
Vacuum pump, use and maintenance
Design and build simple electronic devices
Construction of multiple pulley systems
Selection of appropriate level of precision measuring devices
Graphing calculator, operation and use
Technology
A. General computer use
1. Run software programs 2. Word Processing 3. Spreadsheet
4. Data base (file) 5. Data Analysis
B. Other technology use
1. Interfaced instruments 2. Multimedia presentations, portfolios
3. video camera 4. videotape player 5. CD-ROM disc and drive
C. Telecommunications
1. E-mail
2. Access to the internet
3. Literature search
4. Download images 5. Video conferencing 6. Multimedia 7. sending faxes
Computer Applications
Selection of Educational Programs
Charting, Graphing, and tables with computers
Computer Integration-slaving a computer for data logging
Connecting two computers together
Internet Skills