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Title: Science Fair Central
Url: http://school.discoveryeducation.com/sciencefaircentral.Getting-Start...
Description: An important part of learning science is doing science. Science fairs offer students an opportunity to practice science investigation and invention. This website can help you through the hard parts of generating and testing hypotheses. It includes a science fair coordinator's guide.
Resource Type: Curriculum units/projects
Self-guided tutorials
Searchable info collections
Models/Simulations
Grade Range: Early Elementary ( K - 2)
Upper Elementary (3 - 5)
Middle School (6 - 8)
High School (9 - 12)
Teaching For Learning Framework:
Strategies for Instruction > Stimulation of Critical Thinking and Problem-Solving > Generating and Testing Hypotheses
School Improvement Framework:
Strand I: Teaching for Learning > Standard 2: Instruction > Benchmark A: Planning
Strand I: Teaching for Learning > Standard 2: Instruction > Benchmark B: Delivery
Professional Standards for Michigan Teachers:
Standard #1: Subject Matter Knowledge-Base In General and Liberal Education
An understanding and appreciation of general and liberal arts including English, literature, humanities, social sciences, mathematics, natural or physical sciences, and the arts, and the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 1a:
Synthesize, analyze, reflect upon, and write with clarity and structure about ideas, information, and data from a general and liberal education, and the relationships between the various disciplines
Standard #1: Subject Matter Knowledge-Base In General and Liberal Education
An understanding and appreciation of general and liberal arts including English, literature, humanities, social sciences, mathematics, natural or physical sciences, and the arts, and the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 1b:
Understand and appreciate free inquiry in English, literature, humanities, social sciences, mathematics, natural or physical sciences, and the arts
Standard #2: Instructional Design and Assessment
Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 2a:
Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students` cognitive, affective, physical, emotional, and social capacities
Standard #2: Instructional Design and Assessment
Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 2e:
Differentiate instruction in an environment that facilitates each student`s learning and access to an equitable education
Standard #2: Instructional Design and Assessment
Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 2f:
Design and implement instruction based on Michigan Curriculum Framework (MCF), using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data
Standard #3: Curricular and Pedagogical Content Knowledge Aligned with State Resources
Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and equitable learning in Michigan schools, including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 3b:
Create learning environments that promote critical and higher order thinking skills, foster the acquisition of deep knowledge, and provide connections beyond the classrooms to promote substantive conversation and clear structured writing among teachers and learners regarding subject matter acquisition
Standard #3: Curricular and Pedagogical Content Knowledge Aligned with State Resources
Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and equitable learning in Michigan schools, including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 3d:
Design instruction so that students are engaged in actively integrating and transferring knowledge across the curriculum
Standard #3: Curricular and Pedagogical Content Knowledge Aligned with State Resources
Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and equitable learning in Michigan schools, including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 3e:
Engage students in activities that demonstrate the purpose and function of subject matter to make connections to the world beyond the classroom and enhance the relationship and relevance to a global society
Standard #3: Curricular and Pedagogical Content Knowledge Aligned with State Resources
Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and equitable learning in Michigan schools, including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 3f:
Embrace teaching through appropriate and creative activities utilizing instructional techniques that are supported by current research
Standard #4: Effective Learning Environments
Management and monitoring of time, relationships, students, and classrooms to enhance learning, including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 4a:
Engage students in meaningful learning experiences while maximizing the use of instructional time
Standard #4: Effective Learning Environments
Management and monitoring of time, relationships, students, and classrooms to enhance learning, including the ability to:

Narrative Explaining How Required Courses and/or Experiences Fulfill the Standards

Descriptive Narrative of Expectations of Cooperating Teacher/Mentor Support > Standard 4f:
Use a variety of teaching methodologies and techniques (e.g., lectures, demonstrations, group discussions, cooperative learning, small-group activities, and technology-enhanced lessons), and objectively assess the effectiveness of various instructional approaches and teacher actions for impact on student learning
Date Last Modified: 2011-04-04 20:47:18
Date Record Checked: 2011-04-04 20:34:48
Cumulative Rating: NOT YET RATED

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