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The old analogy is that if you see a working clock then you assume someone designed said clock and that it did not spontaneously occur. The thing is, you cannot draw many conclusions beyond the simple existence of the clock maker. Was it a man, woman, or maybe even a machine? Was it a moral person or a mass murderer? There is no evidence from the created thing to suggest any of this- only that the maker exists.
Bzzzt. The flaw in your logic is that we know man makes clocks (we have evidence of that) but we don't know that anything made man, or even that anything made anything which led to man. Science always starts with a question (who made the clock, or the Universe) and it's fine to come up with alternate hypotheses to test. But unless you have means to test them, to turn those hypotheses into theories and eventually into scientific fact, the ID hypothesis deserves as much time as the Flying Spaghetti Monster. Science classes aren't concerned with the teaching of every theory that's remotely possible (such as the clock spontaneously materializing, or being put there by aliens.) Science classes are for teaching theories that have at least a modicum of evidence, a metric that Intelligent Design falls short on.
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