This course prepares teacher candidates to design, implement, and assess developmentally appropriate science instruction for grades PreK–5. Candidates explore scientific concepts across life science, physical science, and Earth and space science, and learn to facilitate inquiry‑based learning that promotes curiosity, problem‑solving, and scientific reasoning.
Emphasis is placed on culturally responsive pedagogy, inclusive instructional strategies, and the use of hands‑on investigations, models, and digital tools to support diverse learners. Candidates examine the structure of Ohio’s Learning Standards for Science, apply formative and summative assessment strategies, analyze student data, and design differentiated instruction. Through lesson planning, inquiry demonstrations, and a culminating cross‑cultural science unit, candidates develop the skills necessary to create equitable, engaging, and standards‑aligned science learning environments.
Aligned to: CAEP 1.1–1.4, 2.3, 3.3, 5.2 InTASC 1–3, 4–8, 9–10 OSTP 1–7 PLO 1–7
Admission to the Teacher Education Program
Meeting Times, Location, & Course Delivery Details
This course is delivered in a Hybrid Traditional format that combines face-to-face instruction, online learning, and authentic field experiences. Weekly learning is intentionally organized to help teacher candidates connect educational theory with elementary classroom practice.
Monday (Face-to-Face)
- Participate in collaborative class activities, discussions, demonstrations, and hands-on learning experiences.
- Explore new instructional strategies and prepare for field-based application throughout the week.
Tuesday–Friday (Online & Field Experience)
- Complete weekly learning activities and professional resources in Blackboard.
- Apply course concepts through authentic field experiences and classroom observations.
- Complete the weekly Professional Engagement Reflection and Module Assessment.
Each Blackboard module follows a consistent learning sequence:
- Start Here
- Learn Together
- Field Connection & Professional Reflection
- Professional Learning Summary
- Module Assessment
This consistent organization is designed to help students easily navigate the course, understand weekly expectations, and manage their learning throughout the semester.
Course materials are organized using Quality Matters and accessibility best practices. Weekly modules include clearly stated learning objectives, step-by-step instructions, and opportunities to apply learning in authentic educational settings. Students who encounter barriers accessing course materials are encouraged to contact the instructor as soon as possible so appropriate support can be provided.
Contact Information
No textbook is required for this course. Course materials consist of carefully selected professional resources, including Ohio Department of Education and Workforce publications, NSTA resources, instructional videos, educational research, and other open educational resources (OER). All required materials will be provided through Blackboard at no additional cost.
By the end of this course, teacher candidates will be able to:
- Apply the Ohio Learning Standards for Science to plan meaningful, coherent, and standards-aligned elementary science instruction.
- Design and facilitate inquiry-based science learning experiences that engage elementary students in questioning, investigation, scientific discourse, and evidence-based reasoning.
- Integrate the Nature of Science, Scientific & Engineering Practices, Crosscutting Concepts, and disciplinary science content to support meaningful scientific thinking and sense-making.
- Use developmentally appropriate instructional strategies, questioning, assessment evidence, and responsive instructional decisions to support student learning and scientific thinking.
- Design inclusive, engaging, and safe science learning environments that foster curiosity, collaboration, equitable participation, and access for all learners.
- Apply effective elementary science pedagogy across Life Science, Physical Science, and Earth & Space Science, including appropriate connections to engineering, technology, and real-world problem solving.
- Connect and demonstrate professional learning through field experiences, instructional planning, reflection, evidence-based decision-making, and continued growth as an elementary science teacher.
Tentative Schedule
This course includes 15 instructional modules followed by a culminating Professional Growth Presentation in Module 16. The course is intentionally designed to develop teacher candidates' knowledge, instructional skills, field-based application, and reflective professional practice as elementary science teachers.
- Becoming an Elementary Science Teacher
- Effective Science Teaching Practices
- Nature of Science & Scientific Thinking
- How Children Learn Science
- Planning Meaningful Science Learning
- Scientific Inquiry & Engineering Design
- Hands-On Investigations & Scientific Discourse
- Assessing Science Learning
- Learning from Effective Science Teaching
- Differentiating Science Instruction
- STEM Integration, Technology & Real-World Problem Solving
- Teaching Life Science
- Teaching Physical Science
- Teaching Earth & Space Science
- Professional Teaching Portfolio
- Professional Growth Presentation
Throughout the course, teacher candidates will engage in developmentally appropriate, inquiry-based, active, inclusive, and culturally responsive science teaching practices. Candidates will use questioning, collaboration, observation, assessment evidence, creative and visual representation, technology, and authentic field experiences to support children's scientific thinking and guide instructional decisions. Appropriate connections to play, movement, families, communities, and interdisciplinary learning will be integrated where they naturally support elementary science teaching.
Detailed weekly learning activities, assignments, professional resources, field connections, and due dates are available in Blackboard.
Subject to change during the semester. Adequate notice of changes will be given.
Throughout the semester, teacher candidates will demonstrate their professional growth through authentic learning experiences designed to develop the knowledge, instructional skills, and professional dispositions expected of effective elementary science teachers.
Professional Engagement
Participate in weekly professional learning through class discussions, course resources, field-based application, and reflection.
Module Assessments
Complete weekly assessments consisting of licensure-style questions and a Professional Engagement reflection that connects course learning, field experiences, and professional growth.
Lesson Planning & Professional Revision
Design three connected, standards-aligned elementary science lessons using the Wilmington College Lesson Plan Template. All three lessons will remain within the same selected grade level and science domain. Following instructor feedback, revise each lesson and complete a Revision Reflection demonstrating how feedback informed improvements to instructional practice.
Field Connections
Apply course concepts in authentic classroom settings through structured observations, field experiences, and reflective practice.
Three-Lesson Science Instructional Unit
Develop the three revised, connected science lessons into a coherent instructional unit that demonstrates standards alignment, effective science pedagogy, assessment, differentiation, and instructional decision-making.
Professional Teaching Portfolio
Organize selected course artifacts, including the completed three-lesson Science Instructional Unit, to demonstrate professional growth, instructional decision-making, reflective practice, and readiness for elementary science teaching.
Professional Growth Presentation
Use selected evidence from the Professional Teaching Portfolio to communicate professional learning, growth, and readiness for future elementary science teaching.
The grading scale will be as follows:
Assessment Philosophy
This course emphasizes authentic, performance-based assessments that allow teacher candidates to demonstrate professional growth through planning, reflection, field experiences, instructional design, and professional practice.
Grades are earned by demonstrating growth in professional knowledge, instructional decision-making, and readiness for elementary classroom teaching.
Course AssessmentsCourse grades are based on a 500-point system. Assessments are designed to provide multiple opportunities for teacher candidates to demonstrate professional knowledge, apply learning in authentic contexts, respond to feedback, and reflect on their growth as future elementary science teachers.
Course Assessment & Grading
| Assessment | Points |
|---|---|
| Module Assessments (Modules 1–14; 10 points each) | 140 |
| Signature Performance Assessment #1: Science Lesson Plan #1 | 100 |
| Signature Performance Assessment #2: Science Lesson Plan #2 | 100 |
| Signature Performance Assessment #3: Science Lesson Plan #3 | 100 |
| Professional Teaching Portfolio — Module 15 | 35 |
| Professional Growth Presentation — Module 16 | 25 |
| Total Course Points | 500 |
Each Signature Performance Assessment (SPA) is worth 100 points and includes an Initial Lesson Plan Submission (75 points) followed by a required Revision & Revision Reflection (25 points) based on instructor feedback.
The three revised science lesson plans collectively form the Three-Lesson Science Instructional Unit, which becomes a major artifact in the Professional Teaching Portfolio. The portfolio is submitted in Module 15, and selected evidence from the portfolio is then used to prepare the separate Professional Growth Presentation in Module 16.
| Percentage | Points (500-Point Scale) | Letter Grade |
|---|---|---|
| 93–100% | 465–500 | A |
| 90–92% | 450–464 | A− |
| 87–89% | 435–449 | B+ |
| 83–86% | 415–434 | B |
| 80–82% | 400–414 | B− |
| 77–79% | 385–399 | C+ |
| 73–76% | 365–384 | C |
| 70–72% | 350–364 | C− |
| 67–69% | 335–349 | D+ |
| 63–66% | 315–334 | D |
| 60–62% | 300–314 | D− |
| Below 60% | Below 300 | F |
The Blackboard Grade Center will display your accumulated points and current course grade throughout the semester. Students are encouraged to monitor their progress regularly and contact the instructor whenever questions arise regarding grades or course performance.
Instructor Course Policies
Regular attendance and active participation are essential to success in this course. Because this is a traditional hybrid methods course, face-to-face class meetings provide collaborative learning experiences, professional discussion, hands-on activities, and preparation for field-based application that cannot be fully replicated through independent work.
Students are expected to attend each scheduled class, arrive prepared, actively participate in professional learning activities, and complete all required coursework. If an absence is unavoidable, students are expected to notify the instructor as soon as possible and are responsible for obtaining missed information, completing required work, and meeting assignment deadlines as determined by the instructor.
Attendance alone does not earn course credit; rather, students demonstrate professional engagement through active participation in class discussions, course learning activities, field experiences, and reflective assignments throughout the semester.
As future educators, students are expected to demonstrate honesty, responsibility, and professionalism in all coursework. All submitted work should represent your own learning and appropriately acknowledge the ideas or work of others. Artificial intelligence (AI) may be used to support learning, but it should not replace your own thinking, reflection, or instructional decision-making. Academic dishonesty will be addressed in accordance with Wilmington College's Academic Integrity Policy.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: FA26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |