ED356 TEACHING SCIENCE IN MIDDLE CHILDHOOD AND ADOLESCENCE Course Syllabus - Jason Moore

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Term

Fall 2026

Section

Course Delivery

ln person[FTF]

Class Program

Education

Credits 4.00

This course equips prospective science teacher candidates with the skills, strategies, and techniques (including the gender-neutral nature of science) that allow students to develop their interest and enthusiasm for science, problem solving and science literacy. Teacher candidates will participate in and lead hands-on, inquiry-based activities. Teacher candidates also use technology to enhance their own background knowledge and are provided with conceptual framework that embraces the idea that science classrooms provide for individual differences such as gender, ethnicity, culture, and socioeconomic background. A summative final assignment is to create a detailed plan for a science unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments, and future planning. This course should be taken with a field practicum.

Prerequisites

Admission to the Teacher Education Program

Meeting Times, Location, & Course Delivery Details

Meeting Days:

Monday

Meeting Times:

6:00pm - 9:00pm

Location:

CH 109

Contact Information

Instructor:

Jason Moore

Instructor Email:

jason.moore@wilmington.edu

Phone Number

9375702011

Office Hours:

Upon Request

Course Learning Outcomes

Upon successful completion of this course...
1. The student will utilize their knowledge of grades 4 to 9 and grades 7-12 students’ physical, cognitive,
social emotion and cultural characteristics to design learning activities that are relevant, engaging, and sufficiently challenging.
2. The student will translate academic content standards into learning targets that are specific,
measurable, and appropriate for students in grade 4 – 9 and grade 7 – 12 and develop or select
activities and assessments that align with standards and each other.
3. The student will be able to analyze assessment data and design instruction according to student
strength and needs as indicated by the data.
4. The student will demonstrate knowledge of and can apply a variety of content area instructional
strategies that enable differentiation in order to meet the needs of all students.
5. Students will locate, analyze, and critique current research on educational strategies.

Course Materials

Textbook
Name:
Edition:
ISBN:
Author:
Publisher:

Course Schedule

Tentative Schedule

Subject to change during the semester. Adequate notice of changes will be given.

Evaluation of Work

The grading scale will be as follows:

ED356 M1 Fall 26 Moore Syll.pdf

Instructor Course Policies

Institutional and Program-Level Policies

Final Exam Schedule

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