Teaching Science in the Middle School – EDUC 635

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/27/2021

Course Description

Contemporary methods and research for teaching science to middle school students.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


This course is designed to help middle school teachers improve the skills necessary to effectively teach science in a God-centered manner.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Analyze the major concepts in life, physical, and earth science.
  2. Use developmentally appropriate strategies to design and deliver instruction in science.
  3. Discuss methods to provide active inquiry experiences in the teaching of science by using various questioning skills and developing science process skills.
  4. Design a unit that will focus on diverse students which will promote their engagement in the schooling process, especially science and mathematics.
  5. Evaluate important areas of educational policy issues and professional development from a biblical perspective.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate will complete 4 Discussions in this course. The response to the discussion board question posed must contain at least 200 words and be posted in a new thread of the corresponding forum. Candidates must reply with at least 150 words each to 3 classmates’ threads. (MLO A, B D, E)

Literature Reviews (2)

The candidate will complete 2 Science Literature Reviews designed to acquaint yourself with teacher-oriented literature in education. The candidate will prepare a 2-3-page typed report for each article including a summary of the main points and a reaction or analysis that includes a reflection of how one might use this information as a science educator. The summary of the paper will state how important the article is to the field of education. Each review must include a title page and reference page and must be in current APA format. (MLO A, D, E)

Chapter Assignments (2)

The candidate will read the assigned chapters and submit a detailed summary of the chapter assignments completed. There is no need to type out the questions. All Chapter Assignments will be submitted in a single Microsoft Word document. (MLO A, D, E)

Science Experiment Project

The candidate will conduct a science experiment in 2 steps throughout this course:

Science Experiment Project: Proposal

The candidate will complete the first few steps of the Science Experiment including the problem/question, prior knowledge/research, prediction/hypothesis, and plan/procedure. (MLO A, C)

Science Experiment Project: Final

The candidate will complete an experiment by submitting data collection, data analysis, and inference/conclusion in addition to the Science Experiment: Proposal. The Science Experiment: Final will be a total of 5–7 pages (excluding the title page and reference page). (MLO A, C)

Electronic Vocabulary Notebook

The candidate will complete an electronic vocabulary notebook throughout the course. Each defined word will have the definition and a simple but impacting visual of that definition. A provided template will be used to compile a notebook of at least 10 unfamiliar science vocabulary words and definitions. (MLO A, D)

Integrated Lesson Plan

The candidate will an extensive, integrated lesson plan for a science unit. Each lesson plan will be based on the 5 E’s Learning Cycle and composed using the Lesson Plan Template. (MLO A, B, C, D)