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Bringing Excitement to the Science Classroom

Structured around the goals presented in the National Science Education Standards, this course focuses on improving science education for all students. Participants will examine and debate science-oriented strategies, study current trends in science education, and learn to produce engaging and applicable science lessons while meeting the National Science Education Standards. While this course is primarily designed for science teachers, the strategies covered also aid in the teaching of math and technology.


Carlow University ED 679  •

Mercy University EDUT 505


The required text for this course is Science Formative Assessment, Volume 1: 75 Practical Strategies for Linking Assessment, Instruction, and Learning, Second Edition, by Page Keeley. ISBN 978-1483352176.


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 1/9/24 - 4/9/24
  • 3/12/24 -6/11/24
  • 5/14/24 - 8/13/24
  • 7/9/24 - 10/8/24
  • 9/10/24 - 12/10/24
  • 11/12/24 - 2/11/25

Session/Module 1: Science as a Process

  • An Introduction to the course
  • The 3 R's of TEI - Rules, Regulations, Registration
  • Instructor and group introductions
  • The scientific method and its elements as part of "the process of science"
  • Inquiry-base science
  • Assignment

Session/Module 2: Science Standards at Every Level

  • The National Standards for Elementary Science Education
  • The National Standards for Middle School Science Education
  • National Standards for High School Science Education
  • Tying it all together; the Next Generation Science Standards

  • Basic skills needed at each level

  • FACTS or Formative Assessment Classroom Techniques

Session/Module 3: Introducing FACTS

  • The multi intelligent science student
  • The "Essentials" of teaching (especially science!)
  • Classroom environments that support the use of Formative Assessment

Session/Module 4: Using Inquiry Based Laboratory Exercises to Enhance Science Retention

  • Labs - the best of all manipulatives
  • Inquiry based labs - increasing student involvement and problem solving abilities
  • "Canned" labs vs "inquiry-based" labs
  • Demonstrations - the "safe" form of lab exercises

Session/Module 5: Demos and Models and Science Fairs – another way to teach ideas

  • Modeling - making science more individual
  • Dioramas - not just for Social Studies
  • The positive and negatives of the Science Fair

Session/Module 6: Another type of fun in Science – Roleplays, Games, and Songs

  • The use of roleplays in the classroom
  • Examples of roleplays in the science classroom setting
  • Games and simulations - helping students learn science concepts
  • Science songs - singing all the way to an "A"

Session/Module 7: Reading and Writing in Science

  • Writing and science - mutually exclusive, right or wrong?
  • Distinguish between technical writing and literary writing
  • Professional science literature vs popular science literature
  • The use of science fiction in the science classroom
  • Science readings with a purpose
  • The science journal or notebook - catching two birds with one net

Session/Module 8: Multimedia and Science

  • An introduction to multi media in the science classroom
  • Videos and other audiovisual media
  • Bill Nye the Science Guy - help or hindrance? Looking at Bill from a Whole Brain Learning perspective
  • You Teach and other websites
  • Computer programs

Session/Module 9: Science and Technology

  • Thomas Edison - "To invent, you need a good imagination and a pile of junk"
  • The relationship between science and technology
  • The "scientific citizen"
  • Creating technology projects for the science classroom

Session/Module 10: Final Presentations

  • Presentations of Group Projects
  • Evaluations
  • Final Exam
  • Describe the nature of science
  • Identify the questions and concepts that guide scientific investigations
  • Describe the scientific method and its elements as part of "the process of science"
  • Compare traditional classroom settings to a constructivist setting
  • Apply the theory of multiple intelligences to a specific level of science curricula
  • Explain how the Essentials of Teaching affects overall classroom performance
  • Create a list of basic skills needed to effectively learn science at all grade levels
  • Chart the National Standards for Elementary, Middle, and High School Science
  • Explain the meaning of the phrase, "science as inquiry"
  • Distinguish between "canned" labs and "inquiry-based" labs
  • Create an inquiry based lab that is grade appropriate
  • Assess the value of inquiry based labs over "canned" labs
  • Model the use of formative assessments in the classroom
  • Summarize the "motivator" for students in education in general and science in particular
  • Incorporate two motivators into your final integration project
  • Examine the various types of professional, popular, fiction, and non-fiction literature available and determine how they may be used in science lessons
  • Evaluate the various types of audiovisual media available to science
  • Discuss the value of play in science class, including the impact of role plays, games, and songs on student learning
  • Evaluate age appropriate literature that is science themed
  • Design a lesson appropriate for your grade level
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.