Summer 2023 - EDUC 476 OL01

Designs for Learning: Elementary Science (4)

Class Number: 4659

Delivery Method: In Person


  • Course Times + Location:


  • Prerequisites:

    EDUC 401/402 or corequisite EDUC 403.



Focuses on teaching elementary school science. Students explore science, aspects of learning science, and their own scientific thinking; work with the prescribed curriculum; and plan science learning experiences within a consistent framework using appropriate instructional materials and methods.


This asynchronous online course is intended to provide a comprehensive framework for making sense of the events of curriculum and instruction in elementary science. The course will provide instruction to thinking about science teaching and the practical skills to make science exciting, meaningful and interesting for your classroom. The term “science” is one that encompasses a broad world of phenomena and events under the umbrella terms of biology, chemistry, physics, and earth and space science within the B.C. Science Curriculum. While students will explore these niche aspects of science as they mature in the K-12 school system, at the elementary level it’s the job of the teacher to introduce science, its practices, processes and impacts at personal and societal levels. This course is organized into a series of study weeks (modules) designed for a 13-week term. Each week/module has a topic related to science education, with pedagogical implications for teaching elementary science (e.g., nature of science, scientific literacy, misconceptions, conceptual change, and scientific inquiry) and required readings. These topics and readings will guide your participation in the different assignments that the course entails.

We will use the online learning environment “Canvas” in this course. Canvas is the place where all information for the course will be posted, such as announcements, assignment descriptions, readings, and additional resources. This is also where you will engage in online group discussions, post your assignments when they are due, and communicate with the instructor if needed. You can sign in using your SFU credentials (computing ID and password) at


This course will allow students to:

  1. Collectively learn about different theoretical perspectives related to science education;
  2. Explore and reflect on possibilities and challenges of scientific inquiry in school science;
  3. Learn how to integrate indigenous knowledge into the development of lesson plans and units of the elementary science curriculum;
  4. Develop understandings of place-based education in the context of elementary science;
  5. Learn about, and practice how to make bridges between elementary school science and informal science education settings;
  6. Develop abilities to teach elementary science through the B.C. science curriculum, and enhance interest, positive attitudes towards science, critical thinking, and agency.


  • Reflective activities 30%
  • Online discussions 30%
  • Lesson plan 20%
  • Unit plan 20%


Complete descriptions of all assignments and corresponding rubrics will be posted on Canvas from the beginning of the course. This course will not have a final exam.

To pass this course the completion of all assignments is required. From these assignments, the online discussions have a collective component (related to the co-construction of knowledge); as such, other students in this course will be an important resource that you may not have considered. Your active, diligent and responsible participation will be critical for nurturing our online learning community. 



The course will be organized around weekly topics and weekly readings. All weekly readings will be available online through Canvas.


Additional useful resources will be posted on Canvas.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at:

Registrar Notes:


SFU’s Academic Integrity website is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university.


Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.