The Bachelor of Science in Elementary Education with an Emphasis in Science is offered for students who are preparing for a career as a middle school or elementary science teacher. The format and courses of this regionally accredited and Arizona State Board of Education approved program are designed to maximize the content knowledge that the teacher candidate will possess upon graduation along with the content knowledge to meet the needs of 21st century learners by specializing in science.
As a teacher of Elementary Education, you will study topics such as curriculum development, classroom management, cultural diversity, English as a Second Language, methods of teaching technology in education, and educational psychology. All courses are directly aligned with professional teaching standards and the associated national content standards.
To become an elementary science teacher, youll study topics such as the scientific method, critical thinking and forming hypotheses, the properties of Earth and its materials, DNA replication, metabolic pathways, cell division, and animal form and functions. Content courses are aligned to the professional standards of the National Science Teachers Association.
Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within many of the courses guide students through 105 hours of practicum/field experiences prior to student teaching, and the final semester of the program includes a full-time, 16-week student teaching component.
The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in MD, NM, and SC. In order to view the specific course content and credit length available for your state, please contact a counselor at 877-860-3951 or click here to request more information.
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
|Competency||Requirements||GCU Course Options||Total Credits|
|University Foundations||Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits.||UNV-103/303, University Success: 4 credits
UNV-108, University Success in the College of Education: 4 credits
UNV-112, Success in Science, Engineering and Technology & Lab: 4 creditsC
|Effective Communication||Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.||UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
ENG-105, English Composition I: 4 credits
ENG-106, English Composition II: 4 credits
|Christian Worldview||Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/301.||CWV-101/301, Christian Worldview: 4 credits||4 credits|
|Critical Thinking||Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.||PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
MAT-134, Applications of Algebra: 4 credits
MAT-144, College Mathematics: 4 credits
BIO-220, Environmental Science: 4 credits
|Global Awareness, Perspective and Ethics||Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).||HIS-221, Themes in U. S. History: 4 credits
PSY-100, Psychology in Everyday Life: 4 credits
SOC-100, Everyday Sociology: 4 credits
If the predefined course is a part of the major, students need to take an additional course.
|BIO-220||Environmental Science||This course examines the risks and the environmental impact of human behavior and population growth on natural resources. Emphasis is placed on a holistic approach to environmental science using hands-on exercises, environmental surveys, and class discussions to reinforce scientific principles.||4 credits|
|Course #||Course Title||Course Description||Credits|
|EDU-210||Foundations of Education||This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Fingerprint clearance not required.||4|
|EDU-225||Instructional Technology||This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. Fingerprint clearance not required.||4|
|SPE-226||Educating the Exceptional Learner||This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum/field experience hours: 15. Fingerprint clearance required.||4|
|EDU-230||Cultural Diversity in the Classroom||This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. Fingerprint clearance not required.||4|
|EDU-213||Educational Psychology||This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Fingerprint clearance not required.||4|
|PHY-102||Introduction to Physical Science||This course introduces students to the scientific method. Students are expected to classify objects and materials based on physical and chemical properties, as well as develop an understanding of chemical reactions and flow of energy in a system.||4|
|PHY-104||Earth and Space Science||This course is designed to develop students skills in the scientific method, develop the understanding of the properties of Earth and its materials, and appreciate Earth in relationship to other objects in space. Concepts include geological and atmospheric phenomena.||4|
|BIO-130||Introduction to Life Sciences I||This course introduces students to the concepts of the scientific method and critical thinking in making observations and formulating hypotheses. Students learn about the structure of cells, DNA replication and gene expression, metabolic pathways, cell cycle, and cell division. The final section of the class includes an overview of animal form and function, organs and organ systems, and physiological processes, with an emphasis on human systems.||4|
|BIO-250||Introduction to Life Sciences II||This course introduces students to the relevance and impact of scientific endeavors/advances/processes on human populations, society, and the environment. Natural phenomena and relationships between scientific disciplines and technology provide foundational knowledge for students to critically analyze the interactions between humans and their world. Prerequisite: BIO-130||4|
|ESL-223N||SEI English Language Teaching: Foundations & Methodologies||The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum/field experience hours: 10. Fingerprint clearance required.||3|
|POS-301||Arizona and Federal Government||This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.||2|
|BIO-319||Applied Nutrition||This course provides a foundation of basic nutrition theory, with a focus on assessment, food components, exercise, nutrition, weight control, community programs, and resources. Application of these aspects is used to promote health and prevent illness.||4|
|EED-465||Curriculum, Methods and Assessment: Social Studies||This course is designed to assist elementary teachers with methods of instruction, unit and daily lesson plan construction, use of literary materials and resources, and developing a coherent, assessment-based, data-driven program fostering social studies in the classroom. Laboratory experiences include multicultural classrooms. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: An undergraduate history or social science course, and one of the following combinations: EDU-215 and EDU-313N OR EDU-210 and EDU-213.||4|
|EED-364||Curriculum, Methods, and Assessment: Science and Mathematics||This course is designed to acquaint elementary teachers with the curriculum, theory, and effective techniques for the teaching and assessment of science and mathematics. Students are involved in formulation of programs, planning instruction, employing science and mathematics resources and materials that are currently being used in the public schools, and using instructional models. This course includes laboratory experiences. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: An undergraduate science course and one of the following combinations: EDU-215 and EDU-313N or EDU-210 and EDU-213.||4|
|EED-470||Curriculum, Methods and Assessment: Literacy and Language Arts K-3||This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: EDU-215 or EDU-210.||4|
|EDU-450||Classroom Engagement and Management||This course is designed to allow prospective teachers the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space with consideration of diverse populations and environments. Prerequisites: EDU-230 and EDU-210 or EDU-215.||4|
|EED-475||Curriculum, Methods and Assessment: Literacy and Language Arts 4-8||This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: EDU-215 or EDU-210.||4|
|ESL-433N||Advanced Methodologies of Structured English Immersion||In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ESL-223N or ESL-432N||3|
|EED-480NA||Student Teaching: Elementary Session A||Session A is the first of two 8-week sessions of the student teaching experience that includes practical classroom experiences, research and analysis, and teaching to support compilation and creation of a Teacher Work Sample (TWS). Prerequisites: Fingerprint Clearance; successful completion of all courses in POS and content area; senior status; a 2.8 GPA; successful completion of state mandated basic skills and content area exams or Praxis I (Basic Skills) and Praxis II (Content Area); and approval and placement by Office of Field Experience. Arizona residents will be required to take the Arizona Educator Proficiency Assessment (AEPA). All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.||6|
|EED-480NB||Student Teaching: Elementary Session B||This session is a continuation of Session A. Prerequisite for B: EED-480NA.||6|
|General Education Requirements:||34 - 40 credits|
|Elective Requirements:||0 - 6 credits|
|Total Degree Requirements:||120 credits|
* Please refer to the Academic Catalog for more information. Program subject to change.