Taking it Online

Introduction and Audience

Outline

I teach math, science, and social studies at a STEAM Academy. This course will address 5th grade science. The course will be organized into units so learning goals and results will vary by unit. Goals will be stated in kid friendly language. We do have a STAAR test in science in 5th grade so some standards will be more heavily addressed depending on how they are used in testing. While we do not limit learning to the test, we make sure our instruction is geared toward a solid understanding of elementary content to enable a smoother transition and success in middle school as the concepts begin to intertwine and become more complex.

Including Learning Goals/Desired Results and materials that will be entered for instruction.

*This course will run the length of a school year; therefore the 3-column table did not feel like an appropriate way to design this course because there are so many different concepts and expectations. 

Course Expectations: 

Overview:

Each week focuses on a new concept in science that will build your understanding of the world around you and your problem-solving skills. You will participate in class conferences, small group work, independent work as well as individual discussions with the instructor via our class Schoology Room. 

We will continually spiral the content using vocabulary and discussions. The weekly folder labeled with the week number holds all resources you will need to complete the assignments each week. You will have regular expectations as noted below; however, to keep some novelty in our class, activities may change from week to week. 

Things that you will do EVERY week:

  • Watch Intro video and respond with the thing you are most curious about in this concept.
  • Study vocabulary for 15 minutes DAILY via Quizlet.
  • Participate in a class conference one time per week (TBD)
  • Participate in a class discussion board and respond to your peers. 
  • Vocabulary Quiz
  • Activites, videos, extra resources, and other fun things will change regularly.

Grading: 

  • Minimum of 2 assignment grades per week (lowest 2 grades will be dropped at the end of the grading period).
  • Cumulative grades for discussion board posts, studying vocabulary, and concept introduction video posts.
  • Minimum of 4 vocab quiz grades per grading period
  • Conduct will be based on participation in class conferences

Year at a Glance: Subject to Change

5th Grade Science

  • Unit 1: Lab Safety and Tools
    • Week 1
      • Intro vocabulary for the year on Quizlet
      • Learning Goal/TEKS:
        •  Science 5.1A I can demonstrate safe practices in a lab environment.
        • Learning Goal/TEKS: Science 5.4 A I can use various tools to investigate and make observations.

Instructions for Week 1: 

  • Watch the introductory video and leave a comment about what you are most curious about with this concept.
    • STEMscopes Tools Primer activity
      • Access STEMscopes through Hello ID/Clever. Click on the “Tools Primer” lesson. Choose 3 tools to do the “Try it Out” activity about. Be prepared to talk about what tools you have used before and which ones are new during our class conference. STEMscopes Tools Primer activity. 
      • STEMscopes Processes Primer activity 
        • Access STEMscopes through Hello ID/Clever. Click on the “Processes Primer” lesson. Complete the “Try it Out” on 5.1 A and 5.4 A.
      • Participate in Class Conference Call (TBD)
      • Discussion- Describe your “dream” laboratory experiment. What problem would you be solving or what theory would you be trying to prove or disprove? This can be as imaginative as you want it to be. This is a time to be creative!
        • Initial post and at least 2 replies
      • Vocab Quiz- Google Form
      • Extra Resources:
        • Tool Genius Game
        • Play “Precautions/Hazards” game to identify appropriate lab behaviors and tool usage
  • Unit 2: Inquiry Design Process (IDP)-Update from the company we use is expected this week. Will add specifics into the course as soon as it becomes available.
    • Week 2- Introducing the Inquiry Design Process with Project Lead the Way
      • Learning Goals- I can solve problems using the Inquiry Design Process. I can produce a solution within given constraints. 
        • Watch the introductory video and leave a comment about what you are most curious about with this concept.
        • Log in to PLTW with the class code
          • Download and access ______________________
        • We will work through this module together by meeting for about 15 minutes per day at ______ then you will have the remainder of the time to work with your assignment group via Google Meets, Docs, etc…where you can collaborate. 
      • Vocab Quiz- Google Form

Unit 3: Earth and Space

  • Week 3-Changes to Earth’s SurfaceLearning Goal/TEKS: Science 5.7B I can recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, or ice.

Instructions for Week 3:

  • Watch the introductory video and leave a comment about what you are most curious about with this concept.
    • Access Edusmart through Hello ID/Clever. Click on the “Landforms” assignment. You must complete ALL parts of the lesson to receive credit. You may take the quiz up to 3 times. 
      • Includes lecture, lab simulation, vocab review, quiz 
    • Class Conference
    • Discussion: Describe what forces lead to slow changes to Earth’s surface and the resulting landforms. Be specific about processes and formations. Use appropriate vocabulary. 
      • Initial post and at least 2 replies
    • Google Form Vocab Quiz
    • Week 4- Sedimentary Rock and fossil fuels
    • Learning Goal/TEKS: 
      • Science 5.7A I can explain how sedimentary rock and fossil fuels form. I can compare the two processes.

Instructions for Week 4: 

  • Watch the introductory video and leave a comment about what you are most curious about with this concept
    • Access Edusmart through Hello ID/Clever. Click on the “Earth” assignment.  You must complete ALL parts of the lesson to receive credit. You may take the quiz up to 3 times. 
      • Includes lecture, lab simulation, vocab review, quiz and journal entry
    • Conference with class – We will complete this as a class on the call.
      • Create flow chart showing formation of sedimentary rock with labeled processes with appropriate vocabulary
    • Google Form Vocab Quiz
    • Discussion-Venn Diagram: Create a Venn Diagram to show the similarities and differences in the processes of forming Sedimentary Rock & Fossil Fuels. 
    • Week 5: Weather and Climate
      • Learning Goal/TEKS: Science 5.8 A I can differentiate between weather and climate. I can explain the water cycle process.
        • Watch the introductory video and leave a comment about what you are most curious about with this concept.
        • Access Edusmart through Hello ID/Clever. Click on the “Earth” assignment.  You must complete ALL parts of the lesson to receive credit. You may take the quiz up to 3 times.
          • Includes lecture, lab simulation, vocab review, quiz and journal entry
        • Conference with class- We will fill in the Doodle together. 
          • Create Water Cycle Doodle with vocab and processes labeled
        • Google Form Vocab Quiz
        • Discussion-Create a t-chart to compare weather and climate. Include specific, appropriate vocabulary. 

What else could we redesign?

Every class on our campus has the potential to be transformed into an online course, especially given our current situation. As an elementary teacher, I would not recommend a purely online course for our students if it is preventable. I do think we could do more of a hybrid situation that would help our students become more independent and get them prepared for secondary and post secondary education.

After considering the needs of our students, I believe that one class we could redesign into an online course is social studies. We have an extensive program in our district that incorporates all types of learning modalities. Because history is pretty matter of fact, there are no complex processes that would make it difficult for the learners to learn the content and to interact with it. There are many ways that technology can bring history to life and make it more engaging for students. History also lends itself well to discussions which I think are an integral part of an online course so that you maintain some contact with peers.

Another “course” that could be redesigned into an online course is for teachers. Every year we are expected to review the district handbook, complete safety training, review policies and procedures, etc… Instead of spending an entire day on campus reading these things to the staff, the administration could develop an online course to address these things. As a professional and an educated adult, I feel that our time is wasted when information is simply read to us from a handout or PowerPoint that I can read myself. An online format could also allow us to communicate and discuss with people other the those immediately around us. A discussion forum would allow a staff of close to 100 to learn from everyone and have relevant conversations about the information and seek clarification where needed.