This course will follow the Saskatchewan Curriculum guidelines for the Earth and Space Science: Weather – focusing on outcomes WE5.1 , WE5.2 , and WE5.3.
Target Audience & Timeline
This course is intended for students in grade 5 at a Saskatchewan school. Students may also be in a 4/5 or 5/6 combined classroom. This course will take 8-10 weeks to complete.
Teachers are encourage to use adaptations when necessary to make content availible to all students. Students with ROA’s and who are following an Adjusted Grading or who are EAL may require extra support.
This course will follow a blended learning format. Students will be able to access this course synchronously while at school, or asynchronously from home. Any direct instruction from the face to face time will be offered to asynchronous students via teacher prepared video lessons or Youtube lessons.
Throughout this course, Google Classroom will be utilized (primarily for the asynchronous learners) along with a variety of online tools to deliver content and provide a variety of learning opportunities. Some online tools that may be used include: Youtube, Quizizz, Mentimeter, Kahoot, Padlet etc.
Teachers are encourage to chose the tools they see fit for communicating with students. Some benficial tools may include:
Edsby – this LMS can be useful for reminding parents and students of deadlines as well as communicating grades for assignments.
Google Calendar – This can be a useful tool for the students who are completing the course asynchronously as the due dates for assignments will sync with Google Classroom. Synchronous students can also check here, but will be provided with reminders to write in their agenda when face to face.
Google Meets- Can be used to include the asynchronous students into discussions happening with face to face students, or allow the asynchronous to connect to the teacher/other asynchronous students when discussions or help is needed.
Students will be able to view all assignment due dates on the agenda board in the classroom or on the Google Calendar/Google Classroom. Students who are absent for extended periods due to trips, illness etc., can complete the missed work asynchronously.
Students who are completing the work asynchronously will use the turn in feature on Google Classroom to share their assignments with the teacher. Face to face learners may also use Google Classroom while at school for certain assignments, and can turn their work in there as well. Synchronous students can also hand their work in directly to the teacher.
The following outcomes as listed in the Saskatchewan Curriculum will guide the planning and instruction of this couse:
WE5.1 – Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover.
WE5.2 – Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer.
WE5.3 -Analyze the impact of weather on society and the environment, including technologies that help humans address weather conditions.
Course Guiding Questions
- How do we collect data on weather?
- How do the types of clouds differ and what does the type of cloud indicate in regards to predicting the weather?
- What is the function of simple weather instruments?
- What is the water cycle?
- What is the difference between weather and climate?
- What different climates exist?
- How can we show data collected regarding temperature and rainfall?
- How does the climate/weather effect the choices we make in our daily lives?
- What are examples of severe weather events and how have they impacted our world?
Course assessment will be both formative and summative. Assessments will be provided virtually for students who are completing the course asynchronously. Students who are completing the course face to face will use a combination of pencil/paper assessments and online assessments. Some assesments will be individual and some will be completed in partners or groups (for the synchronous learners). Assessments will follow Regina Public Schools’ assessment scale.
Internet and technology access will be availible for students who are learning synchronously. Students who sign up to complete the course asynchronously as opposed to face to face should make sure that they have proper access to technology and a stable internet connection.
Adaptations- adaptations will need to be put in place according to the specifc needs of the students in the course. Some examples of adapations could include: scribe for students who struggle with writing, Google Read and Write for students who need help writing or to listen to a text, Google Translate for EAL learners, lists of key words translated for EAL learners.
It is assumed that all students have had instruction on using the LMS Google Classroom prior to the start of this unit.
This course is designed with the idea in mind that face to face learning is not always the best choice for every student. We must recognize that education is constantly evolving and that we need to evolve our practices as well to meet the needs of all students. We can help students to feel safe and develop good digital literacy skills by offering blended learning courses.
12 thoughts on “Cloudy With a Course Profile”
This is a very thorough course profile description! I am excited to see what types of modules you will create for this unit! When you talk about both delivering the course both in class and then provide the video lessons on google classroom, how will you take this approach? Will you video while teaching it, or do the pre-recorded videos?
Hi, it would either be prerecorded videos explaining content (made at a separate time from our live sessions), voice-over powerpoints, or youtube videos that explain the concepts.
I am looking forward to seeing more of this! It looks awesome. Prior to beginning the unit, will you let students choose to sign up for synchronous or asynchronous? Will kids have the option to complete the unit asynchronously even if they attend class in person regularly?
Hello! Students would be signing up before the start of the unit for either in-person or asynchronous. Although this course only requires one module, I imagine it is more of the entire year where students have the choice to attend in person or online.
Hey! I am teaching this unit right now with my students. Let me know if you’re interested in any resources, planning or assessments for this unit. I have done some digital work with it but some can be transferred to to a digital format as well 🙂
Awesome, thanks Kat! I have taught this unit previously but never in English!
Hey! I enjoyed reading your post, the way in which you described the whole process of learning is amazing. The image you attached with the assessment format is a good way to assess students. And for pupils who are unfamiliar with Google Classroom, the video will be very beneficial.
Your course outline is very well thought out. I especially liked your guiding questions and your rationale. You are absolutely correct that not all students learn the best face to face. We all know students learn in different ways and blended learning adds another dimension.