K-12 Blended and Online Learning

Name of Unit/Course: Solar System & Beyond, Stars & Star Patterns
Overall Unit Information Self-Check

Unit or Course Unit 6 - Solar System and Beyond, Stars & Star Patterns See A1
Goal(s)

Standards Name of standards: Gwinnett County Public Schools’ Academic Knowledge and Skills (AKS) See A2
Link to standards: https://publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/249695ca-d426-
4048-a734-c67a96053c26/2020-21-4th-Grade-AKS-Book-
FINAL.eq.pdf?MOD=AJPERES&CVID=neh4F5x
Location information: Any 4th Grade student attending Suwanee Elementary in Gwinnett County
Public Schools
Grade/Year: 4th Grade/ Approximately 9 – 10 years old
Subject: Science
Standard (as written):

Solar System & Beyond, Stars and Star Patterns

7. obtain, evaluate, and communicate information to compare and contrast the

physical attributes of stars and planets (GSE S4E1)

7a. ask questions to compare and contrast technological advances that have changed the
amount and type of information on distant objects in the sky (GSE S4E1a)

7b. construct an argument on why stars (including Earth’s sun) appear to be larger or
brighter than others (Clarification statement: Differences are limited to distance and size not
age or stage.) (GSE S4E1b)

7c. construct an explanation of the differences between stars and planets in the sky (GSE
S4E1c)

7d. evaluate strengths and limitations of models of our solar system in describing relative
size, order, appearance and composition of planets and the sun (Clarification statement:
Composition of planets is limited to rocky vs. gaseous.) (GSE S4E1d)

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Learner The learners in this course are 4th grade students attending Suwanee Elementary School. See B1
Characteristics Suwanee Elementary is a traditional public school located in the suburbs of Gwinnett County
Public Schools. There are approximately 26 students in this class. Of this population, 6 students
are non-native English speakers. There are no students who require an IEP and 7 receive gifted
services.

Technology To be successful in this blended learning course, students must have the See D5
requirements following resources:
• Stable internet connection
• A personal laptop
• A functioning webcam
• Access to their GSuite account

Prerequisite Students registered in this course must have… See A4 & D6

Skills • Completed and mastered third grade standards listed by the Gwinnett County School
District and assessed by Georgia Department of Education.
• Access to Gwinnett County Public School’s district webpage and Google Classroom
• Familiarity with Google Workspace tools
• Basic typing and technology skills
• Fundamental reading and writing skills
• Proper digital etiquette

Introductory Students are expected to login daily to Google Classroom to review expectations and engage in See A4 B9 &
Communication learning modules. Students should login for at least one hour each day to engage in learning B10
Plans activities and discussions and review all course readings and videos based on the course
schedule. All assignments and assessments for each module should be submitted by the listed
due date in the module by 11:59 PM. Throughout this course, students will write one original
reflection/discussion for each module and thoughtfully respond to one classmate using the rubric.
For each module, students should participate in at least one synchronous learning sessions.
Students are encouraged to contact their teacher for support or assistance to support learning
growth. Please refer to the Teacher Communication section of the Syllabus for more information.

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Universal Design Multiple forms of representation: See B4

Principles • Pre-recorded lessons
Considered • Live synchronous lessons
• Instructional videos
• Anchor charts
• Visuals/illustrations
• Charts/graphs
• Written transcripts for videos
• Concrete models
• Definitions
Multiple forms of expression:
• Blog reflections posts
• Discussion forums
• Assessments
• Interactive labs
• Quick checks for understanding
• Projects
• Verbal communication in synchronous sessions
Multiple forms of engagement:
• Blogs
• Discussion Forums
• Small group sessions
• Lab and stimulations
• Group discussions
• Email/Phone
• Webcam

Number of This will be a four-week online unit covering Unit 6: Solar System & Beyond, Stars & Star See A3
Modules or Patterns. Students will engage in each module for one week with assignments due by the listed
Weeks due date in the modules by 11:59PM. Students will gain access to new modules on Monday.
• Module 1 will focus on comparing technological advancements for distant objects in the
sky.
• Module 2 will focus on determining why stars appear larger or brighter than others.
• Module 3 will focus on analyzing the differences between stars and planets in the sky.
• Module 4 will focus on evaluating strengths and limitations of models of our solar system.

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Module 1 Plan (Note: “module” and “lesson” used interchangeably. A module is typically 1-2 weeks long. Self-Check
Please design 4-6 weeks of blended or online instruction.)

Module 7a. ask questions to compare and contrast technological advances that have changed See A1 & A2
Objective(s) the amount and type of information on distant objects in the sky

• I can ask questions to compare and contrast technological advances used to gather
information about stars and planets.
• I can refine questions to compare and contrast technological advances used to
gather information about stars and planets.

Module • AKS 7a Phenomenon Reflection See A2 A3 C1 C2 &

Assessment(s) • AKS 7a Formative Assessment Performance Task C5
• AKS 7a Tinker Time
• Literacy Mini-Tasks
o Super Cool Space Tools!
o Astronomer’s Toolbox
• Critical Thinking Task
o Space Technology Questions
o Telescopes Then, Telescopes Now and Telescopes in the Future
• Discussion/Blog Post

Description of In this module, students will ask and refine questions to compare and contrast See A2 A3 B3 B4 &
Learning technological advances that have changed the amount and type of information on distant B10
Activities objects in the sky by…
• Complete Notice/Wonder chart for anchor phenomenon
• Engage in tinker time with peers
• Complete and submit one literacy mini task
• Complete and submit one critical thinking task
• Create and post discussion/blog post
• Complete and receive feedback on formative assessment performance task

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Formative Students will complete and receive feedback from the formative assessment (AKS 7a See A3 C1 C3 & C5
Evaluation & Formative Assessment Performance Task). Students will engage in
Feedback enrichment/intervention small groups with peers and the teacher (AKS 7a Small Group
Lesson Plans). Students will receive continuous feedback on progress of literacy mini-tasks
and critical thinking tasks. Students will reflect on learning through reflections and blog
posts. In addition, students will engage in one synchronous session per module to obtain
feedback from peers and teacher.

Physical Students will need: See A3, A9, B1, B4,

Learning • Composition notebooks & B6
Materials • Pencil
• Sticky notes
• Highlighter

Digital Learning Students will need access to: See A3, A9, B1, B4,
Objects • Google Classroom & B6
• Notice and Wonder (Padlet)
• Formative Assessment Performance Task (Google Forms)
• Tinker Time Activity (Zoom)
• Literacy Mini-Tasks
• Critical Thinking Tasks

Plans for In this module, differentiation can consist of, but not limited to: See B1 B4 & B6
Differentiation • Graphic organizers will be provided if needed
• Small groups sessions for enrichment and remediation (AKS 7a Small Group Lesson
Plans)
• Pre-recorded lessons will be shared to aid student understanding of concepts
• Visuals, anchor charts, and illustrations will be present for all materials
• Flexible grouping for tinker time and mini tasks will be based on formative
assessment data to provide scaffolded support
• Additional hands-on labs will be provided to support understanding of learning
objectives
• Synchronous sessions will aid misconceptions of module content
• Guided notes and study materials will be provided to supplement the learning

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Module 2 Plan Self-Check

Module 7b. construct an argument on why stars (including Earth’s sun) appear to be larger or See A1 & A2
Objective(s) brighter than others
• I can construct an argument to support the claim that some stars appear to be larger
and/or brighter than other stars.
• I can refine an argument to support the claim that some stars appear to be larger
and/or brighter than other stars.

Module • AKS 7b Phenomenon Reflection See A2 A3 C1 C2 &

Assessment(s) • AKS 7b Formative Assessment Performance Task C5
• AKS 7b Tinker Time
• Literacy Mini-Tasks
o Why Do Some Stars Appear to be Brighter than Others on Earth?
o Attributes of Stars
• Critical Thinking Task
o Twinkle, Twinkle Bigger Than You Think Star
o Which is Bigger?
• Discussion/Blog Post

Description of In this module, students will construct and refine an argument on why stars (including See A2 A3 B3 B4 &
Learning Earth’s sun) appear to be larger or brighter than others by… B10
Activities • Complete Notice/Wonder chart for anchor phenomenon
• Engage in tinker time with peers
• Complete and submit one literacy mini task
• Complete and submit one critical thinking task
• Create and post discussion/blog post
• Complete and receive feedback on formative assessment performance task

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K-12 Blended and Online Learning

Formative Students will complete and receive feedback from the formative assessment (AKS 7b See A3 C1 C3 & C5
Evaluation & Formative Assessment Performance Task). Students will engage in
Feedback enrichment/intervention small groups with peers and the teacher (AKS 7b Small Group
Lesson Plans). Students will receive continuous feedback on progress of literacy mini-tasks
and critical thinking tasks. Students will reflect on learning through reflections and blog
posts. In addition, students will engage in one synchronous session per module to obtain
feedback from peers and teacher.

Physical Students will need: See A3, A9, B1, B4,

Learning • Composition notebooks & B6
Materials • Pencil
• Sticky notes
• Highlighter

Digital Learning Students will need access to: See A3, A9, B1, B4,
Objects • Google Classroom & B6
• Notice and Wonder (Padlet)
• Formative Assessment Performance Task (Google Forms)
• Tinker Time Activity (Zoom)
• Literacy Mini-Tasks
• Critical Thinking Tasks

Plans for In this module, differentiation can consist of, but not limited to: See B1 B4 & B6
Differentiation • Graphic organizers will be provided if needed
• Small groups sessions for enrichment and remediation (AKS 7b Small Group Lesson
Plans)
• Pre-recorded lessons will be shared to aid student understanding of concepts
• Visuals, anchor charts, and illustrations will be present for all materials
• Flexible grouping for tinker time and mini tasks will be based on formative
assessment data to provide scaffolded support
• Additional hands-on labs will be provided to support understanding of learning
objectives
• Synchronous sessions will aid misconceptions of module content
• Guided notes and study materials will be provided to supplement the learning

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Module 3 Plan Self-Check

Module 7c. construct an explanation of the differences between stars and planets in the sky See A1 & A2
Objective(s) • I can construct an explanation of the differences between stars and planets.
• I can refine an explanation of the differences between stars and planets.

Module • AKS 7c Phenomenon Reflection See A2 A3 C1 C2 &

Assessment(s) • AKS 7c Formative Assessment Performance Task C5
• AKS 7c Tinker Time
• Literacy Mini-Tasks
o When you wish upon a star...or is that a planet?
o How are they Different? Stars and Planets
• Critical Thinking Tasks
o Habitable Zones
o Is It a Star or Is It a Planet?
• Discussion/Blog Post

Description of In this module, students will construct and refine an explanation of the differences between See A2 A3 B3 B4 &
Learning stars and planets in the sky by… B10
Activities • Complete Notice/Wonder chart for anchor phenomenon
• Engage in tinker time with peers
• Complete and submit one literacy mini task
• Complete and submit one critical thinking task
• Create and post discussion/blog post
• Complete and receive feedback on formative assessment performance task

Formative Students will complete and receive feedback from the formative assessment (AKS 7c See A3 C1 C3 & C5
Evaluation & Formative Assessment Performance Task). Students will engage in
Feedback enrichment/intervention small groups with peers and the teacher (ASK 7c Small Group
Lesson Plans). Students will receive continuous feedback on progress of literacy mini-tasks
and critical thinking tasks. Students will reflect on learning through reflections and blog
posts. In addition, students will engage in one synchronous session per module to obtain
feedback from peers and teacher.

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Physical Students will need: See A3, A9, B1, B4,

Learning • Composition notebooks & B6
Materials • Pencil
• Sticky notes
• Highlighter

Digital Learning Students will need access to: See A3, A9, B1, B4,
Objects • Google Classroom & B6
• Notice and Wonder (Padlet)
• Formative Assessment Performance Task (Google Forms)
• Tinker Time Activity (Zoom)
• Literacy Mini-Tasks
• Critical Thinking Tasks

Plans for In this module, differentiation can consist of, but not limited to: See B1 B4 & B6
Differentiation • Graphic organizers will be provided if needed
• Small groups sessions for enrichment and remediation (ASK 7c Small Group Lesson
Plans)
• Pre-recorded lessons will be shared to aid student understanding of concepts
• Visuals, anchor charts, and illustrations will be present for all materials
• Flexible grouping for tinker time and mini tasks will be based on formative
assessment data to provide scaffolded support
• Additional hands-on labs will be provided to support understanding of learning
objectives
• Synchronous sessions will aid misconceptions of module content
• Guided notes and study materials will be provided to supplement the learning

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Module 4 Plan Self-Check

Module 7d. evaluate strengths and limitations of models of our solar system in describing relative See A1 & A2
Objective(s) size, order, appearance and composition of planets and the sun
• I can evaluate multiple models of the solar system.
• I can evaluate the strengths and limitations of models in describing attributes of the
planets and the sun.

Module • AKS 7d Phenomenon Reflection See A2 A3 C1 C2 &

Assessment(s) • AKS 7d Formative Assessment Performance Task C5
• AKS 7d Tinker Time
• Literacy Mini-Tasks
o Teach Me About the Planets
o Inner and Outer Planets...What's the difference?
• Critical Thinking Tasks
o Models! Models! Everywhere!
o Strengths and Limitations of a Solar System Model
• Discussion/Blog Post
• Summative Assessment for Unit 6

Description of In this module, students will evaluate, analyze, and compare strengths and limitations of See A2 A3 B3 B4 &
Learning models of our solar system in describing relative size, order, appearance and composition B10
Activities of planets and the sun by…
• Complete Notice/Wonder chart for anchor phenomenon
• Engage in tinker time with peers
• Complete and submit one literacy mini task
• Complete and submit one critical thinking task
• Create and post discussion/blog post
• Complete and receive feedback on formative assessment performance task
• Complete study guide for Unit 6
• Complete summative assessment for Unit 6

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Formative Students will complete and receive feedback from the formative assessment (AKS 7d See A3 C1 C3 & C5
Evaluation & Formative Assessment Performance Task). Students will engage in
Feedback enrichment/intervention small groups with peers and the teacher (AKS 7d Small Group
Lesson Plans). Students will receive continuous feedback on progress of literacy mini-tasks
and critical thinking tasks. Students will reflect on learning through reflections and blog
posts. In addition, students will engage in one synchronous session per module to obtain
feedback from peers and teacher.

Physical Students will need: See A3, A9, B1, B4,

Learning • Composition notebooks & B6
Materials • Pencil
• Sticky notes
• Highlighter

Digital Learning Students will need access to: See A3, A9, B1, B4,
Objects • Google Classroom & B6
• Notice and Wonder (Padlet)
• Formative Assessment Performance Task (Google Forms)
• Tinker Time Activity (Zoom)
• Literacy Mini-Tasks
• Critical Thinking Tasks
• Study Guide for Unit 6

Plans for In this module, differentiation can consist of, but not limited to: See B1 B4 & B6
Differentiation • Graphic organizers will be provided if needed
• Small groups sessions for enrichment and remediation (AKS 7d Small Group Lesson
Plans)
• Pre-recorded lessons will be shared to aid student understanding of concepts
• Visuals, anchor charts, and illustrations will be present for all materials
• Flexible grouping for tinker time and mini tasks will be based on formative
assessment data to provide scaffolded support
• Additional hands-on labs will be provided to support understanding of learning
objectives
• Synchronous sessions will aid misconceptions of module content
• Guided notes and study materials will be provided to supplement the learning

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