Corgi Earth’s Place in the Universe
Overview
In this unit, students will explore the place Earth has within our solar system. They will understand how the relationship between the Earth, its moon, and the sun cause a variety of phenomena we experience on Earth, such as day and night, the seasons, and eclipses.
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Unit & Lesson Plans
Earth’s Place in the Universe
Subject: Science
Grade level: Middle School (Grades 6-8)
Guides: Comparison, Cause & Effect, Question Exploration, Claim, Evidence, Reasoning (CER)
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
What is included in this Unit?
Universal Design for Learning (UDL) Suggestions
Lesson 1: Solar & Lunar Eclipses
Universal Design for Learning (UDL) Suggestions
Universal Design for Learning (UDL) Suggestions
Lesson 3: The Equinox & Solstice
Universal Design for Learning (UDL) Suggestions
Lesson 4: Daylight Saving Time
Universal Design for Learning (UDL) Suggestions
Unit Plan
Unit Synopsis
In this 4-lesson unit, students will explore the place Earth has within our solar system. They will understand how the relationship between the Earth, its moon, and the sun cause a variety of phenomena we experience on Earth, such as eclipses, the seasons, and day and night.
Learning Goal
Students will understand the relationship between the Earth, the sun, and the moon and how Earth’s place in the solar system allows us to view eclipses, gives us our seasons, and creates the equinox and solstice.
Main Ideas
- Eclipses are formed when the sun, moon, and Earth are in specific positions in space. The moon or the Earth blocks the sun's light and casts a shadow on the other.
- On Earth, we experience temperature changes throughout the year called seasons. The hemisphere that is tilted toward the sun is experiencing summer, while it is winter in the hemisphere pointed away from the sun.
- An equinox and a solstice are both caused because, as the Earth rotates on its axis, its tilt toward the sun changes throughout the year and changes the length of daylight experienced on Earth.
Standards
Next Generation Science Standards:
MS-ESS1-1. Students who demonstrate understanding can develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
Disciplinary Core Ideas:
ESS1.A: The Universe and Its Stars
Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
ESS1.B: Earth and the Solar System
Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
What is included in this Unit?
Several key pieces are included to help you build your own unit or support a unit you have already created.
Each lesson in this unit contains:
- Essential question for students
- Key Terms
- Resources
- Lesson narrative that follows the 5E model of science instruction
- Corgi guide
- Universal Design for Learning (UDL) Suggestions
This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org.
Lesson Plans
| Lesson 1 | Solar & Lunar Eclipses | Comparison Guide |
| Lesson 2 | The Seasons | Cause & Effect Guide |
| Lesson 3 | The Equinox & Solstice | Question Exploration Guide |
| Lesson 4 | Daylight Savings Time | Claim, Evidence, Reasoning Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles:
- Design multiple means of engagement
- Design multiple means of representation
- Design multiple means of action and expression
CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice.
While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit.
Anticipate Potential Barriers
The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
In general this lesson is designed to be highly engaging and draws connections to the natural phenomena that occurs in learners’ lives. These phenomena and connections may not always be explicit to students and as such instructors will need to develop scaffolding and bridging to the deeper understanding of the unit. This can be done with free writes, guided discussion questions, informal observations, guided notes, and learner created infographics. Each lesson within this unit contains specific examples that can be used.
Are there barriers to the representation of content? (oral, written, etc.)
These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions , or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Further, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments.
Are there barriers to action and expression? (writing, speaking, planning, etc.)
While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement:
- Are there options for choice, relevancy, and minimizing distractions?
- Are there options for sustaining effort and persistence?
- Are there options for supporting and developing self-regulation and self-assessment?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson.
With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students could explore online resources to discover when the last solar and lunar eclipse occurred locally.
We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit.
How will you address barriers to representation?
The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge, construct meaning, and generate new understandings?
The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity.
With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform.
We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit.
How will you address barriers to action and expression?
The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating:
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit.
With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand.
We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit.
Review the following link for a complete interactive overview of the UDL Guidelines.
Lesson 1: Solar & Lunar Eclipses
Essential Question
Why do solar and lunar eclipses occur?
Key Terms
Lunar
Solar
Resources
Video: Eclipses: Crash Course Astronomy #5
Video: What's the difference between a solar and lunar eclipse?
Website: NASA's Eyes: Eclipse 2017
Website: ‘What is an eclipse?’
Handout: Eclipses
Sample Corgi Guide: Comparison - Solar vs. Lunar Eclipses (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide to each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- Have you ever seen an eclipse? If yes, describe what it was like.
- When an eclipse happens does everyone on Earth see the same thing?
- How many types of Eclipses can you name?
The instructor shares the video “Eclipses: Crash Course Astronomy #5’ with the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete the Corgi Guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Each student visits the website, ‘The path of an eclipse’ and explores the total solar eclipse that happened in 2017, and enters locations into the website to simulate and observe the phenomena from various points around the globe.
Suggested locations:
- Current/Home location
- Boke, Guinea
- Bolivar, Venezuela
- Sydney, Australia
- London, England
- Moscow, Russia
Have students record whether the locations are partial eclipse, full eclipse, or no eclipse and the date and time of the eclipse.
Ask students why some locations are partial eclipse, why some are full eclipse, and why some show no eclipse.
Have students predict other locations that may fall into one of the three categories and why.
Explain:
To develop an understanding of the differences between solar and lunar eclipses, the instructor shows the video ‘What's the difference between a solar and lunar eclipse?’ and posts the following inquiries for students to independently explore:
- What is the alignment of the earth, moon, and sun during a SOLAR eclipse?
- What is the alignment of the earth, moon, and sun during a LUNAR eclipse?
- Predict which happens more frequently: lunar or solar eclipses? What supports your prediction?
To further enhance students’ understanding of the differences between solar and lunar eclipses have students review the handout, ‘Eclipses’, and direct them to either independently or in small groups of 2-3 to complete the Corgi Guide, ‘Comparison’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Solar and lunar eclipses may be a concept that learners are familiar with, but they may have never experienced one.
- Addressing the barrier: The use of a website such as TimeandDate.com’s eclipse calendar can be used to highlight the rarity of each event and when it will occur in the next 10 years.
Potential barrier:
- Anticipating the barrier: The lesson consists of multimedia presentations with text, graphics, videos, and infographics that could present barriers.
- Addressing the barrier: Select videos that have captions available. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. A free transcript service, such as Otter.ai can be used to create a transcript.
Potential barrier:
- Anticipating the barrier: Differences between eclipses can be challenging to remember since they both involve the Earth, sun, and moon.
- Addressing the barrier: Offer learners the opportunity to model what happens during each eclipse with objects they can move themselves.
Lesson 2: The Seasons
Essential Question
How does the tilt of the Earth’s axis cause our seasons?
Key Terms
Revolution
Hemisphere
Resources
Video 1: Earth's Tilt 1: The Reason for the Seasons
Video 2: Reasons for the seasons - Rebecca Kaplan
Website: SEPUP Seasons Interactive
Handout: The Seasons
Sample Corgi Guide: Cause & Effect - The Seasons (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Cause & Effect Guide to each student via email or Google Classroom.
The class reviews the Cause & Effect Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- How do we experience the seasons?
- What do you think causes our seasons?
- How do you imagine people in other parts of the world experience seasons?
The instructor shares the video, ‘Earth’s Tilt 1: The reason for the seasons’ with the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
To develop an understanding of the causes of the seasons, the instructor directs each student to the website, ‘Seasons Interactive’ and posts the following inquiries for students to independently explore:
- How many hours of daylight does Anchorage, AK receive in June?
- What is the average daily temperature in Anchorage, AK in June?
- What is the average daily temperature in Anchorage, AK in December?
- Based on those findings, what season is it in Anchorage in June?
- How many hours of daylight does Melbourne, Australia receive in June?
- What season is it in Australia in June? How do you know?
- Why do you think the amount of daylight in Anchorage, Melbourne, Quito, and Chicago is almost equal in the month of March?
- Can you hypothesize what season it is in March in each of these four locations?
The instructor reconvenes the class to recap the exploration and invites students to share their findings for each inquiry question.
Explain:
The instructor supports students to generalize their findings of the causes of the seasons by facilitating a discussion using the prompt:
- “Based on what we observed in these four cities on Earth, we can generalize that the area on the Earth tilted toward the sun experiences the season of… and the area tilted away experiences...”
The instructor directs students to complete Step 4-8 of the Corgi Guide, ‘Cause & Effect’ individually with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Learners’ experiences with seasons will vary by context, so resources that focus on extreme seasons may not be relevant to all learners.
- Addressing the barrier: Take time to brainstorm distinct features of seasons with learners that are unique to their geography. Learners can also share observations from other areas they have visited and think about why different areas experience seasons in different ways.
Potential barrier:
- Anticipating the barrier: While the Earth’s seasons are observable and can be used to connect learners’ prior memories and knowledge, there could be potential issues with connecting them to the scientific reason for their existence.
- Addressing the barrier: Making explicit connections between the science behind the changes in season as a way to explain what learners observe can help minimize this barrier.
Potential barrier:
- Anticipating the barrier: Because we can’t feel the tilt of the Earth’s axis, this can be a very abstract concept to grasp. Students may default to the common misconception that seasons occur as a result of the Earth’s rotational path around the sun.
- Addressing the barrier: Give learners the opportunity to model simulations of the Earth’s axis and sunlight, similar to the one presented in the video, to observe differences between direct and indirect sunlight.
Lesson 3: The Equinox & Solstice
Essential Question
Why do our seasons have equinoxes and solstices?
Key Terms
Vernal Equinox
Autumnal Equinox
Summer Solstice
Winter Solstice
Resources
Video: Equinoxes | National Geographic
Video: Governments Worldwide Consider Ditching Daylight Saving Time - Scientific American
Video: Equinox vs Solstice
Handout: Equinox and Solstice
Sample Corgi Guide: Question Exploration - The Equinox & Solstice (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom.
The class reviews the Question Exploration Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- Why do the seasons change?
- Do different parts of the world experience the same season at the same time?
- Which season has the most hours of daylight? Which has the fewest?
The instructor shares the video, ‘Equinoxes | National Geographic’ with the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use the article Governments Worldwide Consider Ditching Daylight Saving Time by Diana Kwon posted on October 29th, 2020 from the Scientific American website to discuss and create a dialogue about Daylight Savings time and its importance in the modern-day. Have students read the article by developing a close reading protocol:
- Read the text carefully to identify the explicit meaning and make inferences from it.
- Identify the central ideas or themes and summarize the key details.
- Analyze the connections within the text (between events, opinions, and evidence) and understand how they connect with each other.
- Have students explore a side they feel strongest about and then collect supporting details for their opinion.
- Have students share their views as a whole class, small group, or individually with the teacher.
Explain:
To develop an understanding of the differences between equinox and solstice, the instructor shows the video Equinox vs. Solstice and posts the following inquiries for students to independently explore:
- What happens when the area in which you live tilts away from the sun?
- Why is the Equator warmest?
- When the Northern Hemisphere is pointing towards the sun, what season is the Southern Hemisphere?
- What is an equinox?
- If we are experiencing fall in North Carolina, what season might someone in Argentina (South America) be experiencing?
To further enhance students’ understanding of the differences between solar and lunar eclipses have students review the handout ‘Equinox and Solstice’ and direct them to either independently or in small groups of 2-3 to complete the Corgi Guide, ‘Question Exploration’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: The concept of equinoxes and solstices may not be very present in learners’ lives, and the topic may not feel relevant.
- Addressing the barrier: An introductory activity about different cultural traditions or facts surrounding solstices and equinoxes will help. contextualize the topics as happening to or having human meaning (e.g. All solstices and equinoxes happen to every human on the planet every year. As a result, humans have celebrated these times with structures like the pyramids or Stonehenge and with festivals such as Midsummer).
Potential barrier:
- Anticipating the barrier: The connection between the seasons and equinoxes and solstices may be new to students and comprehension of these topics could pose a challenge.
- Addressing the barrier: Have students reflect on their experiences with “first” days of spring, summer, autumn and winter, and prompt them to talk through observations or memories they have. Then take time to identify explicit connections with the equinoxes and solstices.
Lesson 4: Daylight Saving Time
Essential Question
Should the United States discontinue Daylight Saving Time? Why or why not?
Key Terms
Daylight Savings Time
Resources
Video: Daylight Saving Time 101 | National Geographic
Website: Daylight Saving Time - How Time Change Affects Sleep | Sleep Foundation
Website: Time change debate: Is it better to have extra sunlight in the a.m. or p.m.? : NPR (audio interview and transcript)
Website: ‘Here’s Why Health Experts Want to Stop Daylight-Saving Time’
Website: Why Scientists Don’t Want to Make Daylight Saving Time Permanent
Sample Corgi Guide: Claim, Evidence, Reasoning - Daylight Savings Time (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor invites students to think of a time when changing the clocks affected them personally (e.g. felt very well-rested, got to see the sunrise, or ended up missing a party). Invite a few students to share, or have students share in small groups guided by the following prompts:
- Does changing the clocks in the fall and spring impact your life? Why?
- What are your initial thoughts on whether to keep daylight savings time or discontinue?
The instructor shares a link to a blank Corgi Claim, Evidence, Reasoning Guide to each student via email or Google Classroom.
The class reviews the Claim, Evidence, Reasoning Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides.
The instructor shares the video, Daylight Saving Time 101 | National Geographicwith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students discuss their claim and complete Step 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to explore one resource from each of the following groups to build their own understanding of daylight savings and standard time and build vocabulary for whole group discussion. The instructor invites the students to gather more pieces of evidence to support their claim:
Read or listen to the resource below to learn more about DST:
Choose one of these resources to explore the debate around DST and proposed changes:
- Time change debate: Is it better to have extra sunlight in the a.m. or p.m.?
- ‘Here’s Why Health Experts Want to Stop Daylight-Saving Time’’
- Time change poll: Americans don't like changing the clocks, but can't agree on a solution
- Why Scientists Don’t Want to Make Daylight Saving Time Permanent
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of all the sides of the debate on daylight savings time, the instructor directs each student to explore:
- What are the benefits and drawbacks of discontinuing daylight savings time?
- What are the benefits and drawbacks of continuing daylight savings time?
The teacher directs them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Claim-Evidence-Reasoning’ with their new understandings.
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Create a class discussion, debate, and allow students to choose which claim they support, as well as provide reasoning and evidence to back up their argument.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson and how to address these barriers. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Working in groups may present a barrier for some students if they typically work independently or are unsure of their role in the group.
- Addressing the barrier: Students can volunteer for a specific role or task, which can help to clarify their responsibilities and the ways they can contribute to the group’s work.
Potential barrier:
- Anticipating the barrier: Some students may not personally relate to Daylight Savings Time, which could create a barrier in engagement
- Addressing the barrier: Consider asking questions that might connect with learners such as:
- How would your day change if it was dark when school was over?
- Would you have liked an extra hour of sleep this morning?
- What would your reaction be if you saw the clock change from 1:59 am to 3 am?
Potential barrier:
- Anticipating the barrer: Students may want to search for images or videos to help them better understand daylight savings time, but their search may lead to an overwhelming amount of information. Students may face a barrier of too many options available online.
- Addressing the barrier: Provide students with links to trustworthy websites that accurately describe the phenomenon. Direct them to choose resources from those websites.