![nsta.org nextime moon nsta.org nextime moon](https://azure.zettabytes.org/wp-content/uploads/2021/03/artemisphaseii.jpg)
Any shortcomings of the model are thoroughly discussed. The model is grade-appropriate and, for the most part, scientifically accurate. Throughout their paper, the authors have seamlessly intertwined Practices and Crosscutting Concepts to support the Performance Expectation. Instructional Supports: Corin and Boyette have provided teachers with a simple but elegant model to engage students in a multi-level investigation of solar system phenomena.However, with teacher/student suggestions, the model could easily be extended to investigate eclipses. As noted earlier, the model only pertains to the portion of the Performance Expectation dealing with phases of the Moon and seasons. In their paper, the authors identify the Performance Expectation, Practices, Core Idea and Crosscutting Concepts applicable to their work and make constant references to them throughout the paper. Alignment to the Dimensions of the NGSS: Corin and Boyette have taken great care to align their activities to the three dimensional structure of the Next Generation Science Standards.In Part 4: Seasons, students utilize Earth's tilt and the cyclical nature of its revolution to explain how differences in sunlight duration and intensity result in seasons. Students may initially need help in determining the location of the terminator, but once they accomplish this, they will easily identify the different phases. This resource is explicitly designed to build towards this crosscutting concept.Ĭomments about Including the Crosscutting Conceptīy working through the model, students will soon understand that the Moon's repetitive orbit around Earth, coupled with our changing viewpoint, results in the different phases of the Moon that we view over the course of a month.