Reflection: Developing a Conceptual Understanding Investigating How Bouncing Balls and Roller Coasters are Related (Crosscutting Concepts) - Section 6: Using Crosscutting Concepts to Deepen Understanding of Energy Transformations


I have developed a deep appreciation for using Crosscutting Concepts in my classes over the past several months. In particular, how patterns can be used to help students make connections between various data sets that revolve around the same standards--in this case energy transformations.  

Crosscutting Concepts are referred to as the 'unsung heroes' of the NGSS, because they intentionally link topics that would potentially be skipped otherwise. How many times have you ever had a lesson where you had a great conversation with your class--that time when you ditched the lesson plan and let the students discuss connections.  You were incorporating Crosscutting Concepts!

I bet if you went back to the conversation and then compared it to the list of CCCs, you would see that several of them were being incorporated. Now that we are venturing into this world of integrated learning for deeper conceptual understanding, we need to plan to incorporate specific moments when students are asked to specifically connect two topics together. As a result, students will see that they are learning topics for a reason and that everything--especially in science--relates to everything else. Crosscutting Concepts make that a reality and should be celebrated as the 'unsung heroes!'

  Using Crosscutting Concepts to Help Students Make Connections
  Developing a Conceptual Understanding: Using Crosscutting Concepts to Help Students Make Connections
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Investigating How Bouncing Balls and Roller Coasters are Related (Crosscutting Concepts)

Unit 4: Energy
Lesson 4 of 10

Objective: SWBAT: Compare and contrast patterns and cause and effect relationships between roller coasters and bouncing balls.

Big Idea: The deliberate incorporation of Crosscutting Concepts in our instruction leads to student connections and deeper conceptual understanding.

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4 teachers like this lesson
Science, PEOE, IVCDV charts
  55 minutes
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