Reflection: Developing a Conceptual Understanding Density Part 3: Calculating Density of Cubes - Section 4: Check for Understanding

 

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.  

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 Deepen Understanding
  Developing a Conceptual Understanding: Using Crosscutting Concepts to Deepen Understanding
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Density Part 3: Calculating Density of Cubes

Unit 6: Density
Lesson 3 of 8

Objective: SWBAT measure the mass and volume of objects to calculate density.

Big Idea: Now that students can visually represent and explain the basic molecular factors within a certain volume that determine density, it is time for them to measure mass and volume to calculate density.

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