Reflection: Connection to Prior Knowledge Introduction to Density (Without Calling It Density) - Section 5: Wrap-up


As I look back on how to assess student learning, I wish that I'd incorporated a more deliberate connection to the Crosscutting Concepts.  CCCs--often referred to by the writers of the NGSS as the 'unsung heroes'--link prior experiences and knowledge to what students are presently learning.  In this case students have two pieces of evidence: 1) they know that two pieces of matter can have the same volume, but different masses and 2) copper atoms are more closely packed than aluminum atoms.

Students eventually make connections with some questioning during class, but they need a more structured response that is student-driven.  As their teacher, I needed to provide a little more structure to help students make connections through the incorporation of the CCCs.  In particular, I would use patterns to have students compare and contrast the two samples in terms of mass and structure.  More specifically, I will ask future classes to create a table or venn diagram that compares and contrasts the two samples (copper and aluminum).

I would hope that by having students do this that their understanding of density would be much deeper and meaningful, since they would be the ones making the connections.

  A More Deliberate Use of Crosscutting Concepts
  Connection to Prior Knowledge: A More Deliberate Use of Crosscutting Concepts
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Introduction to Density (Without Calling It Density)

Unit 6: Density
Lesson 1 of 8

Objective: SWBAT explain how two different cubes of the same volume can have different masses.

Big Idea: Students have a general sense of how matter changes forms but their understanding of other properties of matter need more development. This lesson gets students thinking about density as a property of matter.

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Science, KLEWS
  38 minutes
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