Crosscutting Concepts – Making Connections and Creating Tools for Student Thinking
Posted: Monday, February 8th, 2016
by Sue Campbell
Have you ever wondered how they make 3D movies and why some provide a thrilling experience for the viewers and others leave the audience disappointed and even a little sick? My curiosity led to me to do a little reading and research and I discovered that the difference comes in the planning and shooting of the film. 3D movies require different lighting, shooting angles, and more. So if the intent is to have a 3D movie, then the filming must be planned accordingly. Retrofitting a movie to be three dimensional is problematic and the results are usually disappointing.
This idea of 3D movies was running around my head as I have been thinking about the goal or intent of NGSS for three dimensional lessons. A well-made 3D movie intentionally brings the viewer into the experience. It is as if they are in the movie. The intent of our new standards is to have our students be personally involved in the lessons, personally constructing meaning, personally discovering, personally engineering, personally making decisions with scaffolded support along the way. This intention needs to be present in our planning at the beginning stages, not an afterthought. To plan a three dimensional lesson requires careful thought to include all of the dimensions. For me, the hardest to intentionally and explicitly include in a lesson are the crosscutting concepts. It is the area with which I wrestle, struggle, and sometimes just don’t quite get as I plan. I am able to plan three dimensional lessons but the crosscutting concepts area is weak and generally not student centered.
As it is with many things that I don’t understand, I started reading, researching, talking with experts, and experimenting. Don’t worry. No students have been harmed in the process. My latest reading has been the CA NGSS Draft Framework. This is a massive document and I am so grateful for all those who have had a hand in writing it. Perusing through the table of contents I found the chapter covering the three dimensions: Scientific and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. If you are looking for a good overview of the dimensions I suggest that you begin with Chapter 2: Overview of the California Next Generation Science Standards. There is a wealth of information in this chapter, and from it I gained a greater understanding of crosscutting concepts and ideas for including them in my lessons. You will also find information and examples in the chapters for the specific grade levels. Chapter 6 covers the middle school grade span.
Crosscutting concepts are more than the connective tissue between disciplines. They are also tools for students to use to learn and make sense of the science content and the world. Failing to help build the students’ understanding and use of the concepts, as well as the science and engineering practices, limits them to being a collector of information. The draft framework provides us with direction in building these concepts through questioning. To be clear, this type of questioning needs to be planned as the lesson is developed. To try to wing it as you go will likely result in something resembling a bad, retrofitted 3D movie.
Crosscutting concepts are also the connections to other content. Middle school teachers most frequently teach within a specific discipline which while it allows for a deeper level of expertise in an area, it creates other challenges. The nature of this approach means that content becomes more isolated and less connected. As the science teacher I don’t always know what is being studied in other classes. There are times when we are talking in the staff lounge that I get a glimpse. Sometimes we make a point to share what we are doing in our classes with each other. In those conversations vocabulary gets mentioned and then we all make a point of including it in our classes. Students are often surprised when I use a word that they learned in their history or language arts class. Crosscutting concepts bring another opportunity our way to help students to make connections in their world.
To make these connections, we need to spend more time with our peers who teach other content. If “cause and effect” is the main crosscutting concept in a unit of study in science, that same concept can be emphasized in a language arts or history class. This is more easily accomplished in a self contained classroom where one teacher is making all the lesson decisions. When many teachers are involved, it requires more planning. It will also take time on many levels. It will take time for us become comfortable with these new standards and approaches. It will take time for administrators to understand the new standards and changes that need to occur. It will also take time for our students to shift away from being passive in the classroom and become fully involved. And just like a well made 3D movie, it will be a magnificent experience as we see our students fully involved in learning.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…