January/February 2018 – Vol. 31 No. 2

Teaching Physics Through the Crosscutting Concepts

Posted: Monday, February 8th, 2016

by Joseph Calmer

I have been teaching science for 10 years. During that time I have taught biology, anatomy/physiology, chemistry, and physics. When the NGSS began to trickle down to us teachers, I began to see the light at the end of the science education tunnel. The authors of the NGSS seemed to grasp the interrelatedness of the different disciplines of science and were trying to explicitly demonstrate that interconnectedness through the new standards. As a science teacher and a person who has studied science for a long time, the connections between science fields are painfully obvious, but to a new learner, the obvious may not be so obvious.

In the book, Developing a Pedagogy of Teacher Education, John Loughran identifies the notion of “making the tacit explicit” (Loughran, 2006). The idea of making the tacit explicit is at play with the crosscutting concepts. To science teachers and experts in science, the transdiciplinary nature of science is clear. To us, chemistry, biology, physics, etc, are not separate and distinct fields, they are simply permutations of different examples of science. Our students, being novices, probably do not see the panoply of science like we do, despite being exposed to the “scientific method” and “the scientific process” throughout their education. It is not their fault; they may never have had the teacher say, “Well, this is the biology and the chemistry and the physics…(of a phenomena)” They have always learned the aforementioned subjects in isolation. The curriculum has always been structured that way, but now it will be different.

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The NGSS has set to rectify this. As patrons of science, we can see the patterns, cause and effect, systems, etc. in a scientific story. Often the experts forget the novices’ perspective. To a student, that same story may only appear to be about a cellular respiration (which is from biology). They may not see the chemistry (molecular structure…) or the physics (thermal energy, entropy…). The NGSS has done an excellent job of creating seven items that span all of science. The work will be integrating them into our pedagogy and classrooms. The SEPs and DCIs are very comfortable to use. They are guidelines for objectives that are familiar to us. The CCC are new, but they are ingrained in the Nature of Science. Below, I point out some of the concepts that can connect to the CCC and can serve as a place for you to start.

This list is not meant to be exhaustive, but is a place to help you start making the tacit explicit to your students. Also, Peter A’Hearn has developed a site for educators to use the CCC and integrate them into lessons (A’Hearn, 2015). I hope this list will help make the tacit explicit:

  • Collisions: can be used as lesson on patterns
  • Newton’s Laws: can be used as lesson on cause and effect
  • Vectors: can be used as lesson on Scale, Proportion, and Quantity
  • Thermodynamics: can be used as lesson on systems and system models
  • Waves: can be used as lesson on energy
  • Circuit: can be used as lessons on structure function
  • Conservation of energy or momentum: can be used as lesson on stability and change

There are a myriad of directions the CCC can take a lesson. The existence of the CCC is by definition to integrate everything, so we can literally place any learning objective into a crosscutting concept. The only limit is creativity. As teachers, we can be seen as experts in both pedagogy and science, so we need to practice making lessons that help students see the obvious transdiciplinary nature of science.

The goal of teaching (implicitly) is making the tacit explicit to our students. The NGSS is a paradigm shift in science education. This shift has been a long time coming; Herbert Smith described a dilemma in science education that could be fixed when science is taught in its true interdisciplinary form along with its connection to humanistic roots (Smith, 1969). Despite the gravity of the shift (pardon the pun), I think that the CCC are a great place to start making a change in your lessons.

References

A’Hearn, P. (2015). Crosscut Symbols.   Retrieved from http://crosscutsymbols.weebly.com/

Loughran, J. (2006). Developing a Pedagogy of Teacher Education (Kindle Edition ed.). New York: Routledge.

Smith, H. A. (1969). Science: Trends and Dilemmas. In D. G. Hays (Ed.), Britannica Review of American Education (Vol. 1). Chicago, Il: Britannica Reviews.

Joseph Calmer, Ed.D, is a Physics and Chemistry Teacher at Lawndale High School.

TAGS- CCC, CROSS-CUTTING CONCEPTS, TRANSDISCIPLINARY

 

 

 

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.