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WHITNEYBLUE HILL | CREEK BRIDGE HS | MARION DISTRICT

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WHITNEYBLUE HILL | CREEK BRIDGE HS | MARION DISTRICT

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Physical Science | 9th grade
I used the CCC almost as a review tool to check for depth and breadth of understanding. I printed the CCC on a sheet of paper and passed them out to each student. We read through the CCC and talked about examples of each. I started off providing one, then asked the students to think of more examples. We continued the group discussion while mostly everyone contributed. At the bottom of that sheet, I asked students to think of how they could make connections with these concepts to our unit in matter. Some were quick to respond. One student immediately drew connections from our mentos and coke experiment to cause and effect. Another student added on to that thought to compare when we created carbon dioxide gas using vinegar and baking soda, used that carbon dioxide to suffocate a candle flame to cause and effect. Some were slower to catch on, but overall the class did well with these CCC's. I think the students will really change their way of thinking if we keep building on these concepts and connecting them to classroom content and commonplace occurrences.

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Tremone Davis Creek Bridge High School Marion School District 

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Tremone Davis Creek Bridge High School Marion School District 

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Science 6th Grade- Forms of Energy

I introduced my students to the CCC by using their lesson on the forms of energy. During the notes portion of this lesson the students frequently were challenged to explain how energy flows and changes in various pictures, for ex. a horse grazing in the sun, and windmill in a pasture, etc. I then thought maybe they could pin point CCC from an activity similar to this. I found a set of energy cards and cut them out and allowed the students to put them in order according to how the energy flows. They had five sets of energy cards to work through and I added an extension to it. I put on the Smartboard all of the CCC's with their explanations, because they had never heard of them before. I then asked them to find any CCC within the sets of Energy Cards that they have and explain how that CCC relates to them. One awesome example came from one group, they wrote down the flow of energy between the cards and linked them to two of the CCC's

-System and System Models
-Energy and Matter

I think they did a great job with it being their first time encountering the CCC's.

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Sherry Cooper Marion High School Marion School District

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Sherry Cooper Marion High School Marion School District

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Biology I CP- Genetics and Heredity Unit-

I used the CCC’s to have students classify images of previously learned and currently being taught concepts into the 7 thematic groups. The students worked individually to place images and then as a group discussed and justified their selections. Student were exposed to why others students may have selected a similar image but placed it into a different thematic category. The students enjoyed the activity although some had issues with the fact that I could not reassure them that the selection they had made was correct or incorrect. Mrs. Shaik and I performed similar applications and were on the same unit of study.

Standard H.B.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.
H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

H.B.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts.
Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes.

H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring.
H.B.4A.2 Develop and use models to explain how genetic information (DNA) is copied for transmission to subsequent generations of cells (mitosis).

H.B.4B.1 Develop and use models to describe how the structure of DNA determines the structure of resulting proteins or RNA molecules that carry out the essential functions of life.

H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of the daughter cells is different from the DNA of the parent cell. H.B.4C.2 Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information.
H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures genetic variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.
H.B.4D.1 Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited.

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Biology Grade 10 and 11 –Genetics and Heredity, Principles of Evolution – Teacher taught and the topics for content using labs and punnet square practice. Independent Practice was given and the students completed the activity.I used the cross cutting concepts activity to review the topic for test and bench mark. Students were given a set of pictures to arrange under the 7 heads. The students worked in groups as well as individually. After the activity the class discussed why the students arranged the pictures under certain categories.The students like the activity and thoroughly enjoyed it.Standards covered - H.B.4C. Conceptual Understanding: Sex cells are formed by a process of cell division in which the number of chromosomes per cell is halved after replication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellular organism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomes can carry the same genes, they may have slightly different alleles. During meiosis the pairs of similar chromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sex cells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one set of chromosomes from each parent.Performance Indicators: Students who demonstrate this understanding can:H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA ofthe daughter cells is different from the DNA of the parent cell.H.B.4C.2 Analyze data on the variation of traits among individual organisms within apopulation to explain patterns in the data in the context of transmission of geneticinformation.H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures geneticvariation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.H.B.4D. Conceptual Understanding: Imperfect transmission of genetic information may havepositive, negative, or no consequences to the organism. DNA replication is tightly regulated andremarkably accurate, but errors do occur and result in mutations which (rarely) are a source ofgenetic variation.

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Biology Grade 10 and 11 –Genetics and Heredity, Principles of Evolution – Teacher taught and the topics for content using labs and punnet square practice. Independent Practice was given and the students completed the activity.I used the cross cutting concepts activity to review the topic for test and bench mark. Students were given a set of pictures to arrange under the 7 heads. The students worked in groups as well as individually. After the activity the class discussed why the students arranged the pictures under certain categories.The students like the activity and thoroughly enjoyed it.Standards covered - H.B.4C. Conceptual Understanding: Sex cells are formed by a process of cell division in which the number of chromosomes per cell is halved after replication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellular organism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomes can carry the same genes, they may have slightly different alleles. During meiosis the pairs of similar chromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sex cells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one set of chromosomes from each parent.Performance Indicators: Students who demonstrate this understanding can:H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA ofthe daughter cells is different from the DNA of the parent cell.H.B.4C.2 Analyze data on the variation of traits among individual organisms within apopulation to explain patterns in the data in the context of transmission of geneticinformation.H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures geneticvariation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.H.B.4D. Conceptual Understanding: Imperfect transmission of genetic information may havepositive, negative, or no consequences to the organism. DNA replication is tightly regulated andremarkably accurate, but errors do occur and result in mutations which (rarely) are a source ofgenetic variation.

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Habibunnisa Begum - Marion High School ,Marion

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Habibunnisa Begum Shaik -Marion High School , Marion 

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Habibunnisa Begum Shaik -Marion High School , Marion 

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Biology Grade 10 and 11 –
Genetics and Heredity, Principles of Evolution – Teacher taught and the topics for content using labs and punnet square practice. Independent Practice was given and the students completed the activity.

I used the cross cutting concepts activity to review the topic for test and bench mark. Students were given a set of pictures to arrange under the 7 heads. The students worked in groups as well as individually. After the activity the class discussed why the students arranged the pictures under certain categories.

The students like the activity and thoroughly enjoyed it.

Standards covered - H.B.4C. Conceptual Understanding: Sex cells are formed by a process of cell division in which the number of chromosomes per cell is halved after replication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellular organism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomes can carry the same genes, they may have slightly different alleles. During meiosis the pairs of similar chromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sex cells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one set of chromosomes from each parent.

Performance Indicators: Students who demonstrate this understanding can:

H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of

the daughter cells is different from the DNA of the parent cell.

H.B.4C.2 Analyze data on the variation of traits among individual organisms within a

population to explain patterns in the data in the context of transmission of genetic

information.

H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures genetic

variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.

H.B.4D. Conceptual Understanding: Imperfect transmission of genetic information may have

positive, negative, or no consequences to the organism. DNA replication is tightly regulated and

remarkably accurate, but errors do occur and result in mutations which (rarely) are a source of

genetic variation.

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Beth Pittman & Ashley Powell_Lake View Elementary_Dillon Four

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Beth Pittman & Ashley Powell_Lake View Elementary_Dillon Four

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SC State Standard (Kindergarten)
K.E.3A.4-Define problems caused by the effects of weather on human activities and design solutions or devices to solve the problem.
Crosscutting Concept: Cause and Effect
Week 1
1. Introduce the concept of cause and effect by doing one or more of the following:

Set up a row of  dominoes.

Flip the light switch to turn the lights on/off.

Drop an egg in a container or on paper towels.

Use a pin to pop a balloon.

2. Discuss what happened. Introduce the vocabulary-cause and effect.

Cause: WHY something happened

Effect: WHAT happened

3. Show the BrainPOP Jr. video on Cause and effect. Discuss the video.

4. In small group, allow students to match the cause and effect pictures.

5. As the students match the pictures, have them describe which picture is the cause and which picture is the effect.

6. After matching the pictures and explaining which one is cause and which is effect, allow student to CREATE two cards that match (one cause and one effect). After a few minutes of work, allow students to collaborate with a partner.
7. Show the video, The Rain Came Down, to the students. Stop the video periodically and discuss causes and effects throughout the book/video.

8. Allow students to complete the cause and effect chart attached by drawing the effects that goes with each cause.

9. Allow students to come up with 1-2 more causes from the book and draw the effect that goes with it. (Teacher may choose to let the student trade papers with a partner and have the partner draw the effect.)
10. Conduct the Rain Cloud In A Jar experiment.  Discussion:  What were the cause and effect in the experiment? Cause: The clouds filled with water. Effect: It rained.
Weeks 2 & 3
1. Discuss what aspects of these weather conditions are dangerous (Example: Tornadoes – High Wind, Hurricanes – High Wind & Flooding, etc.).  Show some different video clips of tornadoes, hurricanes, high winds, etc. Discuss the effects this type of weather may have.
2. Have students research hurricanes and the damaging effects they cause using the Internet. Create a graphic organizer with the information that the students gathered from their research.

3. Show the example of a storm surge as a result of a hurricane. Make a model of a community, farm, city, town, etc. using sand, dirt, small tree twigs as well as toy people, animals, cars, etc. Start by sprinkling water from a watering can on the model. Have the students observe what happens. (Some soil should wash away, which can lead to a discussion about erosion.) Then, add a larger amount of water from the watering can over the area and have the students observe what happens.
4. Have the students create and present a model of a hurricane.
Student Reaction

The students were able to grasp the concept of cause and effect with the various demonstrations and examples we did in class.  They also incorporated the vocabulary when creating their own examples of cause and effect.

The students were enthusiastic about this project. They enjoyed seeing the model of the town become flooded as a result of the water being poured over it. They realized the water tower did not wash away like the other buildings because the ground below the tower had not been affected by the water.

The students also enjoyed doing research and watching videos about hurricanes. They were able recall much of this information during their presentations.

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Shelby Macaulay Creek Bridge High School Marion County School District

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Shelby Macaulay Creek Bridge High School Marion County School District

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Content: 7th Grade Genetics

Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.

Cross Cutting Concepts:  Patterns, Cause and Effect, Systems and Systems Modeling

In my classroom, we did a SpongeBob genetics activity. The students had to use science vocabulary like dominant and recessive alleles, heterozygous and homozygous, and Punnett squares.  We talked about how traits are passed down from parent to offspring and we traced the patterns of inheritance. The students analyzed the causal relationship of inheritance and modeled it.

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Artie Quick, Lake View Elementary, Dillon District Four

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Artie Quick, Lake View Elementary, Dillon District Four

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2nd Grade

Cause and Effects

The cause and effects of gravity on objects.

The students will work in four groups of four.

After a short Story about Sir Isaac Newton and his discovery of gravity proceed to the next step.

Take two identical zip lock bags and place ten marbles in one and five in the other.  The teacher will tell the students, “I will stand on a ladder and drop the two bags at the same time.”  Have the students, considering the weight difference, predict which bag will hit the carpet first: the bag containing ten marbles or the bag with five marbles.  The students will discuss the proposal in their groups and make a prediction and record it for each group.  One spokesperson for each group will tell what their prediction is and explain what they based their prediction on.

The teacher will carry out the procedure three times to make sure the same results are repeated.  The groups will record their observations and discuss the results.

The teacher will then ask, “Do heaver objects fall faster?”  Ask the groups to explain using their observations and explain how gravity affected the motion of the bags.

Next repeat the experiment using a feather and a golf ball.  Repeat the same questions and procedures in the previous experiment.

After the feather and golf ball experiment, show the following video of a group of feathers and a bowling ball being dropped in a normal environment and repeated in a vacuum.

https://www.youtube.com/watch?v=E43-CfukEgs

The prediction of one group was correct on the bags with the marbles but all the students were excited and amazed about the bags reaching the carpet at the same time.   Two groups predicted the feather and golf ball correctly.   Again, all were amazed at the results of the feathers and bowling ball experiment in the video.
2.S. 1A.3  With teacher guidance, conduct structured investigations to answer scientific questions, test predictions and develop explanations: (1) predict possible outcomes, (2) identify materials and follow procedures, (3) use appropriate tools or instruments to collect qualitative and quantitative date, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

2.S. 1A.4  Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.

2S.1A.6  Construct explanations of phenomena using (1) student-generated observations and measurements, (2) results of scientific investigations, or (3) data communicated in graphs, tables, or diagrams.

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April Buffington: Lake View Elementary School: Dillon District 4

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April Buffington: Lake View Elementary School: Dillon District 4

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Content: 1st grade science
My lesson focused on cause and effects of sunlight on the earth’s surface. This is an ELA standard and a science standard.
First, I explained to the students that there are examples of cause and effect in our daily life. Then   we discussed examples of cause and effect.
Teacher Example- I’m hungry so I get food to eat. I ate too much candy, so my tummy hurt.

Student example- I was cold so I put on my jacket.

Student example 2- I was thirsty so I drank water.

We did a close read of Sunlight in the Night from Read works.
1st Read: We talked discussed the main idea and details of the story.
2nd Read: We reread and stopped after each sentence to discuss what we found out about the sun then I wrote down their responses.
3rd Read: Students reread the text with a partner and found examples of cause and effect in our story.
Then the class discussed the causes and effects that we found. One example was the moon lights the sky at night because the sun shines on it and reflects the light. Then students talked about other effects that the
sunlight has on the earth.

Examples
-  If we are too hot outside at recess we stand in the shade.
- If we are cold we stand in the sunlight.
Students did an excellent job finding examples of cause and effect in their books and relating it to their life.
Science standard: 1.E.3A.4 Conduct structured investigations to answer
questions about the effect of sunlight on Earth’s surface.

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Leanna Ward: Lake view Elementary: Dillon District 4 

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Leanna Ward: Lake view Elementary: Dillon District 4 

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Content: 3rd grade science
I combined the science lesson with ELA because our standard for ELA was cause and effect.
I started with explaining to students that cause and effect isn't just a Reading skill but also has to deal with Science. I had students come up with scientific examples of cause and effect. One used gravity as an example, one student talked about the solar eclipse and another brought up adaptations and habitats.
We did a close read of "How Hail Happens..."
1st Read: We talked about the gist of the text.
2nd Read: We reread and stopped after each paragraph to discuss the main idea of it and to jot it down.
3rd Read: Students reread the text with a partner and highlighted causes in red and effects in green.
Then we got together and discussed the causes and effects that we found. One was that when there are heavy winds, clouds get moved around and this causes water droplets to rise to the the top of the cloud where it is too cold then it freezes leading to hail. Students then wrote telling about the causes that lead to it hailing.

Students really did an excellent job explaining the causes and effects.

Students were very engaged. They also were surprised of how hail forms. They thought it happened when it got really cold outside and was snowing.

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April Dailey, Mullins High, Marion County School District

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April Dailey, Mullins High, Marion County School District

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Content: 10th Grade Biology Ecosystem Dynamics (Symbiotic Relationships)

H.B.6: The student will demonstrate an understanding that ecosystems are complex, interactive systems that include both biological communities and physical components of the environment.

Implementation of CCC and Cross Content Connections

Read Aloud: A Symbiotic Tale Written By: Missy Kavanaugh

Each student was provided a crosscutting graphic organizer to fill out while the story was being read.  Students had to pay close attention and make connections within the story to the CCC's. Once the students completed their graphic organizer they were allowed 5 minutes to pair/share with a classmate at their table. This allowed the students to see similarities and differences  based on their classmates' response.  The following CCC's were discussed in great detail within the class.
Energy and Matter: Population Ecology
Systems and System Models: Ecosystems
Cause and Effect: Interrelationships exist among organisms. Depending on the relationship some organisms benefit, others are harmed, and some neither benefit nor or they harmed.

The students really seemed to enjoy this activity and it led to a great discussion within the classroom for them to list different types of symbiotic relationships that exist within their ecosystem.

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Kim Jordan, Penny Brown, Victoria Holdaway, David Doughty Marion Intermediate, Marion, SC

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Kim Jordan, Penny Brown, Victoria Holdaway, David Doughty Marion Intermediate, Marion, SC

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Content: 5th Grade Mixtures and Solutions
CCC: Matter and Energy
Structure and Function
Activity:
Hook: Introduce Mixtures and Solutions using pictures and purpose.

Students will create characteristics of a solid, liquid, and gas.
Students will complete a scavenger hunt by visiting different classrooms to find solids, liquids, and gases as well as for enrichment locate mixtures and solutions. Students took pictures (evidence) on their phone or ipad and explained why they identified the object as a solid, liquid, gas, mixture, or solution. Students will use the information gathered from Scavenger Hunt and apply it to a Mystery Science Experiment where they will have to identify the States of Matter and whether it is a mixture or solution.
The Why?
Structure and Function:
The way the particles are structured determines if they are a solid, liquid, gas, mixture, or solution.
The movement of particles determines the function.

Matter and Energy:
Water: Add or take away heat to create a solid, liquid, or gas.
Movement: Particles that move slowly will have definite shape and if particles move quickly they will have no shape.

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Pamela Gasque, Lake View Elementary, Dillon District Four

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Pamela Gasque, Lake View Elementary, Dillon District Four

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Science 5th Grade: Implementation of CCC and Cross Content Connections
Text: Galileo and Pendulums by Foss Science Resources, Motion, Force and Models
Teacher Read Aloud
Students gather information relative to the following:
Stability and Change ( Student's ex. - Clock is stable, but time changes)
Energy and Matter (Student ex. - The bob goes back and forth which is a cycle)
Scale, Proportion, and Quantity ( Student ex.- pendulum is smaller than the clock)
Patterns (Student ex- Pendulum bob swings back and forth)
Structure and Function (Student ex. -It is made so we can keep accurate time)
Systems and System Models (Student ex. -It is a system on a large drive mass.)
Cause and Effect  (Student ex.- Because the pendulum swings, the hands move.)
The students listened and took notes individually, then shared their responses.
Working in cooperative learning groups allowed the students to not only share ideas, but gain knowledge through the lens of other student's perspectives.

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Melissa Buffkin, Lake View Elementary, Dillon District Four

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Melissa Buffkin, Lake View Elementary, Dillon District Four

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Science 4th grade:  When beginning the Animal Unit in the 4th grade, the teacher will read, Finding Home, written by Sandra Markle online on tumblepad at http://www.tumblebooklibrary.com/book.aspx?id=7039.  This story is an outstanding story of survival! This story records the challenges faced by a mother koala. This story is a nonfiction story about how the mother koala protects herself and her joey from a raging bush-fire. It also documents how the mother koala finds food and a new home after their home range is destroyed.
Student reaction to the learning:
The students were very engaged in the learning.   My students love when books are read to them.  This story helped to activate their knowledge of what they already knew about animals characteristic and helped them to think like a scientist.  I began my lesson by going over the 8 Crosscutting Concepts and telling them about each one and giving some examples.
Before reading the book, Finding Home, I gave the students a crosscutting graphic organizer for them to make connections while the story was read aloud.  While reading the story to the whole class, the students were to write connections they made in the boxes that corresponded to what they saw and heard in the book. After reading the book, in groups of three, the students shared their answers they put in the graphic organizer and discussed why they put it in that crosscutting concept.  While sharing their ideas, they could write connections their friends had shared with them.   After discussing, the group listened to the story again on www.tumblebookslibrary.com .  Together, they discuss anymore connections they saw. This activity helped the students make amazing connection with the crosscutting concepts.  The crosscutting concepts allowed for the students to think like a scientist.  It helped the kids develop the mindset for understanding like a scientist and not to think only about one subject.  The students were able to make several connections. Some examples of the connections the students made were:
Stability and Change: Air changing to smoke, the forest burning
Energy and Matter: Life Cycle, Food Cycle, fire (heat energy)
Scale, Proportion, and Quantity: Scale of the trees change when they were burnt
Patterns: Where the koala went to look for food, Spring patterns
Structure and Function: the koala using her nose to find food, and the joey using his claws to hang on to the mother.
Systems and System Models: Ecosystems, Forest
Cause and Effect: Because the forest had burned, the mother Koala and her baby must find food in different places.
The students deepen their understanding by looking at the Crosscutting concepts by adding the different lens of each concept.  According to Sharing Books Talking Science, “True integrative teaching means that each new lens is not additive, but rather it is synergistic.”  This is exactly what my kids did with this simple activity. I see big things to come if I continue to use the crosscutting concepts within my classroom daily.

Standards that this lesson supports are:
GRADE FOUR
LIFE SCIENCE: CHARACTERISTICS AND GROWTH OF ORGANISMS
Standard 4.L.5: The student will demonstrate an understanding of how the structural characteristics and traits of plants and animals allow them to survive, grow, and reproduce.
o 4.L.5A. Conceptual Understanding: Scientists have identified and classified many types of plants and animals. Each plant or animal has a unique pattern of growth and development called a life cycle. Some characteristics (traits) that organisms have are inherited and some result from interactions with the environment.
o Performance Indicators: Students who demonstrate this understanding can:
o 4.L.5A.4 Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment.
o 4.L.5B. Conceptual Understanding: Plants and animals have physical characteristics that allow them to receive information from the environment. Structural adaptations within groups of plants and animals allow them to better survive and reproduce.
o Performance Indicators: Students who demonstrate this understanding can:
o 4.L.5B.1 Develop and use models to compare how humans and other animals use their senses and sensory organs to detect and respond to signals from the environment.
o 4.L.5B.3 Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment.

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Jeff Burden SC State Department of Education

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Jeff Burden SC State Department of Education

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Developing CCC Common Language with Students