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DeDee Quinn. S2TEM Centers SC
My students are teachers at various schools. I worked with a group of teachers and introduced the crosscutting  concepts much like we did in our first meeting. I pulled different pics and included the source if anyone would like it, let me know.
The teachers had the same reaction we did. Many had heard of them but was not aware they needed to actually teach them to the students. The ultimate lesson learned was that looking at the science content through this lens will have a positive impact on student learning.

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Bianca Dyar, Wright Elementary-3rd grade, Anderson District 2

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Bianca Dyar, Wright Elementary-3rd grade, Anderson District 2

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Utilizing the cross cutting concept of structure and function, our class investigated the properties of different soil types and how the characteristics of each made them appropriate for different uses. During the reading of a series of Discovery Education articles on soil properties,  we used the strategy of "jazzing the text" to obtain key main ideas of the passages (which they underlined) and identified new science related vocabulary words to further investigate (which were starred). I first modeled this during a read aloud and volunteers shared ideas in an open whole group discussion.  Next, students read an article independently and jazzed their own texts. Students shared their thoughts with one another using the 3-2-1 approach. The class enjoyed this opportunity to move about and collaborate with one another and allowed all students a chance to share their ideas.

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Beth Standridge,  Pendleton High School,  Anderson School District 4

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Beth Standridge,  Pendleton High School,  Anderson School District 4

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To introduce the forces unit, I strategically grouped my students in threes, each having a specific job, and had them develop a presentation on one of Newton's three laws. They had to describe the law, make three real world connections, include at least four pictures, a media component, a live demo, and make a connection between their law and at least two of the crosscutting concepts. They have enjoyed working on their presentation and have had some good ideas, discussions, and questions as they were planning. Students are presenting these this week due to me being out with a death in the family and a sickness, so I am looking forward to hearing their comments and thoughts as they listen to each group present.I will have more to share in the face to face about their learning and reactions after seeing some of the presentations. I am attaching one that has been submitted as a sample.

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Amy Strickland, Gettys Middle School, Pickens County

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Amy Strickland, Gettys Middle School, Pickens County

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I teach seventh grade GT kids. I love the ways in which they think so differently from each other. I thought it would be interesting to do the activity with them that we did with the pictures. I have gone through all of the topics that we have covered so far this year and picked a plethora of pictures for them to sort into the various different cross cutting concepts. We began the lesson by discussing each of the concepts first and getting student input into creating definitions or descriptions that go along with the descriptions that we have from our meeting. We spent quite a while discussing each of the concepts, and I allowed students to offer science topics that matched with each concept. Then I gave the groups time to work with the pictures that I chose as review of our topics this year. I asked that they catagorize them into the various concepts, tell why they chose that concept, and discuss what other concepts the image would fit into. I had my students choose images for two CCCs and they mounted the pictures on paper with the CCC and their responses of why they chose that concept and what other concepts the image could fit in. We hung these around the room, and were able to look at each other's work. My students engaged in some very good conversations focused on the choices of pictures. The students responded very well to this activity. They really had some great conversations going within their groups as they tried to decide which concept to use and as they explained their ideas to other students.

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Additional example of student work.

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Caitlin Crawford, Pendleton High School, 9th Grade

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Caitlin Crawford, Pendleton High School, 9th Grade

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To start out the unit on forces, I had students split into groups to design and present on one of Newton's 3 laws of motion. With their presentation, they had to incorporate real world examples, connect the law to at least 2 CCCs, give a live demonstration of the law in action, and site their sources (MLA format) on where they found their credible information. Majority of the students used Google Slides, but I had a couple of Prezis, Google Sites, and 1 movie! The students, overall, worked very hard and gave good presentations. Here are just a few of the interesting ones that were given:
Google Sites Presentation: https://sites.google.com/anderson4.org/newtons-third-law/home

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Valencia Tiller, Mathews Elementary, Greenwood District 50,, 5th 

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Valencia Tiller, Mathews Elementary, Greenwood District 50,, 5th 

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We read Mix it up! Solution or Mixture by: Tracy Nelson Maurer. Before I read the book, we discussed the cross - cutting concepts and examples of each. I gave students a chart with the concepts listed and had them write examples from the book as we read. After we finished the book, students worked in groups and discussed their examples. We then discussed examples as a whole group. I liked how my students were able to justify why they felt an example could go with more than one cross- cutting concept.

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Ann Marie Sanders, McCormick Elementary, 4th Grade

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Ann Marie Sanders, McCormick Elementary, 4th Grade

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In my classroom, I split my students in to four teams of 4-5 and gave them pictures related to sound. Their job was to match each picture to one of their vocabulary words. We talked about how some pictures may be able to go with more than one word and they had to decide as a group where to put it. My students completed this at the beginning of the sound unit (before they learned anything) and after the completion of the unit. The second time they worked on this, they were able to change what they had the first time or keep it the same. After they completed the task the second time, they did a gallery walk of the other groups projects and discussed what was different with from their and the same and why it worked or didn't. The picture below is an example of one groups work after the completion of the unit.

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Rhonda Gravely, Merrywood Elementary, Greenwood District 50, 5th Grade Inclusion Teacher

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Rhonda Gravely, Merrywood Elementary, Greenwood District 50, 5th Grade Inclusion Teacher

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In my classroom we have been studying Matter in Science.  I used the book,  Looking at Solids, Liquids, and Gases: How Does Matter Change? by Jackie Goff
Prior to introducing my students to the book we studied about matter in our science textbook.  As we were learning about the different aspects of matter I began to introduce the students to the common science language.  Surprisingly, they have done a fairly good job with this.  For this activity I first gave the students a set of the crosscutting concepts and had them work with a partner to see what they thought about the concepts. After a few minutes of small group discussions we talked about them as a class. I showed the students the cover of the read aloud and we analyzed the pictures and words on the cover to see what knowledge we could gain using the crosscutting concepts. I then began to read and we stopped periodically to discuss new knowledge the students could obtain using the concepts. The next day I divided the students up into groups of 2 or 3. They talked among their groups to see which concepts they felt the most comfortable using to expand their knowledge of matter. Groups were then given nonfiction quick reads and they worked with their partners using the quick reads and the crosscutting concepts to read and dig deeper. I was pleasantly surprised at how well they did. I would like to continue this work and integrate it into other units to compare how well the students do once they become more comfortable with the concepts and digging deeper

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Karen Eakin, Brewer Middle, Greenwood District 50

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Karen Eakin, Brewer Middle, Greenwood District 50

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My students are working on cell organelles and processes. To scaffold the information I started with some of the information that we had discussed last year (photosynthesis) and built in deeper meaning with the common language and vocabulary. My students overall enjoyed the picture association and I could tell that they got very creative with some of their answers...even some that I might not have thought to give. Due to some network issues(technical difficulties), I started with a printed copy in a couple classes and used Google classroom for others. I could tell that the students that had their own papers did not worry about what others wrote. Those using the common google classroom/ slides setup got caught up in "thinking" the way everyone else did and putting many of the same answers as other students. When I do this activity again I will definitely change the format slightly to give them individual thinking time then sharing time. Another interesting aspect of this activity was seeing how some of the more difficult vocabulary that Lynette used with her high school students challenged some of my 7th Grade students to work above the 7th grade standard. Many chose to do some research on their own to find out the connections.  I enjoyed seeing a similar activity with the common language span and build across different grade levels. The picture below is just one example of the students ideas.

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Jay LaForge, Woodfields Elementary, Greenwood District 50

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Jay LaForge, Woodfields Elementary, Greenwood District 50

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We read Joe-Joe The Wizard Brews Up Solids, Liquids, and Gases. Prior to reading the book we talked about the cross cutting concepts and I gave several examples of each. I told students to think about each concept and gave them a chart in which to write their own example from the book. The students thought the book was pretty funny and did a really good job of creating examples from the book.

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Rhonda Gravely, Merrywood Elementary, Greenwood District 50, 5th Grade Inclusion Teacher

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Rhonda Gravely, Merrywood Elementary, Greenwood District 50, 5th Grade Inclusion Teacher

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In my classroom we have been studying Matter in Science.  I used the book,  Looking at Solids, Liquids, and Gases: How Does Matter Change? by Jackie Goff
Prior to introducing my students to the book we studied about matter in our science textbook.  As we were learning about the different aspects of matter I began to introduce the students to the common science language.  Surprisingly, they have done a fairly good job with this.  For this activity we focused on Patterns, Structure and Function and Cause and Effect.

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Terri Budreau, Rice Elementary, Greenwood 50

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Terri Budreau, Rice Elementary, Greenwood 50

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Prior to teaching about slow and rapid changes to the earth's surface, I taught on cause and effect through shared reading. This helped them to identify cause and effect with the earth's changes. As an introduction to the science lesson, we did a modified 3-2-1 activity. They were to list 3 things that cause changes to the earth's surface, 2 things that are the effect of those changes, and 1 way they have seen or experienced one of them. They then got in groups according to the 3-2-1 model and shared their cards. They really enjoyed activating their prior knowledge in this way. The students came in with a broader scope.

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Since I cannot attach 2 links on the same post, here is the original.

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Lynnette Salter, Greenwood High School, Greenwood District 50

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Lynnette Salter, Greenwood High School, Greenwood District 50

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Although I teach CP and Honors Biology I at GHS, I worked with Danita Fancher and Karen Gunter, who teach 7th grade, to create a project using photos to review cell organelles standards while incorporating the CCC's. I used google classroom to give each of my students a copy of the presentation and allowed them to choose 2 for extra credit on their Cells Test. I am attaching both the template and a compilation of responses from my students. I found that my students struggled with the freedom of choice and with stretching to think and consider rather than finding the answers on a page or website. I think that they need more practice in forming their own opinion and supporting it with fact/evidence.

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Michelle Watson, Honea Path Middle School, Anderson District 2

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Michelle Watson, Honea Path Middle School, Anderson District 2

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My 8th grade classes started the Solar System Unit. We started by using the iPads and the Starwalk 2 App. They were given instructions and an activity sheet asking them to locate and identify several objects in our Solar System. It asked them to think about what made our Solar System a system and what they believed a system was. Then they shared their ideas in a 3-2-1 Starwalk Activity discussion. They were asked to share something that was unexpected, what they enjoyed the most about the Starwalk Activity, and to explain how our Solar System was a system.

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Michelle Watson, Honea Path Middle School, Anderson District 2 

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Michelle Watson, Honea Path Middle School, Anderson District 2 

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Starwalk 3-2-1 Activity

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Robin Pryor, Westview Middle School, Greenwood School District 50

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Robin Pryor, Westview Middle School, Greenwood School District 50

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My 8th-grade classes are studying astronomy. I had my students get in groups of two and I gave each group pictures of tides, moon phases, and eclipses. I also gave each group the headings patterns and cause and effect. The groups made decisions and debated where to put the pictures or if a picture was both. Once each group made their decisions as to where to place the pictures, they then recorded their reasons on the handout I gave them. The discussions and debates were great!

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Cleva Garner, Lakeview Elementary School, Greenwood School District 50

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Cleva Garner, Lakeview Elementary School, Greenwood School District 50

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The book, Iggy Peck Architect, by Andrea Beaty, illustrated by David Roberts,
is used to introduce students to the common language of scientist and engineers about building and builders.  The story tries to set the stage for discussions and inquiry into the CCC language of patterns, structure/ function and cause and effect.  The students enjoyed the storyline.
Padlet - Iggy Peck Architect continued. https://padlet.com/garnerc/smx4osl5h7s9
Citizen Science Projects-https://scistarter.com/project/16891-Doing-It-Together-Science-DITOs

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Storybook STEM {Iggy Peck, Architect FREEBIE}

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Check out More STORYBOOK STEM below! ★MAY STORYBOOK STEM Save BIG and receive 2 full months for FREE with the All Year Growing Bundle! ★STORYBOOK STEM ALL YEAR

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Linda Manly, McCants Middle School, Anderson #5 CCC Pictures as Patterns

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Linda Manly, McCants Middle School, Anderson #5 CCC Pictures as Patterns

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In my 6th grade honors class we began our study of Energy.  As an engage activity, I gave my students multiple pictures of energy.  As we did in Greenwood, I asked them to put them into groups.  I did not tell them how many groups or what the groups were to be.  The result was wonderful.  They really had to look at the pictures and decide how to group them, there were multiple ways, and they had to agree as a group.  Many groups had discussions of why or why not to put a certain picture in a group.  They had to argue their point and come up with a solution.  Some of the children chose to place them in a shared group as opposed to an individual group.  It made them realize some things can go into multiple groups.  It was interesting to see their thought processes, not only individually but corporately.  They then created posters and shared how they grouped their pictures and why they grouped them as they did.  They were surprised there

were so many options.

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Melanie Johnson
We read The Boy Who Harnessed the Wind. Our cross-cutting concept was cause and effect. We discussed the effect of wind in the book as well as the positive and negative effects of wind in other situations. Then, we made a Pic Collage using an app. on the iPads. We showed the effects of wind both positive and negative.

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Melanie Johnson, Pinecrest Elementary
Second Grade

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Cleva Garner, Lakeview Elementary School, Greenwood School District 50

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Cleva Garner, Lakeview Elementary School, Greenwood School District 50

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The book, Iggy Peck Architect, by Andrea Beaty, illustrated by David Roberts,
is used to introduce students to the common language of scientist and engineers about building and builders. The story tries to set the stage for discussions and inquiry into the CCC language of patterns, structure/ function and cause and effect. The student enjoyed the storyline.

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Storybook STEM {Iggy Peck, Architect FREEBIE}

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Check out More STORYBOOK STEM below! ★MAY STORYBOOK STEM Save BIG and receive 2 full months for FREE with the All Year Growing Bundle! ★STORYBOOK STEM ALL YEAR

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Lakeview Elementary School
Greenwood School District 50

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Make sure you stay student focused. What are students doing?