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Danielle Glymph, Newberry Middle School, Newberry SC 

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Danielle Glymph, Newberry Middle School, Newberry SC 

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rubric for Cross Curricular

file:///C:/Users/yolanda.bennett/Desktop/Your%20Rubric_%206+1%20Trait%20Writing%20Model%20_%20Compare%20and%20Contrast%20Essay.html

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Patterns and Systems.   Students are apt to remember concepts of there is a way to organize or classify the information.  In the Interactive Notebook Activity below students used Post It Notes to create "Conversion Concentration" if you will.  Students were given a list of conversion factors as they entered the room.  At the top of the two columns, it said Post it or Paper.  The students were to write the part of the conversion factor that said Post It on the designated color Post It.  Post It Notes were reinforced with Elmer's glue stick adhesive to prevent falling out of  notebooks.  They were then tasked with writing the equivalent value undernesth the Post It in the respective block.  We only have an hour in each block so drawing the grids and creating the Post Its took the bulk of the time.  Thus as a closure activity, I asked them to look at the Post Its and tell me what did the notice about the ones in yellow versus the ones in blue.  The answer:  Prefixes.  Which lead us into the next days activity *see Stairstep post

Y. Rochelle Bennett
Robert E. Howard Middle School
Orangeburg, South Carolina

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Patterns, Scale and Proportion, Systems (CCCs In Use)
Students were given template of circles and construction paper upon entering class and were asked to cut out five circles.  thedy were given the following rules and 15 minutes
1.  Each circle must be a different size
2.  Each circle must be a different color
Teacher then asks the students to compile the circles and shows them how to fasten them together.  She then instructs them to do so.
The teacher then performs direct instruction on  the layers on the sun, characteristics and functions.  She has the student to affix it to the interactive notebook and label
Formative assessment:  Ask the students, "Analyze the model..how would you modify it based on the content of the lesson?"
Lesson Extension:  Students learned concepts of atomic structure in seventh grade.  Activate prior knowledge by drawing a the Bohr models for elements featured in the Earth's crust, Sun, etc.  Ask the students to compare the structure of the Sun with that of Earth via a Venn Diagram.  Students should have at least four bulleted points in each section of the Venn Diagram
Cross Curricular Approach: Have students work in groups and divide paper into two columns.  One says Earth; the other Sun.  Students are to write one adjective per sticky note.  Students are then given a rubric for a compare contrast essay.   These adjectives should be visible in the essay.  One Day One, the students build the introduction per the Guided Introduction handout.  One Day Two, the students build sentences from the overlapping regions of their Venn  Diagrams.  One Day Three, students build sentences from outlying regions of Venn Diagram.  On Day Four, students compile the individual paragraphs written.  On Day Five, the teacher matches students according to MAP lexiles and they do a peer edit following proofreading guide and give it back to original student to edit and construct a conclusion  *see following photo of rubric.

Robert E. Howard Middle University
Teacher Credit:  Y. Rochelle Bennett, Elizabeth Humphrey, Shauna White
Orangeburg Consolidated 5

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Scale, proportion, and quantity.  In teaching the process of converting, students need to first realize relationships.  In this Interactive notebook activity, students were tasked with using miniature Post It notes to understand how to navigate from one unit to the other; thus understanding the relationship of size.
This can be used as a guide during guided practice to build confidence for independent activities.  Also builds literacy skills as students learn prefixes and suffixes.

Y. Rochelle Bennett
Robert E. Howard Middle University

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David Williams, Brookdale Elementary, Orangeburg Consolidated School District Five

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David Williams, Brookdale Elementary, Orangeburg Consolidated School District Five

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My 5th Graders are learning about the States of Matter. The CCC's were with Systems and System Models with the Properties and arrangements of atoms (particles) form the states of matter. Also with  Energy and Matter, Matter is evident in three main states: solid, liquid, and gas based on their properties. In order to change the state of matter, energy must be added or removed. The students learned and did a experiment showing the different states of matter.

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Jennifer Butler, Jet Middle School, Edgefield County   Cause and Effect: Acids & Bases - Balloon Challenge

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Jennifer Butler, Jet Middle School, Edgefield County   Cause and Effect: Acids & Bases - Balloon Challenge

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My 7th graders we learning about acids and bases and conducted an experiment using vinegar, and baking soda to inflate a balloon. Half of the class used vinegar as their independent variable (baking soda was constant) and the other half used baking soda (vinegar was constant) as their independent variable. For this experiment, the maximum amount of vinegar provided for a trial was 20ml and the largest amount of baking soda provided was 6grams.The circumference of the balloon was their dependent variable in all scenarios. After they completed four trials of the experiment, the opposite groups got together and combined their "best" combination of vinegar & baking soda to make the "ultimate" balloon!
I had briefly introduced the students to the CCC's before the lab and they kids quickly chose Cause & Effect!

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Cause and Effect. Simple Machines and Catapults.

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Cause and Effect. Simple Machines and Catapults.

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In my classroom, I taught the 6 types of simple machines to my students. Then, the next day we talked about catapults, the parts of a catapult, and the functions of how to use a catapult. Then, the students were able to create their own catapults, but they had to include four of the six types of simple machines in their creations. This helped students understand how each type of simple machine works and how they can influence one another when they are put together. (I would post pictures but I can't get them to load). :)
-Jessica Turner at Boiling Springs Middle School

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My students have been working on properties of light. Today we walked around the school making observations of Transparent, Translucent, and Opaque Material.The CCS’s That students were able to make connections with was with Patterns.  As the students walked through the school I probed them with questioning that give them understanding of materials that that they see everyday.

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Sreelatha patinhareppat, Carver Edisto Middle school, LD Self Contained Special ED Teacher

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Sreelatha patinhareppat, Carver Edisto Middle school, LD Self Contained Special ED Teacher

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My students completed the classification of animals in groups. The groups came up with characteristics of the group which they have assigned for. They discussed with the group members what these animal have in common, and jot out the points where they all agreed up on. What I observed is that, all the students in the group participated positively, with lot of discussion about the topic. After they completed, each group presented in front of the class.

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Great. Looks like the students have enjoyed a lot by doing this activity as its a hands on activity.

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Danielle Glymph, Newberry Middle School, Newberry County School District 

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Danielle Glymph, Newberry Middle School, Newberry County School District 

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To introduce my students to Earth's atmosphere and the common language of systems and functions, we did a mini lab. This lab consisted of a jar with hot water in it, a lid and ice cubes. Students put ice cubes on the lid and made observations. The students quickly related this to the water cycle in which they learned years ago. We discussed how the water represented the warm ocean water and the ice was the cold temps of elevation into the atmosphere. The students really focused on the water cycle and we discussed how everything is apart of a system, and the function of each process. The students thoroughly enjoyed this activity and seemed to show their prior knowledge.

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Robbie Cooper, Gable Middle, Spartanburg 6

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Robbie Cooper, Gable Middle, Spartanburg 6

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In discussing forces, motion and Newton’s Second Law (F=ma), I brought up Cause and Effect. We discussed how a force will cause a change in motion. We also explored systems a little when discussing balanced vs. unbalanced forces. You have to treat an object and the forces affecting its motion as a closed system. Students then completed some practice problems using the F=ma formula and its variations.

Here is a link to one student's completed worksheet. (right click on the word worksheet and select "open link in new tab")

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Samantha Wood, Woodruff Elementary, Spartanburg District 4

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Samantha Wood, Woodruff Elementary, Spartanburg District 4

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My students completed a heat lab on the 5 sources of heat. Within this lab, I integrated the CCC cause and effect. The students investigated different objects like a burning candle, lamp, jacket, sandpaper and wood, hair dryer, computer monitor, and a blanket. The students had to decide if the object produced heat and if so, what was the energy source (sun, burning, rubbing, electricity, living things). The students recorded their information on a graphic organizer. After the heat lab, students discussed the cause and effect relationship of the candle and its heat source, burning. The students explained the relationship on Padlet!

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Paige Fowler, Woodruff Elementary School, Woodruff, Spartanburg District 4

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Paige Fowler, Woodruff Elementary School, Woodruff, Spartanburg District 4

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Paige Fowler, Woodruff Elementary School, Woodruff, Spartanburg District 4

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Paige Fowler, Woodruff Elementary School, Woodruff, Spartanburg District 4

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Students observed four different cups. Cups A and B had sand while cups C and D had salt. Students made predictions based on what would happen when water was added to all the cups. Then, I had them come up with responses on how we could show different results. Students came up with the idea to stir one cup of each to see the difference. For my students, I wanted to strictly work on them coming up with scientific questions because my students struggle with this part of a scientific experiment. They want immediate results and direct instructions instead of experimenting. Instead of telling them what we were going to do and what was going to happen, I let them question themselves and come up with the experiment. The CCC we focused most on in this lesson was Cause and Effect. Students saw that the cups that were stirred showed different results than the ones not stirred. I would have loved to have groups do this on there own, but because of limited supplies, we did this as a whole class.

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Esther Thomas, Carver-Edisto Middle School, Orangeburg, Consolidated School District 4

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Esther Thomas, Carver-Edisto Middle School, Orangeburg, Consolidated School District 4

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Esther Thomas, Carver-Edisto Middle School, Orangeburg Consolidated School District 4

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Esther Thomas, Carver-Edisto Middle School, Orangeburg Consolidated School District 4

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To help my students understand and conceptualize the effects that convection currents in the asthenosphere have on the lithosphere, I utilized the following CCCs: Patterns, Structure and Functions, and Cause and effect:Mechanism and explanation. Students were given a variety of images depicting objects with wheels (motor cycle, bicycle, airplane, large truck) which allow for the motion of these objects. An image of Earth's upper interior layers showing the lithosphere and  asthenosphere along with the circular arrows depicting convection in the asthenosphere was also included. Students were instructed to: (1) identify the lithosphere by labeling it on the diagram; (2) find the connection between the convection cell in the diagram of Earth's layers and the other objects by utilizing the CCCs - "Patterns," and "Structure and Function"; (3) based on the existing patterns of the objects' structure and related function of their component parts, students then applied the CCC,  "Cause and effect:Mechanism and explanation" to explain what Dr. Wegener could not - why and how the lithosphere (continents) moves!

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Kara Morgan, Easley High School, Pickens County School District. 

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Kara Morgan, Easley High School, Pickens County School District. 

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With my students I used the CCCs patterns and structures to compare an M&M and an Egg. Students wrote similarities on their sticky notes and then stuck them to the door.  After they did similarities of the M&M and the egg, they then compared the two to an atom.  This caused the students to think about the structures, shapes, and make up of each thing and how they were similar.  After we compared the three structures, we talked about how there are patterns in everything that we do and how the structure and function of atoms were related to all things in science.

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Kara Morgan. Easley High School. Pickens County School District.

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Kara Morgan. Easley High School. Pickens County School District.

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Gwendolynn Shealy, Office of Standards and Learning: SCDE

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Gwendolynn Shealy, Office of Standards and Learning: SCDE

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Thank you for your post Jeff. The conference with Carrie Ann Power was insightful. I have had other conversations with other content area leaders in our office with a similar outcome. Our follow up conference with Carrie Ann led us into discussing how the Elements of Visual and Performing Arts and our Science Crosscutting Concepts lend our students a language to use when encountering new content. On a side note, the "Elements" and "CCCs" connections allowed two science folks to have a more clear conversation with a visual and performing arts person with ease. I can't wait to continue this conversation with our folks in our office and in the field!

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Jeff Burden, Office of Standards and Learning: SCDE

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Jeff Burden, Office of Standards and Learning: SCDE

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We have begun conferencing with our Visual and Performing Arts Education Associate, Carrie Ann Power to discuss overlays of science and design. One point of conversation revolved around the CCCs and her connection with Elements of Visual and Performing Arts. Please see our notes from this first conference.