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The first step in preparing to use the Crosscutting Concepts CCCs is to become familiar with what they are and how they are defined. This activity is a basic introduction to the names of the seven CCCs and an opportunity to start learning what they mean and how content might be sorted among them. This interactive, two-part activity and discussion helps to lay the foundation for deeper thinking about these ideas later on. Watch the video above to get an overview, and use the detailed lesson plan below to lead this professional development activity for your team of educators.
The first step in preparing to use the Crosscutting Concepts CCCs is simply to become familiar with what they are and how they are defined. This will lay the foundation for deeper thinking about these ideas later on. Part 2: Name that CCC! Explore how the CCCs progress across grades and can be used to draw different ideas out of the same content. Thank you for your understanding and support—and for helping to keep our community safe.
Learn more. Reservations are required for the planetarium and are available on a first-come, first-served basis. More info. Donate Tickets. California Academy of Sciences. K-1st 2nd-3rd 4th-5th 6th-8th 9thth. Toggle Close. Search calacademy. Search the Educators section. Learning Goals. Download the full activity. Approximate time. Print and cut out the speed dating cards. If you can use cardstock for these, they will be a bit easier to work with.
Note that one complete set contains 14 cards 7 titles, 7 definitions. If your group has more than 14 people, you will need to print extra cards. Print the content examples for each of the seven CCC stations, as well as station s ed 1 — 7. If desired and if you have time you can add or swap in different examples of content to better suit the interests of your specific group of teachers.
Print copies of the CCC stations handout for participants. If desired, print the CCC stations key for your own reference. Background for Facilitators. Part 1: CCCs speed dating 10 minutes Tell participants that the goal of the next activity is to give them a first introduction to how the Crosscutting Concepts CCCs are defined. Have each participant blindly draw a card.
That card will have either the title of a CCC e. Their task is to mingle around the room looking for their CCC match. If they have the title of a CCC, they are searching for the person who has the definition; if they have the definition, they are searching for the person who has the matching title. NOTE: if you have more than 14 participants in your session, clarify that there are multiple copies of each CCC title and definition, so they will end up in larger groups for example, a group with 2 Patterns titles and 1 Patterns definition.
When they find their match, the pair or group should sit down together at any table to show they have completed the activity. During the activity, walk around and help participants who are struggling to find their groups. You should also use some of this time to put out stations for the next activity. Show the CCC Speed dating definitions slide. Ask participants if they correctly matched the CCC title with the definition. Pause and ask for any thoughts, comments, or questions about these definitions. Discussion questions may include: Were any definitions particularly difficult or easy to match.
Are any of these definitions surprising or confusing to you? Give instructions: Each participant will have a worksheet and will be visiting stations At each station, they will see examples of mostly science content that is related to one CCC.
Some stations also include examples of non-science content. Their task is to identify the CCC that unifies all of the examples at the station. Participants should record their matches on the worksheet. The notes column can be used to jot down any thoughts about how they made the match, or ideas of other things that could fit into this CCC. They can work in pairs or individually. They can visit the stations in any order. When they have finished their station rotation, bring their attention back together for a group discussion.
Ask for any other content ideas that participants might have for each CCC. Part 3: Wrap up 5 minutes Have a short discussion asking participants to share their first impressions of the CCCs. Discussion questions may include: Do they think finding classroom connections for these ideas will be easy or challenging? Do they see any connections or overlap among the CCCs? How might the CCCs help integrate science with other subjects? Next Steps. Follow this activity with the Vertical Alignment and CCC Lenses activity to add another layer of depth to thinking about the Crosscutting Concepts as a teaching tool.
You are: Considering the CCCs. This training toolkit will prepare you to lead PD for other educators. NGSS Unlocked. Exploring the SEPs. Considering the CCCs. Digging into the DCIs. Training Video Gallery. Browse all of the videos at once.
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