Three-dimensional science education is foremost in most science educator’s minds today. A lot of work has been done to flush out the science and engineering practices (SEPs), and the disciplinary core ideas (DCIs). However, the crosscutting concepts (CCC) sometimes feels overshadowed. “Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas”. —Framework p. 233
There are 7 CCC’s many of which can easily be integrated into chemistry lesson plans. The purpose of the CCC’s are to show the application of the science concept in the real world. The following represent the concepts: 1) Patterns– are useful in organizing various phenomena and in engineering practices. For example, HS-PS1-2 pertains to chemical reactions. Students can identify patterns in reactions. A lab can be preformed that will allow for the analysis of the pattern and students designs can be evaluated. 2) Cause and Effect– works well with patterns. Scientific investigations are often a mode to get to explanations of causal relationships. It is important to be intentional when using the CCC’s make the students use the correct terms to ensure understanding. 3) Scale, Proportion, and Quantity– In chemistry, we often work on the submicroscopic level however, when we consider environmental relationships it is appropriate to discuss larger scales and quantities. For example, you may use this in discussion of chemical reactions involving pollution in the air. 4) Systems and System Models – HS-PS1-6 covers Le Chatelier’s Principle it is appropriate to use these terms when discussing changes to an equilibrium system allow students to make connections and models to explore their understandings. 5) Energy and Matter- conservation of energy/matter is prevalent throughout our curriculum be purposeful in your lesson planning to discuss the relationships between energy and matter when applicable. 6) Structure and Function- the structure and function of the periodic table (for example) is essential to the chemistry curriculum. Furthermore, on the high school level it is appropriate to push students into investigations into unfamiliar systems as well. 7) Stability and Change – the stability of various systems and changes that occur are also prevalent throughout our curriculum. Understanding how the two terms interplay are exciting concepts to explore with your classes.
In closing, the CCC’s are very useful in the chemistry classroom. It is important to use the terms as stated in our lessons so that the students can make meaningful connections so that they can use evidence in their scientific arguments. With a little thought and planning this 3D concept will also add to the fullness of your educational toolbox. For more, information on CCC’s I look forward to meeting you virtually or in person at one of our upcoming STANYS events.
Dame Forbes- Suffolk County Chemistry SAR