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Next Generation Science Standards A Focus on Crosscutting Concepts

Next Generation Science Standards A Focus on Crosscutting Concepts. Summary created by: Fred Ende Regional Science Coordinator Putnam/Northern Westchester BOCES. “Likely” New Standard Structure. The Next Generation Science Standards (NGSS) will most likely be built around three pillars:

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Next Generation Science Standards A Focus on Crosscutting Concepts

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  1. Next Generation Science StandardsA Focus on Crosscutting Concepts Summary created by: Fred Ende Regional Science Coordinator Putnam/Northern Westchester BOCES

  2. “Likely” New Standard Structure • The Next Generation Science Standards (NGSS) will most likely be built around three pillars: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas

  3. Crosscutting Concepts • What are they? • A crosscutting concept is an idea that bridges discipline boundaries (ex. stability vs. motion) • Thematic in nature, providing for multiple connections within and outside current topics being investigated • Crosscutting concepts better help students connect ideas from one discipline to another and help learners see the relevance and “worldview” of information being explored

  4. Crosscutting Concepts • Crosscutting Concepts likely to be included in new standards (with color visual): • Patterns • Cause and Effect: Mechanism and Explanation • Scale, Proportion, and Quantity • Systems and System Models • Energy and Matter: Flows, Cycles, and Conservation • Structure and Function • Stability and Change • Interdependence of Science, Engineering, and Technology • Influence of Science, Engineering, and Technology on Society and the Natural World

  5. Why Incorporate Crosscutting Concepts? • Learning science is best supported when instruction interweaves content and concepts from a variety of fields • Focus on “science as knowing,” thereby bolstering scientific literacy goals • With “learning progressions,” will assist teachers in spiraling content and skills through “grade bands” • K-2 • 3-5 • 6-8 • 9-12

  6. A “Progressive” Example. . . • Crosscutting Concept: Patterns • K-2: Students recognize patterns and develop ways to record observed patterns • 3-5: Pattern classification should increase in detail and show signs of scientific thinking • 6-8: Students relate patterns to microscopic and atomic-level structures • 9-12: Patterns occurring at different scales are observed and recognized. Classification at a certain scale may need to be “retooled” at other scales. • Note increasing “complexity” and also applicability to “any” concept or content area!

  7. One More. . . • Crosscutting Concept: Energy and Matter • K-2: Focus is on basics characteristics of matter. Energy is not discussed in this band. • 3-5: Macroscopic properties, states of matter, and cycles are introduced in regard to before/after processes. Energy is introduced, but only generally. • 6-8: Energy transfers are discussed. Mass/weight are distinguished and conservation laws are explored. Core ideas of matter and energy are emphasized here. • 9-12: Full development of energy transfer. Introduce nuclear processes. • Note developmental appropriateness!

  8. How Would Teachers Use Crosscutting Concepts? • Primarily as bridges from one content area or discipline to another • Making connections from chemistry to physics or from 7th grade science to 8th grade • Building opportunities for interdisciplinary instruction (i.e. patterns in predator/prey relationships compared to immigration) • As benchmarks for skill development and overarching question understanding • As discussion starters and/or “Do Nows” to coalesce student thinking

  9. How Would Understanding of Crosscutting Concepts be Assessed? • Assessment would work best as extended response or performance-based tasks • A student might be asked to write about everyday systems he/she experiences versus those of the human body and share similarities and differences • A student might be asked to create a plant cell out of food products highlighting structure and function of organelles • Students might engage in team debates focusing on cause and effect of global climate change • Assessment of crosscutting concepts could easily be incorporated into that of core ideas • Core ideas=crops, crosscutting concepts=how you plant them

  10. Current NGSS Timeline

  11. References • Achieve, Inc. (2011). Achieve Inc. Retrieved from: http://www.nextgenscience.org/ • Duschl, Richard. (2012). The Second Dimension-Crosscutting Concepts. Science Scope, 35 (6), 6-11. • National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Retrieved from: http://www.nap.edu/catalog.php?record_id=13165 • NSTA Learning Center. (2011). A Framework for K-12 Science Education: Retrieved from: http://learningcenter.nsta.org/products/symposia_seminars/NLC/webseminarXI.aspx

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