A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas (2012) / Chapter Skim
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9 Integrating the Three Dimensions
9 Integrating the Three Dimensions
Pages 217-240
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In the preceding chapters, we detailed separately the components of the three dimensions: scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. In order to achieve the vision embodied in the framework and to best support students' learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment.
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For example, being aware that it is useful to analyze diverse things -- such as the human body or a watershed -- as systems can help students generate productive questions for further study. Thus standards and performance expectations must be designed to gather evidence of students' ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas.
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This example, which draws on the first component of the first physical science core idea -- PS1.A: Structure and Properties of Matter -- shows how a disciplinary core idea can be developed using particular practices and linked to particular crosscut ting concepts for each grade band. It also describes some of the ways in which stu dents might be asked to use specific practices to demonstrate their understanding of core ideas.
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(At this level, detail is not expected on how food is actually used to provide energy.) A Framework for K-12 Science Education 220
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The explanation should address where in the body the oxygen was used, how it was used, and how it was transported there. The model should include diagrams and text to A full explanation should contain a claim that indicate that various compounds derived from oxygen's use in all cells of the body is part of food -- including sugars and fats -- react with oxygen the chemical reaction that releases energy and release energy either for the cells' immediate from food.
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Matter conservation. A Framework for K-12 Science Education 222
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chemical processes that do not need oxygen. Anaerobic cellular respiration follows a different and less efficient chemical pathway to provide energy in cells.
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(At this level, detail is not expected on how food is actually used to provide energy.) A Framework for K-12 Science Education 224
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are about contains electrons; that in a neutral atom, the as close together as in a solid, (2) are always number of electrons matches the number of protons disordered, (3)
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. A Framework for K-12 Science Education 226
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The repeating patterns of this In a solid, atoms are closely spaced and may table reflect patterns of outer electron states. vibrate in position but do not change relative locations.
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Note that what we describe in Tables 9-1 and 9-2 is just an initial illustra tion of the performance expectations for each grade band. When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate.
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can be used to see the patterns of chemical behavior based on patterns of atomic structure. should thus use a broad set of performance expectations across the multiple items.
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Rather, the committee emphasizes that there are many different ways to explore the disciplinary core ideas through the practices and crosscutting concepts but that such exploration is critical to aid student's development and support the deep conceptual change needed to move their understanding of the world closer to that of well-established scientific understandings. The central question of PS1.A is "How do particles combine to form the variety of matter one observes?
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These experiences begin to elicit students' questions about matter, which they answer by conducting their own investigations and by making observations; the path of the investigation is jointly designed by teacher and students. Observations here include not only how things look but also how they feel, how they sound when tapped, how they smell, and, in carefully structured situations such as a cooking project, how they taste (although students should be warned not to taste unknown substances)
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can be subdivided into smaller pieces of the same material. Students' building efforts progress from free play to solving design prob lems, and teachers facilitate this progression by asking appropriate questions about the objects that students build, by having them draw diagrams of what they have built, and by directing their attention to built objects outside the classroom (so as to discuss what these objects are built from or features of their design)
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can be used to identify particular materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)
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It should include recognition that the water remains the same kind of matter during evaporation and condensation, just as it does during melting and freezing. The fact that the amount of material remains the same as water is frozen and then melted again can A Framework for K-12 Science Education 234
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The evolution of students' mental models of matter is facilitated by relating this experience to similar situations with macroscopic objects, such as the mixture of sand and marbles described above, and to simulations that provide an explicit visible model of the situation. In any case, this example is just one of the many ways in which students can begin to see that observed properties of matter are explainable in terms of a particle model.
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Throughout this grade band, all of the scientific and engineering practices begin to be developed explicitly, and the crosscutting concepts (flagged in ital ics below) are used to begin making linkages across disciplinary core ideas -- for example, to connect students' understanding of matter conservation (e.g., in evaporation and condensation, as described above)
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In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals)
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. Recognizing that pure substances are made from a single type of atom or molecule, students present evidence to support the claim that each pure substance has characteristic physical and chemical properties that can be used to identify it.
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The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in col umns. The repeating patterns of this table reflect patterns of outer electron states.
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. Science College Board Standards for College Success.
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