Next Generation Science Standards For States, By States (2013) / Chapter Skim
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APPENDIX G: Crosscutting Concepts in the Next Generation Science Standards
APPENDIX G: Crosscutting Concepts in the Next Generation Science Standards
Pages 413-429
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In considering phenomena, it is critical to recognize what is relevant at different measures CROSSCUTTING CONCEPTS IN THE of size, time, and energy and to recognize how changes in NEXT GENERATION SCIENCE STANDARDS scale, proportion, or quantity affect a system's structure or performance.
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Because the crosscutting concepts As crosscutting concepts are encountered repeatedly across acaaddress the fundamental aspects of nature, they also inform the demic disciplines, familiar vocabulary can enhance engagement way humans attempt to understand it. Different crosscutting and understanding for English language learners, students with concepts align with different practices, and when students carry language processing difficulties, and students with limited litout these practices, they are often addressing one of these cross- eracy development.
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Students might look at geographical patterns on a map, plot data values on a chart or graph, or visually inspect the appearance of an organ ism or mineral. The crosscutting concept of patterns is also strongly associated with the practice of "Using Mathematics and Computational Thinking." It is often the case that patterns Crosscutting Concepts in the Next Generation Science Standards 81
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"Any tentative answer, or ‘hypothesis,' that A causes B requires a model or mechanism for the chain of interactions that 82 NEXT GENERATION SCIENCE STANDARDS
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practice of "Engaging in Argument from Evidence." In scientific Crosscutting Concepts in the Next Generation Science Standards 83
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. At a basic level, in order to Computational Thinking" and "Analyzing and Interpreting Data." identify something as bigger or smaller than something else -- and This concept addresses taking measurements of structures and 84 NEXT GENERATION SCIENCE STANDARDS
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They then examine the cal system, interactions among the parts are describable in terms system in detail while treating the effects of things outside the of forces among them that cause changes in motion or physical boundary as either forces acting on the system or flows of matter stresses. In more complex systems, it is not always possible or useful Crosscutting Concepts in the Next Generation Science Standards 85
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and matter (carbon dioxide and water) , a plant cannot 86 NEXT GENERATION SCIENCE STANDARDS
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However, building a lighter bicycle equilibrium. For example, a dam may be at a constant level with Crosscutting Concepts in the Next Generation Science Standards 87
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CONNECTED? "In designing systems for stable operation, the mechanisms of external controls and internal ‘feedback' loops are important Although each of the seven crosscutting concepts can be used design elements; feedback is important to understanding natural to help students recognize deep connections between seemingly systems as well.
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Later, the development of a theory allows for predictions of new patterns, which then provides evidence in support of the theory. For exam CONCLUSION ple, Galileo's observation that a ball rolling down an incline gath- The purpose of this appendix is to explain the rationale behind ers speed at a constant rate eventually led to Newton's Second integrating crosscutting concepts into the K–12 science curriculum Law of Motion, which in turn provided predictions about regular and to illustrate how the seven crosscutting concepts from the patterns of planetary motion and a means to guide space probes Framework are integrated into the performance expectations withto their destinations.
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Performance Expectations Coded to Crosscutting Concepts Grades K–2 Grades 3–5 Grades 6–8 Grades 9–12 Patterns K‑LS1‑1, K‑ESS2‑1, 1‑LS1‑2, 1‑LS3‑1, 3‑PS2‑2, 3‑LS1‑1, 3‑LS3‑1, 3‑ESS2‑1, MS‑PS1‑2, MS‑PS4‑1, MS‑LS2‑2, HS‑PS1‑1, HS‑PS1‑2, HS‑PS1‑3, 1‑ESS1‑1, 1‑ESS1‑2, 2‑PS1‑1, 3‑ESS2‑2, 4‑PS4‑1, 4‑PS4‑3, MS‑LS4‑1, MS‑LS4‑2, MS‑LS4‑3, HS‑PS1‑5, HS‑PS2‑4, HS‑LS4‑1, 2‑ESS2‑2, 2‑ESS2‑3 4‑ESS1‑1, 4‑ESS2‑2, 5‑ESS1‑2 MS‑ESS1‑1, MS‑ESS2‑3, MS‑ESS3‑2 HS‑LS4‑3, HS‑ESS1‑5 Cause and Effect K‑PS2‑1, K‑PS2‑2, K‑PS3‑1, K‑PS3‑2, 3‑PS2‑1, 3‑PS2‑3, 3‑LS2‑1, 3‑LS3‑2, MS‑PS1‑4, MS‑PS2‑3, MS‑PS2‑5, HS‑PS2‑4, HS‑PS3‑5, HS‑PS4‑1, K‑ESS3‑2, K‑ESS3‑3, 1‑PS4‑1, 3‑LS4‑2, 3‑LS4‑3, 3‑ESS3‑1, 4‑PS4‑2, MS‑LS1‑4, MS‑LS1‑5, MS‑LS2‑1, HS‑PS4‑4, HS‑PS4‑5, HS‑LS2‑8, 1‑PS4‑2, 1‑PS4‑3, 2‑PS1‑1, 2‑LS2‑1 4‑ESS2‑1, 4‑ESS3‑1, 4‑ESS3‑2, MS‑LS3‑2, LS4‑4, MS‑LS4‑5, HS‑LS3‑1, HS‑LS3‑2, HS‑LS4‑2, 5‑PS1‑4, 5‑PS2‑1 MS‑LS4‑6, MS‑ESS2‑5, MS‑ESS3‑1, HS‑LS4‑4, HS‑LS4‑5, HS‑LS4‑6, MS‑ESS3‑3, MS‑ESS3‑4 HS‑ESS2‑4, HS‑ESS3‑1 Scale, Proportion, and Quantity 3‑LS4‑1, 5‑PS1‑1, 5‑PS2‑2, 5‑PS1‑3, MS‑PS1‑1, MS‑PS3‑1, MS‑PS3‑4, HS‑LS2‑1, HS‑LS2‑2, HS‑LS3‑3, 5‑ESS1‑1, 5‑ESS2‑2 MS‑LS1‑1, MS‑ESS1‑3, MS‑ESS1‑4, HS‑ESS1‑1, HS‑ESS1‑4 MS‑ESS2‑2 Systems and System Models K‑ESS3‑1, K‑ESS2‑2 3‑LS4‑4, 4‑LS1‑1, 5‑LS2‑1, 5‑ESS2‑1, MS‑PS2‑1, MS‑PS2‑4, MS‑PS3‑2, HS‑PS2‑2, HS‑PS3‑1, HS‑PS3‑4, 5‑ESS3‑1 MS‑LS1‑3, MS‑ESS1‑2, MS‑ESS2‑6 HS‑PS4‑3, HS‑LS1‑2, HS‑LS1‑4, HS‑LS2‑5, HS‑ESS3‑6 Energy and Matter 2‑PS1‑3 4‑PS3‑1, 4‑PS3‑2, 4‑PS3‑3, 4‑PS3‑4, MS‑PS1‑5, MS‑PS1‑6, MS‑PS3‑3, HS‑PS1‑4, HS‑PS1‑7, HS‑PS1‑8, 5‑PS3‑1, 5‑LS1‑1 MS‑PS3‑5, MS‑LS1‑6, MS‑LS1‑k, HS‑PS3‑2, HS‑PS3‑3, HS‑LS1‑5, MS‑LS1‑7, MS‑LS2‑3, MS‑ESS2‑4 HS‑LS1‑6, HS‑LS1‑7, HS‑LS2‑3, HS‑ESS1‑2, HS‑ESS1‑3, HS‑ESS2‑3, HS‑ESS2‑6 Structure and Function 1‑LS1‑1, 2‑LS2‑2, K‑2‑ETS1‑2 MS‑PS1‑5, MS‑PS1‑6, MS‑PS4‑a, HS‑PS2‑6, HS‑LS1‑1, HS‑ESS2‑5 MS‑PS4‑2, MS‑PS4‑3, MS‑LS1‑6, MS‑LS1‑7, MS‑LS3‑1 Stability and Change 2‑ESS1‑1, 2‑ESS2‑1 MS‑PS2‑2, MS‑LS2‑4, MS‑LS2‑5, HS‑PS1‑6, HS‑PS4‑2, HS‑LS1‑3, MS‑ESS2‑1, MS‑ESS3‑5 HS‑LS2‑6, HS‑LS2‑7, HS‑ESS1‑6, HS‑ESS2‑1, HS‑ESS2‑2, HS‑ESS2‑7, HS‑ESS3‑3, HS‑ESS3‑4, HS‑ESS3‑5 Crosscutting Concepts in the Next Generation Science Standards 91
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