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:– Scientific and Engineering Practices– Crosscutting Concepts– Disciplinary Core Ideas

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

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

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

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!

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!

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

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

Current NGSS Timeline

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