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The purpose of highlighting them as Dimension 2 of the framework is to elevate their role in the development of standards, curricula, instruction and assessments.

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7 Crosscutting Concepts of the Framework

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7 Crosscutting Concepts of the Framework

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Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

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2. Cause and Effect: Mechanism and Explanation

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2. Cause and Effect: Mechanism and Explanation

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A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated.

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In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

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Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

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5. Energy and Matter: Flows, Cycles, and Conservation

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5. Energy and Matter: Flows, Cycles, and Conservation

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Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

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The way in which an object or living thing is shaped and its substructure determine many of its properties and functions

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For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

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- observed patterns can be explained
- Science investigates cause-and-effect relationships by seeking the mechanisms that underlie them

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Interconnections (CCC and disciplinary core ideas)

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Interconnections (CCC and disciplinary core ideas)

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Students understanding of these crosscutting concepts should be reinforced by repeated use of them in the context of instruction in the disciplinary core ideas

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The crosscutting concepts can provide a connective structure that support students' understanding of sciences as disciplines and that facilitates students' comprehension for the phenomena under study in particular disciplines

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Cross cutting concepts should not be taught in isolation from the examples provided in the disciplinary context

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Use of a common language for these concepts across disciplines will  help students to recognize that the same concept is relevant across different contexts