# data[].attributes.headline
2. It helps students make real world connections and connects their learning/prior knowledge across various contexts

# data[].attributes.subject
2. It helps students make real world connections and connects their learning/prior knowledge across various contexts

# data[].attributes.body
How can DCIs connect to real-world problems or phenomena?

# data[].attributes.attachment_link.description
The Wonder of Science website aggregates the work of Paul Andersen around the NGSS (Next Generation Science Standards)

# data[].attributes.attachment_link.description
This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

# data[].attributes.body
I like the learning shift from "learning about" to "figuring out" why or how something happens. This connects to real-world problems by allowing students to ask questions about the phenomena to understand it. Example: controlled fires.

# data[].attributes.body
DCIs can provide a foundational understanding of scientific concepts that can be applied to explain and solve real world problems or phenomena.

# data[].attributes.attachment_link.description
Practice and training tests are available to provide students experience with the testing interface and test content. Practice and training tests are publicly available for anyone to access.

# data[].attributes.body
The focus in the phenomenon and student generated questions. Not all students have the same background so it is important that they are encouraged to connect and engage in ways that are meaningful to them.

# data[].attributes.attachment_link.description
Information about the California Science Test, or CAST, including the test format, testing window, standards tested, estimated testing time, and related resources.

# data[].attributes.body
Definition: DCIs are the main topics that are to be learned by students.

Purpose within NGSS: The core ideas are the knowledge needed that connects to various concepts and students skills.

Role in Student Learning: It fosters their learning to determine "what is everything made of?" and "why do things happen?"

Examples in the Real Word: Evaporation of a puddle of water and the water cycle, and learning about photosynthesis.

# data[].attributes.body
The purpose of physical science to assist students to understand and explore, "What is everything made of?" and "Why do things happen?"

Physical science helps student learning of Science by helping students investigate through experiment to chemical change.

In 7th grade we do changes of matter and chemical reactions.

# data[].attributes.headline
3. Explaining their thinking and how they arrived at an idea. 

# data[].attributes.subject
3. Explaining their thinking and how they arrived at an idea. 

# data[].attributes.headline
2. It deepens their thinking, introduces them to scientific method and modeling and other aspects of engineering practices.

# data[].attributes.subject
2. It deepens their thinking, introduces them to scientific method and modeling and other aspects of engineering practices.

# data[].attributes.headline
1. SEPs are actions, steps, and procedures that we take in science, and they relate to what scientists and engineers do because  they solve problems, ask questions, and propose explanations. D.O.K.

# data[].attributes.subject
1. SEPs are actions, steps, and procedures that we take in science, and they relate to what scientists and engineers do because  they solve problems, ask questions, and propose explanations. D.O.K.

# data[].attributes.body
Themes that connect science and engineering. They help students think critically and make connections.

Students can actively look for recurring themes and relationships across different scientific disciplines allowing them to identify similarities and differences.

# data[].attributes.headline
CCC’s are Crosscutting Concepts that allow connections between a variety of ideas based on cause and effect and patterns.

# data[].attributes.subject
CCC’s are Crosscutting Concepts that allow connections between a variety of ideas based on cause and effect and patterns.

# data[].attributes.body
Students are encouraged to recognize patterns or systems by real world scenarios/connections.

Some real world scenarios connections for CCC’s are:

The effects of smoking tobacco

The weather

Energy transfer when cooking food

Heat transfer

Rising sea levels

# data[].attributes.headline
I wonder how much writing is a part of the CAST.

# data[].attributes.subject
I wonder how much writing is a part of the CAST.

# data[].attributes.body
I notice that the DCI is stronger in some areas and less tested in other areas but the overall domain is balanced.

# data[].attributes.body
I notice that Engineering Design is the only one with the astrix.

# data[].attributes.headline
I wonder how much reading comprehension factors into the CAST. 

# data[].attributes.subject
I wonder how much reading comprehension factors into the CAST. 

# data[].attributes.headline
I notice that there is a similar number of items on the test for each of the 3 domains. I wonder how the points translate into the scores given. 

# data[].attributes.subject
I notice that there is a similar number of items on the test for each of the 3 domains. I wonder how the points translate into the scores given. 

# data[].attributes.body
I notice that life science has less items by DCI in grade 5 than the other science domains.

# data[].attributes.headline
I notice that by grade 5, students should have interacted with elements of all the science domains and most--if not all-- of the disciplinary core ideas

# data[].attributes.subject
I notice that by grade 5, students should have interacted with elements of all the science domains and most--if not all-- of the disciplinary core ideas

# data[].attributes.attachment_link.readable_text
Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

# data[].attributes.attachment_link.title
Home Page | Next Generation Science Standards

# data[].attributes.attachment_link.description
Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

# data[].attributes.headline
CAST-Segments Contributing to Individual Scores—Assessed in Grades 5 and 8, and High School
Testing Time: 1 hour and 40 minutes

# data[].attributes.subject
CAST-Segments Contributing to Individual Scores—Assessed in Grades 5 and 8, and High School
Testing Time: 1 hour and 40 minutes

# data[].attributes.attachment_link.readable_text
Found as part of the architecture of a standards page, these highlight some of the links between the listed PE and other NGSS PEs in the same and other grade bands as well as with CCSS ELA/Math standards.

# data[].attributes.attachment_link.description
Found as part of the architecture of a standards page, these highlight some of the links between the listed PE and other NGSS PEs in the same and other grade bands as well as with CCSS ELA/Math standards.

# data[].attributes.body
Science and Engineering Practices (SEP):

What are SEPs, and how do they relate to what scientists and engineers do?

How can incorporating SEPs help students think and work like scientists?

What classroom activities or strategies promote SEPs effectively?

# data[].attributes.body
Disciplinary Core Ideas (DCI):

What are DCIs, and why are they important in NGSS?

How do they represent the "what" of science students need to understand?

How can DCIs connect to real-world problems or phenomena?

# data[].attributes.body
Crosscutting Concepts (CCC):

What are CCCs, and why are they critical for connecting scientific ideas across disciplines?

How do CCCs encourage students to recognize patterns or systems?

What examples of CCCs can you identify in lessons or real-world scenarios?