Mastering the 3 Dimensions: Grade 6-12 by

CAST-Segments Contributing to Individual Scores—Assessed in Grades 5 and 8, and High School Testing Time: 1 hour and 40 minutes

aahmadMVUSD — 2024-12-20 17:09:53 UTC

Guiding Questions

aahmadMVUSD — 2024-12-20 17:09:53 UTC

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?

Guiding Questions

aahmadMVUSD — 2024-12-20 17:09:53 UTC

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?

aahmadMVUSD — 2024-12-20 17:09:53 UTC

Connecting Elementary Standards

aahmadMVUSD — 2024-12-20 17:09:53 UTC

Connecting MS & HS Standards

aahmadMVUSD — 2024-12-20 17:09:53 UTC

NGSS

aahmadMVUSD — 2024-12-20 17:09:53 UTC

Quick Read: Share one key idea.

aahmadMVUSD — 2024-12-20 17:09:53 UTC

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

Guiding Questions

aahmadMVUSD — 2024-12-20 17:09:53 UTC

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?

aahmadMVUSD — 2025-01-06 18:49:55 UTC

2025-01-07 20:43:03 UTC

I didn’t know there are science standards in K-2.

How are the standards chosen and do they change between years?

2025-01-07 20:44:02 UTC

jvest4 — 2025-01-07 20:44:12 UTC

What I see:

Earth and Space Sciences (ESS) though only addressing 3 DCI's has the same weight as Physical Sciences (PS) and Life Sciences (LS) with 4 DCI's. Our site, and perhaps others, do not explicitly teach Earth Science, meaning that they are potentially missing out on ~33% of the material. I know that for the Chemistry department, we discuss Ocean Acidification topics (ESS3), but am not sure where the other two DCI's are covered in our current three-course model.

What I wonder:

How can we better incorporate Earth and Space Sciences into our curriculum.

Its interesting to see how many items they assign to each DCI

2025-01-07 20:45:05 UTC

EDP

2025-01-07 20:45:24 UTC

I noticed that the EDP was present for every section. I wonder what type of EDP ?'s will appear in each section.

boden5 — 2025-01-07 20:45:37 UTC

There is a heavier focus on PS1, LS1, LS2, and ESS2.

Phenomena

2025-01-07 20:49:24 UTC

Natural events or occurrence that takes place that can accounted for due to observation

What do the results on the CAST mean to students?

2025-01-07 20:51:48 UTC

'An overarching goal for learning in the physical sciences, therefore, is to help students see that there are mechanism of cause and effect in all systems and processes that can be understood through a common set of physical and chemical principles.'

2025-01-07 21:08:06 UTC

Physical Sciences PS1: Matter and Its Interactions, PS2: Motion and Stabililty: Forces and Interactions, and PS3: Energy, PS4: Waves and Their Applications in Technologies for Information Transfer, ETS1: Engineering Design

2025-01-07 21:09:29 UTC

boden5 — 2025-01-07 21:09:51 UTC

DCIs - 4 core components that focus on the basic understanding of Matter & Energy's interaction with one another within applied systems.

The final addition to the physical science standards is PS4 which seeks to help students understand how scientific concepts inform our technology.

2025-01-07 21:10:14 UTC

Question number one

2025-01-07 21:11:52 UTC

1. SEPs or science and engineering practices are focused on the processes of science and engineering over the knowledge of scientific content. The SEPs are more significantly linked to the day to day practices of scientists and engineers because they are used to plan and carry out the experiments or engineering projects needed to solve a problem or answer a question.

The DCI's represent the "what" and "how" of science by pointing out causal relationships observed in nature.

2025-01-07 21:12:25 UTC

jvest4 — 2025-01-07 21:16:45 UTC

The CCCs are essentially what the NGSS uses to bridge student content knowledge (DCIs) with student application (SEPs). For example, the two most essential CCCs are "Patterns" and "Cause and Effect" because they are essential to all fields of science, and are a great example of how CCCs are used to bridge SEPs and DCIs. For example, when students are working on their Science and Engineering Fair projects, they need to use knowledge gained from various DCIs in order to perform experiments (SEPs). Student recognition of patterns and the role of cause and effect is imperative when they are designing and testing their hypothesis.

The CCCs foster student learning by explicitly teaching students that the material that they may be learning in one class is not in a "bubble" but that concepts are often inter-connected between different subjects.

One example of this could be relating Biology and Chemistry concepts when discussing balancing equations and the process of photosynthesis or cellular respiration. Students may have a foundational knowledge of those processes from Biology, but that is further reinforced in Chemistry where we teach about balancing equations or even classifying types of chemical reactions.

Students' understanding of the CCC should be reinforced by their repeated use in instruction across the DCIs.

2025-01-07 21:17:08 UTC

boden5 — 2025-01-07 21:17:40 UTC

The 4 standards provide an overall connection between physics and chemistry and their respective systems for students to understand, and therefore, create and compete with the sophisticated technologies of the 20th century.

Life Sciences, Earth and Space Sciences, Engineering, Technology, and the Applications of Science are other DCIs

2025-01-07 21:19:06 UTC

The DCIs are important for clarifying the scientific phenomena that students are meant to study.

2025-01-07 21:20:17 UTC

2025-01-07 21:28:07 UTC

Cross cutting concepts are basic foundation for understanding the connection between science and engineering. It is important for curriculum developers and assessment designers that support stakeholders who select educational materials for teachers implementation in the classroom. Its main essential components are "Cause and Effect" which is the wheel for all science fields at all grade level.

It helps students by serving as a bridge to connect DCI

#3 Classroom activities/strategies

2025-01-07 21:29:25 UTC

NGSS suggest that classroom activities revolve around the 3 spheres of activity for scientists and engineers: Investigation, Evaluation, and Developing Explanations and Solutions. These activities should focus on real world questions, observations, experiments, and measurements. Teaching students to collect and test data is important for this first sphere of activity: Investigation. Next, how do the existing theories and models relate to the student's investigation. Lastly, formulating hypotheses and proposing solution. At the core of these activities should be to critique and analyze. Here knowing how wrong answers are wrong is just as important as the right answers.

A lesson in which students engage with phenomena is one in which they are empowered to act as scientists. This is especially valuable as students will not necessarily have the same observations as one another.

2025-01-07 21:56:47 UTC

Answers the question 'why are we learning this'? Moves from learning about to figuring out a problem. Is used for all types of learners including ELLs.

2025-01-07 21:57:41 UTC

Student ?'s about phenomena

2025-01-07 22:00:05 UTC

I liked how the reading described the role of the teacher to help direct the conversation about phenomena so it can be a grade appropriate and related to the class objectives.

aahmadMVUSD — 2025-01-07 23:01:19 UTC

aahmadMVUSD — 2025-01-07 23:01:50 UTC

Does the CAST weigh all standards and practices equally in their performance expectations?

2025-01-07 23:28:49 UTC