Grade K-5 Mastering the 3 Dimensions: by Amna Ahmad

aahmad2 — 2024-12-16 23:24:38 UTC

Guiding Questions

aahmad2 — 2024-12-17 20:46:00 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?

Guiding Questions

aahmad2 — 2024-12-17 20:47:27 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?

Guiding Questions

aahmad2 — 2024-12-17 20:49:02 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?

Quick Read: Share one key idea.

aahmad2 — 2024-12-17 20:51:39 UTC

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

Connecting MS & HS Standards

aahmad2 — 2024-12-17 20:59:59 UTC

Connecting Elementary Standards

aahmad2 — 2024-12-17 21:03:21 UTC

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

aahmad2 — 2024-12-17 21:07:12 UTC

NGSS

aahmad2 — 2024-12-17 21:18:54 UTC

aahmad2 — 2024-12-19 19:57:58 UTC

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

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I notice that life science has less items by DCI in grade 5 than the other science domains.

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.

2025-01-07 16:43:33 UTC

I wonder how much reading comprehension factors into the CAST.

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I notice that Engineering Design is the only one with the astrix.

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I notice that the DCI is stronger in some areas and less tested in other areas but the overall domain is balanced.

I wonder how much writing is a part of the CAST.

2025-01-07 16:47:28 UTC

CCC’s are Crosscutting Concepts that allow connections between a variety of ideas based on cause and effect and patterns.

2025-01-07 17:21:26 UTC

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

2025-01-07 17:25:42 UTC

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.

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.

2025-01-07 17:27:59 UTC

2. It deepens their thinking, introduces them to scientific method and modeling and other aspects of engineering practices.

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3. Explaining their thinking and how they arrived at an idea.

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Group 3 - DCI

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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.

Dimension 3 Group Activity

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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.

aahmad2 — 2025-01-07 18:05:36 UTC

2025-01-07 18:07:03 UTC

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.

aahmad2 — 2025-01-07 18:07:09 UTC

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DCIs can provide a foundational understanding of scientific concepts that can be applied to explain and solve real world problems or phenomena.

aahmad2 — 2025-01-07 18:09:44 UTC

2025-01-07 18:11:34 UTC

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.

aahmad2 — 2025-01-07 18:20:20 UTC

2. It helps students make real world connections and connects their learning/prior knowledge across various contexts

2025-01-07 21:31:12 UTC