Changes In The K-12 Science Standards

How To Read The New Standards

Each objective starts with a science and engineering (SEP) practice that students are expected to do to think or act like a scientist or engineering applying the content to real world scenarios.  This is followed by a Revised Blooms Taxonomy  verb and then the content.  This is the lens that the objective is to be focused so that students are developing sensemaking while doing science, not just reading about content or memorizing vocabulary.  The goal is for students to make connections between science concepts and how they effect the world around them.

     New Support Documents and Reading Written Standards and Objectives

New support documents will provide more information, including clarification statements and boundary statements. Clarification statements provide additional statements to clarify information or provide additional information for standards or objectives.  Boundary statements set boundaries for what teachers are supposed to teach and assess for that particular grade. Not all standards or objectives will have clarification or objective statements.

Ex: If you were to teach this objective through the lens of one of the cross-cutting concepts, which would you teach for this objective - i.e., such as patterns?  

The 2023 approved standards are 3 dimensional. See below for more about each dimension and examples of instruction highlighting the new standards.

Dimension 1: Science And Engineering Practices to develop critical thinking skills by having students act and think like scientists and engineers.

The K-12 Science and Engineering Practice Matrix below provides examples of the practices for grade level bands.

The Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) provides examples and images of expectations for grade level bands.

Dimension 2: Crosscutting conceptions to explain and predict phenomena.

 Crosscutting concepts should not be taught in isolation; rather, they should be used in the context of investigating phenomena or solving problems. They are themes that appear repeatedly across STEM subjects. Crosscutting concepts are conceptual tools that are used alongside science and engineering practices and disciplinary core ideas (science content) to strengthen instruction.  They are included in supporting documents to show teachers how they relate to concepts but will not be assessed. 

The crosscutting concepts included in the support document for each objective are merely suggestions to be used as a lens for looking at the content being taught; teachers may also use crosscutting concepts to teach objectives in addition to the ones listed in support documents for each objective.   For example, think of it as, If you were to teach this objective through the lens of one of the cross-cutting concepts, which would you teach for this objective? 

The next section contains various resources (including examples) of utilizing crosscutting concepts in classrooms.

Crosscutting Concept 1: Patterns

Recognizing patterns is essential to building good science literacy and understanding the world around us. Patterns can be found in various aspects of our lives, such as the natural world, weather patterns, and human behaviors. They are important in science and play a crucial role in other disciplines like math, social studies, and writing.

Recognizing patterns is not just about identifying them but also about seeking explanations, making predictions, and piecing together information. Young learners must develop the skills to ask questions and understand the factors influencing patterns. Why does this occur? What information can be learn from this? Can I use this to make predictions for the future? When young learners ask questions like these, then they can problem-solve and make sense of the world around them.

Grade K-2 Progressions:

In K–2, students learn to observe patterns in the natural and human world. They can identify similarities and differences, describe phenomena, and use them as evidence. For instance, they can record daily weather patterns and make basic predictions about the weather for the next few days or weeks. Students can use these patterns to make observations and predictions, such as whether it is colder in the morning or cooler in the evening. After observing the phases of the moon, students might observe the moon can be seen during the day or night, and it appears to change shape.  In-class discussions or activities can be helpful in encouraging students to understand their collected data and make sense of it.

Grade 3-8 Progressions:

In the upper-elementary grades (3-6), students should be able to develop their own models to describe patterns, make predictions, and use them as evidence. Early elementary students can identify patterns and make predictions, too, but upper grades should be able to develop their own models to describe patterns, use them as evidence, or make predictions. Students should be able to identify these similarities and differences for the purpose of sorting and classifying natural objects and designed items. They can classify information, sort, and group various objects, and argue why they have chosen to classify the objects in a particular way. This will help them to develop their analytical skills and prepare them for more complex pattern recognition tasks in middle school.

By middle school, students should be able to build on their knowledge of patterns learned in elementary school. They should be able to recognize and evaluate much more complex patterns that tie into science and engineering practices as well as other cross-cutting concepts (CCCs). In summary, recognizing patterns is a critical skill that helps students to describe relationships, predict outcomes, and make sense of the world around them.

Crosscutting Concept 2: Cause and Effect

This concept involves discovering the underlying causes of phenomena, understanding connections and causation, and discovering why one event leads to another. It can also help students plan and carry out investigations or design and test solutions.

The importance of this concept in developing students’ science literacy cannot be overstated. Unveiling the “why” of causal relationships has fueled some of humanity’s greatest scientific discoveries. For example, in the late 19th century, scientists only had theories about how humans become ill with the cold or flu. Following years of scientific inquiry, we know that pathogens affect the human body at a cellular level, the cause of which is human-to-human viral or bacterial transmission.

Grade K-2 Progressions

In Grades K–2, students begin to understand that events have causes that generate observable patterns. Students use their observations to describe patterns of what plants and animals need to survive. For instance, they learn that plants require water and sunlight to grow. You can introduce a simple cause-and-effect relationship between these factors at this stage. It could be explained that when plants receive adequate water and sunlight (cause), they grow (effect). This can help students formulate hypotheses about why they think this occurs and design simple tests to support or refute their ideas. This is a straightforward example that can enable children to understand how the concept can be seamlessly introduced in the younger grade bands within a contextual framework.

Grade 3-8 Progressions

As students progress into upper elementary grades (3-6), they begin to develop their ability to identify, test, and utilize cause-and-effect relationships to explain changes. They become accustomed to asking questions such as "Why does this mechanism occur?" and "What conditions caused this to happen?" and "What would be the effect?" Middle school students (6-8) should have the ability to plan and carry out investigations (SEP-3) to test their hypotheses about cause and effect relationships, and they should be able to obtain, evaluate, and communicate their results (SEP-8). For instance, students studying Earth processes may explore volcanic eruptions, examining the relationship between gas, viscosity, and explosivity and hypothesizing that different viscosities result in different levels of eruptions. They can then design tests to see the varying outcomes. This example also highlights the "crosscutting" element of the crosscutting concepts, as students should be able to identify the different patterns that they uncover between the three properties.

Students' understanding of cause and effect can be assessed in several ways. For example, they could be tasked with identifying three cause-effect relationships following an experiment or through exit tickets at the end of a lesson. Such formative assessments can help scaffold students' thinking about cause and effect while providing feedback and identifying areas where further learning is needed.

Crosscutting Concept 3: Scale, Proportion, and Quantity

Defining Systems and Systems Models

In science and engineering, systems and models are useful because they allow us to isolate a single system and create a simplified model of it, which helps us understand complex phenomena. But what is a system? A system is a group of related objects that form a whole, ranging in size from a single molecule to a whole galaxy. These systems can be found in the natural world or the built environment and can be any shape or size. The artificial boundaries that form them are only there to help scientists study particular elements of the universe.

Systems are made up of various components and can also have subsystems that interact with each other. For example, the human body is one system but has many subsystems, such as the nervous and digestive systems. It's also important to consider the flows of matter or energy that move through a system and the forces outside of a system that influence it.

Systems and Models: Progression

To understand these systems, we use system models to predict their behavior. System models make the world easier to investigate and understand, but it's critical to recognize what is relevant at different scales, such as size, time, and energy, and to recognize proportional relationships between different quantities as scales change.

Grade K-2 Progressions:

In lower elementary school (K–1), students can start designing and constructing system models early on. They can begin with drawings and diagrams to learn that systems have parts that work together and to describe things in terms of those parts.

For K-2 students, there are only two performance expectations associated with this CCC, but several activities can be carried out related to it. You can ask students to design a set of instructions for building a system model, which another student can then follow using a Lego set or something similar to make it fun. Activities such as this help younger students understand what a system and a system model are. Moreover, they understand the importance of clearly designing instructions that can be understood by others.

Students will also begin to learn that models, in the first instance, are not always accurate. They may have to adjust their designs or make changes to their models throughout the engineering process. This is something that scientists have to do very often with complex systems models.

Grade 3-8 Progressions:

In the upper elementary grades (3-6), students should be exposed to more complex systems models that have more detailed functions. By the time a student reaches Grade 4, they should be able to demonstrate an understanding of the internal and external structures of plants and animals that function to support survival. This is a great opportunity to use the human body as an example, as it is a tangible and contextual concept that students can relate to. They can feel their own hearts beating and understand why it's important to have a good understanding of how their bodies function.

In-class discussions are crucial to fully support systems and systems models. Students should be encouraged to think about why a system model was created and how technological advances could have affected its design or engineering. For instance, a model of the Solar System looked very different a century ago compared to now. It's important to ask students how that change came about and what implications result from that development. Additionally, they should be prompted to think about how the boundaries of that system were chosen and why they are important.

Crosscutting Concept 4: Systems and Models

System models help in making sense of these systems by predicting their behaviors and making them easier to investigate and understand. A system can have various components and subsystems that interact with each other, and it is important to consider the flows of matter or energy that move through them and the external forces that influence them. 

It is essential to recognize and understand what is relevant at different scales of size, time, and energy and the proportional relationships between different quantities as scales change while considering phenomena.

Grade K-2 Progressions

For students in kindergarten through second grade (K–2), designing and constructing system models can start with simple drawings and diagrams. Students will learn that systems are made up of different parts that work together and how to describe those parts. Although there are only two performance expectations associated with this Crosscutting Concept (CCC), plenty of activities can be carried out to promote understanding. For instance, teachers can ask students to design a set of instructions for building a system model, which another student can then follow. Lego sets or similar toys can be used to make this activity even more engaging. Through activities like this, young students can develop an appreciation of what a system and a system model are, as well as understand the importance of designing clear instructions that can be easily understood by others. Students will also begin to understand that models are not always accurate and may require adjustments or changes throughout the engineering process, much like scientists do when creating complex system models.

Grade 3-8 Progressions

As students progress from lower to upper elementary school (grades 3-6), they should be able to understand more complex systems models with more detailed functions. For instance, students should demonstrate an understanding of the internal and external structures of plants and animals that support their survival. The human body is a great example of such a system, which students can easily understand and relate to. 

It is crucial to support in-class discussions that relate to systems and systems models, asking students why a system model was created and how technological advancements could have affected its design or engineering. For example, a model of the Solar System looked different a century ago than it does today. It is important to get students thinking about how the boundaries of that system were chosen and why those boundaries are significant.

Students will model more abstract and complex systems by middle school (grades 6-8), including invisible aspects such as energy flows or matter. They will also be designing solutions to problems using system models. If students have already made a model of the Solar System in elementary school, they will now develop a model that describes the role of gravity within it.

Crosscutting Concept 5: Matter and Energy

Matter is anything that takes up space and has mass, made up of tiny particles called atoms. By observing how matter flows and cycles through a system, we can trace its journey and see how much substance is present before and after a process. The total weight of the substances remains the same, which is the principle of conservation of matter.

Energy, on the other hand, is a bit harder to define. It's invisible and transferable, and it exists all around us. It allows us and everything in the universe to work, and it can exist in many forms, such as kinetic, nuclear, chemical, or thermal energy. For example, when you lift a weight, you're exerting chemical energy, and the motion of a swing uses kinetic energy. It's important to remember that energy can also be transferred through sound, light, and physical motion.

By understanding energy and matter and how they flow and cycle through different systems, scientists can better understand the world around us and use that knowledge to solve problems and create new technologies.

Grade K-2 Progressions

Students in grades K-2 learn about the properties of objects. They learn how objects can be broken down into smaller pieces, combined into larger pieces, or transformed into different shapes. While energy is not directly addressed in lower elementary, the concept of matter flows and cycles can be introduced to young children through simple experiments. For example, using an ice mold, students can observe how a cube of ice melts into water and then refreezes into its original state or a different shape. Another way to demonstrate how matter flows through a system is by using colorful dye to show how water flows through a flower, from its stem to the tips of its leaves. Students can also be introduced to the concept of energy transfer by shouting across a sports court or outdoor play area, as the soundwaves produced by shouting are energy and are transferred from one student's ears to the other.

Grade 3-8 Progressions

When it comes to teaching energy and matter, educators often begin by using concrete examples that students can easily observe and interact with. As the learning progresses, they gradually introduce diagrams and models to help students grasp more complex concepts and understand the subject matter more deeply. This approach allows students to build their knowledge step by step and develop a solid foundation for further learning.

In middle school, students will start to learn about the relationship between energy and matter. They will move from using tangible matter to using diagrams and models to understand the role of energy transfer in relation to flows of matter. Students will start to look at these concepts in terms of complex systems, such as human metabolism.

Crosscutting Concept 6: Structure and Function

Understanding the relationship between Structure and Function is crucial because it helps us understand how things work. For instance, your hand is a complex structure made up of various properties, such as four fingers, an opposable thumb, joints, and nerves. All of these properties work together to assist your hand's functionality. If any of these properties were missing, your hand's function would be affected somehow.

In engineering, knowledge of the structure and function of different materials is essential to create an effective design. Take a bridge as an example. Every part of its structure is crucial to its functionality. The bridge could be unsafe if a part of the structure is missing. Similarly, in science, understanding the relationship between structure and function can help scientists make sense of phenomena.

Grade K-2 Progressions

In the early elementary grades (K–2), students learn about the relationship between the shape and stability of natural and designed objects and their function. It's important to introduce the terms 'structure' and 'function' early on and use physical representations to help students grasp how they co-exist.

A fun way to engage students is to have them build their own structures using items from around the classroom or kitchen and set a challenge to see whose structure can hold the most weight. Once the task is completed, examine and discuss how each structure performs its function as a group and how it could be improved if engineered differently.

In lower elementary grades, you can use everyday situations to call out structure and function in daily instruction. For example, when your students hang up their coats, ask them about the function of the coat hook and how the structure affects that function. You could also show them a variety of structures and ask them to consider the function of each.

Grade 3-8 Progressions

As students progress into upper elementary (grades 3-6), they can start to relate complex systems to their functionality and understand that substructures also have shapes and parts that serve functions. They will also use findings to relate to non-tangible systems, such as looking at the structure and function of animals' bodies that are alive today and making hypotheses about extinct animals.

Moving into middle school, students will start to look at microscopic structures like molecules, atomic structures, or chemical processes and how different structures' functionality can be affected by varying materials. These concepts will help students better understand the world around them and how things work.

Crosscutting Concept 7: Stability and Change

Static equilibrium refers to a system that appears motionless and unchanging, like a book resting on a table or the foundation of a house. In contrast, dynamic equilibrium refers to a system with many inputs and outputs and depends on constant change to remain stable, such as the flow of water through a dam that is always at the same water level. If the input of water into a dam increases, but the output remains the same, it would no longer be a stable system.

Understanding stability and change is crucial to engineering, especially when designing large structures. It can also help us understand how phenomena occur and continue to occur in science. By grasping this concept, we can control change and make better use of technology to create more efficient systems

Grade K-2 Progressions

In the early years of elementary school, it is important to use simple language to introduce the concepts of stability and change. Terms like "static" and "dynamic" should not be used until the students understand the concepts well. You can demonstrate how things can change slowly or quickly by observing objects that seem static but change over time. To illustrate the concept of change over time, you can plant a seed with your class and have the students track its daily growth. It is important to note that the plant's growth is not visible to the naked eye, as the change occurs too slowly for humans to see.

Grade 3-8 Progressions

As students move into upper elementary school, they can be introduced to the concept of stability and change in more complex systems. Although a system may appear stable, it can undergo significant changes over long periods of time. One way to help students understand this is by recording the weather over different seasons or observing the phases of the Moon. This can aid in developing a model of the Moon's patterns and understanding its stability and changes.

In middle school, students are likely to come across terminologies like "equilibrium" and will be introduced to the concept of negative and positive feedback loops. Negative feedback loops exist to keep a system stable. For instance, in your home or school, a thermostat might be set to turn on if the temperature has decreased to a certain level and will turn off once the temperature has increased to a certain level, thus ensuring that the overall temperature remains stable. This is an example of a negative feedback loop in an engineering context. On the other hand, a positive feedback loop amplifies any change in a system. For example, the human body's temperature is an excellent way of introducing loops into the teaching of stability and change, along with cyclic patterns.

Dimension 3: Disciplinary Core Ideas, or background content knowledge, to teach each standard/objective.

Science Testing Information