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Practices, Disciplinary Core Ideas, and Cross Cutting Concepts
The SPS science and engineering curriculum is aligned to the 2016 Massachusetts Science and Technology/Engineering Framework. There are 3 important parts to teaching science and engineering; Science and Engineering Practices, Disciplinary Core Ideas, and Cross Cutting Concepts. Link to NGSS Descriptions
The Sudbury Science & Engineering curriculum is designed to engage students with real-world phenomena through critical thinking and evidence-based inquiry. Click on the link for more information about phenomena and its use in science education. NGSS Phenomena
Scientists and engineers use specific practices in their work.
Ask questions and define problems,
Develop and use models,
Plan and carry out investigations,
Analyze and interpret data,
Use mathematics and computational thinking,
Construct explanations and design solutions,
Engage in argument from evidence, and
Obtain, evaluate, and communicate information.
The disciplinary core ideas emphasize the principles or concepts across the major disciplines of science: earth science, physical science, life science, and engineering. In other words, these are the main concepts or principles of science and engineering. These concepts are developed over time through multiple exposures and engagement at different levels as students progress through the grades.
The DCIs are outlined and defined in the Massachusetts STE Curriculum Framework 2016
Cross cutting concepts are broad ideas that extend across all disciplines of science. They serve as a “lens” through which students can investigate phenomenon and construct explanations.
Patterns
Scale, Proportion, and Quantity
Energy and Matter
Systems and System Models
Stability and Change
Cause and Effect
Structure and Function
The practices are sometimes grouped into three broader categories: “Patterns”, “Systems”, and “Causality”.
More information from the NSTA website
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