1. Unpack SEPs

2. Analyze Vertical Progressions

Unpacking Disciplinary Core Ideas (DCI)

The Content

Questions to consider when Unpacking DCIs

Major Ideas  

• What is the intended meaning of the core idea?  

• Is there one idea or several separate ones in the PE and bullets?  

• What vocabulary is used in the core idea? 

Boundaries  

• What peripheral ideas or terms are not essential for understanding the core idea? 

Prior Knowledge  

• What other knowledge and skills do students need in order to achieve an understanding of this core idea? Appendix E

Directions

• • 1. Choose one PE from the bundle and determine what students need to know to understand the disciplinary core idea from the PE.

• • 2. Study the bulleted section in the foundation boxes on the Arkansas Science K12 Science Standards page for the chosen PE.

• • 3. Record the information for what students need to know to understand the disciplinary core idea.

• • 4. Study The Framework for K-12 Science Standards for the DCI and read through the information to help in understanding more about the DCI. 

• • 5. Record additional information for what students need to know to understand the disciplinary core idea.

• • 6. Study Disciplinary Core Ideas Reshaping Teaching and Learning for the DCI and read through the information to help in understanding more about the DCI. 

• • 7.  Record additional information for what students need to know to understand the disciplinary core idea.

Unpacking Crosscutting Concepts (CCC)

How Students Think, Write and Talk about the Science

Questions to consider when Unpacking CCCs

• What are the key aspects of the CCCs? 

• What explanatory value do the CCCs have? 

• How might a student’s understanding of CCCs grow over time?

• What other knowledge and skills do students need to achieve an understanding of this core idea? Appendix G

Directions

1. Study the chosen PE and determine which crosscutting concept(s) students will need to leverage to make sense of the phenomenon or solve the problem.  

2. Sort through the CCC cards and discuss which CCCs are needed by students in reasoning and sensemaking for the chosen PE. 

3. Record the information for what the students will need to leverage to make sense of the phenomenon or solve the problem.  

4. Study Chapter 4 of The Framework for K-12 Science Standards  for more information about the crosscutting concepts to support your thinking.

5. Record additional information for what the students will need to leverage to make sense of the phenomenon or solve the problem.