Okay Scientists … grab your lab coats and safety goggles. Let’s head to the laboratory, because we are talking science today!! Oh yes.. that’s right, Science!
Before we jump into the fun stuff, let us run through some things that MUST be understood. Over the recent years, there has been several cuts to the primary school day schedule. Principles are hearing constant demands from Superintendent’s to lengthen the time spent on reading, writing, and math. This request then leads to making cuts on other disciplines… they are science and social studies. These cuts have been so drastic that there aren’t even Common Core State Standards for science and social studies. There are however something called the Next Generation Science Standards.
Three Dimensional Learning
The foundation of this three dimensional learning consist of, practices, crosscutting concepts and disciplinary core ideas.
Practices
We are told by NGSS that the practices, “describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.” [1]An important take away from the overall from the first dimension of learning (practices), is this is what “what students do”. It is also the skills and knowledge needed to engage in and “DO” science. In order for students to succeed in this first dimension they must ask questions, as well as be able to define problems. In addition to asking questions and defining problems, students will be able to develop and use models when they are planning and carrying out investigations.
[1]http://www.nextgenscience.org/three-dimensions
Crosscutting
The next dimension which plays a vital part that helps form each standard is the crosscutting concepts. The NGSS describes the crosscutting concept dimension as, “having application across all domains of science. As such, they are a way of linking the different domains of science. They include: Patterns, similarity, and diversity; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change.” [1]A takeaway from the crosscutting concepts is this is “how students think”. Having these crosscutting concepts is very important and needs to be made clear because this dimension provides an organization schema for relating knowledge for many different subjects.
[1]http://www.nextgenscience.org/three-dimensions
Disciplinary Core Ideas
The last dimension that is used by the NGSS to form the three dimensional learning is called disciplinary core ideas. “Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four: Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; Provide a key tool for understanding or investigating more complex ideas and solving problems; Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.” [1]With that all said, a major takeaways about this dimension was this is “what students know, need to know or will know”.
Furthermore, something else that I learned from the disciplinary core ideas dimension is that they are grouped into four fields. They include the physical sciences, the life sciences, the earth and space sciences, and engineering, technology and applications of sciences.
[1]http://www.nextgenscience.org/three-dimensions
Science In the Classroom…during reading, writing or math
Due to the cuts that I spoke of earlier in the post, as teachers, it is our job to find ways to “sneak” or incorporate this science curriculum in the other standards that need to be met during reading, writing, and math! It might seem like an impossible task, but let me assure you that you can achieve this!
How?
From Scholastic:
Three Golden Rules for Integrating Science and Math
As you think about ways to integrate science and math, keep these three ideas in mind:
- Plan lessons that use two or more of the skills listed above. Work from the basic principle that both math and science are about problem-solving.
- Make hands-on activities a priority. When kids work with manipulatives, they gain the concrete experience that is so important to concept development.
- Make science and math personal for kids by introducing activities with anecdotes, questions, or demonstrations that involve kids’ local environments, whether it’s their homes or the lake on the edge of town.
Until next time, happy blogging!
~Abby
