Crosscutting Concepts and Integration-Grade 6 - FOSS® Next Generation™

Full Option Science System Copyright © The Regents of the University of California D1 INTRODUCTION Scientists and engineers investigate science phenomena in specific ways, referred to in A Framework for K–12 Science Education and the Next Generation Science Standards as science and engineering practices. In the classroom, these practices are often visible as students conduct investigations, obtain information, and develop scientific models. Less visible are the cognitive processes students use to connect science knowledge to the world around them. What cognitive tools are they using to think about phenomena? What lenses do they look through? These often invisible, analytical connective frameworks are called crosscutting concepts. These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world. Although crosscutting concepts are fundamental to an understanding of science and engineering, students have often been expected to build such knowledge without any explicit instructional support. … Explicit reference to the concepts, as well as their emergence in multiple disciplinary contexts, can help students develop a cumulative, coherent, and usable understanding of science and engineering (A Framework for K–12 Science Education, 2012, page 83). Contents Introduction........................... D1 Integrating Grade-Level Content with Crosscutting Concepts.... D4 Using Instructional Bridges to Integrate Content................... D8 Grades 6–8 Crosscutting Concept Capabilities............. D14 Crosscutting Concepts Opportunities in FOSS......... D22 References........................... D42 Crosscutting Concepts and Integration—Grade 6

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