scienceframeworkoverview-curriculumframeworks(cadept.docVIP

May 2016 Item 7.A.2. Attachment 3 Chapter 1 Overview Science SMC May 19–20, 2016 Overview of the California Next Generation Science Standards Introduction 1-2 What is Three-Dimensional Science Learning? 1-5 Key Instructional Shifts for CA NGSS 1-9 Phenomena-driven Three Dimensional Learning 1-11 Coherent Instruction across the Curriculum 1-11 Learning Relevant to Student Experience and Community Needs 1-14 The Three Dimensions in Depth 1-16 Dimension 1: Scientific and Engineering Practices 1-16 SEP-1. Asking Questions and Defining Problems 1-19 SEP-2. Developing and Using Models 1-21 SEP-3. Planning and Carrying Out Investigations 1-27 SEP-4. Analyzing and Interpreting Data 1-28 SEP-5. Using Mathematical and Computational Thinking 1-31 SEP-6. Constructing Explanations and Designing Solutions 1-33 SEP-7. Engaging in Argument from Evidence 1-35 SEP-8. Obtaining, Evaluating, and Communicating Information 1-37 Dimension 2: Crosscutting Concepts 1-39 Historical Background and Global Context of the CCCs 1-39 CCCs in Brief 1-40 Using Crosscutting Concepts through Framing Questions 1-43 CCC-1. Patterns 1-43 CCC-2. Cause and Effect: Mechanism and Explanation 1-44 CCC-3. Scale, Proportion, and Quantity 1-45 CCC-4. Systems and System Models 1-46 CCC-5. Energy and Matter: Flows, Cycles, and Conservation 1-49 CCC-6. Structure and Function 1-50 CCC-7. Stability and Change 1-51 Dimension 3: Disciplinary Core Ideas 1-53 Beyond the Three Dimensions 1-57 Environmental Principles and Concepts 1-57 The Role of Engineering Design, Technology, and Application of Science 1-59 The Engineering Design Process (ETS1) 1-59 Role of Engineering in Science and Society (ETS2) 1-60 When to Include Engineering in the Curriculum 1-61 Language Demands in a Three-Dimensional Learning Environment 1-62 Integrating the CA ELD Standards into K–12 Mathematics and Science Teaching and Learning 1-63 Interplay of Mathematics, Computational Thinking and CA NGSS 1-65 The Nature of Scien