CROSS-CUTTING CONCEPTS IN SCIENCE Concepts that unify the study of science through their common application across the scientific fields They enhance core ideas in the major disciplines of science.

PATTERNS  Patterns are everywhere. They initiate questions, because we want to understand the pattern.  This leads to explanations and theories.  Scientists need to be able to recognize and find patterns.  The organizing of patterns leads to different types of classification.  The goal in science class is to have students recognize, classify and evaluate patterns.  This allows students to see the patterns in data and make accurate predictions,.

CAUSE AND EFFECT  This is a basic skill in humans. We always want to know why something occurs.  In Science, this allows us to explain causal relationships and make good predictions.  There has to be a chain of interactions that leads from a cause to an effect.  Some cause and effect relationships are simple and others are very complex.  This is used to explain the unexpected.  This is important to determine what tests we can run to find the causes.  This leads to developing good arguments and eventually forming new theories.

SCALE, PROPORTION & QUANTITY  This allows us to understand phenomenon at different scales.  Here we look at three different continuums: size, time and energy.  Proportion is a powerful tool to understand the meaning of scale.  Students need to be able to understand comparisons of scale.  Students need to understand quantity by using measurements and estimation.  They need to be able to determine what units are best used for a specific measurement.  Students need to be able to order objects or events by scale and data  They need to be able to make predictions from their data.

SYSTEMS & SYSTEM MODELS  A system is a portion of the universe that is separate from the universe.  It allows us to understand phenomenon and improve engineering design.  You can focus in on one system and use that to do your studies.  You have a boundary between your system and the universe.  Systems can be open or closed.  A system model is how we understand how the system works.  Students should construct system models by drawing and describing.  They should include invisible features, mathematical relationships and give limitations and assumptions.

ENERGY AND MATTER  Matter is anything that has mass and takes up space.  Energy is what causes change.  This focuses on flows, cycles and conservation.  These concepts help us understand systems and how they work.  Matter and energy often get into and back out of a system. We call this flow.  Cycles are when matter and energy are recycled over and over again in a system.  The amounts of matter or energy that go into a system will equal the amount that come out of a system – conservation.

STRUCTURE & FUNCTION  This is referring to how the structure of an object fits its function or job.  This helps us to understand phenomenon.  The scale makes a huge difference to structure and function.  The goal is to move from understanding mechanical function first and then move on to complex systems, molecular structure and then investigating phenomenon.  The overall concept is the fact that forms fits function.

STABILITY & CHANGE  This is about how things remain the same and then become different over time.  Even things that look inherently stable will change when given enough time.  This helps us explain patterns and learn how to control systems.  This also helps us to make accurate predictions.  A system is going to have controls that let matter and energy in and out.  Systems also have feedback loops that help them maintain stability.  An example of a feedback loop in your house is the thermostat.  Many systems have mechanisms to maintain equilibrium.  The goal for students is to develop language, explain patterns, understand feedback loops and finally to understand complex systems.