1. Foundational Services
Science –
Phase 2

2. How do we utilize the crosscutting concepts?
Session 4
How do we utilize the crosscutting concepts?
Talking Points
In this next session, we will focus on bringing coherence - or creating connections in the learning - through the use of crosscutting concepts.

3. Our Targets are…
I can examine the crosscutting concepts to determine how to implement them into instruction.
I can utilize the crosscutting concepts to enhance students’ observation and investigation of phenomena.
Talking Points
The targets for this session focus on providing tools to make sense of the crosscutting concepts. To do so, educators need to both understand the crosscutting concepts themselves and understand how to implement them into the classroom.
In order to reach our targets, we will focus on answering two questions:
How do I effectively examine the crosscutting concepts as an educator to make sense of their meaning and purpose?
How do I implement using crosscutting concepts into my everyday practice in the classroom?

4. Crosscutting Concepts in NGSS
Talking Points
If we look at the Performance Expectation we have focused on within this module, we notice that the Crosscutting Concept, Cause and Effect has been selected for this performance expectation.
As an educator making sense of this Performance Expectation, many questions come to mind:
Okay, now what? What do I do with that in the classroom?
What does that mean?
Why that Crosscutting Concept? Why not…?
Is this the only Crosscutting Concept?
In order to make sense of bringing NGSS to the classroom, we need to make sense of the Crosscutting Concepts – not just what they are, but also what I do with them.

5. Crosscutting Concepts
What are the Crosscutting Concepts?
What do I do with the Crosscutting Concepts?
How do I facilitate the use of Crosscutting Concepts?
Talking Points
In order to work towards our targets, our focus in this session will be on answering three questions:
What are the Crosscutting Concepts?
What do I with the Crosscutting Concepts?
How do I facilitate the use of Crosscutting Concepts?

6. Resources Talking Points
To answer those questions, we look to three resources:
Framework – Chapter 4: Dimension 2 Crosscutting Concepts
NGSS: With each performance expectation, you are able to examine the relevant and related crosscutting concepts.
NGSS – Appendix G: Crosscutting Concepts in the Next Generation Science Standards

7. Examining Crosscutting Concepts
Talking Points
What is at the heart of the Crosscutting Concepts?
Let’s examine them in more depth in order to fully bring them to the classroom.
Throughout our review of crosscutting concepts, if you would like to make any notes, there is space provided in your packet on page 55.

8. What Are Crosscutting Concepts?
Crosscutting concepts are concepts that have application across all disciplines of science. As such, they provide a way of linking the different disciplines of science.
Talking Points
The crosscutting concepts introduced in the Framework are relevant and have applications across the disciplines of science. As such, they are a way of linking the different disciplines of science by providing ways of looking at and making sense of phenomena and/or of designing solutions to problems.
Inherently, they can help students make connections across topics, courses, and disciplines.
Teachers using appropriately designed curriculum resources can support students in applying the crosscutting concepts across different core ideas and, at the secondary level, across different courses. For example, the idea of a system, and the need to delineate and define a system in order to model it, is used again and again across all of the sciences.
By developing a common language and set of questions around this concept, students not only acquire a useful tool for analyzing phenomena or designs, they also develop a view of what is common across very different science disciplines. Using and reflecting on both the science and engineering practices and the crosscutting concepts are thus important elements in developing a deeper understanding of the nature of science and the role of engineering.
Crosscutting concepts have always been a part of how scientists and engineers approach science and engineering respectfully .
In practice and discussion, these concepts are a means to process what is being discovered or engineered, make sense of collected data, and connect discovery to current understanding.
Furthermore, science and engineering in practice do not take place in a vacuum of one subject. The crosscutting concepts enable students to see the connections within science disciplines and between science and engineering. This is essential for science and engineering that will be experienced in college, careers, and life.
The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.

9. Seven Crosscutting Concepts
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change
Talking Points
The Framework identifies seven crosscutting concepts that occur throughout the different disciplines of science. Descriptions of these crosscutting concepts and how they should be made explicit can be found in the Framework, NGSS, and the Appendix to NGSS. Show participants the resources for future reference.
Framework – Chapter 4: Dimension 2 Crosscutting Concepts
NGSS: With each performance expectation, you are able to examine the relevant and related crosscutting concepts.
NGSS – Appendix G: Crosscutting Concepts in the Next Generation Science Standards
These seven crosscutting concepts are:
Patterns;
Cause and effect;
Scale, proportion, and quantity;
Systems and system models:
Energy and matter
Structure and function; and
Stability and change.
This set of crosscutting concepts begins with two concepts that are fundamental to the nature of science: that observed patterns can be explained and that science investigates cause-and-effect relationships by seeking the mechanisms that underlie them.
The next concept—scale, proportion, and quantity—concerns the sizes of things and the mathematical relationships among dissimilar elements.
The next four concepts—systems and system models, energy and matter flows, structure and function, and stability and change—are interrelated in that the first is illuminated by the other three. Each concept also stands alone as one that occurs in virtually all areas of science and is an important consideration for engineered systems as well.

10. How are Crosscutting Concepts Connected
Facilitator Notes:
While watching this video is not part of this section, it may be beneficial depending on the groups experience.
In the previous foundational services, we watched this Teaching Channel video and suggested the following:
During this video consider the following questions:
How do students benefit from understanding the Crosscutting Concepts?
How do the NGSS use Crosscutting Concepts in a new way?
How did the task prompt participants to use the Crosscutting Concepts?
Source:
Taking Points:
How Are the Crosscutting Concepts Connected? Although each of the seven crosscutting concepts can be used to help students recognize deep connections between seemingly disparate topics, it can sometimes be helpful to think of how they are connected to each other. The connections can be envisioned in many different ways. The following is one way to think about their interconnections.
Causality
Cause and effect lies at the heart of science. Often the objective of a scientific investigation is to find the cause that underlies a phenomenon, first identified by noticing a pattern. Later, the development of theories allows for predictions of new patterns, which then provides evidence in support of the theory. For example, Galileo’s observation that a ball rolling down an incline gathers speed at a constant rate eventually led to Newton’s Second Law of Motion, which in turn provided predictions about regular patterns of planetary motion, and a means to guide space probes to their destinations.
Structure and function can be thought of as a special case of cause and effect. Whether the structures in question are living tissue or molecules in the atmosphere, understanding their structure is essential to making causal inferences. Engineers make such inferences when examining structures in nature as inspirations for designs to meet people’s needs.
Systems
Systems and system models are used by scientists and engineers to investigate natural and designed systems. The purpose of an investigation might be to explore how the system functions, or what may be going wrong. Sometimes investigations are too dangerous or expensive to try out without first experimenting with a model.
Scale, proportion, and quantity are essential considerations when deciding how to model a phenomenon. For example, when testing a scale model of a new airplane wing in a wind tunnel, it is essential to get the proportions right and measure accurately or the results will not be valid. When using a computer simulation of an ecosystem, it is important to use informed estimates of population sizes to make reasonably accurate predictions. Mathematics is essential in both science and engineering.
Energy and matter are basic to any systems model, whether of a natural or a designed system. Systems are described in terms of matter and energy. Often the focus of an investigation is to determine how energy or matter flows through the system, or in the case of engineering to modify the system, so a given energy input results in a more useful energy output.
Stability and change are ways of describing how a system functions. Whether studying ecosystems or engineered systems, the question is often to determine how the system is changing over time, and which factors are causing the system to become unstable.
Patterns
Patterns stand alone because patterns are a pervasive aspect of all fields of science and engineering. When first exploring a new phenomenon, children will notice similarities and differences leading to ideas for how they might be classified. The existence of patterns naturally suggests an underlying cause for the pattern. For example, observing snowflakes are all versions of six-side symmetrical shapes suggests something about how molecules pack together when water freezes; or, when repairing a device a technician would look for a certain pattern of failures suggesting an underlying cause. Patterns are also helpful when interpreting data, which may supply valuable evidence in support of an explanation or a particular solution to a problem.

11. Guiding Principles for Crosscutting Concepts
Talking Points
The Framework recommended crosscutting concepts be embedded in the science curriculum beginning in the earliest years of schooling and suggested a number of guiding principles for how they should be used. The development process of the standards provided insights into the crosscutting concepts. These insights are shared in the following guiding principles.
Throughout our review of the guiding principles for crosscutting concepts, there is space provided in your packet on page 56 to jot notes if desired.

12. Guiding Principles
Crosscutting concepts can help students better understand core ideas in science and engineering.
Talking Points
When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective.
For example, when approaching a complex phenomenon (either a natural phenomenon or a machine) an approach that makes sense is to begin by observing and characterizing the phenomenon in terms of patterns.
A next step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction).
These preliminary studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those predictions with those observed in the real world.

13. Guiding Principles
Crosscutting concepts can help students better understand science and engineering practices.
Talking Points
Because the crosscutting concepts address the fundamental aspects of nature, they also inform the way humans attempt to understand it.
Different crosscutting concepts align with different practices, and when students carry out these practices, they are often addressing one of these crosscutting concepts.
For example, when students analyze and interpret data, they are often looking for patterns in observations, mathematical or visual.
The practice of planning and carrying out an investigation is often aimed at identifying cause and effect relationships: if you poke or prod something, what will happen?
The crosscutting concept of “Systems and System Models” is clearly related to the practice of developing and using models.

14. Guiding Principles
Repetition in different contexts will be necessary to build familiarity.
Talking Points
Repetition is counter to the guiding principles the writing team used in creating performance expectations to reflect the core ideas in the science disciplines.
In order to reduce the total amount of material students are held accountable to learn, repetition was reduced whenever possible. However, crosscutting concepts are repeated within grades at the elementary level and grade-bands at the middle and high school levels so these concepts “become common and familiar touchstones across the disciplines and grade levels.” (p. 83)
Activities need to be sequenced so that students’ understanding of core ideas in the disciplines and how they are related through crosscutting concepts develops over one school year and over multiple years.
Connecting across grades and across disciplines creates a learning environment in which the significance of ideas for making sense of the world drives learning, rather than external motivators such as “you’ll need this next year” or “this will be on the test.”
The sequence of core ideas that are introduced throughout the year, and the connections made between them, are important in helping students develop an understanding of the most important ideas in science and how they are connected or related through crosscutting concepts.

15. Guiding Principles
Crosscutting concepts should grow in complexity and sophistication across the grades.
Talking Points
Repetition alone is not sufficient.
As students grow in their understanding of the science disciplines, depth of understanding crosscutting concepts should grow as well.
The writing team has adapted and added to the ideas expressed in the Framework in developing a matrix for use in crafting performance expectations that describe student understanding of the crosscutting concepts. The matrix is found at the end of this section.

16. Guiding Principles
Crosscutting concepts can provide a common vocabulary for science and engineering.
Talking Points
By developing a common language and set of questions around crosscutting concept, students not only acquire a useful tool for analyzing phenomena or designs, they also develop a view of what is common across very different science disciplines.
Using and reflecting on both the science and engineering practices and the crosscutting concepts are thus important elements in developing a deeper understanding of the nature of science and the role of engineering.
The practices, disciplinary core ideas, and crosscutting concepts are the same in science and engineering. What is different is how and why they are used—to explain natural phenomena in science, and to solve a problem or accomplish a goal in engineering.
Students need both types of experiences to develop a deep and flexible understanding of how these terms are applied in each of these closely allied fields.
As crosscutting concepts are encountered repeatedly across academic disciplines, familiar vocabulary can enhance engagement and understanding for English language learners, students with language processing difficulties, and students with limited literacy development.

17. Guiding Principles
Crosscutting concepts should not be assessed separately from practices or core ideas.
Talking Points
Students should not be assessed on their ability to define “pattern,” “system,” or any other crosscutting concepts as a separate vocabulary word. To capture the vision in the Framework, students should be assessed on the extent to which they have achieved a coherent scientific worldview by recognizing similarities among core ideas in science or engineering that may at first seem very different, but are united through crosscutting concepts.
Examples:
Plan an investigation to determine the effect of placing different objects of different materials in the path of a beam of light.
Develop and use a model to describe how light waves are reflected off of various materials. Use labels and discuss the patterns of reflection.

18. Guiding Principles
Performance expectations focus on some but not all capabilities associated with a crosscutting concept.
Talking Points
As core ideas grow in complexity and sophistication across the grades it becomes more and more difficult to express them fully in performance expectations.
Consequently, most performance expectations reflect only some aspects of a crosscutting concept.
These aspects are indicated in the right-hand foundation box in each of the standards. All aspects of each core idea considered by the writing team can be found in the matrix at the end of this section.

19. Crosscutting concepts are for all students.
Guiding Principles
Crosscutting concepts are for all students.
Talking Points
Crosscutting concepts raise the bar for students who have not achieved at high levels in academic subjects and often assigned to classes that emphasize “the basics,” which in science may be taken to provide primarily factual information and lower order thinking skills.
Consequently, it is essential that all students engage in using crosscutting concepts, which could result in leveling the playing field and promoting deeper understanding for all students.
SCIENCE
for ALL

20. Inclusion of Nature of Science and Engineering Concepts.
Guiding Principles
Inclusion of Nature of Science and Engineering Concepts.
Talking Points
Sometimes included in the crosscutting concept foundation boxes are concepts related to materials from the “Nature of Science” or “Science, Technology, Society, and the Environment.”
These are not to be confused with the “Crosscutting Concepts” but rather represent an organizational structure of the NGSS recognizing concepts from both the Nature of Science and Science, Technology, Society, and the Environment that extend across all of the sciences.
Readers should use Appendices H and J for further information on these ideas.

21. Application of Crosscutting Concepts
Talking Points
How are the Crosscutting Concepts then applied?

22. Application of Crosscutting Concepts
4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Talking Points
To determine how to apply crosscutting concepts, let’s look at our performance expectation from the standard we have been working throughout this module.

23. Crosscutting Concepts in the NGSS
Task: Making Sense of the Standard
Individually, read over the performance expectations, foundational boxes, and connections.
Talking Points
Let’s examine the performance expectation again by focusing on the crosscutting concept.
Take a moment to read over the performance expectations, foundational boxes, and connections. Make notes or comments in your packet on page 57.

24. Unpacking the Concepts
Task: Unpacking the Concepts
Using the excerpt copy of the Framework and the NGSS Appendix G, determine what is intended by the crosscutting concept of “Cause and Effect.”
Individually, read and make notes. Underline the most important ideas you find. Write questions or thoughts in the margins. Read "between the lines" to see what understandings are implicit.  
Talking Points:
We are going to focus on the crosscutting concept of Cause and Effect.
Even if you have read about the crosscutting concepts in the past or attended workshops, we are going to take a moment to analyze the resources available to us and then compare those to our experiences today.
We will begin by reading a section of both the Framework and the NGSS Appendix F.
Following page 58 in your packet.
The section of the Framework you will look at, Cause and Effect: Mechanism and Prediction, begins on page 87 of the Framework and ends on page 89.
The section of the NGSS Appendix G is page 5 and 6.
As you read the text provided and examine the charts, mark it up with questions and comments. Be prepared to discuss as a group.
Facilitator Notes:
Set aside 10 minutes for this task.
Encourage participants to work individually.

25. Crosscutting Concepts in the NGSS
Task: Making Sense of the Standard
Working with a partner, briefly review your notes and thoughts with one another.
Compare these with the lessons we experienced.
Consider the following questions:
What aligns?
What doesn’t align?
What are you unsure about?
Facilitator Notes:
Set aside 5 minutes for this task.
The intention is a short elbow partner talk to prepare for the large group discussion.
Talking Points
Now discuss with a partner. Focus on sharing your thoughts and comparing these with the lessons from the beginning of this module.

26. Crosscutting Concepts in the NGSS
Task: Making Sense of the Standard
As a whole group, take a moment to share out your ideas.
Discuss the following question:
Does the lesson align to this performance expectation for the standard 4-PS4 Waves and Their Applications in Technologies for Information Transfer?
Why or why not?
Facilitator Notes:
Set the timer for 5 minutes.
Lead the group in a discussion regarding their small group conclusions.
Use Talk Moves to elicit participants reactions and responses to the questions posed.
Talking Points
Now we will discuss as a whole group for a few minutes. Let’s focus on these two questions.

27. Utilizing the Crosscutting Concepts
Magnifying
Lens
Crosscutting Symbols
Talking Points
With a better sense of their purpose and application, what remains is utilization.
In order to make the crosscutting concepts become part of instruction, it needs to be embedded.
Here are a few suggestions:
Word Walls – Word Walls often only include the words related to DCIs. However, using a different color to highlight the Crosscutting Concepts can help the idea pop.
Symbols – Visuals are very useful for Crosscutting Concepts. Having a poster and incorporating into the lesson works well. The students can even be called upon to determine which crosscutting concept is relevant. The posters shown are from elementary classroom.
Magnifying Lenses – Using the magnifying lens as a prop can be a useful tool for students. What are we using to look at the phenomen today?
Word Walls

28. Session 4 Reflection Task: What Can I Take Away?
Reflect on your experiences within this past session and work as a large group to generate a list of general Take-Away statements regarding crosscutting concepts.
After discussing as a large group, consider your personal plan of action and record your reflections in your packet.
Talking Points
As we have done after the previous sessions, let’s take a moment and generate a list actions we could take tomorrow in relation to the practices and our work today.
Facilitator Notes:
Use Talk Moves to elicit participants major take-aways.
Scribe the groups thoughts on a white board or large sheet of chart paper.
Let’s consider your personal plan of action.
Take a moment and record your reflections in your packet on page 4.
Consider this your plan to bring the crosscutting concepts to life in your classroom.
Provide a few moments for participants to record their plans.
Following the reflection use the following talking points to move into the next portion of the presentation.
We have come to understand the “what” of what we are teaching from our work with disciplinary core ideas.
We have come to understand the “why” of what we are teaching in seeing that students are attempting to explain phenomena.
And, we have even come to understand the “when” of what we are teaching in connecting one phenomena to another or one core idea to another with the use of crosscutting concepts.
Now, we focus on the “how.” How are our students doing this type of learning?