1. 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.

2. 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,.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.