SEPs, CCCs, DCIs….oh my! Delving into the world of 3-demensional science learning while trying to navigate the new standards can quickly become overwhelming but do not worry, I am here to help! My teaching goals this year are to incorporate the 3 dimensions by organizing them around the performance sequence of: gathering, reasoning, and communicating (a process described by Brett Moulding in his book “A Vision and Plan for Science Teaching and Learning“). The 3 science practices I want my students to take with them from my classroom are obtaining evidence, constructing explanations, and communicating. If nothing else they will know what these three things are and how to do them 🙂
What are the SEPs, CCCs, and DCIs? I’ve broken them up into short groups below. As I address these 3-dimensions through the year I’ll link the topics below the appropriate sections, that way you can easily find what you are looking for!
Science and Engineering Practices
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
- Cause and effect: mechanism and explanation
- Scale, proportion, and quantity
- Systems and system models
- Energy and matter: flows, cycles, and conservation
- Structure and function
- Stability and change
Disciplinary Core Ideas (for Physical Sciences)
- PS1: Matter and Its Interactions
- PS2: Motion and Stability: Forces and Interactions
- PS3: Energy
- PS4: Waves and Their Applications in Technologies for Information Transfer