The SciLG curriculum (http://learning-gardens.org/) addresses the three dimensions of science education called for in the Framework for K-12 Science Education National Research Councill [NRC] 2012) and the NGSS (NGSS Lead States 2013)—disciplinary core ideas, cross-cutting concepts, and the practices of science and engineering.
These might be tied together by cross-cutting concepts, such as stability and change.
Another is the inclusion of three dimensions from the NRC Framework practices, cross-cutting concepts, and disciplinary core ideas in each standard.
These three dimensions, considered essential for an understanding of science, include practices, which describe behaviors and practices engaged in by scientists and engineers, cross-cutting concepts, which apply across and integrate the scientific disciplines, and disciplinary core ideas, which focus on important content (NRC, 2011).
A future workforce prepared with an understanding of plant science and cross-cutting concepts applied in innovative solutions will be needed to meet societal challenges, such as coping with climate change, feeding an increasing population, and generating sustainable energy sources (National Research Council, 2009).
Using a collection of basic LEGO® bricks, educators can teach cross-cutting concepts about matter in biology, chemistry, and earth science.
The year-long intervention involved children in read aloud books about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks.
In a report published last year, the National Research Council in Washington, DC, identified a number of cross-cutting concepts (such as "cause and effect" and "stability and change") that provide the weft and the warp of science.
Finally, this lab emphasizes three cross-cutting concepts.
First, instruction should shift to more in-depth analysis of fewer topics that allows focus and articulation of key, cross-cutting concepts (National Research Council 2013).
