Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change.
Important curriculum content which is to be covered across subjects (or disciplines or learning areas), rather than being taught and learned in one particular subject.
It is best to teach the Crosscutting Concepts in context rather than all at once. Teach them right before you ask students to use them in your classroom. Then, ask students to apply the concept to a Disciplinary Core Idea or use them with a Science and Engineering Practice.
The core ideas are divided into a total of 39 sub-ideas, and each sub-idea is elaborated in a list of what students should understand about that sub-idea at the end of grades 2, 5, 8, and 12. We have called these grade-specific statements Disciplinary Core Ideas (DCIs).
The PRSP1 document identified eight issues as cross-cutting: technology, gender, environment, imidugudu, HIV/AIDS, employment, capacity-building and inequality. Each sector was supposed to incorporate these in their sector strategy [page 69 PRSP June 2002].
Cross-cutting issues are topics that are identified as important and that affect and cut across most or all aspects of development. These topics should therefore be integrated and mainstreamed throughout all stages of development from policy design, to implementation, evaluation and learning.
Prompting students with crosscutting concepts helps structure and focus their responses which helps the teacher better understand their thinking. In this way, the prompts become diagnostic and bring to light inaccuracies in student thinking so students can revise their models in light of new understandings.
Crosscutting Concepts can have significant impact on the degree to which student thinking is developed and made visible to inform current or future instruction. … Explicit use of the Crosscutting Concepts throughout instruction can help students develop a coherent and usable understanding of science and engineering.
The seven Crosscutting Concepts (CCCs) identified in A Framework for K-12 Science Education (NRC, 2012) are: Patterns. Cause and effect. Scale, proportion, and quantity.
The DCIs are grouped into four domains: the physical sciences; the life sciences; earth and space sciences; and engineering, technology, and applications of sciences. Ideas have to meet certain criteria to be considered “core”.
The Disciplinary Core Ideas (DCIs) outlined in A Framework for K-12 Science Education are meant to include the key ideas in science that have broad importance within or across multiple science or engineering disciplines (NRC, 2012).
The Disciplinary Core Ideas (DCIs) of the NGSS prioritize moving away from the “mile wide, inch deep” model of science learning. Instead, the emphasis is on making room for teachers to support students in building deeper understanding.
Sedimentologic cross-cutting relationships occur where currents have eroded or scoured older sediment in a local area to produce, for example, a channel filled with sand . Paleontologic cross-cutting relationships occur where animal activity or plant growth produce truncation.
The principle of cross-cutting relationships states that an igneous intrusion is always younger than the rock it cuts across. A fossil known to have lived in a particular geologic age that can be used to date the rock layer in which it is found.
Cross-cutting concerns are parts of a program that rely on or must affect many other parts of the system. They form the basis for the development of aspects. … By basing designs on cross-cutting concerns, software engineering benefits can include modularity and simplified maintenance.
One of the most studied aspects in contemporary political communication research refers to cross-cutting exposure, that is, the disagreement in viewpoints encountered by individuals in their communication environments.
Cross-cutting is an excellent way to explore the contrast between situations by making differences clear for the audience. It can also be used to give them additional information. It enables performers to move quickly between locations and scenes without interrupting the flow of the drama they’re creating.
Firstly, despite the great emphasis that agen- cies like UNDP place on cross-cutting issues such as gender, human rights, environmental protection and conflict sensitivity, these issues are, and will always be, the first to be short-changed when delivering recovery assistance in the context of complex political …
Generic competences such as critical thinking, creativity and innovation, research and problem solving, communication, co- operation, interpersonal relations and life skills, and lifelong learning promote the development of the higher order thinking skills.
Engineering standards have been integrated throughout the science domains of physical science, life science, and earth and space science. … Within the range affected by these model course maps, there are four engineering design PEs in the 6–8 grade band and four in the 9–12 grade band.