Appendix G Crosscutting Concepts

Appendix G Crosscutting Concepts Crosscutting Concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Framework p. 233. A Framework for K-12 Science Education: Practices, Core Ideas, and Crosscutting Concepts (Framework) recommends science education in grades K-12 be built around three major dimensions: scientific and engineering practices; Crosscutting Concepts that unify the study of science and engineering through their common application across fields; and core ideas in the major disciplines of natural science.

Following is a brief summary of how each crosscutting concept increases in complexity and sophistication across the grades as envisioned in the Framework. Examples of performance expectations illustrate how these ideas play out in the NGSS. 1. “Patterns exist everywhere—in regularly occurring shapes or structures and in repeating events

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