What is three-dimensional learning?
- Practices
- Crosscutting Concepts
- Disciplinary Core Ideas
Practices
This describes the behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. This term is used instead of “skills” to emphasize that scientific investigation requires not only skill but also knowledge that is specific to each practice.
Crosscutting Concepts
These have an application across all domains of science, and they are a way to link the different domains. The domains they include are: Scale, proportion and quantity; patterns, similarity and diversity, cause and effect; systems and system models; Energy and matter; Structure and function; Stability and change. The layout of this places emphasis on the idea that these domains need to be explicit for students because they provide organization to relate the knowledge of each of the concepts.
Disciplinary Core Ideas
These ideas focus on the K-12 science curriculum, instruction and assessment on the important aspects of science. To be considered core they have to meet at least two, but ideally four of these requirements:
- Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;
- Provide a key tool for understanding or investigating more complex ideas and solving problems;
- Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
- Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
These ideas are grouped into four domains of science: physical science, life science; earth and space science; and engineering, technology and applications of science.
How are the Wisconsin Standards for Science (WSS) connected to other disciplines such as math and literacy?
The standards and the curriculum in the core classes for K-12 in Wisconsin are designed to be interdisciplinary. What that means is that when you are teaching a lesson it should not be only structured to teach to one subject such as science. Math and literacy are the main subjects that are interdisciplinary with science. Literacy is connected with science based on the fact that students need to be able to read and comprehend the problems they are working on. Math is connect with science due to the fact that a lot of science problems require basic math to advanced math with multiplication, addition, algebra.
Describe something that you have done either in this class or outside of this class, perhaps in previous classes, that indicates that you have met the Performance Indicator.
SCI.LS4.D.2
There are many different kinds of living things in any area, and they exist in different places on land and in water.
An example of something I have done that meets the performance indicator in this was in my high school biology class. We learned about evolution and natural selection. Another lower level of education way I learned about this is learning different things that live in habitats and what they need to survive. We also learned what plants and animals live in which climates.
SCI.ESS2.A.2
Wind and water change the shape of the land.
An example of something that I have done to meet this performance indicator is in the Win Term Geology class I am taking right now. We learned how the wind affects the earths surface through erosion, weathering, and deposition. Strong winds can damage plants, trees, and buildings, it can also deposit minerals in new places. Water also changes the shape of the land. Rain water can cause weathering, erosion, and disposition. River water also causes disposition and it can erodes the surface it flows over. Ice in glaciers can cause weathering, erosion and disposition as well.
SCI.ETS1.C.K-2
Because there is more than one possible solution to a problem, it is useful to compare and test designs.
An example of something that I have done to meet this performance indicator is in this class. For some of the activities there were numerous ways that you could go about completing the assignment. I had to test some of the ways that you could use before I found the one that worked best for myself. It’s always important to test what you are going to do before you actually do it so you don’t run into any problems.
Visualizing Chemistry 