TIP #14 - Disciplinary Core Ideas
Connecting the Dots with the DCIs
In the real-world scientific exploration is rarely isolated in one of the physical, life, Earth and space, or engineering topic silos. Indeed, it is a goal of the NRC Framework for K-12 Science Education that curriculum units combine two or more of these topic silos for any given unit. Additionally, if we want to teach students about science and engineering using authentic and engaging phenomena, we will likely find ourselves touching upon concepts that fall outside of the main focus of the unit.
For example, a grade 5 unit aimed at teaching students about the properties of materials might use the example of recycling as a discussion topic. This topic will require teachers to introduce periphery concepts around energy and environmental impact. These periphery concepts (energy and environmental impact) are not necessarily part of the primary learning objective but are critical to making the lesson authentic and relevant to the students.
For example, a grade 5 unit aimed at teaching students about the properties of materials might use the example of recycling as a discussion topic. This topic will require teachers to introduce periphery concepts around energy and environmental impact. These periphery concepts (energy and environmental impact) are not necessarily part of the primary learning objective but are critical to making the lesson authentic and relevant to the students.
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Inclusion of periphery concepts can create a challenge for teachers as they try to determine the best way to facilitate the discussion without getting too far afield or overwhelming their students.
This is how the DCIs are a great asset. While the SEPs, PEs, and CCCs lay out the more tactical student learning objectives, the DCIs provide bigger picture connections throughout the entire learning landscape, illustrating where students have come from and where they are going in their science exploration. |
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Building upon the above example of a grade 5 unit on the properties of materials, we could envision the following phenomena, standards to be addressed, and periphery concepts.
- Phenomenon: How do we make the most environmentally friendly coffee cup?
- Standards Addressed: 5-PS1-3, 5-PS3-1, 5-LS1-1, 5-LS2-1, 5-ESS2-2, 5-ESS3-1, 3-5-ETS1-1
- Primary DCIs: PS1.A Structure of matter, LS1.C Organization for matter and energy flow in organisms, LS2.B Cycles of matter and energy transfer in ecosystems, ESS2.C The roles of water in Earth’s surface processes, ESS3.C Human impacts on Earth systems, ETS1.A: Defining and Delimiting Engineering Problems
- Periphery concepts: Natural resources, Energy usage
- Related DCIs: ESS3.A Natural resources, PS3.B Conservation of energy and energy transfer
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Identification of the related DCIs enables the teacher to identify the relevant past and future standards. The connections to the past let teachers frame these periphery concepts in a way that builds upon past learnings. Of course, this strategy is also applicable to the primary DCIs and helps teachers to identify critical prior knowledge required for the unit.
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The CreositySpace approach
CreositySpace units use cutting-edge STEM innovations and businesses to make the relevant science lessons come to life for the students. These innovations often include a number of periphery concepts. As a support for the teacher, each Educator Guide contains a standards table that identifies primary and related DCIs. An example from the Green Architects unit is provided below. (Phenomenon: How can you design a building that uses less energy?)
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