Using Three-Dimensional Learning Cards in the Science Classroom

Topic

Resource Type

Level

High School — General High School — AP/IB

Saved By

13 Users

Description

This activity provides three sets of cards that can be used to reflect on the nature and dimensions of science.

The cards are based on the three dimensions of science learning in the Next Generation Science Standards (NGSS) and A Framework for K-12 Science Education: Science and Engineering Practices (SEP), Crosscutting Concepts (CCC), and Disciplinary Core Ideas (DCI). Focusing on these dimensions helps support students’ learning, increases their engagement in metacognition, and illustrates how all scientists and engineers work.

You can have students engage with the cards within the context of a classroom activity and ask related questions to help drive their learning. For example, students can use the cards to identify which dimensions of science they engaged with during class.

The “Card Images” ZIP file contains individual image files for the cards used in this activity that can be used in the classroom, particularly in online courses. A document within the ZIP file contains suggestions for their use. These card images are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. We would ask that you attribute these to BioInteractive and not use them for commercial purposes.

The “Resource Google Folder” link directs to a Google Drive folder of resource documents in the Google Docs format. Not all downloadable documents for the resource may be available in this format. The Google Drive folder is set as “View Only”; to save a copy of a document in this folder to your Google Drive, open that document, then select File → “Make a copy.” These documents can be copied, modified, and distributed online following the Terms of Use listed in the “Details” section below, including crediting BioInteractive.

Student Learning Targets

Identify and implement the various ways that one experiences the nature of science, depending on the phenomenon observed.
Reflect on the science practices used to make sense of a phenomenon.
Describe interdisciplinary (“crosscutting”) concepts that act as lenses through which a phenomenon is investigated.
Determine the core ideas under which an observed phenomenon is situated.

Estimated Time

Within one 50-minute class period, depending on how the cards are used.

Key Terms

argument, crosscutting concept, explanation, model, Next Generation Science Standards (NGSS), science practice

Primary Literature

National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. https://www.nextgenscience.org/.

Terms of Use

The resource is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. No rights are granted to use HHMI’s or BioInteractive’s names or logos independent from this Resource or in any derivative works.