One of the requirements of three-dimensional learning is the development of practical sequences for content that can be linked to different aspects of science and engineering practices (SEPs) and cross-cutting concepts (CCCs). This paper will present work being done in a professional development of high school teachers where they ‘unpack’ their content (with reference to the Disciplinary Core Ideas) to create a logical sequence. They also unpack the SEPs and CCCs at the level of their own practice (with reference to Appendix F and G of the NGSS) and then link these to the content. This permits them to develop an instructional sequence that supports instruction and assessment. Specific examples of the outcome of this process, including development and evidence-based refinement of scaffolds, will be presented. The method has also been extended into higher education and used to support the creation of sequences of learning performances as part of the ACS General Chemistry Performance Expectations program.

Unpacking strategies to develop three-dimensional learning activities in high school and college science.

2019 Spring National Meeting

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