Three-Dimensional Learning with DCIs, SEPs & CCCs

Integrating the Three Dimensions of Science — Lecture 1: Understanding DCIs, SEPs & CCCs

Instructor: Chance Duncan | MWF 1:00–1:50 PM | Date: 9-30-26

Main Idea

Learn the three dimensions of science learning: what students should know (DCIs), how they do science (SEPs), and big ideas that connect everything (CCCs). Understand how to use all three to create meaningful learning experiences.


Core Idea vs. Isolated Fact

Core idea:

  • Something you return to repeatedly across grades

  • You can dig deeper into it year after year

  • Has a learning progression (K → 1st → 2nd, etc.)

  • Example: “Plant growth” (can explore at every grade level differently)

Isolated fact:

  • One-time information you can’t develop further

  • Not enduring

  • Example: “Mars has 2 moons” (period — can’t go deeper)


Dimension 1: Disciplinary Core Ideas (DCIs)

What students need to know

Four DCI Domains:

  1. Physical Sciences: Motion, forces, waves, energy

  2. Life Sciences: Living things, organisms, ecosystems

  3. Earth & Space Sciences: Weather, rocks, shadows, space

  4. Engineering & Technology: Problem-solving, designing, testing, iterating


Dimension 2: Science and Engineering Practices (SEPs)

How students do science / The methods scientists use

Common SEPs:

  • Asking questions and defining problems

  • Planning and carrying out investigations

  • Analyzing and interpreting data

  • Designing solutions to problems

  • Evaluating and iterating solutions

  • And others…

Look for: Action words like “plan,” “design,” “test,” “investigate,” “collect,” “analyze”


Dimension 3: Crosscutting Concepts (CCCs)

Big ideas that work across ALL sciences

Common CCCs:

  • Stability and Change: Things stay stable or change over time

  • Cause and Effect: What causes something? What happens as a result?

  • Patterns: Repeated sequences or behaviors

  • Systems and System Models: Parts working together

  • And others…

Look for: Words like “pattern,” “stable,” “change,” “cause,” “effect,” “system”


How to Identify Which Dimension

What You See

Dimension

Example

Noun-based topic words

DCI

“Plant growth,” “shadow,” “water”

Action verbs

SEP

“Plan,” “investigate,” “collect data,” “test”

Pattern/relationship words

CCC

“Stable,” “change,” “cause,” “effect”


Analyzing Phenomena Using All 3 Dimensions

Example: Shadow changes length during the day

  • DCI: Physical Science (light/motion)

  • SEP: Planning and carrying out investigations; analyzing and interpreting data

  • CCC: Stability and change; cause and effect

Example: Plant bends toward window

  • DCI: Life Science (plant response)

  • SEP: Planning and carrying out investigations

  • CCC: Stability and change

Example: Ice cubes melt at different rates

  • DCI: Physical Science (heat/properties of matter)

  • SEP: Carrying out investigations

  • CCC: Cause and effect

Example: Stream becomes muddy after rain

  • DCI: Earth & Space Science (water cycle/erosion)

  • SEP: Asking questions; planning and carrying out investigations

  • CCC: Stability and change; cause and effect


Key Insight: Multiple Pathways

One phenomenon can involve MULTIPLE SEPs and CCCs:

Why? Because most phenomena have more than one way to investigate them.

Example (Shadow):

  • ✓ Stability AND change (the shadow is stable, then it changes)

  • ✓ Cause AND effect (sun position causes shadow to move)


What Makes a Task Genuinely 3-Dimensional?

Students ARE:

✓ Exploring and investigating (not just listening) ✓ Figuring things out with guidance (not given all answers) ✓ Using practices, core ideas, and concepts TOGETHER ✓ Investigating a phenomenon deeply

Students are NOT:

✗ Just being told facts ✗ Memorizing information ✗ Working with disconnected topics


Steps to Design 3D Learning

  1. Choose a phenomenon (something students observe/experience)

  2. Identify the DCI (what science content?)

  3. Identify SEPs (how will students investigate?)

  4. Identify CCCs (what patterns/relationships?)

  5. Create an experience where students investigate using all three

Bonus: Can you tie it to multiple DCI domains? (Shows deeper understanding)


Exam 3 Preview (Friday)

Coverage:

  • CCCs (Crosscutting Concepts)

  • DCIs (Disciplinary Core Ideas)

  • SEPs (Science and Engineering Practices)

You DON’T need to memorize:

  • All specific CCC, SEP, DCI names

You SHOULD understand:

  • What makes a core idea vs. isolated fact

  • The four DCI domains

  • How to identify SEPs, DCIs, and CCCs in prompts

  • How to use all three to create meaningful learning