This concept paper presents a proposed year-long learning sequence for Crosscutting Concepts (CCCs) in a middle grades aerospace and aviation context. Developed as part of graduate-level coursework, the paper reflects research-informed instructional planning that emphasizes student sense-making across time rather than isolated exposure to scientific ideas. The sequence is situated within a three-year Career, Technical, and Agricultural Education (CTAE) pathway and demonstrates intentional alignment between curricular design, learning progressions, and equitable science instruction. This work is included in the dossier as evidence of my ability to design coherent, conceptually grounded science learning experiences.
