Transcription of AERO NGSS Progressions
1 ! AERO Next Generation Science Standards Progressions by Performance Expectations !2!Table!of!Contents!!!!Introduction!!!! !!!!!!!!!!!!!!2!!Matter!and!Its!Interact ions!!!(PS1)!!!!!!!!!!!!!!!!!!!!!!!!!!!! 3!Forces!and!Motion!!!(PS2)!!!!!!!!!!!!! !!7!Energy!!!(PS3)!!!!!!!!!!!!!!!!7!Wave s!and!Their!Applications!!(PS4)!!!!!!!!! !!!!!!!!!!!!!!!!!!11!!From!Molecules!to! Organisms:!Structures!and!Processes!(!LS 1)!!!!!!!!!!!!!!!!!!!!!!!13!Ecosystems:! Interactions,!Energy,!and!Dynamics!(LS2) !!!!!!!!!16!Heredity:!Inheritance!and!Va riation!of!Traits!!(!LS3!)!!!!!!!!!19!Bi ological!Evolution:!
2 Unity!and!Diversity!!!(LS4)!!!!!!!!!20!! !Earth's!Place!in!the!Universe!!(ESS1)!! !!!!!!!!!23!Earth's!Systems!!(ESS2)!!!!! !!!!!!!!!!25!Earth!and!Human!Activity!!( ESS3)!!!!!!!!!!!28!!Engineering!Design!! (ETS)!!!!!!!!!!!!!!!31!Science!and!Engin eering!Practices!!!!!!!!!!!!!!!32!!!!!!3 !! To!develop!a!thorough!understanding!of!s cientific!explanations!of!the!world,!stu dents!need!sustained!opportunities!to!wo rk!with!and!develop!the!underlying!ideas !and!to!appreciate!those!ideas !interconnections!over!a!period!of!years !rather!than!weeks!or!month. !(NRC,!2012,!p.!26). The!idea!of!building!
3 An!understanding!overtime!is!referred!to !as!a!learning! progression .!The!developm ent!of!understanding!over!time!is!a!foun dation!for!all!three!dimensions!of!the!N GSS,!disciplinary!core!ideas,!science!an d!engineering!practices,!and!crosscuttin g!concepts.!A!learning! progression !repre sents!both!the!logical! progression !of!a! science!concept!and!how!students !ideas!progress!to!the!more!complete!und erstanding!of!the!concept!(Furtak!&!Here dia,!2014).!There!are!two!anchor!points! in!a!learning! progression ,!the!initial!i deas!about!a!topic!students!have!when!th ey!enter!school!and!the!level!
4 Of!understanding!about!the!topic!desired !upon!completion!of!school!(NRC,!2007).! The!learning! progression !is!then!created !from!those!two!points!to!illustrate!how !conceptual!understanding!of!the!scienti fic!phenomena!develops!over!time.!The!pr ogression!is!not!about!just!adding!more! content!pieces!to!an!idea.!The!focus!of! the! progression !is!students!developing!a !more!coherent,!complete,!accurate,!and! complex!understanding.!!Standards!based! on!learning! Progressions !offer!an!opport unity!to!support!the!improvement!in!scie nce!teaching!and!learning.!It!is!importa nt!to!note!that!the!
5 Framework!and!the!subsequent!NGSS,!focus es!on!a!few!core!set!of!science!idea!(di sciplinary!core!ideas)!throughout!the!KR 12!education.!This!is!important!for!the! successful!implementation!of!learning!pr ogressions!theory!and!the!goal!of!creati ng!scientifically!literate!students!beca use!students!need!focused,!sustained,!an d!coherent!learning!opportunities!to!dev elop!a!conceptual!understanding!of!a!sci entific!phenomenon!or!concept.!We!cannot !facilitate!this!if!the!set!of!science!i deas!that!are!required!each!year!is!larg e!and!wide!spread.! It!is!highly!unlikely!that!brief!periods !
6 Of!uncoordinated!instruction!are!going!t o!achieve!the!goal!of!helping!students!g enerate!a!scientifically!informed!episte mology,!a!deep!and!wellRstructured!knowl edge!base,!and!a!firm!understanding!of!t he!purposes!and!methods!of!science !(NRC,!2007).!The!focus!on!the!learning! progression !of!select!science!concepts!w ill!improve!the!understanding!of!science !students!are!able!to!develop!throughout !their!K12!education.!Learning!progressi ons!are!used!to!plan!coherent!units!of!i nstruction!as!they!are!focus!on!connecte d!concepts!related!to!a!big!science!phen omena!or!idea.!The!learning!
7 Progressions !in!the!NGSS!provide!us!with !a!road!map!of!how!a!science!concept!bui lds!KR12.!This!helps!with!planning!as!th e!learning! Progressions !illustrate!the!d evelopment!of!student!understanding.!Thu s,!if!students!are!struggling!to!develop !an!understanding!of!a!concept!we!can!tr ace!the!concept!back!in!the!standards!to !identify!parts!of!the!concept!that!stud ents!may!need!further!learning!opportuni ties!to!understand.!!The!following!docum ent!provides!a!look!at!the! progression !o f!the!KR8!performance!expectations.!It!i s!important!to!note!that!performance!exp ectations!specify!a!
8 Set!of!learning!outcomes that!is,!they!illustrate!the!competencie s!students!should!develop!as!a!result!of !classroom!instruction.!The!performance! expectations!are!specifications!for!asse ssments!with!implications!for!curriculum !and!instruction,!but!they!are!not!instr uctional!units.!Performance!expectations !embody!the!three!dimensions!of!NGSS,!th e!science!and!engineering!practices,!the !disciplinary!core!ideas,!and!the!crossc utting!concepts.!It!is!important!to!exam ine!the!three!columns!beneath!the!perfor mance!expectation.!These!boxes!are!state ments!from!A!Framework!for!K 12!Science!
9 Education!(NRC!2012)!and!provide!detaile d!content!for!the!three!elements!in!the! performance!expectation.!!RRRRRRRRR!Furt ak,!E.!&!Heredia,!C.!(2014).!Exploring!t he!influence!of!learning! Progressions !in !two!teacher!communities.!Journal!of!Res earch!in!Science!Teaching,!51(8),!982R10 20.!National!Research!Council!(2007).!Ta king!science!to!school:!Learning!and!tea ching!science!in!grades!KA8.!Washington, ! !National!Research!Council!National!Rese arch!Council!(2012).!A!Framework!for!KA1 2!Science!Education:!Practices,!!!Crossc utting!!!!Concepts,!and!Core!Ideas.!Wash ington,!DC:!National!
10 Academies!Pres!!4!Matter!and!Its!Interac tions!PreK!K!1!2!3!4!5!MS!HS!PreKRPS1R1! Ask!questions!and!use!observations!to!te st!the!claim!that!different!kinds!of!mat ter!exist!as!either!solid!or!liquid.!!!2 RPS1R1!Plan!and!conduct!an!investigation !to!describe!and!classify!different!kind s!of!materials!by!their!observable!prope rties.!!!!!5 RPS1R1!Develop!a!model!to!describe!that! matter!is!made!of!particles!too!small!to !be!seen.!!!MSRPS1R1!Develop!models!to!d escribe!the!atomic!composition!of!simple !molecules!and!extended!structures.!!!!H SRPS1R1,!!Use!the!periodic!table!as!a!mo del!to!
