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AERO NGSS Progressions

! 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:!Unity!and!Diversity! !!(LS4)!!!!!!!!!20!!!Earth's!Place!in!th e!Universe!!(ESS1)!!!!!!!!!!!23!Earth's! Systems!!(ESS2)!!!!!!!!!!!!!!!25!Earth!a nd!Human!Activity!!(ESS3)!!!!!!!!!!!28!! Engineering!Design!!(ETS)!!!!!!!!!!!!!!! 31!Science!

! 3!!“To!develop!a!thorough!understanding!of!scientific!explanations!of!the!world,!students!need!sustained!opportunities!to!work!with!and!develop!the!underlying!

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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:!Unity!and!Diversity! !!(LS4)!!!!!!!!!20!!!Earth's!Place!in!th e!Universe!!(ESS1)!!!!!!!!!!!23!Earth's! Systems!!(ESS2)!!!!!!!!!!!!!!!25!Earth!a nd!Human!Activity!!(ESS3)!!!!!!!!!!!28!! Engineering!Design!!(ETS)!!!!!!!!!!!!!!! 31!Science!

2 And!Engineering!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!an! understanding !ov ertime!is!referred!to!as!a!learning!prog ression.!The!development!of!understandin g!over!time!is!a!foundation!for!all!thre e!dimensions!of!the!NGSS,!disciplinary!c ore!ideas,!science!and!engineering!pract ices,!and!crosscutting!concepts.!A!learn ing! progression !represents!both!the!logi cal! 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!

3 Anchor!points!in!a!learning! progression , !the!initial!ideas!about!a!topic!student s!have!when!they!enter!school!and!the!le vel!of! understanding !about!the!topic!des ired!upon!completion!of!school!(NRC,!200 7).!The!learning! progression !is!then!cre ated!from!those!two!points!to!illustrate !how!conceptual! understanding !of!the!sci entific!phenomena!develops!over!time.!Th e! progression !is!not!about!just!adding!m ore!content!pieces!to!an!idea.!The!focus !of!the! progression !is!students!developi ng!a!more!coherent,!complete,!accurate,! and!complex! understanding .!!Standards!ba sed!on!learning! Progressions !offer!an!op portunity!to!support!the!improvement!in! science!teaching!and!learning.!It!is!imp ortant!to!note!that!the!Framework!and!th e!subsequent!NGSS,!focuses!on!a!few!core !set!of!science!idea!(disciplinary!core! ideas)!throughout!

4 The!KR12!education.!This!is!important!fo r!the!successful!implementation!of!learn ing! Progressions !theory!and!the!goal!of! creating!scientifically!literate!student s!because!students!need!focused,!sustain ed,!and!coherent!learning!opportunities! to!develop!a!conceptual! understanding !of !a!scientific!phenomenon!or!concept.!We! cannot!facilitate!this!if!the!set!of!sci ence!ideas!that!are!required!each!year!i s!large!and!wide!spread.! It!is!highly!unlikely!that!brief!periods !of!uncoordinated!instruction!are!going! to!achieve!the!goal!of!helping!students! generate!a!scientifically!informed!epist emology,!a!deep!and!wellRstructured!know ledge!base,!and!a!firm! understanding !of! the!purposes!and!methods!of!science !(NRC,!2007).!The!focus!on!the!learning! progression !of!select!science!concepts!w ill!improve!the! understanding !

5 Of!science!students!are!able!to!develop! throughout!their!K12!education.!Learning ! Progressions !are!used!to!plan!coherent! units!of!instruction!as!they!are!focus!o n!connected!concepts!related!to!a!big!sc ience!phenomena!or!idea.!The!learning!pr ogressions!in!the!NGSS!provide!us!with!a !road!map!of!how!a!science!concept!build s!KR12.!This!helps!with!planning!as!the! learning! Progressions !illustrate!the!dev elopment!of!student! understanding .!Thus, !if!students!are!struggling!to!develop!a n! understanding !of!a!concept!we!can!trac e!the!concept!back!in!the!standards!to!i dentify!parts!of!the!concept!that!studen ts!may!need!further!learning!opportuniti es!to!understand.!!The!following!documen t!provides!a!look!at!the! progression !of! the!KR8!performance!expectations.!It!is! important!to!note!that!performance!expec tations!specify!

6 A!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!Education!(NRC!2012)!and!prov ide!detailed!content!for!the!three!eleme nts!in!the!performance!expectation.!!RRR RRRRRR!Furtak,!E.!&!Heredia,!C.!(2014).! Exploring!the!influence!of!learning!prog ressions!in!two!teacher!communities.

7 !Journal!of!Research!in!Science!Teaching ,!51(8),!982R1020.!National!Research!Cou ncil!(2007).!Taking!science!to!school:!L earning!and!teaching!science!in!grades!K A8.!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!Academies!Pres!!4!M atter!and!Its!Interactions!PreK!K!1!2!3! 4!5!MS!HS!PreKRPS1R1!Ask!questions!and!u se!observations!to!test!the!claim!that!d ifferent!kinds!of!matter!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!

8 The!atomic!composition!of!simple!molecul es!and!extended!structures.!!!!HSRPS1R1, !!Use!the!periodic!table!as!a!model!to!p redict!the!relative!properties!of!elemen ts!based!on!the!patterns!of!electrons!in !the!outermost!energy!level!of!atoms!!!! !!2 RPS1R2!Analyze!data!obtained!from!testin g!different!materials!to!determine!which !materials!have!the!properties!that!are! best!suited!for!an!intended!purpose.!!!! !5 RPS1R2!Measure!and!graph!quantities!to!p rovide!evidence!that!regardless!of!the!t ype!of!change!that!occurs!when!heating,! cooling,!or!mixing!substances,!the!total !weight!of!matter!is!conserved.!!!MSRPS1 R2!Analyze!and!interpret!data!on!the!pro perties!of!substances!before!and!after!t he!substances!interact!to!determine!if!a !chemical!reaction!has!occurred.!!!HSRPS 1R2!Construct!and!revise!an!explanation! for!the!

9 Outcome!of!a!simple!chemical!reaction!ba sed!on!the!outermost!electron!states!of! atoms,!trends!in!the!periodic!table,!and !knowledge!of!the!patterns!of!chemical!p roperties.!!!!!!!5!Matter!and!Its!Intera ctions!PreK!K!1!2!3!4!5!MS!HS!!!!2 RPS1R3!Make!observations!to!construct!an !evidenceRbased!account!of!how!an!object !made!of!a!small!set!of!pieces!can!be!di sassembled!and!made!into!a!new!object!!! !5 RPS1R3!Make observations and measurements to identify materials based on their properties. !MSRPS1R3!!Gather!and!make!sense!of!info rmation!to!describe!that!synthetic!mater ials!come!from!natural!resources!and!imp act!society.!!!HSRPS1R3,!!Plan!and!condu ct!an!investigation!to!gather!evidence!t o!compare!the!structure!of!substances!at !the!bulk!scale!to!infer!the!strength!of !electrical!forces!between!particles.!!! .!

10 !!2 RPS1R4!Construct!an!argument!with!eviden ce!that!some!changes!caused!by!heating!o r!cooling!can!be!reversed!and!some!canno t!!!!!5 RPS1R4!Conduct an investigation to determine whether the mixing of two or more substances results in new substances. !MSRPS1R4.!Develop!a!model!that!predicts !and!describes!changes!in!particle!motio n,!temperature,!and!state!of!a!pure!subs tance!when!thermal!energy!is!added!or!re moved.!!HSRPS1R4!Develop!a!model!to!illu strate!that!the!release!or!absorption!of !energy!from!a!chemical!reaction!system! depends!upon!the!changes!in!total!bond!e nergy.!!!!!!!!!!MSRPS1R5!Develop!and!use !a!model!to!describe!how!the!total!numbe r!of!atoms!does!not!change!in!a!chemical !reaction!and!thus!mass!is!conserved!!!H SRPS1R5!Apply!scientific!principles!and! evidence!to!provide!an!explanation!about !the!


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