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!

2 Of!Traits!!(!LS3!)!!!!!!!!!19!Biological !Evolution:!Unity!and!Diversity!!!(LS4)! !!!!!!!!20!!!Earth's!Place!in!the!Univer se!!(ESS1)!!!!!!!!!!!23!Earth's!Systems! !(ESS2)!!!!!!!!!!!!!!!25!Earth!and!Human !Activity!!(ESS3)!!!!!!!!!!!28!!Engineer ing!Design!!(ETS)!!!!!!!!!!!!!!!31!Scien ce!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!

3 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,!)

4 2014).!There!are!two!anchor!points!in!a! learning! progression ,!the!initial!ideas! about!a!topic!students!have!when!they!en ter!school!and!the!level!of!understandin g!about!the!topic!desired!upon!completio n!of!school!(NRC,!2007).!The!learning!pr ogression!is!then!created!from!those!two !points!to!illustrate!how!conceptual!und erstanding!of!the!scientific!phenomena!d evelops!over!time.!The! progression !is!no t!about!just!adding!more!content!pieces! to!an!idea.!The!focus!of!the! progression !is!students!developing!a!more!coherent, !complete,!

5 Accurate,!and!complex!understanding.!!St andards!based!on!learning! Progressions !o ffer!an!opportunity!to!support!the!impro vement!in!science!teaching!and!learning. !It!is!important!to!note!that!the!Framew ork!and!the!subsequent!NGSS,!focuses!on! a!few!core!set!of!science!idea!(discipli nary!core!ideas)!throughout!the!KR12!edu cation.!This!is!important!for!the!succes sful!implementation!of!learning!progress ions!theory!and!the!goal!of!creating!sci entifically!literate!students!because!st udents!need!focused,!sustained,!and!cohe rent!learning!

6 Opportunities!to!develop!a!conceptual!un derstanding!of!a!scientific!phenomenon!o r!concept.!We!cannot!facilitate!this!if! the!set!of!science!ideas!that!are!requir ed!each!year!is!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!

7 Select!science!concepts!will!improve!the !understanding!of!science!students!are!a ble!to!develop!throughout!their!K12!educ ation.!Learning! Progressions !are!used!to !plan!coherent!units!of!instruction!as!t hey!are!focus!on!connected!concepts!rela ted!to!a!big!science!phenomena!or!idea.! The!learning! Progressions !in!the!NGSS!pr ovide!us!with!a!road!map!of!how!a!scienc e!concept!builds!KR12.!This!helps!with!p lanning!as!the!learning! Progressions !ill ustrate!the!development!of!student!under standing.!Thus,!if!students!are!struggli ng!to!develop!

8 An!understanding!of!a!concept!we!can!tra ce!the!concept!back!in!the!standards!to! identify!parts!of!the!concept!that!stude nts!may!need!further!learning!opportunit ies!to!understand.!!The!following!docume nt!provides!a!look!at!the! progression !of !the!KR8!performance!expectations.!It!is !important!to!note!that!performance!expe ctations!specify!a!set!of!learning!outco mes that!is,!they!illustrate!the!competencie s!students!should!develop!as!a!result!of !classroom!instruction.!The!performance! expectations!are!specifications!for!asse ssments!

9 With!implications!for!curriculum!and!ins truction,!but!they!are!not!instructional !units.!Performance!expectations!embody! the!three!dimensions!of!NGSS,!the!scienc e!and!engineering!practices,!the!discipl inary!core!ideas,!and!the!crosscutting!c oncepts.!It!is!important!to!examine!the! three!columns!beneath!the!performance!ex pectation.!These!boxes!are!statements!fr om!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,!

10 C.!(2014).!Exploring!the!influence!of!le arning! Progressions !in!two!teacher!commu nities.!Journal!of!Research!in!Science!T eaching,!51(8),!982R1020.!National!Resea rch!Council!(2007).!Taking!science!to!sc hool:!Learning!and!teaching!science!in!g rades!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!Academies!Pres!!4!M atter!and!Its!Interactions!PreK!K!1!2!3! 4!5!MS!HS!PreKRPS1R1!Ask!questions!