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!and!Engineering!Practices!!!! !!!!!!!!!!!32!!!!!!3!! To!develop!a!thorough!understanding!

2 Of!scientific!explanations!of!the!world, !students!need!sustained!opportunities!t o!work!with!and!develop!the!underlying!i deas!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!anchor!points! in!a!learning! progression ,!the!initial!i deas!about!a!topic!students!have!when!th ey!enter!school!and!the!level!of!underst anding!about!the!topic!desired!upon!comp letion!

3 Of!school!(NRC,!2007).!The!learning!prog ression!is!then!created!from!those!two!p oints!to!illustrate!how!conceptual!under standing!of!the!scientific!phenomena!dev elops!over!time.!The! progression !is!not! about!just!adding!more!content!pieces!to !an!idea.!The!focus!of!the! progression !i s!students!developing!a!more!coherent,!c omplete,!accurate,!and!complex!understan ding.!!Standards!based!on!learning!progr essions!offer!an!opportunity!to!support! the!improvement!in!science!teaching!and! learning.!It!is!important!to!note!that!t he!Framework!and!the!subsequent!NGSS,!fo cuses!on!a!few!core!set!of!science!idea! (disciplinary!core!ideas)!throughout!the !KR12!education.!This!is!important!for!t he!successful!implementation!of!learning ! Progressions !theory!and!the!goal!of!cre ating!scientifically!literate!students!b ecause!students!need!focused,!sustained, !and!coherent!learning!opportunities!to! develop!a!conceptual!

4 Understanding!of!a!scientific!phenomenon !or!concept.!We!cannot!facilitate!this!i f!the!set!of!science!ideas!that!are!requ ired!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!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! Progressions !in!the!NGSS!provide!us!with!a!road!map! of!how!a!science!concept!builds!KR12.!Th is!helps!with!planning!

5 As!the!learning! Progressions !illustrate! the!development!of!student!understanding .!Thus,!if!students!are!struggling!to!de velop!an!understanding!of!a!concept!we!c an!trace!the!concept!back!in!the!standar ds!to!identify!parts!of!the!concept!that !students!may!need!further!learning!oppo rtunities!to!understand.!!The!following! document!provides!a!look!at!the!progress ion!of!the!KR8!performance!expectations. !It!is!important!to!note!that!performanc e!expectations!specify!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.

6 !It!is!important!to!examine!the!three!co lumns!beneath!the!performance!expectatio n.!These!boxes!are!statements!from!A!Fra mework!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.!Jou rnal!of!Research!in!Science!Teaching,!51 (8),!982R1020.!National!Research!Council !(2007).!Taking!science!to!school:!Learn ing!and!teaching!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!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 !

7 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!predict!the!relative!properties!o f!elements!based!on!the!patterns!of!elec trons!in!the!outermost!energy!level!of!a toms!!!!!!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!

8 Interpret!data!on!the!properties!of!subs tances!before!and!after!the!substances!i nteract!to!determine!if!a!chemical!react ion!has!occurred.!!!HSRPS1R2!Construct!a nd!revise!an!explanation!for!the!outcome !of!a!simple!chemical!reaction!based!on! the!outermost!electron!states!of!atoms,! trends!in!the!periodic!table,!and!knowle dge!of!the!patterns!of!chemical!properti es.!!!!!!!5!Matter!and!Its!Interactions! 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!

9 Of!substances!at!the!bulk!scale!to!infer !the!strength!of!electrical!forces!betwe en!particles.!!!.!!!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!

10 About!the!effects!of!changing!the!temper ature!or!concentration!of!the!reacting!p articles!on!the!rate!at!which!a!reaction !occurs!!!!!!6!!!PreK!K!1!2!3!4!5!MS!HS! Matter!and!Its!Interactions!!!!!!!!MSRPS 1R6!Undertake!a!design! project !to!constr uct,!test,!and!modify!a!device!that!eith er!releases!or!absorbs!thermal!energy!by !chemical!processes.!!!HSRPS1R6!Refine!t he!design!of!a!chemical!system!by!specif ying!a!change!in!conditions!that!would!p roduce!increased!amounts!of!products!at! equilibrium.!!!!!!!!!!!!HSRPS1R7!Use!mat hematical!representations!to!support!the !claim!that!atoms,!and!therefore!mass,!a re!conserved!during!a!chemical!reaction. !!!!!!!!!!!HSRPS1R8!Develop!models!to!il lustrate!the!changes!in!the!composition! of!the!nucleus!of!the!atom!and!the!energ y!released!during!the!processes!of!fissi on,!fusion,!and!radioactive!decay.!!!!!! !7!!Forces!and!Motion!PreK!K!1!2!3!4!5!M S!HS!PreKRPS2R1!Use!tools!