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)!!!!!!!

2 !!!!!!!!31!Science!and!Engineering!Pract ices!!!!!!!!!!!!!!!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!)

3 &!Heredia,!2014).!There!are!two!anchor!p oints!in!a!learning! progression ,!the!ini tial!ideas!about!a!topic!students!have!w hen!they!enter!school!and!the!level!of!u nderstanding!about!the!topic!desired!upo n!completion!of!school!(NRC,!2007).!The! learning! progression !is!then!created!fro m!those!two!points!to!illustrate!how!con ceptual!understanding!of!the!scientific! phenomena!develops!over!time.!The!progre ssion!is!not!about!just!adding!more!cont ent!pieces!to!an!idea.!The!focus!of!the! progression !is!students!developing!a!mor e!coherent,!complete,!accurate,!and!comp lex!understanding.!!Standards!based!on!l earning! Progressions !offer!an!opportunit y!to!support!the!improvement!in!science! teaching!and!learning.!It!is!important!t o!note!that!the!Framework!and!the!subseq uent!NGSS,!focuses!on!a!few!core!set!

4 Of!science!idea!(disciplinary!core!ideas )!throughout!the!KR12!education.!This!is !important!for!the!successful!implementa tion!of!learning! Progressions !theory!and !the!goal!of!creating!scientifically!lit erate!students!because!students!need!foc used,!sustained,!and!coherent!learning!o pportunities!to!develop!a!conceptual!und erstanding!of!a!scientific!phenomenon!or !concept.!We!cannot!facilitate!this!if!t he!set!of!science!ideas!that!are!require d!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 !

5 Of!select!science!concepts!will!improve! the!understanding!of!science!students!ar e!able!to!develop!throughout!their!K12!e ducation.!Learning! Progressions !are!used !to!plan!coherent!units!of!instruction!a s!they!are!focus!on!connected!concepts!r elated!to!a!big!science!phenomena!or!ide a.!The!learning! Progressions !in!the!NGSS !provide!us!with!a!road!map!of!how!a!sci ence!concept!builds!KR12.!This!helps!wit h!planning!as!the!learning! Progressions ! illustrate!the!development!of!student!un derstanding.!Thus,!if!students!are!strug gling!to!develop!an!understanding!of!a!c oncept!we!can!trace!the!concept!back!in! the!standards!to!identify!parts!of!the!c oncept!that!students!may!need!further!le arning!opportunities!to!understand.!!The !following!document!provides!a!look!at!t he! progression !of!the!KR8!performance!

6 Expectations.!It!is!important!to!note!th at!performance!expectations!specify!a!se t!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,!

7 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!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!

8 To!describe!that!matter!is!made!of!parti cles!too!small!to!be!seen.!!!MSRPS1R1!De velop!models!to!describe!the!atomic!comp osition!of!simple!molecules!and!extended !structures.!!!!HSRPS1R1,!!Use!the!perio dic!table!as!a!model!to!predict!the!rela tive!properties!of!elements!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!

9 Interact!to!determine!if!a!chemical!reac tion!has!occurred.!!!HSRPS1R2!Construct! and!revise!an!explanation!for!the!outcom e!of!a!simple!chemical!reaction!based!on !the!outermost!electron!states!of!atoms, !trends!in!the!periodic!table,!and!knowl edge!of!the!patterns!of!chemical!propert ies.!!!!!!!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!

10 To!compare!the!structure!of!substances!a t!the!bulk!scale!to!infer!the!strength!o f!electrical!forces!between!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!