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!

2 Design!!(ETS)!!!!!!!!!!!!!!!31!Science!a nd!Engineering!Practices!!!!!!!!!!!!!!!3 2!!!!!!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!

3 More!complete!understanding!of!the!conce pt!(Furtak!&!Heredia,!2014).!There!are!t wo!anchor!points!in!a!learning!progressi on,!the!initial!ideas!about!a!topic!stud ents!have!when!they!enter!school!and!the !level!of!understanding!about!the!topic! desired!upon!completion!of!school!(NRC,! 2007).!The!learning! progression !is!then! created!from!those!two!points!to!illustr ate!how!conceptual!understanding!of!the! scientific!phenomena!develops!over!time. !The! progression !is!not!about!just!addin g!more!content!pieces!to!an!idea.!The!fo cus!of!the! progression !is!students!devel oping!a!more!coherent,!complete,!accurat e,!and!complex!understanding.!!Standards !based!on!learning! Progressions !offer!an !opportunity!to!support!the!improvement! in!science!teaching!and!learning.!It!is! important!

4 To!note!that!the!Framework!and!the!subse quent!NGSS,!focuses!on!a!few!core!set!of !science!idea!(disciplinary!core!ideas)! throughout!the!KR12!education.!This!is!i mportant!for!the!successful!implementati on!of!learning! Progressions !theory!and!t he!goal!of!creating!scientifically!liter ate!students!because!students!need!focus ed,!sustained,!and!coherent!learning!opp ortunities!to!develop!a!conceptual!under standing!of!a!scientific!phenomenon!or!c oncept.!We!cannot!facilitate!this!if!the !set!of!science!ideas!that!are!required! 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,!

5 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!as!the!learning!p rogressions!illustrate!the!development!o f!student!understanding.!Thus,!if!studen ts!are!struggling!to!develop!an!understa nding!of!a!concept!we!can!trace!the!conc ept!back!in!the!standards!to!identify!pa rts!of!the!concept!that!students!

6 May!need!further!learning!opportunities! to!understand.!!The!following!document!p rovides!a!look!at!the! progression !of!the !KR8!performance!expectations.!It!is!imp ortant!to!note!that!performance!expectat ions!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.!It!is!important!to!exam ine!the!three!columns!beneath!the!perfor mance!expectation.!These!boxes!are!state ments!from!

7 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.!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!

8 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!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!

9 Regardless!of!the!type!of!change!that!oc curs!when!heating,!cooling,!or!mixing!su bstances,!the!total!weight!of!matter!is! conserved.!!!MSRPS1R2!Analyze!and!interp ret!data!on!the!properties!of!substances !before!and!after!the!substances!interac t!to!determine!if!a!chemical!reaction!ha s!occurred.!!!HSRPS1R2!Construct!and!rev ise!an!explanation!for!the!outcome!of!a! simple!chemical!reaction!based!on!the!ou termost!electron!states!of!atoms,!trends !in!the!periodic!table,!and!knowledge!of !the!patterns!of!chemical!properties.!!! !!!!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.

10 !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.!!! .!!!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!