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!

2 Activity!!(ESS3)!!!!!!!!!!!28!!Engineeri ng!Design!!(ETS)!!!!!!!!!!!!!!!31!Scienc e!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!

3 Logical! 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!of!school!(NRC,!2007).!The!learni ng! progression !is!then!created!from!thos e!two!points!to!illustrate!how!conceptua l!understanding!of!the!scientific!phenom ena!develops!over!time.!The! progression ! is!not!about!just!adding!more!content!pi eces!to!an!idea.!The!focus!of!the!progre ssion!is!students!developing!a!more!cohe rent,!complete,!accurate,!and!complex!un derstanding.!!Standards!based!on!learnin g!

4 Progressions !offer!an!opportunity!to!sup port!the!improvement!in!science!teaching !and!learning.!It!is!important!to!note!t hat!the!Framework!and!the!subsequent!NGS S,!focuses!on!a!few!core!set!of!science! idea!(disciplinary!core!ideas)!throughou t!the!KR12!education.!This!is!important! for!the!successful!implementation!of!lea rning! Progressions !theory!and!the!goal!o f!creating!scientifically!literate!stude nts!because!students!need!focused,!susta ined,!and!coherent!learning!opportunitie s!to!develop!a!conceptual!understanding! of!a!scientific!phenomenon!or!concept.!W e!cannot!facilitate!this!if!the!set!of!s cience!ideas!that!are!required!each!year !is!large!and!wide!spread.! It!is!highly!unlikely!that!brief!periods !of!uncoordinated!instruction!

5 Are!going!to!achieve!the!goal!of!helping !students!generate!a!scientifically!info rmed!epistemology,!a!deep!and!wellRstruc tured!knowledge!base,!and!a!firm!underst anding!of!the!purposes!and!methods!of!sc ience !(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!

6 Understanding.!Thus,!if!students!are!str uggling!to!develop!an!understanding!of!a !concept!we!can!trace!the!concept!back!i n!the!standards!to!identify!parts!of!the !concept!that!students!may!need!further! learning!opportunities!to!understand.!!T he!following!document!provides!a!look!at !the! progression !of!the!KR8!performance! 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!

7 Of!NGSS,!the!science!and!engineering!pra ctices,!the!disciplinary!core!ideas,!and !the!crosscutting!concepts.!It!is!import ant!to!examine!the!three!columns!beneath !the!performance!expectation.!These!boxe s!are!statements!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.!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!

8 Science!Education:!Practices,!!!Crosscut ting!!!!Concepts,!and!Core!Ideas.!Washin gton,!DC:!National!Academies!Pres!!4!Mat ter!and!Its!Interactions!PreK!K!1!2!3!4! 5!MS!HS!PreKRPS1R1!Ask!questions!and!use !observations!to!test!the!claim!that!dif ferent!kinds!of!matter!exist!as!either!s olid!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!

9 The!patterns!of!electrons!in!the!outermo st!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!outcome!of!a!simple!chemical!rea ction!based!on!the!outermost!electron!st ates!of!atoms,!trends!

10 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. !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!