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!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!logi cal! progression !of!a!science!concept!and !how!students !ideas!progress!to!the!more!complete!und erstanding!of!the!concept!(Furtak!&!Here dia,!)

3 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,!accurate,!and!complex!underst anding.!!Standards!based!on!learning!pro gressions!offer!an!opportunity!to!suppor t!the!improvement!in!science!teaching!an d!learning.!It!is!important!to!note!that !the!Framework!and!the!subsequent!NGSS,! focuses!on!a!few!core!set!of!science!ide a!(disciplinary!

4 Core!ideas)!throughout!the!KR12!educatio n.!This!is!important!for!the!successful! implementation!of!learning! Progressions ! theory!and!the!goal!of!creating!scientif ically!literate!students!because!student s!need!focused,!sustained,!and!coherent! learning!opportunities!to!develop!a!conc eptual!understanding!of!a!scientific!phe nomenon!or!concept.!We!cannot!facilitate !this!if!the!set!of!science!ideas!that!a re!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,!and!a!firm!understanding!of! the!purposes!and!methods!of!science !(NRC,!2007).!The!focus!on!the!learning! progression !of!select!science!concepts!

5 Will!improve!the!understanding!of!scienc e!students!are!able!to!develop!throughou t!their!K12!education.!Learning!progress ions!are!used!to!plan!coherent!units!of! instruction!as!they!are!focus!on!connect ed!concepts!related!to!a!big!science!phe nomena!or!idea.!The!learning! progression s!in!the!NGSS!provide!us!with!a!road!map !of!how!a!science!concept!builds!KR12.!T his!helps!with!planning!as!the!learning! Progressions !illustrate!the!development! of!student!understanding.!Thus,!if!stude nts!are!struggling!to!develop!an!underst anding!of!a!concept!we!can!trace!the!con cept!back!in!the!standards!to!identify!p arts!of!the!concept!that!students!may!ne ed!further!learning!opportunities!to!und erstand.!!The!following!document!provide s!a!look!at!the! progression !of!the!KR8!p erformance!expectations.!It!is!important !to!

6 Note!that!performance!expectations!speci fy!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!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!

7 Of!learning! Progressions !in!two!teacher! communities.!Journal!of!Research!in!Scie nce!Teaching,!51(8),!982R1020.!National! Research!Council!(2007).!Taking!science! to!school:!Learning!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 !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!

8 Too!small!to!be!seen.!!!MSRPS1R1!Develop !models!to!describe!the!atomic!compositi on!of!simple!molecules!and!extended!stru ctures.!!!!HSRPS1R1,!!Use!the!periodic!t able!as!a!model!to!predict!the!relative! properties!of!elements!based!on!the!patt erns!of!electrons!in!the!outermost!energ y!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!

9 Has!occurred.!!!HSRPS1R2!Construct!and!r evise!an!explanation!for!the!outcome!of! a!simple!chemical!reaction!based!on!the! outermost!electron!states!of!atoms,!tren ds!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!

10 Bulk!scale!to!infer!the!strength!of!elec trical!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!in!a!chemical !reaction!and!thus!mass!is!conserved!