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!

2 Diversity!!!(LS4)!!!!!!!!!20!!!Earth's!P lace!in!the!Universe!!(ESS1)!!!!!!!!!!!2 3!Earth's!Systems!!(ESS2)!!!!!!!!!!!!!!! 25!Earth!and!Human!Activity!!(ESS3)!!!!! !!!!!!28!!Engineering!Design!!(ETS)!!!!! !!!!!!!!!!31!Science!and!Engineering!Pra ctices!!!!!!!!!!!!!!!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!

3 Is!referred!to!as!a!learning! progression .!The!development!of!understanding!over! time!is!a!foundation!for!all!three!dimen sions!of!the!NGSS,!disciplinary!core!ide as,!science!and!engineering!practices,!a nd!crosscutting!concepts.!A!learning!pro gression!represents!both!the!logical!pro gression!of!a!science!concept!and!how!st udents !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!

4 Upon!completion!of!school!(NRC,!2007).!T he!learning! progression !is!then!created! from!those!two!points!to!illustrate!how! conceptual!understanding!of!the!scientif ic!phenomena!develops!over!time.!The!pro gression!is!not!about!just!adding!more!c ontent!pieces!to!an!idea.!The!focus!of!t he! progression !is!students!developing!a! more!coherent,!complete,!accurate,!and!c omplex!understanding.!!Standards!based!o n!learning! Progressions !offer!an!opportu nity!to!support!the!improvement!in!scien ce!teaching!and!learning.!It!is!importan t!to!note!that!the!Framework!and!the!sub sequent!NGSS,!focuses!on!a!few!core!

5 Set!of!science!idea!(disciplinary!core!i deas)!throughout!the!KR12!education.!Thi s!is!important!for!the!successful!implem entation!of!learning! Progressions !theory !and!the!goal!of!creating!scientifically !literate!students!because!students!need !focused,!sustained,!and!coherent!learni ng!opportunities!to!develop!a!conceptual !understanding!of!a!scientific!phenomeno n!or!concept.!We!cannot!facilitate!this! if!the!set!of!science!ideas!that!are!req uired!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!

6 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!

7 Helps!with!planning!as!the!learning!prog ressions!illustrate!the!development!of!s tudent!understanding.!Thus,!if!students! are!struggling!to!develop!an!understandi ng!of!a!concept!we!can!trace!the!concept !back!in!the!standards!to!identify!parts !of!the!concept!that!students!may!need!f urther!learning!opportunities!to!underst and.!!The!following!document!provides!a! look!at!the! progression !of!the!KR8!perfo rmance!expectations.!It!is!important!to! 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!

8 Instruction.!The!performance!expectation s!are!specifications!for!assessments!wit h!implications!for!curriculum!and!instru ction,!but!they!are!not!instructional!un its.!Performance!expectations!embody!the !three!dimensions!of!NGSS,!the!science!a nd!engineering!practices,!the!disciplina ry!core!ideas,!and!the!crosscutting!conc epts.!It!is!important!to!examine!the!thr ee!columns!beneath!the!performance!expec tation.!These!boxes!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.

9 !&!Heredia,!C.!(2014).!Exploring!the!inf luence!of!learning! Progressions !in!two!t eacher!communities.!Journal!of!Research! in!Science!Teaching,!51(8),!982R1020.!Na tional!Research!Council!(2007).!Taking!s cience!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!

10 Different!kinds!of!matter!exist!as!eithe r!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!