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!

3 Overtime!is!referred!to!as!a!learning!pr ogression.!The!development!of!understand ing!over!time!is!a!foundation!for!all!th ree!dimensions!of!the!NGSS,!disciplinary !core!ideas,!science!and!engineering!pra ctices,!and!crosscutting!concepts.!A!lea rning! progression !represents!both!the!lo gical! progression !of!a!science!concept!a nd!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!

4 Topic!desired!upon!completion!of!school! (NRC,!2007).!The!learning! progression !is !then!created!from!those!two!points!to!i llustrate!how!conceptual!understanding!o f!the!scientific!phenomena!develops!over !time.!The! progression !is!not!about!just !adding!more!content!pieces!to!an!idea.! The!focus!of!the! progression !is!students !developing!a!more!coherent,!complete,!a ccurate,!and!complex!understanding.!!Sta ndards!based!on!learning! Progressions !of fer!an!opportunity!to!support!the!improv ement!in!science!teaching!and!learning.! It!is!important!to!note!that!the!Framewo rk!and!the!subsequent!NGSS,!focuses!

5 On!a!few!core!set!of!science!idea!(disci plinary!core!ideas)!throughout!the!KR12! education.!This!is!important!for!the!suc cessful!implementation!of!learning!progr essions!theory!and!the!goal!of!creating! scientifically!literate!students!because !students!need!focused,!sustained,!and!c oherent!learning!opportunities!to!develo p!a!conceptual!understanding!of!a!scient ific!phenomenon!or!concept.!We!cannot!fa cilitate!this!if!the!set!of!science!idea s!that!are!required!each!year!is!large!a nd!wide!spread.! It!is!highly!unlikely!that!brief!periods !of!uncoordinated!instruction!are!going! to!achieve!the!

6 Goal!of!helping!students!generate!a!scie ntifically!informed!epistemology,!a!deep !and!wellRstructured!knowledge!base,!and !a!firm!understanding!of!the!purposes!an d!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!

7 Concept!builds!KR12.!This!helps!with!pla nning!as!the!learning! Progressions !illus trate!the!development!of!student!underst anding.!Thus,!if!students!are!struggling !to!develop!an!understanding!of!a!concep t!we!can!trace!the!concept!back!in!the!s tandards!to!identify!parts!of!the!concep t!that!students!may!need!further!learnin g!opportunities!to!understand.!!The!foll owing!document!provides!a!look!at!the!pr ogression!of!the!KR8!performance!expecta tions.!It!is!important!to!note!that!perf ormance!expectations!specify!a!set!of!le arning!outcomes that!is,!they!illustrate!the!competencie s!students!should!

8 Develop!as!a!result!of!classroom!instruc tion.!The!performance!expectations!are!s pecifications!for!assessments!with!impli cations!for!curriculum!and!instruction,! but!they!are!not!instructional!units.!Pe rformance!expectations!embody!the!three! dimensions!of!NGSS,!the!science!and!engi neering!practices,!the!disciplinary!core !ideas,!and!the!crosscutting!concepts.!I t!is!important!to!examine!the!three!colu mns!beneath!the!performance!expectation. !These!boxes!are!statements!from!A!Frame work!for!K 12!Science!Education!(NRC!2012)!and!prov ide!detailed!content!for!the!three!eleme nts!in!the!performance!

9 Expectation.!!RRRRRRRRR!Furtak,!E.!&!Her edia,!C.!(2014).!Exploring!the!influence !of!learning! Progressions !in!two!teacher !communities.!Journal!of!Research!in!Sci ence!Teaching,!51(8),!982R1020.!National !Research!Council!(2007).!Taking!science !to!school:!Learning!and!teaching!scienc e!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!

10 Observations!to!test!the!claim!that!diff erent!kinds!of!matter!exist!as!either!so lid!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!