Transcription of 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)!!!!!!!!!!!!!!! 31!Science!and!Engineering!Practices!!
2 !!!!!!!!!!!!!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,!2014).!There!are!two!anchor!points! in!a!learning! progression ,!the!initial!i deas!
3 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!core!ideas)!throughout!t he!KR12!education.!This!is!important!for !the!successful!implementation!of!learni ng!
4 Progressions !theory!and!the!goal!of!crea ting!scientifically!literate!students!be cause!students!need!focused,!sustained,! and!coherent!learning!opportunities!to!d evelop!a!conceptual!understanding!of!a!s cientific!phenomenon!or!concept.!We!cann ot!facilitate!this!if!the!set!of!science !ideas!that!are!required!each!year!is!la rge!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!w ill!improve!the!understanding!of!science !students!are!able!to!develop!throughout !their!K12!education.!Learning!progressi ons!are!used!to!plan!coherent!
5 Units!of!instruction!as!they!are!focus!o n!connected!concepts!related!to!a!big!sc ience!phenomena!or!idea.!The!learning!pr ogressions!in!the!NGSS!provide!us!with!a !road!map!of!how!a!science!concept!build s!KR12.!This!helps!with!planning!as!the! learning! Progressions !illustrate!the!dev elopment!of!student!understanding.!Thus, !if!students!are!struggling!to!develop!a n!understanding!of!a!concept!we!can!trac e!the!concept!back!in!the!standards!to!i dentify!parts!of!the!concept!that!studen ts!may!need!further!learning!opportuniti es!to!understand.!!The!following!documen t!provides!a!look!at!the! progression !of! the!KR8!performance!expectations.!It!is! important!to!note!that!performance!expec tations!specify!a!set!of!learning!outcom es that!is,!they!illustrate!the!competencie s!students!should!develop!as!a!result!of !classroom!instruction.!The!performance!
6 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!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,! !
7 National!Research!Council!National!Resea rch!Council!(2012).!A!Framework!for!KA12 !Science!Education:!Practices,!!!Crosscu tting!!!!Concepts,!and!Core!Ideas.!Washi ngton,!DC:!National!Academies!Pres!!4!Ma tter!and!Its!Interactions!PreK!K!1!2!3!4 !5!MS!HS!PreKRPS1R1!Ask!questions!and!us e!observations!to!test!the!claim!that!di fferent!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!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!
8 The!outermost!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!in!the!periodic!ta ble,!and!knowledge!of!the!patterns!of!ch emical!properties.!!!!!!!5!Matter!and!It s!Interactions!PreK!K!1!2!3!4!5!MS!HS!
9 !!!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!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.!
10 Develop!a!model!that!predicts!and!descri bes!changes!in!particle! motion ,!temperat ure,!and!state!of!a!pure!substance!when! thermal!energy!is!added!or!removed.!!HSR PS1R4!Develop!a!model!to!illustrate!that !the!release!or!absorption!of!energy!fro m!a!chemical!reaction!system!depends!upo n!the!changes!in!total!bond!energy.!!!!! !!!!!MSRPS1R5!Develop!and!use!a!model!to !describe!how!the!total!number!of!atoms! does!not!change!in!a!chemical!reaction!a nd!thus!mass!is!conserved!!!HSRPS1R5!App ly!scientific!principles!and!evidence!to !provide!an!explanation!about!the!effect s!of!changing!the!temperature!or!concent ration!of!the!reacting!particles!on!the! rate!at!which!a!reaction!occurs!!!!!!6!! !PreK!K!1!2!3!4!5!MS!HS!Matter!and!Its!I nteractions!!!!!!!!MSRPS1R6!Undertake!a! design!project!to!construct,!test,!and!m odify!a!device!that!either!releases!or!a bsorbs!
