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!!!! !!!!!!!!!!!32!!!!!!

2 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!about!a!topic!students!have!when!th ey!enter!

3 School!and!the!level!of!understanding!ab out!the!topic!desired!upon!completion!of !school!(NRC,!2007).!The!learning!progre ssion!is!then!created!from!those!two!poi nts!to!illustrate!how!conceptual!underst anding!of!the!scientific!phenomena!devel ops!over!time.!The! progression !is!not!ab out!just!adding!more!content!pieces!to!a n!idea.!The!focus!of!the! progression !is! students!developing!a!more!coherent,!com plete,!accurate,!and!complex!understandi ng.!!Standards!based!on!learning!progres sions!offer!an!opportunity!to!support!th e!improvement!in!science!teaching!and!le arning.!It!is!important!to!note!that!the !Framework!and!the!subsequent!NGSS,!focu ses!on!a!few!core!set!of!science!idea!(d isciplinary!core!ideas)!throughout!the!K R12!education.!This!is!important!for!the !successful!implementation!of!learning!p rogressions!theory!and!the!goal!of!creat ing!scientifically!literate!

4 Students!because!students!need!focused,! sustained,!and!coherent!learning!opportu nities!to!develop!a!conceptual!understan ding!of!a!scientific!phenomenon!or!conce pt.!We!cannot!facilitate!this!if!the!set !of!science!ideas!that!are!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!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!

5 Phenomena!or!idea.!The!learning!progress ions!in!the!NGSS!provide!us!with!a!road! map!of!how!a!science!concept!builds!KR12 .!This!helps!with!planning!as!the!learni ng! Progressions !illustrate!the!developme nt!of!student!understanding.!Thus,!if!st udents!are!struggling!to!develop!an!unde rstanding!of!a!concept!we!can!trace!the! concept!back!in!the!standards!to!identif y!parts!of!the!concept!that!students!may !need!further!learning!opportunities!to! understand.!!The!following!document!prov ides!a!look!at!the! progression !of!the!KR 8!performance!expectations.!It!is!import ant!to!note!that!performance!expectation s!specify!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!

6 Are!not!instructional!units.!Performance !expectations!embody!the!three!dimension s!of!NGSS,!the!science!and!engineering!p ractices,!the!disciplinary!core!ideas,!a nd!the!crosscutting!concepts.!It!is!impo rtant!to!examine!the!three!columns!benea th!the!performance!expectation.!These!bo xes!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!Science!Education:!Practices,!!!Crossc utting!!!

7 !Concepts,!and!Core!Ideas.!Washington,!D C:!National!Academies!Pres!!4!Matter!and !Its!Interactions!PreK!K!1!2!3!4!5!MS!HS !PreKRPS1R1!Ask!questions!and!use!observ ations!to!test!the!claim!that!different! 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!the!outermost!energy!level!of!a toms!!!!!!2 RPS1R2!Analyze!data!obtained!from!testin g!different!materials!to!determine!which !materials!have!the!properties!

8 That!are!best!suited!for!an!intended!pur pose.!!!!!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!!! !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!

9 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.!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!

10 That!the!release!or!absorption!of!energy !from!a!chemical!reaction!system!depends !upon!the!changes!in!total!bond!energy.! !!!!!!!!!MSRPS1R5!Develop!and!use!a!mode l!to!describe!how!the!total!number!of!at oms!does!not!change!in!a!chemical!reacti on!and!thus!mass!is!conserved!!!HSRPS1R5 !Apply!scientific!principles!and!evidenc e!to!provide!an!explanation!about!the!ef fects!of!changing!the!temperature!or!con centration!of!the!reacting!particles!on! the!rate!at!which!a!reaction!occurs!!!!! !6!!!PreK!K!1!2!3!4!5!MS!HS!Matter!and!I ts!Interactions!!!!!!!!MSRPS1R6!Undertak e!a!design!project!to!construct,!test,!a nd!modify!a!device!that!either!releases! or!absorbs!thermal!energy!by!chemical!pr ocesses.!!!HSRPS1R6!Refine!the!design!of !a!chemical!system!by!specifying!a!chang e!in!conditions!that!would!produce!incre ased!amounts!of!products!at!equilibrium. !!!!!!!!!!!!HSRPS1R7!Use!