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!

2 !(!LS3!)!!!!!!!!!19!Biological!Evolution :!Unity!and!Diversity!!!(LS4)!!!!!!!!!20 !!!Earth's!Place!in!the!Universe!!(ESS1) !!!!!!!!!!!23!Earth's!Systems!!(ESS2)!!! !!!!!!!!!!!!25!Earth!and!Human!Activity! !(ESS3)!!!!!!!!!!!28!!Engineering!Design !!(ETS)!!!!!!!!!!!!!!!31!Science!and!Eng ineering!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!

3 Period!of!years!rather!than!weeks!or!mon th. !(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!

4 Two!anchor!points!in!a!learning!progress ion,!the!initial!ideas!about!a!topic!stu dents!have!when!they!enter!school!and!th e!level!of!understanding!about!the!topic !desired!upon!completion!of!school!(NRC, !2007).!The!learning! progression !is!then !created!from!those!two!points!to!illust rate!how!conceptual!understanding!of!the !scientific!phenomena!develops!over!time .!The! progression !is!not!about!just!addi ng!more!content!pieces!to!an!idea.!The!f ocus!of!the! progression !is!students!deve loping!a!more!coherent,!complete,!accura te,!and!complex!understanding.

5 !!Standards!based!on!learning!progressio ns!offer!an!opportunity!to!support!the!i mprovement!in!science!teaching!and!learn ing.!It!is!important!to!note!that!the!Fr amework!and!the!subsequent!NGSS,!focuses !on!a!few!core!set!of!science!idea!(disc iplinary!core!ideas)!throughout!the!KR12 !education.!This!is!important!for!the!su ccessful!implementation!of!learning!prog ressions!theory!and!the!goal!of!creating !scientifically!literate!students!becaus e!students!need!focused,!sustained,!and! coherent!learning!opportunities!to!devel op!a!conceptual!understanding!

6 Of!a!scientific!phenomenon!or!concept.!W e!cannot!facilitate!this!if!the!set!of!s cience!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 !

7 Students!are!able!to!develop!throughout! their!K12!education.!Learning!progressio ns!are!used!to!plan!coherent!units!of!in struction!as!they!are!focus!on!connected !concepts!related!to!a!big!science!pheno mena!or!idea.!The!learning! Progressions ! in!the!NGSS!provide!us!with!a!road!map!o f!how!a!science!concept!builds!KR12.!Thi s!helps!with!planning!as!the!learning!pr ogressions!illustrate!the!development!of !student!understanding.!Thus,!if!student s!are!struggling!to!develop!an!understan ding!of!a!concept!we!can!trace!the!conce pt!back!in!the!standards!

8 To!identify!parts!of!the!concept!that!st udents!may!need!further!learning!opportu nities!to!understand.!!The!following!doc ument!provides!a!look!at!the! progression !of!the!KR8!performance!expectations.!It !is!important!to!note!that!performance!e xpectations!specify!a!set!of!learning!ou tcomes 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.

9 !Performance!expectations!embody!the!thr ee!dimensions!of!NGSS,!the!science!and!e ngineering!practices,!the!disciplinary!c ore!ideas,!and!the!crosscutting!concepts .!It!is!important!to!examine!the!three!c olumns!beneath!the!performance!expectati on.!These!boxes!are!statements!from!A!Fr amework!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!

10 Research!in!Science!Teaching,!51(8),!982 R1020.!National!Research!Council!(2007). !Taking!science!to!school:!Learning!and! teaching!science!in!grades!KA8.!Washingt on,! !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.