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!
2 !(ESS2)!!!!!!!!!!!!!!!25!Earth!and!Human !Activity!!(ESS3)!!!!!!!!!!!28!!Engineer ing!Design!!(ETS)!!!!!!!!!!!!!!!31!Scien ce!and!Engineering!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!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,!
3 And!crosscutting!concepts.!A!learning!pr ogression!represents!both!the!logical!pr ogression!of!a!science!concept!and!how!s tudents !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!upon!comp letion!of!school!(NRC,!2007).!The!learni ng! progression !is!then!created!from!thos e!two!points!to!illustrate!how!conceptua l!understanding!of!the!scientific!phenom ena!develops!over!time.!The! progression ! is!not!about!just!adding!more!content!pi eces!to!an!idea.!The!focus!of!the!progre ssion!
4 Is!students!developing!a!more!coherent,! complete,!accurate,!and!complex!understa nding.!!Standards!based!on!learning!prog ressions!offer!an!opportunity!to!support !the!improvement!in!science!teaching!and !learning.!It!is!important!to!note!that! the!Framework!and!the!subsequent!NGSS,!f ocuses!on!a!few!core!set!of!science!idea !(disciplinary!core!ideas)!throughout!th e!KR12!education.!This!is!important!for! the!successful!implementation!of!learnin g! Progressions !theory!and!the!goal!of!cr eating!scientifically!literate!students! because!students!need!focused,!sustained ,!and!coherent!learning!opportunities!to !develop!a!conceptual!understanding!of!a !scientific!phenomenon!or!concept.!We!ca nnot!facilitate!
5 This!if!the!set!of!science!ideas!that!ar e!required!each!year!is!large!and!wide!s pread.! 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!phen omena!or!
6 Idea.!The!learning! Progressions !in!the!N GSS!provide!us!with!a!road!map!of!how!a! science!concept!builds!KR12.!This!helps! with!planning!as!the!learning!progressio ns!illustrate!the!development!of!student !understanding.!Thus,!if!students!are!st ruggling!to!develop!an!understanding!of! a!concept!we!can!trace!the!concept!back! in!the!standards!to!identify!parts!of!th e!concept!that!students!may!need!further !learning!opportunities!to!understand.!! The!following!document!provides!a!look!a t!the! progression !of!the!KR8!performance !expectations.!It!is!important!to!note!t hat!performance!expectations!specify!a!s et!of!learning!outcomes that!is,!they!illustrate!the!competencie s!students!should!develop!as!
7 A!result!of!classroom!instruction.!The!p erformance!expectations!are!specificatio ns!for!assessments!with!implications!for !curriculum!and!instruction,!but!they!ar e!not!instructional!units.!Performance!e xpectations!embody!the!three!dimensions! of!NGSS,!the!science!and!engineering!pra ctices,!the!disciplinary!core!ideas,!and !the!crosscutting!concepts.!It!is!import ant!to!examine!the!three!columns!beneath !the!performance!expectation.!These!boxe s!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!
8 Teacher!communities.!Journal!of!Research !in!Science!Teaching,!51(8),!982R1020.!N ational!Research!Council!(2007).!Taking! science!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!d ifferent!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!
9 Properties.!!!!!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!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,!
10 The!total!weight!of!matter!is!conserved. !!!MSRPS1R2!Analyze!and!interpret!data!o n!the!properties!of!substances!before!an d!after!the!substances!interact!to!deter mine!if!a!chemical!reaction!has!occurred .!!!HSRPS1R2!Construct!and!revise!an!exp lanation!for!the!outcome!of!a!simple!che mical!reaction!based!on!the!outermost!el ectron!states!of!atoms,!trends!in!the!pe riodic!table,!and!knowledge!of!the!patte rns!of!chemical!properties.!!!!!!!5!Matt er!and!Its!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!Make observations and measurements to identify materials based on their properties.
