AERO NGSS Progressions - projectaero.org

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!

2 Human!Activity!!(ESS3)!!!!!!!!!!!28!!Eng ineering!Design!!(ETS)!!!!!!!!!!!!!!!31! Science!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,!and!crosscutting!concepts.!A!learn ing! progression !represents!

3 Both!the!logical! progression !of!a!scienc e!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!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!is!students!developing!a!more!cohe rent,!complete,!accurate,!and!complex!un derstanding.!!Standards!

4 Based!on!learning! Progressions !offer!an! opportunity!to!support!the!improvement!i n!science!teaching!and!learning.!It!is!i mportant!to!note!that!the!Framework!and! the!subsequent!NGSS,!focuses!on!a!few!co re!set!of!science!idea!(disciplinary!cor e!ideas)!throughout!the!KR12!education.! This!is!important!for!the!successful!imp lementation!of!learning! Progressions !the ory!and!the!goal!of!creating!scientifica lly!literate!students!because!students!n eed!focused,!sustained,!and!coherent!lea rning!opportunities!to!develop!a!concept ual!understanding!of!a!scientific!phenom enon!or!concept.!We!cannot!facilitate!th is!if!the!set!of!science!ideas!that!are! required!each!year!is!large!and!wide!spr ead.! It!is!highly!unlikely!that!brief!periods !of!

5 Uncoordinated!instruction!are!going!to!a chieve!the!goal!of!helping!students!gene rate!a!scientifically!informed!epistemol ogy,!a!deep!and!wellRstructured!knowledg e!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!idea.!The!learning! Progressions !in!the!NGSS!provide!us!with!a!road!map! of!how!a!science!concept!builds!KR12.!Th is!helps!with!planning!as!the!learning!p rogressions!illustrate!

6 The!development!of!student!understanding .!Thus,!if!students!are!struggling!to!de velop!an!understanding!of!a!concept!we!c an!trace!the!concept!back!in!the!standar ds!to!identify!parts!of!the!concept!that !students!may!need!further!learning!oppo rtunities!to!understand.!!The!following! document!provides!a!look!at!the!progress ion!of!the!KR8!performance!expectations. !It!is!important!to!note!that!performanc e!expectations!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!are!not!instr uctional!units.!Performance!expectations !

7 Embody!the!three!dimensions!of!NGSS,!the !science!and!engineering!practices,!the! disciplinary!core!ideas,!and!the!crosscu tting!concepts.!It!is!important!to!exami ne!the!three!columns!beneath!the!perform ance!expectation.!These!boxes!are!statem ents!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!

8 (2012).!A!Framework!for!KA12!Science!Edu cation:!Practices,!!!Crosscutting!!!!Con cepts,!and!Core!Ideas.!Washington,!DC:!N ational!Academies!Pres!!4!Matter!and!Its !Interactions!PreK!K!1!2!3!4!5!MS!HS!Pre KRPS1R1!Ask!questions!and!use!observatio ns!to!test!the!claim!that!different!kind s!of!matter!exist!as!either!solid!or!liq uid.!!!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!

9 Properties!of!elements!based!on!the!patt erns!of!electrons!in!the!outermost!energ y!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!

10 Electron!states!of!atoms,!trends!in!the! periodic!table,!and!knowledge!of!the!pat terns!of!chemical!properties.!!!!!!!5!Ma tter!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. !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!