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)!!!!!!!!!!!!!

2 !!25!Earth!and!Human!Activity!!(ESS3)!!! !!!!!!!!28!!Engineering!Design!!(ETS)!!! !!!!!!!!!!!!31!Science!and!Engineering!P ractices!!!!!!!!!!!!!!!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!

3 progression !represents!both!the!logical! 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!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,!

4 And!complex!understanding.!!Standards!ba sed!on!learning! Progressions !offer!an!op portunity!to!support!the!improvement!in! science!teaching!and!learning.!It!is!imp ortant!to!note!that!the!Framework!and!th e!subsequent!NGSS,!focuses!on!a!few!core !set!of!science!idea!(disciplinary!core! ideas)!throughout!the!KR12!education.!Th is!is!important!for!the!successful!imple mentation!of!learning! Progressions !theor y!and!the!goal!of!creating!scientificall y!literate!students!because!students!nee d!focused,!sustained,!and!coherent!learn ing!opportunities!to!develop!a!conceptua l!understanding!of!a!scientific!phenomen on!or!concept.!We!cannot!facilitate!this !if!the!set!of!science!ideas!that!are!re quired!each!year!is!large!and!wide!

5 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!phen omena!or!idea.!The!learning! Progressions !in!the!NGSS!provide!us!with!a!road!map! of!how!a!science!concept!builds!

6 KR12.!This!helps!with!planning!as!the!le arning! Progressions !illustrate!the!devel opment!of!student!understanding.!Thus,!i f!students!are!struggling!to!develop!an! understanding!of!a!concept!we!can!trace! the!concept!back!in!the!standards!to!ide ntify!parts!of!the!concept!that!students !may!need!further!learning!opportunities !to!understand.!!The!following!document! provides!a!look!at!the! progression !of!th e!KR8!performance!expectations.!It!is!im portant!to!note!that!performance!expecta tions!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 !

7 And!instruction,!but!they!are!not!instru ctional!units.!Performance!expectations! 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!

8 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.!!!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!

9 Simple!molecules!and!extended!structures .!!!!HSRPS1R1,!!Use!the!periodic!table!a s!a!model!to!predict!the!relative!proper ties!of!elements!based!on!the!patterns!o f!electrons!in!the!outermost!energy!leve l!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!

10 Has!occurred.!!!HSRPS1R2!Construct!and!r evise!an!explanation!for!the!outcome!of! a!simple!chemical!reaction!based!on!the! outermost!electron!states!of!atoms,!tren ds!in!the!periodic!table,!and!knowledge! of!the!patterns!of!chemical!properties.! !!!!!!5!Matter!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!