Through this IUSE project we have developed six learning progression-based modules (LPMs; two each focusing on biology, chemistry, and physics). We welcome feedback, trials, and modifications to these LPMs as applied to new instructional contexts. Please attribute this work to James Brian Hancock II, Julie Christensen, and Amanda Harwood, as supported by the National Science Foundation (#2141952).
All LPMs follow the same overall structure, layered into regular instruction about the big ideas in each anchoring phenomenon:
LPM 1.1: Introduce anchoring phenomenon. Students develop initial explanatory models. Students examine other students' models to identify what's similar and different.
LPM 1.2: Introduce "Idea Cards" (based on learning progressions but contextualized for each specific anchoring phenomenon). Students consider if and how the ideas in each Idea Card are/are not included in their initial model.
Regular course instruction. At the conclusion of the unit, students collaborate to develop final explanatory models.
LPM 2.1 or 2.01: Students decide if/how each idea in the Idea Cards should be included in a "correct" final model.
LPM 2.1 prompts students to rank, in order of their sense of increasing sophistication, each Idea Card
LPM 2.01 prompts students to explain if/how each idea in the Idea Cards might be reasonable in the eyes of a student (does not prompt ranking or ordering)
LPM 4.1: Students examine their initial and final models and identify if/how their thinking has changed as well as if/how the ideas represented in the Idea Cards are included in their final explanatory models.
Use the drop-down options below to explore materials included in each LPM.
This physics-focused LPM explores students' ideas about force and motion, contextualized in a unit designed to engage students in explaining why a ball, tossed vertically in the air, follows a familiar up and down path.
This LPM leverages Alonzo & Steedle's learning progression about the relationship between force and motion.
Introduction to phenomenon & initial models
Card Sort 1: Compare ideas on cards against those on your initial model
Card Sort 2: Identifying which ideas should & should not be included on a "correct" final model, & why each idea is reasonable, in the eyes of a student
Comparing initial and final models: How has your thinking changed, and where is alignment to cards?
This physics-focused LPM explores students' ideas about force and motion, contextualized in a unit designed to engage students in explaining how and why the cogs move as they do in the opening sequence of this Honda commercial.
This LPM leverages Alonzo & Steedle's learning progression about the relationship between force and motion.
Introduction to phenomenon & initial models
Card Sort 1: Compare ideas on cards against those on your initial model
Card Sort 2: Identifying which ideas should & should not be included on a "correct" final model, & why each idea is reasonable, in the eyes of a student
Comparing initial and final models: How has your thinking changed, and where is alignment to cards?
Coming Winter 2025. This chemistry-focused LPM will explore students' ideas about the conservation of energy.
This chemistry-focused LPM explores students' ideas about the conservation of matter and tasks them to explain what happens to a gummy bear as it burns in a test tube.
This LPM leverages the CarbonTIME (Transformations in Matter and Energy) learning progression, as modified by Alonzo and others at Michigan State University, focusing on tracing matter.
Introduction to phenomenon & initial models
Card Sort 1: Compare ideas on cards against those on your initial model
Card Sort 2: Identifying which ideas should & should not be included on a "correct" final model, & why each idea is reasonable, in the eyes of a student
Comparing initial and final models: How has your thinking changed, and where is alignment to cards?
This biology-focused LPM explores students' ideas about the conservation of matter and tasks them to trace matter during their explanation of how a plant grows, moves, and functions (Carbon TIME: Plants).
This LPM leverages the CarbonTIME (Transformations in Matter and Energy) learning progression, as modified by Alonzo and others at Michigan State University, focusing on tracing energy.
Introduction to phenomenon & initial models
Card Sort 1: Compare ideas on cards against those on your initial model
Card Sort 2: Identifying which ideas should & should not be included on a "correct" final model, & sorting each in terms of increasing sophistication
Comparing initial and final models: How has your thinking changed, and where is alignment to cards?
This biology-focused LPM explores students' ideas about the conservation of energy and tasks them to trace energy during their explanation of why M'Kenna (unit 7.3 by OpenSciEd) feels the way she feels (due to her sickness).
This LPM leverages the Carbon TIME (Transformations in Matter and Energy) learning progression, as modified by Alonzo and others at Michigan State University, focusing on tracing matter.
Introduction to phenomenon & initial models
Card Sort 1: Compare ideas on cards against those on your initial model
Card Sort 2: Identifying which ideas should & should not be included on a "correct" final model, & why each idea is reasonable, in the eyes of a student
Comparing initial and final models: How has your thinking changed, and where is alignment to cards?