Learning Progressions
Argumentation Learning Progression
Argumentation Learning Progression
This learning progression relates to the Next Generation Science Standards’ Arguing from Evidence science and engineering practice.
Level 3: Students at this level are able to argue from evidence, making claims, supporting the claims with evidence, and connecting them with reasoning. Students need support in constructing counter arguments and identifying which of two arguments is stronger.
Level 3: Students at this level are able to argue from evidence, making claims, supporting the claims with evidence, and connecting them with reasoning. Students need support in constructing counter arguments and identifying which of two arguments is stronger.
Level 2: Students at this level are able to make claims and identify evidence. They need support finding reasoning to connect their claims to evidence.
Level 2: Students at this level are able to make claims and identify evidence. They need support finding reasoning to connect their claims to evidence.
Level 1: Students at this level are starting to understand how to argue from evidence. They may be able to make a claim and are beginning to learn to identify evidence.
Level 1: Students at this level are starting to understand how to argue from evidence. They may be able to make a claim and are beginning to learn to identify evidence.
Level 0: Students at this level need support making claims and finding evidence.
Level 0: Students at this level need support making claims and finding evidence.
Ecosystems Learning Progression
Ecosystems Learning Progression
This learning progression relates to the Next Generation Science Standards’ disciplinary core idea Interdependent Relationships in Ecosystems (DCI LS2.A).
Level 3: Students at this level are able to predict changes in more than two components in an ecosystem based on changes in populations or availability of non-living resources.
Level 3: Students at this level are able to predict changes in more than two components in an ecosystem based on changes in populations or availability of non-living resources.
Level 2: Students at this level are able to predict 1) the effects of availability of and competition for non-living resources (e.g. food, space, water, shelter, and light) on populations and 2) how a change in one population affects another indirectly related population.
Level 2: Students at this level are able to predict 1) the effects of availability of and competition for non-living resources (e.g. food, space, water, shelter, and light) on populations and 2) how a change in one population affects another indirectly related population.
Level 1: Students at this level can predict the effect of a change in the size of one population on the size of another population in predator-prey, mutual, commensal, or parasitic relationships and use the knowledge that plants form the base of the food web and are living organisms.
Level 1: Students at this level can predict the effect of a change in the size of one population on the size of another population in predator-prey, mutual, commensal, or parasitic relationships and use the knowledge that plants form the base of the food web and are living organisms.
Level 0: Students at this level need support understanding relationships in ecosystems.
Level 0: Students at this level need support understanding relationships in ecosystems.
