Earth & Space Science Progression Map

NGSSGrades K to 1258 core standards · 54 connections

Earth's place in the universe, Earth's systems, and human impacts across grade bands.

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Earth's place in the universe

Select a standard to trace its exact verified connections.

Grade 1

2 standards

Grade 2

1 standard

Grade 4

1 standard

Grade 5

2 standards

Middle School

4 standards

High School

6 standards

How to Read This Map

Start in the focused explorer, where standards are grouped into human-readable skill threads and placed in grade order. Select a standard to see what it builds on and what it unlocks. The full network preserves every verified connection: solid lines are essential prerequisites and dashed lines are supporting connections. Cross-topic foundations appear in a selected standard's details. Every standard links to a full breakdown with teaching ideas. How these connections are verified.

All standards on this map, as a list

Earth's place in the universe

  • 1-ESS1-1Use observations of the sun, moon, and stars to describe patterns that can be predicted.
  • 1-ESS1-2Make observations at different times of year to relate the amount of daylight to the time of year.
  • 2-ESS1-1Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • 4-ESS1-1Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
  • 5-ESS1-1Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
  • 5-ESS1-2Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
  • HS-ESS1-1Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.
  • HS-ESS1-2Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
  • HS-ESS1-3Communicate scientific ideas about the way stars, over their life cycle, produce elements.
  • HS-ESS1-4Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
  • HS-ESS1-5Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
  • HS-ESS1-6Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.
  • MS-ESS1-1Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
  • MS-ESS1-2Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
  • MS-ESS1-3Analyze and interpret data to determine scale properties of objects in the solar system.
  • MS-ESS1-4Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

Earth's systems

  • 2-ESS2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • 2-ESS2-2Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  • 2-ESS2-3Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • 3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
  • 3-ESS2-2Obtain and combine information to describe climates in different regions of the world.
  • 4-ESS2-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • 4-ESS2-2Analyze and interpret data from maps to describe patterns of Earth's features.
  • 5-ESS2-1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
  • 5-ESS2-2Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
  • HS-ESS2-1Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
  • HS-ESS2-2Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
  • HS-ESS2-3Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.
  • HS-ESS2-4Use a model to describe how variations in the flow of energy into and out of Earth systems result in changes in climate.
  • HS-ESS2-5Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
  • HS-ESS2-6Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
  • HS-ESS2-7Construct an argument based on evidence about the simultaneous coevolution of Earth systems and life on Earth.
  • K-ESS2-1Use and share observations of local weather conditions to describe patterns over time.
  • K-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
  • MS-ESS2-1Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
  • MS-ESS2-2Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
  • MS-ESS2-3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
  • MS-ESS2-4Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
  • MS-ESS2-5Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
  • MS-ESS2-6Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Earth and human activity

  • 3-ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
  • 4-ESS3-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  • 4-ESS3-2Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
  • HS-ESS3-1Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
  • HS-ESS3-2Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
  • HS-ESS3-3Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
  • HS-ESS3-4Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
  • HS-ESS3-5Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth...
  • HS-ESS3-6Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
  • K-ESS3-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
  • K-ESS3-2Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
  • K-ESS3-3Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
  • MS-ESS3-1Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
  • MS-ESS3-2Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
  • MS-ESS3-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  • MS-ESS3-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  • MS-ESS3-5Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

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