A Disciplinary Core List of Standards (NGSS) by Grade
K-2 Earth Science Progression:
ESS1.A The Universe and its Stars
Patterns of movement of the sun, moon, and stars as seen from Earth can be observed, described and predicted.
ESS1.B Earth and the Solar System
Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
ESS1.C The History of Planet Earth
Some events on Earth occur very quickly; others can occur very slowly.
ESS2.A Earth Materials and Systems
Wind and water change the shape of the land.
ESS2.B Plate Tectonics Large-scale System Interactions
Maps show where things are located. One can map the shapes and kinds of land and water in any area.
ESS2.C The Roles of Water in Earth’s Surface Processes
Water is found in many types of places and in different forms on Earth.
ESS2.D Weather and Climate
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time.
Plants and animals can change their local environment.
ESS3.A Natural Resources
Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
ESS3.B Natural Hazards
In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather.
ESS3.C Human Impacts on Earth Systems
Things people do can affect the environment but they can make choices to reduce their impacts.
ESS3.D Global Climate Change - N/A
NGSS Performance Expectations
Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]
K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
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Amsel, Sheri. "Grades K-2 Earth Science Standards & Posters (8.5 x11")" Exploring Nature Educational Resource ©2005-2020. February 26, 2020
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