Sharp Science
The Earth and Universe (Earth/Space Science)
Standard
SC-EU-U-1
6th Grade
7th Grade
8th Grade
Standard - SC-6-EU-U-1
Students will understand
that regular and predictable
movements of the sun,
moon and Earth are
responsible for many
observed phenomena on
Earth, (e.g. day/night, year,
moon phases, eclipses).
The regular patterns of
these phenomena can be
predicted using data or
models.
Standard - SC-7-EU-U-1
Students will understand that
regular and predictable
movement is not limited to
our solar system. New
technologies, coupled with an
understanding of the laws of
motion, allow for the
discovery of celestial bodies
that cannot be directly
observed.
Standard SC-8-EU-U-1
Teacher Target
Teacher Target
Students will understand
that the Earth is almost
unimaginably old when
viewed on a human time
scale, and some processes
that shape it are
happening so slowly they
cannot be easily detected
in a lifetime. The accepted
age of our Earth and solar
system (4.6 billion years) is
based on a wide variety of
data collected by a
number of different
methods.
Teacher Target
The learner will understand
that regular and predictable
movements of the sun,
moon and Earth are
responsible for many
observed phenomena on
Earth, (e.g. day/night, year,
moon phases, eclipses).
The regular patterns of
these phenomena can be
predicted using data or
models.
Student Target
I can explain how Earth’s
rotation is different from
Earth’s revolution.
I can explain the rotation
and revolution of the moon
around the Earth.
I can explain that day and
night are caused by Earth’s
rotation on its axis.
I can explain that a year is
Student Target
I can describe gravity
I can describe rotation and
revolution
Student Target
I can understand that the
earth is unimaginably old
when viewed on a human
time scale.
I can explain how
weathering shapes the
earth so slowly the
changes cannot be easily
detected in a lifetime.
I can explain how plate
tectonics shapes the earth
caused by Earth making on
full revolution around the
Sun in 365 ¼ days.
so slowly the changes
cannot be easily detected
in a lifetime.
I can explain that the
phases of the moon are
caused by the revolution of
the moon around the Earth
and the Earth around the
Sun.
I can explain how the
accepted age of our Earth
and solar system (4.6
billion years) is based on a
wide variety of data
collected by a number of
different methods.
I can explain that an eclipse
is caused by the revolution
of the moon around the
Earth and the Earth around
the Sun combined with the
5 degree tilt of the moon’s
orbit.
I can explain that a solar
eclipse is where the moon
comes between the Sun
and the Earth casting a
small shadow on the Earth.
I can explain that a lunar
eclipse is where the Earth
comes between the Sun
and the moon and a large
shadow is cast on the
moon.
I can explain how the
moon’s gravitational pull
on the Earth is mostly
responsible for tides.
SC-EU-U-2
I can explain that there are
normally two high tides
and two low tides in a 24
hour period.
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard - SC-6-EU-U-2
Standard - SC-7-EU-U-2
Standard - SC-8-EU-U-2
Students will understand
that the total amount of
material that makes the
solid Earth is relatively
constant (excluding
impacts), even though
rocks and minerals often
change properties through
a variety of processes that
transform them (rock cycle).
Students will understand that
our solar system is part of a
larger collection of millions of
stars (Milky Way Galaxy), any
of which may be the center
of its own system of orbiting
planets.
Students will understand
that heat flow and
movement of molten rock
within the interior of the
Earth results in crustal
changes such as
earthquakes, volcanoes
and continental drift.
Teacher Target
Teacher Target
Teacher Target
Student Target
Student Target
I can describe the layers of
the Earth (inner core, outer
core, mantle with
asthenosphere in the top
layer, and crust with
lithosphere being the crust
and the upper part of the
mantle right above the
asthenosphere) and how
materials found in the
lithosphere and mantle are
changed in a continuous
process called the rock
cycle, which can be
investigated using a variety
of models.
I can describe structure of the
galaxy, the Earth’s place within
the galaxy and Earth’s orbit
Student Target
I can explain how
convection currents
beneath the earth’s crust
cause movement of
tectonic plates to create
earthquakes.
The learner will understand
that the total amount of
material that makes the
solid Earth is relatively
constant (excluding
impacts), even though
rocks and minerals often
change properties through
a variety of processes that
transform them (rock cycle).
I can explain how orbits are
created by the gravitational
force between the sun, moon
and Earth.
I can explain how
convection currents
beneath the earth’s crust
cause movement of
tectonic plates to create
continental drift.
I can describe a rock
versus a mineral.
I can describe how rocks
change form from igneous,
metamorphic, and
sedimentary through the
rock cycle.
Standard Demonstrator
I can explain how
convection currents
beneath the earth’s crust
cause movement of
tectonic plates to create
volcanoes.
Standard Demonstrator
Standard Demonstrator
SC-EU-U-3
Standard - SC-6-EU-U-3
Students will understand
that the Earth’s surface is
not uniform due to a
number of constructive and
destructive forces that
constantly reshape it. The
past effects of these
processes can be inferred,
and the data these
inferences are based upon
can also be used to predict
future changes.
Standard - SC-7-EU-U-3
Students will understand that
gravitational interactions
within the Earth, sun and
moon system impact
phenomena and organisms
on the surface of the Earth.
Standard - SC-8-EU-U-3
Students will understand
that a model cannot
represent a full-scale
phenomenon with
complete accuracy, even if
it only addresses very few
attributes of the original.
Teacher Target
Teacher Target
Teacher Target
Student Target
Student Target
I can explain how a model
cannot represent a fullscale phenomenon with
complete accuracy such as
maps and atomic models.
The learner will understand
that the Earth’s surface is
not uniform due to a
number of constructive and
destructive forces that
constantly reshape it. The
past effects of these
processes can be inferred,
and the data these
inferences are based upon
can also be used to predict
future changes.
Student Target
I can describe the
constructive force of
crustal deformation such as
uplifting and the resulting
landform such as plateaus.
I can describe the
constructive force of
faulting caused by plate
interactions at the plate
boundaries. (compression
caused by convergent
boundary=reverse fault
resulting in mountains/
tension caused by
divergent
boundaries=normal fault
resulting in valleys/
shearing caused by
transform boundary=strikeslip fault resulting in San
Andreas fault line and
I can describe how tide occurs.
I can connect what moon phases
relate to high tides.
I can predict upcoming moon
phase based on the cycle of
phases.
I can describe how the Sun,
Earth, Moon system results in
eclipses.
other fault lines.)
I can describe the
constructive force of
volcanic eruptions and how
it adds extrusive igneous
rock to the surface of our
Earth.
I can describe the
constructive force of
deposition of sediment and
landforms that this creates
such as deltas, valleys, etc.
I can describe the
destructive forces of
weathering and erosion
and the resulting landforms
such as the wearing away
of mountains, canyons
being formed, etc.
SC-EU-U-4
I can predict future
changes on Earth based on
past effects of constructive
and destructive forces. Ex.
Convergent plate boundary
of Appalachian Mountains
has stopped moving and
Appalachian Mountains are
weathering/eroding away.
I might predict that the
Himalaya Mountain plate
boundary of the Indian
plate and Asian plate might
one day stop moving and
the Himalayas will slowly
weather/erode away.
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard - SC-6-EU-U-4
Students will understand
that complex systems like
the Earth or solar system
are difficult to comprehend
or explain without
Standard - SC-7-EU-U-4
Students will understand that
models of the interior of the
Earth have been constructed
primarily from inferences
based on limited data
Standard -
depending on averages and
ranges of data. Technology
is essential for helping to
collect and analyze this
data.
obtained during earthquakes
and volcanic eruptions. These
models are useful, but are
open to revision or rejection
as new information is
obtained.
Teacher Target
Teacher Target
Teacher Target
Student Target
I can describe the Earth
and our Solar System using
graphs with data collected
by technology through
NASA, universities, etc.
Example: Students could
use a bar graph with
measurements of space in
AUs to discuss distance in
space. These
measurements would be
collected and analyzed
using advance technology.
Student Target
Student Target
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard
Standard - SC-7-EU-U-5
Students will understand that
the Earth’s layers vary widely
in their properties, and
interactions between them
can manifest themselves in
ways that impact both the
Earth and its organisms.
Standard -
Teacher Target
Teacher Target
Teacher Target
The learner will understand
that complex systems like
the Earth or solar system
are difficult to comprehend
or explain without
depending on averages and
ranges of data. Technology
is essential for helping to
collect and analyze this
data.
SC-EU-U-5
I can describe the layers of the
earth
I can describe the causes for an
earth quake
I can describe how a volcano is
created
I can describe how a volcano
erupts
can describe the 3 seismic
waves and relate them to
damage that occurs in an
earthquake.
Student Target
Student Target
Student Target
I can explain the layers of the
Earth and their interactions.
SC-EU-U-6
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard
Standard – SC-7-EU-U-6
Students will understand that
while some changes to the
Earth occur without warning,
many changes to the surface
or atmosphere can be
predicted from available
data/evidence.
Teacher Target
Student Target
Standard
Teacher Target
Student Target
Teacher Target
Student Target
I can describe constructive
forces
I can describe destructive forces
SC-EU-S-1
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard - SC-6-EU-S-1
Students will use
observations, models and
evidence to explain the
cause and effect
relationships in the rock
cycle and to make
predictions about constantly
changing Earth materials
Standard - SC-7-EU-S-1
Students will research how
the laws of motion have been
(and are still) used to make
predictions about the
movement of planets and
satellites
Standard - SC-8-EU-S-1
Students will research and
evaluate the geological
dating techniques that
were used to determine
the accepted age of the
Earth
Teacher Target
Teacher Target
Teacher Target
Student Target
Student Target
I can research the
geological dating
techniques that were used
The learner will use
observations, models and
evidence to explain the
cause and effect
relationships in the rock
cycle and to make
predictions about constantly
changing Earth materials
Student Target
I can use clay to model the
Earth and its dynamic
layers.
I can provide examples of
centripetal force.
I can use Newton’s 1st law to
I can make observations in
a rock cycle crayon lab to
demonstrate an
understanding of the rock
cycle.
I can use a rock cycle
diagram to answer
questions about the rock
cycle.
Standard Demonstrator
SC-EU-S-2
explain why planet and satellites
move in predictable ways.
to determine the accepted
age of the Earth.
I can evaluate the
geological dating
techniques that were used
to determine the accepted
age of the Earth.
Standard Demonstrator
Standard Demonstrator
Standard - SC-6-EU-S-2
Students will investigate,
create and identify the
limitations of models which
can be used to substantiate
and predict the actual
results (e.g. moon phases,
seasons, eclipses) of the
interactions of the sun,
moon and Earth
Standard - SC-7-EU-S-2
Students will describe the
effects of gravity on the
movements and interactions
of the Earth, sun and moon
Standard - SC-8-EU-S-2
Students will identify a
variety of landforms on the
Earth’s surface that have
undergone changes (both
fast and slow) and
investigate the forces
responsible for those
changes
Teacher Target
Teacher Target
Teacher Target
Student Target
Student Target
I can identify a variety of
landforms that have
undergone change.
The learner will investigate,
create and identify the
limitations of models which
can be used to substantiate
and predict the actual
results (e.g. moon phases,
seasons, eclipses) of the
interactions of the sun,
moon and Earth
Student Target
I can use a Styrofoam
model of the Earth and
Moon with a flashlight to
represent the Sun to
demonstrate day/night,
eclipses, seasons, and
phases of the moon.
I can work in a group of
two students to
I can describe how the Sun,
Earth, Moon system results in
the phases of the moon
I can investigate the forces
responsible for changes in
landforms.
demonstrate revolution
and rotation.
Standard Demonstrator
SC-EU-S-3
Standard Demonstrator
Standard Demonstrator
Standard - SC-6-EU-S-3
Students will investigate
constructive and destructive
forces at work on the
Earth’s surface and the
landforms that result from
them
Standard - SC-7-EU-S-3
Students will investigate the
structure of the galaxy and
the Earth’s place within it
Standard - SC-8-EU-S-3
Students will observe
convection currents in
liquids and model the
movement of molten rock
within the Earth in order to
explain how internal heat
is transferred
Teacher Target
Teacher Target
Teacher Target
Student Target
Student Target
I can observe convection
currents in liquids.
The learner will investigate
constructive and destructive
forces at work on the
Earth’s surface and the
landforms that result from
them
Student Target
I can use a stream table to
demonstrate an
understanding of the
constructive force of
deposition and the
destructive forces of
weathering/erosion.
SC-EU-S-4
I can describe structure of the
galaxy, the Earth’s place within
the galaxy and Earth’s orbit
I can model the movement
of molten rock within the
Earth in order to explain
how internal heat is
transferred.
I can use (Oreo cookies,
clay, towel-teacher pick) to
demonstrate interactions
at plate boundaries and the
resulting landforms.
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard - SC-6-EU-S-4
Students will research how
scientists organize data
from complex systems and
also how technology
enables/enhances scientific
research and data analysis
Standard - SC-7-EU-S-4
Students will analyze the
evidence used to infer the
composition of the Earth’s
interior and evaluate the
models based upon that
evidence
Standard - SC-8-EU-S-4
Students will discuss and
identify the strengths and
limitations of a variety of
physical and conceptual
scientific models
Teacher Target
Teacher Target
Teacher Target
Student Target
I can determine how
scientists use technology to
do research and analyze
data. (Idea: Teacher gives
a current student friendly
article to the students
regarding scientists using
technology in research and
analyzing data. Students
read and respond using a
text frame.)
Standard Demonstrator
Student Target
I can describe how seismic
waves are used to map the
earth’s interior.
Student Target
I can identify the strengths
and limitations of scientific
models.
Standard Demonstrator
Standard Demonstrator
Standard -
Standard - SC-7-EU-S-5
Students will model the layers
of the Earth, explain
interactions between them
and describe potential results
of those interactions
Standard -
Teacher Target
Teacher Target
Teacher Target
Student Target
Student Target
Student Target
The learner will research
how scientists organize
data from complex systems
and also how technology
enables/enhances scientific
research and data analysis
SC-EU-S-5
I can draw or build a model
displaying the layers of the
earth
I can explain how convection
currents in the mantle effect
the other layers of the earth.
SC-EU-S-6
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator
Standard
Standard – SC-7-EU-S-6
Standard
Teacher Target
Student Target
Students will understand that
while some changes to the
Earth occur without warning,
many changes to the surface
or atmosphere can be
predicted from available
data/evidence.
Teacher Target
Student Target
Teacher Target
Student Target
I can describe how pollution
affects our atmosphere.
I can describe how volcanoes
can alter our climate.
Standard Demonstrator
Standard Demonstrator
Standard Demonstrator