Earth and Space Science is a study of geology, meteorology, astronomy, and hydrology (water systems). The course is organized around the concept that science is a body of knowledge as well as an investigative process. Students will focus on developing an understanding of the scientific practices to demonstrate an understanding of the core ideas. These practices include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students will be actively involved in lab experiments, activities, projects, and class discussions. Science 6 aligns with and covers the Minnesota Academic Standards.

Earth Science Proficiency Targets

As evidenced based on classroom assessments, the student is able to: 

• I can make observations about patterns in the night sky. (6E.1.1.1.1)

• I can ask questions based on observations of patterns in the movement of the night sky (Moon, constellations, planets) objects. (6E.1.1.1.1)

• I can use observations and questions about patterns in movement of the night sky objects (Moon, constellations, planets) to test the limitations of the solar system. (6E.1.1.1.1)

• I can find similarities among features and processes occurring on solar system objects.

  • Features include: atmosphere, surface, interior

  • Processes: erosion, deposition, cratering, volcanism (6E.2.1.1.1)

• I can find differences among features and processes occurring on solar system objects.

  • Features include: atmosphere, surface, interior

  • Processes: erosion, deposition, cratering, volcanism (6E.2.1.1.1)

• I can create a scale model of the solar system to describe the sizes and locations of objects. (6E.3.1.1.1)

• I can describe the role gravity and inertia plays in holding planets, their moons, and asteroids in their orbit around the sun. (6E.3.1.1.1)

• I can recognize the limitations of scale models of the solar system. (6E.3.1.1.1)

• I can explain how the solar system was formed and the role gravity played in the formation. (6E.3.1.1.1)

• I can communicate how patterns in the night sky were used to predict seasons, moon phases, and eclipses by Minnesota American Indian Tribes. (6E.4.2.2.1)

• I can explain pattern in the night sky observed by Minnesota American Indian Tribes including:

  • Lunar phases, solar/lunar eclipses, seasons, solstice, equinox (6E.4.2.2.1)

• I can ask questions to examine and interpret the relative ages of different rock layers within several rock layers. 

  • I can use index fossils to determine the ages of rock layers, determine diversity and extinction. (6E.1.1.1.2)

• I can interpret rock layers and identify superposition and cross-cutting relationships. (6E.1.1.1.2)

• I can give evidence on past plate motions from data on the distribution of fossils, rocks, continental shapes, and seafloor structures. (6E.2.1.1.2)

  • I can identify similarities in rock and fossil types on different continents. (6E.2.1.1.2)

  • I can analyze the shapes of the continents, including continental shelves. (6E.2.1.1.2)

  • I can analyze the locations of ocean floor features such as ridges and trenches. (6E.2.1.1.2)

• I can make a model to describe the cycling and movement of Earth’s rock minerals. (6E.3.1.1.2)

  • I can use a model to show weathering and erosion of soil and rock. (6E.3.1.1.2)

  • I can describe mineral properties such as streak, hardness, luster, and density. (6E.3.1.1.2)

  • I can use a model to show deposition of sediment. (6E.3.1.1.2)

  • I can use a model to show crystallization of lava. (6E.3.1.1.2)

  • I can use a model to show how energy drives the process of rock and mineral formation over geologic time. (6E.3.1.1.2)

  • I can show how rocks cycle between ingenious, sedimentary, or metamorphic rocks. (6E.3.1.1.2)

• I can use evidence from rock strata to explain the geologic time scale of Earth’s 4.6 billion-year-old history. (6E.3.2.1.1)

• I can use rock formations and fossils to determine relative ages. (6E.3.2.1.1)

• I can use evidence to explain the uneven distribution of Earth's mineral, energy, and/or groundwater resources are a result of past geologic processes. (6E.3.2.1.2)

  • I can explain the uneven distribution of petroleum, such as petroleum in the North Dakota Bakken Shale. (6E.3.2.1.2)

  • I can explain the uneven distribution of metal ores, for example in the Minnesota Iron Range. (6E.3.2.1.2)

  • I can explain the uneven distribution of groundwater in the different regions of Minnesota. (6E.3.2.1.2)

• I can show how geoscience processes have changed Earth’s surface at varying time and spatial scales. (6E.4.1.1.1)

  • I can show how processes like erosion, deposition, mountain building, and volcanism affect the surface of Earth. (6E.4.1.1.1)

  • I can show how some geoscience processes occur very slowly, such as mountain building, and how some geoscience processes occur very quickly, such as landslides. (6E.4.1.1.1)

  • I can explain that rapid catastrophic events such as earthquakes, volcanoes, or meteors have significant impact. (6E.4.1.1.1)

• I can use evidence to explain how weathering, erosion and glacial activity have shaped the surface of Minnesota. (6E.4.1.1.1)

• I can identify the factors that have caused the rise in global temperatures over the past 100 years. (6E.1.1.1.3)

  • I can ask questions to help me understand the role that human activities, such as fossil fuel combustion, cement production, and agricultural activity, play in causing the rise in global temperatures. (6E.1.1.1.3)

  • I can ask questions to help me understand the role that natural processes (changes in incoming solar radiation or volcanic activity) play in causing the rise in global temperatures. (6E.1.1.1.3)

• I can collect data and use digital data analysis tools to identify patterns to give evidence for how the motions of complex interactions of air masses result in changes in weather conditions. (6E.1.2.1.1)

  • I can show how weather at a fixed location changes in response to moving air masses. (6E.1.2.1.1)

  • I can use weather data, such as temperature, air pressure, precipitation, and wind, to show how weather changes at a fixed location. (6E.1.2.1.1)

• Everything You Need to Ace Science in One Big Fat Notebook
• IXL
• Chromebook
• BrainPOP
• Discovery Education
• Generation Genius
• Hands On Materials
• Online Resources/Games:
  • Quizizz
  • Blooket