Existing K-8 Earth Science curricula often require a middle school level understanding. Students are able to grasp complex earth science concepts with tangible evidence. Given the complex, abstract modeling activities needed to comprehend geosciences, what should teachers do with curricula that do not provide enough tangible evidence? Curricula units must provide students with real-life evidence. I recommend five actions to integrate tangible evidence into existing curricula. First, teachers must seek tangible examples and/or outcrops in the surrounding environment (including the urban environment) and school administrators must recognize the importance of tangible evidence in the classroom. Second, teachers must adapt curricula as needed to increase student understanding, especially as it pertains to local understanding of the immediate environment. Third, collaborated field trips between differing classroom teachers provide myriad opportunities to combine learning targets. Fourth, in the absence of immediate exposure to outcrops schools can construct an artificial outcrop. Lastly, integration of technology suggested by the Apple iLife Project differentiates student assessment.