Parent plan · Week 1 · Investigating Earth — launch and foundations — Earth & Space Science

Parent teaching plan · 36 weeks

Units to teach or revisit

Chapter 1 · Investigating Earth

Assigned readings

This chapter follows the question: How can we investigate a planet too large and too old to observe all at once?

This week’s goals

Read One landscape, several slopes before starting this chapter. Use the linked unit explanations and source records during the assigned sessions.

Five flexible sessions normally about 45 minutes. Assessment slots explicitly combine or extend sessions to the existing paper’s full time. Slow down and use consolidation sessions for reteaching when an explanation is not secure.

Session 1 · Measurements, Models & Evidence — observe and build

Illustrative evidence case. A balance gives 9.6 g in three trials for a reference labeled 10.0 g; a cloudy stream has different upstream and downstream concentrations.

Your task

Read the chapter context and the unit language notes. Make a first model, study the core explanation and Parts 1–2, and attempt their visual and reasoning checks.

  1. Read the assigned context and note two observations.
  2. Draw a first explanation with one uncertain feature.
  3. Study Parts 1–2 and trace each diagram label.
  4. Attempt checks before consulting guidance and record one revision.
Hint and response guidance

Read the stated evidence and diagram captions; separate quantities, reference frames and assumptions before deciding.

Only the higher downstream concentration is directly supported by the supplied measurements. Identifying a source needs upstream/downstream controls, timing and material or pathway evidence. No. Their average remains 9.6 g. A reference check reveals the offset; additional identical readings do not remove it.

  • Use the stated evidence and units accurately.
  • Explain a mechanism or evidence relationship.
  • Show a labeled model, graph or intermediate calculation.
  • State a limitation and a useful revision/test.

Session 2 · Measurements, Models & Evidence — connect mechanisms

A mathematical runoff model might assume that a fixed fraction of rain reaches the collection cup. Its prediction is conditional on that fraction, collection time and system boundary. In the supplied comparison, the 80% model predicts 80 mL from 100 mL of rain, while only 40 mL is collected. The other water may enter pores, remain on the surface, evaporate or escape collection. Test those stores and losses instead of simply declaring the missing water destroyed. A revised model should explain the mismatch and predict a new trial.

Your task

Study Parts 3–4 and any source records. Complete the whole-unit application with a labeled diagram, calculations and a limitation.

  1. Define each new quantity and its unit.
  2. Compare the diagrams and stated evidence.
  3. Attempt the whole-unit application without copying guidance.
  4. Check intermediate reasoning and annotate a correction.
Hint and response guidance

Read the stated evidence and diagram captions; separate quantities, reference frames and assumptions before deciding.

The model gives 120 mL and the comparison gives 60 mL, a 60 mL mismatch. Measure infiltration, surface storage and collection losses under matched conditions to test the assumed runoff fraction. A loses 6 g and B 3 g, a 3 g difference. Larger exposed area could independently increase evaporation, so unequal area would confound the airflow comparison.

  • Use the stated evidence and units accurately.
  • Explain a mechanism or evidence relationship.
  • Show a labeled model, graph or intermediate calculation.
  • State a limitation and a useful revision/test.

Session 3 · Measurements, Models & Evidence — explain and transfer

Use the unit’s worked cases and changed independent application.

Your task

Study the illustrated worked case, attempt practice and the changed case, then revise the opening explanation and complete the exit response.

  1. Explain the worked diagram in your own words.
  2. Attempt varied practice and the independent changed case.
  3. Check evidence/calculations using the rubric.
  4. Return to the first model and explain a revision before the exit response.
Hint and response guidance

Read the stated evidence and diagram captions; separate quantities, reference frames and assumptions before deciding.

The readings are precise but 0.3 g below the reference. Their average is still 19.7 g. Check calibration with suitable reference masses over the working range and repeat the measurement; do not assume repeatability proves accuracy.

  • Use the stated evidence and units accurately.
  • Explain a mechanism or evidence relationship.
  • Show a labeled model, graph or intermediate calculation.
  • State a limitation and a useful revision/test.

Session 4 · Topographic Maps & Gradients — observe and build

Illustrative evidence case. A 2 km route rises 80 m overall; one half-kilometre segment rises 40 m while another rises only 10 m.

Your task

Read the chapter context and the unit language notes. Make a first model, study the core explanation and Parts 1–2, and attempt their visual and reasoning checks.

  1. Read the assigned context and note two observations.
  2. Draw a first explanation with one uncertain feature.
  3. Study Parts 1–2 and trace each diagram label.
  4. Attempt checks before consulting guidance and record one revision.
Hint and response guidance

Read the stated evidence and diagram captions; separate quantities, reference frames and assumptions before deciding.

It is above 160 m and below 180 m in the supplied ideal contour map. An exact summit height requires another measurement. The rise is 160−150 = 10 m over 0.5 km, or 20 m/km. This section has half the route’s 40 m/km average gradient.

  • Use the stated evidence and units accurately.
  • Explain a mechanism or evidence relationship.
  • Show a labeled model, graph or intermediate calculation.
  • State a limitation and a useful revision/test.

Session 5 · Topographic Maps & Gradients — connect mechanisms

A hachure is a short tick on a depression contour, pointing toward lower ground. Compare it with the neighboring elevation labels before deciding which direction is downhill. In the left panel elevations rise from 150 to 170 m inward; in the right panel they fall from 150 to 130 m inward. Streams generally run toward lower elevation. Where contours cross a valley, the contour V usually points upstream: the stream runs down the valley in the opposite direction to that V. Use the map’s key to check conventions.

Your task

Study Parts 3–4 and any source records. Complete the whole-unit application with a labeled diagram, calculations and a limitation.

  1. Define each new quantity and its unit.
  2. Compare the diagrams and stated evidence.
  3. Attempt the whole-unit application without copying guidance.
  4. Check intermediate reasoning and annotate a correction.
Hint and response guidance

Read the stated evidence and diagram captions; separate quantities, reference frames and assumptions before deciding.

The right panel: its inner contour is 130 m compared with 150 m outside, and its hachures point inward toward lower ground. A denser elevation survey or an appropriately resolved map can locate the high point; actual trail, surface, access and hazard information is needed for a walking decision. The supplied crossings alone are insufficient.

  • Use the stated evidence and units accurately.
  • Explain a mechanism or evidence relationship.
  • Show a labeled model, graph or intermediate calculation.
  • State a limitation and a useful revision/test.

Submit this week

Parent / teacher weekly conference

Assess explanations against the task criteria, discuss a real attempt before opening guidance, and adapt pacing to the learner. These home-study sessions do not certify NYSED laboratory eligibility.

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