Parent plan · Week 3 · Investigating Earth — investigate, assess and revise — Earth & Space Science

Units to teach or revisit

Chapter 1 · Investigating Earth

Assigned readings

One landscape, several slopes

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

Explain mechanisms with labeled figures and relevant records.
Distinguish measured observations, illustrative models and conditional projections.
Apply ideas independently and revise after feedback.

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 · Investigating Earth — chapter quiz

Check independent understanding of the full chapter.

Your task

Take the chapter quiz independently, then use objective checking and parent/teacher marking guidance for written responses.

Prepare the stated permitted materials.
Complete the quiz independently.
Mark written reasoning with the supplied rubric.
Select a specific reteaching target.

Hint and response guidance

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

Use question-specific criteria after the attempt; written explanations require human judgment.

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 · Investigating Earth — consolidate Measurements, Models & Evidence

Use the learner’s actual notebook and marked evidence to select a gap.

Your task

Revisit Measurements, Models & Evidence, explain a figure without notes and solve its changed independent case. If secure, compare mechanisms across the chapter and propose a follow-up test.

Choose a gap using real feedback.
Reread the relevant part and its figure.
Explain the model without copying.
Attempt a changed case and discuss the evidence.

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 3 · Investigating Earth — consolidate Topographic Maps & Gradients

Use the learner’s actual notebook and marked evidence to select a gap.

Your task

Revisit Topographic Maps & Gradients, explain a figure without notes and solve its changed independent case. If secure, compare mechanisms across the chapter and propose a follow-up test.

Choose a gap using real feedback.
Reread the relevant part and its figure.
Explain the model without copying.
Attempt a changed case and discuss the evidence.

Hint and response guidance

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

Ground distance is 1.2 km and rise is 60 m, so average gradient is 50 m/km. Local segments can be steeper or flatter; additional contour crossings or survey points are needed.

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 · Investigating Earth — consolidate Measurements, Models & Evidence

Use the learner’s actual notebook and marked evidence to select a gap.

Your task

Revisit Measurements, Models & Evidence, explain a figure without notes and solve its changed independent case. If secure, compare mechanisms across the chapter and propose a follow-up test.

Choose a gap using real feedback.
Reread the relevant part and its figure.
Explain the model without copying.
Attempt a changed case and discuss the evidence.

Hint and response guidance

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

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 · Investigating Earth — consolidate Topographic Maps & Gradients

Use the learner’s actual notebook and marked evidence to select a gap.

Your task

Revisit Topographic Maps & Gradients, explain a figure without notes and solve its changed independent case. If secure, compare mechanisms across the chapter and propose a follow-up test.

Choose a gap using real feedback.
Reread the relevant part and its figure.
Explain the model without copying.
Attempt a changed case and discuss the evidence.

Hint and response guidance

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

Ground distance is 1.2 km and rise is 60 m, so average gradient is 50 m/km. Local segments can be steeper or flatter; additional contour crossings or survey points are needed.

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

First and revised models with explained changes.
Assigned independent practice or assessment attempt and corrections.
Investigation records/graphs with units and limitations when scheduled.

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.

Can the learner explain each relevant diagram label?
Are quantities, units and assumptions correct?
Can the learner solve a changed case without copying?

Browse all courses