1. Investigation 1 Earth is Rock
Part 1 – What’s the Story of This Place

2. What is the approximate age of the Earth?
Introduction
What is the approximate age of the Earth?
Have people been around on Earth for all that time?
What might have happened on Earth before humans were around to observe them?
Introduce the course
- “Over the next few weeks you will begin to discover the evidence found in Earth’s rocks that helps tell the story of Earth.”
Ask questions on the slide and allow for groups to discuss. Have a few students answer then give the answers below.
- “Scientists think the Earth formed about 4.6 billion years ago.”
“Were people around on Earth for all that time?” – No.
“Scientists think that humans as we are today have existed on Earth for only about 200,000 years.
If a group is struggling to come up with some responses for the 3rd question, pose questions like these:
- “Are the plants and animals we know of on Earth today the same ones that were around millions of years ago?”
- “Have there been any events that happened to Earth a long time ago that might have changed its surface?”

3. How do we know?
Since there were no people around to observe these animals, plants, and events, how does anyone know that they really happened?
Students might respond that you can find the information in books or on the Internet.
Listen to their responses and, if necessary, guide the discussion by asking: “Where do people get the information that they include in books or post on the Internet to describe that happened millions of years ago?”
Students might respond that fossils show what prehistoric animals and plants were like, that craters suggest that meteorites have struck Earth, and so on.

4. Show students the rock you brought in (or projected image above
Show students the rock you brought in (or projected image above.) Tell them,
“Did you notice that all of the evidence you just described comes from rocks? Almost everything we know about what happened on Earth before there were people around to see and record it comes from evidence found in rocks just like this one. Scientists who study Earth are called geologists. Geologists study Earth’s surface, its rocks, its landforms, and what’s inside the earth. They look for clues in the rocks to help them tell Earth’s story.”

5. Questions you’ll be able to answer
What do I know about this rock?
How did this rock form?
Why does this rock look the way it does today?
How did this rock get here?
“This rock, like all rocks, holds secrets to Earth’s history – that is, if one knows how to find and interpret the evidence. By the end of this course, you will come up with ideas about what this rock is made of and identify evidence that can explain how this rock formed. You should be able to pick up and rock and start to answer these questions.
- What do I know about this rock?
- How did this rock form?
- Why does this rock look the way it does today?
- How did this rock get here?
If you know how to identify the clues, you can read the story of even this rock. Your job over the next 10 weeks is to become a rock detective and answer the question “what has happened to Earth over its 4.6 billion year history?”

6. Think about places you’ve visited or learned about
Landforms
Think about places you’ve visited or learned about
Concentrate on the features of the land itself
Ask students, “What is meant by a landform?” – No need to do so as this was the opener.
Allow time for students to offer their definition of a landform. Most will probably describe different types of landforms, like hills, mountains, canyons, deserts, and so on. Students are also likely to include some water features, such as oceans, lakes, ponds, and rivers.
Tell students, “When we think of landforms, we really want to concentrate on the features of the land itself. When you think about water features like lakes and ponds, imagine the shape of the land beneath the water.”

7. Landform Geologist Definitions
A natural feature of Earth’s surface with a characteristic shape, like a mountain, delta, or canyon.
Geologist
Study’s Earth’s surface, its rocks, its landforms, and what’s inside the earth.
For this first notebook entry, model for students how to create an entry title (i.e. “Landforms”), date and number the page (it is OK to add it to the bottom of an existing page), add the entry to the table of contents, and make sure the vocabulary word (landform) is recorded in the index. Students can also add a definition for geologist to their notebooks and record it in the index at this time.

8. Which landforms occur at different locations on Earth?
Focus Question
Which landforms occur at different locations on Earth?
6. Focus question: Which landforms occur at different locations on Earth?
- Display or write on the board the focus question for this part, and have students record the question. They can use the same page on which they recorded the vocabulary terms. Give students 3 minutes to write a preliminary response to the focus question.
- Students aren’t expected to have a thorough understanding of this concept now; they will revisit the focus question later in the investigation when they have more information. Students should leave space under their entries so they can later update their responses.

9. Glossary and index in back
The Textbook
Readings in the front
Data and images in back
Glossary and index in back
7. Introduce Landforms Gallery – Will do another class period (just explain what’s on the slide)
Distribute a copy of FOSS Science Resources to each student. This is a good time to introduce the Science Resources book. Give students a few minutes to look at and discuss the cover of the book, and to examine and discuss the table of contents. Point out how the book is arranged, with readings in the front and data and images in back. Students should also locate the glossary and the index.
Have students turn to “Landforms Gallery,” in the “Images and Data” section (page 107.) Give them just a couple of minutes to review the landform images in the gallery. Have groups work together to identify any of the landforms that they can find in your community or region. Point out the Landforms Vocabulary” illustration, which also serves as a reference for common landforms.

10. Every place on Earth has a story
Multimedia Tour
Every place on Earth has a story
Consider how landforms look from above and from the side
Similarities and differences
Write down questions about locations
8. Introduce the multimedia tour
Tell students that they are now going to go on a tour of the United States to view some of the landforms they have looked at in “Landforms Gallery.” Explain that every place on Earth has a story. Evidence to tell the story comes from the shape of the land and the rock materials that make up the surface.
Tell students, “As we watch the tour of the earth for the first time, look for landforms and other features that are familiar to you. Consider how the landform looks from above and from the side. Think about how the places you see on the tour are similar to each other and how they are different from each other. Are there places that you observe that are similar to where we live?”
Distribute notebook sheet 1, Landforms Tour, to students. Students should affix the sheet on the next blank page of their notebooks, using glue or tape. Explain, “This notebook sheet gives you a place to record some notes about the diversity of landforms as you watch the tour. As you visit each location, jot down any landforms you recognize. You may also want to write down any questions about locations or similarities to places you know.”
If students need extra support for landform vocabulary, distribute notebook sheet 2 now.

11. Landforms Tour Jot down ideas and questions on notebook sheet 1
9. View “Landforms Tour” – There are 18 stops
Start “Landforms Tour,” running it once straight through as students informally joy ideas and questions on notebook sheet 1. Reassure students that they will have an additional chance to work on the notebook sheet the next class.

12. What impressions, observations and questions do you have?
Discussion Time
What impressions, observations and questions do you have?
10. Discuss the multimedia tour
When the tour is over, have students offer their impressions, observations, and questions about the various locations. Ask them to report which landforms they observed at the various locations. You can use these questions to guide further discussion:
- Were any of the locations near where we live?
- Have you observed similar landforms where we live?
- What did you find particularly interesting about some of the locations?
- What questions did you have about some of these places?

13. Anywhere you want to return?
11. Revisit the tour locations
With any remaining time, allow students to request locations from the tour that they would like to visit again. Return to the location and let students direct the controls, such as viewing from a higher altitude, zooming in, or panning east/west.

14. Look for a landform here in our area
Homework
Look for a landform here in our area
Create a “postcard” on a half sheet of paper
Photograph or sketch the landform on the front
On back, describe the landform
12. Extend the investigation with homework
Now that students have considered landforms across the United States, they should look at their own area for landforms. Ask them to select a local landform and create a “postcard” on a half sheet of paper. They can photograph or sketch the landform on the front, and write a note to a friend, relative, or classmate describing the landform on the back.
POSSIBLE BREAKPOINT

15. Further Discussion
By looking at the landforms at each location, do we have enough information to tell the story, or history, of each of the locations?
What other information do you think might help us tell the story or history of a location?
13. Discuss landforms further
Ask,
“By looking at the landforms at each location, do we have enough information to tell the story, or history, of each of the locations?” – No
“What other information do you think might help us tell the story or history of a location?” – Collect rocks, dig underground, or get a closer look.
Tell students,
“During the rest of the Earth History Course, we will be getting a closer look at these locations on the tour. You will hone your skills as rock detectives and search for clues that will help you tell the story of a place. Once you learn how to find and interpret clues for a few places, you should be able to use what you’ve learned to find the story of just about any places, including where we live.”

16. Reading in Science Resources
Notebook sheet 3, Anticipation Guide
Textbook
Volunteers to read
14. Read “Seeing Earth”
Before reading the article, distribute notebook sheet 3, Anticipation Guide. Have students read the four statements on the top half of the page and check ones they agree with.
Distribute a copy of FOSS Science Resources to each student, and make sure students are familiar with they layout. Point out how the book is arranged, with readings in the front and data and images in the back. Students should also locate the glossary and index.
Use the guide on the following pages to lead an in-class reading of “Seeing Earth.” You or student volunteers can read the article aloud as students follow along. At breakpoints indicated in the reading guide, stop the class for a minidiscussion

17. Reflect on thinking on bottom of the page
Reflect on Reading
Anticipation Guide
Mark the boxes to indicate which statements are true
Reflect on thinking on bottom of the page
15. Reflect on the reading
Have students return to the Anticipation Guide sheet and mark the boxes on the lower half of the page to indicate which statements were revealed as true during the reading. Give students a few minutes to reflect on their thinking on the bottom of the page, or have students write their reflections as homework.

18. Google Earth Tour
Add additional observations or questions to notebook sheet 1, Landforms Tour.
16. Assess progress: notebook entry
How that students have thought about how the Google Earth images represent real life, watch the tour again. Students should add additional observations or questions to notebook sheet 1, Landforms Tour.
After students have finished responding to the tour, collect a sample of notebook sheets from each class, and assess students’ progress. The sample you select should give you a snapshot of the range of student understanding at this point in time.
What to look for:
Students note a number of different landforms at various locations.
Students can differentiate between landforms (such as a mountain) and artifacts of digital images (such as straight line indicating two images have been patched together).
Students generate meaningful observations or questions related to the topics of landforms or geology.
Plan to spend 15 minutes reviewing the selected sample of student responses. Using Embedded Assessment Notes as a tool, review the students responses, and tally the number of students who got or didn’t get the one or two concepts from the What to Look For list that you chose to analyze. Record any misconceptions that are evident from student responses, and decide if any next-step strategies are required to address misconceptions before moving forward in the curriculum.
After your review, return the notebooks sheets to students to be taped or glued into their science notebooks. Plan time for next-step strategies (if needed) in the next class session.

19. Wrap-Up/Warm-Up Add vocabulary and definitions to notebooks
Add names of any landforms YOU are struggling with
If helpful, draw a labeled diagram to help remember new words and clarify its meaning
17. Record vocabulary
Take a few moments to review the vocabulary developed in this part. Ask students to add vocabulary words and definitions to their notebooks, and make sure the vocabulary word is recorded in the index along with the page number for the definition.
You also might want students to add names of landforms that they are still struggling with (e.g., alluvial fan, delta, meander). Some students will find it helpful to go back to each vocabulary term recorded in this investigation an draw a labeled diagram to help them remember the new work and clarify its meaning.

20. Revisiting the Focus Question
Which landforms occur at different locations on Earth?
Draw a line under original response and enter new or additional idea
18. Revisit the focus question
Have students return to the page where they recorded the focus question. Students should draw a line under their original response and enter any new or additional ideas. This technique of self-reflection is called a line of learning. It helps students evaluate their own growth as they continue through the course.