1. Daily Warm-Up Exercises
Day 32
In a geologic time line, what's the difference between an era and a period?
Earth's history is divided into eras, and eras are divided into periods.
In a geologic time line, where is the present usually located?
The present is usually at the start of the time line.
Daily Warm-Up Exercises 1
Daily Warm-Up Exercises 1

2. Relative Scale and Magnification
Exercise 6.2
Exercise 6.2 Image comprehension focus: Relative Scale and magnification Goal: Expand understanding of scale that visual cues may not accurately reflect relative size Module Images: lab notebook p. 51, Earth History Timeline Type of Activity: Teacher Comment: Objective: The purpose of this activity is to help students to appreciate that sometimes the visual cues in an image do not reflect the relationships between parts of the image. In this case, the visual conveyed by the timeline does not match the relative size of each time period. >>>next slide<<< 2

3. Lab Notebook, p. 51
Procedure: Instruct students to find the table of geological periods on page 51 of the Lab Notebook. As you show the slide, direct the students to describe the visual sizes of each of the time periods as drawn in the image [they are all about the same size] Next, ask the students to estimate the length of each time period. [Most range around million years but the Precambrian period is much, much longer-between three and four billion years!] Emphasize that one needs to be careful not to make assumptions based on how things look. In this case even though the time slots all look about the same size, one, the Precambrian Era, is much longer.   >>>end of exercise<<< 3

4. Cut-Away Convention Exercise 6.3
Exercise 6.3   Image comprehension focus: Cut-away convention Goal: To practice or maintain understanding of the “cut-out” perspective Module Images: Resource book p. 82, Floating on a Prehistoric Sea (modified) Type of Activity: Teacher Comment Overview: This activity provides students an opportunity to articulate their understanding of the cut-away perspective. >>>next slide<<< 4

5. CaSE Book Student Resources Book, page 46
Procedure: Have students look at the top image on page 46 of the CaSE Student Resources Book. Instruct them to use what they know about cut-away conventions to describe what the image is showing (or to indicate that they understand the viewpoint or perspective of the image). [They should indicate that this view is as if one could make a cut to remove part of the earth so they could see both above the surface and the various layers beneath the surface.] End Exercise 6.3 5

6. Diagram vs. Real Image Exercise 6.4
Exercise 6.4   Image Comprehension Focus: Diagram vs. “Real” Image Goal: Quick check or maintenance of the awareness that often diagrams are not realistic but appearance is designed to identify or differentiate components Module Images: Resources p. 82 (ocean level-third image from top): Modified   Additional Images: Photographs of Muav limestone (muav.jpg), silt/clay (brighangel.jbp) and Tapeats Sandstone (tapeats.jpg) (w/o any identifying labels) Type of Activity: Student Activity Overview: This activity provides students with an experience where they can see that a diagram may not be a realistic depiction of an object. Procedure: Direct the students to look at the resources book p. 82 (modified image available on next slide). If this activity is done before the students read the passage, it can be introduced along the lines of, “We are going to take a look at an image from the reading you will be doing later today….” If necessary, this activity can also be done after the reading and introduced slightly differently along the lines of, “Now we are going to take a closer look at an image from the reading you did previously….” >>>next slide<<< 6

7. CAN YOU MATCH THE PHOTOGRAPH WITH THE CORRECT LAYER IN THE DIAGRAM?
Have the students look at the diagram in the lower-right corner of the slide. Point out that instead of using color to distinguish among different kinds of rock, the authors have used texture, or visual patterns.
Point out the sandstone in the diagram, and ask students to guess why the authors chose a pattern of scattered dots to stand for sandstone. [In this case, the pattern resembles sand, so there is a connection between the pattern chosen, and the actual properties of the rock].
Next ask the students to guess why shale has been represented with short horizontal lines. [Again, it could be argued that shale is composed of many thin layers, and the pattern resembles the actual physical properties of the rock].
Finally, ask the students to say why a brick wall pattern has been used to stand for limeston. [This time, there is no match between the pattern and the physical properties of the rock. It could be argued that limestone is USED to MAKE building materials, but this is now a different “rule” than the one used for sandstone and shale].
Point out that authors may, or may not, be choosing colors, or textures, based on a real-world match. Sometimes a color is chosen for no particular reason at all, sometimes it is chosen because the author is simply running out of choices. Finally, ask the students if they can guess, using all that they have learned at this point, which of the three photos shows limestone, and which shows sandstone.   (Picture in upper left shows limestone, upper right shows sandstone, lower left shows slit / clay) >>>end of exercise<<< 7