Using the scientific theory or law your group studied, imagine a sci-fi story based on that law. Outline a story with characters and actions based on that scientific law or theory. Imagine what new discoveries or adventures mankind might experience. Let’s see what you can come up with. Hand in what you have by the end of class. Work fast. Remember–it’s an outline.


Learning Target: “I can understand how maps are used to locate relative and absolute location.”

Read section 1.2, including the map.

  • Identify vocabulary: absolute location, distortion, map projection, relative location.
    • Define them as they are described in the reading.
    • Reflect: What do these words have to do with understanding relative and absolute location?
  1. What is the main purpose of maps? Use absolute location and relative location to explain your answer.
  2. What is distortion? Why is it a big problem with maps? How is map projection a solution to this problem?

Student talk: In what ways have I met this learning target using 1.1 & 1.2?

Reflection: “I am meeting the learning target because I did _______________________.”


  1. Learning Target: I can explain how Washington state formed during Earth’s geological eras.”

Student talk: Review your notes from yesterday’s film. (you will come back to them later)


Study the handout: Geological Timeline. The first row is sectioned into supereon, eon, era and period; the remaining rows do not have a supereon. (Notice how the last eon of the first row becomes the next row; same with the second row.)

    • Locate the following time periods:
  • Precambrian Eon
  • Hadean Eon
  • Archean Eon
  • Proterozoic Eon
  • Phanerozoic Eon
  • Paleozoic Era
  • Mesozoic Era
  • Cenozoic Era
  • Review your chapter one outline. Which of these timelines will be discussed in chapter one?
  • STUDY the Geological Time Clock (p. 13) Read the legend; side paragraph.
    • On what time does the geological clock begin?
    • Student Talk: What does Ga, Ma, ca and mya mean?
    • Six time periods are represented. Student Talk: Which three are EONS? Which three are ERAS? Which are larger? Are they on the handout?
    • Identify along the time clock the start of
      • humans
      • mammals
      • land plants
      • animals
      • multicellular life
      • eukaryotes
      • prokaryotes

    Reflection: “I am meeting the learning target because I did _______________________.”

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