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You’re as Cold as Ice!: Lesson Overview

robin cannito — Tue, 15 Jul 2008 19:15:24 +0000

(Click here for a printer-friendly version of this lesson.)

Grade Level: 9-12

Time Allotment: Two to three 45-minute class periods

Overview: We don’t often think about glaciers in our everyday lives, even though their effects are all around us. Glaciers have played a large role in shaping the world around us, from the large boulders in Central Park to the rolling hills of Ireland to Minnesota’s 10,000 lakes. For hundreds of thousands of years, the movement of glaciers has shaped land through erosion and deposition, creating landforms such as U-shaped valleys, drumlins, horns and arêtes, moraines, and kettle lakes. Currently, glacial retreat is implicated in the Earth’s changing climate patterns and may have a great impact on sea levels and weather cycles.

In this lesson, students learn how glaciers and glacial movement have affected the Earth through a series of Web interactives and hands-on activities. They learn fundamental information and terminology regarding glaciers and glaciation, and will then complete an activity using model glaciers to simulate effects on the landscape. Students then use video segments and satellite images to identify the effects of glaciation in various parts of the world. Lastly, they review current theories about cycles of climate change and relate them to glaciers and ice sheets existing today.

Subject matter: Earth Science\Glaciations\Erosion

Learning Objectives:

Students will be able to:

Define key terms pertaining to glaciers and glaciation;
Describe the formation process of glaciers and glacial motion;
Explain several ways in which glaciers erode the land;
Describe features of glacial deposition and explain how they occur;
Recognize features of glacial erosion and deposition on landscapes;
Explain the relationship between glaciers/ice caps and climate patterns.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

Earth and Space Science

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an understanding of

Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
Origin and evolution of the universe

Students find that the geologic record suggests that the global temperature has fluctuated within a relatively narrow range, one that has been narrow enough to enable life to survive and evolve for over three billion years. They come to understand that some of the small temperature fluctuations have produced what we perceive as dramatic effects in the earth system, such as the ice ages and the extinction of entire species. They explore the regulation of earth’s global temperature by the water and carbon cycles. Using this background, students can examine environmental changes occurring today and make predictions about future temperature fluctuations in the earth system.

Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.

NEW YORK STATE CORE CURRICULUM ALIGNMENTS

Earth Science Core Curriculum

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

SCIENTIFIC INQUIRY

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and earth science recognizing the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth’s plates.

2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.

2.1s Weathering is the physical and chemical breakdown of rocks at or near Earth’s surface. Soils are the result of weathering and biological activity over long periods of time.

2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1u The natural agents of erosion include:

Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.

Mass Movement: Earth materials move downslope under the influence of gravity.

2.1v Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

MEDIA COMPONENTS

Video:

NATURE, Ireland, selected clips:

Clip 1, “Forming the Burren”

This clip describes how glaciers eroded the bedrock of Ireland’s landscape.

Clip 2, “Glaciated Landscape”

This clip shows the many different features and effects of glaciers in Ireland.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web Sites:

Our Environment: Glaciers
This interactive describes valley and continental glaciers and gives an in-depth explanation of the features of the glaciers and their effects on the landscape.

Life Cycle of a Glacier
This interactive from NOVA shows how a single snowflake makes it to the bottom of a glacier.

New York Satellite Images – Satellite Photo Map
This map contains satellite image of New York State.

Milankovitch Cycles – Interactivity – MSN Encarta
This interactive explains the three periodic variations in the Earth’s orientation toward the Sun, which are believed to cause cyclical changes in climate.

Earth science reference table for Regents exam

Materials:

For each student:

Earth Science Reference Table – page 8
Glacier Overview Organizer (PDF) (RTF)
Life Cycle of a Glacier Organizer (PDF) (RTF)
Milankovitch Cycles Organizer (PDF) (RTF)
One model glacier
Paper plate

For each pair/group:

Computer with Internet access
5 oz. play dough (homemade or purchased)

For the class:

Computer with Internet access, projector, and screen
TV and DVD player
Materials for model glaciers (to be constructed by teacher)
- Dirt/gravel mixture (approximately 1 tablespoon per student)
- Ice cube trays (enough for each student in the class to get one cube)
- Water (enough to fill ice cube trays)

Organizer Answer Keys:
- Glacier Overview Answer Key (PDF) (RTF)
- Life Cycle of a Glacier Answer Key (PDF) (RTF)
- Milankovitch Cycles Answer Key (PDF) (RTF)
- Effects of Glaciers in New York State Answer Key (PDF) (RTF)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Make copies of Earth Science Reference Table, page 8, for each student in your class.

Make copies of all student organizers for each student in your class.

Prepare model glaciers for students by following these steps:

Prepare mixture of dirt and gravel. Particles should be of different sizes. You will need approximately one tablespoon of the mixture for each student in the class.
Add mixture to ice cube trays. Each ice cube slot should be filled about halfway with the mixture.
Fill trays with water.
Freeze overnight.

Next: Proceed to Activities

You’re as Cold as Ice!: Video Segments: Ireland

robin cannito — Tue, 15 Jul 2008 19:14:19 +0000

These brief video segments can be used alone or in combination, to introduce a topic or to spark discussion among your students. The video segments can be adapted for any grade level – suggested focus questions are provided. Stream the video segments from the playlist below, or scroll to the bottom of the page to find downloadable QuickTime versions of the videos. These videos are also used in the lesson plan You’re as Cold as Ice! (grades 9-12).

Background:
Ireland, like much of the Northern Hemisphere, was completely covered by glaciers during the Ice Age. As the glaciers advanced and retreated over the land, they shaped and changed the surface of the landmass through the processes of erosion and sedimentation. Segments from the NATURE episode “Ireland” provide examples of the effects glaciers can have on a landscape.

Suggested Focus Questions:

Clip 1: Forming the Burren

How did the glaciers change the limestone outcrops?
How did large boulders come to rest on flat stretches of land?
What might the Burren look like if the glaciers covering it had been larger, and had moved at a faster pace?

Clip 2: Glaciated Landscape

How did frost action change the rock faces?
Describe Ireland’s landscape during the Ice Age.
What features of the landscape appear to be sculpted by glaciers? How can you tell?

Downloadable QuickTime versions of the video segments:
(Note: To download a video, right=click on the video title and click “Save Link As…’ or “Save Target As…”. On a Mac, press the CTRL key and simultaneously click the mouse, then save the link.)

Clip 1, “Forming the Burren”

Clip 2, “Glaciated Landscape“

Feeling Hot, Hot, Hot!: Lesson Overview

robin cannito — Tue, 15 Jul 2008 18:27:00 +0000

(Click here for a printer-friendly version of this lesson.)

GRADE LEVEL: Grades 9-11

TIME ALLOTMENT: Three 45-minute class periods

OVERVIEW: Throughout history, volcanic eruptions have been among the most terrifying, catastrophic, and unpredictable natural events. Volcanic eruptions occur when molten rock beneath the Earth’s crust erupts though openings in the surface, which can occur either at the boundaries between lithospheric plates or over hot spots. Although scientists know a great deal about the formation of volcanoes, they have yet to develop an effective system for accurately predicting their eruptions. While volcanoes can be devastating to cities and landscapes, they can also create new geographical features such as mountains and island chains.

In this lesson, students will learn about different types of volcanoes, how and why they erupt, and the physical impact of volcanic eruptions. The class will simulate a volcanic eruption by using a model volcano and chemical solution, and compare it to a real eruption in order to understand both the process by which magma is created and the relationship between plate tectonics and volcanism. The lesson also reviews the formation, location, and identity of volcanic islands and other surface features. The class will analyze information gained from video clips and virtual labs to assess the possibility of using knowledge about volcanoes to predict their eruptions.

Student understanding will be assessed through classroom organizers, virtual lab activities, and responses to in-class discussions. Students should have a basic knowledge of plate tectonics prior to completing this lesson.

This lesson can be used following the NATURE lesson, “Stressed Out!”

SUBJECT MATTER: Earth Science

LEARNING OBJECTIVES:

Students will be able to:

Describe the physical effects of volcanic eruptions;
Describe the four principal types of volcanoes;
Demonstrate an understanding of the process by which magma is formed;
Explain the relationship between plate boundaries and zones of volcanism;
Correlate zones of high occurrence of volcanoes and newly formed mountain ranges/island chains;
Recognize the geographic areas where volcanoes most frequently occur;
Compare the positive and negative effects of volcanic eruptions;
Discuss options for predicting volcanic eruptions.

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards:

Earth and Space Science

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an understanding of

Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
Origin and evolution of the universe

Fundamental concepts and principles that underlie this standard include:

ENERGY IN THE EARTH SYSTEM

The outward transfer of earth’s internal heat drives convection circulation in the mantle that propels the plates comprising earth’s surface across the face of the globe.

THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM

Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years

New York State Regents Core Curriculum Alignments

Physical Setting: Earth Science Core Curriculum

STANDARD 6 – Interconnectedness: Common Themes Patterns of Change:

Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1

2.1k The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth’s surface.

2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system.

These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.

Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.

Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

2.1n Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.

2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

MEDIA COMPONENTS

Video:

NATURE, Violent Hawaii, selected clips

Clip 1, “A Land Born in Fire”

Shows footage of volcanic activity and lava flow in Hawaii.

Clip 2, “How to Build an Island from Scratch”

How the Hawaiian Islands were formed by a geothermal hotspot and related volcanic activity.

Clip 3, “Creating an Island Paradise”

The process by which the next Hawaiian island will be formed.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites:

Annenberg Media Exhibits – Volcanoes
This interactive site contains information about the formation and location of volcanoes, as well as information about predicting volcanic eruptions.

Dynamic Earth:

Plates & Boundaries
This section of the interactive shows the different types of plate boundaries and where they are located on the Earth’s surface. This page is a good review for students.

Slip, Slide, Collide
Starting on the second page of the section, Slip, Slide, Collide shows pictures and animations, accompanied by text descriptions, of the activity at plate boundaries.

Active Volcanoes, Plate Tectonics, and the “Ring of Fire”
Map showing plate boundaries and sites of volcanic activity.

Virtual Volcano
This interactive site from the Discovery Channel reviews the composition of volcanoes, the different types of volcanoes, and allows students to adjust conditions create different types of volcanoes and eruptions.

Predict an Eruption
This interactive Web site from the U.S. Geological Survey uses data from a series of eruptive episodes of Mt. St. Helens to describe methods of predicting volcanic eruptions. The site includes animations, text, hands-on extension activities, and assessments.

Earth Science Reference Table
Provided by the New York State Regents Board, this reference guide includes useful information for students.

MATERIALS