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LESSON: Glaciers
ACADEMIC STANDARDS:
1. 3.3.8.A1: Distinguish between physical and chemical weathering. Compare and contrast
the types of energy that drive Earths systems.
ASSESSMENT ANCHORS:
1. S8.D.1.1.2: Describe natural processes that change Earths surface (e.g., landslides,
volcanic eruptions, earthquakes, glaciers, mountain building, new land being formed,
weathering, erosion, sedimentation, soil formation)
INSTRUCTIONAL OBJECTIVES:
1. Given the experiment, students will describe at least two properties of glaciers, with no
error.
2. Given PowerPoint slide 4-5, students will explain how glaciers form, with 90% accuracy.
3. Given the worksheet on glacial features, students will compare and contrast the glacial
features that are formed by deposition, with 90% accuracy.
ESSENTIAL QUESTIONS:
1. Name and describe at least two properties of glaciers.
2. Explain how glaciers form.
3. Compare and contrast the glacier features that are formed by erosion and deposition.
FORMATIVE ASSESSMENTS:
1. Walk around while students complete the experiment and ask each group what they are
observing. If they are having trouble, give them hints, such as how could we use the
food dye to test which parts of the glacier moves the fastest?
2. Ask essential questions during closure to ensure students understanding of the
demonstration and how GAK shares properties of glaciers.
Comment [K1]: INTASC 1: Content pedagogythis experiment allows for hands-on Science,
allowing students to construct meaningful subject
matter for themselves.
LESSON OUTLINE:
I.
II.
3. Students need to come up with ways to test each of the properties, using the
materials given, if they choose to, and explain what they found out about each
property and how they came to that conclusion.
2. Explain- Class discussion- How did students work in groups to find out information
about each property? How did they come to those conclusions?
1. Speed- Glaciers move very slowly. The middle of a glacier moves faster than
the outside moves (this can be shown with the baking sheet held on a slope
and markers can be used to mark a line on the GAK to see that the middle
moves faster).
2. Weight- The weight of a glacier is what causes it to move. If you roll the
GAK up in a ball and place it down, its own weight will cause it to move
outward.
3. Shearing- GAK looks like its something in between a solid and a liquid, but
if you pull hard enough, it will shear, or break off, just as ice does.
4. Flow- If you hold the GAK in the air, it will flow under its own weight, just as
glaciers do.
5. Bending- GAK will bend and go around curves just as glaciers do.
III.
IV.
Evaluate: Summary
A. Summary
1. Glaciers are huge masses of ice that move under the influence of gravity.
2. They move slowly under their own weight, flow, shear, and bend.
3. The middle of a glacier moves faster than the outsides do.
4. Glaciers cause erosion and deposition which causes Earths surface to change.
2. A second version of the worksheet is given, with glacial features sorted into two
groups: features caused by erosion and features caused by deposition. Students are to
define each feature.
3. A third version of the same worksheet is given, with the definitions of each feature
already given. Students are to sort the features by if they are caused by erosion or
caused by deposition.
HOMEWORK: Select one of the glacial features we went over. Draw and label a diagram
explaining how it forms. Be prepared to show the class tomorrow.
REFLECTION AND ANALYSIS:
1. Did the video at the beginning of the lesson help to grab students attention about
glaciers?
2. Was the GAK experiment useful as an inquiry-based experiment?
3. Did allowing students to use the computer instead of the textbook for the worksheets
seem effective?