DO NOW ACTIVITY: Describe this picture in one word

Insert picture of glacier

Beth Harries, Central Foundation Boys’ School, London

Lesson Objective

To be able to identify a glacier and explain how it shapes the landscape

To discuss ideas in groups

Lesson Objective

To be able to identify a glacier and explain how it shapes the landscape

To discuss ideas in groups

Outcome of our learning...

By the end of the lesson

ALL will be able to identify what a glacier is and work collaboratively

SOME will move on to explain how it shapes the landscape and develop leadership skills

Outcome of our learning...

By the end of the lesson

ALL will be able to identify what a glacier is and work collaboratively

SOME will move on to explain how it shapes the landscape and develop leadership skills

GlaciationGlaciation

Beth Harries, Central Foundation Boys’ School, London

Open your envelopes.

Put the story in order from when Joe wakes up.

Beth Harries, Central Foundation Boys’ School, London

Joe woke up and opened the curtains and for the second day in a row saw nothing but a blanket of snow. His mobile frantically beeped and before he knew it, Joe was at Shoreditch Park building a snowman.

They began to build and the snow was really easy to pack, maybe because it had fallen on yesterday’s layer.

As they rolled the snow, the tiny snowball quickly began to grow gaining mass.

It morphed from something white and beautiful to an off-white, speckled mess. Joe pointed out that half of the park seemed to have become embedded in the snowman.

They looked at what was stuck to the body of the snowman. It had taken a fair chunk of the path with it. There was mud, lots of odd stones randomly scattered, leaf debris and pieces of wood.

They finished and looked at the park. The course of destruction couldn't be disguised. A line of green was left . The ball of snow had the power to strip out nearly everything in it's path.

Beth Harries, Central Foundation Boys’ School, London

Part 1

In pairs you have 10 minutes to research your area of glaciation.

Take notes in the correct box and be prepared to teach the class about your area.

Consider key words, locations, facts and figures, and collaborate well. You may want to

explain in more detail...use the back

of your sheet

Lesson ObjectiveTo be able to identify a glacier and understand how it shapes the landscape To develop skills of collaboration

Lesson ObjectiveTo be able to identify a glacier and understand how it shapes the landscape To develop skills of collaboration

Beth Harries, Central Foundation Boys’ School, London

Once upon a glacier...Once upon a glacier...Many landscapes were once shaped by ice.

In the past the climate has been much colder. These ice ages were times of glacial activity.

The last ice age started 100,000 years ago and ended 10,000 years ago.

During theses times Scotland and northern England were covered in ice (see the map).

Glaciers carved new features into the landscape with great erosive power.

Many landscapes were once shaped by ice.

In the past the climate has been much colder. These ice ages were times of glacial activity.

The last ice age started 100,000 years ago and ended 10,000 years ago.

During theses times Scotland and northern England were covered in ice (see the map).

Glaciers carved new features into the landscape with great erosive power.

Britain covered by ice - glaciers Britain not covered by ice

Britain in the ice age

Think quick!Why are most of

the world’s glaciers

retreating?

Where’s the ice today?

Antarctica. 90% of Earth’s ice is found here. The ice is sometimes over 4000-5000 metres deep. This ice sheet would cause the earth’s oceans to rise by 7 metres if it melted.

There are glaciers all over the world in cold climates. Some are growing, but most are retreating.

You can see the evidence of glaciers today...a ‘u’ shaped valley once formed by a glacier in the Lake District and a scar form meltwater in North Yorkshire.

Beth Harries, Central Foundation Boys’ School, London

Insert picture of u shape valley

Insert UK map

Inputs come from avalanches along the sides of the glacier but mainly from precipitation as snow.

Over time snow accumulates and is compressed into ice. The water held in storage is the glacier.

When temperatures warm, glaciers melt. The melt water is the main output, along with some evaporation. This is ablation.

A glacier is a large mass of ice on land that moves downward. It is a system of inputs, stores, transfers, and outputs, just like a river.

What is a glacier?What is a glacier?

Precipitation as snow

Winter

_more precipitation (input) than melting (output) at the head

_this is called accumulation

Result = advancement or glacier growth

Summer

_more melting (output) than precipitation (input)

_this is called ablation

Result = retreating or shrinking glaciers

Think quick!Why are most of

the world’s glaciers

retreating?

Under the force of gravity, the glacier flows downhill.

Compacted ice at Puerto Moreno Glacier, Argentina.

Beth Harries, Central Foundation Boys’ School, London

Insert accumulation and ablation image

3. Abrasion

_Rock fragments in the ice grind against the surface rock.

_It acts as a rough sandpaper wearing away the valley.

3. Abrasion

_Rock fragments in the ice grind against the surface rock.

_It acts as a rough sandpaper wearing away the valley.

How do glaciers work?How do glaciers work? A glacier is a large mass of ice on land that moves downhill due to gravity.

They move slowly, 3-300metres a year.

As glaciers move, they carry out processes of weathering and erosion. They have great power and carve new features into the landscape.

1. Freeze Thaw Action

_Water is trapped in the rocks _It expands as it freezes _Places pressure on the rocks _This is repeated and rocks loosen

and break off

1. Freeze Thaw Action

_Water is trapped in the rocks _It expands as it freezes _Places pressure on the rocks _This is repeated and rocks loosen

and break off 2. Plucking

_Water freezes on the rock surface.

_The glacier moves downward _It pulls away rocks from the

surface, plucking away.

2. Plucking

_Water freezes on the rock surface.

_The glacier moves downward _It pulls away rocks from the

surface, plucking away.

Glacial movement in Alaska

Think quick!Why are most of

the world’s glaciers

retreating?

Insert picture of glacier

Beth Harries, Central Foundation Boys’ School, London

Insert freeze thaw and plucking picture

Part 2

Learn from your peers about glaciers.

Listen well and take notes to complete your grid as they teach you.

You may want to explain in more

detail...use the back of your sheet

Lesson ObjectiveTo be able to identify a glacier and understand how it shapes the landscape To develop skills of collaboration

Lesson ObjectiveTo be able to identify a glacier and understand how it shapes the landscape To develop skills of collaboration

Beth Harries, Central Foundation Boys’ School, London

Joe woke up and opened the curtains and for the second day in a row saw nothing but a blanket of snow. His mobile frantically beeped and before he knew it, Joe was at Shoreditch Park building a snowman.

They began to build and the snow was really easy to pack, maybe because it had fallen on yesterday’s layer.

As they rolled the snow, the tiny snowball quickly began to grow gaining mass.

It morphed from something white and beautiful to an off-white, speckled mess. Joe pointed out that half of the park seemed to have become embedded in the snowman.

They looked at what was stuck to the body of the snowman. It had taken a fair chunk of the path with it. There was mud, lots of odd stones randomly scattered, leaf debris and pieces of wood.

They finished and looked at the park. The course of destruction couldn't be disguised. A line of green was left . The ball of snow had the power to strip out nearly everything in it's path.

Remember Joe?

On the back of your sheet explain how his story links to the lesson.

‘Building a snowman is like a glacier because...’

Beth Harries, Central Foundation Boys’ School, London