National Center For Atmospheric Research
Activity takes about 1 class period to complete.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Performance Expectation, 1 Disciplinary Core Idea, 3 Cross Cutting Concepts, 3 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 4e
Notes From Our Reviewers
The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness.
Read what our review team had to say about this resource below or learn more about
how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy |
- Ideally students would do an analysis of the loss of glacier ice using a basic method of spatial analysis. Easiest way to do this would be to use transparent graphing paper on a map or an aerial photo.
- Activity is part of a curriculum with additional relevant activities that can be found at: http://eo.ucar.edu/educators/ClimateDiscovery/
- Quantitative aspects could be strengthened if students would do an analysis of the loss of glacier ice using a basic method of spatial analysis. Easiest way to do this would be to use transparent graphing paper on a map or an aerial photo.
About the Science
- Very visual exercise that shows convincingly the response of alpine glaciers to global warming
About the Pedagogy
- Well-presented short lesson – about 1 class period
- Well-designed exercise that starts with a dramatic example from Switzerland, then offers the global perspective and finishes with a US glacier example. This assessment with an example from the south-western US makes it easier for US students to relate to the problem of glacial warming
- Uses a Venn diagram to compare images -- a useful tool.
- Performance assessment at the end is a good idea – students do postcards before and after from the same glacier
- Interpretation of photos and discussions will engage students with different learning styles
- Very worksheet oriented and not much data for students to ponder and analyze.
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
MS-ESS3-5:Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Disciplinary Core Ideas: 1
MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
Cross Cutting Concepts: 3
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C3.5:Phenomena that can be observed at one scale may not be observable at another scale.
MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.
Science and Engineering Practices: 3
MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.