LuAnn Dahlman, Andrill
Activity takes about 1-2 lesson periods. Additional materials required.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 6 Cross Cutting Concepts, 7 Science and Engineering Practices
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Teaching Tips | Science | Pedagogy |
- May be very useful to visit the broader collection of activities to put this in context and tie it to other concepts: http://www.andrill.org/flexhibit/flexhibit/materials/activities/. (Table of contents is available)
- Links within the PDF of the activity to short films and posters are also helpful for explaining key concepts.
About the Science
- The activity uses models to help students understand how glaciers and ice sheets form.
- Comments from expert scientist: Great hands-on set of construction exercises for kids to understand what glaciers and ice sheets are.
About the Pedagogy
- Very well written.
- Multi-dimensional in nature.
- The models seems very simple but will successfully engage middle schoolers.
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
Disciplinary Core Ideas: 2
MS-ESS2.C1:Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
MS-ESS2.C3:Global movements of water and its changes in form are propelled by sunlight and gravity.
Cross Cutting Concepts: 6
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C3.1:Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
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: 7
MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
MS-P2.3:Use and/or develop a model of simple systems with uncertain and less predictable factors.
MS-P2.5:Develop and/or use a model to predict and/or describe phenomena.
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-P4.3: Distinguish between causal and correlational relationships in data.
MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.
MS-P6.4:Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events.