Glacial Slip and Slide

Transcription

1 Glacial Slip and Slide Overview: Students gather evidence using informational videos in the area of glaciology. They create presentations using data collected, providing visual and narrative elements to demonstrate their understanding of how glaciers affect the Earth s surface. Lesson Concept: Glaciers contribute to the shaping of the Earth. Ca 6th Grade Science Standards: Surface water flow, glaciers, wind, and ocean waves have all been and continue to be active throughout California and the rest of the world in shaping landscapes. NGSS Alignment MS-ESS2-1 Construct an explanation based on evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.] MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] MS-ESS-2-4 Develop a model to describe the cycling of water through Earth s systems driven by energy from the sun and force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] 1

2 Cross Cutting Concepts Explanations of stability and change in natural systems can be constructed by examining changes over time and processes. Construct an explanation based on evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales. Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Science Practices Students will be asking questions and developing/models while analyzing and interpreting data. In the process students will be obtaining, evaluation, and communication information. ISTE Standards Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Research and information fluency: Students apply digital tools to gather, evaluate, and use information. Cyberinfrastructure Tools: Computer or tablet for each two to three students to access: videos, collaborative environment (Edmodo. My Big Campus, etc.), and presentation tool. Lesson Activities Pre-lesson Activity: Teacher should describe how an image communicates both specific and general information that may be used as scientific evidence. Watching a video without narration might help students focus on the images as evidence: such as Melting Glaciers - Ice Breaking Off. Students should practice asking questions and finding supportive images as evidence of their answers. Create logins for Haiku Deck web pages prior to the lesson. Select a video from the list below ahead of time and identify how to elicit student responses. 2

3 Preview the videos from the list on CyberQuest lesson page to ensure they are not blocked on the site computers. The most effective videos for this activity are marked with an asterisk: Glacier Power, Inside a Glacier, How Glaciers are Formed, Glacial Movement and Erosion, Giant Glacier, and Alaska: Science s Glacial Strides (the same video is called Alaska: Evidence of Global Warming on YouTube). Teacher Does (time) 10 minutes Student Does (time) Teacher asks students to Write down one word or term associated with glaciers. As you watch the video, listen for your word or something that has a similar meaning or same concept. Show video: Snowball Earth? from YouTube. The version on YouTube is called Naked Science: Snowball Earth? So expect a few giggles. This video is about 3:35 minutes. After watching this video, facilitate discussion: Tell the person next to you what you heard in the video about your word. Now with your partner, create a question that can be answered by someone watching your video, similar to the Jeopardy game. Once you ve come up with your question, write your question on your paper. Students write a word associated with glaciers on a piece of paper. Students watch a video looking and listening for something in the video about their word. Students discuss with their partner what they heard in the video that relates to the word that they were listening for in the video. In partners, students formulate a question that can be answered from the video. Students are directed to log on to Haiku Deck and create an account. If not done previously, but it may be helpful to have accounts already set up. Have students share out questions. Help students set up accounts on Haiku Deck, which can be used on a computer or an ipad/tablet. Other options: Students use applications available (Explain Everything, Keynote, Comic Life). EXPLORE Teacher Does (15 Minutes) On their paper, have students draw a line underneath the text they recorded after watching and discussing Snowball Earth. Students draw a line on their paper. Provide video access for students by 3

4 posting the list of links on a shared site: Edmodo, My Big Campus, Google Docs, etc. Have each pair choose one video to use for completing the remainder of the activity. As you listen and watch the video, look for what the video is mainly about and create a question that can be answered from the video. Identify and write down three pieces of evidence from the video to answer that question. Student groups watch a video about glaciers and begin identifying key information from the video as key evidence. They might note the time stamp for where the evidence is located in the video. Students watch video and come up with a question that can be answered from information in the video. They record their questions on paper as well as three pieces of evidence from the video. Students will watch and rewatch the video to find information. For Haiku Deck - Login. Students are shown a slide or given a handout showing how to navigate, create new slides, and options for the layout of each slide. Their first slide needs to be their question(s). After students enter their question(s), have them click on the 2nd icon on the far left to see images or they can search for images by typing in keywords or a phrase Using the Haiku Deck site, students will create their presentations. Students will add slides to present the information that answers the question they pose on the first slide. Photos are used to present evidence as well as text. The goal is that students have three pieces of evidence represented by pictures and text. There are many Haiku Tutorials available, but the one from the Haiku site has links to other resources that might be helpful and is focused on teachers using Haiku Deck. Haiku Deck seems to work best in Chrome. ipad: Review application options. Students then create a presentation with their question and provide evidence that answers the question as stated above. EXPLAIN Teacher Does (15) 4

5 Teachers will look for evidence of students answering their question within their presentations. Using Haiku Deck, or similar presentation tool, students complete presentations and are able to share with others. Ask Students: What did you know now that you did not know before? What questions do you have now about glaciers? EXTENSION Teacher Does (Next day) Have students choose a glacier to research. Students choose and research a glacier. Students will compile their findings into a presentation. Workforce Connection Teacher Does (Time) Arrange for a videoconference or virtual conversation with a glaciologist. Students write questions they can ask the glaciologist. Contributors: Gilly Ryan, Nancy Cotter, Melissa Masterson 5