Glacier Field Trip By: Kristin Luhr and Kitty Damanskis

Goals We would introduce this field trip by teaching them first about glaciers (terms). We would introduce this field trip by teaching them first about glaciers (terms). Driving Questions... Driving Questions... ~ What creates these land features? ~ Does anything cause these to change over time? Objectives... Objectives... ~ To be able to pick out different land features that glaciers have created ~ To be able to apply material learned in class to the real world Outcomes... Outcomes... ~ Real pictures of certain land features ~ Ability to identify the effects of glaciers on actual land

Application Terms: Terms: ~ Moraines - a landform created when material was pushed up by a glacier into distinct landforms ~ Glacial outwash - Stratified deposits of sand and gravel, deposited by melt waters of a glacier ~ Drumlin - stretched out hill made of glacial till in the direction of glacial movement ~ Bedrock - The solid rock that underlies all soil, sand, clay, gravel and loose material on the earth's surface ~ Glacial Till - A general term for the rocks and material left behind after glacial retreat Connection: Connection: The directions that have to be followed ask for you to look for these or refer to these specific features and you have to be able to pick them out.

Why Learn the Terms? To be able to complete the field trip To be able to complete the field trip Especially if you live in Wisconsin there is evidence of them, so it’s good to know about the place you live. Especially if you live in Wisconsin there is evidence of them, so it’s good to know about the place you live. It’s a part of our Earth’s past It’s a part of our Earth’s past

Pictures

Costs Costs ~ For a group of 40 students you’ll need a bus ~ Digital cameras ~ A lot of extra time ~ You would need a few chaperones just for when students have to get out of the bus at the quarry and to climb the Delta Kame ( not many because they won’t be little kids)

Permission Sheet Permission to leave school grounds Permission to leave school grounds If special needs – that someone is there to help them when leaving the bus and doing the climbing If special needs – that someone is there to help them when leaving the bus and doing the climbing Ask about any medical conditions – especially asthma because they’ll be doing some physical activity Ask about any medical conditions – especially asthma because they’ll be doing some physical activity

Important to Learning Process  Helps them see that science can be applied in their own world  Connect the content studied in class about glaciers to their community  They can see that field trips can be more than just going to museums  Students would tell what they liked most about the trip  Students would tell something that they learned on the trip that they did not know before  Students could make a journal of all the pictures taken as well as why these pictures are important

Assessment  Students would take detailed notes while on the trip  While on the trip, students would take pictures of the landmarks Are pictures of the correct landmarks? Are pictures of the correct landmarks?  Make a journal of their experience  Include terms in their journal Are the terms used correctly? Are the terms used correctly?

Literature  Websites: To learn more about glaciers and climate change, go to ( To learn more about glaciers and climate change, go to ( You can learn more about types of glaciers at pubs.usgs.gov/of/2004/1216/glaciertypes/glaciertypes.html You can learn more about types of glaciers at pubs.usgs.gov/of/2004/1216/glaciertypes/glaciertypes.html pubs.usgs.gov/of/2004/1216/glaciertypes/glaciertypes.html  Trade Books On the Way to the Beach. Written and illustrated by Henry Cole. Greenwillow. On the Way to the Beach. Written and illustrated by Henry Cole. Greenwillow. Gorgeous illustrations and a unique layout encourage the reader to make observations in a forest, at the edge of a salt marsh, on sand dunes, and on the beach. This transect approach provides an interesting perspective. Fold-out pages list the ecosystem inhabitants, and the reader can search the illustration for each plant, animal, or item. Picture keys at the back of the book allow the reader to identify the ecosystem inhabitants. Gorgeous illustrations and a unique layout encourage the reader to make observations in a forest, at the edge of a salt marsh, on sand dunes, and on the beach. This transect approach provides an interesting perspective. Fold-out pages list the ecosystem inhabitants, and the reader can search the illustration for each plant, animal, or item. Picture keys at the back of the book allow the reader to identify the ecosystem inhabitants.

Cross Curricular Connections  Photography/Art Students can use their pictures to make a collage or other art project Students can use their pictures to make a collage or other art project High School- students can analyze the pictures they took while on the trip High School- students can analyze the pictures they took while on the trip  Reading/Writing Students will read trade books Students will read trade books Write a make believe story about a glacier or other landmark and how it formed Write a make believe story about a glacier or other landmark and how it formed  Geography/Social Studies Learn about the formation of glaciers and why and how they come to be where they are today Learn about the formation of glaciers and why and how they come to be where they are today

Misconceptions  Children Might not realize how what we learn applies to their world Might not realize how what we learn applies to their world Might not realize that how the earth forms effects our houses and materials we use Might not realize that how the earth forms effects our houses and materials we use  Did not realize how clear the landmarks would be so clear/visible  Did not realize how the land and what comes out of it effects the community Building materials Building materials Old vs. New houses Old vs. New houses