DO NOW ACTIVITY: Describe this picture in one word Insert picture of glacier DO NOW ACTIVITY: Describe this picture in one word Beth Harries, Central Foundation Boys’ School, London

Beth Harries, Central Foundation Boys’ School, London Glaciation 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 Beth Harries, Central Foundation Boys’ School, London

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

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

In pairs you have 10 minutes to research your area of glaciation. Lesson Objective To be able to identify a glacier and understand how it shapes the landscape To develop skills of collaboration 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 Beth Harries, Central Foundation Boys’ School, London

Once upon a glacier... Britain in the ice age Insert UK map 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. Insert picture of u shape valley 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. Britain covered by ice - glaciers Britain not covered by ice 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. Think quick! Why are most of the world’s glaciers retreating? Beth Harries, Central Foundation Boys’ School, London

What is a glacier? 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. Inputs come from avalanches along the sides of the glacier but mainly from precipitation as snow. Compacted ice at Puerto Moreno Glacier, Argentina. Over time snow accumulates and is compressed into ice. The water held in storage is the glacier. Precipitation as snow Under the force of gravity, the glacier flows downhill. Insert accumulation and ablation image When temperatures warm, glaciers melt. The melt water is the main output, along with some evaporation. This is ablation. Think quick! Why are most of the world’s glaciers retreating? 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 Beth Harries, Central Foundation Boys’ School, London

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 2. Plucking _Water freezes on the rock surface. _The glacier moves downward _It pulls away rocks from the surface, plucking away. Insert freeze thaw and plucking picture 3. Abrasion _Rock fragments in the ice grind against the surface rock. _It acts as a rough sandpaper wearing away the valley. Insert picture of glacier Think quick! Why are most of the world’s glaciers retreating? Glacial movement in Alaska Beth Harries, Central Foundation Boys’ School, London

Learn from your peers about glaciers. Lesson Objective To be able to identify a glacier and understand how it shapes the landscape To develop skills of collaboration 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 Beth Harries, Central Foundation Boys’ School, London

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. Remember Joe? On the back of your sheet explain how his story links to the lesson. ‘Building a snowman is like a glacier because...’ 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