Kendall
Planetarium
Ice Worlds
Planetarium Show – Teacher’s Guide
PROGRAM
OUTLINE
Description: Ice Worlds explores the Earth's polar icecaps and draws parallels
with ice on planets and moons elsewhere in the Solar System. The film shows
flights over the Antarctic Peninsula, the Ross Sea and Mount Erebus.
Paleoclimate data and seafloor depth are used to show how the coastline of the
British Isles has changed since the last ice age.
Activities: Investigating materials that insulate, understanding density, studying
the reflectivity of snow and ice.
LEARNING
OBJECTIVES



Water ice is common in the Solar System.
The Earth’s polar ice caps are regions of animal diversity, although these
regions are undergoing change due to the shrinkage of the ice caps.
Scientists study climate change in the Arctic and Antarctic regions by
extracting long cores of the ice and studying the layers of ice.
Process Skills Focus: Inquiry, observation and communication.
Topics: Ice ages, climate change, polar regions, ice on planets and moons in
the Solar System.
OREGON
STANDARDS
Scientific Inquiry Standards:

K.3S.1
Explore questions about living and non-living things and
events in the natural world.


K.3S.2
1.3S.2

1.3S.3

2.3S.2
Make observations about the natural world.
Record observations with pictures, numbers, or written
statements.
Describe why recording accurate observations is important
in science.
Make predictions about living and non-living things and
events in the environment based on observed patterns.
Engineering Design Standards:


1.4D.3
2.4D.3
Show how tools are used to complete tasks every day.
Describe an engineering design that is used to solve a
problem or address a need.
Earth and Space Science Content Standards:


K.2E.1
H.2E.3
Identify changes in things seen in the sky.
Describe how the universe, galaxies, stars, and planets
evolve over time.
Physical Science Content Standards:

K.2P.1
Examine the different ways things move.
NEXT GENERATION
SCIENCE STANDARDS
Practices
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
6. Constructing explanations and designing solutions
8. Obtaining, evaluating, and communicating
information
Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
7. Stability and change
DCIs
Disciplinary Core Idea
PS1
Matter and Its Interaction
PS2
Motion and Stability: Forces and
Interactions
K
1
2
Physical Science
n/a n/a
n/a
n/a
3
4
n/a
n/a
n/a
5
MS
HS
PS3
Energy
PS4
Waves and Their Applications in
Technologies for Information Transfer
LS1
From molecules to organisms:
Structures and processes
Ecosystems: Interactions, Energy, and
Dynamics
Heredity: Inheritance and Variation of
Traits
Biological Evolution: Unity and Diversity
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Life Science
LS2
LS3
LS4
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Earth & Space Science
n/a
ESS1
Earth's Place in the Universe
ESS2
Earth's Systems
n/a
ESS3
Earth and Human Activity
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Engineering, Technology, and Applications of Science
ETS1
Engineering Design
DCI Grade Band Endpoints
ESS1.B
The solar system consists of the sun and a collection of objects, including planets,
their moons, and asteroids that are held in orbit around the sun by its gravitational
pull on them. (By end of grade 8).
ESS1.C
Some events happen very quickly; others occur very slowly, over a time period
much longer than one can observe. (By end of grade 2).
ESS2.A
Rainfall helps to shape the land and affects the types of living things found in a
region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (By end of grade 5).
The planet’s systems interact over scales that range from microscopic to global in
size, and they operate over fractions of a second to billions of years. These
interactions have shaped Earth’s history and will determine its future. (By end of
grade 8).
ESS2.C
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and
in liquid form. (By end of grade 2).
ESS3.A
Living things need water, air, and resources from the land, and they live in places
that have the things they need. Humans use natural resources for everything they
do. (By end of grade 2).
Performance Expectations
K-ESS3-1. Use a model to represent the relationship between the needs of different plants
and animals (including humans) and the places they live.
2-ESS1-1. Use information from several sources to provide evidence that Earth events can
occur quickly or slowly.
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid
or liquid.
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects
of weathering or the rate of erosion by water, ice, wind, or vegetation.
MS-ESS1- Analyze and interpret data to determine scale properties of objects in the solar
3.
system.
MS-ESS2- Construct an explanation based on evidence for how geoscience processes have
2.
changed Earth's surface at varying time and spatial scales.
SOURCES
The information and activities presented in the Ice Worlds Teacher’s Guide have
been adapted for use and distribution by OMSI from the following:
Center for Remote Sensing of Ice Sheets
Ice Planet Earth – the University of New Hampshire
Smithsonian Museum of Natural History
GLOSSARY
Albedo:
The reflectivity of a surface. Ice has a high albedo (it is
highly reflective) while wet soil has a low albedo (it doesn’t
reflect much light).
Antarctica:
The Earth’s southernmost continent. Antarctica is the
coldest, driest, and windiest of the seven continents.
The Arctic:
The polar region in the most northern part of the Earth.
Ice age:
A period of sustained cold, where ice sheets and glaciers
cover a majority of the planet.
Ice core:
A cylindrical sample of ice that is extracted from an ice
sheet. Ice cores provide a geologic record of climate change.
Krill:
Small crustaceans (aquatic animals related to shrimp) that
are extremely numerous and provide nourishment for fish,
penguins, seals, and whales.
Polar region:
The areas of the globe surrounding the North and South
poles, respectively.
POST-VISIT QUIZ
Check your comprehension of the planetarium show!
1) The Antarctic ice shelf is approximately how thick? Choose one of
the following: 2.5 meters, 25 meters, 2.5 kilometers.
2) The polar regions on Mars are composed of water ice and ______ ice.
3) Comets may have delivered substantial amounts of _____________
to the Earth.
4) Europa, a moon of __________________, is thought to harbor a liquid
water ocean.
5) What are the rings of Saturn made of?
6) Long chunks of ice that scientists drill are called ice _____________.
7) Choose the correct statement:
a. The Arctic is in the north while the Antarctic is in the south.
b. The Arctic is in the south while the Antarctic is in the north.
8) Is ice less dense or more dense than liquid water? (Do ice cubes
float in a drinking glass?)
9) Tiny crustaceans called _________________ are a food source for
many animals in the Antarctic.
10) How is looking at layers of ice like looking back in time?
11) The Earth’s last ice age occurred approximately how long ago?
Choose one of the following: 2 years ago, 20,000 years ago, 20
million years ago.
SUGGESTED
ABOUT THE
PLANETARIUM
CLASSROOM
ACTIVITIES
LABS
Save the Ice!
Description: In this activity, students will investigate how well different materials
insulate ice.
TIME REQUIRED
Advance Preparation
15 minutes
Activity
30 minutes
Clean Up
5 minutes
SUPPLIES



Ice cubes
Variety of materials – foil, cotton, plastic wrap, felt, Styrofoam, newspaper,
paper towel, etc. Identical kits of materials should be prepared, since
students will be competing against each other in groups.
Timer

ACTIVITY
PART I

Discuss that idea that different materials insulate. You can remind
students of pot holders for holding hot pots and down jackets for wearing
on ski trips.

Divide students into teams of 3-4 students each and explain that each
group will receive an ice cube. They are challenged to use the materials
provided to make an insulating case for the ice cube, to protect it from
melting. They will test their design against an ice cube left in the open air,
and against the other groups’ designs.

After the students have had the chance to design their insulator, pass
around the ice cubes to each team. Place one (control) ice cube in a glass
dish at the front of the classroom.

After about 20-30 minutes, have the teams unwrap their ice-cube
insulator. Compare the level of melt with other teams, and against the ice
cube left at the front of the room.

If desired, give a prize to the team with the least melted ice cube.

Discuss the effectiveness of different insulating materials. Which material
was the best insulator? Why?
Background
Although ice cannot be prevented from melting at room temperature, there are
ways to keep it frozen for just a little longer. Thermally insulated cooler boxes are
pretty good for this. These containers prevent the transfer of heat from the inside
of the container to the exterior and vice-versa. Ice buckets and Styrofoam boxes
take advantage of this principle to keep ice from melting. Common thermal
insulators include nylon lined fabrics, Styrofoam and hard plastics.
Keeping ice in light-colored containers or reflective containers might also help
keep it frozen. Lighter colors and reflective surfaces absorb less radiation from
the sun. This should mean that a smaller quantity of heat would be and therefore
the ice should melt more gradually.
All About Icebergs
Description: Students will explore the properties of icebergs and learn about the
concept of density.
TIME REQUIRED
Advance Preparation
Activity
Clean Up
more than 60 minutes
15 minutes
5 minutes
SUPPLIES
Per group:





2 Graduated cylinders (large, 250ml works best)
Balance scale with masses
Water
Salt
Blue food coloring (optional)
ADVANCE
Sciss
PREPARATION

Freeze several blocks of ice, just small enough to fit into the graduated
cylinders – two per group.

ACTIVITY

Keep ice blocks frozen until ready to use.

Introduce the concept of icebergs and ask if any students have seen or
heard of one. Clarify that icebergs are simply large blocks of ice, like huge
versions of the ice cubes that we put in our drinks.

Fill each graduated cylinder about ½ full with water, about 100mL. (This
makes the math for calculating salinity easier.)

To one graduated cylinder, add salt to simulate seawater, where icebergs
are normally found. Sea water has an average salinity of 3.5%, or 35 g/L.
If desired, have the students calculate the amount of salt to add to 100 mL
of water to make it as salty as sea water. (3.5 grams for 100mL)

Add the ice blocks to the water.

Have the students measure the displacement of the water and record their
results. Why does the ice cube displace more freshwater than salt water?

Ask the students why the ice blocks float in the water. Discuss the concept
of density – explain that ice has a density of 0.92 grams per cubic
centimeter, while water has a density of 1.0 grams per cubic centimeter.
Since ice is less dense than water, it floats on top of the water.
Extension:
To investigate density further, the following steps may be added:

Give each group a small graduated cylinder, with fine mL measurements.
Mass the cylinder, then fill half full with tap water and mass again. Take
the difference between the masses to find the mass of the water.
Calculate the density of water.

Place the cylinders in the freezer overnight. Once the water is frozen,
have the students record the volume and mass the cylinders again. Has
the mass changed? (It shouldn’t) Has the volume changed? How does this
change the density?

Using one more cylinder of the same size, add salt to the water to
approximate the salinity of sea water (see above). Mass the cylinder
before and after the addition of the salt water. What is the density? Is it
greater or less than pure tap water?
It’s a Cool Color
Description: Students do a hands-on activity to learn about the albedo effect.
Understanding this phenomenon will help students learn how a decrease in the
amount of snow and ice can lead to increases in temperatures.
TIME REQUIRED
Advance Preparation
5 minutes
Activity
Clean Up
30 minutes
5 minutes
SUPPLIES









White or light-colored T-shirt
Black or dark-colored T-shirt
White and black construction paper, cut into half sheets
Scissors
Stapler
Desk lamp with a 150 watt light bulb
Two thermometers for each group of students
Timer
Projector for showing printed images
ADVANCE
Sciss
PREPARATION

Print out the comparison image of the glaciers (shown at the end of this
activity). You’ll project this image for the students to study.

ACTIVITY

Show students the black and white T-shirts. Ask them which one they
would prefer to wear on a hot, sunny day. Which one would help them
stay cooler? Do they know why?

Introduce the concept of albedo. Albedo is a measure of how sunlight
(light energy) is absorbed or reflected. Objects with a high albedo reflect a
lot of sunlight (ice, for example), while objects with a low albedo don’t
reflect a lot of light (wet soil, for example).

Ask the students to compare the albedos of the black and white T-shirts.
Which shirt has a higher albedo? (The white one).

Divide students into groups of 4-5 students. For each group, use the half
sheets of the black and white papers and fold a pocket from each piece of
paper. You can fold each sheet in half lengthwise and staple around three
edges to form a pocket. Place a thermometer inside of each pocket and
put both pockets about 1 foot below the desk light. (Don’t turn on the light
yet).

Have the students hypothesize which pocket will get warmer when
exposed to the light. Record the starting temperature thermometers, turn
on the light, and then record the temperature on each thermometer at oneminute intervals for the next 10 minutes. Have each group of students
draw a chart and fill it in, like this:
Time
0 min.
1 min.
2 min.
etc.
Temperature - black
Temperature - white

Discuss with the students that they have demonstrated the “albedo effect”
– the process that materials with lower albedos absorb more light and
therefore get hotter.

Project the image comparing the glacier at two different epochs. Explain
that this image shows the same glacier, but taken at two different times
(1978 and 2000). Challenge the students to note the differences between
the two images. Ask the students to point out of the areas of high albedo
(the snow) and the areas of low albedo (the ground). Prompt the students
to think about how the experiment they just carried out with the colored
paper and the thermometers is directly related to the image.

Discuss that when snow melts, the lower-albedo ground is revealed. Since
the ground is a lower albedo (like the dark paper), it absorbs more light
and heats up. This process in turn continues the cycle of melting snow
and revealing more ground. So, melting snow can cause a run-away effect
of shrinking glaciers!
https://www.llnl.gov/news/newsreleases/2008/images/climate_glaciers600x274s.jpg
RESOURCES

NASA Education
http://www.nasa.gov/offices/education/about/index.html
Ice Planet Earth
http://iceplanetearth.org/about.shtml
Center for Remote Sensing of Ice Sheets
https://www.cresis.ku.edu/