8 days
Physical Geology
Glaciers
Glaciers
During the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
• Identify questions and concepts that guide scientific investigations;
• Design and conduct scientific investigations;
• Use technology and mathematics to improve investigations and communications;
• Formulate and revise explanations and models using logic and evidence (critical thinking);
• Recognize and analyze explanations and models; and
• Communicate and support a scientific argument.
This unit builds upon the fourth-grade introduction of Earth’s surface
(landforms and features, including glacial geology) and the middle school
Earth and Space Science strand, with sedimentary, igneous and metamorphic rocks, sediment and soils, the geologic record and Earth’s history, the cryosphere and the relationship of the analysis of ice cores in understanding changes in climate over thousands of years. Fossils and fossil evidence within the geologic record is found in the Life Science strand, building from second grade through high school biology.
PG.GG.1 PG.GG.2 PG.GG.3 PG.GG.4 PG.GG.5 PG.GG.6 PG.GG.7
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Formation of Glaciers
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Types of Glaciers
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Features of Glaciers
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Glacial Erosion, Deposition, and Lakes
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Climate During Ice Ages

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Glacial Periods
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Causes of Ice Ages
Tracing and tracking glacial history and present-day data for Ohio, the United States and globally is an emphasis for this unit. Scientific data found in the analysis of the geologic record, ice cores and surficial geology should be used to provide the evidence for changes that have occurred over the history of Earth and are observable in the present day. New discoveries, mapping projects, research, contemporary science and technological advances must be included in the study of glacial geology.
Modeling and simulations (3-D or virtual) can be used to illustrate glacial movement and the resulting features. The focus should be on the geologic processes and the criteria for movement, not on memorizing the names of types of glaciers.
Field investigations to map and document evidence of glaciers in the local area (if applicable) or virtual investigations can help demonstrate the resulting glacial features and the impact that ice has had on the surface of Earth throughout history. Real-time data (using remote sensing, satellite, GPS/GIS, aerial photographs/maps) can help support this topic.
Glacial Systems:
The 'Ice Ages' happened in the past and are now over (common text book and science education movie terminology, as well as Hollywood movies and original hypothesis).
The present Ice Caps have always existed on Earth, although their size has changed through time (few texts specifically mention that ice ages are the exception, not the rule).
Glaciers can metamorphose rock (since they can erode and depress crust, why not alter it? textbook and movie emphasis on glacial efficiency and reinforced by common association of metamorphosed Precambrian rock exposed in glacial areas.
Glaciers are only moving ice masses (with little to no concept of sediment transport).
Glacial ice moves backwards during glacial 'retreats' (like everything that retreats in real life)
Glacial ice is stationary during times when front is neither advancing or retreating.
Glacial retreat and advance is just motion of whole ice cap back and forth (sort of like a bad toupee) with no significant change in total ice volume (again idea of stasis).

Use of 'bulldozer' analogy for glacial movement and sediment transport (earth science textbooks and secondary earth science education films).
Idea of four ice ages still prevalent in general earth science literature.
Materials for Labs and Activities:
Instructional Resources: Details of materials to support instruction and learning
x Text: Modern Earth Science. Page #: Chapter 15
Safari Montage:__________________________ ______________
Graphic Organizers: _
Vocabulary ____________
Manipulative: _________
Mandatory Labs: _________
x Activities: ____page 284______________________
Other: __________________________
http://www.pbs.org/wgbh/nova/education/activities/3005_vinson.html This website will bring in ice core data to the chapter. Have students interpret the graph's meaning and not spend time creating the graph.
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Procedures: Details of the sequence of instruction
Lesson 1: Standards: PG.GG.7 PG.GG.6 PG.GG.5 Resource: Modern Earth Science, Chapter 15 section 1
Objectives: Describe how glaciers form. Compare two main kinds of glaciers.
Lesson2: Standards: PG.GG.7 PG.GG.6 Resource: Modern Earth Science, Chapter 15 section 1
Objectives: Explain two processes by which glaciers move.
Lesson 3: Standards: PG.GG.2 Resource: Modern Earth Science, Chapter 15 section 2
Objectives: Describe the landscape features that are produced by glacial erosion. Name and describe five features formed by glacial deposition.
Lesson 4: Standards: PG.GG.1 Resource: Modern Earth Science, Chapter 15 section 2
Objectives: Explain how lakes are formed by glacial action.
Lesson 5: Standards: PG.GG.2 Resource: Modern Earth Science, Chapter 15 page 284
Objectives: Apply glacial movement to the shape of earth's natural features.
Lesson 6: Standards: PG.GG.3 PG.GG.4 Resource: Modern Earth Science, Chapter 15 section 3
Objectives: Describe the climatic cycles that exist during an ice age.
Lesson 7: Standards: PG.GG.3 PG.GG.4 Resource: Modern Earth Science, Chapter 15 section 3
Objectives: Identify and summarize the theory that best accounts for the ice ages.

Lesson 8: Standards: PG.GG.3 PG.GG.4 Resource: http://www.pbs.org/wgbh/nova/education/activities/3005_vinson.html
Objectives: Analyze real world ice core data from a graph.