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Scientific Evidence: Ice Declination Lab

Teacher Name
Subject Area
Topic

Miss Webb
Science 20
Unit C: The Changing Earth

Specific Learner
Outcome(s)
Taken from
Alberta Program
of Studies

GLO 4: Students will analyze the evidence of, and assess the explanations for,
natural variations in Earths climate over the last two million years
SLO: 20-C4.2k explain how ice cores from polar icecaps provide evidence of
warming and cooling in the past hundred thousand years

Learning
Objectives
What do you want
your students to
learn?

Students will investigate and develop objective reasoning and critical thinking
through an inquiry-based lab. Students will conclude with evidence on their
reasoning of why land and/or sea ice declination causes the most damage.

Assessment
How will you know
your students
have learned?
Materials
What resources
will you need?

Introduction

Body

Time: 1 class
Grade 11

Students will be formatively and summatively assessed during this lab period.
Students will be formatively assessed through observation, discussion, and
questioning. Students will be working in small groups on a lab activity and during
this time I will be monitoring students and prompting them with questions on the
material to foster and encourage deeper thinking and connections. Lastly, students
will complete a reflection containing their hypothesis, results, and a formal
paragraph on their conclusion of ice declination.
- Lab Materials: ice, water, funnel, and (2) large graduated cylinders (one per
small group)
- Laptops before and after
- Lab procedure and question sheet
Once the class is all seated, I will remind them we are beginning a lab activity today
on ice declination and quickly review what polar ice caps are and the two types of
ice. Following this, I will give an overview of the expectations for the lab, as well as
instructions for executing and completing the lab activity. I will then formatively
check for understanding using a thumbs-up/down signal before having students
organize themselves into small groups (pre-determined using Edmodo). Students
will be given 2 minutes to organize themselves into their small groups before further
instructions. (10 minutes)
Students will then begin the experiment in their small groups. Students will follow
the methods and procedure as outlined on their lab procedure and question sheet.
While doing this students will mimic sea ice by placing ice cubes into cold water in
one graduated cylinder. In the other they will place water with a funnel and have ice
cubes in the funnel; this will mimic land ice. Once complete there is a 15 minute wait
period and during this time students will begin to work on the assignment and will
formulate their hypothesis.
- Following the 15 minutes students will record their observed results before
cleaning up their materials. Once complete, students will return to their
desks and individually complete their conclusions where they will discuss
their findings and re-state their hypothesis. (30 minutes)
- Once all students are complete we will have a quick PollEverywhere with
two questions:
1. What type of ice did you hypothesis would melt more, land ice or sea
ice?

Closure

2. After completing the lab, what type of ice melts quicker land ice or sea
ice?
- We will quickly discuss the results and have a class discussion of why we may
have thought otherwise, some other factors affecting ice declination, and
preventative measures. I will then ask students to check the discussion board on
Edmodo for discussion questions and more information on ice declination. (10
minutes)