EARTH SYSTEMS 9.

1
March 20, 2024 Intro to Glaciers 3
Date Lesson Title Grade Level
60 mins Science 12
Time in Lesson Subject Lesson #
Kash Chowdhury
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

• Natural events that can change Earth’s surface in a short period of time include
o Floods
o Landslides
o Earthquakes
o Volcanoes
• Changes that can occur to Earth’s surface over a long period of time include
o Glaciers moving, advancing and receding
• Glaciers are remnants of thick ice sheets that once covered Canada
• Melting glacier ice creates runoff that forms and maintains rivers in Alberta

Objective in student-friendly language Assessment Strategies

What will I accept as evidence of learning/development? Have I employed
What will students understand/experience/appreciate as a result of this lesson?
formative assessment? Do I make use of prior assessments in this lesson?

• Students will be introduced to glaciers • Checklist

• Students will reflect on what they know, what they wonder, and
what they’ve learned about glaciers

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Materials • Movement break whenever needed

• Chart paper/markers
Adapted from Wiggins, Grant & J. McTighe (1998)
 • Smartboard/laptop • Choice for last part of lesson (more notes, fun videos or
• Journals/pencils/glue sticks/ book)
• Alternate small group activity
Prep
• Pre-draw KWL chart
• Write learning intentions on board
• Canva

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

• Students will glue in the KWL worksheet, put away gluesticks and wait to be called to the gathering space
• Review
o Learning intention
▪ I can talk about natural disasters and how they change Earth’s surface
o Previous lessons
▪ Floods change Earth’s surface with the sediment they carry. They can change rivers and destroy buildings and roads
▪ Landslides change elevation. They also destroy plants, animals and buildings
▪ Earthquakes can cause floods and landslides. They can destroy buildings and roads
▪ Volcanoes destroy vegetation
• Introduce new learning intention
o I can represent the flow of water from glaciers to an ocean 1

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What are the STUDENTS doing?

What is the TEACHER doing? What is your plan for the body of the lesson? What steps are
How are they engaged while you Approx. time
taken during the lesson?
are teaching the lesson?

• Listening respectfully
• Review previous lesson
o We learned a little bit about volcanoes and did our experiment • Raising hands to
ask/answer questions
• Volcano wrap up
Adapted from Wiggins, Grant & J. McTighe (1998)
 o In our discussion yesterday, someone mentioned Pompeii. I thought it might
be helpful to see a real example of the impact a volcano can have
o Watch video
▪ At around (0:40) you can see black smoke and what looks like fire.
The volcano is releasing thermal (heat) energy. It can get up to 10 mins
almost 1000 degree Fahrenheit. It can kill people instantly
▪ Rocks spew from the volcano. These destroy homes and can hurt
people
▪ Doesn’t show in the video, but the black smoke (pyroclastic flow)
spreads after an eruption. It’s so thick that there is no oxygen and it
can kill plants and people
▪ Pompeii was covered in 20 ft of rocks and ash which preserved the
bodies and kept the site from being damaged
• The ash basically made a mold of the people who had died
o Show pictures

• Review previous learning intention + lessons • Raising hands to answer

o I can talk about natural disasters and how they change Earth’s surface questions
o Floods- change surface with the sediment they carry. Can change rivers • Listening respectfully
o Landslides- change elevation. Squish anything in its path
o Earthquake- cause floods and landslides. Destroy buildings
o Volcanoes- burn anything in its path. Make islands 5 mins
• All of the things we learned about change Earth’s surface quickly. Now, we’re going
to look at things that take a long time to change Earth’s surface
• Introduce new learning intention
o I can talk about how ice changes Earth’s surface

• Explain the activity to students • Listening to instructions

o We’re going to use the KWL chart again to reflect on what we know, what • Working on know
we wonder, and after doing some research, what we’ve learned section quietly at desk
• We’re going to do one section at a time
• At their desk, they will fill out the K (know) section- they can use words or pictures
to represent their ideas.
o After time is up, we’ll reconvene to share 10 mins

Adapted from Wiggins, Grant & J. McTighe (1998)

 o Offer some suggestions to help students
▪ What does a glacier look like? Use pictures on slides to help
▪ What are they made of?
▪ Where can they be found?
• Before sending them back to their desks, review expectations
o Time- a little over 5 mins
o Noise-independent
▪ I want to know what you know, not what your neighbour knows
o If you need help, raise your hand

• Bring students to gathering space • Students raise hands to

• Ask students about what they wrote/drew and fill up the K section on the example share what they know
chart about glaciers 5 mins
o If there is extra time, ask students to come up and draw or write ideas
themselves

• Movement break • Participating 2-3 mins

• Move on to next section. What does wonder mean? • Students will raise hands
• What I don’t know and want to know to ask/answer questions
• We’re going to fill this section independently at our desks • At their desks, students
• Can write or draw will independently 5 mins
• Suggestions write/draw what they
• How are glaciers made wonder about volcanoes
• How big are glaciers
• Do any animals live on glaciers
• Quick review of expectations before sending students to desks
• Independently and quietly filling out wonder section

• Ask students to come to the gathering space • Students will share what
• Ask students what they wrote/draw they wonder about
• If there is extra time, can ask students to come up and draw or write ideas volcanoes 10 mins

Adapted from Wiggins, Grant & J. McTighe (1998)

 • Students will listen
respectfully while
classmates share their
ideas

• With remaining time (choices) • Students will quietly

• Start learned with sci show kids watch the video/listen to
• Watch extra glacier videos the book 15 mins
• Read volcano non fiction book • Students will stack their
journals at their desks
• Get ready for lunch
and wait to get ready for
• Stack journals at your desk lunch
• Have one person put them away
• Sit quietly and wait to be sent to get your things

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

• Review learning outcomes + previous lessons

• Use I can statements

Adapted from Wiggins, Grant & J. McTighe (1998)

Topic: Date:

Know Wonder Learned

 EARTH SYSTEMS 9.2
March 21, 2024 Glaciers 3
Date Lesson Title Grade Level
50 mins Science 13
Time in Lesson Subject Lesson #
Kash Chowdhury
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

• Natural events that can change Earth’s surface in a short period of time include
o Floods
o Landslides
o Earthquakes
o Volcanoes
• Changes that can occur to Earth’s surface over a long period of time include
o Glaciers moving, advancing and receding
• Ice moves material as it flows
• Glaciers are remnants of thick ice sheets that once covered Canada
• Melting glacier ice creates runoff that forms and maintains rivers in Alberta
• Earth is warming from natural and human causes, accelerating melting of glaciers

Assessment Strategies
Objective in student-friendly language What will I accept as evidence of learning/development? Have
What will students understand/experience/appreciate as a result of this lesson? I employed formative assessment? Do I make use of prior
assessments in this lesson?

• Students will be able to talk about how ice (glaciers) have changed Earth’s • Checklist
surface in Alberta • Interaction
• Students will learn about the impact of global warming on glaciers

Personalization/Differentiation
Resources
How will you attend to the needs of ALL learners in this
What materials/resources/technology will be required?
lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

Materials • Small groups
• Experiment
o Desk trays (1 per group)
o Cooking spray (tentative)
o Flour
o Ice cube trays
o Paper towels
o Potting soil
o Gravel (I subbed for oats- not sure how well they will work)
o 1 big cup (for flour)
o 1 small cup (for
o Blue food colouring
• Journals/glue sticks/pencils/worksheet
• Chart paper/markers
• Laptop/smartboard
o Canva

Prep
• Each table group gets
o 1 desk tray
o 1 cup of flour
o 1 small plastic shot cup
o 2-3 paper towels
o 1 empty plastic cup with 1 ice cube per person
• Make ice cubes
o Place some potting soil, gravel and blue food colouring in the cup.
Stir thoroughly. Freeze overnight
• Pass out
o Journals, glue sticks, worksheets
• Pre-draw sketch worksheet on chart paper

LESSON PLAN SEQUENCE

Adapted from Wiggins, Grant & J. McTighe (1998)

 Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

• Steps
o Glue in worksheet
o Clear off table and put gluesticks away
o Sit quietly with my hands on my head
• Gathering space expectations
o Sitting on bum (so people behind you can see)
o Hands to yourself
o Listening and looking at teacher
• Review
o We just finished learning about how natural disasters change Earth’s surface
▪ Floods destroy trees and buildings. They can change rivers with the sediment they carry and deposit
▪ Landslides: destroy everything. Changes elevation
▪ Earthquakes: destroys buildings. Can cause floods/landslides
▪ Volcanoes: burn everything in its path. Create new land with cooled lava
o New learning intention: I can talk about how ice has shaped Earth’s surface in Alberta
• Bring journals and a pencil to the gathering space

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What are the STUDENTS

What is the TEACHER doing? What is your plan for the body of the lesson? What steps are doing? How are they engaged
Approx. time
taken during the lesson? while you are teaching the
lesson?

• Yesterday we started working on our KWL chart, and just finished filling out our • Raising hands quietly
wonder section. Ask students to share what they wonder about glaciers to share ideas
o Remember to use a question mark at the end of each point 10 mins

• Watch video • Watching video

o Remember to separate each idea (dot, line, arrow) quietly
o Pause at 2:40, Write: glaciers are what remains of the ice sheet that used to • Raising hands to
cover Canada ask/answer questions
Adapted from Wiggins, Grant & J. McTighe (1998)
 o 4:20- Write: melted water from glaciers helps create and maintain rivers • Copying what’s
• Look at pictures written on chart
o Bottom left is of Patagonian Ice Fields in South America
o Other two pictures are of Athabasca Glacier, which is part of the Columbia Ice
Field in Jasper, Alberta
o The Columbia Ice Field is the largest ice field in the Rockies. It began to form
250k years ago 10 mins
• Map of Alberta’s rivers
• Second map
o Looks complicated, but really isn’t
o You can see some of the rivers we saw on the previous map
▪ Here, glacier fed rivers are highlighted with a thick line
▪ Glaciers are represented by blue dots
▪ All the other shapes tell us what water source different towns and cities
use
▪ All the red dots are people who get their water from a glacier fed
source (ie. River)
o Write: glaciers help create and maintain rivers with their runoff

• Quick movement break • Participating 2-3 mins

• Experiment expectations • Listening respectfully

o At desks sitting quietly • In groups, shaking
o Looking at and listening to teacher flour onto desk tray
• Demonstrate how to set up the experiment 5 mins
o Pretty simple, just going to use my cup to carefully shake flour all over my
desk tray
o Take turns. Let everyone try
o 3 mins

• Call students to the gathering space • Listening carefully 5 mins

o Ask them to bring their journal and pencil
• Show students on chart how to draw before picture
o Bird’s eye view
Adapted from Wiggins, Grant & J. McTighe (1998)
 o Draw desk drawer, colour in with pencil
o Draw arrow, label flour
• Tell students they will have 1 minute to copy the drawing
• Send students back to their desks with their journals and pencils. Trays go in the
middle of the table and journals go at your spot

• Going to take my ice cube, dirt side down and press it down hard and drag it across • Watching
my desk tray • Using 1 ice cube to try
o This represents a glacier moving across land
o We’re pushing it down really hard because glaciers are super heavy, so this is
similar to how it would actually move in real life 5 mins
• Everyone will get to try with their own ice cube
• If there’s not enough flour (snow), take small cup, fill with flour and shake over top
area that needs it

• Bring students to gathering space • Listening to

• For after, we have to sketch our desk tray now, as well as the bottom of our glacier instructions 5 mins
o Demonstrate • Sketching tray and
• Send students back to their desks bottom of glacier
o Give them 1 minute to sketch the tray
o 1 minute to sketch the bottom of the glacier

• Give students some time to play with ice cubes and flour • Free time with ice and
• Play has to be responsible flour
o Still following expected behaviours 5 mins
o whispering

• Bring students to gathering space • Watching quietly and

• Watch video respectfully
o Pause at 1:30- Write: glaciers can scrape the earth with the sediment they pick • Raising hand to
up ask/answer questions
o Skip to 3:17 • Copying whats written 10 mins
o 3:42- Glaciers can deposit sediment on chart
Adapted from Wiggins, Grant & J. McTighe (1998)
 o 4:21- glaciers can carve out lakes
• If there is extra time, watch Glaciers and global warming

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

• Reinforce previous lessons and learning intentions

Adapted from Wiggins, Grant & J. McTighe (1998)

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