Ice sheet Ice cap Cirque Corrie Valley glacier Ice fields Polar environments Periglacial environments Temperate environments Mass balance Lesson 3 (1 hour) Key idea 2A.3 Periglacial processes produce distinctive landscapes. Suggested learning objective: To be able to describe the distribution of permafrost and periglacial areas across the world and explain the permafrost active layer. Skills objective Interpretation of GIS 2A.3a. Distribution of past and present periglacial landscapes which are underlain by continuous, discontinuous areas and sporadic permafrost with a seasonally active layer. 2A.3b. Periglacial processes include nivation, frost heave, freeze-thaw weathering and solifluction as well as high winds and meltwater erosion. Key terms: Permafrost Nivation Frost heave Active layer Solifluction National / Starter Definitions of key terms. Either linking key terms to definitions or cart sort activity. Main map – students to mark on locations of past and present periglacial areas using information provided. Use geological maps, climate maps, or information: or for diagrams or pictures: Can also use: Closer look at permafrost – encourage students to draw and label a diagram of permafrost showing active layer. Investigate areas of continuous and discontinuous permafrost. Provide students with information on the periglacial processes mentioned in the key terms (nivation / frost heave, etc.) and ask them to compile a table. Depth of information given can vary – for example give process info, but also diagram without labels – ask students to make their own diagram and label it. Plenary
Structured exam question relating to periglacial landforms and processes is advised at this point to consolidate knowledge. Examples: Lesson 5 (1 hour) Key idea 2A.4 Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems. Suggested learning objective: To be able to use GIS and numerical data to assess the health of glaciers and changes in equilibrium over a period of time. 2A.4a. Glacial mass balance system and the relationship between accumulation and ablation in the maintenance of equilibrium. The importance of positive and negative feedback. 2A.4b. The process of accumulation (direct snowfall, sublimination, avalanches and wind deposition) and the process of ablation (melting, calving, evaporation and avalanches). Key terms: Sublimation Ablation Calving Global / National / Local (3) Use of numerical data to calculate simple mass balance and equilibrium line position; use of GIS to identify main features of glacier types and assess glacier health. Starter Re-visiting of glaciers as a system, including inputs, stores and outputs. Map from memory task to recall this information. Good example: Encourage students to include their own copy of the glacier mass balance diagram. Main Study of two areas – look at seasonal advance and retreat. Good examples to use are the Athabasca Glacier – – and the Greenland Ice Sheet. Discuss role of positive and negative feedback on maintenance of equilibrium: Use numerical data to calculate and assess glacier mass balance and changes within the system. Data available from: Ask students to categorise different inputs and outputs in to ‘Accumulation’ and ‘Ablation’ categories. Can be done as a cart sort or as a class on the board. Plenary Summary of inputs / outputs system with examples to be added to student folders. Lesson 6 (1 hour) Key idea 2A.4 Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems. 2A.4c. The reasons for variations in the of accumulation and ablation, and the impact these variations have on the mass balance over different timescales. Key terms: Starter Re-cap on inputs / outputs. Present a range of glacial ice mass data – showing increase or decrease – and ask students to suggest why this might be occurring. Main Explore the different causes of increased precipitation as snow (latitude, continentality). Formation of glacial ice through snow -> firn -> glacial ice. Lead in to process of sublimation:
Plenary Students to add notes and diagrams on temperature profiles to their folders and file. Lesson 8 (1 hour) Key idea 2A.5 Different processes explain glacial movement and variations in rates. Suggested learning objective: To be able to explain differences between ice movement in temperate and polar glaciers. 2A.5b. There are different processes that are important in the movement of glaciers (basal slip, regelation creep, internal deformation). 2A.5c. A number of factors control the rate of movement (altitude, slope, lithology, size and variations in mass balance) with both positive and negative feedback in the system. Key Extending flow Compressional flow Lithology Internal deformation slip Central tendency National / Local (4) Use of measures of central tendency to compare rates of glacier movement. Starter Define extending and compressional flow with students – show diagrams and discuss. Main Provide labelled diagram of extending and compressional flow but block out labels – encourage students to label it themselves using provided information: Examine each movement process of glaciers individually – for deformation and basal slip, there are good time lapse videos which explain the process in detail, eg: Go through definition of lithology and ensure students know what this means: Investigate impact of each factor of movement (angle of slope, altitude, lithology, size, mass balance variations) in turn – use journal articles to support this, e.g. Include width and depth of glaciers (related to changes in mass balance) which impacts rate of movement. Use measures of central tendency to compare glacier movement: Additional support: Plenary Students to create and complete a detailing the different forms of glacial movement and giving examples of where they may be present (e.g. Franz Jozef Glacier in New Zealand is a good example of internal deformation) (Can be done as HW Task 4) Lesson 9 (1 hour) Key idea 2A.6 The glacier landform system. 2A.6a. Glaciers alter landscapes by a number of processes: details of erosion, entrainment, transport and deposition. National / Local Starter Show students a picture of a glaciated landscape, and ask them to identify a of separate glacially-formed features:
scale Suggested learning objective: To be able to describe and explain the impact that glacial processes have on the landscape Skills objectives Identifying glaciated landscape Investigation of small landscape or landforms Ability to identify on picture or maps 2A.6b. Glacial landforms develop at macro-, meso- and micro-scales with distinctive morphologies in process environments, such as sub-glacial, marginal, proglacial and periglacial. 2A.6c. These landforms create a number of distinctive landscapes in upland and lowland areas that can be used to study the extent of ice cover. Key terms: Subglacial Proglacial Marginal Periglacial It is likely that they will identify erosional rather than depositional landforms. Main Discuss and examine main forms of glacial erosion. Good source: Revisit sublimation as a method of transport – refer back to mass balance diagram / system. Look at the retreat of the Athabasca glacier and its subsequent deposition – location and formation of glacial till left behind: Investigate glacial landforms as a class – ask students to research and compile information on these and their formation. General information: Additional information: Students to categorise landforms into subglacial, marginal, proglacial and periglacial: Begin case study of choice – detailed below: Plenary Case study opportunity: Snowdonia or Lake District. Encourage students to compile a case study on either (or both) of these areas. They should note: Specific features – named areas (e.g. Striding Edge – Hellvellyn – Lake District) The extent of the ice cover and where it covered How it is possible to tell this Students to create pictures or sketches (virtual or actual field trip). Possible articles to support this: Lesson 10 (1 hour) Key idea 2A.7 Glacial erosion creates distinctive landforms and contributes to glaciated landscapes. 2A.7a. Glacial, erosional processes (abrasion, quarrying, plucking, crushing and basal melting, combined with subaerial freeze thaw and mass movement) National (Lake District recommended) / Local (Isle of Lewis is a recommended example) (5) Cirque orientation analysis using maps (OS maps); calculating Starter Show names and descriptions of glacial erosional processes and ask pupils to match them up based on name alone. This can be extended to include diagrams – or mini storyboards such as this: Main
the eventual impact this has on the landscape. Imbrication Grading Guidance here: or, for guidance on conducting the actual test: Plenary Summarise key points of the lesson – revisit any misconceptions. Lesson 14 (1 hour) Key idea 2A.9 Glacial meltwater plays a significant role in creating distinctive landforms and contributes to glaciated landscapes. Suggested learning objective: To be able to explain the formation of a range of fluvioglacial landforms using relevant terminology. Skills objective: Annotating sketches and diagrams to show water movement within glaciers 2A.9c. The formation of fluvioglacial landforms; ice contact features (kames, eskers and kame terraces) and proglacial features (sandurs, proglacial lakes, meltwater channels, and kettleholes). Key terms: Kames Eskers Kame terraces Sandurs Pro-glacial lake Meltwater channel Kettlehole Local Starter Show students pictures of a range of fluvioglacial landforms and ask to hypothesise how they may have formed. Correct where necessary. Main Provide students with examples of fluvioglacial landforms (either one by one or one per student) and ask to work in pairs / groups to investigate formation of the feature. Challenge by not even providing the name of the feature. Some terminology: Additional information: Pair and share information swap – ensure all students have all information (possibly provide a blank for table for students to populate). Plenary Show same pictures as start of the lesson – pick students in turn and ask to explain formation. Lesson 15 (1 hour) Key idea 2A.10 Glacial and periglacial landscapes have 2A.10a. Relict and active glaciated landscapes have environmental and cultural value (polar Global / National / Starter Define relict and active glacial landscapes – show examples (and pictures if preferred) and discuss with pupils the uses and value of these landscapes – can be done individually
intrinsic cultural, economic and environmental value. Suggested learning objective: To be able to establish the value that periglacial and glacial environments have to a range of different interests. scientific research, wilderness recreation, and spiritual and religious associations). (A: attitudes range from exploitation to preservation) 2A.10b. Glaciated landscapes are important economically (farming, mining, hydroelectric power, tourism, forestry) to include a study of contrasting environments around the world. 2A.10c. Glaciated and periglacial environments have a unique biodiversity (tundra) and play an important role in the maintenance of natural systems (water and carbon cycles). Key terms: Hydro-electric power Carbon cycle Water cycle then as a class. Ensure pupils make notes of ones they do not have. Main Investigate economic uses of glaciated landscapes using a range of areas. This should include current and past glaciated areas. Some examples below: Farming – East Anglia, England (outwash plain) HEP and Tourism – Chamonix, French Alps (fold mountain Forestry – Snowdonia, (upper glacial valley) Some information below: (South east Anglia) (Farming and Forestry – GCSE but still relevant). Go through carbon and water cycles – encourage students to make links between the biodiversity of these two areas and the maintenance of these systems. Plenary Students to compile a case study – scaffold with relevant materials on study area. (Can be done as HW Task 6) Lesson 16 (1 hour) Key idea 2A.11 There are threats facing fragile active and relict glaciated upland landscapes. 2A.11a. Glaciated landscapes face varying degrees of threat from both natural hazards (avalanches and glacial outburst floods) and National / Local (9) Numerical analysis of mean rates of glacial recession in different Starter Mind maps – give students a two-sided mind map (or table) and ask them to hypothesise about potential threats to glacial environments from natural hazards on one side, and human activity on the other. Discuss.
Suggested learning objective: To be able to identify and describe a range of threats to glaciated upland landscapes. Skills objectives: Identification and justification of threats to glaciated landscapes. Evaluation of damage by human activity using pictures. activities (leisure and tourism, reservoir construction, urbanisation). Key terms: Biodiversity Avalanche Outburst flood global regions Main Discuss news stories impacts of climate change on glacial-fed ecosystems – e.g. or Provide a quick overview of natural threats to these landscapes: or Students to make notes on causation and potential impact of glacial outburst floods and avalanches (rock and snow). Investigate extent of impact on these landscapes – introduce a case study (e.g. Chamonix – French Alps, North West China, Northern Canada) as a basis for threat analysis. Plenary Discuss potential management strategies – or if not managed effectively. Lesson 17 (1 hour) Key idea 2A.11 There are threats facing fragile active and relict glaciated upland landscapes. Suggested learning objective: To be able to identify and describe a range of 2A.11b. Human activity can degrade the landscape and fragile ecology of glaciated landscapes (soil erosion, trampling, landslides, deforestation). (A: direct actions by players reduce resilience) Key Ecology Trampling Starter Discussion of case studies from previous lesson. Examples of human impact on these areas – possible collating of ideas for students to add to folders. Main Ask students to suggest possible human activities in glaciated area – scaffold towards the four mentioned (soil erosion, trampling, landslides and deforestation) – encourage students to suggest the causes or reasons for these issues. Investigate a of locations where these issues are occurring – e.g. Mongolian desertification: or soil erosion in Iceland: General information on human contribution to erosion / landslides :
human threats to glaciated areas. Landslide Deforestation Desertification Plenary Collate notes from lesson and file in to student folders. Lesson 18 (1 hour) Key idea 2A.11 There are threats facing fragile active and relict glaciated upland landscapes. Suggested learning objective: To identify the impact of global warming on glaciated upland landscapes. 2A.11c. Global warming is having a impact on glacial mass balances, which in turn risks disruption of the hydrological cycle (meltwater and river discharge, sediment yield, water quality). (A: indirect actions by players alter natural systems) Key terms: Sediment yield Hydrological cycle Global / National (9) Numerical analysis of mean of glacial recession in different global regions. Starter Refresh knowledge on glacial mass balance system. Ask students for possible places to investigate (at this stage they should suggest some studied previously – e.g. Athabasca Glacier). Main on global warming issues – causes / potential impacts on glaciated landscapes – mind map or discussion. Provide students with numerical data of glacier recession in a range of locations (suggested: a minimum of three – Northern Canada, Antarctica and one other – perhaps Iceland or European Alps or New Zealand). Try to choose areas affected by latitude OR altitude to show variation. Encourage students to analyse the data (presentation if required) and draw conclusions from it. Data available here: Link to disruption of hydrological cycle – potential issues or implications. Ask students to produce a report on this. Plenary Present findings – discuss implications. Lesson 19 (1 hour) Key idea 2A.12 Threats to glaciated landscapes can be managed using a spectrum of approaches. 2A.12a. Different stakeholders (conservationists, local and regional government, global organisations, NGOs) are involved in managing the challenges posed by glaciated landscapes, using a spectrum of Global / National / Local Starter Ask students to hypothesise on which stakeholders may have interests in glaciated landscapes. Main Introduce the range of stakeholders – it is likely that students may have missed some. Discuss each one’s interest in the area – draw answers out of students. Study specific examples (try to incorporate all scales – global / national / regional) – suggestions:
Lesson 22 (1 hour) Skills objectives: To assess and select appropriate fieldwork techniques for a chosen investigation. (3) Demonstrate practical knowledge and understanding of field methodologies appropriate to the investigation of core human and physical processes. Starter Encourage students to present their proposed investigations one by one. Other pupils should comment or suggest methods or locations which may suit these enquiries. Main Provide students with a form or table comprising a range of fieldwork techniques. Students should consider the value of each one and assess the positives and negatives of using them in the field. Some examples: Field sketches Photographs Cost benefit analysis Questionnaires Websites Journal articles are of course many more that pupils can evaluate). While doing this, collect titles from students and add them to a slideshow. Plenary Go through students’ enquiry titles again and, as a class, discuss and justify appropriate data collection techniques for each question. The students can note down suggested techniques. Lesson 23 (1 hour) Skills objectives: To understand the importance of safety when conducting fieldwork. Understanding risks in the field Calculating risks for your study (3) Demonstrate practical knowledge and understanding of field methodologies appropriate to the investigation of core human and physical processes Starter Students to identify potential risks of conducting fieldwork in glaciated environments in small groups. Provide with a selection of investigation titles and decide on precautions to be taken for each. Main Groups to feedback from starter activity. Compare conclusions with teacher’s list – discuss physical and human risks of conducting investigations in the field.
mark out an ‘outline’ of a drumlin and ask pupils to measure, etc.) Use a school-based example to measure heights, or a selection of gravel or soil-like material to represent till. Encourage students to collect results and note down. Back in the classroom, students should attempt to present some of these results using graphs (where appropriate) or other teacher-chosen data collection methods. Plenary Students to list and discuss problems they may encounter while conducting this fieldwork. Lesson 26 (1 hour) Skills objectives: To use prior learning to design and create a mock fieldwork study. Application of knowledge and techniques. (1) Research relevant literature sources and understand and write up the theoretical or comparative context for a research question. (2) Define the research questions which underpin field investigations. (3)Demonstrate practical knowledge and understanding of field methodologies appropriate to the investigation of core human and physical processes. Starter Students sorted into groups in terms of their research project’s focus is (e.g. human impact / identifying glaciated landscapes etc.). Students can discuss and share ideas about best ways to tackle specific areas of focus. Main Provide students with a fieldwork proposal form (this may need editing or re-structuring by the teacher to ensure pupils can access it). They should filling this in using their ideas from last lesson. Sections should include: Hypothesis (divided into sub-questions where appropriate) Simplified risk assessment Equipment list (plus justification for use) Focus Methodology or timeframe of fieldwork Expected outcomes