1. DO NOW ACTIVITY: Describe this picture in one word
Insert picture of glacier
DO NOW ACTIVITY: Describe this picture in one word
Beth Harries, Central Foundation Boys’ School, London

2. Beth Harries, Central Foundation Boys’ School, London
Glaciation
Lesson Objective
To be able to identify a glacier and explain how it shapes the landscape
To discuss ideas in groups
Outcome of our learning...
By the end of the lesson
ALL will be able to identify what a glacier is and work collaboratively
SOME will move on to explain how it shapes the landscape and develop leadership skills
Beth Harries, Central Foundation Boys’ School, London

3. Beth Harries, Central Foundation Boys’ School, London
Open your envelopes.
Put the story in order from when Joe wakes up.
Beth Harries, Central Foundation Boys’ School, London

4. Beth Harries, Central Foundation Boys’ School, London
Joe woke up and opened the curtains and for the second day in a row saw nothing but a blanket of snow. His mobile frantically beeped and before he knew it, Joe was at Shoreditch Park building a snowman.
They began to build and the snow was really easy to pack, maybe because it had fallen on yesterday’s layer.
As they rolled the snow, the tiny snowball quickly began to grow gaining mass.
It morphed from something white and beautiful to an off-white, speckled mess. Joe pointed out that half of the park seemed to have become embedded in the snowman.
They looked at what was stuck to the body of the snowman. It had taken a fair chunk of the path with it. There was mud, lots of odd stones randomly scattered, leaf debris and pieces of wood.
They finished and looked at the park. The course of destruction couldn't be disguised. A line of green was left . The ball of snow had the power to strip out nearly everything in it's path.
Beth Harries, Central Foundation Boys’ School, London

5. In pairs you have 10 minutes to research your area of glaciation.
Lesson Objective
To be able to identify a glacier and understand how it shapes the landscape
To develop skills of collaboration
Part 1
In pairs you have 10 minutes to research your area of glaciation.
Take notes in the correct box and be prepared to teach the class about your area.
Consider key words, locations, facts and figures, and collaborate well.
You may want to explain in more detail...use the back of your sheet
Beth Harries, Central Foundation Boys’ School, London

6. Once upon a glacier... Britain in the ice age Insert UK map
Many landscapes were once shaped by ice.
In the past the climate has been much colder. These ice ages were times of glacial activity.
The last ice age started 100,000 years ago and ended 10,000 years ago.
During theses times Scotland and northern England were covered in ice (see the map).
Glaciers carved new features into the landscape with great erosive power.
Insert picture of u shape valley
You can see the evidence of glaciers today...a ‘u’ shaped valley once formed by a glacier in the Lake District and a scar form meltwater in North Yorkshire.
Britain covered by ice - glaciers
Britain not covered by ice
Where’s the ice today?
Antarctica. 90% of Earth’s ice is found here. The ice is sometimes over metres deep. This ice sheet would cause the earth’s oceans to rise by 7 metres if it melted.
There are glaciers all over the world in cold climates. Some are growing, but most are retreating.
Think quick!
Why are most of the world’s glaciers retreating?
Beth Harries, Central Foundation Boys’ School, London

7. What is a glacier?
A glacier is a large mass of ice on land that moves downward. It is a system of inputs, stores, transfers, and outputs, just like a river.
Inputs come from avalanches along the sides of the glacier but mainly from precipitation as snow.
Compacted ice at Puerto Moreno Glacier, Argentina.
Over time snow accumulates and is compressed into ice. The water held in storage is the glacier.
Precipitation
as snow
Under the force of gravity, the glacier flows downhill.
Insert accumulation and ablation image
When temperatures warm, glaciers melt. The melt water is the main output, along with some evaporation. This is ablation.
Think quick!
Why are most of the world’s glaciers retreating?
Winter
_more precipitation (input) than melting (output) at the head
_this is called accumulation
Result = advancement or glacier growth
Summer
_more melting (output) than precipitation (input)
_this is called ablation
Result = retreating or shrinking glaciers
Beth Harries, Central Foundation Boys’ School, London

8. How do glaciers work?
A glacier is a large mass of ice on land that moves downhill due to gravity.
They move slowly, 3-300metres a year.
As glaciers move, they carry out processes of weathering and erosion. They have great power and carve new features into the landscape.
1. Freeze Thaw Action
_Water is trapped in the rocks
_It expands as it freezes
_Places pressure on the rocks
_This is repeated and rocks loosen and break off
2. Plucking
_Water freezes on the rock surface.
_The glacier moves downward
_It pulls away rocks from the surface, plucking away.
Insert freeze thaw and plucking picture
3. Abrasion
_Rock fragments in the ice grind against the surface rock.
_It acts as a rough sandpaper wearing away the valley.
Insert picture of glacier
Think quick!
Why are most of the world’s glaciers retreating?
Glacial movement in Alaska
Beth Harries, Central Foundation Boys’ School, London

9. Learn from your peers about glaciers.
Lesson Objective
To be able to identify a glacier and understand how it shapes the landscape
To develop skills of collaboration
Part 2
Learn from your peers about glaciers.
Listen well and take notes to complete your grid as they teach you.
You may want to explain in more detail...use the back of your sheet
Beth Harries, Central Foundation Boys’ School, London

10. Beth Harries, Central Foundation Boys’ School, London
Joe woke up and opened the curtains and for the second day in a row saw nothing but a blanket of snow. His mobile frantically beeped and before he knew it, Joe was at Shoreditch Park building a snowman.
They began to build and the snow was really easy to pack, maybe because it had fallen on yesterday’s layer.
As they rolled the snow, the tiny snowball quickly began to grow gaining mass.
It morphed from something white and beautiful to an off-white, speckled mess. Joe pointed out that half of the park seemed to have become embedded in the snowman.
Remember Joe?
On the back of your sheet explain how his story links to the lesson.
‘Building a snowman is like a glacier because...’
They looked at what was stuck to the body of the snowman. It had taken a fair chunk of the path with it. There was mud, lots of odd stones randomly scattered, leaf debris and pieces of wood.
They finished and looked at the park. The course of destruction couldn't be disguised. A line of green was left . The ball of snow had the power to strip out nearly everything in it's path.
Beth Harries, Central Foundation Boys’ School, London