Type:

Unit

Description:

This is a unit on the study of glaciers and the climate change influence on glaciers. It ends with a debate on the Causes of Glacial Ages.

Subjects:

  • Education > General
  • Science > General
  • Science > Earth Science

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10

Keywords:

Earth Science Glaciers climate ice core glacier

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial
Update Standards?

SCI.9-12.E1.1A: Science

Generate new questions that can be investigated in the laboratory or field.

SCI.9-12.E1.1B: Science

Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

SCI.9-12.E1.1C: Science

Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).

SCI.9-12.E1.1D: Science

Identify patterns in data and relate them to theoretical models.

SCI.9-12.E1.1E: Science

Describe a reason for a given conclusion using evidence from an investigation.

SCI.9-12.E1.1f: Science

Predict what would happen if the variables, methods, or timing of an investigation were changed.

SCI.9-12.E1.1g: Science

Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation.

SCI.9-12.E1.1h: Science

Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.

SCI.9-12.E1.1i: Science

Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate.

SCI.9-12.E1.2A: Science

Critique whether or not specific questions can be answered through scientific investigations.

SCI.9-12.E1.2B: Science

Identify and critique arguments about personal or societal issues based on scientific evidence.

SCI.9-12.E1.2C: Science

Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

SCI.9-12.E1.2D: Science

Evaluate scientific explanations in a peer review process or discussion format.

SCI.9-12.E1.2E: Science

Evaluate the future career and occupational prospects of science fields.

SCI.9-12.E1.2f: Science

Critique solutions to problems, given criteria and scientific constraints.

SCI.9-12.E1.2g: Science

Identify scientific tradeoffs in design decisions and choose among alternative solutions.

SCI.9-12.E1.2h: Science

Describe the distinctions between scientific theories, laws, hypotheses, and observations.

SCI.9-12.E1.2i: Science

Explain the progression of ideas and explanations that lead to science theories that are part of the current scientific consensus or core knowledge.

SCI.9-12.E1.2j: Science

Apply science principles or scientific data to anticipate effects of technological design decisions.

SCI.9-12.E1.2k: Science

Analyze how science and society interact from a historical, political, economic, or social perspective.

SCI.9-12.E4.p3A: Science

Describe how glaciers have affected the Michigan landscape and how the resulting landforms impact our state economy. (prerequisite)

SCI.9-12.E4.p3B: Science

Explain what happens to the lithosphere when an ice sheet is removed. (prerequisite)

SCI.9-12.E4.p3C: Science

Explain the formation of the Great Lakes. (prerequisite)

SCI.9-12.E5.4A: Science

Explain the natural mechanism of the greenhouse effect, including comparisons of the major greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone).

SCI.9-12.E5.4B: Science

Describe natural mechanisms that could result in significant changes in climate (e.g., major volcanic eruptions, changes in sunlight received by the earth, and meteorite impacts).

SCI.9-12.E5.4C: Science

Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years.

SCI.9-12.E5.4D: Science

Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans (including the results of increased evaporation, shoreline and estuarine impacts, oceanic algae growth, and coral bleaching) and changing climatic zones (including the adaptive capacity of the biosphere).

SCI.9-12.E5.4e: Science

Based on evidence from historical climate research (e.g. fossils, varves, ice core data) and climate change models, explain how the current melting of polar ice caps can impact the climatic system.

SCI.9-12.E5.4f: Science

Describe geologic evidence that implies climates were significantly colder at times in the geologic record (e.g., geomorphology, striations, and fossils).

SCI.9-12.E5.4g: Science

Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat- trapping capacity.

SCI.9-12.E5.r4h: Science

Use oxygen isotope data to estimate paleotemperature. (recommended)

SCI.9-12.E5.r4i: Science

Explain the causes of short-term climate changes such as catastrophic volcanic eruptions and impact of solar system objects. (recommended)

SCI.9-12.E5.r4j: Science

Predict the global temperature increase by 2100, given data on the annual trends of CO2 concentration increase. (recommended)
Curriki Rating
On a scale of 0 to 3
3
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of -0001-11-30.

member-name
Curriki Review System
May 2, 2011

The re-review has been completed. Your additions are fabulous! Thank you for taking the time to create such a comprehensive and multifaceted resource.

member-name
Kathleen Duhl
April 11, 2011

Hi Laura,
I am the lead reviewer and we would be glad to re-review your content. Thanks for letting us know you have not completed it. When you are done, nominate your content for review and we will take care of the rest.

Kathy

member-name
Laura Amatulli
April 2, 2011

This review was completed when I only had started the unit.

Could I have this reviewed when the unit is complete?
I will not be done until Apr. 8

I appreciate the feedback- because it is very detailed and specific.
I publish this as I go, so my group can see the progress...

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