Franz Josef Glacier case study

There is a wealth of informational about this glacier. So many more websites and facts compared to the worlds largest one, so this is probably a better one to show students over the previous blog.

Information:

-Located on the west coast of New Zealand (Westlands National Park)
-Originated in the Southern Alps
-240-2700m above sea level, 11 km long
-Sits alongside greenery of  temperate rain forest

-Cyclic pattern of advance and retreat due to meltwater at the foot of the glacier.
-1940-80's was a retreat stage. 1984 saw the glacier advancing again until 1998 when it experienced rapid retreat
-Overall, it was retreated since the last ice age

-Huge tourism base here. Many tours of the glacier
-250,000 visitors a year
-Guided and unguided walks, yet now need a helicopter to reach them due to its unstable surface
-Has a little village 5km from the glacier

(Much more information and depth can be found on the internet, but above are the basics to develop lessons and ideas for work).


How this could be taught:
-Simply as a case study for an exam
-Split into social, economic and environmental impacts. Essays for and against the tourism/preservation here
-Mini debates. Get students to adopt the role of tourist/hotel/villagers/national park owner etc and argue why should be a destination for tourists or should it be left as a treasure
-Research topic for students to go get information on
-Develop a brochure on the area.
-File a government report against the use of the area as a tourist destination (Could adopt any sort of role and write reports for/against it)
-Make travel poster advertising it for tourists

Lambert Glacier

Some information/case study on the world's largest glacier.

-100km long, 400km wide, 2,500 deep
-Located in East Antarctica
-Appears to consist of a series of ice streams which flow into a tectonic depression. They are then channeled into an outer glacier which forms an ice shelf.
-Ice that forms is first came from the Antarctica Plateau
-Transports sediment from the interior of the Plateau to Prydz Bay
-Prydz bay is where the Amery ice sheet overhangs
-Drain around 12% of the East Antarctica ice volume
-One of the most closely watched glaciers due the the amount of ice it drains
-Moves around 400-800 metres a year
-Amery Ice shelve moves significantly faster at 1000m-1200m
-Losing as much ice as its eastern counterparts.
-Statelite technology is used to track the movement and changes with a glacier.

This case study could be set as a research topic where students work in groups/alone and report back on what they have found and compile a class case study or just keep the work for their own case study. These should be emphasised as important especially for exam questions. Pictures and diagrams can also be added to the case study.

RGS website

http://www.rgs.org/OurWork/Schools/Teaching+resources/Key+Stage+3+resources/Glacial+environments/Glacial+environments.htm

This link is for the Royal Geographical Society. I did not realise that they actually have lesson information for teaching on here and it is broken down into Key Stages and has a variety of material which has already been targeted for different age groups. Thus, this is a fantastic website to refer to when doing lesson planning, especially on topic which you might not know as much about as the information has already been sieved down.

For glaciers:
-Overview
-What students should know by the end of the topic
-Film segments
-Web resources
-Back catalogues of information from National Geographic
-Cross curricular segments (mainly to science and citizenship for this topic)
-Things to download
-Where in the world is ice?
-Why are our glaciers shrinking?
-Living with glaciers
-What land forms of erosion will disappearing ice reveal.
-How will melting glaciers affect people in the UK/other countries

Under each of the above topics from 'Where in the world is ice' to the last one, the topics have been broken down into different sections and are not just a bulk of information. Key question and concepts are raised initially so show what the section is about and what is to be learnt from the topic. There is even an interactive section at the bottom where students/teachers can review all/part of the topic. This interaction part would be useful if the school is really up to date with technology or a computer room was available. Homework could also be set using this, as long as rooms are available at lunch for those who do not have access at home.

Exemplar starters, mains and plenaries are included on the website as well. These a good idea to use/base lessons on, however lesson can be adapted as you see fit/necessary for the types of learners within a class.

The informational under the topics could be split over several lessons, especially for year 7's as it would be too much information to take in and different types of activities and ways of learning could be weaved in to the information. However, it is a good website as a starting point for information, rather than trekking through thousands of irrelevant sites.

Classroom idea - with resource

Using this website:
http://www.windows2universe.org/teacher_resources/glacier_then_now.pdf
The website has a range of glacier pictures of then and now. It also has a linked website with a lesson plan using these pictures

Ideas include:
-matching the old glacier with the new one (Here, you could get students to say why they think it is the same glacier. Get them to focus on the landscape and use vocab associated with changing landscapes)
-Get the students to talk about climate change (Students here should be encouraged to use retreating words and how glaciers are formed/change).
-Talk about the affects of climate change on the world today. If glaciers get smaller, what will change (Linking to the wider world of geography, not just glaciers).
-The Human Affect (How humans contribute to the changes in glaciers and how humans are affected by the change in glaciers).

David Attenborough

I thought there would be some better glacier clips than what I found earlier in my blogging entries if I searched for David Attenborough. This first one is only 1.30min long and is quite good to see quickly and clearly the size of glaciers.

http://www.youtube.com/watch?v=-fBg8XcCcc8

4 natural world BBC documentaries can be found in full on Youtube. Segments as these can be used in lessons (not just glaciers but other topics which may come up later in the year). The episodes are 1 hour long which I think it too much to expect students to sit through and pay attention through. I'm sure they would rather watch it than do work, but they might not be paying attention so clips could be used to illustrate points. Also, the pitch sometimes of these programmes may be too much, especially for younger years and some content may not be relevant to what is needed to be studied.

Also found
-http://www.youtube.com/watch?v=UQDJk9M-kf0
Actually quite like this little gem. Has gap fills followed by the answer. Gives definition of something glacier related e.g. ice sheets. Also mentions the Titantic, but the film Ice Age which could also be used with younger years. I'm sure there must be some reference to glaciers and I don't mind watching them to find out. Maybe a screen shot could be used in KS3 lessons e.g. draw and label and it could also link to historical events making it cross curricular. This could then feed into climate change issues as well.

http://www.youtube.com/watch?v=Wvs_Tl1CE7c&feature=list_other&playnext=1&list=SPFB6BFF18CBD6ABEB
BBC stock of the Frozen planet. The images captured on this series are fantastic and hopefully might stimulate and engage students just from the fantastic camera work. Even though some of it may not be relevant to learning, if a 2-3 min clip gets students interested, it may be worthwhile for the 20 seconds of information extracted from it.
-Even though full episodes of the Frozen Planet cannot be found on Youtube, I am sure they are available on DVD and could be a worthy investment

http://www.youtube.com/watch?v=ZrgqRKRvmsE
This is the same sort of idea I was talking about above. Even though the clips focus mainly around the animals, this could be a starting talking point for a younger years lesson e.g. Where do these animals live, what do they need to survive and link this to the environment and landscape which can be also seen in the video. A video like this plays into more interesting viewing and thus hopefully makes it more memorable and makes the students more engaged. It is less than 4 minutes long and could provide a good started activity. The images shown in the clip are just fantastic

Titantic

I thought the Titantic story line may somehow be of use when learning about glaciers. The story I assume is pretty much universally known, especially after the re release of the film and the 100 year anniversary, making it fresh in students minds. An exert from the film could be shown to visualise what a mass of ice looks like. Even though it is an iceberg, this could be the starting point, especially for those who have no idea what glaciers are. Questions could then be asked e.g. what do you think it is made from, where did this come from, where do you think they are in the world to build up an idea and sense surrounding glaciers. (Some of the answers could actually come from the film itself e.g. somewhere cold, yet encouragement could be used to think where they might be in the world. It would have to be stated that a glacier is not an iceberg, however it might be easier for year 7's to think of a glacier as a giant iceberg that is located on the land rather than floating around at sea. 

After reading some information about primary schools and cross-curricular activities, this Titantic idea may link into that. Students may have studied the Titanic or watched the film in an English lesson so could have an idea about the story line and the history which could be weaved into how we think about glaciers/icebergs in geography. 

Also, the film is easy enough to get hold off/find on youtube which makes it an easy opener or main for a lesson. Screen shots could also be taken to show the size of the iceberg so students can visualise the 'giant iceberg' aka the glacier. 

What if the students have no idea what a glacier is?

A comment from Phil highlighted this and this is such an important and valid point.

What is the students have no idea what a glacier is? They have never seen one or heard of one and cannot relate to it. The latter point was sometimes my issue with physical geography - I just could not relate to it and it therefore did not interest me and I found it harder to learn about.

Therefore, an initial starting point should be with the idea that students (may) have no idea what a glacier is. At the moment, I am doing my preliminary placement in a primary school with year 5/6's so with them in mind,  here are a few ways glaciers could be introduced:

-Simply pictures of Antarctica etc and getting them to describe what they see. See what words they can come up with. Powerpoints are a good way of doing this
-Finding some video content which is relateable with the age group who are learning about the subject. (There was a TV show from 2005 on the BBC for children called serious Arctic. http://www.imdb.com/title/tt1963777/ states if you sign up you can watch the episode where the children visit a glacier. 25 mins log. Also http://musaddiqia.blog.com/2012/06/14/hd-dvd-serious-arctic-online/ Really hope these are not an illegal sites.) Anyway, I vaguely remember watching a similar programme to this when I was younger about the Amazon I think. It's produced by the BBC for CBBC. It takes a bunch of kids to the Arctic and they have to visit areas, do tasks and live out there. All aged 12-14. This one particular episode they visit a glacier and actually get stuck there showing to to be an extreme landscape. Most importantly, it is written by 12-14year old for this age group, sharing their experiences and it teaches children through other children, which hopefully they can relate to. Of course, it would not be the be all and end all of glaciers, but it might be a way to introduce the topic so the studetns can get a rough idea about glaicers and see others there and hear about their perspective. It also allows emersion in the topic without the students fully realise they are learning.


However, after watching the Solo Taxonomy video, it is also important to recognise and establish what students already do know. This could be done prior to them even seeing a picture and just hearing the word.

Glacier classification

Just read a comment from Phil stating that I should think about glacier classification, so here is some information on that:

Glacier Classification

Glaciers are classified by either their temperature (warm or cold) or by their geographical location
WARM/COLD
This refers to how a glacier moves across the ground
WARM - underneath the glacier, a film provides lubrication for the glacier to move across the bed. Most Arctic glaciers are warm
-Form at low altitude e.g. French Alps
-High altitude on the glacier and steep relief as the lack of precipitation and warmer temperatures make this necessary
-Base temperature at/close to melting point = pressure causing melting. Some glaciers are in retreat

COLD - do not have this film and are frozen to the bed. Movement for them is slow and only occurs when ice crystals change.
-Generally high altitude, polar areas e.g. Antarctica
-Temperature at the base is below pressure melting point
-Protect the landscape

N.B.
-Basal temperature is important as this determines how quickly glaciers move

GEOGRAPHICAL LOCATION (Previous blog links to this). Each glacier in its own geographical location has its own special characteristics. N.B. -These can be broken down into further classification by the characteristics. This is especially true is defining them by alpine and continental

I found another source which states that glaciers do not have to be solely defined by the two above categories and are sometimes also alpine/mountain and continental glaciers. Another grouping also stated is constrained and unconstrained which is based on whether ice flow is constrained by topographical features. However, I think what matters most is consistency in what term is used, so whatever is chosen/whatever materials used should state the same so students do not think there are hundreds of different classifications. Nevertheless, this is not to say they should not be made aware of them

Activity for glacier types

The website where I found the information on the different types of glaciers is jammed packed with information on glaciers. Even though the information as times is not in too much depth, it actually makes it easier to understand (as I have never learnt this before) and thus easier and quicker for me to word it differently and put my own spin on it. They have a section dedicated to some of the glacier types, with pictures and examples of them. This could be used as a activity e.g. match the type of glacier to its picture to make it more interesting. Also. mini drawings could be used next to the types as somethings image need to be drawn for exams etc to this might be a helpful way of learning.

Types of galcier

What types of glaciers are there?

Ice Sheets

-Only found in Antarctica and Greenland

-Huge mass of ice and snow (50,000sq km)

Ice Shelves

-When an ice sheet extents over the sea and floats on water

-100-1000 metres thick

-Mainly around Antarctica

-When they retreat, this is an indication of climate change

-Larsen Ice Shelf has been retreating since 1998

Ice Caps

-Mini ice sheets (less than 50,000sq km)
-Usually in polar and sub-polar regions
-Flat and tall

Ice Streams and Outlet Glaciers

-Channelled glaciers that flow rapidly compared to the rest of the ice

Icefields

-Similar to ice caps

-Flow is determined by underlying topography

-Smaller than ice caps

Mountain Glaciers

-In high mountain regions

-Flow out of an ice field

-Can be seen in Canada, the Andres, Alaska

Valley Glaciers

-Originate from mountain glaciers or ice fields

-Flow down valleys

-Can be long and flow beyond the snow line

Piedmont Glaciers

-When steep valley glaciers flow to flat plains

-Malaspina glacier in Alaska prime example

Cirque Glaciers

-Occupy blow-like holes

-Usually found in high mountainside.

-Tend to be wide and long

Hanging Glaciers

-Cling to steep mountainsides

-Wider and long

-Common on the Alps where they cause avalanches

Tidewater Glaciers

-Reach the sea

-Carve icebergs

(Adapted from http://nsidc.org/cryosphere/glaciers/questions/types.html)

Random news article

Just reading through the daily mail website to catch up on the celebrity gossip and I stumbled across this little article...

http://www.dailymail.co.uk/news/article-2197174/First-World-War-ammunition-frozen-time-nearly-century-glacier-melts.html

The article talk about how WW1 ammunition has been found after a glacier melted in Italy. The bullets were spread over 100 squared metres of the glacier. The ammunition was both Austrio-Hungarian and Italian.

Thought this article was something interesting and different and it highlights how glaciers are continually changing. It is also a mini-ish case study which could be weaved into some learning. The idea of finding a newspaper article about glaciers which is not typically academic could be used as a homework piece as it is more fun and interesting, yet it also taps into the idea of continual change on planet earth. Students could feedback on the article from a different perspective e.g. write the article with the glacier at the fore-front and the main stories used as a the sub-story to see how they can link it to previous learning.

Maps of glaciers

I thought it would be useful to have a pictorial illustration of where glaciers are found in the world. (The images are from http://ga.water.usgs.gov/edu/earthglacier.html)

The map below shows where glaciers are found in the world today. The white areas show where glaciers are and the white spots in the ocean show where glaciers are found at sea. Most notably, Antarctica has the most glaciers.

After my previous blog where I stated it might be important/useful to look at the past ice ages, I also found a map which shows how glaciers have changed since then. Visually seeing this and hearing a teacher say this/read the information themselves would help reinforce the knowledge with the students and hopefully help it to be committed to memory. 

The map shows that during the last ice age, much of the northern hemisphere was covered in glaciers. however the map also shows that much of the world has glaciers and ice including Asia and the USA. It might also be useful to mention when showing the two maps that climate changes today still affect glaciers.  

-->These two maps could be used as in an activity e.g. 'spot the difference' style. This would allow students to familiarise themselves with different parts of the world and state how they have changed. It might also be useful to ask 'why?' and see if they can think why we have less glaciers today (linking to things such as climate change, increase in GHG's etc). This 'why' question can be developed and extended further with older years and push them to think more and more as to why things have changed, rather than just accepting 'It's got hotter'. Push them to say why is it hotter, who has done this, when did this occur, how did it occur etc. 

Background info

As maybe an introduction to the topic of glaciers, a mini snapshot of glacial history could be taught. This would mainly be as a background and basis for the students to reference, but it also would give a grounding to the topic. It is probably not essential but could potentially be worthwhile mentioning. Obvious statements could be included here about glaciers. Even though some students may already know this, it would at least put every student at the same level of initial learning by giving a simple overview. A random fact section could be used as part of an activity to see which facts around glaciers are true to see what the students already know/can deduce.

Glaciers
-A mass of ice which moves slowly downhill
-Found at high altitude across the world
-Formation of glaciers and the way in which they shape our landscape is known as glaciation

History

-During the last ice age (18,000 years ago) ice covered 30% of the world-Ice remained on the land all year round
-Evidence of previous ice ages can be noted in the Lake District

Random Facts

10. Approximately 10 percent of the Earth is covered by glaciers; during the last Ice Age, they covered one-third of the Earth’s surface.

9. Glacier ice is the largest reservoir of fresh water on the planet, storing an estimated 75 percent of the world’s supply.

8. Glaciers are found in 47 countries.

7. A glacier can range in length from the equivalent of a football field to more than 100 miles.

6. The Antarctic ice sheet is actually a glacier and has existed for at least 40 million years. If it were to melt in its entirety, sea levels would rise 210 feet worldwide, according to the U.S. Geological Service.

5. Though it sits on the equator, Mount Kilimanjaro is glaciated.

4. On steep slopes, a glacier can be as thin as 50 feet.

3. Mountain valleys are typically “V” shaped before being taken oven by a glacier; during glaciation, the valley widens and deepens and thus becomes “U” shaped.

2. A single glacier ice crystal can grow to be as large as a baseball.

1. Alaska is estimated to have more than 100,000 glaciers. Most remain unnamed.

How to teach glacial formation

I was just having a think about how to make the previous blogs of information more accessible and interesting for students. Here are some ideas I have thought about as to how it could be taught:

1)Diagrams and captions underneath each section to show the formation of a glacier. This would be very teacher led ideas. Little chance for student initiative but the work would be there for future reference and it would be correct.
2)Giving the students pictures of the glacier formation process and making them think of the time line prior to any teaching. This might be best for the younger years, but could be used for older students as well. Maybe for the older students captions could also be given and they have to be matched to the picture and then out in a time line order.
3)Creating a story of 'Wallace the water drop' and how he becomes a glacier and eventually turns into 'Ivon the iceberg'. Hopefully this is a more creative idea and the students might remember this more. It would also be helpful when trying to jog the memories of students in latter lessons.
4)The above story could be told and then allow students to create their own version of events for homework/lesson time to see what they can remember. This would allow students to put their own stamp on the work and hopefully make them remember it. Tell them there are say 8 different stages and see which ones they can remember, but in their own words. A more detailed version could be given after.
5)Use of videos here I think would be really useful as a visual reminder and explained. I think any visuals would be really important to help remember the stages.
6)Games could be played at the end of the lesson, especially with younger students with the new vocabulary which has just been learnt. Could be anything from matching sentences to the meaning or whole class activities using the board, making it more competitive and hopefully more interesting. Older students might enjoy a more pop quiz sorta style with a winning team/person. 

Human activities

This type of geography is more up my street. I really enjoy the human side of things. I find it really interesting when the two sides of geography meet though so I thought I would include some human related glacier information.

I always feel with human topic that there are more ways to teach as they are less regimented by facts and theories unlike physical. Maybe this is because I myself need to learn the facts first so that is one thing I am looking forward to learning from September.

The information has been adapted from bitesize and I chose to look at GCSE level.

Highland farmingThis could be presented as it is and students have to depict what they thinking highland farming is or with a picture and the same method. Whatever is mentioned can be summarized afterwards so the students know what highland farming is.
Students could then be asked to think of some positives and negatives surrounding activities and communities which are linked to glaciation in some respect. these can be tabulated on the board but only if the student/class can think of a valid reason.
Advantages - the shape of the valleys has helped farming, build up communities and is thus now vital to economies
Disadvantages - Farming may harm the natural environment, trees are cleared, too many animals over grazing.

Highland forestry
Advantages - jobs and the new conifers planted prevent soil erosion and counter the impact of deforestation.
Disadvantages - may push out other vegetation, loss of habitat, conifers debase the landscape

Tourism
Advantages - attract British and international, many activities, locals can enjoy the countryside and services
Disadvantages - tourists not always welcome, congestion, pollution, scar the landscape, spoil the landscape, loss of land/habitats/wildlife/vegetation.

Highland water works
Advantages - ideal for damming, jobs, more services, renewable electricity
Disadvantages - major impact on local environments, prevents use by farmers/tourists, equipment a blot on the landscape

LOWER GLACIAL LANDSCAPES - plains and rolling landscapes have been created with fertile material.
Settlements
Advantages - more suitable than highlands as less harsh
Disadvantages - displace vegetation/wildlife etc, pollution

Farming
Advantages - more fertile land more arable and pastoral land, jobs, boost economy
Disadvantages - if intensive it ruins the landscape, use of fertilizers, spread of disease.

Tourism
Advantages - recreational activities, fertile lands good for golf courses
Disadvantages - bad management will produce soil erosion, pollution, over fishing, interfere with local livelihoods, golf courses stop agricultural use of the land.

-Could ask them to put them into social, economic and environmental issues

-Create chains of events or chains that produce a domino effect e.g. golf course --> loss of land to farmers ---> loss of income --> loss of livelihood --> search for new job --> move out of the area. 

-think of areas in the UK where this might be going on 

-find and create a mini case-study for places where these effects are going on

Land forms

(Adpated from s-cool.co.uk)

Glacial Landforms

In Britain, glaciers once covered much of the North.

Erosional Features

Arêtes - Two corries which were formed back to back have now eroded backwards to create a narrow ridge.

Corries - Also known as cirques, they are the starting point of a glacier.

LAST ICE AGE - snow accumulated on hills --> ice --> gouged backwards through freeze-thaw and plucking -->large crevasses at the top of the ice (bergschrund's) allowed water to flow into the ice --> froze to more ice.

Bottom the the corries was eroded by abrasion. Where erosion was less at the front of the ice a rock lip was left. as ice flowed over the lip into the valley below, a glacier was formed.

Lakes were formed when the ice melted the corries. the rock lip and moraine acted as a natural dam. These lakes are called Tarns.

Glacial Trough - The other name for a U-shaped valley cut by a glacier.

Pyramidal Peaks - Formed the same as an Arête but with three corries. Eventually erosion leaves a sharp pyramid peak e.g. the Matterhorn in the Alps.

U-shaped Valley -  Usually a glacier will follow the general direction of a river valley,but cuts through hard rock. This leaves behind a valley with steep sides. 

Rivers that were in the main valley which have been cut by glacial valleys flow over waterfalls from hanging valleys. the spurs have also been cut through to leave truncated spurs behind. a ribbon lake may form on the valley floor with a terminal or recessional moraine to hold the water in.

Depositional Features

Boulder Clay/Till - Material deposited as the glacier melts. Angular stones as they have not been rounded by the water actions (ground moraine). 

Drumlins - Deposited smooth material formed parallel to the direction of the glacier. Formed by moraine being deposited due to obstruction causing more friction for the glacier. Most material is deposited at one end of the drumlin. Ice which flows over it gives it its shape. 

Erratics - These are large boulders that have been carried and deposited by the glacier in an area of differing rock type, so that they look completely out of place. 

Moraines -  Moraine is the term used for any material carried or deposited by a glacier. The five main types of moraine are:

• Terminal Moraine: This is the material deposited at the snout of the glacier at the furthest extent of its growth. May act as a dam for a ribbon lake.

• Lateral Moraine: Runs parallel to the glacier and is the material that has been eroded from the valley sides by the actions of freeze-thaw and the glacier itself. Once the glacier melts this will be left on the valley floor.

• Medial Moraine: Where two glaciers meet, their lateral moraines meet to form a medial moraine, which runs down the centre of the glacial surface. Once the glacier melts this will be left on the valley floor.

• Ground Moraine: otherwise known as boulder clay or glacial till, this is the material deposited on the valley floor by the glacier. It is usually the result of plucking and abrasion.

• Recessional Moraine: Similar to a terminal moraine they were created when the glacier retreated and then stopped, allowing it to build up a pile of deposits. A recessional moraine could act as a dam to create a ribbon lake.

Glacial terminology

The picture above is from s-cool (and the words below have been adapted from the information on the website). Clear picture showing where terminology is used against glaciers. A good pictorial source to help visual learners as well as a connection between where a process happens to what the process means.

FORMATION: Glaciers are made from prolonged periods of snowfall. The weight of snow compacts each flake so the air pores between no longer exist. Ice is created when this compaction causes some snow to become freezing water and further compaction creates ice. 

TERMINOLOGY:

Ablation - This is when the ice melts at the lower end (snout) of the glacier, mostly during the summer months

Accumulation - When the glacier is built up due to compacted snow becoming ice

Calving - The splitting up of the glacier. This is how icebergs are formed if the glaciers lower end is at sea. 

Glaciation - The formation of glaciers (compacted snow --> ice --> glacier)

Ice Sheets - Large masses of ice which cover a land surface e.g. Antarctica 

Snout - the lower end of the glacier.

Valley Glaciers - Most common type of glacier. Valleys have already been carved out by a river and this type of glacier are found in all the main mountain ranges. 

Glacial Erosion

Abrasion - Just like with rivers, this is a form of erosion. With glaciers however, the rocks are embedded in the bottom of the glacier and as it moves, they erode away the bottom of the valley floor. This can create a polished or grooved expression in the valley floor and the grooves are known as striations.

Plucking - Main way erosion occurs. As the glacier moves, the ice melts slightly around large boulders and then re-freezes around them. When the glacier moves on, the boulders are ripped our of the ground and then become agents of abrasion. 

Freeze-Thaw - Water enters a rock during the day and freezes are the temperature drops over night. The water then expands in side the rock, creating a pressure which eventually causes the rock to crack and split. 

Glacial Transportation

Glaciers carry huge amounts of material for long periods of time and these rocks are called moraine. Rock are usually carried after plucking form the valley floor. Frost shattered material from the valley sides is also carried called lateral moraine (carried at the sides of the glacier). When two glaciers meet, the two lateral moraines form a medial moraine which runs down the middle of a new, larger glacier.

Glacial Deposition

Glaciers eventually start to melt as the move down a valley. Material is deposit as the glacier shrinks. The main depositional feature is terminal moraine. The glacier also creates recessional moraines and it will leave behind lateral, medial and ground moraines. 

The Ice Budget

A glacier size depends on how much precipitation enters the glacial system. A general rule is glaciers at the moment are retreating due to global warming. The growth/retreat depends upon accumulation compared to the rate of ablation. This is the ice budget. 

When the rate of accumulation is greater than the rate of ablation, the glacier will grow. This is called a positive regime.

When the rate of accumulation is less than the rate of ablation, the glacier will retreat. This is called a negative regime.

Glacial proccesses

I used to use this website quite a bit when I was at school during my GCSE days for science, but I found some glacial processes on here with definitions and videos which are helpful. They do a revise it, test it and remember it sections so it is a good tool for either Incorporated into lessons/power points/work sheets or even as a go to for students for revision/home work purposes.

Simple pictures, definitions and video for processes, land forms, terminology and human processes as well. I will probs come back to this site to expand on it more/commit the information to my own memory, but it's just something I thought about on the off chance and thought I best put it down whilst I remember.

http://www.s-cool.co.uk/gcse/geography/glaciers

Glacial Processes/landforms

To be honest, I do not know a thing about glacial processes or landforms. To make things more interesting to learn, I had a quick search on YouTube for glacial processes/landforms. The results were not exactly fun things to watch, although there were a few which could be of use for revision purposes and recommendations to help students when writing or revising these sections. The videos appear designed for this, but are not the most entertaining clips.

http://www.youtube.com/watch?v=N-btMFrlHXA
For example, this is a GCSE one. The voices on it are a bit boring, but the information is there. The video is like a Q&A with definitions and annotated pictures. However I do not think the video is really classroom friendly as it is a bit boring.

However, I found these next two which are a bit more fun and hopefully more memorable! They could be referred back to in latter lessons and be remembered due to the simplistic pictures and one the second one due to the music.

http://www.youtube.com/watch?v=MQhtlddskDs&feature=related
This one is by far more simplistic, but could be played a few times and talked through to show how a glacier is made. Students could then create their own simplistic drawings and annotations alongside in their books to remember how a glacier is formed. Could set a task e.g. pick the three/four key moments in glacial formation and draw them as simplistically as seen in the video. (Video needs to be started from about 33 seconds in. The intro is pointless).

http://www.youtube.com/watch?v=-cBcMfaSxpk
(For some reason, the blog cannot find the video but the link should work!)
This second one has more detail and words which would need explaining either during or before. The video also explains glacial movement so depending on what is needed only half or all the video can be used or even used over two lessons. Same idea as above, but maybe with a higher age group or once the basics have been covered. The two videos could even work together to get students to memorise how glaciers are produced. (Video only actually 3 mins 20 the rest is just credits. The video has the Benny Hill music playing continuously. However, as stated above, even though it would drive you crazy, it should hopefully be a memory prompt for some students.)

First attempt...

OK, so here is my first blog! Hopefully I am doing the right thing. I am focusing on extreme landscapes as I have never really studied this area, especially glacial processes as I have never looked into this area. 

Initially, I thought I would just google what ‘extreme landscapes’ came up…it’s mainly pictures of glaciers, mountains and dry desert landscapes. This could be a useful starting point for a lesson as students could identify why areas are designated as ‘extreme’.  For example, some of the reasons why this picture may be seen as extreme is…

This type of thing could be done for any landscape with ideas from students. I think using a visual to help see different types of landscapes will help ideas flow, rather than imagining a landscape. Different aspects could be looked at e.g. why is is an extreme landscape physically/for humans/for animals to see how the landscape affects different things and the role the physical plays in this. This could be done with any age group. Older students could comment further (maybe like a domino effect) rather than just stating the facts e.g. little growth of plants - due to the harsh climate and terrain. Plants favour different climates. No plants = no animals living here etc.

Quite a simple start for me on this topic :).