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Transcript
David Milligan Fantastic Geographies – Melting Ice Rationale: Climate change is prevalent in much of today’s media. The media focuses on the causes of climate change and the direct effects through sea level rise. However we rarely hear about the melting Cryosphere as a whole and the impacts this will have directly on people who rely directly and indirectly on the ice around the globe. Learning outcomes: Pupils will have a basic understanding of the greenhouse effect, causing the Cryosphere to melt. They will know where all the Earth’s ice is stored and in what form and understand how scientists monitor the melting ice through the use of GIS. Pupils will then understand the human aspects of the melting ice and how different groups are affected and what can possibly be done in the future to reduce the problem. Lesson Key Question 1 What is causing the Cryosphere to melt? Outline Introduction to the greenhouse effect. Greenhouse effect is natural and we need it to support life. Human’s actions are only adding to the process. - 2 Where is all the ice Pupils know what the and how is it stored? Cryosphere is and the ways that ice is stored on the Earth’s surface. - Activity Connect the pictures – all contributors to the greenhouse effect. Watch clip from the inconvenient truth. Mapping from memory – pupils to recreate the image of the greenhouse effect onto A3 sheets in groups. Discuss the graph showing Earth temp and sea level rise. Why is the sea level rising = melting ice. Google Earth tour and associated worksheet on the Cryosphere and different ice stores. - Pupils use the internet and Google Earth to find areas where ice is stored that are not on the GE tour. Resources A3 greenhouse diagram sheets. Climate change worksheet. PowerPoint. Google earth overlay. Croyosphere worksheet. 3 4 5 How do we monitor the melting ice? Who is being affected? (Case study) Use of remote sensing imagery: satellites, aerial photography and even amateur photography. On a local and global scale. Inuits in Northern Canada who are directly affected by the loss of ice compared to how people in Tuvalu may be affected. - Compare local to global - Fresh water shortage - Reduced agricultural output - Hydroelectricity shortage - Sea level rise – flooding - Habitat loss. - Sinking houses (permafrost) What can be done to Change where and how people reduce the impact? live. - Should we try and reduce the impact of the melting or try to reduce the level of melting through changing how we live? - - - Pupils use before and after photographs of glaciers and describe the differences in each picture. Pupils use the satellite image of the Gangotri glacier to see/ work out how much ice has melted and complete associated worksheet. Before and after photographs Pupil led task: Pupils draw out information on the main effects of the melting Cryosphere in a carousel activity. Pupils visit 6 stations to collect information. 6 x information stations. Using the information collected pupils then complete two diary entries on a day in the life of – Inuit and Tuvalu resident. Decision making task: Should we engineer our way out of trouble or change how we live to protect future generations? - Look at how people in Norway etc are coping with the melting ice/ permafrost. Gangotri glacier aerial photograph Rulers Worksheet/ diary entry.