This science investigation, simplistic in nature, provided intriguing insights into the characteristics and behavior of water in the various states of matter (ie- solid and liquid) especially for students at an early elementary level. Science principles of displacement and density were also observed as the ice was placed in the water and continued with the melting process.
If, a big if, the polar ice caps were to melt at a significant rate, the melting can have more of an effect on climate than a rise of sea levels as a whole. It also depends on which polar ice cap is doing the melting. The northern polar ice cap, which rests on the Arctic Ocean, is mainly comprised of icebergs , except the ice cap on Greenland. Icebergs do not raise sea levels when melting because they are floating and have already displaced water they are going to (Kluger, 2006). This is evidenced by the experiment performed. There was no overflow of water as the ice cubes melted. As mentioned in the Time Magazine article, climate can be affected by the introduction of freshwater into the ocean effecting the salinity of the ocean. The example given in the article is the Gulf Stream. The southern polar ice cap overlays the Antarctic continent, contains 70% of the worlds freshwater, is unlikely to melt. The average temperature in Antarctica averages -37 degrees C (How Stuff Works, 2010).
The are several questions I have in regards to this investigation.
a. How can I adapt or modify this investigation to 4th or 5th grade students that have little background knowledge on the subject of global warming.
b. Would I need to provide background knowledge to the students in the form of this same investigation to teach the students properties, characteristics and behavior of water before introducing global warning?
Hi Mark, great blog. We pose similar questions in reference to modifying for grade levels. I would introduce the concept of global warming first since it is very complex for 4th graders to understand. A KWL chart would work well in this situation too. Find out what they know about global warming and then build on that. The Investigation could ad visual and a meaningful experience to their knowledge. I hope this helps.
ReplyDeleteMark,
ReplyDeleteI like the points that you made and that there are several concepts rolled into this one activity. I, however, had different results when I performed this activity. I had a fair amount of overflow when the ice melted. Not sure if it's because I had a lot of ice beyond the rim of my bowl. I will have to try this again to see if I get the same results.
Alana,
ReplyDeleteThank you for the advice adjusting the lesson to 4th graders. I am thinking I might have to provide the background information on the water cycle, the properties of water before surveying the students about global warming.
Hi Mark, building on the stages of the water cycle by going into lesson on global warming sounds like great ideas!
ReplyDelete