MODULE 5: ICE AND CLMATE CHANGE Activity no. 1
Title
Type
Ice in the Burren
Paper exercise
2
Melting Ice and Sea Level
3
4
Location
Extra materials? Classroom No
Time
Skills developed
20 mins
Pupil practical
Classroom
Yes
30 mins
Disappearing Glaciers
Paper exercise
Classroom
No
30 mins
Why No Ice in Winter?
Paper exercise
Classroom
No
25 mins
Map interpretation, interpretation of text Investigating and experimenting; observing; recording; predicting; measuring Investigative, manipulation of equipment, map interpretation Map interpretation, Investigative, interpretation of text
Total time: 1 hr 45mins All activities are developed in accordance with the national core curriculum. Activities are listed in order of execution. This educational module is one of a series of five modules developed for primary schools in the Burren region of Ireland as part of the Northern Environmental Education Development (NEED) Project (2008‐ 2010). Modules are also available for secondary schools, visitor centres, and adult learners. This transnational education project aims to raise awareness of geological heritage and related environmental issues, and to use this enhanced awareness to promote sustainable “eco‐” tourism in key natural regions in Europe. For more information see www.joensuu.fi/need or www.burrenconnect.ie/geopark/need.
CONTENTS ACTIVITY 1:
ICE IN THE BURREN
Teachers Notes:
Student Worksheets:
ACTIVITY 2:
MELTING ICE AND SEA LEVEL
Teachers Notes:
Student Worksheets:
ACTIVITY 3:
DISAPPEARING GLACIERS
Teachers Notes:
Student Worksheets:
ACTIVITY 4:
WHY NO ICE IN WINTER?
Teachers Notes:
Student Worksheets:
NEED Module 5: ICE AND CLIMATE CHANGE Activity 1: Ice in the Burren
ACTIVITY 1: ICE IN THE BURREN TEACHER’S NOTES
Activity summary: Students will work with maps relating to evidence of the Ice Age in the Burren and maps that indicate how sea‐level was much lower during and after the Ice Age.
5th and 6th class Level: Time required: 30 mins (activity) Curriculum links: SESE Geography:
Strand: Natural Environments Unit: The local natural environment Unit: Rocks and Soil Unit: Land, rivers and seas of Ireland Unit: Weather, climate and atmosphere Strand: Environmental Awareness Unit: Environmental Awareness
Strand: Human Environments Unit: People living and working in the local area and a contrasting part of Ireland
SESE Science: Strand: Materials Unit: Properties and characteristics of materials Unit: Science and the Environment
NEED Module 5: ICE AND CLIMATE CHANGE Activity 1: Ice in the Burren
Objectives: o To understand that sea‐level was much lower during the last Ice Age o To observe on maps how the moving ice sheets left clues in the landscape of the paths that they moved along o To explore and investigate newly released maps of the seafloor of Galway Bay o To consider how sea‐level can cover past evidence of human occupation o To appreciate that climate change is a natural process, but that humans can accelerate this process
Skills and concepts development: Maps, Globes and Graphical Skills o o
Using Pictures, Maps and Models Maps and Globes
A Sense of Place and Space o o
A Sense of Space A Sense of Place
Geographical Investigation Skills\Working Scientifically\Designing and Making o o o o o o o
Observing Predicting Investigating and Experimenting Estimating and Measuring Analysing Recording and communicating Evaluating
Background information and context: The Burren was covered by great sheets of ice during the last Ice Age. At this time, much of the northern hemisphere was covered in ice. There was so much frozen water trapped in these ice sheets that global sea‐level was much lower than today. When the ice sheets melted – the sea level rose, drowning areas that were dry land habitats for plants, animals and humans. Galway Bay is a great example of
NEED Module 5: ICE AND CLIMATE CHANGE Activity 1: Ice in the Burren
how sea‐level has risen since the ice sheets melted. The map given to students was only released in the past few years. When the ice sheets moved over the land, they left many clues of the direction that they moved. These clues remain today, visible to use as features such as drumlins, eskers, moraines and erratics. By looking at detailed maps of the landscape terrain, we can see these how drumlins and moraines can give clues as to the path the ice sheets moved. Erratics can also give a clue as to where the ice sheets came from. The granite boulders found in the Burren are known to be Galway Granite rocks – and therefore they must have originated where this type of granite is found – the north side of Galway Bay, and were carried south before being dumped by the melting ice.
Prior Knowledge: Students should be familiar with the following concepts: o the Burren region (and much of the northern half of Ireland) was covered by thick (up to 300m thick) ice sheets during the last Ice Age o the Ice Age ended >10,000 years ago o there is lots of evidence of the Ice Age ice sheets in the Burren (drumlins, erratics, moraines)
Apparatus and materials: o Student worksheets
Organisation of Students: o Students work individually
Activity: o Each student is given a worksheet. o Students look at the maps on the worksheet and answer the accompanying questions o For one question – they are asked to look at the Geological Map of Ireland to see where the granite erratics may have come from (Answer: Galway)
NEED Module 5: ICE AND CLIMATE CHANGE Activity 1: Ice in the Burren
Student questions and answers:
Q. Today, fisherman in the North Sea often find large Woolly Mammoth bones in their nets. Why do you think the bones are found on the sea‐floor? A. Because the North Sea was dry land during the last Ice Age and woolly mammoths roamed about the place. The sea flooded in over the area after the ice melted Q. Imagine you lived in a tribe near Ballyvaughan in the Stone Age ‐ 5000 years ago. You want to do some trade with a northern tribe living in Spiddal in County Galway. What is the quickest route you could take to walk to Spiddal from Ballyvaughan? Draw the route on the map. A.( Across Galway Bay – above the 20m bathymetric contour) Path of the Ice Q. Draw arrows on the Burren map to show the path the ice in Clare and Galway. Lonely Stones Q. Where might these granite boulders have come from? A. North of the Burren; the north shore of Galway Bay; Galway Granite Area Q. Can you explain how the rocks got to be left alone in the Burren. A. The ice sheets carried the rocks from the north and when they melted they dumped the rocks on the Burren
Once Upon a Time When the Sea was Lower During the last Ice Age, sea-level was much lower than it is today. This was because lots of water was frozen and trapped in the huge ICE SHEETS that covered places like Europe and North America. When the ICE SHEETS melted sea level rose.
North Sea
Q. Today, fisherman in the North Sea often find large Woolly Mammoth bones in their nets. Why do you think the bones are found on the sea-floor? ________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
DID YOU KNOW...!!! 10,000 years ago - sea level was 40 metres lower than today
5,000 years ago - sea level was 20 metres lower than today
This map shows the depth of the seafloor in Galway Bay and off the Clare coast. Did you know that Stone Age people lived beside the seashore in this area 5000 years ago...?!! Q. Imagine you lived in a tribe near Ballyvaughan in the Stone Age - 5000 years ago. You want to do some trade with a northern tribe living in Spiddal in County Galway. What is the quickest route you could take to walk to Spiddal from Ballyvaughan? Draw the route on the map.?
FOLLOWING THE ICE PATH When the huge sheets of ICE moved over the land – they left clues about the paths the took - clues like drumlins and ribbed moraines (like long stretched hills).
Look at the maps of Donegal Bay and Clew Bay to see how the shapes on the land show the path the ice sheets took.
Donegal Bay
Drumlins
Red Arrows show Path of Ice Movement
Clew Bay
Drumlins
Ribbed Moraines
Ennistymon
Corrofin
Ballyvaughan
Kilfenora
Lisdoonvarna
Gort
Kinvara
Ardrahan
Can you draw arrows on the Burren Map to show the path of the ice in Clare and Galway?
Doolin
Lehinch
NEED Module 5: ICE AND CLIMATE CHANGE Activity 2: Melting ice and sea level change
ACTIVITY 2: MELTING ICE AND SEA LEVEL CHANGE TEACHER’S NOTES
Activity summary: This is a practical experiment where students simulate the melting of the world’s ice caps on sea and on land, and compare the results of each experiment to global sea level change.
Level: 5th and 6th class Time required: 25 mins (activity) plus 5‐10 mins (set‐up) Curriculum links: SESE Geography:
Strand: Natural Environments Unit: The local natural environment Unit: Rocks and Soil Unit: Weather, climate and atmosphere Unit: Planet Earth in Space Strand: Environmental Awareness Unit: Environmental Awareness
Strand: Human Environments Unit: People living and working in the local area and a contrasting part of Ireland
SESE Science: Strand: Materials Unit: Properties and characteristics of materials Unit: Science and the Environment Unit: Energy and Forces
NEED Module 5: ICE AND CLIMATE CHANGE Activity 2: Melting ice and sea level change
Objectives: o To carry out a scientific experiment o To play the role of an experimental scientist o To observe the scenarios when applying the same methods to different materials o To appreciate that melting of sea ice will not affect global sea levels o To understand that melting of ice on land will result in a rise in global sea level, possibly a dramatic rise
Skills and concepts development: Maps, Globes and Graphical Skills o o
Using Pictures, Maps and Models Maps and Globes
A Sense of Place and Space o o
A Sense of Space A Sense of Place
Geographical Investigation Skills\Working Scientifically\Designing and Making o o o o o o o
Observing Predicting Investigating and Experimenting Estimating and Measuring Analysing Recording and communicating Evaluating
Background information and context: Contrary to common perception, the melting of floating sea ice does not affect global sea levels. Ice has a lower density than water and so melts to a smaller volume. Therefore the melting of sea ice and icebergs will not contribute to rising sea levels – a surprise to many students. If, however, continental ice sheets melt, global sea levels could rise by many metres and much land on today’s continents could be flooded.
NEED Module 5: ICE AND CLIMATE CHANGE Activity 2: Melting ice and sea level change
The melting of sea ice can lead to melting of continental ice. If sea ice melts, less sunlight will be reflected from the Earth’s surface and the oceans will warm, eventually raising temperatures enough for continental ice sheets to melt. If this happens, there will be a huge increase in the amount of freshwater entering the oceans. This will reduce the salinity of the world’s oceans and affect ocean current patterns. As ocean currents transfer heat from warm areas to colder parts of the world (e.g. the Gulf Stream), a change or shutdown of these currents will result in severe cooling in many parts of the world.
Prior Knowledge: Students should be familiar with the following concepts and terms: o icebergs o there are large ice caps on Greenland and Antarctica o water expands as it freezes (and so water takes up less space than ice)
Apparatus and materials: o o o o o o o o
6 x500ml glass beakers 6xtins of beans 6xrulers Warm water Ice cubes (crushed) Blu‐tak 6 trays student worksheets
(The activity is speeded up significantly if each group has a hairdryer to help melt the ice).
Organisation of students: o Students can work in groups of three or four o Each student has their own worksheet
NEED Module 5: ICE AND CLIMATE CHANGE Activity 2: Melting ice and sea level change
Activity: Introduce the fact that much of the Arctic Ocean is frozen and so are the seas around Antarctica. This activity investigates whether, if this floating ice melts, it will affect world sea level. (1) Each group sets up the experiment for “sea ice” as follows: a. Each group places one beaker in the tray and fills it roughly half‐way with warm water. b. They then add enough crushed ice to bring the level roughly three‐ quarters up the beaker. The crushed ice imitates floating sea ice. c. The students measure (with a ruler) the level of water in their beaker, and answer Q1 on the worksheet. (2) The students wait for the ice to melt (a hairdryer speeds up the process), and when melted completely, the students measure the level of water in their beaker again, and record their results on the worksheet. Introduce the fact that Antarctica and Greenland are covered by ice up to 3 km thick. This second part of the experiment investigates whether this ice, if it melts, will affect global sea level. (3) Each group pours the water out of their beaker and sets up the experiment for “land ice” as follows: a. A tin of beans is placed in the centre of each beaker, and the beaker is then filled with water close to the top of the tin. b. The tin of beans simulates a continent. c. The students measure the level of water in the beaker, and answer Q2 on the worksheet. d. Students then place crushed ice on top of the tin of beans. The crushed ice on top of the tin of beans imitates continental ice sheets, such as on Greenland. (4) The students wait for the ice to melt (again, a hairdryer can be used), and when melted, measure the level of water in the beaker again. Students record their results on the worksheet.
NEED Module 5: ICE AND CLIMATE CHANGE Activity 2: Melting ice and sea level change
Student questions and answers: “Sea ice” experiment: Q1‐Q2 Q1. What do you think will happen to the water level as the ice melts? A. (Subjective) Q2. What did your results show? A. Students should record their measurements and note that the level of water did not change (the ‘icebergs’ sticking up above the water disappear, but the level doesn’t change). “Land ice” experiment: Q3‐Q4 Q3. What do you think will happen to the water level as the ice melts? A. (Subjective) Q4. What did your results show? A. Students should record their measurements and note that the level of water increased. Q5. Did any of your results surprise you? A. (Objective; open discussion) Q6. During the last ice age, much more land in the Northern Hemisphere was covered by ice than today. Do you think sea level was higher or lower during the ice age than today? A. Lower. Q7. Do you think this would have made it easier or harder to people to travel between Ireland and the rest of Europe? Why? A. It would have been much easier because more of the (now flooded) continental shelves were exposed in the Irish Sea, English Channel and North Sea. So there may have been actual land bridges or marshes connecting Ireland, the UK and the continent, or at least the sea crossings would have been shorter (and therefore less dangerous – remember, people would not have had modern boating equipment, just hid‐bound canoes).
MELTING ICE AND SEA LEVEL
In polar regions, ice builds up both at sea and on land. You are going to do an experiment to see what happens to sea level when these two types of ice melt.
Set up the experiment for “sea ice” and measure the water level. Q: What do you think will happen to the water level as the ice melts? ___________________________________________________________________ ___________________________________________________________________ Q: What did your results show? ___________________________________________________________________ ___________________________________________________________________ Set up the experiment for “land ice” and measure the water level. Q: What do you think will happen to the water level as the ice melts? ___________________________________________________________________ ___________________________________________________________________ Q: What did your results show? ___________________________________________________________________ Q: Did any of your results surprise you? ___________________________________________________________________ Q: During the last ice age, much more land in the Northern Hemisphere was covered by ice than today. Do you think sea level was higher or lower during the ice age than today? __________________________________________________________________ __________________________________________________________________ Q: Do you think this would have made it easier or harder for people to travel between Ireland and the rest of Europe? Why? ___________________________________________________________________ ___________________________________________________________________
NEED Module 5: ICE AND CLIMATE CHANGE Activity 3: Disappearing glaciers
ACTIVITY 3: DISAPPEARING GLACIERS TEACHER’S NOTES
Activity summary: This is a paper‐based activity where students investigate the retreat of the world’s glaciers and subsequent effects.
5th and 6th class Level: Time required: 25 mins (activity) plus 5‐10 mins (set‐up) Curriculum links: SESE Geography:
Strand: Natural Environments Unit: The local natural environment Unit: Rocks and Soil Unit: Weather, climate and atmosphere Unit: Planet Earth in Space Strand: Environmental Awareness Unit: Environmental Awareness
Strand: Human Environments Unit: People living and working in the local area and a contrasting part of Ireland
SESE Science: Strand: Materials Unit: Properties and characteristics of materials Unit: Science and the Environment Unit: Energy and Forces
NEED Module 5: ICE AND CLIMATE CHANGE Activity 3: Disappearing glaciers
Objectives: o To understand that evidence of climate change exists in the world around us o To observe how the retreat of glaciers, including the rate of retreat, can be measured and monitored o To appreciate that the retreat of glaciers has many environmental effects o To develop a sense of how ice shapes the environment o To learn how to use a Venn diagram
Skills and concepts development: Maps, Globes and Graphical Skills o o
Using Pictures, Maps and Models Maps and Globes
A Sense of Place and Space o o
A Sense of Space A Sense of Place
Geographical Investigation Skills\Working Scientifically\Designing and Making o o o o o o o
Observing Predicting Investigating and Experimenting Estimating and Measuring Analysing Recording and communicating Evaluating
Background information and context: Glaciers are rivers of ice that move down‐slope, usually from highlands or mountainous areas, to the sea. They are significant agents of erosion, transportation and deposition, and have played a major role in shaping the landscape of the
NEED Module 5: ICE AND CLIMATE CHANGE Activity 3: Disappearing glaciers
Burren, and indeed much of the Northern Hemisphere that was covered by ice during the last Ice Age (which ended some 12,000 years ago). The formation of glaciers requires that winter snowfall exceeds summer icemelt. There is a fine balance between these two processes – the difference can be only on the order of a fraction of a degree Celsius ‐ and so glaciers are very sensitive indicators of changes in climate. When climate is becoming cooler, the snout of the glacier (its front) advances. When climate is becoming warmer, the snout of the glacier retreats. Subtle changes in climate over relatively short timescales – years to decades – can be recorded in great detail by the relative position of the glacier’s snout. Since 1850, when scientific monitoring of the world’s glaciers began, many glaciers are retreating consistently decade by decade. The total surface area of glaciers on Earth has decreased by 50% since 1850. This phenomenon is affecting glaciers at all latitudes and longitudes, and has been attributed to global warming. The process has increased dramatically since 1995. The melting of glaciers has many effects on a local, regional, and national scale. Locally, the effects include deterioration or loss of scenery (valuable for tourism), and prolonged or flash‐flooding (as meltwater increases). There can also be serious effects on local soils: the soil close to glaciers is often frozen 10‐30 cm below the surface. If this frozen layer of soil thaws, the ground becomes unstable and buildings and roads can sink, suffer structural damage (cracking) or even collapse. If it is peaty soil that thaws, carbon dioxide emissions from the soil can increase by 66%. Regional effects of glaciers melting include drought in downstream areas and damage to local freshwater ecosystems. In many parts of the world, people living downstream of glaciers depend on summer meltwater to provide them with water for drinking and irrigation during the hottest part of the year. In the region of the Ganges River in India, which is fed by glacial meltwater, 500 million people are dependent on summer meltwater in the river. If the glaciers continue to shrink, there will not be enough meltwater in the summer to support these people and drought will become endemic. Glacial summer meltwater also keeps the temperature of rivers in the region cool, which is beneficial for the growth of plankton, and for salmon and other fish. With the glaciers retreating, there is not as much meltwater in summer and so river temperatures are increasing, with knock‐ on effects on the local ecosystem. The most significant global effect of glacial retreat is a rise in global sea levels. The current projected rise in sea level due to glacial retreat is 0.27 to 0.5 m by 2050, and 0.8 to 1.3 m by 2100; this is considered by many to be a conservative estimate. Cities that would face serious flooding include London, New Orleans, Shanghai, Rio de Janeiro, Buenos Aires, Cairo, Mumbai, Tokyo, Lagos, Bangkok, New
NEED Module 5: ICE AND CLIMATE CHANGE Activity 3: Disappearing glaciers
York and Los Angeles. The total population living in low‐lying areas at risk is 640 million people.
Prior Knowledge: Students should be familiar with the following terms: o Global warming o Glaciers o Lichens
Apparatus and materials: o student worksheets
Organisation of students: o Students can work in pairs or in groups of three or four o Each student has their own worksheet.
Activity: o The students answer the questions relating to the satellite images of glaciers and photographs. o Answers about the differences and similarities between the two landscape photographs can be input into the Venn diagram.
NEED Module 5: ICE AND CLIMATE CHANGE Activity 3: Disappearing glaciers
Student questions and answers: Q1. How far has the glacier retreated since 1851? A. 46 km (answers between 42 and 50 km are acceptable due to variablility in the outlines of the glacier snout) Q2. How fast is the glacier shrinking? Calculate your answer between the dates 1851 and 2006. A. 300 m per year (answers between 290 and 310 are acceptable) Q3. When did the glacier shrink the most? A. Between 2001 and 2002. Q4. The glacier continues for 30 km off the right‐hand side of the photograph. In how many years will it have all melted? A. 100 years (answers between 90 and 110 are acceptable) Q5. Where has all the ice gone? A. Most students will say it has all melted and flowed into the sea. However, some meltwater may be trapped within lakes bounded by glacially deposited sediment. Page 2 Q1. What features of the landscape have changed? What features of the landscape have stayed the same? Put your answers into the Venn diagram on the next sheet. A. Features present in 1894 only: (1) glacier in the foreground of the picture; (2) scrubland, with stony soil and grasses, in the middle‐and foreground; (3) some snow on the mountains in the foreground; (4) a heavy covering of snow on the mountains in the middle distance; (5) snow on the slopes of the mountains in the far distance (triple peak). B. Features present in 2004 only: (1) lake in foreground; (2) trees in middle ground; (3) bare mountainsides in the middle ground; (4) bare slope facing us on the mountains in the middle distance. C. Features present in both photographs: (1) the mountains – their shapes and hillsides; (2) snow on the tops of the mountains in the middle distance; (3) snow in the corries (scoops) in the mountains in the far distance.
NEED Module 5: ICE AND CLIMATE CHANGE Activity 3: Disappearing glaciers
Q2.
What effect do you think the melting of the glacier has had on plants, animals and people in the area? A. The ecosystem in the foreground will have changed completely from tundra‐ type terrestrial ecosystem to a freshwater lake ecosystem. Retreat of the glacier has exposed low‐lying land in the middle distance, that has since been colonised by trees. Animals that would have lived in the tundra will now be gone. The recreational value of the area has changed – people may previously have engaged in snow sports in the area (skiing, snowshoeing, etc) but now the hillsides may be more open to regular hiking; water sports are an option on the new lake.
Q3. A. Q4. A.
When a glacier melts, the landscape in the area changes. Put these events into the right order. 1 – glacier breaks up into icebergs 2 – severe flooding 3 – lichens grow 4 – mosses grow 5 – soil forms 6 – shrubs and bushes grow 7 – trees grow
When do you think humans would move to the area? (Open discussion – students can consider when food is likely to be available (game / plants)), wood, and when the local climate would have improved enough to make the area hospitable).
2005
DISAPPEARING GLACIERS
water and icebergs
ice
Glaciers are rivers of ice that flow from mountains to the sea. Since 1850, almost all of the world’s glaciers are shrinking. Look at the photograph below and answer these questions.
2003 water and icebergs
Q1:
How far has the glacier retreated since 1851? ____________
Q2:
How fast is the glacier shrinking? ______________________
Q3.
When did the glacier shrink the most? __________________
Q4.
The glacier continues for 30 km off the right side of the photograph. In how many years will it have all melted? ___________________________________________________
Q5.
Where has all the ice gone? __________________________________________________________
ice
2001
ice
2005 2004 2001 1964 1953 2006
1929 1913 1902 2003 1931 2002
1883 1851
1875
2004
1894
Look at these two photos of the Mendenhall Glacier, Alaska. Q1:
What features of the landscape have changed? What features of the landscape have stayed the same? Put your answers into the Venn diagram on the next sheet.
Q2:
What effect do you think the melting of the glacier has had on plants, animals, and people in the area? _________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
After a glacier melts, the landscape in the area changes. Put these events in the right order. glacier breaks up into icebergs
mosses grow trees grow
shrubs and bushes grow
lichens grow soil forms
severe flooding
Q. When do you think humans move to the area? ___________________________ ___________________________________ ___________________________________
Landscape seen only in 1894
Landscape seen in both photographs Landscape seen only in 2004
NEED Module 5: ICE AND CLIMATE CHANGE Activity 4: Why No Ice in Winter?
ACTIVITY 4: WHY NO ICE IN WINTER? TEACHER’S NOTES
Activity summary: Students work with satellite images and maps showing how the North Atlantic Drift (here referred to as the Gulf Stream) affects the climate in Ireland – specifically the winter climate. Students will see how Ireland is in a unique location in the northern hemisphere that remains ice/snow free during winter.
Level:
5th and 6th class
Time required:
30 mins (activity)
Curriculum links: SESE Geography: Strand: Natural Environments Unit: The local natural environment Unit: Rocks and Soil Unit: Weather, climate and atmosphere Unit: Planet Earth in Space
Strand: Environmental Awareness Unit: Environmental Awareness Strand: Human Environments Unit: People living and working in the local area and a contrasting part of Ireland SESE Science: Strand: Materials Unit: Science and the Environment Unit: Energy and Forces
27
NEED Module 5: ICE AND CLIMATE CHANGE Activity 4: Why No Ice in Winter?
Objectives: o To observe how Ireland remains free of ice during winter when most other countries/places at the same latitude are covered in snow and ice. o To understand that the Gulf Stream brings warm water to our shores from warmer Caribbean seas o To consider what the winter climate in Ireland might be like without the effects of the Gulf Stream. o To consider what winter life is like on the other side of the Atlantic in Newfoundland.
Skills and concepts development: Maps, Globes and Graphical Skills o o
Using Pictures, Maps and Models Maps and Globes
A Sense of Place and Space o o
A Sense of Space A Sense of Place
Geographical Investigation Skills\Working Scientifically\Designing and Making o o o o o o o
Observing Predicting Investigating and Experimenting Estimating and Measuring Analysing Recording and communicating Evaluating
Background information / context: The North Atlantic Drift has a major effect of Ireland’s climate. It is an extension of the Gulf Stream, which is a warm ocean current in the North Atlantic. For this exercise we use the term Gulf Stream to describe the North Atlantic Drift. The warm waters of the Gulf Stream keep Ireland’s winter climate mild and moist. Without these warm waters arriving on our shores, we would experience 28
NEED Module 5: ICE AND CLIMATE CHANGE Activity 4: Why No Ice in Winter?
conditions such as those seen in Newfoundland. Newfoundland is at almost the same latitude as Ireland. In Winter Newfoundland is snow-covered, and has ice bergs passing off its shores throughout the winter. Harbours become frozen and roads impassable for long periods. It has been suggested that large amounts of glacial and ice melt in Greenland and the Arctic could impact the warm ocean currents reaching Ireland. The melting ice would dump vast amounts of freshwater into path of the North Atlantic current circulation system, upsetting the whole system.
Prior Knowledge: Students should be familiar with the following concepts and terms: o o o o o o
Ocean currents move volumes of water through the ocean Ocean currents can be warm or cold Ocean currents can affect the climate/weather Ireland has relatively mild winters with little snow and no sea ice. Latitude and longitude Gulf Stream
Apparatus and materials: o Student worksheets
Organisation of Students: o Students work individually
Activity: o Each student is given a worksheet. o Students look at the maps on the worksheet and try to answer the accompanying questions
29
NEED Module 5: ICE AND CLIMATE CHANGE Activity 4: Why No Ice in Winter?
Student questions and answers: Q. What do you notice about most places at 53° north of the equator in Winter A. They are white; covered in snow/ice Q. What is different about Ireland and these other places at 53° north of the equator in Winter? A. Ireland is not white, not covered in snow and ice.
The Gulf Stream Q. Where does the Gulf Stream come from? A. The Caribbean, Florida, Cuba, the coast of America etc… Q. How do you think the water is warmed up A. The sun heats it up. The weather is warmer in the Carribbean Q. What could happen to the weather in Winter if the Gulf Stream stopped flowing to Ireland? A. It could get much colder with more snow and ice.
Postcard from the Snow Q. Write a postcard from Newfoundland. A.( Subjective answer)
30
WHY NO ICE IN WINTER? 53° N Gulf Stream
This satellite image was taken in Summer.
53° N Gulf Stream
This satellite image was taken in Winter. Look at the Maps above and answer these questions:
Q. What do you notice about most places at 53° north of the equator in Winter? ____________________________________ ______________________________________________________ Q. What is different about Ireland and other places at 53° north of the equator in Winter? ______________________________ _____________________________________________________ Q. Why do you think this is? ____________________________ _____________________________________________________ _____________________________________________________
THE GULF STREAM Currents move through the ocean like great streams carrying warm or cold water. These currents can have a huge effect on weather. Ireland’s weather is affected by a big ocean current in the Atlantic Ocean called the Gulf Stream. The Gulf Stream keeps Ireland’s weather warm and wet. Brings Warm Weather
Gulf Stream
Granite Erratic
Q. Where does the Gulf Stream come from? __________________________________________________ Q. How do you think the water is warmed up? _______ __________________________________________________ __________________________________________________ Q. What could happen to the weather in Winter if the Gulf Stream stopped flowing to Ireland? _____________________ _____________________________________________________ _____________________________________________________
POSTCARD FROM THE SNOW Newfoundland is at much the same latitude as Ireland. But the weather in Winter in Newfoundland is much colder than it is here in Ireland.
Newfoundland
Ireland
Q. Imagine you are on holiday in Newfoundland in Winter. You took lots of great photos (below) there. Write a short postcard to your friend telling them of all the different things you saw in the cold and snowy weather.
Climate Change and Ice GLACIERS SEA LEVEL
CHANGE IN THE LANDSCAPE ICE AGE IN BURREN
SEA ICE
GULF STREAM
LAND ICE
NEWFOUNDLAND
