Key question
> What will happen to sea levels if the world’s ice starts to melt?
Outline
Children will use simple equipment and observation to investigate ice melting in two different situations. These experiments will help children to understand, or model, what might happen to sea levels if the world’s (permanent) ice starts to melt.
Preparation
Gather equipment, as described below under Resources.
Learning outcomes
On completing these activities all children will be able to:
> debate different viewpoints about what will happen when sea ice melts and understand that scientists do the same;
> understand that global warming may cause (permanent) ice to melt; and
> understand that melting ice may cause sea levels to rise.
Resources
- Activity sheets - ‘What happens when ice melts at sea’ (Investigation 17a)
- - ‘What happens when ice melts on land’ (Investigation 17b)
- Ice cubes (in freezer or cool box), water
- Clear beakers, flat bottomed plastic tubs such as lunchboxes or ice cream cartons
- Rulers
- Plasticine or Marla
- Globe and/or atlases
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Learning activities
Ice melting at sea
1. Allow time for pupils to consider the three viewpoints of the children in the ‘What happens when ice melts at sea’ activity sheet. (Investigation 17a)
> Who do they think is right?
> What do they think about the childrens’ ideas?
> Can they think of any other reasons that these children have not thought about?
> Pupils discuss what they think and record their own views.
2. Allow children time to plan an investigation which could help them to find out what really happens. The suggested equipment and cartoon picture give a good hint as to the type of investigation they might carry out.
Melting icebergs in Patagonia, South America
Melting icebergs in Patagonia, South America
Melting icebergs in Patagonia, South America
Ensure pupils realise the need to measure the water level at the start and after the ice cubes have melted, as part of their plans.
3. Children carry out the investigation(s) they have planned, and record their results. It may be helpful to allow time for different groups to present their investigations and findings, as these may differ. This could be additional to, or instead of any formal recording of their findings. However, this will serve to illustrate that while global warming may seem like a straightforward problem, it may not be.
4. Children may only think of polar ice as the floating ‘iceberg’ type – which is true at the North Pole (no land underneath). However, there are plenty of cold regions on the planet where the ice is mainly on land – the South Pole, Greenland and other countries in the Arctic Circle, plus mountainous areas. Children should locate some of these areas using a globe or atlas before the next investigation.