NASA

Make Your Own Glacier

Grades: 4 - 6

Duration: Two Class Periods 45 minutes each

Goals:

  • Students will become more familiar with landforms associated with glaciers.
  • Students will build a model to show the motion of a glacier.
  • Students will gain more skill working cooperatively.

Objective:
Students will construct a three dimensional landscape to model the salient features of a typical valley glacier.

Materials per Group of Three Students:

  • One cafeteria food-service tray.
  • Five pounds of molding clay.
  • Medium-size mixing bowl.
  • One 8 oz. measuring cup.
  • One pound box powdered corn starch.
  • Large bottle of Prell shampoo.

Background:
Students will construct a three dimensional landscape to model the salient features of a typical valley glacier. Students will create a "glacier" made of either shampoo or semi-liquid corn starch to flow down their glacial valley. Students should have already been introduced to the physical appearance of common glacial landforms through slide, text, CD-ROM or internet images. Students should already know that glaciers slide very slowly - about a foot a day - on top of bedrock.

Procedure:
Tell students they will be making a model of a typical scene in Alaska where glaciers are found. On the first day they will make the landforms associated with glaciers and then on the second day they will actually make a "glacier" which moves just as glaciers do.

Day One

  • Form groups of three students each.
  • Have the students discuss within their group what should be present in their Alaska glacier scene.
  • After a few minutes, ask each group to share with the class the essential features of an Alaska glacier scene.
  • Their model should include:
    • Mountains shaped like "horns" like the Matterhorn, with sharp ridges; or mountains with smooth ridges leading up to sharp nunataks.
    • There should be cirques, aretes, and U-shaped valleys which converge on a central U-shaped valley.
  • When satisfied the students have given their models enough thought and have an image of what their model will look like, tell them to make their mountain and valley landforms using the clay, making it on the food trays.
  • They will be making only the landforms today, the next day the glaciers.
  • When everyone is finished or time is up have students put away their landforms.

Day Two

  • Have the students get out their mountain and valley landforms made the day before.
  • Ask them how their "glacier" should behave if it is a realistic glacier. It should slide very slowly down the valley with the middle of the glacier moving more rapidly than the edges.
  • Have them make a Prell glacier first. This is done by pouring Prell into the cirques at the head of their glacial valleys. Ideally, the Prell is poured at a steady slow rate to balance its exit at the bottom of the "glacier."
  • Have them comment on how much their "glacier" moves like a real glacier.
  • Tell them to mix corn starch and water in their mixing bowl in the ratio of 3 parts starch:2 parts water to make a starch "glacier." This mixture is poured into their cirques as done with the Prell "glacier."
  • Have them comment on how much this "glacier" moves or doesn't move like a real glacier.
  • Have each group make written labels for each landform placing them on their models.
  • Have each group clean up their mess completely, putting all materials away.
  • Have each group write up how their models do or do not realistically model a real glacier.
    • Real glaciers slide, these roll.
    • Real glaciers develop crevasses where the glacier changes direction or slope.
    • Real glaciers flow very slowly.
    • Real glaciers produce moraines.
  • Discuss how scientists make models just like these to help them better understand natural phenomena.

Assessment:

  • Level of participation by students.
  • Subjective judgment of their models.
  • Examination of student written appraisals of how well their "glaciers" actually modeled real glaciers.

Extensions:

  • Students can make other landforms associated with glaciers such as eskers, kames, drumlins, kettles, etc.
  • Students can construct a model of an ice sheet or ice field. An "ice sheet" would be Prell or corn starch covering a fairly flat surface which is slightly elevated in the center with "mountains" poking up randomly.