Time: 3-4 day lessons

Concepts:    I)  erosion and deposition of glaciers
                     2) concept of uniformity: What occurs on a small scale can occur on a large scale
                     3) eskers, drumlins, stratified till, drift

Processes: observation, recording, concept mapping, analysis, modeling

Materials: snow, plowed snow

Questions: Is plowed snow pure? How does snow pick up impurities and how are they dispersed?

Evaluation: Teacher will judge concept maps, models and essays on their sophistication. i.e. detail and correctness.

Procedure: After the first major snow fall of the school year, draw the attention of the students to the large white snow pile. point out that snow may be pure when it forms but it picks up all types of debris as it is plowed into those large white piles.  Let a few days pass as the snow begins to melt and have the students note the change in color from white to gray to black in some cases.  When the conditions appear right, take the class out and make first hand observations of the snow piles.  At this point emphasize the scientific principle of uniformity ( the rules of science are the same throughout the universe and what occurs on a small scale can appear on a large scale).

Use techniques such as questioning or drawing to open their eyes to the following observation: the bottom of the snow pile may become ice with water puddles at the edge. Streams run over and under the pile.  Sediment may be stratified.  Have the students make a concept map. The next day have a class discussion on glaciation and include phenomena related to glaciation.  Have the students make another concept map using new terms introduced during the discussion.  The students should compare how the snow pile and glacier features are related.