15. Bodies from the ice: melting glaciers and the recovery of the past  by James M. Deem and design by YAY Design. New York: Houghton Mifflin 2008

ISBN 9780618800452

When glaciers melt, which they are doing at a rapid rate, frozen bodies are uncovered. Scientists study them to learn more about the earth’s past, human’s living conditions and survival

Media: Photography and reproduced illustrations.

5Q/4P

Curriculum Connection

6-8^th Life Science/ Earth Science/Biology  

Lesson Plan for Bodies from the Ice by James M. Deam

8th Grade Earth Science/Environmental Science

California Academic Standards addressed

Science in Personal and Social Perspectives: Natural hazards; Populations, resources and environments; Science and technology in society.

Life Science: Ecosystems.

Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion i.e. global warming.

Objectives

Students will

• Define global warming and discuss its effect on the Arctic.
•  Discuss the experiences of a modern research expedition; and
• Write a journal that describes the impact of global warming on glaciers and the “mummies”.

Materials

• Poster board and pen
• Paper and pencils

Procedures

1. After reading Bodies from the Ice, locate glaciers and places where bodies were found on a world map. What was the purpose of this book? (to study global warming and ice mummification)
2. Ask the class to define global warming. How do humans contribute to global warming? (They burn fossil fuels for cars and energy.) Explain that the Arctic is one place most affected by global warming. How is global warming changing Arctic geography? (The ice caps and permafrost are melting, eroding coastlines.) How do melting icebergs affect the world’s climate? Have students name important events and memorable sights encountered by the research expeditions in the book. Write their comments on the board.
3. Have students imagine they are scientists on a research expedition, and have them write a one-page journal entry describing one experience finding a body in the ice. They may use the list above or make up others. Their entry should address the following questions:
   • What did you see or experience today?
   • Where were you on the route?
   • How did this event or sight reflect the impact of global warming?
   • Describe your emotion; were you surprised, excited, sad, angry, and anxious?

      

4. Journals should include at least one picture, such as a sketch or a map marking their location in the route.
5. Collect the journal entries and put them in order, following the chronology of the expedition route. Add an "Arctic Journal" cover page to create a class journal of the expedition. Then photocopy pages to make a copy for every student.

Evaluation

Students were active in class discussions; showed a strong understanding of the geography of the Arctic and global warming; cited several images and events from the book; and created a clear, complete journal entry that answered all questions and included at least one picture