Begin with an icebreaker activity by creating a "KWL" chart.
Have a large piece of paper to write on and document what the students know (K), what they want to know (W), and when they’ve finished the lesson, what they’ve learned (L).
To help participation ask these questions:
What is a Fjord?
Does anyone know where there is one?
What do you find there?
Can people live there? Animals? What else?
Many other questions can be asked to inspire discussion. Fill in the K and W parts of the chart and let the students know that when they are done with this unit you will all fill in the L part.
When the K and W sections are completed, read the Fjord Estuary Ecosystems section of this manual as a class. If there is time left in class have students begin defining the vocabulary words, working in small groups to facilitate discussion.
Assign unfinished vocabulary as homework.
As a class, go through the vocabulary list and have students volunteer their answers.
Using your vocabulary sheet and what you now know about fjords, write a story that takes place in a fjord. Be as creative as you like but be sure to use every vocabulary word in the story. (Note: Let the students know they will have several days to complete this homework assignment. Ideally, if the lesson plan begins on a Monday and you assign this homework on a Tuesday, they would have until the following Monday to complete the assignment.)
Begin the class session by breaking students up into small groups. Use the number of maps (6-8 maps, one group per map) to determine the number of groups.
Ask the groups to look at their maps for a few minutes and find the fjords on each of the maps. Have students look for the word ‘fjord,’ and after they get a feel for what a fjord is see if they can point them out from map to map.
Pass out the Finding Fjords Worksheet and have students complete the map portion of the assignment in class. Give the groups about 5 minutes with each map and then have all the groups move at once to the next map table.
After the groups have completed the map section of the worksheet bring the group together and go through the questions. Have groups share their answers and discuss any topics that are unclear. This discussion should focus on the location of fjords (found in northern and southern hemispheres, found in coastal regions, found in mountainous regions, not found near equator), the features of fjords (long narrow inlets, often have islands associated with them, deep water compared to nearby bays) the climate in fjord locations can also be brought up (areas of heavy precipitation, areas that don’t have extremely hot summers.)
During the next class period have the same groups spend their time examining the available photographs from the "Materials" section, above.
Give the student groups about 5-8 minutes with each photograph. Ask them to use what they’ve learned about fjords so far to answer questions about the pictures.
Spend the following day reviewing the photograph section of the worksheet. Remind students that their fjord stories are due on the next classroom day. If there is still time at the end of this day, allow them time to work on the stories.
Collect the fjord story assignment. Review the KWL chart and determine what students have learned. Ask for volunteers to read their story to the class.
Review student’s answers on their Finding Fjords Worksheet to create assessment. Students should have ample time to complete the work both in class with their groups and to correct the work at home between classes. Look for these points to be made:
Fjords are found in both hemispheres but tend to be near the poles.
Fjords are not found near the equator.
Oceans and mountains are always associated with fjords, long fi ngers of the sea reaching into the land. Sometimes there are still glaciers in fjords.
A fjord is a place where there once was a glacier, when the glacier melted the sea took its place.
There is a glacier at the edge of the ocean. The rock around it is steep. The glacier may have had an affect on the rock. There are not many plants in the picture near the glacier.
This could be a fjord but the glacier is gone.
The water is oddly colored, looks like the regular ocean water on one side but its very grey/brown on the other. A river brought the dirty water into the bay.
Waterfalls are running down a mountain side from a glacier. The water could erode the rock. The water from the ice is fresh water and it’s fl owing into the ocean water, which is salty.
It’s a picture of a fjord. The areas of water were once valleys carved out by glaciers. Now the glaciers are gone.
A fjord has to be carved by a glacier. For this reason, it is deeper than a bay that is not a fjord. But a fjord can be called a bay, and a bay can’t be called a fjord unless a glacier created it. Bays and fjords are similar because they are both surrounded by land on 3 sides.
This is a ‘hanging valley’ carved by ice when the surrounding ice was this far up the mountain. It is also a U-shaped valley
This is a V-shaped valley or river valley.
Grade vocabulary homework and the fjord story homework.
After students have handed in their worksheets, ask the class if they can imagine why Congress created Kenai Fjords National Park. Pass around the map of Kenai Fjords to help with ideas. Try to generate some of these reasons:
There aren’t many fjords in the world, but in the Kenai Fjords National Park there are many great ones.
Kenai Fjords National Park can teach us a lot about the past, since they were created by the glaciers expanding during the Ice Age.
Kenai Fjords National Park boasts Harding Icefield, which is the largest icefield completely within the United States.
Fjords are unique environments and home to many species of animals. By protecting Kenai Fjords National Park we protect the homes of these animals.
Natural places provide us with laboratories to study the process of nature. Kenai Fjords National park is one of these great laboratories.
Arête, Bay, Calving, Erosion, Estuary, Fjord, Glacier, Hanging Valley, Horn, Ice Age, Salinity, Sediment, U-Shaped Valley, V-Shaped Valley