Ice-Albedo Feedback

Setting the Stage

The ice-albedo feedback is an example of a

positive feedback loop. A feedback loop is a

cycle within a system that increases (positive)

or decreases (negative) the effects on that

system. In the Arctic, melting sea ice exposes

more dark ocean (lower albedo), which in turn

absorbs more heat and causes more ice to

melt...the cycle continues. In this lesson,

students will use maps to calculate and

compare changes in albedo.

Photo Credit: CIRES

Lesson Overview

● Part 1 – (15 minutes) Albedo Feedbacks Video

In this video, scientists explain positive and negative feedbacks in the Arctic.

● Part 2 – (35 minutes) Calculating Albedo

Students will calculate the albedo for Maps A and B.

● Part 3 – (10 minutes) Exit Ticket/Update Summary Table

Students reflect on their learning by completing an exit ticket and updating the whole

class summary table.

The materials were developed by CIRES Education and Outreach at CU Boulder

Instructional Overview

Grade Level

Middle/High School

Instructional Time

60 minutes

Standards Alignment

NGSS Scientific Knowledge is based on Empirical Evidence:

● Science knowledge is based upon logical and conceptual

connections between evidence and explanations.

NGSS Disciplinary Core Ideas:

● ESS2.D: Weather and Climate

NGSS Science and Engineering Practices:

● Using Math and Computational Thinking

● Developing and Using Models

NGSS Crosscutting Concepts:

● Cause and Effect

● Energy and Matter

● Systems and System Models

● Stability and Change

Unit Driving Question

● How have scientific questions, methods, technologies, and our

knowledge of the Artcie changed over time?

Driving Question(s)

For This Lesson

● What is a feedback loop?

● Why does a decline in Arctic sea ice lead to further melting of sea ice?

Learning Goals

● Describe the ice-albedo feedback loop

Materials

❏ Ice-Albedo Feedback PPT

❏ Middle School Student Worksheet (1 per student)

❏ High School Student Worksheet (1 per student)

❏ Exit Ticket Rubric

❏ Answer Key

❏ Arctic Feedbacks video

❏ Ice-albedo - Global View video

❏ Summary Table- if using entire unit



(large butcher paper or digital copy,

1 per class)

Material Preparation

❏ Print student handouts

❏ Cue and test web links

❏ Review presenter notes from the Ice-Albedo Feedback PPT

❏ Display summary table - if using entire unit

Vocabulary

Feedback Loop: a cycle within a system that increases (positive) or

decreases (negative) the effects on that system.

The materials were developed by CIRES Education and Outreach at CU Boulder

Part 1 - “Arctic Feedbacks” Video (15 minutes)

Driving Question: What is a feedback loop?

Refer to Part 1 slides included in the Ice-Albedo Feedback PPT. See PPT presenter notes for

additional information.

1. Introduce the term “feedback loop” in the context of the ice-albedo feedback (see PPT).

Teacher Tip:

● Use the following example to reinforce the concept of a feedback loop. The climate

system is warming. In this case, a positive feedback occurs when factors further

increase that warming (melting sea ice), while a negative feedback occurs when factors

reduce the warming (increased cloud cover).

2. Watch the “Arctic Feedbacks” video.

a. Students record factors that increase or decrease warming in the Arctic on their

student worksheet (see Answer Key)

b. Review student-generated lists as a whole class

Part 2 - Calculating Albedo - Map A (35 minutes)

Driving Question: Why does a decline in Arctic sea ice lead to further melting of sea

ice?

Refer to Part 2 slides included in the Ice-Albedo Feedback PPT. See PPT presenter notes for

additional information.

1. Read through background information found on the student worksheet. Refer to the

“Ice-Albedo Feedback” PPT to discuss the different sea ice albedos.

2. Calculate the albedo of Map A as a whole class following the steps below:

a. Let students know that each box represents 1 km

2

, and that the total map area is

100 km

2

. The land cover shown in white represents sea ice and the land cover

shown in gray represents ocean.

b. Instruct students to estimate how many total boxes are covered by ice and to

record this number in Column A.

c. Instruct students to estimate how many total boxes are covered by the ocean and

to record this number in Column A.

d. Complete the Map A Table together as a whole class (see Answer Key).

3. Students follow the same procedure above to estimate the albedo for Map B (done

individually or in pairs).

The materials were developed by CIRES Education and Outreach at CU Boulder

4. Show this 20 second, Ice Albedo - Global View video to reinforce the ice-albedo

feedback concept.

Part 3 - Exit Ticket/Update Summary Table (10 minutes)

Driving Question: Why does a decline in Arctic sea ice lead to further melting of sea

ice?

Refer to Part 3 slides included in the Ice-Albedo Feedback PPT. See PPT presenter notes for

additional information.

1. Exit Ticket - Students create an explanation and annotated sketch to answer the driving

question, “How does a decline in Arctic sea ice lead to further melting of sea ice?”.

a. Project and describe the Exit Ticket Rubric to the class before they begin the

assessment as this is what you will use to grade their exit tickets.

2. Update Summary Table (if using entire unit)



- Gather student ideas to update the

MOSAiC Investigation box in the summary table (see Answer Key).

a. Students record new summary table entries onto their own summary tables.

The materials were developed by CIRES Education and Outreach at CU Boulder