Iceberg Diagrams
Grade
Big Idea
Directions
- Select an Event
Select an event that students are exploring in class. It can be an event from literature, history, or recent news. Students should already be familiar with this event. - Introduce the Iceberg Visual
Ask students to list what they know about icebergs, or you can show them a picture of an iceberg. The main idea you want to establish is that what one sees above the water is only the tip of the iceberg; the larger foundation rests below the surface. Then ask students to draw an iceberg on a piece of paper or in their journals, making sure that there is a tip, a water line, and a larger area below the surface. Their drawings should be large enough so that students can take notes within the iceberg. Alternatively, you can distribute the iceberg template located in the handout section - The Tip of the Iceberg Ask students to list everything they know about the facts of a selected event in the “tip” area of the iceberg. Questions they should answer include: What happened? What choices were made in this situation? By whom? Who was affected? When did it happen? Where did it happen?
- Beneath the Surface Ask students to think about what caused this event. In the bottom part of the iceberg (under the water), they should write answers to the question, “What factors influenced the particular choices made by the individuals and groups involved in this event?” These factors might include events from the past (i.e., an election, an economic depression, a natural disaster, a war, an invention) or aspects of human behavior or nature such as fear, obedience to authority, conformity, or opportunism. This step is often best done in groups so that students can brainstorm ideas together.
- Debrief Prompts you might use to guide journal writing and/or class discussion include: What did you learn from completing your iceberg? Of the causes listed in the bottom part of the iceberg, which one or two do you think are most significant? Why? What more would you need to know to better understand why this event took place? What could have been done, if anything, to prevent this event from happening? What have you learned about how to prevent similar events from happening in the future? How does the information in this iceberg help you better understand the world we live in today?
When To Use
The top part of the iceberg is the event or the know facts about a particular subject. The bottom part of the iceberg asks students to use deeper thinking to come up with ideas about the causes for the event. The level of rigor can be increased with discussion and making connections outside of the content.
Suggested Uses for Top & Bottom of Iceberg:
Social Studies
- Top = Major historic events, turning points in history, document analysis.
- Bottom = factors that caused event / decision
Science
- Top = problem to be solved (climate change), known facts
- Bottom = hypothesis for how and why
Math
- Top = Answer to a problem
- Bottom = how the problem is solved, why it it helpful
Language Arts
- Top = What we know about a character, theme, of text
- Bottom = Inferences, text evidence that caused the result
Systems Thinking Iceberg Video
Strategy Variations
An Evaluation Tool: As a final test for a unit, you could have students complete iceberg diagrams for a particular event you have studied. You might have students write a companion essay explaining the ideas they included in the bottom part of the iceberg.
Comparing Events: Have students complete iceberg templates for events as you study them throughout the year. Periodically, ask students to compare these templates, recognizing similarities and differences among the factors that give rise to particular events. This exercise can help students notice historical patterns while also appreciating the particular context that makes each event unique.
Current Events: Use the Iceberg Diagrams strategy as a way to help students explore current events. Have them bring in a story from a newspaper or online source. Working in small groups, students can complete an iceberg diagram for this event, recording details about what happened and then ideas about what they think caused the event. Finally, students can present their iceberg diagrams to the larger class.