Through activities, video observation, experimentation and the construction of a Remotely Operated Vehicle (ROV) students will learn about the chemical and physical properties of sea ice.
Objectives
Students will be able to answer main questions of where sea ice is, how it is formed, why the ice is important, how it is classified by indigenous people and scientists, how scientists study ice and what they learn from it, and how changes in the Bering Sea ice affect us.
Lesson Preparation
Procedure
Describe the steps needed to complete the lesson. Can use 5 E Model or other model.
Watch video at http://vimeo.com/12092651
Students will make a Local Knowledge Chart (like a KWL chart) about the importance and uses to Bering Sea/ Arctic communities who live in the ice areas.
Discuss snow vs. ice and ways that ice is created. Low temperature freezes water, pressure exerted on snow compresses it.
Pull up a map on the Smart Board, have 4-5 students use the blue marker to outline where they think the extent of summer sea ice in the Arctic is, then switch to green marker and have another 4-5 students outline where they thing the winter ice typically grows to.
Use link http:// to show the extent of sea ice over time.
Sea Ice Classification- Have students use indigenous taxonomy chart to identify sea ice: http://www.gi.alaska.edu/~eicken/he_teach/GEOS615icenom/tek/intro.htm (Inuit Classification)
Have students use scientific chart to classify ice: http://www.arcticclimatemodeling.org/subject_sea_ice_dynamics.html
Hawaiian (Rain)-Maggie will use rain to identify words that Hawaiians use to classify the different kinds of rain.
How are the indigenous taxonomy and scientific taxonomy of ice the same? Different?
Ice assessment-Compare and contrast an indigenous way of identifying ice with a scientific way of identifying ice
How Science is done. Using a ROV that is student made, students will make regular sampling of ice/water.
ROV assessment-Build, modify, and create a protocol for a ROV to collect ice/ocean water. See resources section for ROV information.
Link to ice core layering activity http://www.polartrec.com/resources/lesson/ice-cores-modeling-ice-sheets
Obtain a water sample and use a refractometer and other scientific tools to find salinity, pH, temperature, turbidity, and dissolved oxygen. Use accepted scientific protocols. Post data on database of project for shared use by participating schools. * * Use inquiry to develop hypotheses, and to analyze data over time.
Scientific methodology assessment- Sample and analyze ocean water/ice at a site and contribute the data to a database that is accessible by schools participating in Chill Out Cultural and Scientific Learning Experience.
Resources
Materials to make a ROV either from Sea Perch (http://seaperch.mit.edu/)
Extension
This lesson is meant as a lesson in the chemical and physical properties of sea ice. The natural extension of this lesson would be to integrate the biology of living things. This is but one component of the Bering Sea ecosystem.
Credits
Tonia Kushin-St Paul Island School Pribilof Islands School District, Alaska Maggie Prevenas, Kalama Intermediate School, Hawaii Department of Education, prevenas [at] hawaiiantel.net
Standards
K-4 Content Standard A: Science as Inquiry: a. Abilities b. Understandings Content Standard B: Physical Science: a. Properties of objects and materials Content Standard E: Science and Technology: a. Abilities of technological design b. Understandings about science and technology c. Abilities to distinguish between natural objects and objects made by humans Content Standard F: Science In Personal and Social Perspectives: b. Characteristics and changes in populations d. Changes in environments e. Science and technology in local challenges Content Standard G: History and Nature of Science: a. Science as a human endeavor 5-8 Content Standard A: Science As Inquiry: a. Abilities necessary to do scientific inquiry b. Understandings about scientific inquiry Content Standard B: Physical Science: a. Properties and changes of properties in matter b. Motions and forces c. Transfer of energy Content Standard C: Life Science: d. Populations and ecosystems Content Standard D: Earth and Space Science: a. Structure of the earth system Content Standard E: Science and Technology: a. Abilities of technological design b. Understandings about science and technology Content Standard F: Science In Personal and Social Perspectives: b. Populations, resources, and environments e. Science and technology in society 9-12 Content Standard A: Science As Inquiry: a. Abilities necessary to do scientific inquiry b. Understandings about scientific inquiry Content Standard B: Physical Science: b. Structure and properties of matter d. Motions and forces Content Standard C: Life Science: d. Interdependence of organisms e. Matter, energy, and organization in living systems Content Standard D: Earth ad Space Science: b. Geochemical cycles Content Standard E: Science and Technology: a. Abilities of technological design b. Understandings about science and technology Content Standard F: Science In Personal and Social Perspectives: a. Personal and community health b. Population growth c. Natural resources d. Environmental quality f. Science and technology in local, national, and global challenges Content Standard G: History and Nature of Science: a. Science as a human endeavor b. Nature of scientific knowledge c. Historical perspectives| Attachment | Size |
|---|---|
| Chill Out Lesson Plan (PDF - 198 KB)198.41 KB | 198.41 KB |
| Chill Out PowerPoint (PPT - 6.5 MB)6.5 MB | 6.5 MB |
This program is supported by the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed by this program are those of the PIs and coordinating team, and do not necessarily reflect the views of the National Science Foundation.