Resource Type
Completion Time
More than a week
Middle School and Up
Download, Share, and Remix
Chantelle Rose
Related Members
Materials will vary depending on project selected.
Life Science
General Life Science
Organisms and Their Environments
Earth Science
General Earth Science
Water Cycle, Weather, and Climate
Snow and Ice Science
Climate Change
Physical Science
General Physical Science
Environmental Studies
General Environmental Studies
Polar Science
General Polar Science


Students chose a research project, from one of seven suggested projects, to complete in class with a partner. Upon completion they will present their information to the class.


Students will present a scientifically accurate project on a topic related to the PolarTREC Winter Sampling expedition.

Lesson Preparation

Introduce students to the PolarTREC website. Any expedition could be selected and project topics modified, however this lesson relates primarily to the Winter Sampling expedition (


Provide instructions to the students: Students chose one of the Polar Projects to complete in class with a partner. Upon completion they will present their information to the class. The presentation should be neat, colorful, pleasing to the eye and be scientifically accurate. Include pictures and document your resources.

Using the Internet, books, periodicals, videos, etc. students will explore topics related to the Winter Sampling expedition. Students will utilize their resources and research to explain the key questions in their project. These explanations should be written in their own words and will also be presented orally to the class.

Project One: Comparative Study of Temperate Deciduous Forest Biome and the Arctic

  • Compare our biome with the Arctic! Create a tri-fold presentation that will include:
  • Climate of each biome including temperature and rainfall information
  • At least 5 plants and 5 animals from each biome
  • At least 3 plant and animal adaptations from each biome
  • Map with the locations labeled
  • T chart showing at least 5 similarities and 5 differences
  • Explanation of how humans adapt
  • Pictures and Resources

Project Two: Copepods

  • Explore the zooplankton teacher Chantelle Rose will be searching for and sampling in the Arctic (
  • Explain what a copepod is
  • Label the body parts of a copepod and explain the functions of those parts
  • Describe copepod behaviors; feeding, mating
  • Draw, label, and explain a simple food chain involving copepods and explain why copepods are important to the ecosystem
  • Explain what makes the Calanus species unique
  • Explain some potential threats/hazards to the species
  • Pictures and Resources

Project Three: "Deadliest Catch"

  • Explore the world of commercial fishing and examine it's impact on the Arctic ecosystem!
  • Describe commercial fishing in the Arctic – where does it occur? In the Beaufort, Bering and Chukchi Seas?
  • Explain what is caught, how much is caught, and when fishing and crab season is open
  • Describe the impact on the Arctic ecosystem
  • Explain the role copepods have on the commercial fishing industry
  • Include charts and maps of commercial fishing information
  • Pictures and Resources

Project Four: US Coast Guard Cutter Healy

  • Explore the ship that teacher Chantelle Rose will call home for six weeks! (
  • Describe the characteristics and capabilities of the USCG Cutter Healy
  • Explain scientific areas of study for the expedition including biological oceanography, chemical oceanography, physical oceanography, bathymetry, ecology
  • Explain scientific tools to be used on the expedition: CDT, plankton nets, Nisken bottles, Video Plankton recorder and fluorometers
  • Include a glossary of ship terms
  • Include a proposed map of sampling stations
  • Pictures and Resources

Project Five: An Arctic Winter

  • Research what makes an Arctic winter unique (
  • Explain why the Arctic experiences 24 hours of darkness – explain why the length of daylight hours changes so much more drastically than in Ohio.
  • Explain the Aurora borealis...the Northern Lights...what are they, when do they occur, why and how do they happen?
  • Define the Arctic circle – include a map – label Seward, AK, Dutch Harbor and the Beaufort, Bering and Chukchi Seas
  • Identify temperature and snowfall information
  • Explain Arctic gear and travel for native do they stay warm and get around?
  • Explain how the Arctic winter impacts the ecosystem and native people
  • Pictures and Resources

Project Six: Global Climate Change

  • What do copepods have to do with global climate change?
  • Explain global climate change
  • Identify data that supports global climate change and name leading scientists and researchers
  • Explain why polar regions are of particular interest
  • Explain the impact of human behaviors on global climate change
  • Pictures and Resources

Project Seven: Physical Oceanography

  • Explain the process of the formation of sea ice
  • Differentiate the freezing temperature of seawater from that of freshwater
  • Differentiate the density of seawater from that of freshwater
  • Include a map of the Bering, Beaufort and Chukchi Seas
  • Pictures and Resources


Students have the opportunity to elaborate on their learning by participating in the PolarTREC expedition, reading daily journals, posting questions in the Ask the Team section, etc.


Student projects and presentations will be assessed using a rubric/scoresheet.


Chantelle Rose, Graham High School, rosec [at]


5-8 Content Standard A: Science As Inquiry: Content Standard C: Life Science: Content Standard E: Science and Technology: Content Standard F: Science In Personal and Social Perspectives: b. Understandings about scientific inquiry a. Structure and function in living systems d. Populations and ecosystems e. Diversity and adaptations of organisms a. Abilities of technological design b. Populations, resources, and environments e. Science and technology in society Content Standard A: Science As Inquiry: Content Standard C: Life Science: Content Standard D: Earth ad Space Science: Content Standard F: Science In Personal and Social Perspectives: Content Standard G: History and Nature of Science: b. Understandings about scientific inquiry d. Interdependence of organisms e. Matter, energy, and organization in living systems b. Geochemical cycles a. Abilities of technological design d. Environmental quality f. Science and technology in local, national, and global challenges a. Science as a human endeavor
Attachment Size
Polar Projects Lesson195.4 KB 195.4 KB

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.