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  1. Resources

Displaying 1 - 7 of 7

STEM Experience Report - Amanda Ruland

The Importance of Teacher/Researcher Collaboration


Collaboration such as this offers a window into the science rarely seen by teachers and their students. It allows the public/students to experience, in real-time, relevant data collection of the 21st century. Furthermore, experiences such as these demonstrate the universal factors of the scientific process. It does not matter if we are practicing science in

Resource Details
Report
Arctic
n/a
All Aged
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STEM Experience Report - Kevin Dickerson

PolarTREC Field Experience


My PolarTREC expedition to the Dry Valleys of Antarctica was an experience of a lifetime. Notice I did not use the word “trip” of a lifetime. This was far more than a trip. It was an experience that is a life-changer. It has been a life-changer for myself, my students, my family, other educators, and other folks

Resource Details
Report
Antarctic
n/a
All Aged
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STEM Experience Report- Lenore Teevan

The Importance of Teacher/Researcher Collaboration

No book, movie or professional development I have experienced could have produced the effect of actually being in the field engaging in scientific research as a PolarTREC teacher on the “Jellyfish in the Bering Sea” expedition July 27-August 5, 2017. As the PolarTREC teacher, I was tasked with the role of disseminating the ongoing

Resource Details
Report
Arctic
n/a
All Aged
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STEM Experience Report - Timothy Dwyer

Impacts of a field experience on teaching high school science


Early in my teaching career, I learned that authenticity is essential in creating working relationships with my high school students. By showing them that I am a human being with experiences, ideas, dreams, and opinions, I’m able to connect in ways that invite their attention as I teach skills

Resource Details
Report
Antarctic
n/a
All Aged
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Technology Enhances KWL

Overview


I, Elizabeth Eubanks PolarTREC teacher 2008 – Arctic Tundra Dynamics created this lesson to introduce my students to utilizing technology to document and share what they know, want to know and have learned about polar studies and environments.

Objective


The objective of this lesson is for students to utilize recording devices (audio with or without video) and

Resource Details
Lesson
Arctic
n/a
All Aged
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Five Themes of the Geography of Antarctica

Overview


We go places, but what do we do with the billions of snippets of information we absorb? How do we process the information so that it means something to us when we can no longer be there? As a geographer, my objective was to be able to observe, participate and categorize the billions of pieces of visual information

Resource Details
Lesson
Antarctic
n/a
Middle School and Up
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Biodiversity of the Antarctic Region: Is it a Losing Battle?

Overview


Case studies provide a brief overview or examination of events that impact or alter the way people function and live day to day within the human and physical environment. They help by providing students with “real world” examples that relate to the theoretical content they are studying.

Objective


Students will prepare a case study illustrating the impact

Resource Details
Lesson
Antarctic
n/a
High school and Up
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Resource Type

  • Web Link (49)
  • Article (23)
  • Event (11)
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  • (-) Report (4)
  • (-) Lesson (3)

Region

  • Antarctic (4)
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Grade

  • All Aged (5)
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Related Members

  • Ann Linsley (2)
  • Amanda Ruland (1)
  • Elizabeth Eubanks (1)
  • Kevin Dickerson (1)
  • Lenore Teevan (1)
  • Timothy Dwyer (1)

Expeditions

  • Human Impacts in Antarctica (2)
  • Arctic Tundra Dynamics 08 (1)
  • Dry Valleys Ecosystem Study (1)
  • Fire and Carbon in Siberian Forests (1)
  • Jellyfish in the Bering Sea (1)
  • Polar Gigantism in Antarctica (1)

Completion Time

  • About 1 period (89)
  • Less than a week (65)
  • About a week (34)
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  • Less than 1 period (17)
  • (-) n/a (7)

Topic

  • Polar Science (3)
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Arctic Research Consortium of the U.S.

National Science Foundation

Award Info


This site is supported by the National Science Foundation under award 1918637.

Any opinions, findings, and conclusions or recommendations expressed in this site are those of the PIs and coordinating team and do not necessarily reflect the views of the National Science Foundation.

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