Most students, regardless of their grade level, live “in the moment,” concerned only with factors and issues that have an immediate and direct impact on their lives. This is, to a large degree, understandable given the pressures, demands, responsibilities and constraints placed on students during their high school academic years. However, as teachers, we are required to not only
To begin the process of educating my students on my upcoming expedition to Antarctica, I introduced an activity entitled, “Questions about Antarctica…It’s What’s for Dinner.” In this assignment, small groups were asked to develop a list of 10 questions about anything - weather, clothing, wildlife, geography, geology, oceanography - related to Antarctica. Each question was worth up to 10 points
NASA’s Operation IceBridge uses remote sensing techniques to build a picture of parts of our world not accessible or easily observed by humans. Flying 1500 feet above sea and land ice, the science team uses LiDAR, Radar, Infrared imaging, and high resolution digital imagery to collect information about our polar regions year after year. In this classroom project, inspired and
Emily Dodson-Snowden, a sixth-grade science teacher at Morton Middle School, didn’t have a typical summer break. She spent three weeks in Greenland studying how climate change influences plant/pollinator interactions and plant reproduction as part of PolarTREC (Teachers and Researchers Exploring and Collaborating).
This data plotting lesson compares different stratospheric ozone data collected at the South Pole in September 1969, September 1998, September 2008, January 1999, and January 2008. This ozone comparison activity allows students to make conclusions about the annual and seasonal ozone hole as well as overall ozone concentration changes over Antarctica. Students use authentic data collected at the