Article in Polar Record written by ARCUS staff and PolarTREC alumni educators that shares impacts of participating in a Teacher Research Experience.
Abstract: PolarTREC-Teachers and Researchers Exploring and Collaborating (PolarTREC) has provided the opportunity for over 160 K-12 teachers and informal science educators from the USA to work directly with scientists in the Arctic and the Antarctic. As a Teacher
This one hour webinar is a great look at the PolarTREC 2014-5 Antarctic expeditions. Each teacher presents on the research projects, implementation in the classroom, and outreach into communities.
Abstract
Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between
Note: This event was not for our typical classroom-based education audience.
WAIS Divide (West Antarctic Ice Sheet), where the Velvet Ice team conducted its research, has recently be found to be one of the most vulnerable areas of Antarctica to global climate change. If recent predictions hold true, major glaciers in WAIS could collapse within 100 years, triggering massive shifts
This one hour event is an introduction to the expedition with Yamini Bala and her team. They address life at McMurdo and what it will be like at their remote field site at WAIS Divide (West Antarctic Ice Sheet).
This lesson was written for the 2012 Arctic Ocean Ecosystem Workshop and was inspired by the research work conducted off the coast of Barrow, Alaska by researchers Steve Okonnen and Patricia Yager with PolarTREC teachers Lollie Garay and Chantelle Rose. Students will engage in a series of exercises to investigate seasonal change in the Arctic ecosystem based on authentic
In this lesson students research scientific field expeditions and learn what it is like working in the field. Students are able to ask questions of the research team as part of their project. Students then share what they have learned with their classmates.
Objective
1. Students understand what really goes on in the field during a scientific study.
2
An important science skill that needs to be developed is asking significant questions that advance knowledge. This activity helps students to understand the difference between significant and trivial questions.
Objective
Students should be able to distinguish between significant questions that advance knowledge and trivial questions.
Procedure
1. Have the students define significant question and trivial questions in a