This PolarConnect event on Antarctica Day (December 1) 2022 was broadcast live from the Dry Valleys of Antarctica with teacher Lucy Coleman and researcher Rachel Morgan-Kiss.
In a “March Madness” game of survival of the fittest, will your microbe and its genes survive the test of changing conditions on Planet Earth and beyond? Students choose genes from a “toolbox” and pit their microbe against their classmates’, using critical thinking and argument writing to determine the microbe with the best chance of success. Based on PolarTREC
Analogs are used in science investigations to better understand systems we can’t access ourselves. In this lesson, students explore the Dry Valleys of Antarctica to better understand microbial communities on early Earth and what might have been possible on ancient Mars. Students will examine photographs, written descriptions, and artistic renderings of early Earth, the Dry Valley lakes, and
A poster by PolarTREC alum Dan Frost describing the integration of Arctic research into secondary education through a field season in Svalbard. It details possibilities for curriculum building and outreach through Arctic field work experience.
This one hour presentation by Dr. Al Werner is a professional development opportunity for educators to learn more about earth and geoscience research in Svalbard, Norway. Some noticeable technical issues are resolved a few minutes into the presentation.
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