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 PolarConnect event was conducted with PolarTREC teacher Claude Larson, and members of the research team that she worked with on the Prehistoric Human Response to Climate Change 2010 project in Kamchatka, Russia.
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
This Live from IPY! event was with PolarTREC Teacher Gerty Ward, and scientists Sarah Zimmerman, Rick Krishfield, and Brian Hunt who are all participating in oceanographic research on board the CCGC Louis S. St-Laurent on the Beaufort Sea.
There were about 120 people in attendance.
The beginning part of the presentation is composed of recordings from Gerty Ward and the
Online version of The News & Observer news paper article highlighting Gerty Ward's participation in a PolarTREC expedition on the Beaufort Sea. Gerty will be working with Rick Krishfield and other scientists on a Canadian icebreaker studying ocean currents and more!