Students will engage in a hands-on activity to help them consider what students in a tropical climate do to prepare for recess compared with students who live in the interior of Alaska.
Objectives
Students will:
* Compare what students in a tropical climate do to prepare for recess with students who live in the interior of Alaska.
* Learn
Students will sing a song and engage in an active game to learn more about ice algae and its role in the arctic ecosystem.
Objective
Students will learn about the arctic ecosystem, particularly the roles of ice algae, plankton, krill, fish, birds, seals, whales and polar bears through song and active participation.
Students will sing a song about the Bering Sea ocean ecosystem.
Objective
To sing a fun science-themed song!
Preparation
* Teach students about the Bering Sea ecosystem or have them review journal entries from Maggie Prevenas’ PolarTREC expedition (see Resources section for address).
* Hand out song sheet or project words onto a screen
Students will create a bookmark to help them remember that diatoms (ice algae) are the main producers in the Bering Sea ecosystem.
Objective
To create a tangible reminder of how the Bering Sea ecosystem's main producers (diatoms and ice algae) use sunlight and transfer that into food energy for use by most other creatures that live there
This is presentation provides an overview about sea ice in Antarctica as presented by Dr. Patricia Yager. She has slides about the daylight and seasons and related sea ice concentrations. She also has several slides about sea ice as a habitat and about the types of organisms associated with the sea ice. The main part of this presentation focuses on
Diatoms are one of the main kinds of phytoplankton we found blooming in the Bering Sea. They are so beautiful, little glass houses with green gems inside. They occur in huge numbers in the Bering Sea in the initial spring ice melting algae bloom. Having one to touch and look at puts a face on what it is