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Displaying 1 - 5 of 5

Staying Warm in the Extreme: Metabolism of Baby Seals

Overview

This lesson investigates the correlation between the rate of cellular respiration and metabolic rate of Weddell seal pups. Students will collect data of their personal oxygen consumption rate at rest and during exercise, and evaluate how collecting oxygen data can be used to calculate metabolic rate. Students will comprehend that heat is a product of the reaction of cellular

Resource Details
Lesson
Antarctic
About 1 period
Middle School and Up
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Growing Up on Ice

Overview

This is a STEM-based lesson that can be taught in class or online. Students will analyze Weddell seal pup growth data, collected by the Growing Up on Ice, B-030, research team. To use this lesson virtually, include the data cards and have students either construct graphs and upload an image of their graph, or construct a graph and share

Resource Details
Lesson
Antarctic
About 1 period
High school and Up
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A Day in the Field: Collecting Ice Cores

Overview

Students will engage in a virtual field experience on Huascarán Mountain in Peru, learning about how ice cores are collected and stored.

Lesson Preparation

Refer to Lesson Materials * Copies of Worksheets * Computers for students

Procedure

1. Read National Geographic Encyclopedia Entry Paleoclimatology and answer questions 2. Watch video Recovering Ice Cores (link in Resources). 3. Complete virtual

Resource Details
Lesson
Arctic Antarctic
About 1 period
High school and Up
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Fur vs. Blubber: Which is the Better Insulator for Marine Mammals?

Overview:

This lesson investigates the effects of different insulators (fur and blubber) on maintaining the body temperature of polar animals. Water balloons filled with warm water simulate the marine mammal. The blubber insulator will be simulated by covering the balloon in vegetable shortening. The fur insulator will be simulated by placing another balloon over the “marine mammal” and adding an

Resource Details
Lesson
Antarctic
About 1 period
Middle School and Up
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Investigating Penguin Populations of Antarctica

Overview

This investigation allows students to explore the geography of Antarctica and become an active member of the citizen science project, PenguinWatch.

Objectives

Students will: * Examine maps of the World, South Polar Regions and Antarctica and interpret geographic location influence on climates * Develop map skills by learning how to use longitude and latitude coordinates to locate 6 research

Resource Details
Lesson
Antarctic
More than a week
High school and Up
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Search Resources

Resource Type

  • Report (1)
  • (-) Lesson (5)

Region

  • Arctic (3)
  • (-) Antarctic (5)

Grade

  • High school and Up (3)
  • Middle School and Up (2)

Related Members

  • Lucy Coleman (3)
  • Amy Osborne (2)
  • Cara Pekarcik (2)
  • Denise Hardoy (2)
  • Joshua Heward (2)
  • Kate Miller (2)
  • Lindsay Knippenberg (2)
  • Maggie Kane (2)
  • Sarah Bartholow (2)
  • Amber Lancaster (1)
  • Ann Linsley (1)
  • Casey OHara (1)
  • Dominique Richardson (1)
  • Eric Thuma (1)
  • Jacquelyn Hams (1)
  • Janet Warburton (1)
  • Jennifer Bault (1)
  • Mike LeBaron (1)
  • Mindy Bell (1)
  • Paula Dell (1)
  • Robin Ellwood (1)
  • Sarah Anderson (1)
  • Sarah Slack (1)
  • Timothy Dwyer (1)
  • (-) Bridget Ward (5)

Expeditions

  • Weddell Seals: Growing Up on Ice (5)

Completion Time

  • About 1 period (4)
  • More than a week (1)

Topic

  • Environmental Studies (3)
  • Polar Science (3)
  • Earth Science (2)
  • Archaeology and Anthropology (1)
  • Engineering (1)
  • Polar Careers (1)
  • (-) Life Science (5)
    • Tools and Methods (3)
    • Organisms and Their Environments (2)
    • Structure and Function (2)
    • Climate Change (1)
    • Ecology (1)
    • Paleoscience (1)
    • Regulation and Behavior (1)
  • (-) Physical Science (1)
    • Climate Change (1)

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Arctic Research Consortium of the U.S.

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This site is supported by the National Science Foundation under award 1918637.

Any opinions, findings, and conclusions or recommendations expressed in this site are those of the PIs and coordinating team and do not necessarily reflect the views of the National Science Foundation.

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