Students will learn to:
* Observe and record weather patterns
* Process data by creating graphs/charts
* Compare actual weather data from the Siberian Arctic to local weather patterns, draw conclusions and make future predictions concerning weather patterns.
Big Idea
Why do people need to track weather over time?
Lesson Preparation
You will need a thermometer, tracking calendar, and
This lesson was created by 2017 PolarTREC teacher Steve Kirsche who took part in the Dynamic Observations of the Microstructural Evolution of Firn expedition. The lesson is intended to introduce students to the concepts of isostasy and postglacial rebound through a demonstration and related instruction. Students will then see how postglacial rebound is an important factor when assessing the
This lesson is intended to introduce students to the concept of using ice core samples to learn about the past. Students will be “collecting” a sample from a model of ice. They will then evaluate the sample to see how the layers change as the depth changes.
Objectives
At the completion of this lesson, students will gain a greater
Students will review charts of day length to determine when the sun will set at Toolik Lake.
Objective
Students will learn the following:
* The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle.
* Seasons result from variations in the
This website has tables and graphs to show length of day for locations throughout the world, including Antarctica and the Arctic. Additional weather information is also included.
(permission to link and use the site was granted by Matt Tukianen, the site creator, on July 9, 2008)
This web site, managed by the Bureau of Land Management Alaska Fire Service, tracks lightning strikes and fires in Alaska caused by lightning all the way back to 1939. See if you can find the lightning strike that caused the big fire of 2007.