Scientists in Siberia are seeing trends of more severe and widespread wildfires. By observing and measuring larch forests, they are trying to understand how the forests are changing. What do these trees need to survive? Are they getting what they need? Students will plant lodgepole pine seeds providing some with all the necessary components for survival and others missing
Scientists in Siberia are seeing trends of more severe and widespread wildfires. Larch seeds are dispersed by wind. Experimentation is currently underway to determine distances larch seeds can disperse from viable, mature larch trees. Students will explore how various types of seeds are dispersed to get what they need to survive.
Timeframe: 90 minutes
Grade: K-2
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
The Importance of Teacher/Researcher Collaboration
Collaboration such as this offers a window into the science rarely seen by teachers and their students. It allows the public/students to experience, in real-time, relevant data collection of the 21st century. Furthermore, experiences such as these demonstrate the universal factors of the scientific process. It does not matter if we are practicing science in
This resource is a 2-minute immersive video that takes students inside the Permafrost Research Tunnel outside of Fairbanks, Alaska. It includes footage of both the new and old sections of the tunnel.
Objectives
Through watching this video, students will get to see what permafrost looks like from the inside, identifying typical features geological features (ex. ice wedges). Through the
This lesson plan transports students to two field sites outside of Fairbanks, Alaska to investigate the interconnected relationships between climate change and permafrost. Students will use authentic field data from site photographs, soil temperature, and thaw depth measurements to draw inferences. An ESRI StoryMap, faux field journal, and 360 site images are used to engage students in the inquiry
PolarTREC is a teacher professional development program funded through the Arctic Research Consortium of the United States (ARCUS) and National Science Foundation (NSF). PolarTREC pairs middle and high school teachers with scientific research teams to allow them to “study-abroad” as a scientific team member authentically integrated into polar (Arctic or Antarctic) field science. The PolarTREC experience facilitates
Most students, regardless of their grade level, live “in the moment,” concerned only with factors and issues that have an immediate and direct impact on their lives. This is, to a large degree, understandable given the pressures, demands, responsibilities and constraints placed on students during their high school academic years. However, as teachers, we are required to not only
To begin the process of educating my students on my upcoming expedition to Antarctica, I introduced an activity entitled, “Questions about Antarctica…It’s What’s for Dinner.” In this assignment, small groups were asked to develop a list of 10 questions about anything - weather, clothing, wildlife, geography, geology, oceanography - related to Antarctica. Each question was worth up to 10 points
My name is George Hademenos and I am a physics teacher currently in my 17th year at Richardson High School in Richardson, TX. My primary instructional mission as an educator is to ensure that not only are my students exposed to the knowledge, content and lab experiences consistent with a science course, but that they are also