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
Students in cooperative teams will use a spreadsheet and graphing program such as Google Sheets or Microsoft Excel to graph and evaluate a large data set. The data sets provided come from authentic arctic ground squirrel research completed at Toolik Research station in arctic Alaska. The data sets were downloaded from body temperature loggers implanted into individual animals
Students in cooperative teams will use a spreadsheet and graphing program such as Google Sheets or Microsoft Excel to graph and evaluate a large data set. The data sets provided come from authentic arctic ground squirrel research completed at Toolik Research station in arctic Alaska. The data sets were downloaded from body temperature loggers implanted into individual animals
The report is written by teacher participants upon return from their field expedition portion of the PolarTREC program. It summarizes the benefit of the expedition to the teacher, a description of activities, and a summary of how teachers plan to link this experience in classrooms and communities. This is a public document that will be posted in teacher portfolios and
Have you ever wondered how polar scientists do it? How do they really know if the planet is losing vast quantities of ice anyway? You can use pictures from satellites to monitor the surface from year to year, but the vast majority of ice is hidden from view, buried beneath the surface in some of the most inhospitable and
PolarTREC teacher Tim Spuck presented on his experience with the IceBridge project, monitoring Greenland's glaciers and how they are being affected by climate change.