After completing this chapter, students will be able to:
- measure the seasonal variations in sea ice extent;
- discover long-term changes occurring in sea ice extent;
- visualize the relationship between sea surface temperature and sea ice extent;
- grasp the complex linkage between the sea-ice extent to the Arctic food web and human activities;
- download tabular and image data related to sea ice extent and temperature;
- manipulate image data with digital image processing tools;
- animate a stack of images; and
- plot tabular data as graphs and examine trends to make predictions.
- Highlight the Human Impacts. Follow the link from the Arctic: A Friend Acting Strangely website to view an eyewitness documentary account describing how the retreat of the sea ice has caused impacts in Arctic villages and countries. Use this site to learn how people have responded to the changes in their environments. What are the challenges of climate change for humans in other environments such as, tropical islands, deserts? How should society respond to these dilemmas? Are we responsible for the fate of people in other countries? Are there positive economic outcomes of an ice-free Arctic?
- Highlight the Biological Impacts: How has the changing ice edge affected the food web of the Arctic? How will this physical change affect animals, plants, humans?
- Highlight the Physical Impacts: What role does the Arctic sea-ice play in the global climate patterns? Discuss albedo, changing salinity, ocean-ice-atmosphere connections.
The impacts of this decrease of Arctic sea-ice coverage are widespread and significant. These impacts include increased surface air temperatures, decreased salinity of ocean water, changes in habitat for marine mammals, and an increase in coastal erosion.
The thinner, less extensive sea ice makes the coastal areas more vulnerable to storm damage and coastal erosion. Therefore, some indigenous peoples in coastal villages are being forced to relocate to higher ground. In addition, native communities rely on the sea ice for hunting and transportation. The sea ice is an intimate part of their culture and changes in sea ice are already having an impact on their native way of life. Not only are villages at risk, so are major oil facilities. In Alaska, the villages of Shishmaref and Newtok are in the process of moving their villages to new locations. In Russia, an oil storage facility near the village of Varandei is also at risk. National Geographic's June 2007 Article, The Big Thaw , provide a graphic picture of the impacts on the Arctic region.
Additional comprehensive background information and images can be found in this NASA Earth Observatory ArticleSea Ice (2009).
In order to catch the students' attention, begin the lesson with either a brief news article from a recent publication or a short video clip on the topic. Two resources for these are NSIDC News and the NOAA Arctic Change page. Other resources can be found in the Background Information and Going Further sections.
Once the students are engaged in the topic, and have reviewed sufficient background information, introduce the role-play scenario. Together, find Churchill on a map and discuss where it's located in the Arctic.
Initial Grouping: Whole Class
The lesson begins with the whole class and the initial case study dilemma focused on Churchill as an example village.
Subsequent Lessons: Small Group Expert Teams
After the students measure and plot the change in the sea ice in the Churchill region, small sub-groups can use the Internet and Arctic information to determine what this change might mean for another village. In order to accomplish this jigsaw, re-divide the students into small (3-6 person) expert teams to take on the roles of different people who are investigating and presenting the sea ice dilemmas from their own village's perspective. Each sub-group of students would then work with ImageJ and Excel to examine more local sea ice data. Suggested villages are drawn from the Arctic Climate Impact Assessment and listed in Part 5 of the lesson and Going Further.
Time Saving Suggestions:
- Part 2 of the exercise, which is quite lengthy, can be split into two sections, animation and analysis.
- If you need to shorten the length of time needed to complete this lesson, consider creating the two stacks of images in Part 1 ahead of time. Simply show the animations as a demonstration and ask students to make the sea ice measurements. Alternatively, animations of the changing sea ice are available at the National Snow and Ice Data center might be used as an introduction.
- An even simpler lesson technique would be to have the students make the animations in ImageJ and do the measurements as a demonstration.
- Another time saving technique is to download and locate the data sets on a central server or on each computer's hard drive before class begins.
Animation of Sea Ice Extents converted to a Quicktime Movie (Quicktime Video 2.5MB Jun21 07) for use in Part 1. Right-click (Ctrl-click on mac) to download and save this file to your hard drive. Open with Quicktime or Real Player.
November Stack ( 3.6MB Nov14 07)for use in Part 2. Right-click (Ctrl-click on mac) to download and save this file to your hard drive. Open with ImageJ.
This investigation can lead students in many directions. Although students begin the lesson by examining the impacts of receding sea ice extent, they will end up discussing a wide variety of subjects and questions that emerge as a result of global warming's impact on the Arctic.
The contexts or subject areas that this chapter is suited for are also broad. The chapter can take any one of three directions, human, biological, or physical. The outcome of the discussions will be guided by the parameters set by the individual instructor.
The following National Science Education Standards are supported by this chapter:
- Use appropriate tools and techniques to gather, analyze, and interpret data. The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.
- Think critically and logically to make the relationships between evidence and explanations. Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-and-effect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.
- Communicate scientific procedures and explanations. With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.
- Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.8ASI2.4
- Women and men of various social and ethnic backgrounds - and with diverse interests, talents, qualities, and motivations - engage in the activities of science, engineering, and related fields such as the health professions. Some scientists work in teams, and some work alone, but all communicate extensively with others.
- Formulate and revise scientific explanations and models using logic and evidence.Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation.
- Use technology and mathematics to improve investigations and communications. A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results.
- Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.
Five to seven 45-minute periods will be needed to fully complete the case study and all exercises. Times will vary depending on prior knowledge and skills.
- Case Study Introduction and Online Visualizations - 45 minutes
- Part 1. Download and Install ImageJ and Sea Ice Data -30 minutes
- Part 2. Import, Measure and Animate Sea Ice - 45 minutes
- Part 3. Import and Process the Sea Ice Data in Excel - 40 minutes
- Part 4. Download Data and Examine Arctic Temperature Trends - 40 minutes
- *Part 5. Check the Trends Elsewhere in the Arctic - 40 minutes
- *Optional. Assessment and Final Reports to class - 30 -45 minutes
*Note that while both Parts 5 and the Assesment are optional, they make the case study more complete. To save class time, students could complete these parts as homework, writing a paper instead of making an oral presentation.
A printer-ready version of the activity sheet (Acrobat (PDF) 81kB Feb24 08)
A modifiable version of the activity sheet (Microsoft Word 153kB Feb24 08)
An answer key to the student activity sheet (Acrobat (PDF) 214kB Feb24 08)