by Anne Gold and Karin Kirk

written for CIRES, University of Colorado

This activity was designed for high school science students but can be adopted for both college students and middle school students. It was classroom-tested for grades 5 through 12.

No prerequisite skills or concepts are needed.

This is the first part of a three-part curriculum about Arctic climate. The parts may be used independently or in sequence. Part 2 uses the jigsaw method to have students work with various weather parameters in a role-playing format from a site they "visited" virtually with Google Earth in this activity. In Part 3 students plot and analyze real Arctic climate data from the same site.

After completing this activity students will be able to:

• Define what the Arctic is
• Describe the Arctic environment
• Rationalize why people study the Arctic
• Describe geographic extent of the Arctic
• Describe differences between mid-latitudes and the Arctic latitudes
• Locate Arctic research stations using Google Earth.

Assessment questions include higher level thinking questions ("Thinking Deeper") for each part.

Part A: What is the Arctic? (time in classroom required: two 45-minute class periods)
In this activity students brainstorm their knowledge about the Arctic and build a concept map of different aspects of the Arctic environment. Students try to define the Arctic and after peer-review correct their definitions.

Assessments: Concept Maps, Peer-review of Definition of Arctic, Worksheet questions

Part B: A Virtual Trip to the Arctic (time in classroom required: two 45-minute class periods)
Students take a virtual tour of the Arctic and Arctic research sites using Google Earth.

Assessments: Google Earth kmz files, worksheet questions, Thinking Further questions

Part C: Collecting Your Own Meteorological Data (time in classroom required: two to three 45-minute class periods)
Students conduct hands-on experiments measuring albedo, relative humidity, and soil temperature using simple classroom methods. In this jigsaw activity, they regroup and analyze the data in teams and discuss questions that have them think further. Then they research and identify scientific instruments at the Eureka Arctic meteorological tower.

Assessments: Data collection sheets, responses to discussion questions

Extension Activity I: Using ImageJ for Albedo Measurements (time required: one 45-minute class period)
Students use ImageJ, a free image processing software, to measure albedo digitally on images of their own choice.
Assessment: Estimated and measured albedo values

Assessments are included in each part of the activity.

• Concept maps (individual, group, and whole-class concept map)
• Definition of Arctic including revisiting/refining of definitions
• Google Earth kmz files
• Worksheet questions
• "Thinking Deeper" questions