In this activity, students learn about sea ice extent in both polar regions (Arctic and Antarctic). They start out by forming a hypothesis on the variability of sea ice, testing the hypothesis by graphing real data from a recent 3-year period to learn about seasonal variations and over a 25-year period to learn about longer-term trends, and finish with a discussion of their results and predictions.
Activity takes about 30-45 minutes.Discuss this Resource»Learn more about Teaching Climate Literacy and Energy Awareness»
Activity can possibly be a homework assignment at high school level, but should be done in class at the middle school level.
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Teaching Tips | Science | Pedagogy |
- Intro to activity: Ideally educator would start activity by introducing how lesson fits into climate science (albedo, ocean circulations, migration patterns).
- Wrapping up the activity: "Why do we care about sea ice extent? How does this affect life on Earth?"
- Information on sea ice and sea ice formation should be provided by the educator as well as information on what the role of sea ice is for global warming and the thermohaline circulation.
- Educators might want to copy and paste data into Excel format to include a technology piece.
- Up-to-date data and imagery is available from the National Snow and Ice Data Center (NSIDC) site and can augment this activity.
About the Science
- Carefully designed activity that introduces students to the concept of seasonality of sea ice and its extent, both in terms of seasonal variations and longer term trends.
- Quality of data is excellent (well-referenced, up-to-date).
- Information on more current data is provided in activity.
- Great practice - have the students make predictions on the graph before plotting the data. This will address the misconceptions that the maximum sea ice extent occurs during the coldest month (December) and the minimum sea ice extent occurs during the warmest month (June), which is not the case.
- Lesson provides a "teachable moment" to address the misconception of similar seasons in the two hemispheres.
About the Pedagogy
- Students are using the scientific process of forming a hypothesis, collecting data, and interpreting the results.
- Forming a hypothesis, graphing data and discussing results will engage students with different learning styles.
- Very thorough background materials and educator's notes provided.
- Great extrapolation at the end of the activity of predicting sea ice extent into the future.
Technical Details/Ease of Use
- Clear, concise writing and well thought out and organized activity - ready to use.
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Graphing the Extent of Sea Ice in the Arctic and Antarctic --Discussion
The Fall of 2010 was the third lowest sea ice extent since records have been kept, beginning in the early 1970s, according to the National Snow and Ice Data Center: http://nsidc.org/news/press/20101004_minimumpr.html
This activity from Windows to the Universe (or W2U to those familiar with it) is one of several in the CLEAN collection, and it's a great intro that has learners using real data and getting an idea of how scientists measure the seasonal changes in sea ice.
Other sea ice activities that could potentially be very complementary include the Teachers Domain multimedia activity, http://cleanet.org/resources/41836.html
, and the Earth Exploration Toolbook chapter: Wither Sea Ice? http://cleanet.org/resources/41826.html
Has anyone had a chance to use these activities? If so, do you have any feedback? If you haven't, try them out and let us know what you find.
edittextuser=91 post_id=13191 initial_post_id=0 thread_id=3862
Depending on when these topics are taught in your state's math curriculum (Grade 8 in TN), you might have students create scatterplots and estimate trend lines for each of the months with data in Tables 3 or 4. (Trend lines can help students ignore the "fluctuations" in the data from year to year.)
edittextuser=4078 post_id=13203 initial_post_id=0 thread_id=3862
Mary- Thanks for the ideas. Do your middle school students know how to analyze scatterplots? If so, what sort of tips could you offer to help them grasp the relevance of the data. Your point about trend lines is really spot on.
Anyone else have thoughts about making sea ice data accessible to students in classrooms?
edittextuser=91 post_id=13338 initial_post_id=0 thread_id=3862
Even college students understand trend lines better if they plot their own scatterplots on graph paper instead of using Excel, even though the trend lines that they estimate are not as accurate.
edittextuser=4078 post_id=13344 initial_post_id=0 thread_id=3862
Mary - interesting you say that... there is scientific evidence that one of the single best predictors of student success in college-level science classes is the frequency of self-plotting of data in middle school and high school... it's a study done by the Science Ed department at the Harvard Smithsonian Center for Astrophysics called FICSS.
edittextuser=3705 post_id=13360 initial_post_id=0 thread_id=3862
This is a nice thing about this exercise is that it gets students using real data and doing their own analysis. Unlike a lot of real scientific data, it is simple enough for students to easily use and understand - it can be imported into Excel or, as mentioned above, simply plotted by hand.
Another benefit is that, in addition to learning about climate, there is lot that can be conveyed about climate variability and statistics - how the sea ice varies through the year, and from year-to-year; when a trend becomes meaningful(e.g. 'statistical significance'), uncertainties in the data, etc. These are concepts that are valuable for many things - e.g., margin of error in political polls.
Along with Mark and others, I helped develop the "Whither Arctic Sea Ice" module, which allows students to actually work with and analyze the raw data. This takes quite a bit more effort, but can be useful for specific case studies.
edittextuser=1173 post_id=13365 initial_post_id=0 thread_id=3862
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