The students will generate a KWL focused around the BP oil spill. What do they already know, what do they want to know, and what did they learn? Students can generate their ideas individually or in groups. After they have completed the K and W, students will watch the National Geographic documentary “Can the Gulf Survive?” During the video the students are to take notes and generate at least five questions that they have regarding the aftermath of this disaster. After the video the students will get back into their groups, discuss the video, and compile what they learned. The students will present their findings to the class. 

To introduce students to ocean currents and the transport of marine debris, spilled oil, and other pollutants in the ocean. 

Hurricanes are powerful storms that can cause devastating damage when they hit the shore. How is it that these storms grow to such impressive sizes? This lesson plan teaches students about how hurricanes form and then probes students to think about how changing conditions are affecting hurricane patterns.

The rise and fall of the ocean tides is a predictable phenomenon influenced by the gravitational pull of the sun and moon. Here, students will learn about how tides are measured and predicted so that they can then create a presentation for fifth and sixth graders about the topic. Students will also become familiar with publically available data that anyone can use to study the tides.

To help students understand that science is a part of their everyday lives, students will complete an activity where they create a collage of people doing science using magazines and drawing pictures. This lesson gives students a realistic idea of what science is and helps them understand that scientists are real people answering interesting questions. Watch interviews with scientists. 

In this activity, students will be able to describe how ratios of stable nitrogen isotopes can be used to study trophic relationships between marine organisms, make inferences about trophic relationships between organisms and habitats, and compare and contrast organisms in sea ice, pelagic, and benthic communities in terms of feeding strategies and consequent stable nitrogen isotope ratios.

In this activity, students will be able to identify and explain at least three lines of evidence that suggest the Arctic climate is changing, identify and discuss at least three social, three economic and three environmental consequences expected as a result of Arctic climate change, identify at least three climate-related issues of concern to Arctic indigenous peoples, and identify at least three ways in which Arctic climate change is likely to affect the rest of the Earth’s ecosystems.

In this activity, students will be able to identify the natural processes that produce methane, describe where methane deposits are located in the Arctic region, explain how warmer climates may affect Arctic methane deposits, explain how the release of large volumes of methane might affect Earth’s climate, and describe how methane releases may have contributed to mass extinction events in Earth’s geologic history.

Students will describe how climate change is affecting sea ice, vegetation, and glaciers in the Arctic region, explain how changes in the Arctic climate can produce global impacts, and will be able to provide three examples of such impacts. Students will also explain how a given impact resulting from climate change may be considered ‘positive’ as well as ‘negative’, and will be able to provide at least one example of each. Hands-on activity: Make a photocube showing changes in glaciers.

This lesson investigates how sea ice is critical to the plants and animals that live in the Arctic. Students will learn key terms, including albedo, cryosphere, and forcings. They will also learn about how carbon emissions, sea ice, and food webs are interconnected.