Summary
Students will view and graph two sets of data. The first data set compares average minimum Arctic sea Ice vs. average global CO2 levels. The second data set compares average global CO2 levels with time, starting in 1980. Students make a prediction about when the Arctic will be “ice-free” in the summer, and briefly describe the implications. This resource was created for ESL/EEL students and can be adapted for any students.
Materials and Preparation
- computer and projector (to show videos)
- Sea Ice worksheet
- Students should be familiar with the basic principles of graphing.
Learning Objectives
Opening Activity
The opening activity asks students look at a map and identifying areas where they live or have lived, as well as the Arctic region. Teachers can project the map on the worksheet or another map onto a white board. Student can mark their handouts and then mark the board. Teachers could also use Google Maps or a Padlet Map (free teacher accounts) to have students do this exercise electronically.
Activity Overview
Watch the first video (BBC footage, Life in the Arctic, with subtitles). After watching the video, students will answer the questions on their worksheet. The questions can be adjusted as needed for your learners.
Use the worksheet as a guide to continue through the lesson.
The second graph is slightly more challenging, given that the Y axis and X axis are not pre-filled for students. They must decide which variable goes on which axis.
Specific tips that may be helpful for all leaners, especially ELL/ESL students:
- Subtitles may help with language acquisition
- Review the meaning of “increasing”, “decreasing”, and “staying the same”. Use pictures or hand motions, and have students mimic these.
- Paired graphing, frequent checks, and pauses to share information and answer questions as a class.
- Newcomer ESL students may feel more comfortable picking between two options, or answering “yes/no” questions.
- Consider allowing use of a translator for more open ended questions to allow learners to more accurately describe what they are thinking.
Reflection
Assess student understanding by looking at their graphs to verify they understood how to make them. Use the final section on the worksheet to help students reflect on their learning. It will be helpful to discuss these as a class after you’ve allowed time for students to answer on their own.
Supporting Documents
North Carolina Earth Science standards:
ESS.EES.3.3 Analyze and interpret data to explain how major greenhouse gases influence climate
ESS.EES.5.3 Construct an argument to evaluate the ways that human activities influence atmospheric composition.
The Math you Need, When You Need It: This is a great resource for how to construct a best fit line. This can be a teacher and student resource.
References:
This activity was modified from Student Worksheet for Sea Ice Activity from Float your Boat website.
Standards:
Polar Literacy Principles:
Resource Developed By
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Made possible with funding by the U.S. National Science Foundation Award #2221990. The information contained here is those of the author(s) and does not necessarily reflect the views of the U.S. National Science Foundation.