Chill Out-A Unit on Sea IceTonia Kushin

St. Paul Island School

Maggie Prevenas

Kalama Intermediate School

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We Want to Study Ice

• It surrounds St Paul• It’s a huge part of students’ lives• To better understand it would be to understand

the Bering Sea World

• We can use and adapt an ROV to take samples • We can use it to connect to our cultures

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Alaska Standards Addressed

• A-Science as Inquiry and Process• B-Concepts of Physical Science• C-Concepts of Life Science• D-Concepts of Earth Science• E-Science and Technology• F-Cultural, Social, Personal Perspectives and

Sciences• G-History and Nature of Science

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The Ice Essential Question

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How do changes in Bering Sea ice affect us?

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Student ObjectivesWith seven major Alaskan standards addressed you can

imagine the number of student objectives. Lots. So let’s say they will be added at a later time. Generally :

Students will be able to answer main questions of where sea ice is, how it is formed, why the ice is important, how it is classified, how scientists study it and what they learn from it, and why changes in the Bering Sea ice affect us.

Link to step by step outline on www.kushin.eboard.com password hunter

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How are we going to do this?• Watch a video introducing students to Arctic

ice• Reflect on existing knowledge, identify and

correct misconceptions• Connect ice (rain) to their culture • Create authentic learning experiences

through ROV sampling of ocean water and ice

• Focus on scientific ways that ice/water is studied

• Learn how ice and meltwater effect life (Salinity)

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How Are We Going to Know They Learned it?

• Ice assessment-Compare and contrast an indigenous way of identifying ice with a scientific way of identifying ice

• Build, modify, and create a protocol for a ROV to collect ice/ocean water

• Sample and analyze ocean water/ice at a site and contribute the data to a database that is accessible by schools participating in Chill Out Cultural and Scientific Learning Experience

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That’s All

Folks!