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Educator's Guide to UAB in Antarctica: 2010

Recommended for Sixth Grade to Twelfth Grade

Video from Live Teleconference

APT'S UAB in Antarctica: 2010 Website
Link to the APT-UAB Antarctica Scavenger Hunt with blog links(PDF)

Online Interactive Scavenger Hunt
Link to the interactive online Scavenger Hunt

UAB in Antarctica: 2010 Scavenger Hunt
Link to the APT-UAB Antarctica Scavenger Hunt with blog links(PDF)
OPTIONS for using the Scavenger Hunt:
There are currently 75 questions on the Scavenger Hunt. This covers the first 23 blogs of the 2010 trip. This is a tremendous number of  materials to read and digest. If you do not have this much time to devote to this activity, you can assign just a portion of the questions.

UAB Antarctic Blog
UAB Antarctic Blog (just the blog-no questions)

Other Links to Antarctica Activities
K-12 Polar Science, Polar Bear Lessons, Other Polar Resources

4th Grade Lesson Plan (can be used at other grade levels)

World View of Global Warming
The Photographic Documentation Of Climate Change

Climate Change-Health and Environmental Effects

Andy Russel's Climate and Weather Blog

Melting Ice-US Geological Service
Climate Change Melts Antarctic Ice

Antarctica is Losing Ice Quickly, Melting Away Another Climate Skeptic Myth on Kevin Grandia's Blog

NPR-New Research Sheds Light On Antarctic Ice Melting (listen or read)
New Research Sheds Light On Antarctic Ice Melting

Why is Antarctica So Cold?

Interactive Map-Explore the Bottom of the World with National Geographic

Discovering Antarctica

National Geogeraphic Explorer (for younger)

Sea World - Emporer Penguins

Course of Study-Standards

Third Grade
Social Studies
Geographic Studies

1. Locate the prime meridian, equator, tropic of Capricorn, tropic of Cancer, international date line, and lines of latitude and longitude on maps and globes.
12. Identify conditions that result in specific weather phenomena, including thunderstorms, tornadoes, and hurricanes.

Fourth Grade
7. Describe geological features of Earth, including bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps.

Sixth Grade
1.) Identify global patterns of atmospheric movement, including El Ni¤o, the Gulf Stream, the jet stream, the Coriolis effect, and global winds that influence local weather.
a.) Describing the function of instruments and technology used to investigate Earth's weather, including barometers, thermometers, wind socks, weather vanes, satellites, radar, weather balloons, and rain gauges
b.)Using lines of latitude and longitude to locate areas of specific weather events

2.) Describe factors that cause changes to Earth's surface over time. Examples: earthquakes, volcanoes, weathering, erosion, glacial erosion or scouring, deposition, water flow, tornadoes, hurricanes, farming and conservation, mining and reclamation, deforestation and reforestation, waste disposal, global climate changes, greenhouse gases

4.) Explain the plate tectonic theory. Example: using terminology such as continental drift, seafloor spreading, lava, magma, eruption, epicenter, focus, seismic wave, and subduction zone

7.) Describe Earth's biomes. Examples: aquatic biomes, grasslands, deserts, chaparrals, taigas, tundras
a.)Identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate

8.) Describe how Earth's rotation, Earth's axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth.

7th Grade
6.) Describe evidence of species variation due to climate, changing landforms, interspecies interaction, and genetic mutation. Examples: fossil records over geologic time, rapid bacterial mutations due to environmental pressures

7.) Describe biotic and abiotic factors in the environment.
Examples:- biotic-plants, animals; - abiotic-climate, water, soil
a.) Classifying organisms as autotrophs or heterotrophs
b.) Arranging the sequence of energy flow in an ecosystem through food webs, food chains, and energy pyramids

7th Grade
Social Studies

1.) Describe the world in spatial terms using maps, major physical and human features, and urban and rural land-use patterns.
a.) Explaining the use of map essentials, including type, size, shape, distance, direction, location, scale, and symbols Examples: reference and thematic maps; topographic maps, globes, and map projections; aerial photographs; satellite images; lines of latitude and longitude; cardinal and intermediate directions; fractional, graphic, and verbal scales; conventional symbols used in atlases; Global Positioning System (GPS); Geographic Information Systems (GIS)

3.) Describe processes that shape the physical environment, including long-range effects of extreme weather phenomena and human activity. Examples: plate tectonics and continental drift; ocean and atmospheric circulation; erosion; movements of the sun, moon, and Earth; renewable and nonrenewable resources; impact of hurricanes or typhoons on coastal ecosystems; heavy rainfall on hill slopes after deforestation
a.) Comparing how ecosystems vary from place to place and over time - Examples:- place to place-differences in soils, climates, and topography; - over time-destruction of natural habitats due to effects of floods and forest fires, reduction of species diversity due to loss of natural habitats, reduction of wetlands due to replacement by farms, reduction of forests and farmland due to replacement by housing developments, reduction of previously cleared land due to reforestation efforts

8.) Describe positive and negative environmental effects of human actions on the four basic components of Earth's physical systems: atmosphere, biosphere, lithosphere, and hydrosphere.
Examples:- atmosphere - possible ozone depletion, Clean Air Act;- biosphere - deforestation, reduction in biodiversity, expansion of the savanna, desertification, prevention of forest fires by proper forest management;- lithosphere - land degradation, weathering by polluted air and water, reforestation, restocking of fish, water purification

9.) Analyze environmental consequences of major technological changes in human history for both intended and unintended outcomes. Examples: nuclear waste storage, depletion of fossil fuel by automobiles, protecting the soil through crop rotation, soil degradation after the invention of the steel-tipped plow, increased food supply

8th Grade

1.) Identify steps within the scientific process.
a.) Applying process skills to interpret data from graphs, tables, and charts
b.) Identifying controls and variables in a scientific investigation
c.) Measuring dimension, volume, and mass using SystŠme International d'Unit‚s (SI units)
d.) Identifying examples of hypotheses

High School

1.   Identifying chemical, geological, and physical features of aquatic ecosystem
2. Relate geological and hydrological phenomena and fluid dynamics to aquatic systems.
3. Explain the importance of biogeochemical cycles in an aquatic environment.
6. Describe adaptations that allow organisms to exist in specific aquatic environments.
7. Describe processes and environmental characteristics that affect growth rates of aquatic animals.
Examples: reproductive habits, feeding habits, interdependence of organisms, overcrowding, seasonal changes

High School

2. Describe phylogenetic relationships between plants and other organisms.
1.) Classifying plants as vascular or nonvascular
b.) Classifying seed-bearing and spore-bearing plants
c.) Classifying plants as gymnosperms or angiosperms
d.) Contrasting monocots and dicots
e.) Describing mutualism among algae and fungi in lichens

3. List plant adaptations required for life on land.
b.) Comparing characteristics of algae and plants
4. Identify major types of plant tissues found in roots, stems, and leaves
Examples:     parenchyma, sclerenchyma, collenchyma

5. Identify types of roots, stems, and leaves
Examples:     roots-tap, fibrous; stems-herbaceous, woody; leaves-simple, compound     

7. Explain plant cell processes, including light dependent and light independent reactions of photosynthesis, glycolysis, aerobic and anaerobic respiration, and transport.

9. Identify life cycles of mosses, ferns, gymnosperms, and angiosperms.

12. Describe the ecological and economic importance of plants
Examples:     ecological-algae-producing oxygen, bioremediation, soil preservation; economic-food, medication, timber, fossil fuels, clothing
a.)  Analyzing effects of human activity on the plant world
13. Identify viral, fungal, and bacterial plant diseases and their effects
Examples:     viral-tobacco mosaic, Rembrandt tulips; fungal-mildew, rust; bacterial-black rot 
High School

8. Distinguish among endothermic and exothermic physical and chemical changes.
Examples:     endothermic physical-phase change from ice to water, endothermic chemical-reaction between citric acid solution and baking soda,
exothermic physical-phase change from water vapor to water, exothermic chemical-formation of water from combustion of hydrogen and oxygen

High School
Earth and Space Science

2. Describe effects on weather of energy transfer within and among the atmosphere, hydrosphere, biosphere, and lithosphere.
a.)    Describing the energy transfer related to condensation in clouds, precipitation, winds, and ocean currents
b.)    Describing characteristics of the El Ni¤o and La Ni¤a phenomena
c.)     Using data to analyze global weather patterns
Examples:   temperature, barometric pressure, wind speed and directionEnvironmental Science

3. Explain how weather patterns affect climate.
a.)    Explaining characteristics of various weather systems, including high and low pressure areas or fronts
b.)     Interpreting weather maps and symbols to predict changing weather conditions
c.)      Identifying technologies used to obtain meteorological data

6. Explain the length of a day and of a year in terms of the motion of Earth.
a.)    Explaining the relationship of the seasons to the tilt of Earth's axis and its revolution about the sun

High School
Environmental Science

1. Identify the influence of human population, technology, and cultural and industrial changes on the environment.
a.)  Describing the relationship between carrying capacity and population size

High School

4. Describe the topography of the sea floor and the continents.
a.) Describing the formation of continental shelves
b.)  Explaining changes of continental topography caused by erosion and uplift

High School
Marine Biology

1. Select appropriate equipment for scientific field investigations in marine environments.
a.) Identifying patterns and relationships determined from collected data
b.) Solving for unknown quantities by manipulating variable

2. Differentiate among freshwater, brackish water, and saltwater.

3. Describe physical characteristics of oceans, including topography of the ocean floor, plate tectonics, wave motion, depth, and pressure

4. Recognize interactions between the atmosphere and the ocean.     
a.)Describing how waves, ocean currents, and tides are generated

6. Describe components of major marine ecosystems, including estuaries, coral reefs, benthic communities, and open-ocean communities

7. Identify patterns and interrelationships among producers, consumers, scavengers, and decomposers in a marine ecosystem

8. Describe characteristics of marine plant and algae divisions.
a.) Describing commercial, economical, and medicinal values of marine plants and algae

9. Arrange various forms of marine life from most simple to most complex.
a.) Classifying marine organisms using binomial nomenclature
b.) Identifying characteristics of ocean-drifting organisms
Examples:   phytoplankton, zooplankton
c.) Identifying characteristics of marine invertebrates
Examples:   Protozoa, Porifera, Coelenterata, Arthropoda
d.) Identifying characteristics of marine vertebrates
Examples:   fishes, reptiles, birds, mammals
e.) Identifying characteristics of marine plants
Examples:   algae, seaweed
f.)  Describing adaptations in the marine environment

10.Describe the anatomy and physiclogy of representative aquatic organisms.
a.)  Identifying different aquatic species using dichotomous keys

11. Describe positive and negative effects of human influence on marine environments.
Examples: positive-reef restoration, protection of endangered species; negative-pollution, overfishing

12. Identify various careers related to marine science.

High School

7. Explain how species adapt to changing environments to enhance survival and reproductive success, including changes in structure, behavior, or physiology.
Examples: aestivation, thicker fur, diurnal activity

8. Differentiate among organisms that are threatened, endangered, and extinct.
Examples: threatened-bald eagle, endangered-California condor, extinct-dodo
a.) Identifying causative factors of decreasing population size
Examples:   overcrowding resulting in greater incidence of disease, fire destroying habitat and food sources
a.) Classifying plants as vascular or nonvascular
b.) Classifying seed-bearing and spore-bearing plants
c.) Classifying plants as gymnosperms or angiosperms
d.) Contrasting monocots and dicots
e.) Describing mutualism among algae and fungi in lichens

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