Kemp Classroom Implementation Strategy
Teaching/Learning Goals
The goal of my involvement in the PolarTREC program is to get my students to understand that the impacts of global
climate change are being felt most in the polar regions. I want my students to not only understand that the world is
changing, but also understand that the things they are doing in their backyard can be felt thousands of miles away. My
students are at an age where they can appreciate that they are the future decision makers and can elicit change.
A secondary goal of my expedition is to engage my students in the work that scientists do. Most students (and adults)
do not have a concrete understanding of what it is that scientists “do” every day. My students are familiar with the
scientific method in their completion of a science fair project, but I don’t think that they believe that paid scientists must
follow the same steps. Students will learn that scientists use their data to come to new conclusions and “discoveries” in
science.
Standards Addressed
ISBE 12.B.4b Simulate and analyze factors that influence the size and stability of populations within ecosystems (e.g.,
birth rate, death rate, predation, migration patterns). ISBE 12.B.3a Identify and classify biotic and abiotic factors in an
environment that affect population density, habitat and placement of organisms in an energy pyramid. ISBE 12.B.4a
Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms. *
ISBE 11A4a-c : a. Formulate hypotheses referencing prior research and knowledge. b. Conduct controlled experiments or
simulations to test hypotheses. c. Collect, organize and analyze data accurately and precisely. 13.A.4a Estimate and
suggest ways to reduce the degree of risk involved in science activities.13.A.4b Assess the validity of scientific data by
analyzing the results, sample set, sample size, similar previous experimentation, possible misrepresentation of data
presented and potential sources of error.
Prior to Expedition
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Many of the topics that are relevant to my expedition are already a part of the curriculum (1st semester), so
most of the pre-expedition is just a review of the following concepts (as they relate to Toolik)
o Tundra ecosystem
o Permafrost structure and function
o Resource availability as limiting factors to population growth (particular to tundra species)
o Food web interactions
o Top predator/trophic level designations (energy flow through an ecosystem)
o Decomposers role in food webs
o Stored chemical energy in dead organisms and the resulting byproducts that are created when the
energy is converted (i.e. release of CO2 as a byproduct of decomposition or burning coal, etc).
o Carbon sources/sinks
o Ecosystem impacts from coal combustion
o Predicted effects of global climate change on arctic ecosystems
Participate in a PolarConnect event showcasing scientific process and using an experiment in the Arctic
(relating to global climate change)
Post Expedition
Since my expedition falls in the summer, I will have a whole new set of students to interact with. Again, since many of
the concepts are already a part of my curriculum, it goes without saying that all of the above topics will be covered with
a more intensive focus on the Arctic.
Prior to the introduction of the curriculum (i.e. during the first days of school), students will take a pre-test on below
concepts and general questions about the Arctic.
Modifications to curriculum will include (but are not limited to):
 Supplemental examples of Arctic populations in population chapter. Curriculum uses a population of reindeer
(St. Matthew Island, AK) as an illustration of closed systems and carrying capacity. My goal is to weave in my
personal experiences and applicable research to deepen understanding and connections to students
 Broader explanation of complex interactions within ecosystems (food webs and relationships)
o Increase depth of understanding of food webs through inclusion of Arctic food webs, in particular the
role of decomposers and top predators
o Provide examples of parasitic relationships in Arctic and the adaptions that exist to compensate for
relationships such as these
 Resources as a limiting factor on populations
o Arctic ecosystems are characteristically resource poor – or are they? How do Arctic organisms (and
populations) adapt to deal with these limits?
 Scientific method & experimentation
o Since students are required to design and implement an independent research project, use examples
from field research about all phases of the scientific process
 Generating hypotheses and designing a suitable protocol to test that hypothesis
 Control groups & controlling variables
 Data collection – importance of accuracy
 Adaptability to unexpected changes
 Communicating data & results
 Scientific collaboration – how can we use what others have done to make our experiment better
or relevant
 In depth lesson on tundra ecology & permafrost
o Students will create a permafrost model with readily available materials and test the impacts of thawing
o Students will gain a deeper understanding of the complex dynamics of the tundra biome via the above
listed topics and first hand accounts/pictures from the expedition
 Impacts to the Arctic from combustion of fossil fuels
o During the impacts unit of the curriculum, provide a more concrete link to Arctic phenomena such as
 Arctic Haze
 Temperature shifts (influencing phonological changes, migratory patterns, behavior, etc)
 Contaminants in Arctic food chains and water supply
 Impacts to Arctic ecosystems from the extraction and delivery of fossil fuels
o Habitat destruction
o Increased fossil fuel usage (trucking, etc) to transport fuel
 Relevance
o Why is somewhere so far away important to the life of a typical Chicago 12 yr old?
o Why should people be concerned with changes in the Arctic?