PolarTREC Lesson Plan Template
Please fill in all fields or write in “not applicable” (n/a) where appropriate. Where you are asked to select one of many choices, please mark your choice by highlighting or changing text color or style. This template is available on your PolarTREC flash drive and online. Revised: 4/27/2010
Name of Person Submitting Lesson: Alicia Gillean
Date: October 6, 2013
Title:
Create a short, catchy title that gives readers and idea about the nature of the lesson.
What makes an effective scientist? (Interviews with Arctic Scientists)
Topic:
Highlight (or BOLD) up to five subtopics that relate most to the submission. Your choices don’t have to be all from one topic but can be interdisciplinary, if appropriate.
• Polar Science
• General Polar Science
• Polar Careers
Region:
Choose the region that most applies to your lesson.
§ Arctic
§ Antarctic
§ Neither
Completion Time:
Please specify the amount of time it takes to complete the specified lesson.
§ Less than 1 period
§ About 1 period
§ Less than a week
§ About a week
§ More than a week
§ Not Applicable
Permission:
Please specify your preference for sharing this lesson:
§ Download: Viewer will be able to download the submission and use it in its original form.
§ Download and share: Viewer may download the submission, use it as needed, and share with others.
§ Download share and remix: Viewer may download the submission, use it as needed, share it with others, and change components to suit their needs. Additional changed versions of the submission can be resubmitted to the Learning Resources.
§ n/a: Permission is not needed or applicable for this submission.
Grade Level:
Select the grade level category that most applies to your lesson:
§ All ages
§ Elementary and up
§ Middle School and up
§ High School and up
Overview:
Type about three sentences that briefly describe the lesson. The overview may include, but is not limited to, the creator's name, what expedition they are connected with, what inspired them to create the lesson, the main objective, information about the science the lesson is based on, what is most fun about it, a fun fact, a quote, etc.
We want students to develop the habits, traits, and qualities of effective scientists. What better way for them to learn what these traits are than by hearing from actual scientists? In this lesson, students watch video interviews with four Arctic scientists from the University of Alaska, notice what types of work scientists do on a daily basis, and make inferences about the qualities and traits that are most important for effective scientists to develop. This lesson was created by Alicia Gillean, PolarTREC teacher that participated in a study of Arctic Ground Squirrel circadian rhythms at Toolik Field Station in 2013.
Objectives:
State or list one or more objectives of the lesson plan. An objective clearly states what students should know at the completion of the lesson.
Students will identify some of the daily work of polar scientists.
Students will identify qualities and traits of effective scientists.
Materials:
List the materials needed for completion. List as many materials as you need. Worksheets, data sets, rubrics, or other documents can be sent as separate attachments. If materials are not needed for this lesson, type n/a.
Paper or science notebooks for students
Pen or pencil for each student
Projector
Computer with Internet access
Video: http://www.youtube.com/watch?v=eOoqEK8e_08
Lesson Preparation:
List or write brief paragraphs describing the steps needed to complete the lesson. Also list or include a paragraph describing the content that must be covered prior to the start of the lesson.
Background Knowledge
This lesson works well at the beginning of the school year with little background knowledge needed. However, some students appreciate insight into the work the scientists in the video are conducting before they view the video interviews. This can be accomplished by giving students the opportunity to peruse the blog of Team Squirrel’s work (http://www.polartrec.com/expeditions/arctic-ground-squirrel-studies) or by beginning the lesson with this short introductory video: (http://www.youtube.com/watch?v=CR6B_z3AF60).
Preparation
Prepare the technology (projector and computer with Internet access) needed to show the video “Interviews with Arctic Scientists” (http://www.youtube.com/watch?v=eOoqEK8e_08)
Procedure:
Describe the steps needed to complete the lesson.
· Post guiding statement: Although scientists study a variety of topics and research in a variety of ways, most effective scientists share common traits, qualities, and habits.
· Draw students’ attention to the guiding statement and explain that since they are developing as scientists, they are going to explore this idea today.
· Post and share two guiding questions:
o What types of work do scientists do?
o What habits/qualities are important for scientists?
· Tell students that the best way to learn about the work scientists do and what qualities make effective scientists is to hear from actual scientists. Today, they will have that opportunity by watching video interviews with four polar scientists from the University of Alaska. All four scientists currently study Arctic ground squirrels.
· Tell students that as they watch the interviews, they should keep the guiding statement and questions in mind. To help them organize their thinking and observations, they will create a four-column chart in their science notebooks or on a piece of paper. Post an example chart and allow time for students to copy the four column headings: Do, Qualities/Traits, Notice, Wonder (see “Viewing Organizer” attachment).
· Explain the four columns to students:
o Do: What types of things do the scientists do in their day to day work? (example: gathering data, writing reports, trapping squirrels, etc.)
o Qualities/Traits: Based on what the scientists say, what qualities/traits seem to be important for effective scientists? (example: organized, curious, risk-taker, etc.)
o Notice: This is the place to jot down anything interesting that you notice/observe while watching the interviews. This might relate to being a scientist or the work the scientists are doing. (example: I noticed that all of the scientists have a Master’s degree or higher)
o Wonder: What questions do you have as you listen to the scientists? Again, this might relate to being a scientist, the work of the scientists, life in the Arctic, etc.
· Play the video (http://www.youtube.com/watch?v=eOoqEK8e_08), pausing often to allow students to record their thoughts, discuss in small groups, and to have whole class conversations.
· After the video, lead students in a debriefing conversation. A few possible conversation starters:
o Circle the quality/trait that you think is most important for scientists to develop. Why do you think so?
o What did you notice about the types of work scientists do on a day to day basis?
o What sticks with you from the video?
o Circle the most intriguing question you recorded. How might you go about finding the answer to your question?
o How can you apply your learning today to your goal of developing as scientist?
Extension:
List additional activities or exercises that can continue the lesson. If you don’t have any, please write in n/a.
· Students can continue to add to their “do”/”qualities” chart and look for answers to their lingering questions on the PolarTREC blog that relates to the work of the scientists interviewed. (http://www.polartrec.com/expeditions/arctic-ground-squirrel-studies).
· If students asked questions in the “wonder” column of their charts that can’t be answered with the blog above, you might allow them to research using other sources and share their learning with each other.
· The process described in this lesson can be repeated with a video of interviews with ocean scientists (from a NOAA Teacher at sea cruise in 2012), located here: http://www.youtube.com/watch?v=pHBHCWNLYzM
· Teacher can lead a discussion about the similarities and differences between science in the Arctic and science at sea.
· Students could explore books/articles about scientists with the same guiding questions in mind. A few suggested books are listed in the “resources” section of this lesson plan.
Resources listed in lesson plan:
http://www.polartrec.com/expeditions/arctic-ground-squirrel-studies
Alicia Gillean’s PolarTREC blog about her work with scientists studying Arctic ground squirrels. Created summer 2013.
http://www.youtube.com/watch?v=CR6B_z3AF60
Introductory video to Team Squirrel’s work at Toolik Field Station in 2013. Video by Alicia Gillean, June 2013.
http://www.youtube.com/watch?v=eOoqEK8e_08
Video interviews with Arctic scientists from the University of Alaska. Video by Alicia Gillean, June 2013.
http://www.youtube.com/watch?v=pHBHCWNLYzM
Video interviews with NOAA marine scientists. Video by Alicia Gillean, summer 2012.
Additional resources not listed in lesson plan:
Picture books about scientists:
Lourie, Peter. Whaling season: A Year in the Life of an Arctic Whaling Scientist. Boston: Houghton Mifflin Books for Children, 2009.
McDonnell, Patrick. Me...Jane. New York: Little, Brown, 2011.
Nivola, Claire A. Life in the ocean: The story of oceanographer Sylvia Earle. New York: Farrar Straus Giroux, 2012
http://toolik.alaska.edu/
The scientists mention Toolik Field Station. This is where they conduct much of their research. This is the website for the field station.
http://teacheratsea.wordpress.com/category/alicia-gillean/
Alicia Gillean’s NOAA Teacher at Sea blog. Created summer 2013. Could be relevant if the video interviews with Ocean scientists listed in the “extension ideas” section is used.
Assessment:
Describe how student understanding, learning, and achievement are evaluated for this lesson. List any related documents (e.g. surveys, rubrics) when submitting the lesson and send them separately.
The objectives of this lesson are assessed informally through class discussion. More formal assessments can be made by studying student do/qualities charts. Students might also respond to two questions as an exit slip:
1.) Describe some of the daily work of polar scientists
2.) In two or three sentences, explain what you feel are the most important qualities/traits for scientists to develop and why you think so.
Author / Credits:
Specify who created this lesson. Include your contact information if you are willing to be contacted regarding the lesson. If this lesson is adapted from another source, please also include that reference information. For example: “Adapted from “How Cold is it?” Project Wild Curriculum (1990), State of Alaska Department of Fish and Game.
This lesson was created by Alicia Gillean from Jenks Public Schools. She can be contacted at
File Attachments:
Please list the attached worksheets, data sets, and other associated materials that go with the lesson. (Send files that go with this lesson as separate attachments)
Viewing organizer
Standards:
(1) Select the appropriate National Science Education Standards for this lesson. (To select a standard, just highlight, underline, or bold your selection).
Example: US.NSES.9-12.sci.B.a and 9-12 sci.D.c
*Physical Science – structure of atoms; Earth and Space Science – Origins and evolution of earth system
(2) Include any additional state or other National standards, as needed.
Example: Alaska Science Standards
US.AK.9-11.sci.16
B1 - Concepts of Physical Science
US.AK.9-11.sci.16.1
SB Students develop an understanding of the concepts, models, theories, universal principles, and facts that explain the physical world.
Content Standards, Grades K-4
Content Standard A: Science As Inquiry
a. Abilities necessary to do scientific inquiry
b. Understandings about scientific inquiry
Content Standard B: Physical Science
a. Properties of objects and materials
b. Position and motion of objects
c. Light, heat, electricity, and magnetism
Content Standard C: Life Science
a. Characteristics of organisms
b. Life cycles of organisms
c. Organisms and environments
Content Standard D: Earth and Space Science
a. Properties of earth materials
b. Objects in the sky
c. Changes in earth and sky
Content Standard E: Science and Technology
a. Abilities of technological design
b. Understandings about science and technology
c. Abilities to distinguish between natural objects and objects made by humans
Content Standard F: Science In Personal and Social Perspectives
a. Personal health
b. Characteristics and changes in populations
c. Types of resources
d. Changes in environments
e. Science and technology in local challenges
Content Standard G: History and Nature of Science
a. Science as a human endeavor
Content Standards, Grades 5-8
Content Standard A: Science As Inquiry
a. Abilities necessary to do scientific inquiry
b. Understandings about scientific inquiry
Content Standard B: Physical Science
a. Properties and changes of properties in matter
b. Motions and forces
c. Transfer of energy
Content Standard C: Life Science
a. Structure and function in living systems
b. Reproduction and heredity
c. Regulation and behavior
d. Populations and ecosystems
e. Diversity and adaptations of organisms
Content Standard D: Earth and Space Science
a. Structure of the earth system
b. Earth’s history
c. Earth in the solar system
Content Standard E: Science and Technology
a. Abilities of technological design
b. Understandings about science and technology
Content Standard F: Science In Personal and Social Perspectives
a. Personal health
b. Populations, resources, and environments
c. Natural hazards
d. Risks and benefits
e. Science and technology in society
Content Standard G: History and Nature of Science
a. Science as a human endeavor
b. Nature of science
c. History of science
Content Standards, Grades 9-12
Content Standard A: Science As Inquiry
a. Abilities necessary to do scientific inquiry
b. Understandings about scientific inquiry
Content Standard B: Physical Science
a. Structure of atoms
b. Structure and properties of matter
c. Chemical reactions
d. Motions and forces
e. Conservation of energy and increase in disorder
f. Interactions of energy and matter
Content Standard C: Life Science
a. The cell
b. Molecular basis of heredity
c. Biological evolution
d. Interdependence of organisms
e. Matter, energy, and organization in living systems
f. Behavior of organisms
Content Standard D: Earth ad Space Science
a. Energy in the earth system
b. Geochemical cycles
c. Origin and evolution of the earth system
d. Origin and evolution of the universe
Content Standard E: Science and Technology
a. Abilities of technological design
b. Understandings about science and technology
Content Standard F: Science In Personal and Social Perspectives
a. Personal and community health
b. Population growth
c. Natural resources
d. Environmental quality
e. Natural and human-induced hazards
f. Science and technology in local, national, and global challenges
Content Standard G: History and Nature of Science
a. Science as a human endeavor
b. Nature of scientific knowledge
c. Historical perspectives
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PolarTREC Lesson Plan Template
Revised: 4/27/2010