Teachers section - Discovering the Arctic

For teachers

Arctic science

Learning objectives

To understand the importance of the 2007- 2009 International Polar Year
To understand the nature of the Northern Lights
To investigate some of the research which is being undertaken in the Arctic
To undertake an enquiry into the pollutants and their effects in the Arctic

Pole position

An interactive quiz about International Polar Year 2007 - 2009.

Questions and answers

Do you know what IPY stands for? International Polar Year
When do you think the first IPY was held? 1832 - 1883
Do you know how many nations took part in the last IPY 2007 - 9? 63
How many interdisciplinary research projects were involved in the last IPY2007 - 2009? Over 200
IPY 2007 - 2009 had four main 'urgencies'- which do you think is the odd one out? Arctic resources
IPY 2007-2009 focused on seven different areas of research. Four are listed below but with letters missing - can you complete them? LAND, PEOPLE, ATMOSPHERE, ICE

Northern Lights

An investigation into why the Northern Lights happen and their characteristics.

Serious science

Students work in groups to find out more about the aspects of scientific research undertaken in the Arctic.

Students use the information in the interactive and the interviews with the scientists to write a letter describing what it is like to live and work on Svalbard.

Polar Packing - these are what should be in each item of luggage and the items that are supplied by the station. The reasons for the inclusion of each item could be discussed. Students could work in groups.

Personal clothing (summer) - (for suitcase)

Waterproof /windproof anorak and trousers
2 x hats or balaclavas
Head over or scarf
Mitts and gloves (several pairs)
Thick woollen socks
Thermal underwear
Outdoor shirts
Outdoor trousers
Thick woollen pullovers and /or fleeces
Knee length rubber boots
Walking /climbing boots and gaiters
Slippers/clogs MUST BE WORN IN THE LABS
Casual wear for use on the station
Smart wear for Saturday evening dinner
Slippers (shoes are not worn indoors)

Personal clothing (cold spring) - (for suitcase)

Quilted skidoo suits
Neoprene face masks
Bear paw sledge mitts
Mukluk snow boots

Field rucksack contents

Map
Compass
Pencil and paper
Whistle
Penknife
Medical first-aid pack
Spare clothing pack (minimum hat, mittens socks)
Emergency food pack
Sunglasses and /or goggles
Bivvi bag (a type of survival sleeping bag)
Full outer shell clothing (if not being worn)
Thermos flask (optional)

Field Safety Equipment - supplied by the station

Satellite phones
Rifles
VHF radios
Search and rescue equipment
Clothing and equipment
Floatation suits
CO monitors

Thin ice

This is an introduction to the effects of climate change. A more in depth investigation is undertaken in the climate change chapter.

Science challenge

Investigate the concentration of pollutants in the Arctic. Students could look at the map showing proportional circles and time and ask why there is a concentration of pollutants and why some areas have higher concentration than other areas. More able students could study the concentration of pollutants in the food chain in separate download in the area for teachers.

Polar pitstop

Students design a poster about Arctic pollution using information from the site

Image credits for Northern Lights

22004-99#0001 Northern Lights over the Ersfjord in Tromso; Bjørn Jørgensen/Innovation Norway
102004-3#2063 Nordlys Tromso; Bjørn Jørgensen/Innovation Norway
112008-99#0000 Northern Lights over the mountain Vagakallen in Lofoten;
Stockshots.no/Innovation Norway
112008-99#0004 Northern Lights in Lofoten, Northern Norway; Stockshots.no/Innovation Norway
112008-99#0007 Northern Lights in Lofoten, Northern Norway; Stockshots.no/Innovation Norway
012009-99#0003 Northern Lights over Tromso Troms; Bjørn Jørgensen/Innovation Norway

Extra support materials

Teachers' notes

Notes on each chapter for information and tips on the activities in each section to help you plan how to use the site: