1. Chill Out-A Unit on Sea Ice Tonia Kushin St. Paul Island School Maggie Prevenas Kalama Intermediate School

3. 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

5. 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

7. The Ice Essential Question How do changes in Bering Sea ice affect us?

9. Student Objectives With 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 hunterwww.kushin.eboard.com

11. 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)

13. 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

14. That’s All Folks!