Description of an ROV activity as it was done in the McNeil Canyon Elementary School in Homer, Alaska. Grades 4-8.
Excel spreadsheets with transect sampling form and data from a simulation at McNeil Canyon Elementary School, Homer, Alaska
App for IOS devices tocapture observations of sky and ground conditions at the same time that an Earth observation satellite is overhead.
By Mary M. Cerullo
Images can be downloaded from the Seaweeds of Alaska website and laminated.
Environmental conditions on different types of shoreline habitats (e.g., rocky, sandy, estuaries, tide pools)
Students test different soil types, moss, and peat wetlands to compare drainage, porosity, and water retention. Students learn that soil porosity and water retention determine water storage capacity of the particular material within the watershed. They summarize their results in a bar graph and rank the “ground” in different types of places in terms of relative capacity to retain and store water. Students also consider what happens when soils become waterlogged and runoff may result in erosion.
How sea urchins see with their spines over their entire body.
Examples of a variety of internal and internal structures of Alaska marine invertebrates in relation to how they are used for different types of functions.
Example of project-based learning
Investigations of the tidal cycle with cultural connections to a Native story and other activities in theTlingit Moon & Tide Teacher Resource by Dolly Garza, a skit developed by Sarah Liben for the Yakutat School District, and description of NGSS correlations to the topic of tides.
By Robert F. Baldwin
In Part 1, Where is Water Stored on Earth?, students study the availability of water on Earth by viewing a demonstration that models the relative distribution of water in various reservoirs of fresh and saltwater in the context of interactions of Earth systems (hydrosphere, geosphere, biosphere). They gain an understanding about the relative rarity of fresh water available as sources of drinking water for people and habitat in aquatic ecosystems. Students develop a graphical expression to depict the relative amounts of fresh water in each reservoir using the same relative percentages at a different scale.
In Part 2, Water Expeditions, students review the water cycle in the context of by modeling and >describing the movement of water drops as they move between the interacting Earth systems of hydrosphere, atmosphere, geosphere, and biosphere.
Place-based kindergarten unit developed by Sarah Liben for the Yakutat School District in alignment with NGSS Performance Expectation K-LS1-1. The unit incorporates lessons from Alaska Native Knowledge Network units on traditional uses of beavers at http://ankn.uaf.edu/curriculum/units/beaver.html.
Students create a model watershed to simulate the flow of water through the landscape. They investigate the sources of their home drinking water. Students then identify local watershed sources, watershed boundaries and understand how the size and shape of their watershed affects water flow.Students interpret data to describe the pattern of water flow in a watershed, and interpret topographic maps to relate the steepness of the slope to the rate of runoff.
By Kirsten Carlson. Also includes coloring, connect-the-dot, and drawing activities for a variety of different types of seashore and includes illustrations and information on 92 species, including where they’ve been seen throughout the world.
Place-based kindergarten unit developed by Sarah Liben for the Yakutat School District in alignment with K-ESS3-1 and K-ESS3-2. The unit incorporates activities from Alaska Native Knowledge Network units that focus on traditional uses of beavers and traditional stories and beliefs about predicting the weather.