Resources

National Science Standards

Science

Science as Inquiry (12ASI)
Abilities necessary to do scientific inquiry

12ASI1.3 Use technology and mathematics to improve investigations and communications. A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results.

Geography

Essential Element I. THE WORLD IN SPATIAL TERMS
Standard 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
Standard 3. How to analyze the spatial organization of people, places, and environments on Earth's surface.

Technology

6. Technology Operations and Concepts  Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: select and use applications effectively and productively.

Alaska Science Standards

Science

Science as Inquiry and Process
A student should understand and be able to apply the processes and applications of scientific inquiry.
    A student who meets the content standard should:
        1) develop an understanding of the processes of science used to investigate
        problems, design and conduct repeatable scientific investigations, and defend
        scientific arguments.

Concepts of Earth Science
A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences.
    A student who meets the content standard should:
        1) develop an understanding of the origins, ongoing processes, and forces that shape
        the structure, composition, and physical history of the Earth.

Geography

A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information.
    A student who meets the content standard should:
        1) use maps and globes to locate places and regions;
        2) use graphic tools and technologies to depict and interpret the world’s human
            and physical systems;

Technology

A student should be able to operate technology-based tools.
    A student who meets the content standard should:
        1) use technological tools for learning, communications, and productivity;
A student should be able to use technology to explore ideas, solve problems, and derive meaning
    A student who meets the content standard should:
        1) use technology to observe, analyze, interpret, and draw conclusions;

Lesson References

National Snow and Ice Data Center. (2010). View NSIDC Data on Virtual Globes:

            Google Earth. Retrieved July 13, 2010. http://nsidc.org/data/virtual_globes/

Romanovsky, V., Smith, S., Christiansen, H. (2010). Permafrost thermal state in the polar

            northern hemisphere during the International Polar Year 2007-2009: a synthesis.

            Permafrost and Periglacial Processes. 21, 106-116.

Useful Links

National Snow and Ice Data Center.

The National Snow and Ice Data Center website, NSIDC “supports research into our world's frozen realms: the snow, ice, glacier, frozen ground, and climate interactions that make up Earth's cryosphere.” Data is compiled and archived from satellites and from the field.

NSIDC has developed curriculum about permafrost and frozen ground,
“All About Frozen Ground.”

Related Video

Tour of the Cryosphere 2009 (NASA video)

Lectures

Permafrost by Vladimir Romanovsky

Sample Classroom Lessons

      5-8   9-12
        *  |        Permafrost - Polygons, Pingos and Thermokarst, Oh My!
        *  |        Permafrost - Permafrost
        *  |        Weather Observation -Weather Versus Climate
           |   *    Permafrost - Introduction to Permafrost
           |   *    Climate Change - Global Climate Change