The expeditions are only the first stage for the scientists involved. The analysis and publication of their research will take months if not years to complete after they return from the ice. Students end their Frozen Oceans journey by thinking about how they can support the Arctic Ocean and what it might take to be a member of the team.
- Empathise with returning explorers
- Explain the field research process
- Discover geographical careers
- Advocate for the Arctic
- Reflect on learning from the entire unit
- The end of the journey? (10 mins)
Students imagine that they had spent a month on the ice. What would be the first things that they did when they got home? Students use a blog post by explorer Ann Daniels to focus their thoughts.
- From ice to paper (5 mins)
The stay at the Ice Base is only just the first stage of understanding the changing Arctic Ocean. Students learn about the research and peer review process and make connections to their own experiences of fieldwork.
- Joining the team (15 mins)
Students consider recruiting a member of the team for the next Arctic expedition. They consider the different roles and suggest what type of person should go. How might they be this person in the future?
- Be an Arctic ambassador (20 mins)
The returning scientists spend much of their time helping young people understand the changing Arctic Ocean, but they need help. Students write a press article about the Arctic which can be shared with school or local media.
- Plenary discussion (10 mins)
Complete the unit by asking students ‘How will you view the Arctic differently?’.