Frozen Oceans

Science | Ages 11-14

The Frozen Oceans Science resources include six enquiry-based lessons introducing working scientifically concepts and skills for 11-14-year-olds. Each lesson replicates the work done by field scientists in the Arctic. The lesson plans and activities are full of practical ideas which bring carbonate chemistry and marine biology to the science classroom.

Together with the galleries and videos, the lessons demonstrate science at work and are based on research conducted in the Arctic following the journey of the expedition teams taking part in the Catlin Arctic Surveys between 2009 and 2011.

These lessons can be combined with the annual Arctic Live event. Every spring this unique interactive event connects thousands of students worldwide to science expedition teams based at the UK Arctic Research Station in Ny-Ålesund, Svalbard.

Lesson 1: Are humans causing ocean acidification?

This introduction to the carbon cycle and ocean acidification builds on students' prior knowledge of climate change and increased atmospheric CO2.

Lesson 2: How does ocean acidification affect organisms?

Just as Dr Ceri Lewis must plan fair tests to study ocean acidification, students will work scientifically by writing a method to test a hypothesis.

Lesson 3: How does ocean acidification affect communities?

Students develop and use a model (food web) to formulate hypotheses about how ocean acidification might affect organisms at various trophic levels.

Lesson 4: How can we investigate photosynthesis in the Arctic safely?

As students investigate the effects of the changing photoperiod on algal growth, they must also consider the risks associated with research.

Lesson 5: Ocean detectives

Students work scientifically by using analytical techniques in a systematic way to identify mixed up samples of ocean water.

Lesson 6: Can ice melting in the Arctic really cause sea level rise?

Students work scientifically using models of different types of polar ice to explain the impacts of Arctic ice melting.

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