PRESENTING PERMAFROSTuniteusforclimate.org/pdf/SPB_UniteUs_910... · PRESENTING PERMAFROST....

PRESENTING PERMAFROST

TELLING THE STORY OF PERMAFROST AROUND YOUR COMMUNITY

STEWARDSHIP PROJECT

LEVEL B

UNITE US ©2010 - 2012 Geophysical Institute, UAF Presenting Permafrost


Introduction

Welcome to Presenting Permafrost, a UNITE US Stewardship Project for students completing coursework for the Level B segment of the curriculum. This engaging culminating project presents students with the opportunity to tell the story of what they have learned about permafrost and the significance of permafrost to their community.

UNITE US Early High School curriculum focuses on this Enduring Meaning: Permafrost is the foundation of the Arctic Landscape. Students are asked to address the following Essential Question:

How can we adapt to a changing landscape?

Students can begin working with the Presenting Permafrost Stewardship Project right from the beginning of the curriculum. Activity 1 of this project asks students introduce themselves, their school and their community in preparation for the project. The first activity is also meant to serve as practice for operating equipment prior to classroom lessons. Throughout the curriculum, ideas for filming or photographing are listed in each lesson.

This packet contains tools and ideas for helping students complete the Stewardship Projects and suggestions for planning the culminating event, a local Climate Expo. At Climate Expo, parents and other members of the community will be able to view student projects. Elders and community members will have a chance to review student presentations.

Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Project Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Teacher Guidelines: Managing the Climate Expo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Tools for Developing the Presenting Permafrost Stewardship ProjectSupplemental Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

(A) Planning and Completing a Digital Project

1. Activity 1. Setting the Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2. Activity 2. Finding Your Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Storyboard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3. Activity 3. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 a. Peer Review Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 b. Peer Review Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

(B) Assessment Rubrics Elder/Culture Bearer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Community Member . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

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The Presenting Permafrost Stewardship Project uses digital techniques to engage students in observations of local permafrost conditions. Students interweave western science with local and/or traditional knowledge to showcase how permafrost impacts communities around the state.

Before introducing Presenting Permafrost to students, consider the format options you are willing to accept. Format options can include slide presentations (Microsoft PowerPoint®, Apple Keynote®, etc.), and video production (iMovie®, MovieMaker®, etc.).

Projects can be as creative as time permits. Communicate clear expectations and due dates with students. Review the assessment rubrics included in this packet and share them with students.

Presenting Permafrost Stewardship Projects can be:

• individualstudentprojects• partnerorsmall-groupprojects• classprojects

Here are some brainstorming ideas to get teachers and students thinking about permafrost-relatedprojects:

• Istherepermafrostinmycommunity? If so, in what way does it impact daily living?

• Whataresomeofthewayscommunity members have adapted to living on land underlain with permafrost?

• Whataresomeofthebuildingtechniques used to keep building stable around permafrost?

• Ispermafrostthawinginmycommunity? What are the signs?

• Wouldclimatechangeimpactthepermafrostinmyarea?Inotherpartsofthestate?

Projects can address such a question about permafrost in the community or they can be an extension of a UNITE US lesson. For example, a student project could center around the lesson, “Permafrost in a Box,” documenting the entire student lab and relating it to community issues. A project could extend the lesson “Ice Cellars” by documenting the lab and talking with community members about the condition of current ice cellars and future needs.

A stewardship project can also address State of Alaska Grade Level Expectations (GLEs). Following is a list of GLEs that could help shape a stewardship project about permafrost:

Grade Level Expectations

[9] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

[9] SA1.2 The student demonstrates an understanding of the processes of science by hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions.

[9] SB2.1 The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by applying the concept of heat transfer (i.e., conduction, convection, radiation) to Alaskan dwelling.

[9] SD2.1 The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

Students from Nenana City Schools showcase their Presenting Permafrost Stewardship project to Dr. William Harrison of the Geophysical Institute spring 2011.

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[10] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring, and communicating.

[10] SC3.1 The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by relating the carbon cycle to global climate change.

[10] SD2.1 The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

[10] SE1.1 The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by identifying that progress in science and invention is highly interrelated to what else is happening in society.

[10] SE3.1 The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by researching a current problem, identifying possible solutions, and evaluating the impact of each solution.

[10] SG3.1 The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by using experimental or observational data to evaluate a hypothesis.

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COMMUNITY ENERGY PLAN

Managing the Climate Expo

1. Set the Date

The localClimate Expo will allow students to showcase UNITE US projects to family and community members. Set the date of the Expo as soon as possible so students have a deadline to work toward. Coordinate with other teachers who are using the UNITE US curriculum. It may be beneficial to combine the Expo with the school science fair. If so, request a special section dedicated to Presenting Permafrost projects. Choose a place and time for the Expo that is accessible to all community members, especially Elders. Community involvement is a key component of UNITE US project review.

____ Invite as many audiences as possible: families, other classes, school administrators, school district officials, Elders, etc.

____ Generate enthusiasm—ask students to create Expo invitation posters for the school.

____ Make sure that the date and description of the expo appear on the school calendar, website, and in the school newsletter.

____ Call the local paper to see if it will print an announcement of the date, time and place of the Expo. See if it will cover the Climate Expo.

2. Invite Judges

Project review is critically important so students feel their efforts have been fairly evaluated. Elders/culture bearers, community members and teachers will review projects.

Elders/Culture Bearers – Ask Elders/ Culture bearers who might be interested in reviewing projects. Consider either visiting each at home or inviting them to school as a group for a meal to discuss what is expected. Go over the review sheets and make sure each feels comfortable using it. (Review sheet can be found in Section B.) If needed, arrange for rides.

Elders/Culture Bearers to Contact

Name Contact Info

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

UNITE US Energy Expo:

Date: ____________________________

Time: ____________________________

Place: ____________________________

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Community Members-Askcommunityvolunteerstoreviewprojects.Beclearinexpectationsforjudges.Trytoselect a broad range of community members. Ask volunteers to meet ahead of time to go over the review sheets. (Review sheet can be found in Section B.)

Community Members to Contact

Name Contact Info

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

_________________________________________________ ______________________________________

3. Plan Review Time

Decide whether students will be called from class when it is time for their project to be reviewed or whether students will stand by their project and wait until it has been reviewed. Remember, projects will be reviewed by an Elder/culture bearer, a community member and a teacher.

4. Plan Awards

The review sheets provided allow teachers to choose the best way to recognize student efforts. Each school and teacher can determine the method most appropriate for participating students.

• Grant1st,2ndand3rdplaceawardstothebestprojects.Awardparticipationcertificates to all participants.

• Judgesolelyagainstthereviewsheets,allowingeachprojecttoearna1st,2ndor3rd place position. (This means potentially all projects could earn 1st place marks if each project meets all the requirements.)

• Whenprojectreviewisfinishedcollectallthereviewsheetsforeachproject.Consider asking a neutral party (another teacher, an administrator, a staff member) to do the final tallies.

• Determineawardspriortofamilyviewing.

COMMUNITY ENERGY PLAN

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SUPPLEMENTAL MATERIALS

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Activity 1. Setting the StageIn this activity, students practice using digital technology necessary for completion of the Stewardship Project. Students will work with a partner or group to create introductions of themselves and their community. This will serve as the beginning piece of the Stewardship Project.

NOTE: TheUNITEUSlesson,“Lights,Camera,Action!”providesamorein-depthlessonondigitaltechniquesandalso leads students through an activity to complete an introduction and can be substituted for Activity 1.

Objectives:The student(s) will:• developa30-45secondintroductionthatincludesnames,grades,thecommunitynameandthelocationof

the community within the state; • upload the video file from the camera to the computer and modify, if necessary, by putting it into a slide

show with text or into a movie; and • present the introduction to the class then save for future use.

Materials:• Cameraand/orvideocamera• Computer• Internet• Storageforelectronicfiles(imagesandvideo)

Teacher Preparation:1. Familiarize yourself with the digital equipment that will be used by students.2. Consider making a model video for students to view.3. Consider how you would like to group students for the activity.4. Develop a method of storing and organizing student files that will carry through the entire unit. Students

will need the files to complete the Stewardship Project.

Activity Procedure:1. Divide students into pairs or small groups. Explain students will develop a script to introduce themselves

andtheircommunityoncamera.Theintroductionshouldbenomorethan30to45secondslongandshould include:a. Student names and grade levelsb. The name of the communityc. The location of the community within the state of Alaska (Consider allowing access to a wall map for

this purpose.)d. Anyotherhelpfulinformationthatwillfitintothe30-45secondtimeframe(Considersomethingthat

sets the community apart from others; something students are proud of, etc.)2. Allow students time to practice, then distribute a camera or video camera to each pair or group. Explain

how to use the equipment then allow time for filming. Students may want to film in front of a school sign, emblem or trophy case.

3. Ask students to upload their files from the camera to the computer to modify and edit as necessary. Students should prepare a slide show or short movie to present to the class.

4. Ask students to present the introduction to peers.

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Recommendations for Student Videos:1. Consider the length of the videos needed for final projects. Encourage students to film short segments. We

recommendthatfinalvideosdonotexceed3to5minutesinlength.

2. Remind students to be conscious of the angle and movement of the camera. Encourage them to practice, view their clips and retake them if needed. (The camera holds two hours of video and clips can be deleted!)

3. iMovie® is a program (on Mac computers) commonly used to edit videos. There are short tutorials available if you or your students are unfamiliar with the program. Watch the tutorials together as a class and discuss the possibilities. Make a video together to practice if time permits.

4. Devise a strategy for naming and organizing student video files before you begin. Ensure this is clearly communicated to students. Consider devising a way to archive the videos at your school for future years and historical perspective.

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Activity 2. Finding Your StoryThroughout the UNITE US curriculum you have investigated permafrost as the foundation of the Arctic landscape. In this activity, you will look over what you have learned, filmed and photographed and then you will compile your work into a story.

Materials: • Portfolio of work from UNITE US lessons• Climate Resources (www.uniteusforclimate.org)• Storyboard template (see next page)• Computer• Internet

Procedure:STEP 1. Look through your portfolio of work from the UNITE US lessons, as well as permafrost resources from

the UNITE US website (www.uniteusforclimate.org).

STEP2. Asyoulookthroughyourcollectionofwork,usetherubrictohelpyouselect3to5digitalpiecestoshowcase in your project. List and describe your final choices of work in the space below.

1. _________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. _________________________________________________________________________________________

_________________________________________________________________________________________

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3. _________________________________________________________________________________________

_________________________________________________________________________________________

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4. _________________________________________________________________________________________

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5. _________________________________________________________________________________________

_________________________________________________________________________________________

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STEP 3. Use the Storyboard worksheet on the next page to map out how you intend to put the project together. You may use sources from the Resources section of the UNITE US website (www.uniteusforclimate.org).

Science Content and Climate Literacy

• The presentation answers the essential question: How can we adapt to a changing landscape?

• Scientific concepts are explained well. • This project combines both western science

and local or traditional knowledge.• This project presents three to five concepts

learned.

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What is a Storyboard?

A storyboard is a planning tool. As you put together a digital story, you will have images and text, and maybe video and audio. A storyboard allows you to plan how you will tell your story with all the different components. A storyboard often consists of boxes and space around them for notes. The boxes can be used to sketch out ideas of the picture you would like the audience to view and notes are written around the boxes. Use this tool to organize your story before you put it together on the computer.

There are so many options to consider in creating your story. Try not to over embellish your story in such a way that the viewers are distracted from the main message you are trying to get across.

• Pick a readable font style and stick with it. Using too many font styles, sizes and colors can distract readers from your story.

• Use animations and slide transition styles sparingly. • Make sure your graphics support the story. • Consider revising text or spreading the text out across more slides if some sections seem too wordy.

As you map your story out, make sure to include: • an introduction of yourself, your community and your project; • the3to5digitalpiecesorpermafrostconceptsthatyouhavedecidedtoshowcase;• transitions between all the different sections;• a conclusion; and• credit all sources.

STEP 4. Bring this sheet and your storyboard to your teacher for approval.

Teacher signature: _____________________________________________

Comments:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

STEP5. Useyourstoryboardasaguidetohelpyouputyourprojecttogether.

Fair use for educational purposes: Photographs, figures, charts, tables, diagrams, etc.

• display the copyright notice(s) with any copyright ownership information shown in the original source for all images;

• identify the creator/author, title, publisher, and place and date of publication; and• cite the electronic address if the work is from an online source.

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Title: “Permafrost Video: Introin my town” of group in front picture of village of the school

Storyboard example:


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Storyboard for __________________________________________________, page __________

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Activity 3. Peer ReviewThis activity will help you strengthen your presentation for the Climate Expo. The objective of this activity is to get feedback from your peers as preparation for your presentation.

Procedure:STEP 1. Share your project with at least two of your peers.STEP 2. Ask them to fill out the review sheets on the next two pages. STEP 3. Use their comments to make changes to strengthen your project. STEP 4. Describe the changes you made to your project based on your peer reviews.

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Peer Review Form

Name of Reviewer: __________________________________ Date: _____________________

Title of Project: ___________________________________________________________________

Procedure:STEP 1. View the presentation.STEP 2. Consider the requirements of the project. STEP 3. Answer the questions below.

1. One thing I liked about this project and presentation was:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

2A. One thing I am concerned about is:

__________________________________________

__________________________________________

__________________________________________

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__________________________________________

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2B. A suggestion I have to address this concern is:

_____________________________________________________________________________________________

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learned.

Organization and Overall Appearance• This project includes an introduction of the

students, the school and the community. • The body of the presentation guides the

audience through the concepts selected by the students.

• Transitions tie together different sections of the presentation.

• The product is aesthetically appealing.• The student took care in designing the

project.

Mechanics• Spelling and grammar are correct. • Graphics are captioned and help show the

significance of the issue and/or response. • Data is clear and properly labeled. • Sources of information are listed correctly.• Presentation lasts five to seven minutes.

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Peer Review Form

Name of Reviewer: __________________________________ Date: _____________________

Title of Project: ___________________________________________________________________

Procedure:STEP 1. View the presentation.STEP 2. Consider the requirements of the project. STEP 3. Answer the questions below.

1. One thing I liked about this project and presentation was:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

2A. One thing I am concerned about is:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

2B. A suggestion I have to address this concern is:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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learned.

Organization and Overall Appearance• This project includes an introduction of the

students, the school and the community. • The body of the presentation guides the

audience through the concepts selected by the students.

• Transitions tie together different sections of the presentation.

• The product is aesthetically appealing.• The student took care in designing the

project.

Mechanics• Spelling and grammar are correct. • Graphics are captioned and help show the

significance of the issue and/or response. • Data is clear and properly labeled. • Sources of information are listed correctly.• Presentation lasts five to seven minutes.

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(B) Assessment Rubrics

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Student Name(s): ________________________________________________________________________________

Reviewer Name: _________________________________________________________________________________

Directions: Circlethenumberthatyouthinkbestdescribestheprojectinrelationtothecategory.Thenumber“5”represents an “outstanding” project. Write comments if you wish.

Cultural Values 1needs work 2 3 4 5

outstanding

The project represents cultural values.

Responsibility and Respect 1needs work 2 3 4 5

outstanding

The project shows responsibility to community and respect for Elders.

Community Resources 1needs work 2 3 4 5

outstanding

The student(s) consulted with at least one Elder, local expert or other cultural resource.

Project Quality 1needs work 2 3 4 5

outstanding

The work is well done. The student is excited about the topic and can answer questions well.

Total Score: _______________ / 20

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Student Name(s): ________________________________________________________________________________

Reviewer Name: _________________________________________________________________________________


Research/Science Content 1needs work 2 3 4 5

outstanding

� Science concepts are well explained. � The project combines both western

science and local or traditional knowledge.

� The project presents three to five concepts the student learned.

Organization/Overall Appearance 1needs work 2 3 4 5

outstanding

� The project includes an introduction of the students, the school and the community.

� Student(s) took care in designing the project.

� The body of the presentation guides the audience through the concepts.

� The project is aesthetically appealing.

Mechanics 1needs work 2 3 4 5

outstanding

� Spelling and grammar are correct. � Graphics are captioned and help show

the significance the project. � Presentation lasts five to seven minutes.

Presentation 1needs work 2 3 4 5

outstanding

� Student(s) are confident and enthusiastic.

� Student(s) clearly understand topic and are able to answer questions well.

� Organization of presentation is easy to follow.

Total Score: _______________ / 20

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Student Name(s): ________________________________________________________________________________

Reviewer Name: _________________________________________________________________________________


Research/Science Content 1needs work 2 3 4 5

outstanding

� Science concepts are well explained. � The project combines both western

science and local or traditional knowledge.

� The project presents three to five concepts the student learned.

Organization/Overall Appearance 1needs work 2 3 4 5

outstanding

� The project includes an introduction of the students, the school and the community.

� Student(s) took care in designing the project.

� The body of the presentation guides the audience through the concepts.

� The project is aesthetically appealing.

Mechanics 1needs work 2 3 4 5

outstanding

� Presentation lasts five to seven minutes. � Spelling and grammar are correct. � Graphics are captioned and help show

the significance the project. � Sources of information are listed/

credited correctly. � Presentation lasts five to seven minutes.

Presentation 1needs work 2 3 4 5

outstanding

� Student(s) are confident and enthusiastic.

� Student(s) clearly understand topic and are able to answer questions well.

� Organization of presentation is easy to follow.

Total Score: _______________ / 20

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