Kulusuk, Greenland. Photo courtesy of Nick Russill, Flickr.

A Sense of Place

Highlights From Issue 1

(March 2008)

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Table of Contents

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Science Content Knowledge Developing Your Own Sense of Place About the Polar Regions By Jessica Fries-Gaither

Literacy Content Knowledge Identifying Similarities and Differences By Jessica Fries-Gaither

Feature Story The Top (and Bottom) of the World By Stephen Whitt

Misconceptions Common Misconceptions About the Polar Regions:

Geography and Mapping By Jessica Fries-Gaither

Across the Curriculum: Lessons and Activities Taking a Sense of Place Beyond Geography and Science By Jessica Fries-Gaither

Science & Literacy: Lessons and Activities Science and Literacy Lessons to Develop a Polar Sense of Place By Jessica Fries-Gaither

Student and Teacher Work ‘Where I’m From’ Poems: Making Connections to Home By Jessica Fries-Gaither

Off the Bookshelf A Sense of Place: Virtual Bookshelf By Kimberly Lightle, Jessica Fries-Gaither, and Nancy Brannon

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A Sense of Place, Issue 1 (March 2008)

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Developing Your Own Sense of

Place About the Polar Regions

By Jessica Fries-Gaither

The first step toward understanding the polar regions is to develop a sense of place about the Arctic and Antarctic that makes them as separate in our minds as Austria and Australia, New York and San Francisco, or the Himalaya and the Adirondacks. - Galen Rowell, Poles Apart

To many, this quote may seem odd. How could two cold, dark, and deserted places be as different as New York and San Francisco? Yet these two regions should not be lumped together or confused - they are, in fact, vastly different places. How? For starters, the Arctic is an ocean surrounded by land,

while Antarctica is land surrounded by ocean. This fundamental geographical difference shapes the climate and ecosystems of the two areas as well.

Misconceptions are not limited to differentiating between the two regions. Even simply defining the Arctic region can be problematic. While a traditional geographic definition includes all area north of the Arctic Circle, alternate definitions do exist. The blog post, Where Does the Arctic Begin? End?, at http://expertvoices.nsdl.org/polar/2008/01/08/where-does-the-arctic-begin-end/, provides an overview of common definitions and includes graphic representations of each.

We realize that you may first need to develop your own sense of place about the Arctic and Antarctica before helping your students do the same. The resources highlighted below provide the content knowledge essential for the planning and

teaching of a polar unit. The first resource, a web site produced by the Woods Hole Oceanographic Institution, provides information about both polar regions. The other resources focus on either the Arctic or Antarctica.

Antarctica map and Arctic map.

Illustration courtesy of Beyond

Penguins and Polar Bears.

Science Content Knowledge

Watch and listen to a short video overview of the basic differences between the Arctic and Antarctica from the EducaPoles web site, at http://www.educapoles.org/multimedia/video_detail/what_is_the_difference_between_antarctica_and_the_arctic/.

Watch a short animation of the definitions of the Arctic and Antarctica from the EducaPoles web site, at http://www.educapoles.org/multimedia/animation_detail/what_are_the_arctic_and_antarctic/.

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SCIENCE CONTENT KNOWLEDGE WEB SITES

Polar Discovery: Woods Hole Oceanographic Institutionhttp://www.polardiscovery.whoi.edu/index.htmlThis web site organizes an abundance of content under four tabs. The first, Live from the Poles, tells the stories of four polar expeditions. Information about the team, tools, and findings is presented in a variety of formats (journals, photos, videos, and animations). The second tab, Arctic: The Frozen Ocean, includes the region's geography, history of exploration, ocean circulation, and ecosystem. The third tab, Antarctica: Frozen Continent, provides the same information (geography, history of exploration, ocean circulation, and ecosystem) for Antarctica. The fourth tab, Compare the Poles, provides information on

both regions, some in a helpful T-chart format. This last tab may be very helpful for teachers and students interested in comparing the two polar regions.

National Oceanic and Atmospheric Administration (NOAA): Arctic Theme Page: Frequently Asked Questionshttp://www.arctic.noaa.gov/faq.htmlWhile the entire NOAA Arctic Theme Page contains a wealth of information and resources, this FAQ page is a great resource for a busy teacher. Fifteen commonly asked questions about the Arctic are given short, readable answers with links to multimedia resources or further information.

For those interested in learning more, Arctic Theme Page includes an additional four tabs: Scientific (information on research projects and centers), General Interest (information on education, the environment,

exploration and more), Gallery (images of animals, ships, ice, and the landscape), and Essays (similar to an FAQ page, links questions or topics to essays written by experts).

Arctic Studies Center: Resources: Frequently Asked Questionshttp://www.mnh.si.edu/arctic/html/resources_faq.html#geographyThe FAQ page of the Smithsonian's Arctic Studies Center provides paragraph-length answers to questions in the following areas: Geography, Environment, General Information, Eskimos, Innu, and Cultures of the Eurasian Arctic, and the Vikings and the Western Settlement Period. The page also links to a map of the Arctic.

Virtual Antarctica: Sciencehttp://wwwhomes.doc.ic.ac.uk/~kpt/terraquest/va/science/science.html

Science Content Knowledge

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The Science page of TerraQuest's Virtual Antarctica site provides links to information about the continent's animals, environments, geography, geology, snow and ice, climate, and southern skies.

The Virtual Antarctica site as a whole has five other sections: Ship's Log (journals and photos from the staff's travels), Expedition (information about traveling to and around Antarctica), Guidebook (links to resources about Antarctica's features), History (details the history of Antarctic exploration), and Ecology (links to information about krill harvesting, global warming, and ozone depletion).

Reading: Some Background on Antarcticahttp://www.amnh.org/education/resources/rfl/web/antarctica/readings.htmlThis page is one of many articles available on the American Museum of Natural History's

Antarctica: The Farthest Place Closest to Home. This article provides some amazing facts, a description of the driest, coldest, and windiest place on earth, and a sample of scientific questions that can be answered through Antarctic research.

Wikipedia Article: Southern Oceanhttp://en.wikipedia.org/wiki/Southern_OceanYou are probably familiar with the four major oceans: Atlantic, Pacific, Indian, and Arctic. However, a fifth ocean, the Southern Ocean, has been named by mariners for some time. As of 2000, the International Hydrographic Organization decided to classify the waters around Antarctica a separate ocean called the Southern Ocean. While still the subject of debate, many consider this a separate ocean because the waters and currents are different from those in the Atlantic, Pacific, and Indian

Oceans. This article from Wikipedia provides background information on this ocean.

NATIONAL SCIENCE EDUCATION STANDARDS: SCIENCE CONTENT STANDARDSThis issue of Beyond Penguins and Polar Bears is aligned with the following content standards: Content Standard A: Science as Inquiry (K-4 and 5-8), Content Standard C: Life Science (K-4 and 5-8), Content Standard D: Earth and Space Science (K-4 and 5-8), and Content Standard F: Science in Personal and Social Perspectives (K-4 and 5-8).

Read the entire National Science Education Standards online for free or register to download the free PDF. The content standards are found in Chapter 6, http://books.nap.edu/openbook.php?record_id=4962&page=103.

Science Content Knowledge

GERLACHESTRAIT. Photo courtesy of

Kurtis Burmeister, U.S. Antarctic Program,

National Science Foundation.

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Identifying Similarities

and Differences

By Jessica Fries-Gaither

Identifying similarities and differences is one of nine research-based strategies for increasing student achievement defined by Robert J. Marzano, Debra J. Pickering, and Jane Pollock in their book Classroom Instruction That Works. The strategy assists students in identifying characteristics and understanding relationships between objects, people, places, or ideas.

In the classroom, this strategy is recognizable in four forms: comparing, classifying, creating metaphors, and creating analogies. These activities are effective in all content areas but are especially significant in the area of literacy.

How does identifying similarities and differences relate to literacy? These types of activities help students make meaning of text during and after reading. Graphic organizers, which are often used as part of this strategy, help students organize the information they've learned and enhance comprehension. Finally, writing and communicating are inherently part of activities involving

comparing, classifying, creating metaphors, and creating analogies.

The resources highlighted below provide general information about the strategy of identifying similarities and differences. More specific information about comparing, classifying, creating metaphors, and creating analogies can be found at http://beyondpenguins.nsdl.org/issue/column.php?date=March2008&departmentid=professional&columnid=professional!assessment.

LITERACY CONTENT KNOWLEDGE

Focus on Effectiveness: Research-Based Strategieshttp://www.netc.org/focus/strategies/iden.phpThis page provides an overview of the strategy of identifying similarities and differences, a summary of key research findings in the area, and tips for classroom implementation. Related classroom examples show how teachers implement this strategy in content areas and integrate technology.

Teaching Effective Learning Strategies: Similarities and Differenceshttp://ims.ode.state.oh.us/ode/ims/rrt/research/Content/similarities_and_differences_what_we_know.asp

This brief article summarizes researchers' recommendations for identifying similarities and differences.

NATIONAL COUNCIL OF TEACHERS OF ENGLISH AND INTERNATIONAL READING ASSOCIATION: STANDARDS FOR THE ENGLISH LANGUAGE ARTShttp://www.ncte.org/standardsThis site lists the 12 English Language Arts Standards for K-12 students. Standard 3, which states that "students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts," is addressed in lessons and activities that require students to identify similarities and differences.

Literacy Content Knowledge

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.

Robert Marzano, Debra Pickering, and Jane

Pollock. 2001. Association for Supervision and

Curriculum Development.

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The Top (and Bottom) of the World

By Stephen Whitt

In April 2007, a performance artist from the Netherlands spent one entire day on the top of the world. For that day, he stood on the geographic North Pole, moving his feet very slowly so that the whole Earth rotated beneath him. He called it "The Day I Didn't Turn with the Earth."

Imagine you are standing on the North Pole. What do you see? First of all, you don't see any land. In fact, you aren't standing on land at all, but instead you are atop a sheet of ice floating

over a cold, deep ocean. At the South Pole, you would be over land, and atop a high, flat plateau. So strangely, the "bottom of the world" is actually pretty high!

Bundle up, because even in the summer the North Pole is cold. The average summer temperature is around 32 degrees Fahrenheit (0 degrees Celsius). If you decide to go to the South Pole instead, you'll get even colder. The average summer temperature at the South Pole is a chilly -18 degrees Fahrenheit (-28 degrees Celsius).

If you do make your trip in the summer, another thing you won't see is nighttime. In the polar summer, the Sun never sets. Instead, it seems to circle all the way around the sky, staying close to the horizon, but never dipping out of sight. If you go in the winter, not only will you be

This nonfiction article is written for use with students. In this article, your students can explore the geographical uniqueness of the North and South poles. Printable pdf files allow you to print this story in either text or a foldable book format. Your students can listen to the story while they read our electronic book version. Related activities provide tips for integrating this story with your science and literacy instruction.

Interested in other nonfiction articles for your students? Browse all twenty sets from the Beyond Penguins and Polar Bears collection on our Stories for Students page, http://beyondpenguins.nsdl.org/information.php?topic=stories.

Stories for Students(and Teachers)!

Feature Story

The crew of the Los Angeles submarine USS

Hampton posted a sign reading “North Pole”

made by the crew after surfacing in the polar

ice cap region. Photo courtesy of Marion

Doss, Flickr.

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much colder but you'll be in the dark all day (or all night). In the wintertime the Sun never rises on the poles.

By the way, summertime at the North Pole is always wintertime at the South Pole, and winter in the north is summer in the south. Do you know why? If not, don't worry. You'll learn more about day and night at the poles in the months to come.

ROUND AND ROUNDTo not move with the Earth, you'll need to turn as the Earth turns. Just how fast will you be moving? Since there are 24 hours in a day, you'll need to turn in one full circle every 24 hours. Think about standing in one spot for 24 hours and turning all the way around exactly once. You can see that

this motion will be verrrrrrrry slowwwww.

By contrast, if you were on the equator and wanted to not spin with the Earth, how fast would you need to move? One hundred miles an hour? Five hundred miles an hour? Not even close. Actually, you'd have to zip along at over 1,000 miles per hour, faster than the speed of sound, as the Earth speeds by below. Keeping up with polar motion is a whole lot easier.

There's another problem, though. How will you know which direction to turn? If it's a sunny day at the pole, it's easy; just follow your shadow. As the Earth turns beneath you, your shadow points away from the Sun. Move your feet to keep facing your shadow, and presto!

You're not moving with the Earth!

NATURE CALLSEventually, you'll probably need a bathroom break. When you ask a member of your crew for directions, she might smile and say, "Just walk south 100 yards." On the North Pole, that won't help you at all. Why?

At both the North Pole and the South Pole our ordinary map directions stop making sense. Suppose you stand on the South Pole. Your next step, no matter how you take it, must be to the north. From the South Pole, every direction is due north.

The same thing is true on the North Pole, but in reverse. When standing on the North Pole, you are always facing south, no matter which direction you turn.

Personnel move the US flag located at the geographic

South Pole to its new location. Because the ice moves about

33 feet a year, the marker designating the exact location of the South Pole is relocated

every year on January 1.

Photo courtesy of Forest Banks, U.S. Antarctic

Program, National Science Foundation.

Feature Story

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Instructions to walk a hundred yards to the south is both sort of funny and (if you really have to go) kind of mean.

HOLD STILL!There's one more problem with standing on the North Pole. Because you're actually standing on floating ice, you can't expect that ice to stay still. In fact, the ice over the North Pole drifts, moving several miles in just one day. To really stay in the same place, you'll have to walk several miles in the opposite direction. This is getting harder and harder!

In the end, though, it really doesn't matter; even if you're not turning with the Earth, you're still moving with the Earth

around the Sun. That speed is a cool 67,000 miles per hour. And you're moving with the Solar System around the Milky Way Galaxy at around 500,000 miles per hour. And you're moving with the Milky Way . . . well, you get the idea. Standing still is hard!

RELATED ACTIVITIESHave your students use the first section of this article to identify characteristics of the North and South poles, recording information in a table. They can also compare and contrast using a Venn Diagram, http://educationoasis.com/curriculum/GO/GO_pdf/compcon_venn.pdf.

What Makes Day and Night? The Earth's Rotationhttp://eyeonthesky.org/lessonplans/05sun_daynight.htmlHelp your students understand the science concepts behind this story with this lesson plan on Earth's rotation and day and night.

Feature Story

Physician Assistant Heidi Lim jumps in the

air to show how long her shadow is a

month before sunset at Amundsen-Scott

South Pole Station. LIMSHADOW. Photo

courtesy of Brien Barnett, U.S. Antarctic

Program, National Science Foundation.

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Common Misconceptions About the Polar

Regions: Geography and

Mapping

By Jessica Fries-Gaither

Misconceptions about scientific concepts have been documented in all fields of science, including polar science. The frequent use of polar images in advertisements and entertainment (see "Science and Literacy Points on The Golden Compass" in the Across the Curriculum department at http://beyondpenguins.nsdl.org/issue/column.php?date=March2008&departmentid=curriculum&columnid=curriculum!pop) means that students come to school with previously

developed notions of penguins, polar bears, the Arctic, and Antarctica. Best practice in science teaching means uncovering misconceptions, probing for student ideas, and using this information to design lessons.

In March 2006, as part of the International Polar Year efforts, the National Science Foundation and the National Oceanic and Atmospheric Administration sponsored a workshop to create a framework for polar literacy and improve educational outreach. The final report of the Integrated Collaborative Education (ICE) Online Workshop listed a number of common misconceptions about the poles, http://www.coexploration.org/ipy/ice/.

Based on that list, we've written a list of misconceptions about the geography of the poles that

students might hold from their experiences with the popular depictions of the regions.

• Students may confuse the Arctic and Antarctica. Which one is where?

• Students may believe that Antarctica is very small because of map projections.

• Students may believe that the polar regions are just two remote poles and don't include parts of countries and continents.

• Students may believe that the Arctic and Antarctica are the same in terms of geography and make-up.

• Students may believe that these regions are vast, empty wastelands unfit for human habitation.

• Students may believe that the polar regions are isolated from the rest of the world.

Misconceptions

KIVATENT. Photo courtesy of Dr. Stacy Kim, U.S. Antarctic Program, National Science Foundation.

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MisconceptionsPROBING FOR STUDENT UNDERSTANDINGFormative assessment can help you uncover your students' misconceptions about the polar regions. Two books from the National Science Teachers Association, Uncovering Student Ideas in Science, Volumes 1 and 2, explain the use of formative assessment in the classroom. Each volume contains 25 ready-made probes for teacher use across many grade levels. Although these probes do not include polar concepts, the books provide general information about using formative assessment to uncover misconceptions and may help you design your own probes for use with a polar-themed lesson.

Can It Reflect Light?http://www.nsta.org/store/product_detail.aspx?id=10.2505%2f9780873552554.1This probe is found in Chapter 1 of Uncovering Student Ideas in Science, Volume 1. The chapter is free for download and includes the book's preface, introduction, table of contents, and index. The preface and introduction provide a general overview of formative assessment.

What's in the Bubbles?http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552738.8

This probe is found in Chapter 1 of Volume 2 of Uncovering Student Ideas in Science. The chapter is free for download and includes the book's preface, table of contents, and index as well as the probe.

TEACHING THE CONCEPTSSeveral posts of our Beyond Penguins and Polar Bears blog discuss targeting misconceptions and provide links to science and literacy lesson plans and activities.

Mapping the Polar Regionshttp://expertvoices.nsdl.org/polar/2007/12/17/mapping-the-polar-regions/This post discusses the distorted view of the polar regions due to common map projections and highlights introductory lessons on map skills, latitude and longitude, map projections, and magnetism.

Where Does the Arctic Begin? End?http://expertvoices.nsdl.org/polar/2008/01/08/where-does-the-arctic-begin-end/This post does not correlate specifically with lesson plans, but is written to develop teacher content knowledge. It provides an overview of the wide variety of definitions used for the Arctic region.

For more ideas on teaching about the polar regions, please refer to Science and Literacy Lessons to Develop a Polar Sense of Place on page 14.

NATIONAL SCIENCE EDUCATION STANDARDS: SCIENCE CONTENT STANDARDSThis issue of Beyond Penguins and Polar Bears is aligned with the following content standards: Content Standard D: Earth and Space Science (K-4 and 5-8) and Content Standard F: Science in Personal and Social Perspectives (K-4 and 5-8).

Read the entire National Science Education Standards online for free or register to download the free PDF. The content standards are found in Chapter 6, http://books.nap.edu/openbook.php?record_id=4962&page=103.

Check out Volumes 1 & 2 of Uncovering

Student Ideas in Science at:

http://www.nsta.org/store/product_detail.aspx?

id=10.2505/9780873552554

http://www.nsta.org/store/product_detail.aspx?

id=10.2505/9780873552738

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Taking a Sense of Place

Beyond Geography and Science

By Jessica Fries-Gaither

The theme of this issue speaks to the integrated nature of the content and featured lessons.

When developing a sense of place about the polar regions, the line between science and social studies (or geography) is considerably blurred. Yet the lessons and activities featured in this issue can extend into other content areas, such as math and art. We've highlighted a few examples of cross-curricular connections here.

MAP SKILLSA recent post from our blog, titled Mapping the Polar Regions at http://expertvoices.nsdl.org/polar/2007/12/17/mapping-the-polar-regions/, provides several examples of lessons and activities to teach map skills within the context of the polar regions.

Across the Curriculum: Lessons

MATHConducting simple surveys and using graphic representations of data (such as tables and graphs) are common topics in the elementary mathematics curriculum. The lessons and activities in Science and Literacy Activities to Develop a Polar Sense of Place on page 14 provide many opportunities for data collection and analysis.

For example, after learning about the Arctic and Antarctica, students could create survey questions such as:

• Would you rather visit the Arctic or Antarctica?

• Which Arctic animal is your favorite?

• Would you rather visit Antarctica in the winter or in the summer?

After surveying their classmates (or small group), students could create a table to organize their data. They could display their results as a pictograph, line plot, or bar graph.

Many resources and lesson plans deal with data collection, representation, and analysis. We've chosen to highlight two from the National Council of Teachers of Mathematics: Illuminations web site

as well as a description of how to use Microsoft Excel to create a pictograph.

Look At Me (K-2 unit plan)http://illuminations.nctm.org/LessonDetail.aspx?id=U64This unit, designed for students in grades K-2, is a comprehensive introduction to data collection and representation. The unit includes six lessons in which students collect physical characteristics data (freckles, eye color, hair color) about themselves and classmates, use tally marks and a table to record information, and generate graphs. Of course, these lessons can be adapted for use with questions that reflect the polar regions, like the ones described above.

Categorical Data (Grades 3-5 lesson plan)http://illuminations.nctm.org/LessonDetail.aspx?ID=L368Designed for grades 3-5, this lesson involves formulating questions, collecting data, and representing the data graphically. An online bar graphing tool is included with the lesson. Further lessons (accessible by tabs at the top of the page) deal with numerical data (could be used with temperatures in the two regions) and comparing categorical and numerical data. The lesson uses

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Palmer Station, Antarctica. Photo courtesy of Jeffrey Kietzmann, U.S. Antarctic Program, National Science Foundation.

Across the Curriculum: Lessons

categories such as eye colors or favorite books but could be easily adapted to fit the polar regions.

Create A Pictographhttp://www.microsoft.com/Education/CreatePictograph.mspxThis resource, from Microsoft Education, shows how to use Microsoft Excel to create a pictograph. This type of graph would be perfect to show students' favorite Arctic animals by using a picture of each animal to represent each vote.

ARTSeveral of the featured Science and Literacy lessons and activities involve drawing pictures or postcards to demonstrate understanding. You could more fully integrate art with the following ideas:

• Use clay or salt dough to create three-dimensional representations of the Arctic (water surrounded by land) and Antarctica (land surrounded by water). Students can use cardboard for the base and glue down maps like the ones linked above to use as a guide.

Students should use the clay to represent the continents and not cover the areas that represent the Arctic or Southern oceans. The clay can be painted when dry. In addition, students could label countries, landforms, the poles, and other geographic features.

• Have students make dioramas or three-dimensional models showing the Arctic and Antarctica. A model could supplement a compare/contrast essay or written explanation of the two areas, or serve as an alternate form of assessment.

Another way to integrate art with the strategy of identifying similarities and differences is to use manipulatives and graphic organizers. Dinah Zike's Foldables web site, http://www.dinah.com/index.php, shows examples of Venn Diagrams, Concept Maps, and Folded Charts and Tables. (Each page includes pictures of examples that would be appropriate for elementary students.) Students fold and cut to create each graphic organizer and then add information using words or pictures.

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Science and Literacy Lessons

to Develop a Polar Sense of Place

By Jessica Fries-Gaither

The lessons highlighted in this article integrate science knowledge with geography and literacy skills. Students view images and webcams, read stories and articles, and use web sites to gain content knowledge about the polar regions. They demonstrate their knowledge through pictures, stories, paragraphs, and essays. You

can further integrate literacy skills into these lessons by adding activities that ask students to compare and to use Venn diagrams and charts. For older students, introduce the compare and contrast structure of expository text and model how to write a compare and contrast essay.

It can be difficult to find suitable expository text for your students to use. In addition to the web sites and children's literature listed in our virtual bookshelf on page 21, we've included a feature story called The Top (and Bottom) of the World on page 7 and informational articles

(separate versions for grades 1-2 and 3-5) comparing the polar regions (see page 21). You can use these resources and associated activities to help your students gain content knowledge and strengthen their comprehension skills.

For each science lesson, we've included the appropriate National Science Education Standards. You can read the entire National Science Education Standards online for free or register to download the free PDF. The content standards are found in Chapter 6, http://books.nap.edu/openbook.php?record_id=4962&page=103.

Science & Literacy: Lessons

A Vacation to the Polar Regions (Grades K-2)http://www.nationalgeographic.com/xpeditions/lessons/05/gk2/polar.htmlStudents will learn about the characteristics of the Arctic and Antarctic by looking at a globe and at pictures of the polar landscape and animals. They will plan a vacation to one of these regions and draw pictures or write stories depicting themselves on the trip. Students could also begin to compare the regions by drawing pictures of both the Arctic and Antarctica and talking about the similarities and differences.

The National Oceanic and Atmospheric Administration (NOAA) has an online Arctic photo gallery at http://www.arctic.noaa.gov/gallery.html. For pictures of Antarctica, try the National Science Foundation's Antarctic Photo Library, http://photolibrary.usap.gov/.

Beacon Valley field camp, Dry Valleys, Antarctica (Summer

2000-2001). Photo courtesy of Josh Landis, U.S. Antarctic

Program, National Science Foundation.

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This lesson meets the National Geography Standards: Four and Five and the National Science Education Standards: Science in Personal and Social Perspectives content standard for grades K-4.

To further integrate literacy skills into this lesson, try the following:

Draw a Story: Stepping from Pictures to Writinghttp://www.readwritethink.org/lessons/lesson_view.asp?id=45In this activity, students draw a series of pictures that tell a simple, sequential story. They "read" their story to others, transcribe their oral story into writing, and create an accordion book with drawings on the front side and writing on the back. This activity is useful in helping students work with sequential content that includes character action, a problem and a solution. It introduces them to the writing process in a way that is personal and creative, and which supports the transition from oral to written storytelling.

This lesson meets NCTE/IRA Standards: 4, 5, 6, 12.

From Fact to Fiction: Drawing and Writing Storieshttp://www.readwritethink.org/lessons/lesson_view.asp?id=111Getting children to use their imaginations when writing a story can sometimes be difficult. Drawing, however, can create a bridge between the ideas in a child's head and the blank piece of paper on the desk. In this lesson, students use factual information gathered from the Internet as the basis for creating a nonfiction story. Story elements, including setting, characters, problem, solution, and endings, are then used as a structure for assembling students' ideas into a story. While the lesson uses frogs and toads as

the factual content, it can easily be modified to include the Arctic and Antarctica.

This lesson meets NCTE/IRA Standards: 3, 4, 5, 6, 7, 8, 12.

Expedition to the Poles (Grades 3-5)http://www.nationalgeographic.com/xpeditions/lessons/05/g35/expedition.htmlStudents will pretend they have just returned from a year in the Arctic or Antarctic. They will look at web sites about these regions and expeditions to them, and they will create posters illustrating their experiences. Students will conclude by writing paragraphs explaining what it would be like to visit the polar region that they did not focus on in this lesson. Use the feature story, virtual bookshelf, and downloadable informational articles (found in the virtual bookshelf) for student reading and research. Students can use a graphic organizer, such as this table, to record information.

This lesson meets the National Geography Standards: Four and Five and the National Science

Mt Herschel from Cape Hallet with Seabee Hook penguin

colony in foreground. Antarctica. Photo courtesy of

Andrew Mandemaker, Wikimedia Commons.

Science & Literacy: Lessons

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Education Standards: Science in Personal and Social Perspectives content standard for grades K-4 and 5-8.

To further integrate literacy skills into this lesson, try the following:

Exploring Compare and Contrast Structure in Expository Textshttp://www.readwritethink.org/lessons/lesson_view.asp?id=54This lesson focuses on identifying and analyzing the compare and contrast text structure within expository texts. First, students are introduced to the terms compare and contrast and asked to find similarities and differences between two common items. Next, students work in small groups to identify texts that are comparing and contrasting information. Students are then introduced to the Venn diagram as a tool that demonstrates similarities and differences and aids in learning new material.

This lesson meets NCTE/IRA Standards: 1, 3, 6, 12.

What Do People Know About the Arctic and Antarctic? (designed for grades 6-8, use with modifications)http://www.nationalgeographic.com/xpeditions/lessons/05/g68/knowabout.htmlIt's common to confuse characteristics of the Arctic and Antarctic, and many people have never learned the differences between these two regions. In this lesson, students will research the landscapes, climates, and animal life of the polar regions. They will then interview people to find out what they think and know about the regions. They will conclude by writing paragraphs explaining why it's important to know about the polar regions and detailing the differences between the two regions. Use the feature story, virtual bookshelf, and downloadable informational articles (see page 21) for student reading and research. A graphic organizer, such as this table, helps students organize information.

This lesson meets the National Geography Standards: Four and Five and the National Science Education Standards: Science in Personal and Social Perspectives content standard for grades K-4 and 5-8.

To further integrate literacy skills into this lesson, try the following:

Exploring Compare and Contrast Structure in Expository Textshttp://www.readwritethink.org/lessons/lesson_view.asp?id=54This lesson focuses on identifying and analyzing the compare and contrast text structure within expository texts. First, students are introduced to the terms compare and contrast and asked to find similarities and differences between two common items. Next, students work in small groups to identify texts that are comparing and contrasting information. Students are then introduced to the Venn diagram as a tool that

Arctic Sky. Photo courtesy of U.S. Geological Survey, Flickr.

Science & Literacy: Lessons

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demonstrates similarities and differences and aids in learning new material.

This lesson meets NCTE/IRA Standards: 1, 3, 6, 12.

Teaching the Compare and Contrast Essay Through Modelinghttp://www.readwritethink.org/lessons/lesson_view.asp?id=275Together, students and teacher create the first half of a draft of a comparison and contrast essay. During the modeling, students observe what writers do when revising a draft as they reread and write. They will begin to explore the techniques that writers use, such as rearranging or clarifying words or sentences. Students then apply the techniques by continuing the draft independently.

This lesson meets NCTE/IRA Standards: 3, 4, 5, 6.

The Arctic and Antarctic Circles (Grades K-5)http://www.nationalgeographic.com/xpeditions/activities/05/circles.htmlExplore the ends of the Earth - the Poles - to compare and contrast each region. This activity can be used in conjunction with other Xpeditions lessons, or as an at-home activity.

This lesson meets the National Geography Standards: Four and Five and the National Science Education Standards: Science in Personal and Social Perspectives content standard for grades K-4 and 5-8.

To further integrate literacy skills into this lesson, try the following:

Polar Geography: Comparing the Arctic, Antarctica, and My Hometownhttp://onramp.nsdl.org/eserv/onramp:230/Polar_Geography_graphic_organizer.pdfCreating a graphic organizer, such as a chart, is a way to support students in identifying similarities and differences. Students can use a chart like this to record information from text, web sites, and webcams.

This lesson meets NCTE/IRA Standards: 3, 7, 12.

Science & Literacy: Lessons

Alligator Ice. A melting ice flow in the Arctic Ocean resembles an

alligator. Photo courtesy of U.S. Geological Survey, Flickr.

18

‘Where I’m From’ Poems: MakingConnections to

Home

By Jessica Fries-Gaither

This issue is dedicated to developing a sense of place about the polar regions, two places which are literally at the "ends of the earth." While fascinating and relevant, Antarctica and the Arctic can seem unconnected to students' daily lives. To make these regions more meaningful, we once again turn to the research-based strategy of identifying similarities and differences (see

page 6). Instead of comparing the Arctic and Antarctica, though, have your students compare the polar regions and their home. Reading poetry about the polar regions and then writing poems about home provide an alternative to the traditional Venn Diagrams and other graphic organizers.

An elementary school teacher in Anchorage, Alaska, (we'll call her Ms. K) developed a lesson plan for writing sensory poems as part of a unit on poetry. She then asked her students to use the model to write poems describing their home through one of the five senses for each season of the year. The results - poems all ending with the common "That's Alaska, where I'm from" - give us

a glimpse into what it might be like to live in a sub-Arctic area. We've briefly described her lesson plan and highlighted some samples of student work. These poems can be used to build students' content knowledge about Alaska, and then prompt writing similar poems about home.

Many elementary school teachers may be familiar with George Ella Lyon's poem, “Where I'm From”. Her book, Where I'm From, Where Poems Come From, has inspired poetry writing in classrooms everywhere. Check it out at http://www.georgeellalyon.com/where.html, if you are interested in other types of poems that make connections to home.

Student and Teacher Work

SUNSETPOLE3. Photo courtesy of Chris Demarest, U.S. Antarctic Program, National Science Foundation.

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LESSON PLAN

Lesson Title:"Where I'm From" Poems

Grade Levels: This activity can be modified for use with all elementary students. Primary students may need help brainstorming and writing. Upper-elementary students should be able to complete poems independently, and can begin to use figurative language to extend the images in their poems.

Goals: Students will identify and use imagery and sensory/descriptive language.

Students will compose a poem that reflects a personal view of Alaska.

Context: This lesson was developed as part of a poetry unit, which had this goal: Students will compose poetry capturing themes and voices they have studied and learning to add their own voice and contribution to literature.

The "Where I'm From" poems are included in a personal poetry book. The students wrote several poems and found poetry from published authors. Each book included student- and teacher-selected poems from published authors, class poems, and student written poems.

Activity:1. The teacher leads the class in brainstorming

words and phrases that fit into each sense and are related to your town or state. The teacher uses columns (one per sense) to list ideas on the board.

2. The teacher helps students use the model (below) to write a class poem about the town or state, using the brainstormed words and phrases.

Sensory Poem ModelThe sight of... The taste of...The touch of...

The sound of...The smell of...That's _______, where I'm from.

Teachers may want to add descriptive words - "The strong smell" or "The loud sound" - to the poem model.

3. The students write their own poems, using the model and class poems as guidelines. Ms. K. asked her students to write four poems - one for each season. Students were allowed to "borrow" one phrase from the class poem if needed, though many chose to use their own ideas. You can modify the assignment to suit your needs.

Assessment: Ms. K. assessed her students' poetry books using a rubric. You could choose to assess the individual poems with this rubric created with RubiStar, http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1516604&.

MOUNTCOATES. Photo courtesy of Chris Kannen,

U.S. Antarctic Program, National Science Foundation.

Student and Teacher Work

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STUDENT WORK

Winter in Alaska

GlaciersThe sight of blue ice on glaciers,The sound of silty water flowing through creeks,The taste of snow,The smell of fresh air,The touch of cold ice,That's Alaska, where I'm from.

WinterThe taste of moose stew,The sound of jingle bells,The smell of stinky hockey gear,The sight of the Northern lights,The touch of ice,That's Alaska, where I'm from.

Spring in Alaska

IditarodThe taste of cold apple cider on cold trails,The sound of dogs barking,The smell of pine,The sight of beautiful sled dogs,The touch of warm cozy snow gear,That's Alaska, where I'm from.

SpringThe taste of King Salmon,The sound of a newborn moose,The smell of wild flowers,The sight of snow melting,The touch of warm sunshine,That's Alaska, where I'm from.

Autumn in Alaska

FallThe touch of dead grass,The sound of dry twigs cracking,The sight of orange leaves falling,The smell of wood smoke,The taste of raspberries,That's Alaska, where I'm from.

Summer in Alaska

SummerThe taste of fresh caught halibut,The sound of running water,The smell of fireweed,The sight of Denali on a clear blue day,The touch of gold nuggets,That's Alaska, where I'm from.

Student and Teacher Work

A scenic view near Lake Linne, Svalbard, Norway. Photo courtesy of Robbert Oddo, ARCUS.

21

A Sense of Place:Virtual Bookshelf

By Kimberly Lightle,

Jessica Fries-Gaither,

and Nancy Brannon

The Virtual Bookshelf provides a list of recommended children's books that reflect the theme of the issue and offers ideas on how to integrate them across the curriculum.

Linking science instruction to children's literature has become increasingly popular in recent years for a variety of reasons: the literature connection motivates students, provokes interest, helps students connect scientific ideas to their personal experiences, accommodates children with different learning

styles, and promotes critical thinking. Whatever the reason, we know that books about science can capture even the most reluctant readers and writers. Students are naturally drawn to the colorful photographs and layouts of nonfiction science texts.

Using science books allow teachers to meet their reading and writing goals while filling a need to teach more science. Teachers can use books as a starting point for meaningful classroom discussions; some teachers even begin class by reading a poem or a picture book aloud, simply for the enjoyment of the literature. Some teachers project the book onto a screen so the class can read the text together. Picture books make wonderful writing prompts and can provoke good

journal writing. Interdisciplinary thematic units can be broadened by use of children's literature.

The titles listed in this month's bookshelf reflect our focus on a sense of place about the polar regions. We've divided the titles into five categories. The first category, Going Places, includes books where animals and people are going on a journey. The next section provides books that will help students compare and contrast the two polar regions. The third and fourth categories provide general reference books on the Arctic region and Antarctica. And because the name of the project is Beyond Penguins and Polar Bears, we had to highlight two of our favorite books on penguins and polar bears.

Off The Bookshelf

Antarctica. NBP0703_2. Photo courtesy of Patrick Rowe, U.S. Antarctic Program, National Science Foundation.

22

Off The Bookshelf

How Big is the World? Britta Teckentrup. 2007. Picture book. Recommended ages: PreK-2.Little Mole has an enormous question: How big is the world?

He knows there's only one way to find out so Little Mole circles the globe, from the frozen north to the vast desert, the tall cities to the huge mountains, the great jungles to the thick forests. Everywhere he goes he meets fascinating animals and discovers new lands.

The Polar Express. Chris Van Allsburg. 1985. Caldecott Medal 1986. Picture book. Recommended ages: PreK-2.This tale is about a young boy who is whisked away by Santa

Claus to the North Pole on Christmas Eve. As the train reaches the North Pole, the boy and other children see thousands of elves gathered at the center of town to send Santa on his way. The boy is handpicked by Santa Claus to receive the first gift of Christmas. The boy asks for one beautiful-sounding silver bell from Santa's sleigh.

Home at Last: A Song of Migration. April Pulley Sayre. 1998. Outstanding Science Trade Book Award 1999. Picture book. Recommended ages: PreK-2.

Rich pastel-on-black illustrations accompany brief lyrical text describing how a variety of creatures, including a butterfly, a sea turtle, a caribou herd, and an Arctic tern, find their ways home.

GOING PLACES

The three titles in this category are not related to a specific polar region. Instead, they could be used as a springboard to the idea of journeys to distant places. Use these titles before teaching beginning map skills as described in our blog post Mapping the Polar Regions, http://expertvoices.nsdl.org/polar/2007/12/17/mapping-the-polar-regions/, or follow a discussion of travel with the Science and Literacy activity A Vacation to the Polar Regions, http://www.nationalgeographic.com/xpeditions/lessons/05/gk2/polar.html.

ARCTIC REGION AND ANTARCTICA – COMPARE & CONTRAST

The titles in this section provide elementary students with an opportunity to identify similarities and differences between the Arctic and Antarctica. Students can use the content from these books to complete graphic organizers such as a Venn Diagram or table. The books can also be used to develop the content knowledge needed in our highlighted Science and Literacy lessons and activities on page 14. The two informational articles introduce students to compare/contrast text structure, discussed in a ReadWriteThink lesson, http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-compare-contrast-structure-54.html.

23

Off The Bookshelf

North Pole South Pole. Nancy Smiler Levinson. 2002. Picture book. Recommended ages: K-2.Beginning readers can find a clear and concise discussion of

the differences between the poles in this introduction to the geography, climate, and inhabitants of the top and the bottom of our world.

Life on the Ice. Susan E. Goodman. 2006. Picture book. Recommended ages: Grades 3-5.The photographs in the book take readers on a tour of the

world's ice landscapes, primarily Antarctica. The book discusses the nature of the extreme climate, the planes that fly there, the scientists who study it, and what it takes to live in this environment.

Survivor's Science at the Polar Regions. Peter D. Riley. 2005. Nonfiction book. Recommended ages: Grades 3-5.This book compares and

contrasts the polar regions in terms of weather; clothes you would need to wear; plants and animals; ice, water, and snow; traveling in these regions; and seasons. Each topic includes a hands-on activity suitable for use in a classroom or as at-home enrichment. The book includes a glossary and an index.

"The Arctic and Antarctica: Are They the Same, or Different?" 2008. Jessica Fries-Gaither.

This informational article, written in compare/contrast format, provides a 1-2 page opportunity for students to read and learn about the two polar regions. Two versions are available for each grade level: text only, or a foldable book. The grades 1-2 version is a Flesch-Kincaid Reading Level of 2.4, and the grades 3-5 version is a 4.7.

Text only version for grades 1-2 http://onramp.nsdl.org/eserv/onramp:317/text_grades_1_2.pdf

Foldable book version for grades 1-2 http://onramp.nsdl.org/eserv/onramp:316/foldable_grades_1_2.pdf

Electronic book version for grades 1-2http://www.contentclips.com/services/getPresenterHtml.do?uri=http://rs1.contentclips.com/ipy/clips/ipy_0803_01v2_place_01593.swf

Text only version for grades 3-5 http://onramp.nsdl.org/eserv/onramp:319/text_grades_3_5.pdf

Foldable book version for grades 3-5 http://onramp.nsdl.org/eserv/onramp:318/foldable_grades_3_5.pdf

Electronic book version for grades 3-5 http://www.contentclips.com/services/getPresenterHtml?uri=http://rs1.contentclips.com/ipy/clips/ipy_0803_23v2_place_01594.swf

24

ARCTIC REGION – GENERAL REFERENCE

Way Up in the Arctic. Jennifer Ward. 2007. Picture book. Recommended ages: PreK-1.This rhyming, counting book explores the Arctic environment

and the mothers and baby animals that call the region home. The bright, colorful illustrations complement the rhythmic text, which can also be sung to the tune of "Over the Meadow." Related facts about each species are included at the end of the book.

Land of Dark, Land of Light: The Arctic National Wildlife Refuge. Karen Pandell. 1993. Picture book. Recommended ages: K-2.Clear, full-color photos show the

eerie beauty of the Arctic wilderness and its inhabitants. The spare, lyrical text is accessible to young audiences, and the appendix provides scientific names and information about the habits of the animals depicted. Excellent word choice could provide an opportunity for teachers to introduce new vocabulary during a read-aloud.

Habitats: Arctic Tundra. Michael H. Forman. 1997. Nonfiction picture book. Recommended ages: Grades 2-4.With clearly written paragraphs

and large, full-color photographs on every page,

this book is suitable for students ready to move beyond picture books but not quite ready for a traditional chapter book. The text explores all aspects of the tundra biome, including seasonal changes in sunlight, geological features, and plant and animal life.

Enchantment of the World: Greenland. Jean F. Blashfield. 2005. Nonfiction chapter book. Recommended ages: Grades 3-5.This book describes the

geography, history, culture, industry, and people of Greenland. Photographs paint a picture of the life of the people that live on the world's largest island, one that is mostly north of the Arctic Circle. A timeline, fast facts, and index are included. This book would be best used as a reference source for individual students or small groups.

Polar Bear, Arctic Hare: Poems of the Frozen North. Eileen Spinelli. 2007. Poetry and picture book. Recommended ages: K-5.The poems and colorful

illustrations in this book could be used with all elementary students. Younger students will enjoy listening to the poems as an engaging introduction to the animals and environment of the Arctic. Upper elementary students can use these poems as a springboard for writing their own poetry.

The five titles highlighted in this section examine the Arctic in more depth. Use these titles to complete the Arctic column of this graphic organizer, http://onramp.nsdl.org/eserv/onramp:230/Polar_Geography_graphic_organizer.pdf

Off The Bookshelf

25

Off The Bookshelf

Our Amazing Continents: Hooray for Antarctica! April Pulley Sayre. 2003. Picture book. Recommended ages: K-2.This book uses wonderful

photographs to introduce the continent of Antarctica, looking at its geography, plant and animal life, weather, and human exploration. While the simple, concise main ideas make this appealing to primary graders, the additional detail found on most pages makes this book appropriate for students in upper elementary as well.

Antarctica: Geography of the World. Dana Meachen Rau. 2004. Nonfiction chapter book. Recommended ages: grades 3-5.This chapter book introduces

the geography, topography, climate, flora, and fauna of the continent of Antarctica. The expository text is similar in style to what is found in an elementary textbook, but the pictures and spacing of text make this more engaging. Each chapter begins with a question, making this book an excellent opportunity to practice questioning strategies such as SQ3R.

Antarctica: The Atlas of the Seven Continents. Wendy Vierow. 2004. Nonfiction book. Recommended ages: grades 3-5.Each two-page spread of this

nonfiction book discusses a discrete topic about Antarctica. The book contains a large number of maps and atlas projections with explanations of the history of the continent, the climate, plants and animals, the natural resources, and the history of exploration. Also included are a glossary and index. The paragraphed, expository style text could provide an introduction to research projects, organizing information, and expository writing. The ability to project text on a screen could make this book more accessible for whole-class use.

Antarctic Ice. Jim Mastro and Norbert Wu. 2003. Nonfiction picture book. Recommended ages: grades 3-5.Color photographs and paragraphed, expository text

describe the marine life of Antarctica throughout the changing seasons. The book's authors include the microscopic phytoplankton and other marine organisms that are often overlooked in favor of penguins, whales, and seals.

ANTARCTICA – GENERAL REFERENCE

The five titles highlighted in this section examine the Arctic in more depth. Use these titles to complete the Arctic column of this graphic organizer, http://onramp.nsdl.org/eserv/onramp:230/Polar_Geography_graphic_organizer.pdf

26

PENGUINS AND POLAR BEARS

Off The Bookshelf

The Emperor Lays an Egg. Brenda Z. Guiberson. 2001. Picture book. Recommended ages: K-2.Hand painted illustrations provide a beautiful backdrop to

this informational text about the extreme conditions in which Emperor penguins live and reproduce. In addition to providing rich content, the book could be used as the springboard for an art activity. After reading the book, students could research and paint (or watercolor) a polar animal of their choice.

A Pair of Polar Bears: Twin Cubs Find a Home at the San Diego Zoo. Joanne Ryder. 2006. Picture book. Recommended ages: K-2.Orphaned polar bears are the

stars of this book that chronicles their growth and development at the San Diego Zoo. Only three months old when they first arrived there, Kalluk and Tatqiq are shown adjusting to their new home in large, full-color photographs. The book can be used to introduce students to zoos' involvement in conservation and wildlife management.

While most appropriate for primary grade students, all elementary students would enjoy these books about the polar regions’ most popular animals.

Linking science instruction to children's literature has become increasingly popular in recent years for a variety of reasons: the literature connection motivates students, provokes interest, helps students connect scientific

ideas to their personal experiences, accommodates children with different learning styles, and promotes critical thinking. Whatever the reason, we know that books about science can capture even the most reluctant readers and writers. Students are naturally drawn to the colorful photographs and layouts of nonfiction science

texts.

Using science books allow teachers to meet their reading and writing goals while filling a need to teach more

science. Teachers can use books as a starting point for meaningful classroom discussions; some teachers even begin class by reading a poem or a picture book aloud, simply for the enjoyment of the literature. Some teachers project the book onto a screen so the class can read the text together. Picture books make

wonderful writing prompts and can provoke good journal writing. Interdisciplinary thematic units can be broadened by use of children's literature.

You’ll notice that most of our selected books are nonfiction. We believe that elementary students need exposure to this genre to set a compelling purpose for reading and to become familiar with the text structures used in expository and informational text. Reading nonfiction trade books also supplements scientific

investigations and helps students connect hands-on experiences with abstract concepts. In other cases, the text provides valuable information that cannot be gained through hands-on experience. Finally, nonfiction

books can serve as mentor texts, providing models after which students can pattern their own writing.

Why Use Children’s Literature?

27

THE BEYOND PENGUINS AND POLAR BEARS PHOTO GALLERY

In our polar photo gallery, you can browse color images from past cyberzine issues and polar researchers. We include rights and re-use information to help you use the images in

your classroom! Visit http://beyondpenguins.nsdl.org/photogallery/index.php to discover

amazing images of icebergs, glaciers, polar animals, and much more!

BEYOND PENGUINS PODCAST SERIES

In our series of podcasts, we trek across the poles to find ways to help you teach science

in your elementary classroom! We also tackle common misconceptions your students might have about science and share stories, teaching activities, and the latest news

related to the poles.

You can listen to the podcast episodes through your audio player or iTunes. To see the

entire list of episodes, go to http://beyondpenguins.nsdl.org/podcast/index.php.

STANDARDS ALIGNMENT

Are you wondering how the contents of each magazine issue align with the National Science Education Standards? On our Standards page, we’ve created two tables - one

for grades K-4 and the other for grades 5-8 that show the alignment to the science

content standards. Visit http://beyondpenguins.nsdl.org/information.php?topic=standards

for more information.

EMPERORSTHREE. Photo courtesy of Robyn Waserman, U.S. Antarctic Program, National Science Foundation

The Polar Bears at Churchill, Manitoba, Canada. Photo courtesy of James Seith Photography, Flickr.

Greenland Ice Sheet. Photo courtesy of chrissy575, Flickr.

About Us

Beyond Penguins and Polar Bears is an online professional development magazine for elementary

teachers. It prepares teachers to integrate high-quality science instruction with literacy teaching. The

magazine is available for free at http://beyondpenguins.nsdl.org.

Twenty thematic issues link polar science concepts to the scope and sequence of elementary science

curricula. The result is a resource that includes issues devoted to day and night, seasons, plants and

mammals, erosion, and other physical, earth and space, and life science concepts. Some issues are

also interdisciplinary, focusing on polar explorers, the indigenous people of the Arctic, and the

challenges of doing science in the polar regions. To browse the complete archive of issues, visit

http://beyondpenguins.nsdl.org/archive.php.

Other project features include a companion blog (http://expertvoices.nsdl.org/polar) about polar news

and research, a polar photo gallery (http://beyondpenguins.nsdl.org/photogallery/index.php) and a

podcast series (http://beyondpenguins.nsdl.org/podcast/index.php).

Beyond Penguins and Polar Bears is funded by the National Science Foundation under Grant No.

0733024 and is produced by an interdisciplinary team from Ohio State University (OSU), College of

Education and Human Ecology; the Ohio Resource Center (ORC) for Mathematics, Science, and

Reading; the Byrd Polar Research Center; COSI (Center for Science and Industry) Columbus; the

Upper Arlington Public Library (UAPL); and the National Science Digital Library (NSDL) Core

Integration team at Cornell University and University Corporation for Atmospheric Research (UCAR).

Copyright January 2011. Beyond Penguins and Polar Bears is produced by an interdisciplinary team from Ohio State

University (OSU), College of Education and Human Ecology; the Ohio Resource Center (ORC) for Mathematics, Science, and

Reading; the Byrd Polar Research Center; COSI (Center for Science and Industry) Columbus; the Upper Arlington Public

Library (UAPL); and the National Science Digital Library (NSDL). This material is based upon work supported by the National

Science Foundation under Grant No. 0733024. Any opinions, findings, and conclusions or recommendations expressed in

this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Content

in this document is licensed under a Creative Commons Attribution-Share Alike 3.0 Unported license. Printed version layout

and design by Margaux Baldridge, Office of Technology and Enhanced Learning, College of Education and Human Ecology,

The Ohio State University. For more information email: beyondpenguins@msteacher.org.