Polar Oceans Course- Downloadable PDF Workbook and Supporting Videos
Ocean Youth Academy
2 Followers
Grade Levels
Not Grade Specific
Subjects
Resource Type
Standards
NGSSMS-ESS3-2
NGSSMS-ESS3-1
NGSSMS-LS2-2
NGSSMS-LS2-3
NGSSMS-LS1-3
Formats Included
- PDF
Pages
118 pages
Ocean Youth Academy
2 Followers
Description
Polar Oceans Course Overview: The Polar Oceans Course is an immersive 10-session virtual expedition designed by Ocean Youth Academy (OYA) to bring the wonders of the polar regions into classrooms worldwide. Led by experienced polar expedition guides, the course allows student's to dive into the unique ecosystems of the Arctic and Antarctic, exploring topics such as wildlife, climate change, and conservation.
Key Features:
- Virtual Expedition Experience: Students embark on a virtual journey, encountering polar wildlife, landscapes, and the challenges these regions face.
- NGSS-Aligned Content: The course aligns with Next Generation Science Standards (NGSS), providing educators with a ready-made resource for enhancing their science curriculum.
- Real-World Context: Through stories and first-hand experiences, students gain a profound understanding of the fragility and importance of polar ecosystems.
- Scholarship Opportunities: Completing the course and associated project opens the door to a full-ride scholarship for students to participate in a sponsored polar expedition with the OYA team.
Associated Workbook: The Polar Oceans Course is complemented by an optional workbook, carefully designed to enrich the learning experience:
- Supplemental Learning Material: The workbook serves as a companion, offering additional reading materials, exercises, and activities to deepen students' understanding.
- Interactive Exercises: Engaging exercises allow students to apply concepts learned during the virtual expedition, promoting active learning and critical thinking.
- Assessment Tools: Educators can use the workbook for formative assessments, ensuring students grasp key concepts and skills.
- Customizable Content: The workbook is designed to be adaptable, allowing educators to tailor certain sections to suit the specific needs and pace of their students.
Usefulness for Educators:
- Ready-Made Resource: The Polar Oceans Course, with its NGSS alignment, provides educators with a turnkey solution for integrating polar marine science into their curriculum.
- Engaging and Relevant: The virtual expedition and workbook offer an engaging approach to teaching, making complex scientific concepts accessible and relevant to students.
- Global Awareness: Educators can leverage the course to foster global awareness and environmental stewardship among students.
- Scholarship Incentive: The prospect of earning a full-ride scholarship adds an extra layer of motivation for students, creating a unique and impactful learning experience.
In summary, the Polar Oceans Course, coupled with its workbook, serves as a valuable resource for educators seeking to inspire a love for marine science, environmental conservation, and global awareness in their students.
Full course versions available through OYA's Virtual Classroom. Check it out!
Individual and bulk-enrollment options available for:
Level 1: Ages 8-12
Level 2: Ages 12-14
Level 3: Ages 14-19
Contact OYA team for more info: Info@oceanyouthacademy.com
Total Pages
118 pages
Answer Key
N/A
Teaching Duration
3 months
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Standards
to see state-specific standards (only available in the US).
NGSSMS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
NGSSMS-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
NGSSMS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment does not include the use of chemical reactions to describe the processes.
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
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