Module 1   Observe…and Explore! Sigu (Sea Ice)


Research Question: What is the role of observations in scientific inquiry?


Background: For six to eight months of the year, sea ice covers vast expanses of ocean waters in the Beringian region of Alaska. Because they live by the edge of these waters, the Inupiat’s identity, knowledge, livelihood, and survival are strongly linked to the seasonal cycles of sea ice and wildlife harvesting. In the past 100 years, Alaska has undergone very rapid social and economic changes, yet still today, to people in Beringia, sea ice is essential for hunting, and also for traveling. When the snow covers the land and the sea ice freezes up, travelers start breaking trails, some of which re-create routes that have been used by generations. These routes belong to the individual and social memory of the community, and this knowledge affords people safe and reliable travel to hunting and fishing grounds and between communities.


On the trail and in preparing for the expedition ahead, topographic maps, Google Earth, and high-tech ice charts developed from satellite data are invaluable tools for Team GoNorth!. But the most important information is still what is gained when talking to locals in the communities. The route for the GoNorth! Beringia 2011 expedition, beginning in Nome, will travel mostly on sea ice.


The frozen ocean surface is a means of travel that enables community members to access the mainland, inland fishing lakes and cabins, marine and inland hunting grounds, and neighboring communities. It simply provides a smooth highway upon which the locals can travel (mainly by snowmobile) often more directly and quickly than over inland routes. For the same reason, Team GoNorth! and the Polar Huskies prefer to travel on sea ice rather than on land.


Not only is sea ice a “highway,” it is also essential for hunting. The sea ice provides habitat for wildlife such as ringed seal, polar bears,


Additional Resources


http://polar.ncep.noaa.gov/seaice/Analyses.html High-resolution Ice Analysis — From NOAA: Pick your area of interest, and maps are created on the fly using interactive passive microwave. (Note: Black is land.)


Additional Resources


http://www.onsequat lute am vel euguer aut iliscil landit wis eum iusto enim et ullutat alit verilit veniam, commodit lorper suscillan velit pratisl dolore eui eu feuis et velit


http://nsidc.org/seaice/ All About Sea Ice — From the National Snow and Ice Center: What sea ice is, how it forms, how it is studied, how it affects historical expeditions in the polar regions, and what role it plays in the global climate. Over 80 pages of information on sea ice, including a glossary of sea ice terms and links to more information.


PolarHusky.com © NOMADS Online Classroom Expeditions


http://www.onsequat lute am The con vel euguer aut iliscil landit wis eum iusto enim et ullutat alit verilit veniam, commodit lorper suscillan velit pratisl dolore eui eu feuis et velit


Background Activity 1-3


Activity Level: expand


experience Subject Areas:


math, social studies, geogra- ogy dance, music, visual arts, civics, U.S. history, sci- ence


English, geography, technol phy, language arts, science


Objectives: Students will: - Realize the significance of place and its natural resources to its inhabit- ants.


- Explore the U.S. Bill of Rights as an example of a declaration of rights. C


to a community. sea ice formations.


Objectives: Students will: - Explore the concepts of difference and values. - Explore various forms of


a function of belonging phenomena that affect


Learn about civic rights as sea ice and the natural


- Compare and contrast the method of tradi- - tional Inuit knowledge kindness in a civil society.


sider the function of


Time Consideration: 1-2 45-minute periods, research time required


- Recognize how different terminologies and ways of observation can sup- port one another.


Time Consideration: 1–2 45-minute periods


Materials: - Teacher Notes 2-1a “Bill of Rights”


- Teacher Notes 2-1b “Core Democratic Values”


Materials: - Teacher Notes 1-3a “Reading the Ice” art supplies


- Teacher Notes 1-3c “Sea Ice Key”


- Student Page 1-3a “Thin Ice”


- Student Page 1-3b “How’s the Ice?”


- Teacher Notes 2-1c “Pass It On”


- construction paper - Teacher Notes 1-3b “The Egg Code”


Vocabulary: rights, laws, Bill of Rights (U.S.), values, amendments, community Continued on page 7


- computer and Internet access


Continued on page 18 GoNorth! Beringia 2011 Curriculum 17


and Western science as it relates to sea ice termi- nologies.


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