Expressions of Intent for IPY 2007-2008 Activities

Expression of Interest Details

PROPOSAL INFORMATION

90-north: Educational Environmental In-Classroom Expeditions  (90-north)

Outline
The proposed activity under the name of 90-north is in essence an environmental outreach education program with a concentration on the Arctic and Antarctic biospheres. The objective is to support the U.S. Senate’s resolution to endorse a worldwide campaign of scientific activity for 2007-2008, emphasizing global environmental research, education, and conservation. Exploration and discovery of the Earth's polar regions encompass many disciplines, spanning the range from anthropology to zoology. Knowledge of polar science in a broad sense can further inspire the study of science as human endeavor, the nature of science and history, of science as inquiry, and of science and technology. Charismatic wildlife, extreme environments, expansive fields of snow and ice, daring explorers and human resourcefulness all captivate the imagination. Even though people of all ages and cultural groups are fascinated by the poles, it is the younger students whose interest should be effectively captured because they have not yet formed opinions or misconceptions about science. The instructive material supporting this program is predominantly geared to students in grades 3-5, its intent being to engage young minds, to stimulate their curiosity and fire their enthusiasm for learning of how the Earth's polar regions impact global climate systems which profoundly affect the lives of the planet’s inhabitants. The fundamental edict is that human beings are not distinct from nature but are a part of it. 90-north intends to bring this message into the classroom through stories of personal expeditions and experiences as well as those of fellow adventurers and explorers of today. As an integral part of the program’s “HANDS ON = MINDS ON” approach, each presentation includes lesson-appropriate accompanying cultural and animal artifacts which the students are invited to touch and feel. By integrating polar geoscience content into the basic classroom curriculum and range of learning environments, and by striving to be both multidisciplinary and interdisciplinary in content, it is possible to encourage and foster not only science literacy, but also improve reading, math, and social skills, as well as cognitive values. Individual program plans currently in place are as follows: - BE THE EXPLORER: subjects include polar history, logistics, gear, dog-sledding, etc. - STAND AT THE POLE: getting there, Borneo Ice Base, North Pole conditions, Patriot Hills, South Pole Station, investigation of the concept of time zones, etc. - HUNT LIKE THE POLAR BEAR: polar bear facts, polar fauna i.e. seals, penguins, whales, the effects of climate change on polar animals, etc. - LIVE LIKE THE INUIT: lessons on polar indigenous peoples including the Inuit, the Saami and the Dolgans, their cultures, nomadic lifestyles, languages and the effects of climate change on their subsistence livelihoods. - THE POLAR SCIENTIST: Antarctic science presentation as prepared in collaboration with the United States Polar Rock Repository at the Byrd Polar Research Center, ice-core drilling, weather and atmospheric optical phenomena, magnetic vs geographic poles, Antarctic Treaty, etc.

What significant advance(s) in relation to the IPY themes and targets can be anticipated from this project?
On the assumption that this particular initiative’s peers will be teachers and outreach educators, both formal and informal, the deliverables will be exchangeable educational material and content available to the trades. Advances will be in the form of participation as presenter in teacher workshops, the further development of both pre-visit and post-visit classroom activites, as well as continued compilation of resources and publications which will be posted on the project website. Additionally, because the proposed activity leader is a United Nations NGO representative currently on the Planning Committee for the Conference on Climate Change, appropriate information which is already in place as well as any new knowledge gathered will be posted and/or exchanged with relevant UN websites upon approval and granted permission from all parties.

What international collaboration is involved in this project?
The proposed in-classroom programs will serve as a dynamic multidisciplinary introduction to polar science and its relationships with other fields of study such as geography, biology, history, anthropology, and even mathematics - all of which are the basic foundation for further learning. With the five initial lessons already in place, each individual plan can stand alone or be combined with any other. The unique concept, however, is the flexibility which 90-north is able to provide by working directly with each school or teacher to custom-design a program which precisely fits into the particular class curriculum thereby enhancing the lesson's educational value.

FIELD ACTIVITY DETAILS

Geographical location(s) for the proposed field activities:

Approximate timeframe(s) for proposed field activities:
Arctic: n/a
Antarctic: n/a

Significant facilities will be required for this project:

Will the project leave a legacy of infrastructure?
The legacy will be proposed activity's website content which will be accessible to anyone interested in the subjects and programs offered, all of which will continue to be built upon further.

How is it envisaged that the required logistic support will be secured?
Own support

All travel is self-supported and is included as part of the proposed program fees.

Has the project been "endorsed" at a national or international level?

PROJECT MANAGEMENT AND STRUCTURE

Is the project a short-term expansion (over the IPY 2007-2008 timeframe) of an existing plan, programme or initiative or is it a new autonomous proposal?
Yes
Team IPY – ICEE #328

How will the project be organised and managed?
Because the activity is currently a self-contained and self-advertised enterprise, any and all direct contact between individual schools, groups and organizations, and the activity provider is self-managed and provided on an “as requested” basis. A website has been launched and although it is not yet fully comprehensive, the program is continuously being augmented and expanded as time and funds allow. The list of collaborations and affiliations is also growing which will contunuously widen the program’s scope and enlarge the audience it reaches.

What are the initial plans of the project for addressing the education, outreach and communication issues outlined in the Framework document?
The whole thrust and main mission of 90-north is outreach education which brings the program live into the classroom replete with a tactile hands-on experience. As a result of its early yet already established track record, a potential collaborative effort is in progress toward the development of a children’s BIOMES workbook series as well as a subsequent book set about the polar regions.

What are the initial plans of the project to address data management issues (as outlined in the Framework document)?
At this time no data per se is expected to be collected. This proposed activity is mainly an educational endeavour with the intent of disseminating information rather than gathering and storing it, with the exception of amassing teaching materials and new lesson plans.

How is it proposed to fund the project?
At this time, the activity is self-funding, each school, group and organization covering the costs of the individual visits as requested and the programs provided.

Is there additional information you wish to provide?
All research with indigenous groups has been completed and any new information will be added by and from other sources outside the parameters of the proposaed activity. Any nation which might be interested in the issues of climate change will have access to any and all material made available via the program website - which will remain in free domain. Because the proposed activity is an educational endeavour and overlaps the mission, goals and initiatives of Team IPY (IPY Proposal #328, ICEE) as well as many other IPY educational programs, it seems that the potential for linking is inherent and sought. This activity’s main objective is to engage young minds, stimulate their curiosity, and fire their enthusiasm for learning how the Earth's polar regions impact global climate systems which profoundly affect the lives of the planet's inhabitants. Knowledge of polar science in a broad sense can further inspire the study of science as human endeavor, the nature of science and history, of science as inquiry, and of science and technology.

PROPOSER DETAILS

Moki Kokoris
90-north
600 Barrack Hill Road, Ridgefield CT
06877
USA

Tel: + 203 438 8887
Mobile:
Fax:
Email:

Other project members and their affiliation

Other Information