An introduction to the Arctic region using the
Arctic Environmental Atlas.
Overview:
The program Arc View can be used to create interactive maps of the Arctic region. From these maps interested users can overlay feature data and themes to answer questions about the relationships of the biotic and abiotic conditions in the Polar Regions. The use of multimedia approaches such as interactive maps and images to teach students create vibrant classrooms of self-directed learners.
The goal of this project is to inspire students curiosities about the land, peoples and climate in the Polar Regions of the world. The themes that can be explored include solar radiation, topography, land cover, population density, tectonic plates, human impact and wilderness. By layering this data with information such as city and country boundaries, students can begin to appreciate the complex and rich land of the frozen north.
Introduction:
The Arctic: cold, unforgiving, barren wasteland full of mosquitoes… Why do we need to learn more about that place?
The Arctic region is largely ignored by the citizens of southern and temperate regions and perceived as a wasteland. But in fact, this area is actually home to many incredible species of animals, and valueable natural resources. Due to the fragility of the area it is difficult to resolve how to best develop and protect the region at the same time.
In recent years scientists and explorers have published reports on the treasures that are kept in these icy regions. As man pushes the limits of population growth and resource depletion in the more temperate regions we are searching for new areas to live and resources to tap. This quest for new land has opened our eyes to the harsh but beautiful environment.
Scientists are also concerned that "Significant changes are likely in the arctic regions as a result of climate change. In fact , according to Klaus Toepfer of the UNEP " we have, during the last half of the20th century seen sea ice in the region disappearing at a rate of nearly three percent a decade… These new findings on the future imapcts of climate change in the Artic should be sending alarm bells around the globe"
In order for scientists to more fully recognize the changes that are occurring, it is important to study and catalogue the current status of the region. For this reason much effort has been put into mapping and cataloguing the land north of the Arctic Circle.
In this exercise students will have the opportunity to learn more about the physical, biological and geological resources in this arctic region.
To learn more about the Arctic and Antartic regions click here: http://tea.rice.edu - teachers expereinceing the Arctic and Antartic website. To see other lessons like this one and information about the author of this page , Mrs. Youngman's trip to Greenland. click here http://www.pcds.org/arctic
Media Necessary for this exercise:
Procedure and questions:
Begin by loading the web page http://www.grida.no/arctic.htm , from this page choose the link to the Atlas "Arctic Environmental Atlas" - (it is on the right side of the screen)
Orientation to the software:
1. Investigate the " zoom to" box by selecting several of the regions of the map and clicking on them. Practice zooming and turning the map.
2. Investigate the features that can be layered on this map by clicking on the radio boxes to the far left and then clicking "update changes". The feature data available for this map allow us to relate the thematic and more generalized information to specific data. For example it is possible to link mining sites with city locations and protected areas.
3. Investigate the "themes" that can be added to this map by clicking and holding on the selection box that says " topography" until you change it. The themes that you see here were chosen for environmental relevance to a number of issues including biodiversity, conservation, resource management and climate change.
4. Once you have finished the practice time reset your map to prepare for the rest of the lesson. You may accomplish this by reloading the page or clearing the themes and data. Your map should return to the state pictured on the previous page.
General instructions and questions to investigate:
Use a separate piece of paper to answer the questions - they are numbered. Please copy the question and then write out your answer. There are 7 sections to this exercise. They are listed below.
A. Is the Arctic all just ice and snow?
B. Why is it so cold at the poles?
C. Can you predict what types of vegetation grow in the Arctic regions?
D. Where do humans impact the arctic regions and why is this a concern?
E. How much moisture does this region receive?
F. The Arctic has many untapped mineral resources. How might these become important to us in the future?
G. Extensions.
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A. Is the Arctic all just ice and snow?
Follow these questions to find out!
1. What is permafrost?
2. Can areas that are covered with permafrost be used to farm? Why or why not?
3. How might permafrost effect the lifestyles of the human inhabitants of these regions?
4.How could the melting of permafrost be an indicator of climatic change?
5.How does the release of methane gas effect climatic change?
6.What time of year does this picture represent? How do you know?
7. Approximately how many cities are with in the Arctic boundaries?
How many cities are outside both boundaries but still in the picture?
(To learn more about the boundaries, click on the links)
8. Based on your knowledge of the development of cities and city life, explain why most cities are outside the Arctic.
9. For each of these cities label whether it is in ice snow or permafrost.
Oslo, Norway
Stockholm, Sweden
Helsinki, Finland
Saint Petersburg, Russia
Murmansk, Russia
Thule, Greenland
Fairbanks, Alaska
Reykjavik, Iceland
10. Prepare to print
11. Where does most of the Arctic regions' population live?
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B. Why is it so cold at the poles?
Reopen your map if you quit after the last set of questions.
1. Set your map up so that you can compare solar radiation to ice and permafrost.
2. Describe the relationship you see between the areas of permafrost and the areas of solar radiation.
3. If you were to map the entire globe's levels of solar radiation which regions would receive the greatest radiation? Why do you say this?
4. How does the climate of our home region compare to that at the poles? Does that make a difference in our lifestyle?
Prepare to print
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C. Can you predict what types of vegetation grow in the Arctic regions?
1. "Treeline " means that no trees can grow above that line - why do you think this is so?
2. Are there any croplands within the Arctic boundary?
3. What types of vegetation are most common in the Arctic? Can you explain this?
4. Arctic vegetation is extremely sensitive to any type of disturbance because it grows in such harsh conditions. Describe other areas of sensitive plant life and the climatic conditions of the area.
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D. Where do humans impact the arctic regions and why is this a concern?
1. What types of mining occur in these regions? Name the three types.
2. Which type is most common?
3. What has the human impact been within the Arctic?
4. Why has there been so little mining within the Arctic?
5. Which types of land cover have been impacted the most by humans?
6. Which areas have been protected? (Find out more about these areas by clicking the radio button that says " click to identify" then by clicking the link describing them)
7. Make a chart using the headings from below complete it with information about 5 protected areas.
Country / type of area / year established / name of area
8. Why do you think so little of the Arctic has been protected?
9. What types of conflicts do you envision might occur over these regions?
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E. How much moisture does this region receive?
1. In what parts of the map does the precipitation seem to be the greatest?
2. How does this relate to the lakes and rivers?
3. How does this relate to the land cover?
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F. The Arctic has many untapped mineral resources. How might these become important to us in the future?
2. What types of mineral resources are in the Arctic? Name 5.
3. Describe the conflicts that may happen over the natural resources in the Arctic.
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G. Extensions.
You may use any extra time to investigate themes and data that were not described here.
1. Develop a question of your own. Select the correct themes and features to demonstrate an idea or topic. Downlod the data from the http://www.grida.no/arctic.htm site to build a map.
Print out your map and a paragraph describing what your map shows and what you have learned.
2. Look at other maps and graphics available on the world wide web at the United Nations web site here www.grida.no. How can maps help scientists research their questions about a region?
3. read more about arctic issues and information here -- http://www.grida.no/arctic.htm
to learn more about the Arctic and Antarctic regions click here http://tea.rice.edu
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