1. Across the Arctic, Teachers Experience Field Research Janet Warburton Arctic Research Consortium of the U.S. Steve Marshall King’s Fork High School Dennis Darby Old Dominion University

2. Presentation Outline  What is ARCUS?  What is TREC?  Components of TREC  Why TREC?  What is ARCUS?  What is TREC?  Components of TREC  Why TREC?

3. What is ARCUS? http://www.arcus.org Advancing understanding of the Arctic and sharing knowledge through planning, coordination, and outreach.

4. What is TREC? A professional development experience for K-12 teachers in which they participate in Arctic research by being paired with researchers.

5. Main Components of TREC  Arctic Field Research Experience  Classroom & Public Connections  Professional Development  Ongoing Support Network  Arctic Field Research Experience  Classroom & Public Connections  Professional Development  Ongoing Support Network

6. Arctic Field Research In two years:  18 teachers  15 Arctic sites  1 Antarctica site  18 live events  2830 website posts In two years:  18 teachers  15 Arctic sites  1 Antarctica site  18 live events  2830 website posts 2004-2005 Expeditions

7. Arctic Field Research  The Arctic is a dynamic laboratory  Research locations - all across the Arctic  Cutting-edge science  Inquiry-based learning  The Arctic is a dynamic laboratory  Research locations - all across the Arctic  Cutting-edge science  Inquiry-based learning

8. Classroom & Public Connections  TREC website, online journaling, photo gallery, live calls and presentations from the field connect teachers & researchers with classrooms and the broader public

9. Professional Development  Subject matter -- teachers immersed in scientific content through integration into arctic research  Pedagogical practices -- teachers and researchers working to bring science into classroom  Professional and teaching standards -- online “reflection tool” in development, focuses on meeting standards  Subject matter -- teachers immersed in scientific content through integration into arctic research  Pedagogical practices -- teachers and researchers working to bring science into classroom  Professional and teaching standards -- online “reflection tool” in development, focuses on meeting standards

10. Sustained Community & Support  Post-field calls & webinars  e-mail listserv  CARE Network  Sharing curriculum & resources  Ongoing collaborations  Post-field calls & webinars  e-mail listserv  CARE Network  Sharing curriculum & resources  Ongoing collaborations

11. What TREC Means… For the Researcher:  An outlet for reaching the public  An extra “hand” in the field  Real connections to the education community and classrooms  A view of public education  A chance to share their personal enthusiasm and passion, for the job, science,and the arctic For the Researcher:  An outlet for reaching the public  An extra “hand” in the field  Real connections to the education community and classrooms  A view of public education  A chance to share their personal enthusiasm and passion, for the job, science,and the arctic

12. What TREC Means… For Students and the Public  Conveys the research experience to a broad audience  Real-Time interactions with researchers and the teacher  Real Science - not “Science-Fiction”  We aren’t in Kansas Anymore! Global connections For Students and the Public  Conveys the research experience to a broad audience  Real-Time interactions with researchers and the teacher  Real Science - not “Science-Fiction”  We aren’t in Kansas Anymore! Global connections

13. What TREC Means for Teachers…  Professional Development  First-hand “Real Science” Experiences  Bringing it to the Classrooms  Professional Development  First-hand “Real Science” Experiences  Bringing it to the Classrooms

14. Professional Development  Working with researchers  Working with teachers  Staff-development Days  Working with researchers  Working with teachers  Staff-development Days

15. First-hand “Real Science” Experiences  Motivates and excites the teacher  Motivates and excites the student  Motivates and excites the teacher  Motivates and excites the student

16. But most importantly….  Bringing science to the classroom, and making it “real”  Students get really excited when they learn they’re working with “real” research and samples from unusual places. Here are some of the results…  Bringing science to the classroom, and making it “real”  Students get really excited when they learn they’re working with “real” research and samples from unusual places. Here are some of the results…

17. SCIENCE…. …We get messy with it.

18. SCIENCE…. …We get accurate with it.

19. SCIENCE…. …We get serious with it. Notice the parka-like coat for the full arctic experience!!

20. SCIENCE…. …We LOVE it!!

21. More questions? Contact Janet Warburton warburton@arcus.org 907-474-1600 DEADLINES For 2006 TREC! Teacher Applications Due December 9. Researcher Submission of Interest Forms Due December 19.warburton@arcus.org More questions? Contact Janet Warburton warburton@arcus.org 907-474-1600 DEADLINES For 2006 TREC! Teacher Applications Due December 9. Researcher Submission of Interest Forms Due December 19.warburton@arcus.org Thank You! Visit http://www.arcus.org/trec