Climate scientists are leaving few stones unturned as they look for ways to offset global warming, including geoengineering–the deliberate modification of the environment on a large scale. One widely discussed geoengineering idea for cooling the planet has recently been judged to have some potentially harmful side effects.  

The idea was to regularly inject large amounts of sun-blocking sulfate particles into the stratosphere. The goal would be to cool earth’s surface, much as sulfur particles from major volcanic eruptions in the past have resulted in reduced surface temperatures.

Simone Tilmes of the National Center for Atmospheric Research and a team of researchers looked at the potential impact on ozone over the poles. They found that artificial injections of sulfates would destroy much of the ozone layer about the Arctic and would also delay the expected recovery of the ozone hole over the Antarctic by about 30 to 70 years.

To determine the relationship between sulfates and ozone loss, the researchers used a combination of measurements and computer simulations. They then estimated future ozone loss by looking at two geoengineering schemes–one that would use volcanic-sized sulfates and a second that would use much smaller injections.

Tilmes and others caution that the actual impacts on ozone could be somewhat different than estimated if atmospheric changes led to unusually warm or cold polar winters. They also warn that a geoengineering project could lead to even more severe ozone loss if a major volcanic eruption took place at the same time.

The northern lights over Kulusuk, a small island on the east coast of Greenland. Photo courtesy of Nick Russill and subject to a Creative Commons license.

Want to learn more about the northern and southern lights - the aurora? Look to Issue 3 of Beyond Penguins and Polar Bears - Polar Patterns, Day, Night, and Seasons!

In this issue:

Read about a researcher who overwintered at Byrd Station in Antarctica to observe the Aurora australis.

Learn why the aurora happens and discover web sites to develop your personal content knowledge.

Print nonfiction books about the aurora for students to read - or have them read and listen online!

Plan art and poetry activities about this beautiful phenomenon.

Of course, there’s much more to be explored. Take a look at Issue 3 of Beyond Penguins and Polar Bears today!

A new month brings a new issue of the Beyond Penguins and Polar Bears cyberzine! The online magazine is written for elementary teachers to help develop their content knowledge of the polar regions and use best practices in integrating science and literacy instruction. Our second issue is called “Polar Patterns: Day, Night, and Seasons” and provides content knowledge, lessons, and activities about patterns found in day and night and seasons within the context of the polar regions. Read about a scientist from The Ohio State University who studied the aurora and learn why these beautiful displays happen. Help your students with the challenging concept of cause and effect relationships and integrate art projects into your science and literacy activities. As usual, we feature a virtual bookshelf and expository articles (available in text, foldable book, and electronic book formats). Of course, there’s much more to learn and explore! Visit the cyberzine home page and select Polar Patterns: Day, Night, and Seasons - Issue 3, May 2008 to begin exploring.

Each month’s issue will be organized around a theme that reflects common science topics in the elementary curriculum. Coming next in June is an issue that examines polar weather and climate. But don’t worry - you’ll still be able to access all content from the previous issues!

As always, we’d appreciate feedback and comments. Post a comment to the blog, or use the contact information found in the magazine to tell us what you think.Enjoy the third issue of Beyond Penguins and Polar Bears, and share the site with your students and colleagues!

News from the polar regions in April 2008 included research into pollution’s role in Arctic climate change, documentation of a massive and rapid drainingof a glacial lake in Greenland, and surprising results from the summer Antarctic field season. Missed these stories the first time? Read on!

Indigenous people, who have the smallest ecological footprint on Earth, suffer most from both climate change and international mitigation measures. That’s the report from an April 3 United Nations University (UNU) meeting in Darwin, Australia. Negative impacts of climate change on indigenous populations worldwide include increase in diseases such as cholera, malaria, and dengue fever, disruption in subsistence agriculture and hunting and gathering livelihoods, and coastal and riverbank erosion in the Arctic (caused by stronger waves, thawing permafrost, and melting glaciers, and sea ice). Additionally, the indigenous people point to human rights violations, displacements, and conflicts due to seizure of ancestral lands and forests for renewable energy projects, carbon sinks, and biofuel plantations. In one specific case, indigenous people were forcibly removed from their land so that trees could be planted to offset carbon emissions due to air travel. According to A.H. Zaki, director of the UNU’s Institute of Advanced Studies:“There are at least 370 million indigenous people throughout the world living relatively neutral or even carbon negative life styles. While not a large number when compared to the world population of 6 billion, it does have a substantial impact in lowering emissions. Compare this to the impact of the United States, with a population of 300 million – only 4 percent of the world’s population – but responsible for about 25 percent of world greenhouse gas emissions.”

An interesting consideration: how our efforts to go “green” affect these populations.

Sea ice in the Arctic is melting – and faster than predicted. The extent of summer sea ice has decreased by almost 40 percent as compared to the 1979-2000 average. Ice is also thinning, with old, multiyear ice being replaced by thinner, annual ice. But why is this happening? Some 35 National Oceanic and Atmospheric Administration (NOAA) researchers are collaborating with government and university colleagues to study pollutants from industry, transportation, and biomass burning. The trace gases and airborne particles emitted from these processes form an “Arctic haze” each winter and spring – a suspect in the increased warming and melting. The Aerosol, Radiation, and Cloud Processes affecting Arctic Climate Change (ARCPAC) project will use almost 30 airborne sensors to monitor the atmosphere as sunlight warms the area and the haze forms.

In a related project, Arctic Research of the Composition of the Troposphere from Aircraft and Satellites (ARCTAS), NASA researchers will use similar technology to investigate the chemistry of the Arctic’s lower atmosphere. Additionally, a German researcher from the Potsdam Research Unit of the Alfred-Wegner-Institute for Polar and Marine Research spent seven months on a drifting ice floe in the Arctic. During this time (winter in the Arctic), he gained observational data and used tethered balloons and balloon-borne sensors to gather data. Data from these and other projects will shed a clearer light on how pollution contributes to climate changes in the Arctic and will improve climate-change models.

Despite missing an Endangered Species Act deadline by more than three months, the U.S. Fish and Wildlife Service has not issued a final decision about whether or not to list the polar bear as a threatened species. In an early April hearing on Capitol Hill, the National Wildlife Federation urged immediate action. The delay in a final decision has been suspected to be linked to the February sale of oil and gas leases in the Chukchi Sea, part of the polar bear’s natural habitat.

Ice shelves are showing the strain of climate change at both poles. Canadian researchers have discovered that the Ward Hunt ice shelf, the largest ice shelf in the Northern Hemisphere, has fractured into three pieces. The new, 18 kilometer-long network of cracks joins a large fracture discovered in 2002. First indication of the cracks came from Radarsat satellite images in February, and Canadian Rangers confirmed the findings in early April. These new fractures raise the concern that the remaining ice shelf will disintegrate during the next few years.

In Antarctica, the end of March brought the disintegration of a large part of the Wilkins Ice Shelf, the latest indication of the impact of climate change on Antarctica.

Researchers from the Woods Hole Oceanographic Institution and the University of Washington have documented the complete draining of a 5.6 square kilometers (2.2 square miles) glacial lake that held 11.6-billion gallons of water – in a 24-hour period. The lake, located atop Greenland’s ice sheet and formed by summer surface melting, drained from the top of the Greenland ice sheet to its base. Most of the water drained in a 90-minute period, approximating Niagara Falls in speed. The pressure of the water from the lake had split the ice from top to bottom, allowing the water to drain to the bedrock beneath the ice sheet. The movement of the water to the base of the ice sheet provided more lubrication and doubled its speed. While this surface melt was significant for its first documentation of a glacial “plumbing” system and remarkable for its magnitude, researchers also found that surface melt does not play a significant role in the speed and rate of calving of the outlet glaciers, which extend to the ocean and have more immediate potential to cause sea level rise.

The head of China’s Antarctic expedition team announced that an expedition beginning in November will start to construct a new research station on Dome A, the highest point on the continent at 4,093 meters above sea level. From this station, researchers will attempt to sample ice cores dating from 1.2 million years ago, study geologic evolution, astronomy, and global climate change.

Researchers from the first Polarstern expedition deployed autonomous observing stations, either moored to the seafloor or drifting freely. These stations will collect data about the Southern Ocean and will be used to determine if this past summer’s colder temperatures and sea ice maximum, is part of a trend or just an anomaly. Satellite images from Antarctica show the largest summer sea-ice extent on record, which contrasts with the ever shrinking sea-ice of the Arctic.

Two female high-school graduates made news for building an autonomous, camera-equipped rover that successfully completed approximately 10 dives in the Southern Ocean during the 2008 Antarctic research season. The women first began work with graduate students in Dr. Gretchen Hofmann’s lab at the University of California, Santa Barbara after competing in remotely operated vehicle design competition.Know of another significant news story from April that you’d like to share? Reactions to another of the stories discussed here? Post a comment – we’d love to hear from you!

The jet streams in both hemispheres have risen in altitude and shifted toward the poles over the past two decades. The movement can have significant impact on weather around the globe if it continues, according to research published in the April 18 Geophysical Research Letters.

While the jet streams twist and turn as they move across the sky, they do have an average position and strength. It was these averages that researchers from the Carnegie Institution’s Department of Global Ecology studied. Their findings are in line with other signals of global warming found in other studies. From observation-based data (from weather balloons, satellites, surface instruments and other sources) the Carnegie researchers report streams in the northern hemisphere are shifting toward the North Pole about 12 miles per decade.

 The results could be a northward shift for storm paths in North America and more powerful and more frequent hurricanes. “The jet streams are the driving factor for weather in half of the globe,” says Cristina Archer, co-author of the research. “So, as you can imagine, changes in the jets have the potential to affect large populations and major climate systems.” Her co-author, Ken Caldeira, adds, “At this point we can’t say for sure that this is the result of global warming, but I think it is. I would bet that the trend in the jet streams’ positions will continue. It is something I’d put my money on.”

Meet Pierre 

A recent news article profiled Pierre, a 25 year-old African penguin at the Academy of Sciences. Biologists became concerned when Pierre, who was going bald, refused to swim in the penguin tank and shivered on the sidelines instead. Unlike polar bears, seals, and other marine mammals, penguins do not have an insulating layer of blubber but instead rely on their waterproof feathers for temperature regulation. Without some of his feathers, Pierre was one chilly little penguin.

After trying a heat lamp, a senior aquatic biologist wondered if a wetsuit could help Pierre enjoy the water as it does for humans. A local dive supply shop agreed to create a special Velcro-fastening suit just for Pierre. After several fittings, Pierre was given his suit - and scientists noticed a difference. In six weeks he gained weight, grown back some feathers, and became more active. Biologists aren’t sure whether the suit allowed for the regrowth, but agree that it did make him more comfortable during that period of time.  They are weaning Pierre off the wet suit as his feathers grow back.

Connecting Pierre’s Story to Science Class

The lighthearted story of Pierre is attention getting for students and teachers, but can also be used as a springboard for serious science lessons. First, the story can be used to introduce the variety of penguin species - 17 in all - found across the Southern Hemisphere. An African (”jackass”) penguin, Pierre’s species is accustomed to the temperate climate of Southern Africa, not the cold waters and ice of Antarctica. In a previous post, we discussed the variety of penguin species and provided links to interdisciplinary units that introduce penguin species and their adaptations to students.

This story also provides an opportunity to explore the properties of heat transfer and insulation at an elementary level: animals’ adaptations to their environments. These types of activities and lessons target the National Science Education Standards Physical Science content standard for K-4 and 5-8 as well as the Life Science content standard for K-4 and 5-8.(Read the entire National Science Education Standards online for free or register to download the free PDF. The content standards are found in Chapter 6.)

Students should begin by learning about the structure of bird feathers, especially down feathers. Penguin down feathers have a velcro-like structure that allows them to stick together, creating an effective insulator. Students can examine commercially available down feathers with a hand lends to observe the barbs and barbules that create this velcro-like structure. They can also compare and contrast Velcro and down feathers using a microscope.Next, students can investigate the insulating property of down feathers. Older students could compare and contrast the insulating properties of blubber (found in marine mammals) and feathers (for birds such as penguins) and discuss how two different features serve a similar purpose in these groups of animals.

Finally, older students can discuss this story and how humans (and technology) impact animals in the lab and in nature. The biologists in this story said that the other penguins were accepting of Pierre and his wetsuit, but would that be different in the wild? Could there have been negative consquences from wearing the wetsuit? What are the responsibilities of scientists in observing and caring for animals in the lab? Should they treat these animals differently than those in the wild?

Integrating Literacy

Pierre’s story also provides opportunities for literacy integration - from researching penguin species to writing expository articles. We’ve listed a few suggestions to be used in conjunction with the science lessons suggested above.

Create a penguin book to record facts and draw pictures.

Research a penguin species and present information as a report, abc book, or presentation.

Read informational text about penguins or their feathers.

Write an expository article answering the question, How do penguins stay warm?

Write a persuasive letter explaining scientists’ responsibility for animals in the lab and in nature.

Sharing high quality trade books and children’s literature is also a wonderful way to incorporate literacy. We’ve suggested a few of our favorites here. Your media specialist or local librarian may be able to suggest other titles, or you may have your own favorites.

The Emperor Lays an Egg. Brenda Z. Guiberson. 2001. Picture book. Recommended ages: Grades K-2.

Penguins and Their Chicks. Margaret Hall. 2004. Nonfiction book. Recommended ages: Grades K-2.

A Mother’s Journey. Sandra Markle.  2005. Picture book. Recommended ages: Grades K-5.

Penguins. Seymour Simon. 2007. Nonfiction book. Recommended ages: Grades 3-5.

Back to You

What about you? Do you have a favorite penguin resource, lesson plan, or book that you’d like to share? Have you used Pierre’s story as a springboard for science? Please post a comment to this blog with suggestions, tips, or comments.

And of course, please check back each week for our newest post, download the RSS feed for this blog, or request email notification when new content is posted (see right navigation bar).

Until next time, stay cool with this hot topic!

There’s evidence of global warming in the Arctic region aplenty, and now you can add evidence that illegal, unreported, and unregulated fishing there has become an international criminal activity.

A report, Illegal Fishing in Arctic Waters, from the World Wildlife Fund (WWF) shows that cod valued at $350 million was illegally caught in the Barents Sea in 2005. “Illegal landings” of Alaska pollock in the Sea of Okhotsk, in the Russian Far East, are estimated to reach a value of more than $70 million annually.

The Arctic waters are home to the most productive fisheries in the world as well the most outstanding marine ecosystems. Together, Alaska pollock and the Barents Sea cod account for 20 to 25 percent of the global catch of whitefish, in demand throughout the world. (Kids’ favorite fish sticks as well as the filets in fish and chips are made from whitefish.) The combination of global warming and unregulated, illegal fishing poses a threat to marine life—from plankton to polar bears.

“Illegal fishing in the Arctic is a serious transnational crime crossing European, African, Asian and American borders,” said Neil Hamilton, director of WWF International’s Arctic Programme. “Cheats are putting short-term profits ahead of the long-term survival of Arctic fisheries.”

The report also examines fishing practices, changes within the industry, the effects of globalization, and existing fishing and control regimes to provide a complete picture of the problem and the roles that policymakers, the seafood industry, and retailers can play in helping to solve it. The report concludes with a list of specific recommendations. For example, consumers can ask for information about the origin of seafood on menus and on store shelves and let others know of alternatives to seafood favorites that are targets of illegal fishing.

During one week in May, students around the world will be gathering data that shows how proximity to the equator affects average daily temperature and hours of sunlight. In an Internet-based project called The Global Sun Temperature Project, students will determine their latitude and longitude coordinates, measure and record temperature and minutes of daylight, calculate averages, plot and analyze data, draw conclusions based on raw data, and share their results. Students will also have the opportunity to interact with other students from around the world and study their geographic location, environment, and culture.

Instructions for participation, lesson plans, and resources for all grade levels are available at the site. The project is designed for upper elementary, middle school and high school students. There is no fee to participate, but schools are asked to register. Registration closes May 9. Data collection takes place during the week of May 12-16. Optional geography and language arts activities are provided for use before the data collection begins. The project ends in mid-June.

The project is sponsored by the Center for Innovation in Engineering and Science Education (CIESE), Stevens Institute of Technology in Hoboken, New Jersey. CIESE offers a number of interdisciplinary, collaborative projects that teachers throughout the world can use to enhance their curriculum through use of real-time data from the Internet.

Three of the Web Seminars scheduled by the National Science Teachers Association in May will offer teachers at all grade levels an opportunity to enrich their teaching about the polar regions. Each seminar is presented at 6:30 p.m. on its scheduled date and lasts for 90 minutes. Participation is free.

Presenters for the two-part seminars on May 1 and May 22, titled Polar Science, Global Discoveries: IPY Research Update for Teachers are scientists and education specialists from the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), and NASA. They will discuss and answer questions about how polar regions interact with earth’s climate system and the implications of climate change in the polar regions. They will also provide information regarding web sites that students can use in the classroom.

These two seminars are designed for teachers of grades 5–12. Each is a stand-alone program. Find registration information full details at http://learningcenter.nsta.org/products/SeminarRegistration.aspx

On May 27, writers from Beyond Penguins and Polar Bears magazine will explore how teaching about the polar regions can become a part of science and literacy instruction in elementary schools. You will be able to talk with Jessica Fries-Gaither, a resource specialist with the Ohio State University and Carol Landis, education coordinator for the Byrd Polar Research Center about teaching strategies and resources.

Please plan to register for this free seminar, Beyond Penguins and Polar Bears Series: Integrating Science and Literacy for the K-5 Classroom, Seminar 1: Polar Geography  and learn more about this new magazine.

On April 17, the RSV Aurora Australis docked in Hobart, Australia, with what the chief scientist aboard called “a remarkable data set of observations from the Southern Ocean, covering a wide range of physical, chemical and biological variables.”

A team of scientists had spent the past four weeks on the research and supply vessel measuring ocean currents between Australia and Antarctica. They were looking for signs that the ocean currents are changing.

Steve Rintoul, with the Antarctic Climate & Ecosystems Cooperative Research Centre (ACECRC), says the Southern Ocean is the only place on earth where water is exchanged among all the major oceans. The largest current in the world circles Antarctica and has been referred to as the “flywheel of global ocean circulation.” By connecting the ocean basins, this current influences climate and ocean circulation patterns over much of the globe.

The Southern Ocean has also been called “a brake on climate change” because it absorbs a large amount of the carbon dioxide emitted by industry, power stations, and vehicles. The brake may be losing its power if the ocean becomes less efficient at soaking up carbon dioxide.

Now back on land, the scientists will be sorting out what the data tells them about the current state of the currents around Antarctica. From this they may be able to make some predictions about the impact on climate change.