This is the main component of the EDU-ARCTIC program. Transmissions from polar stations, will be provided for schools. Additionally, to raise the attractiveness and diversity of scientific subjects, some special transmissions with selected experts in polar research and Earth sciences will be provided by other institutions: special transmissions from UVSQ’s climatology and environmental science research laboratories in France and IGF PAS in Poland.

Online lessons will be dealing with the following disciplines and research topics: environmental sciences, geophysics (seismology, Earth magnetism), geology, geomorphology, climatology, climate change, atmospheric chemistry and physics, hydrology, ecology, soil science, oceanography, microbiology, marine, biology, biodiversity, paleoecology, limnology and additionally anthropology, the sociology of Arctic regions, human biology and medicine, genetics, zoology, biology and to some extent socio-humanities.

Exemplary groups of topics that will be presented include:

1. Genetics of the Brown bear population
2. Climate change - phenology and carbon cycling
3. Invasive species – the example of fish (Vendice) in freshwaters and King Crab in the Barents sea
4. Meteorology beyond the Arctic Circle
5. Glacial processes and landforms
6. Destructive and elevating activities of glaciers
7. Hibernating bears and climate change
8. Spitsbergen’s means of transport
9. Permafrost
10. The Polish home near the North Pole – what do Poles do in the Arctic?
11. Spitsbergen’s fauna
12. The Polar bear – King of the Arctic
13. Seismology and Earth magnetism beyond the Arctic Circle
14. Cyclones in the North Atlantic
15. Active erosional landforms
16. Land use and grazing by domestic animals
17. Basaltic landscapes and what they teach us about plate tectonics
18. Atmospheric-stratospheric dynamics over the Arctic: the MIMOSA model
19. The Arctic ozone hole
20. Reindeer herding and climate change
21. Greenlandic society and climate change
22. Accumulation of mercury, other heavy metals and organic pollutants in the Arctic.
23. A series of practical webinars on various simple and educational school experiments etc.
24. Wildlife monitoring, the big predators in the North/in the Arctic. Underlying theory, why is this important.
25. Genetic non-invasive monitoring of big predators: results worldwide, what does it say in practice, landscape ecology.
26. Invasive pest species and relations to climate change – the example of birch moths
27. Adaptation by animals to life in the Arctic; physiology, evolution, from insects to mammals, plant physiology and phenology, comparison of central and northern European species
28. Behaviour of wildlife in the Arctic; migration, annual flyways of birds, reindeer wandering

and more

Transmissions will be interactive. Scientists will involve pupils actively by encouraging them to ask questions and to perform given assignments. It is crucial that pupils become active players in the process of learning. Pupils and teachers will have the possibility to take part virtually in experiments and measurements conducted at stations. They will be asked to put forth a hypothesis concerning the experiment or phenomena discussed with a scientist. It will help them to develop skills of analytical and logical thinking and the use of research methods to solve problems. 

They will also perform their own experiments on the basis of suggestions from scientists. This will increase the attractiveness of such lessons. Hands-on activities are considered one of the most effective and powerful ways of learning. During online lessons they could also ask about different phenomena which occur in the Arctic. They will become familiar with scientific career opportunities, as well as everyday activities of researchers and their curriculum. It will be a new experience for them and an opportunity to detach themselves regularly from school routine. They will also gain access to the newest scientific discoveries and reports. Transmission will help them to better understand scientific messages, a useful skill in everyday life. But they will also familiarize themselves with scientific language used in research publications, a crucial skill for their prospective career in science.

We hope we encourage you to participate.

What to do next?

1. Register on portal
2. Enrol for an online lesson
3. Make sure your pupils are ready for a wonderful, educational, virtual journey

How can you access an online lesson you have enrolled?

Once you have enrolled for any one online lesson you should see a message posted to you below containing confirmation info including a link ready to be used. Once you follow that link, you will be redirected to the virtual classroom just before the lesson. Please check that prior to the time given in Online lesson details. You may have to perform some very easy technical settings in order to fully participate. Do not worry. The message will guide you through all the stages.

PLEASE NOTE:

• you may be enrolled for up to 5 online lessons at the same time. This means, if you've enrolled for 5 lessons and want to enrol for another one, you may either unenrol from at least 1 lesson or wait until at least one of them is completed.
• all teachers may participate in English lessons without limitations; sometimes lessons in other, national languages will be organized. If you enrol for such lesson which is not provided in your native language, you will be enlisted on stand-by list automatically. You will be able to participate of there are available places,and you will receive a link about 15 minutes before the lesson. If you wish to participate in lesson given in language other than English and your native language, but for example in language taught at your school, please contact us individually.

See you on an online lesson!