Participating in Project Ice at Oregon State University -A Paleoclimatology Journey
- stephanieerickson7
- Jul 17
- 5 min read
Participating in Project Ice through the American Meteorological Society at Oregon State University has been an exciting and informative journey. Project Ice is a National Science Foundation (NSF) funded program in partnership with the Americal Meteorological Society, Oregon State University, PennWest University and Center for the Oldest Ice Exploration (COLDEX). As an educator passionate about paleoclimatology, this initiative drew me in with its goal of connecting ongoing research with effective teaching methods. This project has deepened my understanding of climate science while allowing me to create dynamic lesson plans that significantly enhance my students' learning experiences.
One of the main goals of Project Ice is to inspire collaboration between scientists and educators. This partnership makes advanced research more relatable and accessible in the classroom. Engaging with real scientific findings has not only broadened my knowledge but also allowed me to connect topics like climate change and ice core studies to students in a meaningful way.
Understanding Paleoclimatology
Paleoclimatology is the study of Earth's past climates that predates meteorological instruments. The science provides critical insights into how our planet's climate has evolved over time. The understanding of a changing climate is not new and dates back to ancient Egypt and Mesopotamia where periods of droughts and floods are documented in writings. Robert Hooke in 1663 +/- a few years, hypothesized that the fossils of giant turtles found in Dorset England could only indicate that the climate of England was warmer in the past. ("Lectures and Discourses of Earthquakes and subterraneous Eruptions. Explicating the Cause of the Rugged and Uneven Face of the Earth; And What Reasons may be given for the frequent findings of Shells and other Sea and land Petrified Substances, scattered over the whole Terrestrial Superficies." Robert Hooke 1667-1668)
Eunice Foote began experiments on what we now call the Greenhouse Effect in 1856. However, it wasn't until the mid-20th century that paleoclimatology became its own scientific discipline.
Paleoclimatology examines the components of proxy data such as ice cores, tree rings, and sediment layers. Scientists use this data to piece together a picture of historical climate conditions. This perspective is essential for understanding our current climate crisis and predicting future scenarios. For example, data from ice cores, such as those taken from Greenland, show significant shifts in temperature and atmospheric composition over the past 800,000 years. Understanding these changes helps us contextualize the rapid warming we observe today, which has increased by over 1.2 degrees Celsius since the late 19th century.
In educational settings, paleoclimatology serves as an engaging framework to teach students about Earth science, chemistry, and environmental change and how many of those changes lead to biological changes. Earth systems are so interconnected. Developing lesson plans that effectively convey these concepts is crucial.
The Role of Project Ice
The Project Ice program highlights the significance of translating scientific data into educational resources. As a participant, I interacted with experts and fellow educators who shared their findings and methodologies, which enabled us to design lesson plans that draw directly from real research.
Through hands-on workshops, field experiences, and collaborative projects, I learned how to effectively utilize scientific data in the classroom. This experience has not only boosted my content knowledge but also enhanced my ability to guide students in critical thinking and data analysis. One of the most impactful activities for me was an oxygen isotope game. The concept of heavy and light water and oxygen isotopes is a difficult concept for my students and this hands-on activity of moving the oxygen isotopes through the water cycle (similar to the carbon cycle and nitrogen cycle games we all know and love) will be a great addition to my class activities to drive home the concept before we drawn the model in our notes.
By focusing on the methodologies and findings derived from ice core analysis, I learned additional methods of presenting complex information in a straightforward way for my students. This approach is vital as it nurtures their interest and understanding of climate-related concepts.
Developing Lesson Plans
As part of the Project Ice curriculum, we had time in groups to create lesson plans and activities we could bring back to our classrooms. Our six groups created activities on proxy data, the carbon cycle, ice core analysis, arctic/Antarctic geography, and feedback loops/GHG's. While there are parts of everyone's work that I will be able to incorporate into my lessons, it was the proxy data stations activities and resources that I was most inspired by. When I currently talk about types of proxy data, it's generally as an overview lecture of the various types in the middle of my Year without Summer unit. Creating stations for the various proxy data is a fantastic method for students to gather data on the various types of proxies. From the shared resources, I am 3D printing pollen and foraminifera models for a station's activity, gathering graphs of various proxy data, and adding YouTube videos to station cards. After a Foram workshop at NSTA New Orleans in the fall I was trying to fit a foraminifera activity into my lessons, now I know where it will fit...Proxy Data Stations! Stay tuned for that resource once I am finished formatting.
As I digest all that I learned and experienced at Oregon State University as part of Project Ice, I find I am infused with motivation to continue the work and learning from the program. I work a few hours each day to update existing lesson plans, tweak my scope and sequence and develop new student activities from what I learned and absorbed. My notebook is filled with ideas and rough drafts of lesson activities for both in classroom learning as well as for additional experiential programs I can bring to students. Activities I have put on the back burner for years are being infused with new resources for the 2025-2026 year.
Resources for Educators
For fellow educators eager to incorporate paleoclimatology into their teaching, here are some valuable resources:
AMS Project Ice Website: This site offers access to a wealth of educational materials and updates about the experience.
National Snow and Ice Data Center (NSIDC): This organization provides valuable data and resources related to ice research.
Antarctic Glaciers: This site is an educational and science communication website covering glaciers, ice sheets, climate change and more.
Center for Oldest Ice Exploration (COLDEX): This program a multi-institution collaboration to explore Antarctica for the oldest possible polar ice samples and analyze those samples to understand the evolution and future of Earth’s climate system.
Networking with other educators involved in similar projects is extremely beneficial. Sharing strategies and insights leads to more effective lesson planning and richer educational experiences.
Final Thoughts
My journey with Project Ice at Oregon State has profoundly influenced my approach to teaching paleoclimatology. Establishing a strong connection between scientific research and educational practices is vital for deepening students’ understanding of climate history.
Through thoughtful lesson planning that integrates real data, I can inspire students not only to learn but also to engage meaningfully with pressing climate issues.
As educators, we hold a crucial role in shaping the next generation’s understanding of science and the environment. I encourage my fellow teachers to seek out similar initiatives that bridge education with scientific research, enriching the learning experience for everyone involved.
Together, let’s craft engaging lesson plans that build curiosity and responsibility, ensuring students are prepared to face the challenges of the future.
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