Permafrost

This is a project from Mount Royal University, Calgary, Alberta.

This is a guide for teachers. The module has been split into 4 parts – an introduction, delving further into ‘what is permafrost’, a fieldtrip, and a debrief upon returning from the fieldtrip. Elements of this module include group work, research, becoming familiar with maps, and gathering and interpreting data.

It was created especially for a Grade 3 class in East Three Elementary School, Inuvik, though can be adapted for use in other permafrost areas. The idea is to create a pool of data that following years can use to start building a database and expand their knowledge base. There is also the opportunity to involve some older students to gather some of the more high-level data. We would also like to link some classes up from different regions to be able to share their findings with one another, compare and contrast the areas they live in, and learn more about the different areas of Canada.

Please note that any specific resources and contacts mentioned in this guide would only be appropriate for schools based in and around Inuvik i.e. the Mackenzie Delta and Beaufort Delta regions.

Though the Community Science Liaison team won’t always be able to visit your school, we are happy to arrange an online session to explain the work in further detail and go over anything that needs clarifying.

It is officially being trialled as of January 2025 in East Three Elementary School in Inuvik, Northwest Territories.

The Permafrost Module seeks to engage students and work towards answering the following questions:

1. What can geology tell me about the place I live in?.
2. What is permafrost?
3. What does it mean to live in a permafrost environment?

These place- and curriculum-based activities engage students by getting them out on the land, an important connection for the Indigenous communities across the Mackenzie Delta. The data can be used by scientists, while creating opportunities for schools to compare their results across permafrost regions, especially essential with today’s changing climate. These schools could also present their results to their southern counterparts to educate about permafrost and the impacts of climate change. This is particularly important in Canada where many Canadians do not get the opportunity to visit the Northern Territories. One of the expected outcomes is for students to develop their own pride of place while illustrating the uniqueness of where they live. 

1. Empower students through citizen science and prevent the development of science/math anxieties
2. Connect students with scientists who bring passion to their field and can be role models and mentors, creating strong communities between post-secondary education, K-12 education, and families
3. Encourage students to pursue STEM in their futures (Science, Technology, Engineering, and Mathematics)
4. Get children outdoors and involved in environmental stewardship
5. Engage students within the Albertan / British Columbian science and social studies curriculums