Unit Resource
The Slow Poisoning of the Arctic:
A case study in bioaccumulation and pollution
dispersal
Author:
Ms. Robin Peterman, B.Ed., B.A.S.
Spring 2008
The Issue:
The Slow Poisoning of the Arctic
“There is no us and them. We are all globally interconnected.”
– Lisa (Diz) Glithero, Environmental Educator, Founder and Director EYES Project
Recently, scientists have uncovered what is now considered one of the greatest environmental
paradoxes of our time. Years ago, when researchers ventured out to find the most toxic people on
the planet, they expected to find them living in industrialized countries adorned with factories and
power plants. To their surprise, researchers found the most toxic people on the planet living in the
frozen Arctic. Contaminants from industrialized countries are brought there by strong winds, ocean
currents and rivers, and once there, they build up in the food chain – a process called
bioaccumulation. Some scientists have proposed that contaminants travel via the ‘grasshopper
effect’. This process begins when contaminants evaporate into the air with warmer temperatures,
travel northward with strong winds, and finally condense in colder temperatures. This process ends
when the contaminants get ‘trapped’ in the frozen Arctic. Toxins can also travel very quickly, from
Europe to Alaska in just a couple of weeks.
The Arctic wildlife is of course a major concern. However, the Arctic’s human hunters are
especially at risk. The Inuit traditional diet consists mainly of seal meat, beluga blubber and walrus.
Sadly, due to the slow poisoning of the Arctic, these primary food sources have become part poison.
And so, the traditional diet of the Inuit that is rich in nutritious fatty acids and has protected them from
cancer and heart disease for many years, has also made babies more vulnerable to infectious
diseases and can potentially damage fetal brain development. It has also been discovered that
women living in the Arctic have the most toxic breast milk in the world as a result of eating a very
traditional diet.
There is great debate in Canada over how to protect the health of its aboriginal people without
asking them to sacrifice their culture. Clearly, this is one environmental issue with many
interdisciplinary themes woven throughout, including; human rights, culture, health, sociology, politics
and geography.
Key Questions
What can we do in our country to reduce environmental pollution?
What is bio-accumulation and how does it work?
What is bio-magnification?
How do contaminants travel?
What are persistent organic pollutants (POP’s)? Why are they so harmful?
How does pollution affect human health?
What is Canada’s role in the protection of its indigenous people?
What precautionary actions can indigenous people take to protect their health without having
to sacrifice their culture?
How are different species affected by contaminants?
Where is the Arctic geographically located and why is it susceptible to contaminant
accumulation?
Relevant Subjects, Courses & Strands
Subject
Course
Strand
Science
Science
Science
Science
Biology
Science
Ecosystems and Human Activity
The Sustainability of Ecosystems
Human impact on the environment
The Immune System and Human Health
Environmental Science
Alternatives and Global Impact
Chemistry
Grade 10 Applied (SNC 2P)
Grade 10 Academic (SNC 2D)
Grade 11 Workplace (SNC 3E)
Grade 11 Workplace (SNC 3E)
Grade 11 College (SBI 3C)
Grade 12 University/College
(SNC4M)
Grade 12 College (SCH 4C)
Alternatives and Global Impact
Subject
Course
Strand
Geography
Geography
Geography
Grade 9 Academic (CGC 1D)
Grade 9 Academic (CGC 1D)
Grade 9 Academic (CGC 1D)
Human-Environment Interactions
Global Connections
World Geography: Human Patterns and
Interactions
Subject
Course
Strand
Social Science
Food & Nutrition (HFN10/20)
Social Science
Food & Nutrition Sciences
(HFA4M)
Issues in Human Growth and
Development (HHG4M)
Diversity, Interdependence, and Global
Connections
Self and Others; Diversity, Interdependence, and
Global Connections
Human Development
Social Science
Lesson #1: Bioaccumulation in Aquatic Ecosystems Game
Time required: 70 minutes (one class period)
Description:
The teacher will draw a killer whale food chain on the board and then lead a brief class discussion on
food chains. Students will then participate in a whole class activity to demonstrate the movement of
energy through the food chain, followed by a discussion on the effect of a toxin being present in that food
chain. A short discussion on bioaccumulation will follow. The class will finish with an assignment being
given to the students to draw their own food chains.
Goal:
Students will analyse and assess the cause and impact of bioaccumulation in an ecosystem.
Objectives:
- Students will learn how to explain and draw foods chains, showing energy transfer
- Students will understand and be able to describe the process of bioaccumulation
- Students will be able to identify the source and impact of toxins in aquatic ecosystems
- Students will be able to identify threats to aquatic ecosystems, including people
Key Concepts and/or Skills to be learned:
Students will learn the key concept of bioaccumulation. Students will also obtain critical thinking and
making connections skills to assess the impact of the introduction of a toxin into the ecosystem.
Student groupings and Intstructional Strategies:
Whole-class grouping and direct instruction (group discussion and class activity/game).
Materials, Equipment, and Resources Needed: Herring, salmon, and killer whale pictorial tags in a
bag, 200 poker chips (or similar item) to represent plankton **Important: 1/3 of the chips should be a
different colour or have a distinct marking, 1 paper bag for each student, discussion questions on an
overhead
SET (15 minutes)
1. As students are entering the classroom, the teacher will stand by the door and have students select a
pictorial tag of a marine organism out of a paper bag. The bag will contain: 21 Herring tags, 7 Salmon
tags, and 2 killer whale tags (5 min).
**The tags will be attached to a string necklace – ask the students to put the necklaces on. Each student
will also be given a small empty paper bag. The students will be asked to hang on to these items until
they are needed later in class.
2. Once students are in their seats, the teacher will introduce the concept of a marine food chain with
primary producers (phytoplankton); primary consumers (zooplankton); secondary consumers (herring and
salmon); and tertiary consumers (killer whales) and draw this simple food chain on the board with arrows
to show energy transfer (10 min).
BODY (35 minutes)
Instructional or Developmental Activities/Procedure
1.
The students are told that they will demonstrate the process of energy transfer in the food chain,
playing roles as indicated on the tags they have selected at the beginning of class. The playing area is
defined (preferably outside, or in the classroom if necessary) and it is explained to students that the bags
represent stomachs. Students are told that the game is going to mimic the killer whale food chain.
The teacher will distribute plankton tokens randomly around the play area (about one third of
which are a different colour). As the teacher is doing this, the rules of the game will be explained to the
students. These are; (1) Students will only enter the play area when instructed to do so, (2) Herring are
only allowed to feed on plankton by gathering the tokens, (3) Salmon are only allowed to feed on herring
by tagging those students, (4) killer whales are only allowed to feed on (or tag) salmon, and (5) when you
get tagged, you hand over your tokens to your successful predator and go to the sidelines (5 min).
2.
Begin the game. Send herring into the play area to collect plankton into their ‘stomachs’. When
about 1/3 of the plankton are left, send in the salmon. After a short while, send in the killer whales to the
play area. Stop the game when there are still some surviving salmon. (15 min)
3.
Now explain to students that a toxin has entered the ocean from a passing ship. Tell the students
that the different coloured tokens represent the toxin. Ask students to return to their desks and then
record the level of toxins per individual at each feeding level on a chart on the black board (5 min) (see
Appendix 1)
4.
Introduce the concept of bioaccumulation. Briefly introduce the process of bio-accumulation to the
class, as well as, the source and impact of toxins on organisms at all different trophic levels. (10 min)
CLOSURE (20 minutes)
5. Discuss bioaccumulation as a group, asking the following discussion questions: (15 min)
- What are some examples of toxins used by humans that may enter our water systems?
- Why do toxins bioaccumulate as they rise from the bottom to the top of the food chain?
- Why do you think Arctic communities are very susceptible to toxins?
- Were the game results what you would expect in nature? Why or why not?
6. Explain the assignment to students: Ask students to think of a different example of a food chain.
Have students draw the food chain, including the path of a toxin through the food chain and explaining the
reason for different amounts of the toxin at each level. Encourage the students to use a real toxin and to
make a note somewhere on their diagram of where this toxin may have originated from. Time will be
provided during the next class period to work on the assignment, but students will be expected to come to
class with their ideas already in mind (5 min)
Assessment and Evaluation: Make anecdotal notes during class discussion (see discussion questions
in step 5) to assess knowledge and understanding. Ask the students to hand in their diagrams (see step
6) at the end of class the following day and assess the assignment for completeness (full marks for doing
the assignment).
Accommodations: For the student who has an exceptionality, the use of the class text book for
guidance is suggested. Further accommodations include; physical student demonstration of main
concept to be learned to allow for visual learning, extra time to finish the assignment at home, samples of
past student work for diagrams/food webs for guidance, and the opportunity to use creativity to complete
the food chain diagram.
Appendix 1 (chart to be filled out after activity – to be used to lead discussion)
Organism
Resident killer whale
Salmon
Number
Surviving
2
Amount of food
energy
Total number of
marked (toxic) tokens
Salmon #1
Salmon #2
Herring
Etc.
Herring #1
Herring #3
Herring #4
Etc.
*This lesson has been adapted and revised as my own version from learning activities in Project WILD and Fish
Ways activity guides and can be found at
http://www.wildeducation.org/programs/ocean_ed2001/lessons/Lesson6.asp
Lesson #2: Stakeholder Perspectives on Toxic Contamination in the Arctic
Time required: 210 minutes (3 class periods)
Description
Students will watch a short documentary on the slow poisoning of the Arctic. In small groups,
students research a particular point of view on the topic of environmental contamination in the Arctic.
The different groups are given various resources (e.g., websites, articles, books, organizations) to
help facilitate their research. Students spend one class period in the computer lab and another class
period to present their positions to the rest of the class.
Goal
Students will identify the various factors (e.g., scientific data, differing points of view) that influence a
decision on a science-related issue.
Objectives
- Students will learn to use various resources to conduct research
- Students will develop teamwork skills
- Students will learn that many issues are multidimensional
Key Concepts and/or Skills to be learned
Students will learn the key concept of stakeholder perspectives. Students will also learn that the
contamination of the Arctic affects many different groups of people. Students will develop research
skills.
Student Groupings and Instructional Strategies
Students will work in small groups (4-5 students) to complete the assignment.
Materials Equipment and Resources Needed
computers (in computer lab)
internet websites and articles (see resource section at the end of this unit)
overhead project and LCD projector (for student presentations)
Class #1: Documentary Showing
1. Show the students the documentary ‘Invisible’ (see full reference in reference section)
2. Lead a discussion on the issue (see key questions at the beginning of unit)
3. Introduce the assignment to students – discuss expectations and evaluation
4. Allow students to choose groups and then assign stakeholder positions at random (see
Appendix for suggested stakeholder groups)
Class #2: Computer Lab
1. Bring the class to the school computer lab.
2. Give students a list of resources to explore online (see reference section) as well as a
research guide hand-out to complete (see below).
3. Manage by walking about (MBWA) the computer lab to keep students on task.
Class #3: Presentations
1. Allow students to give group presentations to the rest of the class (set time limit for each
presentation of approximately 10-15 minutes)
2. After presentations are completed, lead a discussion with the rest of the class. Ask questions
such as;
Has your opinion on the issue changed (from before these presentations)?
What can we do to resolve this issue? Suggest some solutions.
Assessment and Evaluation
Assess student presentations using a checklist (see below)
Accommodations (if any)
Students work in groups with peers who can support their weaknesses.
Appendix:
Suggested Stakeholder Groups
Inuit / Aboriginal people
Scientists / Researchers
Canadian Government
Environmentalists
Presentation Checklist
_____
The students answered all of the questions provided on the outline in the presentation
_____
All of the group members meaningfully contributed to the presentation
_____
The group used the resources available to them to present (i.e. visual aids)
_____
Effective communication skills were utilized (i.e. eye contact, clear voice, etc.)
_____
The presentation was organized (i.e. presented in a logical sequence, easy to follow)
_____
The interest level of the audience is maintained
Research Guide
Stakeholder Group: ______________________________________________
Group Members (student names):
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
WHAT: Provide a brief overview of the stakeholder’s perspective on Arctic pollution.
WHY: Explain why the stakeholder group takes this position on Arctic pollution.
HOW: List some ways in which the stakeholder group has responded (or plans to respond to)
Arctic pollution. How have they dealt with the issue?
Lesson #3: Writing a Resolution
Time: 140 minutes (2 class periods)
Description
Students will take a solutions-oriented approach to the slow poisoning of the Arctic by writing their
own formal resolutions. Students will first be briefed on what a resolution is and what it looks like.
Next, students will write their resolutions in pairs or small groups and then present them to the rest of
the class. There will be a class vote on the best resolutions and the resolution with the most votes will
be sent to a local, provincial, or national governmental body.
Goal
Students will learn how to write and submit formal resolutions pertaining to an issue.
Objectives
Students will learn how to work as part of a team
Students will learn the importance of taking part in government decision-making
Students will practice their oral presentation skills
Students will understand that resolutions to issues are often difficult to find
Students will learn that resolution building is a proactive response to an issue
Key Concepts and/or Skills to be learned
Students will further develop their literacy skills
Students will understand the concept of resolution-building
Student Groupings and Instructional Strategies
Students will work in pairs and/or small groups to complete the assignment
Students will work as a class to vote on and submit a favourite resolution
Materials Equipment and Resources Needed
Pre-prepared overheads and/or PowerPoint slides
Local, provincial, national governmental body contact information
Class #1:
1. Explain to students that it is important to discuss solutions to issues, rather than just the issues
themselves
2. Tell students that they will be writing their own formal resolutions concerning Arctic pollution
3. Go over the following with students: (either on an overhead or PowerPoint slide)
What Is a Resolution?
A resolution is a formal way of stating intended action by a group. Resolutions are used by
decision-making bodies ranging from a local school board to the United Nations. A resolution
usually consists of two main parts:
1. PREAMBLE: The Whereas clause(s) contains background information and reasons for the
resolution.
2. REQUEST FOR ACTION: The Resolved clause(s) contains the request for action.
Steps in Preparing a Resolution
1. Identify the issue of concern.
2. Research and gather supporting background materials that are sufficient to allow a person with no prior
knowledge of the subject to make an informed, intelligent decision.
3. Write a draft and then a final resolution in the proposed format, taking care to ensure that:
- Each “Whereas” clause is accompanied by sufficient background material; and
- At least one of the “be it Resolved” clauses directs government (or other entity) to take specific action.
4.
5.
6.
7.
Show students a sample resolution (see appendix)
Allow students to get into their groups and brainstorm
Give students approximately half of the class period to write their resolution
To get students thinking, ask them the following questions:
What specific action(s) should be taken?
Why is this action important?
Who should be involved? Who should be responsible for enforcing the action?
To what groups or government agencies could this resolution be submitted?
8. Give students the rest of the class period to write their resolutions
9. Explain to students that they will present their resolutions next class
Class #2
1. Have students present their resolutions to the rest of the class.
2. Ask students to vote as a class on their favourite resolution.
Extension Activities
1. Send the resolution that received the most votes to a local, provincial, or national Governmental
body. Have students prepare a persuasive cover letter to accompany the resolution, explaining the
importance of taking action to reduce arctic pollution.
2. Ask students to go online and visit www.rightoncanada.ca. Ask students to choose an issue that
they feel is important and to submit a letter to campaign for that issue to Stephan Harper (or other
political leaders).
Assessment and Evaluation
Assess written resolutions according to the attached rubric.
Assign participation marks for students who present their resolutions and take part in the class vote.
Accommodations (if any)
Students groupings allow students with exceptionalities the help of their peers.
*This lesson has been adapted and revised as my own version from Facing the Future curriculum
lesson plan guides which can be found at
http://www.facingthefuture.org/portals/0/Documents/textbooksamples/AlaskaScienceFinal_US.pdf
*Teachers can also consult www.unol.org/res/rw1.shtml a United Nations On Line virtual model,
which provides examples and how-to information on writing resolutions.
Appendix: Sample Resolution
SUBMITTED TO : Our Class
SUBJECT : Writing a Resolution
PROPOSED BY : Our Teacher
Whereas we are studying arctic pollution sources and impacts;
Whereas we have become experts on arctic pollution issues;
Whereas we are holding a class vote;
Whereas we are learning to write a resolution to be voted on by the class;
therefore, be it RESOLVED, that:
We agree to follow these guidelines in writing a resolution for
the class vote;
We promise to work together to write a great resolution;
We will develop policies to clean up existing arctic pollution
and prohibit future pollution; and
We will present our findings to the rest of the class.
Resolution Writing
Student Name:
________________________________________
4
3
2
1
Ideas
Ideas were
expressed in a clear
and organized
fashion. It was easy
to figure out what the
resolution was
about.
Ideas were
expressed in a pretty
clear manner, but the
organziation could
have been better.
Ideas were
somewhat
organized, but were
not very clear. It took
more than one
reading to figure out
what the resolution
was about.
The resolution
seemed to be a
collection of
unrelated sentences.
It was very difficult to
figure out what the
resolution was about.
Sentences &
Paragraphs
Sentences and
paragraphs are
complete, wellconstructed and of
varied structure.
All sentences are
complete and wellconstructed (no
fragments, no runons). Paragraphing
is generally done
well.
Most sentences are
complete and wellconstructed.
Paragraphing needs
some work.
Many sentence
fragments or run-on
sentences OR
paragraphing needs
lots of work.
Format
Complies with all the
requirements for a
formal resolution
proposal.
Complies with almost
all the requirements
for a formal
resolution proposal.
Complies with
several of the
requirements for a
formal resolution
proposal.
Complies with less
than 75% of the
requirements for a
formal resolution
proposal.
Content
Accuracy
The resolution
contains at least 4
accurate facts about
the topic.
The resolution
contains 2-3
accurate facts about
the topic.
The resolution
The resolution
contains 1-2
contains no accurate
accurate facts about facts about the topic.
the topic.
Appeal
The suggestions
proposed in the
resolution letter are
very appealing and
are reasonable.
The suggestions
proposed in the
resolution letter are
appealing and
somewhat
reasonable.
The suggestions
proposed in the
resolution letter are
not very appealing
nor reasonable.
CATEGORY
The suggestions
proposed in the
resolution letter are
unappealing and do
not address to
relevant issue.
Reference List
Possible Organizational Partners
www.amap.no
Arctic Monitoring and Assessment Program
www.ourstolenfuture.org
Our Stolen Future provides up to date
information on the science behind hormone
disrupting chemicals.
http://www.aincinac.gc.ca/ncp/pub/hig/hig11_e.html
Indian and Northern Affairs Canada:
Northern Contaminants Program How do
Contaminants Get into Fish and Wildlife?
www.wwf.org.uk/chemicals
World Wildlife Fund's chemicals and health
campaign
www.bodyburden.org
Environmental Working Group's
biomonitoring study
www.nomorebreastcancer.org.uk
No More Breast Cancer Campaign, tackling
breast cancer as an environmental disease
www.nrdc.org/breastmilk
Healthy Milk, Healthy Baby. Discusses the
chemicals found in breast milk and ways to
reduce the burden.
Existing Teacher Resource
www.facingthefuture.org
Facing the Future: Education Resource
http://www.wildeducation.org/programs/oce
an_ed2001/lessons/Lesson6.asp
Project WILD and Fish Ways activity guides
Articles; Books; Websites; Videos
Cone, M. (2005). Silent snow: The slow
poisoning of the arctic. New York: Grove
Press.
http://ec.europa.eu/environment/endocrine
European Commission's Endocrine
Disrupter website
http://news.nationalgeographic.com/news/2
004/08/0827_040827_tvarctic_toxins.html
National Geographic: Toxins Accumulate in
Arctic Peoples, Animals, Study Says
http://news.bbc.co.uk/1/hi/sci/tech/2906357.
stm
BBC News Article: Toxin Threat to Inuit
Food
http://www.teachersdomain.org/resources/ip
y07/sci/life/eco/arcticpcb/index.html
Short Video Clip: Contaminants in the Arctic
Human Population (3min 35sec)
http://www.nationalgeographic.com/xpeditio
ns/lessons/05/g912/polarregions.html
National Geographic Lesson Plans:
Environmental Issues in Polar Regions
www.wonder-dog.co.uk/invisible
Documentary: Invisible
Journey to the high arctic to discover why
the bodies of Inuit mothers are loaded with
man-made chemicals. A thought-provoking
documentary that questions how we live in
the world today.
http://assets.panda.org/downloads/arctic_re
port___8_pager.pdf
WWF For A Living Planet Report entitled:
Killing Them Softly: Health Effects in Arctic
Wildlife Linked to Chemical Exposure