This short article is a written interview highlighting the career of a biologist, Doctor Kelley, from the University of Alaska Fairbanks.
The interview discusses Dr. Kelley's background, current work, career pathway, and work highlights in exciting environments like under sea ice in Antarctica.
The article includes fun pictures and links to Dr. Kelley's publications and website.
This interview shows that career pathways do not look the same for all scientists and that students can follow a childhood passion to develop their careers.
Dr. Kelley discusses how specific skills and traits such as scuba diving, curiosity, resiliency, and following your interests can manifest into an exciting career.
Students should be familiar with scientific research terms such as variables, remote sensors, data collection, and environmental conditions.
Students may benefit from understanding how climate change impacts oceans and what that can mean for aquatic ecosystems.
Before reading the article, have students draw out what they think is the typical career timeline of a research scientist.
Have students choose one of the ocean issues listed in the article to explore further, some of which included shifting ocean pH, increasing ocean temperature, melting polar ice, etc.
As a class, research and discuss how scientists use remote sensing technology.
Using Dr. Kelley's timeline as inspiration, students can create career timelines for themselves, reflecting the careers they are interested in.
This resource provides information about Dr. Amanda Kelley, a professor at the College of Fisheries and Ocean Sciences at the University of Alaska Fairbanks. The page walks through Dr. Kelley’s career path and research, which provides an overview of ocean science and an example of what an ocean scientist can study. Readers also get to briefly read about how oceans are affected by climate change. The information presented is accurate, and this resource is recommended for teaching.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Next Generation Science Standards (NGSS)
LS4: Biological Evolution: Unity and Diversity
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
College, Career, and Civic Life (C3) Standards
Dimension 4: Taking Informed Action
D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.