Next Generation Science Standards 
•	NGSS 3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago
•	NGSS 3-LS3-2. Students will use evidence to support the explanation that traits can be influenced by the environment.
•	NGSS 3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
•	NGSS 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
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Student Learning Outcomes
1.	Students will compare ice age climate with modern climate.
2.	Students will identify a risk of rapid warming in modern arctic tundra biomes.
3.	Students will understand how ice age animal traits helped them survive.
4.	Students will understand basic human evolution as a series of traits and behaviors and be able to correlate this to animal evolution.
5.	Students will visualize how common objects around them could have been used by primitive humans to survive and express themselves creatively.
6.	Students will create a short story about an animal using methods similar to those of ice ace ancestors.
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Essential Questions
How was the world climate different during the last ice age?
What kind of animals survived in the ice age? Why?
What traits do humans have that help us survive?
How do human group behaviors like cooperation help us survive?
How would humans have adapted behaviorally to survive in the ice age?
How did early humans create art to express story?
How could we tell a story in a similar way?

Jason Hyland is the President and Executive Director of Project Imo, Inc., a nonprofit experiential education organization. He has developed the eko-STEAM curriculum for use in the field and in virtual environments using a blending of Next Generation Science Standards, social-emotional learning strategies, formal peacebuilding instruction methodologies, and a deep connection with nature. He is also a substitute teacher.

He is an avid outdoorsperson who has led expeditionary trips into the backcountry with backpack and canoe, facilitated high challenge courses, and nature learning experiences. He is also a retired police lieutenant and facilitated classes for youth and emerging adults in his community for decades. 

We will refer to Project Imo's eko-STEAM curriculum workbook, the Wild Classroom,  and video content from Stone Age Man.

The Wild Classroom content
https://thewildclassroom.com/biomes/artictundra-2/

Stone Age Man content
https://youtu.be/IFOP14Oxa0E 

If children have their favorite field guides or books on ice age life, these are highly encouraged.