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Library Activity Package: Amazing Antarctica Upper Primary Activity Book (BLM) © 2004 Ready-Ed Publications, Revised © 2009 Printed in Australia ISBN: 9781863975896

All websites referred to in this package can easily be accessed from the Ready-Ed website below:

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www.readyed.com.au/urls/thinking

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Author: Jane Bourke Cover Design: Shay Howard

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Acknowledgements: Clip art has been obtained from Microsoft Design Gallery Live and is used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. Cover images sourced for Amazing Antarctica resource book and activity book: i. Emperor penguin image courtesy of Patrick Boss ©. ii. Antarctica scenery image courtesy of Skip Novak, Pelagic Expeditions ©. iii. The Dome image courtesy of Defenselink.com (Public Domain). iv. Additional images courtesy of IMSI’s Masterclips/MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA, website: www.imsisoft.com and v. Corel Corporation, 1600 Carling Ave, Ottawa, Ontario, Canada K1Z 8R7.

Copyright Notice

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

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institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

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The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘ReadyEd Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6023 www.readyed.com.au info@readyed.com.au

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above.


Contents Antarctica: About This Package....................................................................................... 4 Task Card Information...................................................................................................... 5 Strategies for Creative Thinking....................................................................................... 6 Extension Ideas for the Classroom................................................................................... 8 Curriculum Links: Outcome Statements VIC, WA, National................................................................................................... 10 NSW, QLD, SA......................................................................................................... 12

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Task 1 - Living in Isolation . ...........................................................................................................14 Task 2 - Antarctic Place Names....................................................................................................14 Task 3 - Field Work Design............................................................................................................15 Task 4 - Design an Antarctic Sleeping Bag.................................................................................15 Task 5 - A Moment in Time...........................................................................................................16 Task 6 - Hot Antarctica!.................................................................................................................16 Task 7 - A Piece of Antarctic Pie..................................................................................................17 Task 8 - Live from the South Pole................................................................................................17 Task 9 - Mind Map® Antarctica....................................................................................................18 Task 10 - The A-Factor - A Dialogue...........................................................................................18 Task 11 - Design a Snow Mobile.................................................................................................19 Task 12 - Just Suppose.................................................................................................................19 Task 13 - Slanguage for Antarctica..............................................................................................20 Task 14 - Renewable Energy in Antarctica.................................................................................20 Task 15 - Diorama: An Antarctic Year..........................................................................................21 Task 16 - Food Chain Frenzy........................................................................................................21 Task 17 - Penguins Vs Skidoos.....................................................................................................22 Task 18 - It’s a Cool Krill World.....................................................................................................22 Task 19 - Stranded!.......................................................................................................................23 Task 20 - Antarctic Time Capsule................................................................................................23

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Activity Checklist............................................................................................................. 24 Assessment Sheets.......................................................................................................... 25 Teacher Assessment 1: Sharing Information..................................................................... 26 Teacher Assessment 2: Written Information..................................................................... 27 Teacher Assessment 3: Design Evaluation........................................................................ 28 Teacher Assessment 4: Creativity..................................................................................... 29 Student Self-Assessment ................................................................................................ 30 Further Assessment Tools................................................................................................ 31

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Teachers’ Notes: Amazing Antarctica

About the Library Activity Package This package is designed to be used in a number of ways: 1. As a Learning Centre for the library or general classroom; 2. As a library resource package; 3. As a general activity resource package for a number of themes.

Antarctica – A Rationale For Study

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Antarctica is the last untouched frontier on earth. It was the last continent to be explored and is a source of fascination for people from all over the world. Astronomers and scientists have known that Antarctica existed long before anyone actually caught sight of this massive land region.

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People have been travelling to Antarctica for work purposes for over fifty years. In that time, there has been great progress made in a number of fields of study. In recent years people have visited Antarctica as tourists and people have had the opportunity to view Antarctica while on scenic flights over the massive region of ice and rock. Antarctica is protected from development and pollution following the joint signing of the Antarctica Treaty. The continent is only allowed to be used for peaceful purposes and is available to many countries as a base for scientific research.

The icy continent of Antarctica is living proof of how countries from all over the world can collaborate ideas and share valuable information for the good of the planet. Scientific research carried out on Antarctica has far-reaching implications for the global environment. Global changes in climate and the ozone layer are carefully monitored using advanced technology.

© ReadyEdPubl i cat i ons •f o rr ev i ew puadvances r poins eso n l y• Other scientific findings have enabled significant medicine and biology around the world.

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The resource book attached to this series is designed to provide a springboard for further research about this amazing continent. Several educational websites have been included throughout, that endeavour to explore particular aspects of the science and wildlife of Antarctica. It is envisaged that students will use the references contained as a starting point to further their knowledge of the Antarctic region and environment, while simultaneously enhancing their creative thinking skills.

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The topic on Antarctica lends itself to cross-curriculum learning. Task cards cover activities involving English, Mathematics, The Arts, Technology, Science and Society & Environment.

Teaching ideas and relevant notes have been included where applicable on pages 8-9. Internet resources for the teacher are also listed on these pages as well as extension ideas for the classroom. All websites addresses referred to on these pages are easily accessible by visiting the online index pages for the Library Activity Package resources at the Ready-Ed Publications’ website (www.readyed.com.au/urls/thinking). See page 5 for more details about how this aspect of the series works. Please note that some URLs do not require www at the beginning of the address. Simply type them in as specified on the page or go to the ReadyEd website above. Page 4


Teachers’ Notes: Amazing Antarctica

Task Card Information students are allowed time at the centre they know what areas they can cover.

Learning Outcomes

Charts containing relevant learning outcomes for all Australian states and territories are included on pages 10-13. This information allows teachers to measure students’ learning according to the subject area and particular strand. Each task has a related learning outcome at the bottom of the card and highlights the thinking skills incorporated into the activity.

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Checklist

A checklist of activities has been provided on page 24 which allows students or the teacher to check off the activities as they are completed. This checklist can be photocopied onto A3 paper and displayed on the wall as part of the learning centre so that when

Cross Curriculum

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The photocopiable activities in this book have been designed as task cards. Ideally, they can be copied onto card and laminated so as to be used several times. Alternatively, teachers can photocopy pages to make up activity booklets for each student. The activities are non-sequential although it is envisaged that students will have read the accompanying resource book before attempting the task cards. Website references have been included on the task cards although they are usually not essential for completing the activity. However, they often provide an excellent starting point and it is often easier than trying to locate relevant library books. See below for more information about the use of Internet references.

The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science, English, Mathematics, Health and Physical Education. The themes provide a backdrop for creative thinking strategies and different learning styles.

Assessment © ReadyEdP ubnotes l i c at i ons Detailed and assessment proformas have been included at the end of the activities. (See •f orr evi ew puppr p osesonl y• 24-31.)

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Updating of Internet References

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It is now common knowledge that Internet sites disappear from time to time. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move to a new location, modify their layout or disappear from the WWW completely.

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Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in the Library Activity Package are clearly linked on our website at a specific location. The direct address for this section is: Ideally, it is hoped that teachers using this package will bookmark the above address so that students requiring links always have access to the latest link rather than an outdated one that may still appear on the task card some time after publication. By using the index students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please email fixlink@readyed.com.au with clear details of the topic and task card number. Please note that ALL links that appear in each of the five resource books are included on the above site and are clearly labelled.

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Teachers’ Notes: Amazing Antarctica

Strategies for Creative Thinking The following creative thinking strategies are used in this book: Problem Reversal  State the problem in reverse. Change a positive statement into a negative one.  Try to define what something is NOT.  Figure out what everybody else is not doing.  Change the direction or location of your perspective.  Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test etc.  Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a worm-hole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends and so on.

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Forced Analogies  The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result.  Examples, comparing companies and cows, transport systems and telephone networks, or your brain and a felt pen.

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Morphological Analysis  This strategy explores the concept of devising new inventions, e.g. students could modify an existing object, such as a biro, lunch box or guitar by analysing its features and looking at alternatives.  List the attributes of the situation.  Below each attribute, place as many alternatives as you can think of.  When completed, make many random runs through the alternatives, picking up a different one from each column and assembling the combinations into entirely new forms of your original subject.

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Applied Imagination  Use of prompting questions to elicit new ideas.  How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic.

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Mind Mapping  Mind Maps® are an excellent method for exploring creative thinking. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. Mind Maps® can use imagery, colour and direction to illustrate a concept. Emotions and feeling about the particular theme can be given as well. Check for examples: www.mind-mapping. co.uk/mind-maps-examples.htm

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Lateral Thinking  Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting his aunty by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob.


Teachers’ Notes: Amazing Antarctica

Strategies for Creative Thinking Cognitive and Affective Skill Areas Imagination  Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the ‘safe’ boundaries that they most often operate in. Risk Taking  Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.  It is important to note that individual brainstorming acitivities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

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Fluency  Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original. Flexibility  Exploring a problem from a different perspective, e.g. through the eyes of someone else.  Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal). Originality  Thinking of new and innovative ideas to improve the functioning of objects.  Solving a range of problems by taking two old ideas and combining them to come up with something new. Elaboration  Expanding on an already existing idea or fact, perhaps adding a different slant. Curiosity  Answering the who, what, where, when and why about a particular idea or thing.

Relevant Websites:

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Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking. htm Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind Mapping - www.mind-map.com/ Teaching Thinking - www.teachingthinking.net/ Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm Creative Quotations - www.creativequotations.com/ The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome- www.bubbledome.com/bubbledome.asp?Action=Story

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Competitions and Projects for Schools:

Adam Spencer/University of Sydney Eureka Schools Prize for Lateral Thinking - www.amonline.net.au/eureka/lateral_thinking/index.cfm Odyssey of the Mind - www.odysseyofthemind.com/ Sustainable Living Project - www.sustainableliving.com.au/flash.htm Write Around Australia - www.nestle.com.au/writearound/ Tournament of Minds - www.tom.edu.au/

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Teachers’ Notes: Amazing Antarctica

Extension Ideas for the Classroom Some task card activities detailed in this book lend themselves to further exploration in the classroom. For these cards extension activities, relevant websites and key teaching points have been presented below.

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Task Card 7: A Piece of Antarctic Pie Each child should be allowed to present their finished brief for the land claim on Antarctica by the county “Penguina”. There are a number of ways this could be carried out: • The students can make a five minute oral presentation to the class. • The students can present their claim brief as a wall chart with images. A sufficient amount of time should be given for each student to read the work of others. • Alternatively, students can work in pairs or small groups. • The class can then vote for the student who makes the most interesting claim. Set up a voting corner so that students can vote anonymously. Task 9: Mind Map Antarctica • Demonstrate some Mind Map examples on the board. It is important that some idea of how Mind Maps work is discussed with students prior to attempting this unit. Detailed information is available at the websites listed on page 6. (Also see www.graphic.org/links.html) • Display Mind Maps around the room. Ask students to discuss their Mind Maps in small groups, explaining what they mean by certain elements.

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Task 10: The A-Factor - A Dialogue • Ask children to create their own slang for certain words as well as using some ‘real’ slang. • In pairs children can act out their dialogues for the class. • Award points for the most clever use of slang. • About slang words: Ask students how they think slang words originate. Draw attention to the fact that groups in isolation tend to abbreviate longer words or add humour to everyday conversation. Explore some popular Aussie slang and compare it to American, British or New Zealand slang. See if students can think of any words that vary between Australian states: E.g. Swimming costumes are known as “togs” in Queensland, “bathers” in Western Australia and “cossies” in New South Wales. • Check here for more: ausinternet.com/ettamogah/aussiewords.htm

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Task 11: Design a Snow Mobile • If possible allow the children access to some snow mobile websites: www.antdiv.gov.au/default.asp?casid=1411– Australian Antarctic Division snowmobiles.polarisindustries.com/ – Polaris Industries (Note: commercial site) • Encourage originality. • Allow students to work in pairs so as to bounce ideas off each other. • Extension activity: Ask students to design a checklist of features and performance for rating the class skidoo designs. Task 11: Just Suppose ... • This task card should not be marked off on the Activity Checklist until ALL points have been answered. Students are expected to address one point per lesson. • Allow students to present their responses to the class. Page 8


Teachers’ Notes: Amazing Antarctica

Extension Ideas for the Classroom Task 13: Slanguage for Antarctica • Students can make up a story or poem using their new slang words. • Turn your classroom into Antarctica for the day. Focus all lessons on Antarctica and ask the children to use their newly created “slanguage” wherever possible.

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Task 16: Food Chain Frenzy • Students should be familiar with food chains and how they connect within an ecosystem. • Construct a model of a food chain on a large piece of wall. Use arrows to show the flow of energy. Assign an Antarctic animal species to each of the students (students may work in pairs so as to avoid doubling up on animal species). Using a card about A5 size, each student pair creates a brief fact file for that species and illustrates their work with an image or drawing. This card is then pinned onto the food chain model with arrows showing which other animal species rely on this species as a food source. Task 17: Penguins and Skidoos • Explain the concept of “forced analogies” to the students prior to them completing this task. This website explains their purpose and provides some examples of their use. The forced analogies method allows students to look at two completely different objects comparing them in a number of ways. This website provides more information: members.ozemail.com.au/~caveman/Creative/Techniques/forced_analogy.htm • Extension - students can compare penguins to another object of their choice and see what they come up with.

© ReadyEdPubl i cat i ons Task 18: It’s a Cool Krill World • This • activity is two-fold so will need over twos sessions. f o rr e v i e wto beptaken ur po esonl y• • Allow a free choice art activity for Task 2, encouraging creativity not only in the finished

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product but in the process. Emphasise that the work should be completed at the end of the session (allowing 40 minutes). • Display krill artwork around the Antarctic learning centre. Students can then try and match the artwork with the artist.

Task 19: Stranded! • Create a class book using the accounts from each student. Print out a colour image of Antarctica to illustrate the front cover.

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Task 20: Antarctic Time Capsule • Create a class time capsule. Include class photos and some of the students work from this year, for example, their Antarctica research. Discuss the possibilities of burying the capsule somewhere on the school grounds.

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Teachers’ Notes: Amazing Antarctica

Curriculum Links to Outcome Statements

* NB: Victorian Teachers: The SOSE outcomes have been numbered in the order in which they appear in the Victorian curriculum documents.

Activities Task 1

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SOSE: Plac e & Spac e (PS) 3. 1, 3. 2, Culture (C) 3. 2

Society & Envir onment (S&E): PS 3. 1, 3. 2, ICP 3. 3, C 3. 2

Na t i o n a l Cu r r i c u l u m Society & Envir onment (S&E): Plac e & Spac e (PS) 3. 4, 3. 5, Investigation, Communic ation & Partic ipation (ICP) 3. 17, Culture (C) 3. 8

r o e t s Bo r e p ok u S S&E: PS 3. 1, TCC 3. 1, English: W. 3. 1

S&E: PS 3. 4, Time, Continuity & Change (TCC) 3. 1b; English: Writing (W) 3. 13

Task 3

SOSE: PS 3. 1, Resourc es (R) 3. 2, 3. 3, Technology: 3. 2, Science: Biologic al Sc ienc e (BS) 3. 1, 3. 2, Earth & Spac e Sc ienc e (ES) 3. 1

S&E: PS 3. 1, R 3, ICP 3, Technology & Enter pr ise (T&E): TP 3. 1, Science: IS 3. 1

S&E: PS 3. 4, Resourc es (R) 3. 10, ICP 3. 17, Science: WS 3. 13, Technology: Information Band B

Task 4

Technology: Information 3. 2, Science: Physic al Sc ienc e (PS) 3. 1

Task 5

SOSE: TCC 3. 1, 3. 2, 3. 3, English: Writing (W) 3. 9, Reading (R) 3. 5(a)

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SOSE: PS 3. 1, Time, Continuity & Change (TCC) 3. 1, English: Writing 3. 9

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Task 2

T&E E: Td P 3. 1P , TPu 3. 2b , l Ta echt noi loo gy:n Des signing, © Ready i c Science: IS 3. 1 Making & Appraising Band B, Science: WS •f orr evi ew pur pose nl y• 3.s 13 o S&E: PS 3. 4, TCC 3. 1a & b, English: W 3. 10

S&E: PS 4. 1, Science: LL 3

Science: Life & Living (LL) 3. 7, S&E: PS 3. 5

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S&E: PS 3. 1, TCC 3. 1, English: W 3. 1

Task 6

SOSE: PS 3. 2, Science: ES 3. 1

Task 7

SOSE: PS 3. 2, Natural & S&E: PS 3. 3, NSS 3. 2, Soc ial Systems (NSS) 3. 2, English: W 3. 1, Science: ES 3. 1, English: Science: IS 3. 1 W 3. 9

S&E: PS 3. 6, Natural & Soc ial Systems (NSS) 3. 14, Science: Working Sc ientific ally (WS) 3. 13, English: W 3. 10

Task 8

English: Speaking & Listening (SL) 3. 1, SOSE: PS 3. 1, 3. 2, TCC 3. 1

S&E: TCC 3. 1, PS 3. 1, 3. 2, English: SL 3. 2

S&E: PS 3. 5, TCC 3. 1a 7 b, English: Speaking & Listening (SL) 3. 2

Task 9

SOSE: PS 3. 1 Technology: Information 3. 2, English: W 3. 9

S&E: PS 3. 1, ICP 3. 1, S&E: PS 3. 1, ICP 3. 1, T&E: I 3. 1, English: W 3. 1 TCC 3. 1, Technology: Information Band B, English: W 3. 10

Task 10

English: W 3. 9, 3. 11, SL 3. 3, SOSE: PS 3. 1

English: W 2. 1, W 3. 1, SL 3. 2, S&E: C 3. 2

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English: SL 3. 1, 3. 2, W 3. 10, S&E: Culture (C) 3. 9


Teachers’ Notes: Amazing Antarctica

Curriculum Links to Outcome Statements Activities

V IC

WA

Task 11

Technology: Information 3. 2, Science: PS 3. 1, 3. 2

Task 12

English: W 3. 9, 3. 11, SOSE: C 3. 1, 3. 2, R 3. 3

English: W 2. 1, 3. 1, S&E: C 3. 2, R 3. 12, ICP 3. 1, 3. 4

English: W 3. 10, S&E: C 3. 9, R 3. 12, ICP 3. 17

Task 13

English: W 3. 9, SL 3. 2

English: W 2. 1, W 3. 1

English: W 3. 10

Task 14

English: W 3. 9, SOSE: R 3. 1, 3. 3, Science: PS 3. 1 Technology: Materials & Movement (MM) 3. 1

S&E: PS 3. 1, R 3. 1, 3. 2, ICP 3. 1, T&E: I 3. 1, Science: EC 3

S&E: PS 3. 5, R 3. 10, ICP 3. 17, Technology: Designing, Making & Appraising Band B, Science: Energy & Change (EC) 3. 5

Task 15

Technology: MM 3. 1, Science: ES 3. 1

T&E: TP 3. 1, TP 3. 2, Science: EB 3

Technology: Designing, Making & Appraising, Information, Materials Band B, Science: Earth & Beyond (EB) 3. 3

Task 16

Science: BS 3. 2, SOSE: NSS 3. 1, 3. 3

Science: LL 3, S&E: NSS 3. 1

Science: LL 3. 7, S&E: NSS 3. 13

Task 17

Technology: Information 3. 2, Science: BS 3. 2, PS 3. 2

T&E: I 3. 1, Science: IS 3. 1

Technology: Information Band B, Science: WS 3. 17

Technology: Designing, Making & Appraising Band B, Science: WS 3. 13, 3. 15

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T&E: TP 3. 1, TP 3. 2, Science: IS 3. 1

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Task 18

English: W 3. 9, The Ar ts: English: W 2. 1, 3. 1, The English: W 3. 10, The Visual Arts 3. 1, Science: Ar ts: STP 3, Science: LL 3 Ar ts: Visual Arts Band B, BS 3. 2 Science: LL 3. 7

Task 19

English: W 3. 9, SOSE: PS English: W 3. 1, Science: 3. 2, R 3. 1, 3. 3, EB 3, LL 3, S&E: PS 3. 1, R Technology: Information 3. 1, T&E: I 3. 1 3. 2

English: W 3. 10, Science: EB 3. 1, LL 3. 7, S&E: PS 3. 5, R 3. 10, Technology: Information Band B

Task 20

English: W 3. 9, Technology: MM 3. 1, Information 3. 2, SOSE: PS 3. 1, TCC 3. 1, Science: ES 3. 1, Mathematics: Spac e 3. 3

S&E: PS 3. 1, TCC 3. 1a & b, English: W 3. 10, Mathematics: Spac e 3. 7b, Science: WS 3. 17, Technology: Information Band B

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Teachers’ Notes: Amazing Antarctica

Curriculum Links to Outcome Statements Activities

NS W Human Society & Its Envir onment (HSIE): CUS3. 3, ENS3. 5

Task 2

HSIE: ENS3. 6, CUS3. 1

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QLD SOSE: Plac e & Spac e (PS) 3. 1, 3. 5 Culture & Identity (CI) 3. 1, 3. 3

SA Society & Envir onment (S&E): Plac e, Spac e & Environment (PSE) 3. 4, 3. 5, Soc ieties & Culture (SC) 3. 7

r o e t s Bo r e p ok u S SOSE: PS 3. 4, Time, Continuity & Change (TCC) 3. 3

S&E: PSE 3. 4, Time Continuity & Change (TCC) 3. 1, 3. 2

HSIE: ENS3. 6, SSS3. 7, SOSE: PS 3. 3, Systems, Science & Tech: IC S3. 2, Resourc es & Power (SRP) DM S3. 8, LT S3. 3 3. 1 ICP 3; Science: Sc ienc e & Soc iety (SS) 3. 3, Life & Living (LL) 3. 3

S&E: PSE 3. 5, Science: Earth & Spac e (ES) 3. 1, Life Systems (LS) 3. 5

Task 4

Science & Tech: IC S3. 2, Technology: TP 3. 1, TP DM S3. 8, PP S3. 4, PS 3. 2, Science: Natural & S3. 5 Proc essed Materials (NPM) D3. 4

Design & Technology: Critiq uing 3. 1, Designing 3. 2, Science: ES 2. 4

Task 5

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Task 3

© Ready EdPubl i cSa t i ons SOSE: PS 3. 1, TCC 3. 2 &E: PSE 3. 4, TCC 3. 1, nglish: Cu3. 2, Cu3. 3 3. 2, •f orr evi eEw pur pose sonl y• English: Texts & Contexts HSIE: ENS3. 5, CCS3. 1, English: WS2. 10, WS3. 10

3. 3, 3. 4

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HSIE: ENS3. 6, CCS2. 2, Science & Tech: INV S3. 7, LT S3. 3, PP S3. 4

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SOSE: PS 3. 1 Science: ES 3. 1, 3. 2, LS Science: LL 3. 1, Energy & 3. 6, Change (EC) 2. 2, Earth & S&E: PSE 3. 6 Beyond (EB) 3. 3

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Task 6

Task 7

HSIE: ENS3. 5, SSS3. 7, SOSE: PS 3. 4, SRP 3. 3 SSS3. 8, English: Cu3. 3 English: WS2. 10, Science: SS 2. 3 WS3. 10, Science & Tech: INV S3. 7, PP S3. 4

S&E: PSE 3. 5, Soc ial Systems (SS) 3. 10, Science: ES 3. 1, English: Texts 3. 3

Task 8

HSIE: CCS3. 1, ENS3. 5, SO SE: TCC 3. 2, PS 3. 5, English: WS2. 10, TS1. 3, English: Cu3. 1

S&E: PSE 3. 5, TCC 3. 1, 3. 2, English: Language 3. 6

Task 9

HSIE: CCS3. 1, ENS3. 6, English: WS2. 10, Science & Tech: INV S3. 7

SOSE: PS 3. 1, Technology: INF 3. 2, English: Cu3. 3

S&E: PSE 3. 4, 3. 5, TCC 3. 2 Design & Technology: Critiq uing 2. 1, English: Strategies 3. 11

Task 10

HSIE: CUS3. 4, English: WS2. 10,

English: Cu3. 3, Op3. 3, SOSE: CI 3. 3

English: Texts 3. 4, Language 3. 5, S&E: SC 3. 7

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Teachers’ Notes: Amazing Antarctica

Curriculum Links to Outcome Statements Activities

NS W

QLD

Science & Tech: INV S3. 7, DM S3. 8

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HSIE: CUS3. 4, CCS3. 1, ENS3. 6, English: WS2. 10

English: W 2. 1, 3. 1 ; SOSE: SRP 3. 1, PS 3. 5, Science: EB 3. 3

English: Texts 3. 4, S&E: TCC 3. 2, PSE 3. 4, CS 3. 7

Task 13

English: WS2. 10

English: Cu3. 3, Op3. 3

English: Texts 3. 4, Language 3. 5,

Task 14

HSIE: SSS3. 7, ENS3. 5, English: WS2. 10, Science & Tech: INV S3. 7, DM S3. 8, PP S3. 4

SOSE: PS 3. 1, SRP 3. 1, Technology: TP 3. 1, 3. 2, Science: EB 3. 3

S&E: PSE 3. 4, 3. 5, Design & Technology: Crtiq uing 3. 1, Designing 3. 3, Science: ES 3. 1, Energy Systems 2. 3, 3. 3

Task 15

Science & Tech: INV S3. 7, DM S3. 8

Technology: TP 3. 2, 3. 4, Design & Technology: Science: EB 3. 2, D3. 4 Critiq uing 3. 1, Designing 3. 3, Science: ES 3. 2

Design & Technology: Designing 3. 2, 3. 3, Science: Essential Learnings - Thinking, Communic ation

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Task 11

Task 16

Technology: TP 3. 1, TP 3. 2, Science: LL 2. 3

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© ReadyEdPubl i ca t i ons Science: LS 3. 5 •f orr evi ew pur posesonl y• Science & Tech: LT S3. 3 Science: LL 3, SOSE: NSS 3. 1

Task 18

The Ar ts: Visual Arts English: Cu3. 3, The S3. 1, Ar ts: STP 3 English: WS2. 10, Science: LL 3. 1, 3. 3 Science & Tech: LT S3. 3

Task 19

English: WS2. 10, English: W 3. 1, Science: Science & Tech: IC S3. 2, EB 3. 2 LL 3. 1, S&E: PS HSIE: SSS2. 7, ENS2. 6 3. 1, R 3. 1, Technology: INF 3. 2

English: Sc ienc e: ES 3. 1, LL 3. 5, S&E: PSE 3. 4, Design & Technology: Critiq uing 1. 1

Task 20

HSIE: CCS3. 1, ENS2. 6, CUS2. 3 Maths: Spac e 3. 1, English: WS2. 10, Science & Tech: DM S3. 8

SOSE: PS 3. 1, TCC 3. 1, English: Cu3. 3, Mathematics: S 3. 2, Science: SS 3. 1, LL 3. 1, Technology: TP 3. 1, 3. 2

S&E: PSE 3. 5, SC 3. 7, TCC 3. 1, English: Texts 3. 4, Mathematics: Spac e Level 3, Science: ES 3. 1, LS 3. 5, Design & Technology: Designing 3. 3

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Technology: INF 3. 2 Science: IS 3. 1

Design & Technology: Crtiq uing 1. 1, Science: LS 2. 5

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Science & Tech: INV S3. 7, IS S3. 2

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English: Texts 3. 4, The Ar ts: Arts Prac tic e 3. 2, Science: LS 3. 5

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Creative Thinking: Task Cards

Task 1: Living In Isolation Materials: A3 sheet of paper, coloured markers. Task: Brainstorm the concept of living and working in isolation. Organise your headings into clear categories. Use an A3 piece of paper with the heading below:

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Study your brainstorm and answer the following on another sheet of paper.

♦ Discuss how you would handle the isolation factor.

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♦ What would be the worst part about living in isolation? ♦ Discuss the qualities you think a person needs to be able to live and work in Antarctica for months on end. ♦ Would you like to work in Antarctica? Give reasons for your answer.

Related Outcome: Students will categorise and organise data and ideas in a meaningful context. Creative Thinking Skills: Brainstorming, Categorising. Subject Areas: Society & Environment/HSIE - Culture, Place & Space.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Task 2: Antarctic Place Names

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Materials: Atlas, Antarctica resource book, Internet access (optional), library books, pen, paper.

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Task: Study a map of Antarctica. Almost every place on the map has been named after someone of historical significance. Use your research skills to find the names of the people that these places below are named after:

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 Wilkes Land  Shackleton Ice Shelf  Hughes Bay  Gerlache Strait • • • •

o c . che e r o t r s super  Terre Adelie (Adelie Coast)  McMurdo Sound  Weddell Sea  Amundsen Sea

 Scott Base  Ross Sea  Heard Island  Palmer Land

Choose one of the people you have researched and write a half-page biography. Be sure to include details of their contributions to the discovery of Antarctica. Download a picture to illustrate your biography. Be sure to credit the photographer on your work. Search for place names at this website: http://geonames.usgs.gov/antarctic/index.html

Related Outcome: a) Students will retrieve information through the use of a number of source materials. b) Students will create a written biographical account of an early Antarctic explorer. Creative Thinking Skills: Information Retrieval. Subject Areas: Society & Environment/HSIE - Place & Space,Time, Continuity & Change, English - Writing.

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Creative Thinking: Task Cards

Task 3: Field Work Design Materials: Paper, pens, Antarctica resource book, Internet sites listed in resource book. Task: Choose a field of research, e.g. biology, environmental studies, geology, meteorology, human biology and so on. With Antarctica in mind, design a research program to be carried out in this field. For example, you may wish to study the impact of the cold temperatures on plant growth using a range of seeds and containers.

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• Clearly state the aim of your research program. Justify your reasons for your chosen area of interest. • List all the materials you will need. • Outline the places that you wish to undertake this research (you should try to use a variety of locations around Antarctica). • State how the field work will be carried out: In this section include details on problems you expect to encounter and possible modifications you may need to make. • Prepare a schedule outlining the time frame of the research.

Related Outcome: Students will outline a scientific study to be carried out in Antarctica, providing a justification for their field of research. Creative Thinking Skills: Applied Imagination, Scientific Method. Subject Areas: Science, Technology, Society & Environment/HSIE.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 4: Design an Antarctic Sleeping Bag

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Task: Imagine you are being sent to the South Pole. Design a “state of the art” sleeping bag.

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♦ You want to be ULTRA warm at night and decide to modify your existing sleeping bag. Draw your new design in great detail.

zip

hood

fleece fabric length

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Materials: Paper, pens, sample sleeping bag (optional).

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♦ On a sheet of A4 paper, list all the features of the traditional sleeping bag, (zip, fleece, hood, etc.).

♦ Below each feature place as many alternatives that you can think of. Think of ways you could modify one of these attributes to improve the design of the overall product.

Remember that you want to make your existing bag suitable for the harsh Antarctic climate. Related Outcome: Students will improve on an existing invention by examining individual attributes of an object. Creative Thinking Skills: Morphological Analysis. Subject Areas: Technology, Science.

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Creative Thinking: Task Cards

Task 5: A Moment in Time Materials: Antarctica resource book, paper, pen, library books/Internet access (optional). Task: Write an account from the point of view of Sir Douglas Mawson. Setting the Scene: The year is 1911 and you are preparing for an expedition to Antarctica. You are travelling with your two companions and hope to carry out some research and mapping on Antarctica.

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Your task: Put yourself in the shoes of Sir Douglas Mawson and write an account of the fateful expedition of 1911-12 when he lost his two companions. Base your account on true facts where possible and use your imagination to describe the horror of what Mawson encountered during the journey.

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Be sure to read the information about Mawson in the Antarctica resource book. Ask your teacher if you can look at the website: www.mawson.sa.gov.au/ie.htm to allow you to get a feel for the conditions of the time.

Your account should include information on what Mawson hoped to achieve on his expedition, as well as some end notes on the impact Mawson’s experience had for Australia. Related Outcome: Students will recount a significant event from the past, explaining the impact the event had for future generations. Creative Thinking Skills: Applied Imagination, Brainstorming. Subject Areas: Society & Environment/HSIE - Time, Continuity & Change, English - Writing.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 6: Hot Antarctica!

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Task: Imagine Antarctica has become the hottest place on Earth and things are thawing out. Antarctica has become as hot as the Sahara Desert! Report from the scene.

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Materials: Antarctica resource book, paper, pen.

Write a paragraph explaining the consequences of the temperature change for each of the headings below. Describe exactly what you think will happen to these things and include some positive things that such a change might bring.

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Icebergs Land The Buildings (on ice)

Sea Level Penguins Antarctic Transport

Antarctic Icecap The South Pole Antarctic Fish

 Now have a quick think about the area that you live in. Discuss all the things that would not be possible if the temperatures suddenly decreased to –30° Celsius. Explain what would happen to your house, cars, pets, the land, food, plants, birds and so on. Related Outcome: Students will examine how extreme changes in temperature can affect places, objects and living things. Creative Thinking Skills: Problem Reversal. Subject Areas: Society & Environment/HSIE - Place & Space; Science.

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Creative Thinking: Task Cards

Task 7: A Piece of Antarctic Pie Materials: Antarctica resource book, A4 sheet of paper, pen. Task: Imagine you are the prime minister of the fictitious country Penguina. Make a claim on Antarctica’s unclaimed land. Present your claim to the Antarctic Treaty consultative nations.

Antarctica Claim for Penguina

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South Pole

Animal research program Medical research program Weather research program

Research Station Conservation Visitors to Antarctica

Starting Point: Check

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 Write a one page brief to explain the reasons for your country’s claim and outline what you would like to see the area used for. In your brief, provide some new ideas for each of the headings below:

out some of the current research programs that are being carried out by studying the research pages in the Antarctica resource book. Related Outcome: Students will present a rationale demonstrating the rights and responsibilites of certain communities on a global scale. Creative Thinking Skills: Applied Imagination. Subject Areas: Science, Society & Environment/HSIE, English.

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Materials: Antarctica resource book, A3 sheet of paper, coloured markers, pen, tape recorder with microphone or webcam (optional). Task: You are the news-person at the South Pole, eagerly reporting events as they unfold.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 8: Live from the South Pole

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Roald Amundsen and Robert F. Scott and their expedition teams are the contestants in the “Great Race to the South Pole”.  Write or tape record a detailed account of the great race adding your own slant to the events. Report on the event like you were covering an event such as the Melbourne Cup or an Olympic gold medal moment.  Make your account as thrilling as possible, using actual facts as the basis for your work. Remember that this event took place over a number of weeks, so your work could be presented in chapters. Related Outcome: Students will retell an historical event from the perspective of a spectator of the day. Creative Thinking Skills: Imagination, Elaboration. Subject Areas: English - Speaking & Listening, Society & Environment/HSIE - Time, Continuity & Change, Place & Space.

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Creative Thinking: Task Cards

Task 9: Mind Map® Antarctica Materials: Antarctica resource book, A3 sheet of paper, coloured markers, pens. Task: Write Antarctica in the centre of the A3 page. Create a Mind Map® for this theme based on your own perceptions of Antarctica and information that you have read in the Antarctica resource book. Illustrate your Mind Map® to show your feelings and ideas about the particular ideas. Your teacher will show you some Mind Map® examples.

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Use an A3 piece of paper starting with the heading below:

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Study your Mind Map® and answer the following on another sheet of paper. ♦ What do you believe are the three most significant events in the history of Antarctica? Explain. ♦ What aspect of your Mind Map® is the most fascinating? Why?

Related Outcome: Students will categorise and organise data and ideas in a meaningful context. Creative Thinking Skill: Mind Mapping®, Brainstorming. Subject Areas: English - Writing, Technology, Society & Environment/HSIE.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 10: The A-Factor - A Dialogue

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Task: Imagine, you’ve hit the ice and are ready for snow school. Create a dialogue between two Antarctic workers. Include as much Antarctic slang as possible to add the A-factor to the conversation. At the end of your dialogue, write a Glossary of Terms so that others can “translate” your dialogue.

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Materials: Antarctica resource book, paper, pen.

No, helicopter!

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Hello to you too!

Helo!

Starting Point: Check out some of the slang words on page 24 and 25 of the Antarctica resource book. You can access this site for more slang: www.coolantarctica.com/Community/antarctic_slang.htm

Make your dialogue as factual as possible, including references to places, research studies, people, food and transport. Related Outcome: Students will understand that groups living in isolation develop a sense of identity and group cohesion that distinguishes them from other community groups. Creative Thinking Skills: Brainstorming, Word Play. Subject Areas: English - Writing, Society & Environment - Culture.

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Creative Thinking: Task Cards

Task 11: Design a Snow Mobile Materials: Antarctica resource book, A3 sheet of paper, Internet access (optional), coloured markers, pencil, rubber. Task: Improve one of the existing methods of transport on Antarctica. Choose either a skidoo or a hagglund and see how you can modify an aspect of the design to increase performance. Read about these machines in the Antarctica resource book or on relevant websites such as snowmobiles.polarisindustries.com

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Points to take into consideration:

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• Carefully examine all of the features of the vehicle. List them on a piece of paper and see what possible changes you could make to each feature. Choose one or two areas to concentrate on. • Highlight the area that you are attempting to perform, e.g. speed, comfort, size, aerodynamics. • Add ONE new feature (this should be something that is completely new and unique to your design). • Write a one page summary to explain the thinking behind your design. Give your vehicle a catchy name.

Related Outcomes: a)Students will examine attributes of a machine and explore ways to modify one or more aspects in an attempt to improve the overall design; b) Students explore innovative designs that are suited to a particular environment. Creative Thinking Skills: Attribute listing, Applied Imagination. Subject Areas: Mathematics - Space, Science, Technology.

Materials: Antarctica resource book, paper, pen, your creative brain.

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Task: Choose ONE of the following and write a one-page response:

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 12: Just Suppose ...

♦ What if Antarctica didn’t exist and the South Pole was in the ocean? ♦ What if penguins could fly? ♦ What if leopard seals could walk? ♦ What if polar bears lived in Antarctica? ♦ What if Antarctica was joined to Argentina, New Zealand or Australia by a land bridge? ♦ What if Antarctica had been populated by a native culture for thousands of years? ♦ What if a large iceberg was towed to a hot, dry area to melt? ♦ What if gold had been discovered 100 years ago in Antarctica’s rocky land? ♦ What if the South Pole keeps moving so far that it is no longer located on Antarctic land? ♦ What if convicts had been sent to Antarctica instead of Australia?

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Related Outcome: Students will discuss possible alternatives to actual facts. Creative Thinking Skills: Curiosity, Imagination, Logical Thinking, Problem Solving. Subject Areas: English - Writing, Society & Environment/HSIE - Culture.

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Creative Thinking: Task Cards

Task 13: Slanguage for Antarctica Materials: Antarctica resource book, paper, pen. Task: Create 15 new words with clever definitions based on Antarctic-related words you find in the Antarctica resource book. Combine two words together and write a relevant meaning.

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For example: Combine treaty and peace to make treace; meaning: the peaceful state of affairs in Antarctica after the treaty was signed. Combine freeze and research to make freezearch; meaning: conducting studies in the cold! Combine snow with ozone to make snozone; meaning: the snowy cold atmosphere of Antarctica. Challenge: Test your words on a friend – see if he/she can come up with the definition that you wrote. Add their definition as well. You might be amazed at what different ideas people can come up with using the same two words!

Related Outcome: a) Students will understand that groups living in isolation develop a sense of identity and group cohesion; b) Students will understand the origins of words that are the result of two base words being combined. Creative Thinking Skills: Word Play, Originality. Subject Areas: English - Writing,

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 14: Renewable Energy in Antarctica

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Task: Design a renewable energy program for Antarctica. Spend some time researching the possibilities of making energy from water or wind.

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Materials: Antarctica resource book, paper, pen, Internet access.

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Check Out: WWW links - www.abc.net.au/science/news/stories/s861554.htm www.solcomhouse.com/iceberg.htm

Using a planning sheet, brainstorm all of your ideas about renewable energy. Check which idea could be applicable to Antarctica and then build on from your ideas. • Outline your plan in great detail; • Discuss the equipment that might be needed; • Explain why you think this idea will work; • Describe a way that your idea can be tested. Related Outcome: a) Students will understand that there are renewable and non-renewable energy sources; b) students will design a model to promote the use of renewable energy in Antarctica based on their research. Creative Thinking Skills: Elaboration, Originality, Imagination, Risk Taking. Subject Areas: English - Writing, Science, Technology, Society & Environment/HSIE - Resources.

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Creative Thinking: Task Cards

Task 15: Diorama: An Antarctic Year Materials: Globe of world, torch, paper, pens. Diorama - Boxes (supermarket), stiff card, electrical tape, sticky tape, strong wire, paperclips, Blu-tac, pipe cleaners, an assortment of spheres (e.g. ping pong balls, sponge balls about the size of a plum, marbles and so on), coloured markers, cork, pins.

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Task: Working in pairs, explore the Sun and Earth’s relationship and study how the earth’s orbit affects the amount of sunlight that Antarctica receives in each season. • Using the materials above, design a way to show how the sun revolves around Earth. • Create FOUR scenes - representing summer, winter, autumn and spring. Divide a shoe box into four segments using the stiff card or if you want to make a bigger diorama, tape or glue four shoeboxes together. Build four models of the Sun and Earth to show the amount of sunlight Antarctica receives in each season. • Your diorama should be carefully planned on paper first. Once you have your design, decide what materials you will need. (You might even try to attempt making a torch out of a battery, globe and copper wire to represent the Sun’s light.) Related Outcome: Students will select appropriate materials to design and make 3D models depicting Earth’s orbit around the Sun. Creative Thinking Skills: Originality, Imagination, Risk Taking. Subject Areas: Science - Earth and Beyond, Technology - Design.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Task 16: Food Chain Frenzy Task: Solve the food chain problem in Antarctica.

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Materials: Antarctica resource book, paper, pen, Internet access (optional). In Antarctica, the food chain starts with phytoplankton. Phytoplankton needs sunlight to grow as it relies on the process of photosynthesis to convert sunlight into energy.

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Suppose a massive iceberg has blocked out a lot of sunlight and phytoplankton production has greatly decreased. The krill, another major food source, are starting to disappear as they are turning to cannibalism!

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A) Draw a diagram to show a typical Antarctic food chain. Use the information in the Antarctica resource book to see what animals feed on what food. B) Under your diagram explain what impact the reduced amounts of phytoplankton has on the other creatures. C) Brainstorm some ideas and then devise a detailed plan to solve the food chain problem. Be as creative as you like, but state your reasons for why you think your idea will work.

Check Out: WWW link: classroomantarctica.aad.gov.au/pdfs/1_WhosEatingWhoIntro.pdf Related Outcome: Students will understand that there is a flow of energy through an ecosystem and that all species play a vital role in the food chain. Creative Thinking Skills: Brainstorming, Subject Areas: Science - Living Things.

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Creative Thinking: Task Cards

Task 17: Penguins Vs Skidoos Materials: Antarctica resource book, paper, pen.

Penguin

Skidoo

• can’t fly • black and white • slide on snow

Task: Using the method of “forced analogy”, compare those lovable Emperor penguins to the classic transport mode on Antarctica, the skidoo.

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Write down ALL the features of the penguin on one sheet of paper. Now take another sheet of paper and look at each feature of the penguin and see how you can relate it to the skidoo.

Extension: Now, choose another two objects that are somehow relevant to Antarctica. Conduct a “forced analogy” on the two objects and explain your findings to the class.

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E.g. penguins slide across the ice, skidoos mechanically move across the ice...

Related Outcome: Students will compare two different objects (one living, one non-living,) in order to gain new insights. Creative Thinking Skills: Forced Analogy. Subject Areas: English - Writing, Science, Technology - Information.

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Materials: Antarctica resource book, paper, pen. Task 1: Imagine you are krill! • Write down the highlights that have happened in your life so far. • Use the Antarctica resource book to find some accurate facts such as the temperatures you endure and the predators you try to hide from. Don’t forget to include the part of Antarctica you hang out in. • Write down how you think your “krill life” will end.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 18: It’s a Cool Krill World

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Materials: Crepe paper, pipe cleaners, edicol dye, brushes, glue, stiff card, markers scissors, paint, card, paper. Task 2: Create an artwork depicting your life as krill. You may wish to make a montage, collage, painting or stencil. It is entirely up to you how you will express yourself as krill. You can use any of the art materials supplied by your teacher. Your artwork should not take longer than 45 minutes to complete so use your time wisely. Related Outcome: a) Students will examine an animal’s role in the Antarctic ecosystem; b) Students will express themselves artistically in a given time frame, using a selection of materials. Creative Thinking Skills: Forced Analogy, Imagination. Subject Areas: English - Writing, Society & Environment/HSIE - Resources, Place & Space, The Arts.

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Creative Thinking: Task Cards

Task 19: Stranded!

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Materials: Antarctica resource book, paper, pen, library books. Scenario: You are a researcher that was sent to Antarctica for two months during the autumn. Your original brief was to travel overland to inland Antarctic areas to study the changes in the ice cap. You and your team were scheduled to arrive back at your base with plenty of time to catch the Polar Bird back to your country. A blizzard forced you to camp inland for an extra week and with winter rapidly approaching, the Polar Bird was forced to set sail to avoid the sea ice, leaving you and your team behind. No one was able to contact you and your team of three and the rescue party have since given you up for dead. It looks as though you are stranded at the base for the entire winter – that’s if you ever make it back to the base!

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Task 1: Explain what you will do from here on in, in terms of survival. Assume that no planes can land where you are due to the possibility of a “white out” at this time of year. Your food supply will run out in a matter of days and you have no means of communication with the outside world.

Task 2: Problem Reversal – Brainstorm the ways in which this problem (being stranded) could have a positive outcome! Related Outcome: Students will problem solve a situation, viewing the problem from a number of perspectives. Creative Thinking Skills: Imagination, Flexibility, Problem Reversal. Subject Areas: English - Writing, Society & Environment/HSIE - Resources, Place & Space, Science, Technology.

Materials: Antarctica resource book, paper, pencil, erasers, markers.

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Task 1: Create a time capsule to be buried in an iron trunk several metres below the Antarctic soil in summer. The time capsule is scheduled for opening on New Year’s Day 2040.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Task 20: Antarctic Time Capsule

On an A4 sheet of paper, provide a detailed list of what should be placed inside the time capsule. Try to include details of the latest research in a number of fields, (for example, biology, meteorology, geology, medicine, and so on) so that it can be compared with future scientific studies. Discuss other items that you think should be included and give your reasons for each item.

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Task 2: Design a suitable capsule that will house all the material that needs to go into the package. Your model will need to withstand at least 35 years of extremely harsh conditions. In your plan, give details on where you think the time capsule should be placed and explain how you think it can be buried. Related Outcome: a) Students will discuss the features of a proposed time capsule, planning the materials that are to be included and providing a justification for each item; b) Students will understand the importance of artefacts from the past. Creative Thinking Skills: Curiosity, Imagination, Risk Taking. Subject Areas: English, Soc. & Env./HSIE - Time, Continuity & Change, Science, Technology, Maths - Space.

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Teachers’ Notes: Amazing Antarctica

Activity Checklist

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Student Names

Photocopy this sheet onto A3 paper and display in learning centre. Students check off the activity cards as they complete them.

Ac tivity Name

T1: Living in Isolation T2: Place Names

T3: Field Work Design

© ReadyEdPubl i cat i ons T6: Hot Antarctica •f orr evi ew pur posesonl y• T4: Design a Sleeping Bag T5: A Moment in Time

T7: A Piece of Antarctic Pie

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T9: Mind Map® Antarctica T10: The A-Factor Dialogue

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T11: Design a Snow Mobile T12: Just Suppose ...

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T13: Slanguage for Antarctica T14: Renewable Energy

T15: Diorama: Antarctic Year T16: Food Chain Frenzy T17: Penguins Vs Skidoos T18: It's a Cool Krill World T.19: Stranded! T20: Antarctic Time Capsule Page 24

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T8: LIVE from the South Pole


Teachers’ Notes: Amazing Antarctica

Assessment and Evaluation Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

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These are only a sample of the questions that need to be addressed at the evaluation stage:

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Did the student demonstrate critical and creative thinking skills?

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 Did the student communicate effectively in written form?  Did the student communicate effectively in oral presentations?  Did the student demonstrate proficiency in appropriate technologies?  Did the student reflect on his/her performance?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets.

© ReadyEdPubl i cat i ons • f orr evi e w pur posesonl y• Assessment Sheets

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    

Sharing Information Written Information Design Evaluation Creative Thinking Evaluation Student Self-Assessment

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Pages 26-30 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

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The students should be encouraged to complete a self-assessment form as they complete each activity (e.g. set them up in a box as part of the learning centre). Teachers can then use these forms to help them assess the students’ understanding of the learning process.

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Teachers’ Notes: Amazing Antarctica

Teacher Assessment 1: Sharing Information  This assessment proforma is designed to evaluate the task cards that require oral presentation or group reporting.

Student Name:........................Task Card: ....................................

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Did the student understand the task?______________________________________________ What creative thinking strategies did he/she employ to complete the task?______________ _____________________________________________________________________________

Sharing Information: Did the student demonstrate confidence in sharing his/her learning experience with the class? Oral Presentation: • Was the audience interested in the presentation? • Was note use kept to a minimum?

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_____________________________________________________________________________ YES

NO

© ReadyEdPubl i cat i ons • Was the presentation entertaining? •f orr evi ew pur posesonl y• • Did the student read out their work? • Was the presentation informative?

• Did the student understand their role as a group member?

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• Did the student dominate the group learning process? • Did the student encourage the participation of other group members?

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Group Work: • Did the student contribute to the group’s overall performance?

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• Was the group effective in achieving the task?

Extra comments:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teachers’ Notes: Amazing Antarctica

Teacher Assessment 2: Written Information  This assessment proforma is designed to evaluate the task cards that require written accounts and assignments.

Student Name:........................Task Card: ....................................

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Did the student understand the task?______________________________________________ What creative thinking strategies did he/she employ to complete the task?______________ _____________________________________________________________________________

Displaying Information: Did the student demonstrate confidence in sharing his/her learning experience with the class? Presentation: • Was the layout eye-catching? • Were appropriate materials used to enhance presentation? (e.g. images/drawings)

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_____________________________________________________________________________ YES

NO

© ReadyEdPubl i cat i ons • Has the shown flair and imagination their work? •student f or r e vi ew puinr po sesonl y• • Was the work referenced appropriately?

Research Skills: • Did the student grasp the main concept of the task?

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• Has the student shown evidence of library or multimedia research? • Has the student demonstrated proficiency in using the Internet as a research tool?

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• Did the student proof read their work?

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Extra comments:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teachers’ Notes: Amazing Antarctica

Teacher Assessment 3: Design Evaluation  This assessment proforma is designed to evaluate the task cards that require students to participate in the design process.

Student Name:........................Task Card: ....................................

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Did the student understand the task?______________________________________________ What creative thinking strategies did he/she employ to complete the task?______________ _____________________________________________________________________________

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_____________________________________________________________________________

Design Evaluation: Did the student demonstrate confidence in sharing his/her design experience with the class?

YES

Designing, Making and Appraising • Did the student generate ideas for meeting requirements? • Did the student experiment with practical methods to achieve the task?

NO

© ReadyEdPubl i cat i ons • Has the student shown flair and imagination in their work? •f orr evi ew pur posesonl y• • Did the student justify his/her design? • Did the student choose practical resources?

• Did the student demonstrate initiative and creativity?

• Did the student critically evaluate his/her design?

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• Did the student explore all attributes of the design?

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• Did the student discuss strengths/weaknesses of his/her design? • Did the student analyse how well the task requirements were met?

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Reflection: • Did the student examine their design in terms of meeting the task requirements?

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• Did the student suggest modifications to the design? • Did the student explain how their design works?

Extra comments:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teachers’ Notes: Amazing Antarctica

Teacher Assessment 4: Creativity  This assessment proforma is designed to evaluate student creativity and thinking skills.

Student Name:........................Task Card: ....................................

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Did the student understand the task?______________________________________________ What creative thinking strategies did he/she employ to complete the task?______________ _____________________________________________________________________________

Creative Thinking Evaluation: Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: • Fluency - Did the student generate a number of ideas?

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_____________________________________________________________________________ YES

NO

© ReadyEdPubl i cat i ons • Originality - Were new and innovative ideas drawn upon? •f orr evi ew pur posesonl y• • Elaboration - Did the student expand on already existing ideas? • Flexibility - Did the student look at the problem from another perspective?

• Curiosity - Did the student seek out answers and facts?

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• Imagination - Did students venture beyond the “safe” boundaries?

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• Risk Taking - Did the student explore a number of solutions to the problem? Reflection: • Did the student adequately explain his/her Mind Map® activities?

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• Did the student reflect on his/her work and suggest changes?

• Did the student show competency in using the creative thinking strategies (e.g. Forced Analogies, Problem Reversal and so on)?

Extra comments:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teachers’ Notes: Amazing Antarctica

Student Self-Assessment  Complete this sheet at the conclusion after completing each of the task cards.

Name:..................................Task Card: .................................... Explain in your own words what the task was asking:_ __________________________________

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________________________________________________________________________________ ________________________________________________________________________________ What strategies did you use to complete the task?______________________________________

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________________________________________________________________________________

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________________________________________________________________________________ How did you share your learning experience with the class?_____________________________

________________________________________________________________________________ The aspect you enjoyed most about this activity was: (Give reasons.)______________________ ________________________________________________________________________________ ________________________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________________ The part you liked least about this task was: __________________________________________

How could you have improved your learning experience?________________________________

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________________________________________________________________________________

I enjoyed this task.

I learnt new things during this task.

I enjoy sharing my work with the class. I feel my work could be improved.

This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result.

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Strongly Disagree

Disagree

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Read the following statements and then colour the appropriate circle.

Agree

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Think About ...

Strongly agree

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Further Assessment Tools

Online Creativity Tests and Resources Creativity Assessment Index www.creativelearning.com/Assess/

Crayola.com - The Power of Creativity www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm

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Smarter Kids.com www.smarterkids.com/

Six Thinking Hats www.edwarddebonofoundation.com/

Creativity in Young Children - ERIC Digest www.ericfacility.net/ericdigests/ed306008.html

References:

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Fostering Academic Creativity in Gifted Students www.kidsource.com/kidsource/content/academic_creativity.html

Torrance, E. P. (1977). CREATIVITY in the Classroom. Washington, DC: National Education Association.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Amazing Antarctica: Activity Book (BLM)  

Through this topic, students will learn about Antarctica's wonderful wildlife, exploring the unique features and adaptations of species that...

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