Cool Antarctica: Activity Book (BLM)

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Antarctica Activity Book

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Image courtesy of NOAA

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

o c . che e r o t r s sJane r pe by u Bourke

Activities for Young Learners: Cool Antarctica Activity Book (BLM)

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Author: Jane Bourke Cover Design: Shay Howard Illustrations: Melinda Brezmen Cover images:

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Ice shelter, tents, Scott Base buildings – © Seth White, www.sethwhite.org Emperor penguins – Courtesy of National Oceanic and Atmospheric Administration/Department of Commerce.

South Pole Station “The Dome” – © United States Department of Defense

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Mount Scott – © Stan Shebs

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© 2006 Ready-Ed Publications Printed in Australia

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Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.

However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 652 3

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Contents

Curriculum Links: Outcome Statements Teachers’ Notes Promoting Creative Thinking R elevant W ebsites Websites

Activities:

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Activity ..................................................................................... 10 Cyber Challenge ...................................................................... 11 Activity ..................................................................................... 12 Cyber Challenge ...................................................................... 13 Activity ..................................................................................... 14 Cyber Challenge ...................................................................... 15 Activity ..................................................................................... 16 Cyber Challenge ...................................................................... 17 Activity ..................................................................................... 18 Cyber Challenge ...................................................................... 19 Activity ..................................................................................... 20 Cyber Challenge ...................................................................... 21 Activity ..................................................................................... 22 Cyber Challenge ...................................................................... 23 Activity ..................................................................................... 24 Cyber Challenge ...................................................................... 25 Activity ..................................................................................... 26 Cyber Challenge ...................................................................... 27 Activity ..................................................................................... 28 Cyber Challenge ...................................................................... 29 Activity ..................................................................................... 30 Cyber Challenge ...................................................................... 31 Activity ..................................................................................... 32 Cyber Challenge ...................................................................... 33 Activity ..................................................................................... 34 Cyber Challenge ...................................................................... 35 Activity ..................................................................................... 36 Cyber Challenge ...................................................................... 37 Activity ..................................................................................... 38 Cyber Challenge ...................................................................... 39 Activity ..................................................................................... 40 Cyber Challenge ...................................................................... 41 Activity ..................................................................................... 42 Cyber Challenge ...................................................................... 43 Activity ..................................................................................... 44 Cyber Challenge ...................................................................... 45 Activity ..................................................................................... 46 Cyber Challenge ...................................................................... 47 Activity ..................................................................................... 48 Cyber Challenge ...................................................................... 49

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The Icy Continent: Discovering Antarctica: The Cold Hard Facts: Ice Features: An Antarctic Adventurer: Disaster at Sea: The Amazing Race: At the Poles: Very Cool Plants: Ice Web Cam: Antarctica’s Animal Life: Cool Animals: Marine Species: Cold Species: Wonderful Whales: Whale Watching: Super Seals: Elephant Seals: Playful Penguins: Penguin Profile: Emperor Penguins: Design a Penguin Home: Adelie Penguins: Adorable Adelies: Cheeky Chinstraps: Arctic Bird’s Journey: Learning About Antarctica: Research Stations: Cool Living: Working in Antarctica: Getting About: People in Antarctica: Daily Life: Into the Future: Beating the Cold: Wacky Weather: Antarctic Slang: Food Web Puzzle: Travel To Antarctica: Antarctic Quiz:

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Assessment Sheets Teacher Assessment 1: W ritten Infor mation Written Information Teacher Assessment 2: Cr eativity Creativity Student Self-Assessment Further Assessment T ools Tools Answers

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50 51 52 53 54 55

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Curriculum References

Information from the Cool Antarctica Resource Book and the Cool Antarctica Activities (BLM) can be linked to the following National Curriculum outcomes at Levels 1 and 2:

Society and Environment / HSIE / SOSE STRAND

ORGANISER Interpretations and perspectives

Time, Continuity and Change

OUTCOME Understands that life on earth has changed over time.

Understands that changes in the past have affected the future.

Predicts what might happen in the future based on the past.

Identifies aspects of environments that have changed.

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Identifies natural and built features of places.

Describes choices people make in their use of places.

Identifies ways to take care of places.

Identifies how people can cooperate to preserve environments, e.g. Antarctic treaty.

Features of places

Identifies and discusses the natural features of Antarctica, e.g. glaciers, icebergs.

Describes choices people make in their use of places.

Identifies how people cooperate to care for places in a community.

Resour ces esources

Use of resources

Identifies resources used and valued.

Gives examples of the types of resources found in the Antarctic region.

Suggests ways to manage resources and identifies reasons why some resources have become scarce.

Natural and Social Systems

Natural systems

Identifies how elements of natural systems (such as animals and ecosystems) meet own needs.

Describes ways in which elements of natural systems form communities.

Identifies reasons why groups and communities have rules.

Identifies essential needs for survival in Antarctica.

Investigation, Communication & Participation

Investigation

Gathers and records information from direct and indirect experiences of people and places.

Selects, compares and categorises relevant information.

Communication

Prepares information for an audience.

Expresses a personal view of the meaning of data.

Participation

Differentiates between times when it is appropriate to act on personal choice or to follow established rules.

Biodiversity, change and continuity

Identifies personal features and those of animals and plants that change over time.

Links observable features to their functions in familiar living things.

Compares and contrasts similarities and differences within and between groups of familiar living things.

Describes the types of relationships between living things in an ecosystem, e.g. food webs.

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People and places

Place and Space

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Life and Living

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Earth and Beyond

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Living together

Identifies personal needs and the needs of other living things within an environment.

Describes places where certain living things are found.

Lists the sources of food and shelter of animals and explains what can happen when needs are not met.

Understands that the human body goes through changes in harsh environments.

Earth, sky and people

Identifies weather patterns, soil types that are consistent with a particular environment and understands how these characteristics can affect daily life.

Records ways that we use information about changes to the Earth.

Describes changes that occur in Antarctica’s environment, e.g. seasons.

These understandings are expressed in activities though though: English Reading and Viewing – Strategies (reading and viewing information for meaning in the resource book, other books and on the Internet).

Writing – Strategies (writing in a range of text types including poems, stories, articles, diary entries, lists and questions to demonstrate understandings of concepts).

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Teachers’ Notes

oung Lear ners series is designed to be used in a number of The Activities for Y Young Learners 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.

People have been travelling to Antarctica for work purposes for more than 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 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. Other scientific findings have enabled significant advances in medicine and biology around the world.

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 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.

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

Updating of Internet References

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

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 this series are clearly linked on our website from the home page. oung Click on “Ready-Ed Kids Book Links” and then follow the link for the A ctivities for Y Young Learners series. The direct address for this series is:

o c . che e r o t r s super www.readyed.com.au/urls/AYL/index.htm

Once at the above webpage, students will need to click on the book they are using (e.g. Cool Antarctica Antarctica) and the page number and title. By using this online index page, 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 eadyed.com.au with clear details of the topic and page number. Please note email fixlink@r fixlink@readyed.com.au 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

About the Activities The books in this series contain tasks that are divided into two types of activities: ACTIVITY: These general activity pages require the use of the associated Wonders of the Rainforest resource book. The pages have been divided into three sections:

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1. Just the Facts: This section allows for quick information retrieval. There is no further research required, and students should be able to gather the information that they need straight from the resource book. Completing this section will provide students with a basic understanding of the concept being explored. Questions are literal and relevant to the topic.

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2. Creative Corner: This section requires students to apply their imagination and draw on analytical skills to find responses to the questions posed, based on what they have read. The answers are not in the text and in many cases there will be no right or wrong answers. The objective of these activities is to get students thinking. Sometimes students might be asked to discuss something with a partner. Sometime the questions might involve using another sheet of paper for writing. Children should be encouraged to share their thoughts where possible. These tasks also lend themselves to small group work where students are often more confident in sharing information.

3. Think About It: This section extends on what the children have read in the resource book and thought about in the Creative Corner section. The tasks are usually an opportunity for students to be creative and to put themselves into another role, (e.g. Antarctica adventurer, Antarctic animal). Many of these activities can be done as homework or can be completed in spare time.

© ReadyEdPubl i cat i ons •f or r e vi e wp ur p oses nare l y •accessiCYBER CHALLENGE: These activities require an Internet connection.

Theo sites easily

ble by first going through the Ready-Ed website (www.readyed.com.au/urls/AYL) and onto the index page for the Cool Antarctica link. Bookmark this page for ease of use.

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Students should be given ample opportunity to explore the website before starting the activity.

Most tasks will require basic research skills and students should be proficient in navigating websites.

The activities have a varied format and students will find they may have to complete tables using information at the site or they may have to write about something that the site focuses on (e.g. a species of plant or animal). Sometimes the site is used merely as a springboard for ideas for the student.

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

A table containing relevant learning outcomes is included on page 4. This information allows teachers to measure students’ learning according to the subject area and particular strand. It is up to the teacher to see exactly how this fits into their local curriculum documents. All information in this book has been matched to the National Curriculum Framework.

Assessment Detailed notes and assessment proformas have been included at the end of the activities. (See page 50-53.)

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Teachers’ Notes

Promoting Creative Thinking The following creative thinking strategies are used in this book:

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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.

Thinking about the effects of a highly unlikely situation.

Lateral Thinking Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting her 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.

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.

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 wormhole 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.

Brainstorms Brainstorms, particularly when done with a partner or small group, are an excellent method for exploring creative thinking. They can also lead on to mind-mapping®. 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. It can be done with students of all ages.

Mind-maps can use imagery, colour and direction to illustrate a concept. Emotions and feelings about the particular theme can be given as well.

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For more information on mind-mapping, check out this website: www .mind-mapping.co.uk/mind-maps-examples.htm www.mind-mapping.co.uk/mind-maps-examples.htm

Other Titles in this Series: •Wonders of the Rainforest •Oceans Alive •World Cultures •Endangered Animals 7

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Teachers’ Notes

Cognitive and Affective Skill Areas Fluency

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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.

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Originality

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Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal).

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.

© ReadyEdPubl i cat i ons Answering the who, what, where, when and why about a particular idea or thing. orr evi ew pur posesonl y• Imagination •f Curiosity

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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.

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.

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It is important to note that individual brainstorming activities 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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Relevant Websites

Encouraging Creativity Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking.htm

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Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind Mapping - www.mind-map.com/

Teaching Thinking - www.teachingthinking.net/

Creative Quotations - www.creativequotations.com/

The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm

ew i ev Pr

Teac he r

Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm

Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome - www.bubbledome.com/bubbledome.asp?Action=Story

Antarctica Websites

© ReadyEdPubl i cat i ons Sights and Sounds of Antarctica - www.cybamuse.com/antarctica/ •f orr evi ew pur posesonl y• Penguin Image Gallery - www.geocities.com/RainForest/Canopy/2211/ Working in Antarctica - www.aad.gov.au/default.asp?casid=2420

Australian Museum Antarctica - www.amonline.net.au/wild_kids/antarctica.cfm

Whale-Watching Web Antarctica - www.physics.helsinki.fi/whale/antarctica/antarctic.html

m . u

Antarctica Online - www.antarcticaonline.com/antarctica/home/home.htm

w ww

Mawson Station Webcam - www.aad.gov.au/asset/webcams/mawson/default.asp

Destination Education Antarctica links – www.destinationeducation.com/resources/ view_content_antarctica.shtml

. te

March of the Penguins - wip.warnerbros.com/marchofthepenguins/

o c . che e r o t r s super

Gateway to Antarctica @ the University of Canterbury - www.anta.canterbury.ac.nz/ resources.shtml Journey to the Frozen Continent - library.thinkquest.org/CR0215022/

In the Footsteps of Douglas Mawson - www.mawson.sa.gov.au/ie.htm

South Pole Experiments - astro.uchicago.edu/cara/southpole.edu/newexpts.html

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The Icy Continent

d a e R

Activity

Read about Antarctica – The Last Land in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s B r e oo T _________________________________________________ p u k What does this phrase mean?

S

1. By what name was Antarctica known around 2000 years ago?

ew i ev Pr

Teac he r

2.

__________________________________________________

3. What does the name “Antarctica” mean?

__________________________________________________

Creative Corner

ea dthe yE dPcontinents ubl i ca t i on s by Antarctica is© theR last of earth’s to be explored humans.• Dof you think there could land somewhere on our• planet or r ev i ew pbe ur po seson l y that has not yet been discovered? Explain why or why not.

m . u

______________________________________________________

w ww

______________________________________________________ ______________________________________________________

. te

o c .

What if the earth contained che nothing but icy r e o land? Imagine if the middle of Australia t r s s r u e p contained icy flats rather than a hot and Think About It: Ice World

dry outback.

Do you think humans could survive in this environment? Would there be a variety of plants and animals?

TASK: On another sheet of paper, write about what you think an ice world would be like.

10

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CYBER

Discovering Antarctica

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 11.

r o e t s Bo r e p ok u S

Teac he r

More than 230 years ago, many explorers went to the southern part of the world in the hope of finding land. Read about some of these amazing explorers at the website.

ew i ev Pr

New Technology

When Antarctica was first discovered there were no telephones, no computers, no mobile phones, no ipods, no film or video recorders and no vehicles to drive around the continent.

Look at the table below. Add four more things (mod cons) that you think might have been useful around the time of Captain Cook’s ©south Rea yEd ubitem l i ca t i o ns first journey ind 1772.

ForP each that you list, explain exactly• what could have been used for.

Bee as you like. f oitr r ev i ew pu r p os screative onl yas•

video camera

e.g. Record the moment when people first stepped onto land.

Record the first sighting of land.

. te

microwave

m . u

What it could have been used for

w ww

Item

e.g. To warm up a hearty lunch for the crew.

o c . che e r o t r s super

Check out Antarctica from Space at Site 22.

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Activity

The Cold Hard Facts

d a e R

Read Antarctica’s Cold Hard Facts! in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. Ice and snow cover _______% of the Antarctic continent.

2. Antarctica is buried by a thick later of ice and snow that is about ________ kilometres thick.

3. An Antarctic winter means six weeks of total ______________.

4. How thick is the ice at the South Pole? __________________________________________________

Creative Corner

What if humans had found their way to Antarctica thousands of years ago? What do you think these people might be like? Write © ReadyEdPubl i cat i ons your ideas below. ______________________________________ •f orr evi ew pur posesonl y• ______________________________________

m . u

______________________________________

w ww

______________________________________________________ ______________________________________________________

. te o c An Antarctic summer has 24 hours of . c e her r daylight. Even at midnight it is still bright t o For example, you would s s r u e p and sometimes even sunny outside! need to check your Think About It: A Long Day

TASK: Write about all the changes you might have to make in order to live through an Antarctic summer.

Also include the things you won’t be able to do.

Use the back of this sheet to make a list.

12

watch to work out when to go to sleep and you wouldn’t be able to see any stars!

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CYBER

Ice Features

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 13.

r o e t s Bo facts for each one. r Complete the table below and write some cool e p oDraw u k a Picture Feature Cool Facts S _________________ Glacier ___________________ _________________ ___________________

Description:

_________________ ___________________ _________________ ___________________

Iceberg

Description:

ew i ev Pr

Teac he r

Click on the website and read about the icy features of Antarctica.

___________________ _________________ ___________________

Description:

w ww

Cool Poetry

. te

m . u

© ReadyEdPubl i cat i ons • orr evi ew pur posesonl y• Icef Shelf _________________

Write an icy cold poem about the frozen continent. You can choose whatever type of poem you like. Write your poem on another sheet and decorate your page with icy drawings.

o c . che e r Freezing examples: o t r s super

LIMERICK:

ry frozen land d ve a in th u so n w n Way do you can’t even sta t a th ld co g n zi e e It is so fr ld be bold To live there wou be cold You would always be canned! would And all your food

HAIK

Iceberg str U: The cold icaight ahead, Ice shelves y sea below, all around.

13

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Activity An Antarctic Adventurer Read An Antarctic Adventurer in the Cool Antarctica d Rea resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. What is the name of one of Australia’s most famous Antarctic explorers? __________________________________________ 2. When did Mawson explore Antarctica? _________________ 3. Mawson discovered new marine species on his travels. What other things did he see and do? __________________________________________________ __________________________________________________

Creative Corner

With a partner, brainstorm ALL the things you would need to organise © ReadyEdPubl i cat i ons before going on a journey across the harsh Antarctic land.

•f orr evi ew pur posesonl y•

w ww

An Antarctic Expedition

. te

m . u

o c . che e r Think About It: A Fateful Journey o t r s s r u e p Imagine you are a famous explorer making a journey across Antarctica 100 years ago. Disaster has struck! You are now alone.

TASK: Suppose you have a voice recorder with you and that you are not sure whether you are going to make it back to camp alive. On another sheet of paper write what your “final” recording could be. You might even like to use a voice recorder to record your message.

14

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Disaster at Sea

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 15.

r o e t s Bo r e p ok u S

Captain’s Log

ew i ev Pr

Teac he r

Ernest Shackleton was an early explorer of Antarctica. Read all about his journeys at the website and be sure to look at the amazing images of his ship, Endurance, stuck in the ice.

Imagine you are a senior crew member on the Endurance on that icy night. The captain, Ernest Shackleton, has asked you to write the final entry into the ship’s log about what has happened. The website images will show you what the shipwreck scene might have been like.

© ReadyEdPubl i cat i ons th Log, 19u October, 1915 •f orFinal r evi e wp r pos esonl y•

______________________________________________________

w ww

m . u

______________________________________________________ ______________________________________________________

. te o ____________________________________ c . c e ____________________________________ her r o t s super ____________________________________

______________________________________________________

____________________________________ ____________________________________ ____________________________________

15

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The Amazing Race

d a e R

Activity

Read The Amazing Race in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e Who was the race between? __________________________ p ok u Who won the Srace? __________________________________

1. What was the race about? ____________________________ 2.

Teac he r

3.

ew i ev Pr

4. What happened to the other team? ____________________ __________________________________________________

Creative Corner

If no one had ever been to the South Pole before, then there would not have been a sign post. How do you think the explorers knew ©theRSouth eadPole yE dPubl i cat i ons exactly where was? ______________________________________________________ •f orr evi ew pur posesonl y• ______________________________________________________

w ww

What do you imagine the South Pole to be like?

m . u

______________________________________________________ ______________________________________________________

. te

o c . che ______________________________________________________ e r o t r s supIte r Think About It: Keeping Cool ______________________________________________________

Think of all the things that could go wrong on an Antarctic journey.

What are the dangers and problems that the explorers often faced?

TASK: On another sheet, write an instruction page on how to avoid these UNCOOL things. Be creative with your instructions. Draw a picture for at least two of your points and then share your list with the rest of the class.

16

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At the Poles

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 17.

r o e t s Bo r e p ok u Sdid you score? ______________________ What

ew i ev Pr

Teac he r

The Icelands website talks about the North and South Poles. Visit the website and play the game at the link above.

When you have finished playing the game, click on Cool Facts and read about penguins and polar bears. Fill out the table below.

Ice Animals PENGUINS

POLAR BEARS

e.g.

South Pole, Antarctica © Re ad yEd Publ i cat i ons •f orr evi ew pur posesonl y•

Where do they live?

w ww

What are their hobbies?

. te

Write one cool fact:

Find a joke about this animal:

m . u

What do they like to eat?

o c . che e r o t r s super

Imagine if penguins managed to swim to the North Pole? On the back of this sheet, write what you think might happen.

17

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Very Cool Plants

d a e R

Activity

Read about the Very Cool Plants and Freezing Flora in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e ok • ________________p • ________________• ________________ u S of Antarctica can you find these plants?

In what sort of areas

ew i ev Pr

Teac he r

Name some of the types of plants that are able to grow on Antarctic land.

______________________________________________________

Creative Corner

Design a plant that you think could survive the FREEZING conditions of Antarctica. Draw your plant and label the special features it has. Explain your plant’s features to your classmates.

Make your© plant asa unusual as like!

Re dyE dyou Pu bl i cat i ons

w ww

. te

m . u

•f orr evi ew pur posesonl y•

o c . che e r o t r s super

Think About It: Monster Plant Discovery

TASK: You are an Antarctic explorer and your crew have just arrived in a part of Antarctica that no one has been to before. You have made a strange plant discovery.

Write all about your discovery on another sheet.

Be sure to think of a cool name your exciting new discovery!

18

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Ice Web Cam

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 19.

r o e t s Bo r e p o u k (If you are not able to print it then have a go at drawing the image.)

S

Teac he r

Check out the Antarctica webcam at the website.

Ask your teacher if you can print out the image that you can see.

Where is the webcam located? _________________________

What is the picture of? __________ Time the image was taken: _______

ew i ev Pr

Paste or draw the picture here.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• What was the wind speed?

What was the temperature when the picture was taken? ____________

w ww

Live from Antarctica

. te

m . u

_________________________

A strong Antarctic wind has blown you all the way from your classroom to the Antarctic research station in the webcam picture!

What do you see around you? Describe what is going on, what you will do while you are there and how you feel (e.g. pretty cold!). ____________________________________

o c . che e r o t r s super

____________________________________ ____________________________________ ____________________________________ ____________________________________ 19

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Activity Antarctica’s Animal Life Read Antarctica’s Animal Life in the Cool Antarctica d Rea resource book to help you complete the following.

Just The Facts

r o e t s Bo r e How big is this animal? ______________________________ p ok u What are most Sof Antarctica’s animals classified as?

1. What is the largest land animal in Antarctica? ___________ 2.

Teac he r

3.

ew i ev Pr

m_____________ or a________________

4. Name two types of animals that nearly became extinct.

• _______________________ • _______________________

5. Are there any reptiles slithering about Antarctica?___________ 6. Are there any land mammals roaming around Antarctica?

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

Creative Corner

. te

Give them a cool name.

m . u

w ww

Suppose Antarctica had some unique land mammals and reptiles that were not found anywhere else in the world. What do you think they would be like?

o c .

My Antarctic Mammal:_________________________ che e r o t r sof their special features Draw them on another sheet s and some r ulabel pe My Antarctic Reptile: __________________________

that helped them to survive the icy cold environment.

Think About It: My Cold Life TASK: If you could be an Antarctic animal, which one would it be? Give five reasons why you would like to be this animal. Write your list on the back of this sheet.

20

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CYBER

Cool Animals

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 21.

r o e t s Bo r e p ok u S

Name

e.g. Squid

Type of Animal

Marine Invertebrate

Special Features

ew i ev Pr

Teac he r

Check out Site 1 to find out about some interesting Antarctic animals.

Click on the animals for more information. Fill out the table below and then print out an animal to colour.

Fins, long feeding tentacles, 8 arms with 2 rows of suckers.

w ww

. te

m . u

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

o c . c e Visit Site 2 and seeh what used to roam around Antarctica millions r e o t r sthat scientists have found up of years ago. Name four ofs the dinosaurs er Antarctic Dinosaurs?

fossils of. _______________________________________________ How do you think these dinosaurs were able to live in the cold?

______________________________________________________ ______________________________________________________ 21

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Marine Species

d a e R

Activity

Read Meet the Marine Species in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u Why are krillS important? ______________________________

1. True or False: There are more krill than any other marine species in Antarctic waters. __________________________________

Teac he r

ew i ev Pr

2.

__________________________________________________

3. What do krill eat? ___________________________________ 4. Write one freaky fact about krill.

__________________________________________________

© Re adyEdPubl i cat i ons Creative Corner

w ww

m . u

Krill are often atr ther bottom of the food chain. means •f o e vi ew pAntarctic ur pos es onThat l y• that many animals rely on krill for food. Larger animals eat animals that eat krill. An example of a food chain is:

. te Phytoplankton Krill Small Fish Squid . oPenguin c ch e What might happen to Antarctica’s wildlife if suddenly all of the r e o r st super krill died? ______________________________________________ Think About It: Comic Creatures In winter, krill do some strange things. Squid are a bit weird too.

TASK: On a large sheet of paper, create a funny comic strip with characters called Squid and Krill. Don’t forget to use speech bubbles for the characters.

22

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CYBER

Cold Species

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 23.

r o e t s Bo r e p ok u Penguins S Seals Whales Other Animals

e.g. Adelie Penguin

ew i ev Pr

Teac he r

Use your cyber research skills to learn about different types of animals that live in Antarctica. List all of the different animals below.

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

m . u

w ww

All of these animals have special features which are called adaptations. These features help the animals to survive the cold and dry environment.

. t e below as a guide but write your answers o Use the questions on another c . sheet and draw ac picture of each animal. r e her o st super Pick two Antarctic animals and compare them.

My Comparison: ______________ Vs _________________

What features do they have in common?

What features are unique?

What things do they both eat?

What do they do differently?

Which animal do you think is more suited to the cold environment? Why? 23

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Wonderful Whales

d a e R

Activity

Read Wonderful Whales in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e What is the largest mammal in the world? _______________ p ok u What lengths Scan these mammals grow to? _____________

1. What do whales do in summer? _______________________ 2.

Teac he r

3.

e.g. Blue whales

ew i ev Pr

4. In the table below, list eight types of whales that swim south to Antarctica in summer.

Creative Corner © Re adyEdPubl i cat i ons

Create an acrostic poem about whales that tells you some interesting •f orr evi ew pur posesonl y• whale facts. are mammals that live in the sea.

W hales ____________________________________________________

. te

m . u

w ww

H _____________________________________________________ A _____________________________________________________ L _____________________________________________________ E _____________________________________________________ S _____________________________________________________

o c . che e r o t r Think About It: A Whale of a Time! s super

TASK: Imagine you were shipwrecked in the middle of the ocean and were swallowed whole by a whale.

Using another sheet of paper, write about what happened and how you were saved.

24

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Whale Watching

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 25.

r o e t s Bo r e p ok u S

Blue Whale Fact File

ew i ev Pr

Teac he r

There are lots of different whales at the website. Click on the blue whale link. Make a whale fact file using the space below and include the facts you think are the most important.

________________________________________________ ________________________________________________ ________________________________________________

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

m . u

________________________________________________

w ww

Draw a diagram of a whale and label all of the whale’s features.

. te

o c . che e r o t r s super

Extra Check out REAL WHALE pictures: www .earthwindow .com/blue.html www.earthwindow .earthwindow.com/blue.html 25

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Super Seals

d a e R

Activity

Read Super Seals and other seal pages in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e What do seals eat? __________________________________ p ok u Name six types S of seals found in the Antarctic region.

1. Over half of the world’s seals live in ____________________ 2.

Creative Corner

ew i ev Pr

Teac he r

3.

Some Antarctic seals love lying around all day – usually all squashed © ReadyEdPubl i cat i ons up together. Some of them are rather large and lazy.

•f or r ev i e w dopinstead? ur po se on l yseal • What are some other things they could Make ups some super games and tricks. List them below.

w ww

. te

m . u

_____________________________________ _____________________________________ _____________________________________

o c . che e r o Think About It:r Seal Study t s super

_____________________________________

Choose one of the Antarctic seals to research.

TASK: Imagine you have actually been sent to Antarctica to study the seals. Explain what seal you will study and why. Also outline how you will go about it. It might be harder than you think!

Use another sheet of paper for your ideas.

26

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Elephant Seals

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 27.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Visit the website and learn all about the elephant seal of Antarctica.

This seal is sometimes called the southern elephant seal so as not to confuse it with the northern elephant seal which lives around the coastal regions of North America.

Hunt around Site 1 to find to help you complete the boxes.

1. Why is this seal called an “elephant” seal?

2. What are male elephant seals called and what are female seals known as?

3. How long was the biggest elephant seal ever?

5. What do these seals like to eat?

4. Why can’t these seals move around on land like the other seals?

w ww

6. What is the scientific name for this type of seal?

. te

m . u

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

o c . che e r o t r s super

Extra Have a look at some elephant seal images at Site 2. Have a go at writing a silly rhyming poem about the elephant seals of Antarctica.

27

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Playful Penguins

d a e R

Activity

Read Playful Penguins and Penguins – Special Features and other seal pages in the Cool Antarctica resource book to help you complete the following.

r o e t s Bo r e p ok u S

Just The Facts

Teac he r

Creative Corner

ew i ev Pr

1. Can penguins fly? ___________________________________ 2. Name seven types of penguins found in Antarctica. __________________________________________________ __________________________________________________ 3. List some other places where penguins are found. __________________________________________________ 4. Penguins’ flippers have developed from w____________ that they did not use. © Penguins Readmove yEmore dPeasily ubl i ca t i o ns on land than they do 5. True or False: in water. ___________________________________________ •f orr evi ew pur posesonl y• DISCUSS WITH A CLASS MATE:

w ww

m . u

Why do you think there are no penguins at the North Pole?

What features might be different between penguins that live near the equator and the Antarctic penguins?

. te

o c .

Penguins have a lotc of special features that e he r are suited to their cool, wet habitat. These t o r s sup er features include: flippers; scaly feathers; Think About It: Fix a Penguin

streamlined bodies; blubber; paddle-shaped feet; penguin’s black and white feathers.

TASK: Think of another feature which would be really useful to the penguins. Draw your “new and improved” penguin in the box and describe how the new feature helps the penguin.

28

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Penguin Profile

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 29.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

The king penguin is the second largest of all of the penguin species.

It is almost one metre tall. King penguins are known for their bright colours along the sides of their heads. Have a look at the website to learn more and then fill out the penguin profile below.

Penguin Profile

Scientific name: __________________________________________

Description: _____________________________________________ Moves about on land by: ________________________________

© ReadyEdPubl i cat i ons About the chicks: _____________________________________ •f orr evi ew pur posesonl y• Who keeps the king penguin eggs warm? _____________________

m . u

If another penguin gets too close then _______________________

w ww

_____________________________________________________ Some people say that penguins are like little kids and some say they are more like old men in dinner suits. Penguins do some funny things in Antarctica.

. te

o c .

What do you think about penguins? What is it about theme that makes people ch r er o laugh. Write some ideas below. st super

Funny Penguins

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Emperor Penguins

d a e R

Activity

Read Impressive Emperors and Emperor Breeding Season in the Cool Antarctica resource book to help you complete the following.

r o e t s Bo r e p ok About how many of these penguins live in Antarctica?_____ u S Where do they spend three quarters of their life?

Just The Facts

1. How tall are the largest emperor penguins?______________ 3.

ew i ev Pr

Teac he r

2.

__________________________________________________

4. What do the emperor penguins do to keep warm?

__________________________________________________

Creative Corner

© ReadyEdPubl i cat i ons Do you think penguins could adapt to survive in a desert?_____ •f orr evi ew pur posesonl y• Give reasons for your answer. ____________________________

m . u

_____________________________________________________

w ww

_____________________________________________________ _____________________________________________________

. te

o c . che e r o t r s super

Design a penguin that might be suited to a hotter environment.

You will need a blank sheet of paper. Draw your penguin and label its special features. Describe how these features will help the penguin to survive in the heat.

Think About It: The Emperor’s New Family TASK: Imagine you are a male emperor penguin in charge of keeping the new egg warm. Write a funny story about what you have to do. Use another sheet of paper for your story and draw a picture to illustrate.

30

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Design a Penguin Home

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 31.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Have a peek at the penguin pics at the websites. Site 1 shows the image of a new emperor chick that has been born at America’s Seaworld. The penguin chick is kept in a special enclosure that “imitates” the Antarctic environment.

Have a look at Site 2 for some video clips of penguins live in action.

Penguin Pen

Design and draw an enclosure for penguin chicks that could be used at your local zoo. Label all the features of your enclosure that will allow the penguin chick to survive. You will have to work out a way to make it cold as well as have plenty of © ReadyEdPubl i cat i ons water and slippery icy slopes.

w ww

. te

m . u

•f orr evi ew pur posesonl y•

o c . che e r o t r s super Play the Penguin Parade game:

http://magma.nationalgeographic.com/ngexplorer/0511/games/game_intro.html

31

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Activity

Adelie Penguins

d a e R

Read Adorable Adelie Penguins in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r What is a rookery? e __________________________________ p o u k __________________________________________________ S What do Adelie penguins do in winter? _________________

1. Where do Adelie penguins live? _______________________

3.

ew i ev Pr

Teac he r

2.

4. How may “pairs” of Adelie penguins live in Antarctica? ___ 5. True or False: Most penguins stay with the same mate forever.

Creative Corner

©that Re ady Ed Pdinner ubl i cat i onssuits”?

Did you know many people call suits “penguin •f orr evi ew pur posesonl y•

Which penguin do you think is the best dressed? Write a funny fashion guide for each of the penguin species below.

w ww

. te

Emperor penguins

m . u

Adelie penguins

o c . che e r o t r s super

Think About It: Pick a Penguin Of all the penguins in Antarctica which type is your favourite? On the back of this sheet, write a paragraph to say why. You might like to turn your answer into a poem.

32

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Adorable Adelies

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 33.

r o e t s Bo r e p ok u S

E.g. Adelie penguins spy some chewing gum stuck to the ice.

ew i ev Pr

Teac he r

Check out the adorable Adelie penguins at the website. Write a cool caption for six of the photos that describe what the penguins are doing. Draw or paste a copy of the photos into the boxes below.

w ww

. te

m . u

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

o c . che e r o t r s super

33

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Activity

Cheeky Chinstraps

d a e R

Read Cheeky Chinstraps in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u Some chinstrap penguins live on icebergs S in the middle of the ocean.

True False

1. Name two islands that chinstrap penguins live on.

ew i ev Pr

Teac he r

2.

3. Why are they called chinstrap penguins? ________________ __________________________________________________

Creative Corner

What explanation can you think of for the “chinstrap” on these ©ifR ecan adcome yEup dwith Pu l i c t i ons penguins. See you ab real ora scientific reason as well as a ridiculous reason!

•f orr evi ew pur posesonl y•

Real reason:___________________________________

m . u

_____________________________________________

w ww

_____________________________________________

Ridiculous reason: _____________________________

. te

o c _____________________________________________ . che e r o Think About It: Penguins at Play t r s super _____________________________________________

Read about how researchers “tag” penguins to study them.

TASK: Write about what you would like to study if you were a penguin scientist. ______________________________________________________ ______________________________________________________

34

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Arctic Bird’s Journey

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 35.

r o e t s Bo r e p ok u S

Quick Facts

1. How far does this bird fly each year? ________________

ew i ev Pr

Teac he r

Read about the Arctic tern at the website. This bird is quite amazing.

It breeds near the North Pole and then flies all the way south to Antarctica.

2. What happens just ©these Re adyEdPubl i cat i ons before birds set• off onr their long f o r ev i ew pur posesonl y• journey?

w ww

_______________ _______________

m . u

_______________ Draw this bird and label its special features.

. te o View From Above c . c e r Imagine you are a h tern have just started your migration south eand o t r s s up er to Antarctica. Write about what you will be flying over today. Give details of what you think you will see.

______________________________________________________ ______________________________________________________ ______________________________________________________ 35

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Learning About Antarctica

dd a e R Rea

Activity

Read Learning About Antarctica and Research Stations in the Cool Antarctica resource book to help you complete the following.

r o e t s Bo r e p ok __________________________________________________ u S How many research stations are now in Antarctica? ______ Just The Facts

1. Where do the scientists that work in Antarctica come from?

ew i ev Pr

Teac he r

2.

3. List six things scientists study at the bases in Antarctica.

Creative Corner

© ReadyEdPubl i cat i ons

w ww

. te

Antarctic Research

m . u

Read about the research stations in the Cool Antarctica resource book. Brainstorm ai partner and list ways that how finding •f orwith r ev ew p ur po se so nl y• out about Antarctica can help us.

o c . che e r o t r s super

Think About It: Hot or Cold TASK: Imagine you are a scientist that researched animal adaptations. Would you rather work in the freezing conditions of Antarctica or the hot conditions of the Australian Desert? Write your answer on another sheet of paper and list five reasons for your choice.

36

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Antarctic Research

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 37.

r o e t s Bo r e p ok u S

Be a Cool Scientist

ew i ev Pr

Teac he r

Visit the website and read some of the questions that students have asked real researchers in Antarctica. Some of the answers are very interesting!

What would you like to study in Antarctica? Choose something that interests you and think of an experiment you could do. Think of a way that you could test your experiment. Some examples might include:

© ReadyEdPubl i cat i ons f o rr vi e ur posesonl y• How • much does ite snow inw one p day?

How warm does it get at the South Pole during summer?

How much does a penguin eat?

______________________________________________________

w ww

m . u

______________________________________________________ ______________________________________________________

. te ______________________________________________________ o c . che e ______________________________________________________ r o t r s super ______________________________________________________ ______________________________________________________

Check Out Check out this site to learn how you can submit an Antarctic experiment for study:

astro.uchicago.edu/cara/southpole.edu/newexpts.html

37

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Cool Living

d a e R

Activity

Read Cool Living in the Cool Antarctica resource book to help you complete the following.

Just The Facts – True or False

True r o e t s Band r Antarctica is easyp toe get to from Australiao okTrue New Zealand.u S Supplies and equipment are sent to Antarctica

1. In winter there is no sunlight at all in Antarctica.

3.

by ship.

4. Some of the Antarctic bases look like giant freezers.

5. Planes cannot fly to Antarctica.

False

ew i ev Pr

Teac he r

2.

False

True

False

True

False

True

False

© ReadyEdPubl i cat i ons Creative Corner •f orr e vi ew pur posesonl y•

m . u

You’ve just touched down for the very first time on Antarctic soil. Think about what your five senses might tell you. Complete the following.

w ww

I can see … _________________________________________________ I can smell …________________________________________________

. te

o c .

I can hear … ________________________________________________ che e r o t r I can taste … ________________________________________________ s super I can touch … _______________________________________________

Think About It: TASK: Write about the view you think you might see as you come into land on the ice. Pretend you are the pilot of a navy plan that takes workers to Antarctica.

38

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Living in Antarctica

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 39.

r o e t s Bo r e p ok u S

Teac he r

At the website you can find answers to some of the most asked questions about working and living in Antarctica. Have a good look around the website and see what it would be like to be a worker on the ice!

ew i ev Pr

Make a list of four questions that you would like to ask an Antarctic worker: 1. _____________________________________________________ 2. _____________________________________________________ 3. _____________________________________________________ 4. _____________________________________________________ © ReadyEdPubl i cat i ons

Find out what you canp about these things: •f o rr evi ew ur p ose sonl y•

. te

m . u

w ww

What do people wear? ___________________________________ __________________________________________________ What do people eat? ____________________________________ __________________________________________________ What do they do in their spare time? __________________________ __________________________________________________

o c . c e r My Day in Antarcticah er o t s s r u e p What would you like to do if you had a day to spend in Antarctica – what sights would you like to see? _______________________________________ _______________________________________ _______________________________________

39

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Getting About

d a e R

Activity

Read Getting About and Ice Bus in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e • _________________________ • _______________________ p ok u • _________________________ • _______________________ S

ew i ev Pr

Teac he r

1. List four ways you can get around once you’ve landed in Antarctica.

2. What happens to snow mobiles at night?________________ __________________________________________________

3. How many people can a skidoo carry? _________________

4. How many people can a quad carry? __________________

Creative Corner © Re adyEdPubl i cat i ons

w ww

. te

m . u

Design a new vehicle for getting around on the ice. Label your •f orr evi ew pur posesonl y• vehicle and draw all the special gadgets it has for sliding over the slippery slopes of Antarctica. Explain to the class how your vehicle will work and think of a clever name for this new invention.

o c . che e r o t r s super

Think About It: Antarctic Bus Driver TASK: On another page, write a funny story about being the driver of Ivan the Terra Bus. 40

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People in Antarctica

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 41.

r o e t s Bo r e p ok u S Now, make your way to Site 2 Does it rain in Antarctica?

Write your two favourite jokes from this website.

ew i ev Pr

Teac he r

Find out what it is like to live and work in Antarctica by clicking on the questions at the website. Hunt down some answers to the questions.

w ww

How do people survive the cold in Antarctica?

. te

m . u

1. ________________________ _________________________ _________________________ Is there a rubbish _________________________ ReadyEdP ubl i cat i ons truck© in Antarctica?

2. ________________________ •f orr evi ew pu_________________________ r posesonl y• _________________________ _________________________ Make up two of your own “Antarctic” jokes.

• ________________________ ________________________ ________________________ ________________________ • ________________________ ________________________ ________________________ ________________________

o c . che e r o t r s super

Are there children in Antarctica?

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Activity

Daily Life

d a e R

Read Daily Life and Away from the Base in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok are away u What are some foods that workers eat when they S _____________________________________ from the base?

1. What are some things that Antarctic workers have to get used to?________________________________________________

ew i ev Pr

Teac he r

2.

3. What do you need to take with you if you go outside during summer? __________________________________________ 4. Where do workers sleep if they are away from a base?

__________________________________________________

Creative Corner © Re adyEdPubl i ca t i ons FINISH THIS STORY:

m . u

It had been a long sunny night in Antarctica and it was time to drag •f orr evi ew pur posesonl y• myself out of the tent to brave the morning cold. I opened the flap of the tent to get a peek at what the day ahead was going to be like. I could not believe my eyes! There right before me was …

w ww

___________________________________________ ___________________________________________

. te

o c . ___________________________________________ che e r o t r s uper Think About It s ___________________________________________

You have been sent to study the wind speeds in the middle of Antarctica and have to stay overnight in a field hut.

TASK: Make a list of everything that you think this hut might have in it. It is only one room and there is enough room for you to lay out your sleeping bag. On another sheet of paper, draw and label a bird’s eye view of your hut.

42

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Into the Future

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 43.

r o e t s Bo r e p ok u S Once you’ve explored the site, write a paragraph to answer each of the questions below.

Antarctica

RIGHT NOW

ew i ev Pr

Teac he r

The photos at this website show you a lot of the sites that you would see if you were able to travel to Antarctica. Have a good look around and click on the headings for more photos.

What would you expect to see if you went to Antarctica today?

____________________________________________________

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

m . u

____________________________________________________

w ww

____________________________________________________

Antarctica of the Future . te you expect to see if you travelled to Antarctica What would o c .

50 years into the ______________________________ cfuture? e h r e o t r __________________________________________________ s super

What things do you think might have stayed the same?

__________________________________________________ What differences do you think you might see? ___________ __________________________________________________

43

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Beating the Cold

d a e R

Activity

Read Beating the Cold and Snow School in the Cool Antarctica resource book to help you complete the following.

The human body must adapt to the freezing cold temperatures in Antarctica.

r o e t s B keeps them warm? r e What feature do Antarctic animals have thato p o u k __________________________________________________ S How do humans keep warm? _________________________ Just The Facts

Teac he r

1.

Creative Corner

ew i ev Pr

2.

3. List some things that can happen to the human body when cold.

• _________________________________________________ • _________________________________________________

©R ea dyEdtoP ub l i ca i oice. ns Write an acrostic poem about ways keep warm ont the __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

w ww

THEICE-

. te

m . u

O - __________________________ •f orr evi ew pur posesonl y• N - __________________________

o with I live in an iglo f ice, Great walls o times Lots of cool ry floor, On the slippe ool!

Oh, it’s SO c

o c . che e r o t r s super

Think About It – Snow Survivor!

You can actually stay quite warm in the snow if you can protect yourself from the wind and falling snow.

TASK: On another sheet design a survival pack that you must take whenever you leave the base. Draw and label the pack and make a list of everything that you think should be in it. You can only include ten things.

44

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CYBER

Wacky Weather

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 45.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Read all about the crazy weather that happens in Antarctica. Also look out for some very cool light displays. These are called the Southern Lights or Aurora Australis. You can also see some very cool images of these amazing sky shows at Site 2 2.

Weather Watcher

You have been sent to Antarctica to study weather patterns. Write a report of what you have found. Include some of the light features below in your report. Don’t worry about explaining how they work – leave that for scientists – just write about what you saw!

© ReadyEdPubl i cat i ons You may like to present your report as a slideshow on the computer.

•f orr evi ew pur posesonl y• ____________________________________________________ ____________________________________________________

m . u

w ww

____________________________________________________ ____________________________________________________

. te

________________________________________

o c . ________________________________________ che e r o t r s super ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________

2..

There are some very colourful sky pictures at Site 2 45

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Activity

Antarctic Slang

d a e R

Read Antarctic Slang in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok _________________________________________ u S _________________________________________

What do these slang words mean in Antarctica?

Scradge – Boomerang –

___________________________

Helo –

___________________________

Pit –

___________________________

City mice -

_______________________

ew i ev Pr

Teac he r

Tin dog –

© ReadyEdPubl i cat i ons •off o rAntarctic r evi ew pu po seso nl y • Look at all the words inr the resource book, especially Creative Corner

m . u

the ones on the back pages. Write a whole story using as much Antarctic slang as you can!

w ww

______________________________________________________ ______________________________________________________

. te

o c . ______________________________________________________ che e r o t r ______________________________________________________ s super ______________________________________________________

Think About It – Cool Slang!

TASK: Have a go at making up some icy Antarctic slang words of your own. On another sheet, write down what they could mean.

Here is an example: Snowzone layer – the icy cold snowy atmosphere.

46

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Food Web Puzzle

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 47.

r o e t s Bo r e p ok u S

Teac he r

Top Level Carnivores

(This means that they hunt animals but noone hunts them!)

ew i ev Pr

In your job as a wildlife reporter, you need to know how the Antarctic food webs work. Have a look at the website and see if you can drag all of the animals to the right places on the chart. There are clues to help you along the way. Click on the arrows and see how you go.

When you have finished name or draw the animals in the boxes labelled below.

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

w ww

. te

m . u

(Eat animals)

o c .

Omnivores c e Herbivores her (Eat only r o (Eat plants and t plants) s super animals) Producers

(At the bottom of the food chain)

47

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Activity

Travel to Antarctica

d a e R

Read Antarctic Slang in the Cool Antarctica resource book to help you complete the following.

Just The Facts

r o e t s B r e oo __________________________________________________ p u k __________________________________________ S

2. Do cruise ships travel to Antarctica?__________

3. Can tourists fly over Antarctica? _____________ 4. What is a “whiteout”?______________________ ________________________________________

ew i ev Pr

Teac he r

1. List some sights you could see in Antarctica.

Creative Corner © Re adyEdPubl i cat i ons

•f orr evi ew pur posesonl y•

You have been asked by Frozen Fun Tours to design a flyer.

w ww

Think About It – Ice Tourists

. te

m . u

Include all the things that the tour will take in. Find some images to add to your brochure. Ask your teacher if you can create your flyer using the computer.

TASK: What do you think about tourists visiting and staying in Antarctica? Do you think it is a good idea? Write your thoughts below.

o c . che e ______________________________________________________ r o t r s super ______________________________________________________ ______________________________ ______________________________ ______________________________ ______________________________

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Antarctic Quiz

CYBER

Challenge

You will need access to the Internet or the Cool Antarctica resource book to complete this activity.

Go to

www.readyed.com.au/urls/AYL/antarctica.htm and click on the website for Page 49.

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Quiz Time

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Check into Site 1 and use your cyber research skills. You will have to be super clever to find the icy answers to these cool questions. Hint: you’ll have to scroll past the information about the South Pole!

1. How high is the South Pole above sea level? ___________ 2. What is the tallest mountain in Antarctica? ____________

________________________________________________ © ReadyEdPubl i cat i ons

3. In• Antarctica there isw a place called Dry Valleys.

When f o r r e v i e p u r p o s e s o n l y • was the last time it rained there? ____________________

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4. In what part of Antarctica would you find the longest glacier in the world? _______________________________ 5. How long is this glacier? ___________________________

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6. How much of an iceberg is actually above the water?

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What building would you find at Grytviken? ch e r e o t r s ________________________________________________ super ________________________________________________

7.

8. Are dog teams still used to pull sleds in Antarctica?

________________________________________________ Go to Site 2 and see if you can solve the slider puzzle.

What is the slider puzzle picture of? ___________________ 49

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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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Did the student apply his/her imagination?

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r o e t s Bto be addressed at the r These are only a sample ofe the questions that needo p ok evaluation stage: u Scommunicate effectively in written form?

• Did the student Did the student demonstrate critical and creative thinking skills?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. All of these skills can be developed at junior/ middle primary level. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets so it is very important that teachers understand how students have performed in the Creative Corner sections of activity pages.

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

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Assessment Sheets

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Pages 51-53 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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o c . che e r o t r sa self-assessment form as su The students should be encouraged top complete er • • •

Written Information Creative Thinking Evaluation Student Self-Assessment

they complete activities where the teacher feels that there are opportunities for reflection. Ideally, these sheets can be set up in a box as part of a learning centre. Teachers can then use these forms to help them assess the students’ understanding of the learning process.

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Teacher Assessment 1 Written Information

This assessment proforma is designed to evaluate activities that require creative written accounts and tasks.

•

r o e t s Bo r e p o u k Did the student understand the task?

S What creative thinking strategies did he/she employ to complete

Student Name: ____________ Task Card: _______________

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YES N O

the task? _____________________________________________ _____________________________________________________

Displaying Information:

Did the student demonstrate confidence in sharing his/her learning experience with the class?

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

Research Skills:

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Presentation: Was the layout eye-catching?

Were appropriate materials used to enhance presentation? (e.g. images/drawings) Did the student proof read their work?

Has the student shown flair and imagination in their work?

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Did the student grasp the main concept of the task?

Has the student shown evidence of library or multimedia research?

Has the student demonstrated proficiency in using the Internet as a research tool?

Extra comments:

___________________________________________________ ___________________________________________________ ___________________________________________________

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Teacher Assessment 2 Creativity

•

This assessment proforma is designed to evaluate student creativity and thinking skills.

r o e t s B r e oo Did the student understand the task? p u k the task?

What creative S thinking strategies did he/she employ to complete ___________________________________________________________

Student Name: ____________ Task Card: _______________

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YES N O

___________________________________________________________ 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?

Flexibility - Did the student look at the problem from another perspective?

Originality - Were new and innovative ideas drawn upon?

Elaboration - Did the student expand on already existing ideas?

Curiosity - Did the student seek out answers and facts?

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

Risk Taking - Did the student explore a number of solutions to the problem ?

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

Did the student show competency in using the creative thinking strategies (e.g. brainstorming, applied imagination, problem reversal)?

Extra comments:

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___________________________________________________ ___________________________________________________

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Student Self-Assessment

Complete this sheet after completing each of the task cards.

Name:___________________ Task Card: _______________

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1.Explain in your own words what the task was asking:__________________ ______________________________________________________ ______________________________________________________ 2.What strategies did you use to complete the task? ___________________ ______________________________________________________ ______________________________________________________ 3.How did you share your learning experience with the class? _____________ ______________________________________________________ 4.The aspect you enjoyed most about this activity was: (Give reasons.) ______ ______________________________________________________ ______________________________________________________ 5.The part you liked least about this task was: _______________________ ______________________________________________________ ______________________________________________________ 6.How could you have improved your learning experience? _______________ ______________________________________________________

Disagree

Agree

Strongly agree

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Strongly Disagree

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Think About ...

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

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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Further Assessment Tools

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

r o e t s Bo r e p ok u S Smarter Kids.com www.smarterkids.com/

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

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

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

Six Thinking Hats www.edwarddebonofoundation.com/

www.ericfacility.net/ericdigests/ed306008.html

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References:

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Creativity in Young Children - ERIC Digest

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

o c . che e r o t r s s r u e p EXTRA! In the Footsteps of Sir Douglas Mawson

Visit this very cool site to learn more about this Antarctic Adventurer. www.mawson.sa.gov.au/ie.htm Click ENTER at the site.

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Cool Antarctica Answers

The Icy Continent: Activity (P. 10)

Wonderful Whales: Activity (P. 24)

1. Terra Australia Incognita; 2. Unknown southern land; 3. 1. Whales swim south to cold water and stock up on food to build up their blubber; 2. Blue whale; 3. Up to 30 metres; Opposite the arctic, opposite the bear constellation.

4. Blue whales, minke, killer, fin, right, southern bottlenose, humpback and sei whales.

The Cold Hard Facts: Activity (P. 12) 1. 98; 2. Two; 3. Darkness; 4. Four kilometres.

Super Seals: Activity (P. 26) An Antarctic Adventurer: Activity (P. 14) 1. Antarctica; 2. Krill, fish or squid; 3. Fur, crabeater,

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1. Sir Douglas Mawson; 2. Between 1911 and 1914; 3.

Mawson recorded weather patterns, studied the geology of Antarctica and mapped the coastline.

1. The race was to be the first person to stand at the South Pole; 2. Captain Robert Falcon Scott (from Britain) and Roald Amundsen (from Norway); 3. Amundsen; 4.

Scott made it to the South Pole about 3 weeks later. His group died during a blizzard on their return.

Very Cool Plants: Activity (P. 18) 1. Fungi, algae, mosses, lichens, crytpoendoliths, liverworts; 2. Mainly on rocky coastal areas and sometimes inside the ice or clear rock.

Elephant Seals: Cyber Challenge (P. 27) 1. Because they have a trunk-like nose and are also rather large compared to other seals.; 2. Males – bulls, females – cows; 3. Over 6 metres; 4. These seals are really large and heavy and their flippers can’t support them; 5. Fish, squid and sometimes penguins; 6. Mirounga leonina.

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The Amazing Race: Activity (P. 16)

Weddell, leopard, Ross and elephant seals.

Playful Penguins: Activity (P. 29)

1. No; 2. Emperor, Adelie, King, Chinstrap, Rockhopper, Gentoo, Macaroni; 3. Africa, Australia, New Zealand, Galapagos Islands; 4. Wings; 5. False.

Penguin Profile: Cyber Challenge (P. 30) Penguin Profile: Scientific name = Aptenodytes patagonica;

© ReadyEdPubl i cat i ons •f or r ev ew pur posesonl y• Marine Species: Activity (Pi . 22)

Antarctica’s Animal Life: Activity (P. 20) Description = Blue-black back with white belly, golden

1. True; 2. Most marine species depend on krill as a food source; 3. Phytoplankton (microscopic plants); 4. Answers will vary but may include the fact that krill are known to eat each other when food supplies are low.

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Cold Species: Cyber Challenge (P. 23) PENGUINS e.g. Adelie penguins Chinstrap penguins Gentoo penguins King Emperor penguins

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WHALES Blue whales Fin whales Humpback whales Minke whales Orca whales Killer whales Sei whales Sperm whales

SEALS Weddell seals Crabeater seals Fur seals Leopard seals Elephant seals

swish outlined in bold black on sides of head and grows to almost a metre tall; Moves on land by running not hopping; The chicks are hatched from greenish-white eggs and quickly become covered in brown woolly fuzz that keeps them warm; The mother and father take turns to keep the egg warm before it hatches; If another penguin gets too close then it will get a nasty jab or flipper slap.

Emperor Penguins: Activity (P. 32)

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1. The wingless midge; 2. The size of a fly; 3. Marine or aquatic; 4. Whales and seals; 5. No; 6. No.

1. Nearly 1.5 metres; 2. About 350,000; 3. In the freezing water; 4. They huddle together in groups and take turns moving to the middle of the circle to warm up.

Adelie Penguins: Activity (P. 34)

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OTHER ANIMALS Krill Albatross Antarctic skua Snow petrel Giant petrel Antarctic tern

1. Mainly on the Antarctic Peninsula and surrounding islands; 2. A rookery is a place where penguins and other bird species gather to breed and raise their young; 3. In winter, Adelie penguins move to warmer areas off the Antarctic continent; 4. There are more than 2.5 million pairs of Adelie penguins in Antarctica; 5. True.

Cheeky Chinstraps: Activity (P.39) 1. Shetland Island and Seal Island; 2. True; 3. They have a clear thin curved line of black feathers running under their chin.

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Cool Antarctica Answers

Arctic Bird’s Journey: Cyber Challenge (P. 35) 1. Over 35,000 kilometres; 2. Immediately before beginning a migration, a noisy colony of birds suddenly becomes quiet, and they all take to the air and fly away. The word “dread” is used to describe this behaviour.

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Learning About Antarctica: Activity (P. 36)

1. From all over the world; 2. More than 100 research stations; 3. Answers will vary. Check the resource book.

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Cool Living: Activity (P. 38)

1. True; 2. True; 3. True; 4. True; 5. False.

1. Hagglunds, skidoos, Ivan the Terra Bus, helicopter, fixed wing planes, walking; 2. They need to be plugged into electric heaters to stop their engines from freezing; 3. Two people; 4. One person but up to 90 kilograms of cargo.

Daily Life: Activity (P. 42) 1. Sleeping during the 24 hour sunlight, eating lots of packet food, living in freezing conditions and so on; 2. Freeze-dried foods and snacks like chocolate bars, crackers and packet soups; 3. Special UV protective sunglasses; 4. In a hut or sometimes a tent.

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Getting About: Activity (P. 40)

1. They have a layer of blubber or dense fur; 2. Humans must wear layers of protective clothing to stop their bodies from losing heat; 3. Answers include: Heat loss from head and neck, numbness, waxy feeling in fingers and toes, pale skin, shivering, weakness and tense muscles.

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Antarctic Slang: Activity (P. 46) 1. Scradge – food; Tin dog – another name for a skidoo; Boomerang – A plane flight to Antarctica that has to turn back before it gets there due to bad weather; Helo – helicopter; Pit – another term for a bed; City mice – Support workers that only stay on the main bases and do not go out into the field.

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Travel to Antarctica: Activity (P. 48)

1. Amazing scenery, colourful sunsets, fascinating wildlife, and so on; 2. Yes but the passengers don’t often get off them; 3. Yes but it can be dangerous; 4. A whiteout occurs when a pilot can’t tell the difference between the snow-capped mountains and the snow white sky.

Antarctic Quiz: Cyber Challenge (P. 49) 2. 3836 metres; 2. The Vinson Massif (4897 metres); 3. 2 million years ago; 4. East Antarctica; 5. 515 kilometres long; 6. Only one fifth is visible; 7. The most southernmost church in the world; 8. No. They were banned to protect the seals.

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© ReadyEdPubl i cat i ons • f o rr e v i ew pur posesonl y• Beating the Cold: Activity (P . 44)