The Antarctica Project
Groups will work in groups of 3 or 4.
Checklist:
If you do just the red tasks you have successfully completed the minimum requirements for this task.
If you complete the red and the black tasks then you have successfully met the requirements.
If you complete the red, black and blue tasks, then you have surpassed the requirements.
You do not have to complete the tasks in this order, however there may be tasks that you need to do first before you can do others.
Group created a base
Group was able to explain the Antarctic Treaty
Group is able to explain how Global Warming is affecting Antarctica and what we can do to prevent it
Group was able to explain how their base was suited for Antarctica
Group provided a sketch to show that they had planned it first with labels and explanations
Group kept a journal to show what is achieved every time they worked
Group has a list of materials that they used and what they represented
Group must write down what they did and how they contributed
Group is able to explain how the base will not affect the environment (one good reason)
Mapping Skills
Locate each of the places listed below and mark them as directed. Use a black pen unless otherwise instructed.
1. Label East and West Antarctica.
2. Mark the South Pole with a black spot and label it.
3. Add Elephant Island and South Georgia by drawing its outline and labelling it.
4. Draw a line to show the Ross Ice Shelf, the Ronne Ice Shelf and the Larsen Ice Shelf. Colour each ice shelf pink.
5. Label the following seas: Ross, Amundsen, Bellinghausen, Weddell, and colour them light blue.
6. Use a compass to draw the Antarctic Circle and label it.
7. Add Cape Horn and Falkland Islands by drawing its outline and labelling it On the map where you have already marked the geographical features draw a dotted line to show the route that Shackelton’s party followed.
Global Warming Rotation Lesson
Answer the following in your books in full sentences.
1. How is Global Warming affecting Antarctica? (cite source). At least 6 sentences.
2. Write a short report about one animal in Antarctica (a little under than half a page with information such as diet, where it lives, how long it lives for, interesting facts about it, how they have babies, who are their prey and predators and anything else you can find out about it). (cite source)
3. Information about Antarctica (e.g. weather, plants, animals, who works there) (cite source) (at least 6 sentences)
4. What is the Antarctic Treaty? (cite source)
Extension: Glaciers and Icebergs - what are they and how are they formed? (cite source)
Geography
Lesson #4: Land Management in Australia
Learning Intention: Explore and investigate the management of places and environments in Australia.
Student Presentation: Hey Tosser!!
Read to Students:
We need to manage the land and our State and National Parks properly. If the land is not managed properly, the environment and many ecosystems will suffer. People need to learn about how best to manage the land without damaging it. Before the arrival of the Europeans, the Indigenous people (Aboriginal people) of Australia managed the land. We all need to work together to reduce damage to the environment and protect the wildlife and plants that are part of that land.
Land management is when the land is used in a sustainable way. Sustainable means that something can keep happening. Sustainable farming means that farms can keep growing crops year after year. Sustainable logging means that an area of forest can keep being logged every now and then. Using the land in a sustainable way means that the land will be available to use in the future.
Land is used for a variety of purposes. We need land on which to build our towns and cities. We use land to grow crops, vegetables and fruit. All plants and animals, including the animals we farm, need land to survive. Forests need the land and we need our forests to supply our timber. Land is vital to our survival, yet frequently the land is not managed carefully enough.
Discuss with students strategies on how to manage certain environments inflicted by the devastation such as drought, deforestation, wildlife endangerment, pollution, Climate change/ ozone layer.
Show students clip of Charlie and Lola and how they are trying the persuade younger audiences on how to manage the environment. https://www.youtube.com/watch?v=zCfazf2gVuo
Students will investigate:
How to manage the environment?
Brainstorm with Ss what does this actually mean (e.g. pollution, deforestation, taking care of our flora and fauna, sustainability)
Discuss what we could search for and how on Google, Youtube and Oliver (Ask Peter Tran to do a demonstration)
What to do:
Using the technology and resource in the classroom you will need to explore How to manage the environment?
Then in detail write at least 7 bullet points (more is better) about your findings before investigating another environment (e.g. the first could be how to manage the natural environment like avoiding the destruction of trees and after writing 7 bullet points, you might investigate how to manage our waterways.) Make sure your written work is in your own words.
Every person must have something written in their books by the end of the lesson.
Also find an appropriate picture that helps you remember what each concept is about. If possible, also see if you can find an appropriate video.
- Write down what you have learnt in regards to managing the environment and add it to Linoit (username: year6rocks password: student name of canvas: Managing the Environment) along with an image that stood out to you as well as a video that stood out to you. Boys will add theirs to a yellow Post It Note and girls will add to a pink Post it Note.
- Ss present back what they found and explain how the management process works.
- Ss discuss how they could help better manage the environment.
**To end the lesson students will write out a hexagon each about what they have learnt from the lesson. Then each students will try to link and make connections with the other students hexagons from their investigation groups.
Geography
Lesson #3: Mapping
Learning intention: Students learn and then explore how to use different kinds of maps on the internet (street view, earth, photo and photo rotation, satellite etc.).
Go through what they have learnt from the previous lesson and hand out some hexagons for them to pin up on the learning wall.
Using these maps students will compare and contrast the management of different environments worldwide.
Base your information on the following questions:
- How are these places similar?
- How do they differ?
- How can the people of this country maintain or manage the issue?
(Use knowledge from previous lesson to discuss topic areas)
Students in groups will investigate one of the following environmental issues/places:
- Deforestation: Honduras, Nigeria, The Philippines
- Pollution: China (Linfen), Ukraine (Chernoby), Iran (Ahvaz)
- Endangered Wildlife: Ivory-Billed Woodpecker (North America), Amur Leopard (East Russia), Javan Rhinoseros (Indonesia)
- Climate change: Austria (The Alps), The Arctic (The Northwest Passage), Kiribati (Island Nations)
- Drought: Ethiopia, Somalia, Sudan
All information is recorded in student workbooks.
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