Antarctica

On Line Module

Information Research Cycle

Key Learning Area Skills Values and Attitudes Knowledge and Understanding

and/or Related Outcomes

Human Society and Its Environment
  • acquires information
  • uses an inquiry process
  • appreciates the environment, one's personal relationship with it and one's responsibility for its future;
  • recognises the interdependence of people and the environment
  • ENS3.5: Demonstrates an understanding of the interconnectedness between Australia and global environments and how individual groups can act in an ecologically responsible manner.
English
  • develops enjoyment, confidence and independence as language users and learners
  • develops competence in learning and using language in a broad range of contexts
  • WS3.12: Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.
  • RS3.5: Reads independently an extensive range of texts with increasing content demands and responds to themes and issues
  • RS3.6: Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
  • WS3.9: Produces a wide range of well-structured and well-presented factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
Science
  • investigates natural phenomena and made environments
  • assesses, selects and uses a range of technologies

 
  • engages in learning experiences which will enable them to develop positive and informed values and attitudes towards themselves, others and science and technology
  • LT S3.3: Identifies, describes and evaluates the interactions between living things and their effects on the environment
  • ES S3.6: Recognises that the Earth is the source of most materials and resources, and describes phenomena and processes that form and change the earth over time
  • UT S3.9: Evaluates, selects and uses a range of equipment, technologies, materials and other resources to meet the requirements and constraints of investigation and design tasks.
Mathematics
  • collects, represents, analyses and evaluates information 
  • shows interest and enjoyment in inquiry and the pursuit of mathematical knowledge, skills and understanding
  • demonstrates confidence in applying mathematical knowledge, skills and understanding to everyday situations and the solution of everyday problems

 

  • SGS3.3: Uses a variety of mapping skills.

  • MS3.2: Measures and records area in metric units.

  • NS3.1: Orders, reads and writes numbers of any size.
  • DS3.1: Displays and interprets data in graphs.

 

Please note that the following tasks are designed to be completed by stage three students in small groups of six. 

Learning Strategies

 Links to Pedagogy

Potential Computer Competencies

Potential Technological Language

TASK 1

Locate Antarctica and its closest neighbouring countries on a map of the world. 

What is the latitude of Antarctica? 

What is it's size (area)?  Compare this with three other countries by ordering them from smallest to largest. 

Locate the territories and key bases in Antarctica.

 Include all the above information in a labeled map.

Bloom's Taxonomy of Cognitive Processes: Knowledge & Comprehension

Gardner's Multiple Intelligences: Logical-Mathematical and Spatial

  • Scanning images and converting to graphics files

  • Inserting images

  • Inserting text box

  • Internet search engines

  • Deletes/crops/sizes selected objects

  • Layers objects - moves front to back

scan, scanner, image, insert, text box, Internet, search engine, graphic, file format, jpeg, gif, save as

TASK 2

What are the three south poles?  Give a brief description of each.

How does a glacier form? Write a brief explanation.  Name some well-known glaciers in Antarctica.

What is the origin and meaning of the word Antarctica?

Research three types of polar ice.  Write a brief description of each.

Besides ice, what is Antarctica made up of?

Describe the climate of Antarctica.  Include temperature, seasonal changes, wind speeds and other interesting facts.

 Bloom's Taxonomy of Cognitive Processes: Knowledge & Comprehension

Gardner's Multiple Intelligences:  Linguistic

  • Opens a browser program (RS3.5)

  • Uses prepared bookmarks (RS3.5, UT3.9, BE3.1)

  • Uses and understands the features of a browser (RS3.5)

  • Understands and uses key words in a search (RS3.5, UT3.9)

  • Understands key features of a web page (RS3.5)

  • Bookmarks a location (RS3.5, UT3.9)

  • Chooses appropriate sites from a search (RS3.6, UT3.9)

  • Interprets information from a website (RS3.7, PHS3.12)

Internet, browse, browser, bookmark, search, search engine, web site/page, 

 

TASK 3

Develop a series of questions to email to a scientist based in Antarctica to gain an insight into their experiences, living standards and purpose. 

Keep a record of the interesting answers you receive from your scientist.  Remember to find out his/her name, country of origin, and their job in Antarctica. 

Now write a song about your group's scientist to a popular piece of music.  Include this song in your final presentation.

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension,  Synthesis

Gardner's Multiple Intelligences:  Spatial, Interpersonal,  Linguistic,  Musical-Rhythmic
  • composes and sends email under guidelines and with supervision (RS3.5, ICS3.2, UTS3.9)
  • interprets features of an inbox
  • understands features of a new message
  • understands features of a retrieved message
  • retrieves and replies to email under supervised conditions (UTS3.9)
email, send, retrieve, inbox, sent items, delete, compose, 
TASK 4

Create a database on one of the following Antarctic species:

  • Penguins
  • Whales
  • Other Antarctic/ Sub-Antarctic Birds
  • Seals

 Include size, diet, colouring, main breeding areas, features and an interesting fact.

As a group choose two of these animals and develop a 'Steve and Terry Irwin' type documentary about them.

 

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension, Analysis, Synthesis

Gardner's Multiple Intelligences: Logical-Mathematical, Spatial, Interpersonal, Bodily-Kinesthetic, Linguistic

  • understands structure/purpose of a spreadsheet

  • Locates specific information in a class-created database

  • Understands basic terminology - fields, records, files (UTS3.9)

  • creates a database with a limited number of fields (UTS3.9)

  • sorts data

  • uses find function to search

 

 database, field, record, file, sort, create, add, delete, search, locate
TASK 5

Create a spreadsheet recording the height/length and weight of one of the following Antarctic species: 

  • Penguins
  • Whales
  • Other Antarctic/ Sub-Antarctic Birds
  • Seals

Convert your information into a comparative column graph.

 

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension,  Analysis

Gardner's Multiple Intelligences: Logical-Mathematical
  • understand the purpose/structure of a spreadsheet
  • understands terminology - column, row, cell
  • understands active cell
  • enters data (labels, values) in a cell
  • edits data in a cell
  • generates appropriate graphs (bar, column, line)
  • formats data to currency, time, number, percentage
  • sorts data

 

 spreadsheet, column, cell, field, row, active, data, graphs
TASK 6

Research a famous Antarctic explorer.  Each member of the team is to choose one of the following:

  • John Davis
  • Vivian Fuchs
  • Ernest Shackleton
  • Douglas Mawson
  • Roald Amundsen
  • Robert Falcon Scott

Include their date of birth and death, country of origin, Antarctic exploration successes and failures as well as any other interesting information you find.

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension, Analysis

Gardner's Multiple Intelligences:  Linguistic,

  • Opens a browser program (RS3.5)

  • Uses prepared bookmarks (RS3.5, UT3.9, BE3.1)

  • Uses and understands the features of a browser (RS3.5)

  • Understands and uses key words in a search (RS3.5, UT3.9)

  • Understands key features of a web page (RS3.5)

  • Bookmarks a location (RS3.5, UT3.9)

  • Chooses appropriate sites from a search (RS3.6, UT3.9)

  • Interprets information from a website (RS3.7, PHS3.12)

  • Scanning images and converting to graphics files

  • Inserting images

  • Inserting text box

  • Internet search engines

  • Deletes/crops/sizes selected objects

  • Layers objects - moves front to back

Internet, browse, browser, bookmark, search, search engine, web site/page, scan, scanner, image, insert, text box, Internet, search engine, graphic, file format, jpeg, gif, save as
TASK 7

Research human involvement in Antarctica.  Each member of the team is to choose one of the following: 

  • Mineral exploration
  • Tourism
  • Ecological research
  • Meteorological research
  • Whaling
  • Fishing

Use de Bono's Thinking Hats to present your research.  Include your evaluation in your group's  final slideshow/webpage.

 de Bono's Thinking Hats

Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension,  Evaluation

Gardner's Multiple Intelligences:  Linguistic, Intrapersonal

 

  • Opens a browser program (RS3.5)

  • Uses prepared bookmarks (RS3.5, UT3.9, BE3.1)

  • Uses and understands the features of a browser (RS3.5)

  • Understands and uses key words in a search (RS3.5, UT3.9)

  • Understands key features of a web page (RS3.5)

  • Bookmarks a location (RS3.5, UT3.9)

  • Chooses appropriate sites from a search (RS3.6, UT3.9)

  • Interprets information from a website (RS3.7, PHS3.12)

  • Scanning images and converting to graphics files

  • Inserting images

  • Inserting text box

  • Internet search engines

  • Deletes/crops/sizes selected objects

  • Layers objects - moves front to back

Internet, browse, browser, bookmark, search, search engine, web site/page, scan, scanner, image, insert, text box, Internet, search engine, graphic, file format, jpeg, gif, save as
TASK 8

Research polar transport, providing a description of purpose as well as a labeled picture of each.

Research different types of accommodation in Antarctica.  Include how it is different to our buildings and why.

How is clothing different in Antarctica?  Research special clothing and compare it to the fabric and styles of our clothing.

Now invent a new product, garment or machine that can be marketed and sold to tourists on holidays in Antarctica, or scientists at work in Antarctica.  Include an advertisement and jingle for your group's product in your final slideshow/ webpage.

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension,  Synthesis

Gardner's Multiple Intelligences:  Spatial, Interpersonal,  Linguistic, Intrapersonal, Musical-Rhythmic

  • Opens a browser program (RS3.5)

  • Uses prepared bookmarks (RS3.5, UT3.9, BE3.1)

  • Uses and understands the features of a browser (RS3.5)

  • Understands and uses key words in a search (RS3.5, UT3.9)

  • Understands key features of a web page (RS3.5)

  • Bookmarks a location (RS3.5, UT3.9)

  • Chooses appropriate sites from a search (RS3.6, UT3.9)

  • Interprets information from a website (RS3.7, PHS3.12)

  • Scanning images and converting to graphics files

  • Inserting images

  • Inserting text box

  • Internet search engines

  • Deletes/crops/sizes selected objects

  • Layers objects - moves front to back

Internet, browse, browser, bookmark, search, search engine, web site/page, scan, scanner, image, insert, text box, Internet, search engine, graphic, file format, jpeg, gif, save as
TASK 9

Research an environmental issue concerning Antarctica.  Each member of the team is to select one of the following issues:

  • Litter
  • Water pollution
  • Energy sources
  • Air pollution
  • Minerals and mining
  • Fishing and Whaling
  • Tourism
  • Feral animals and plants

Write a poem (not an acrostic) or design a picture expressing how you feel about this particular issue.

 

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension,  Synthesis, Evaluation

Gardner's Multiple Intelligences:  Spatial,  Linguistic, Intrapersonal

  • Opens a browser program (RS3.5)

  • Uses prepared bookmarks (RS3.5, UT3.9, BE3.1)

  • Uses and understands the features of a browser (RS3.5)

  • Understands and uses key words in a search (RS3.5, UT3.9)

  • Understands key features of a web page (RS3.5)

  • Bookmarks a location (RS3.5, UT3.9)

  • Chooses appropriate sites from a search (RS3.6, UT3.9)

  • Interprets information from a website (RS3.7, PHS3.12)

  • Scanning images and converting to graphics files

  • Inserting images

  • Inserting text box

  • Internet search engines

  • Deletes/crops/sizes selected objects

  • Layers objects - moves front to back

Internet, browse, browser, bookmark, search, search engine, web site/page, scan, scanner, image, insert, text box, Internet, search engine, graphic, file format, jpeg, gif, save as
TASK 10

Research a treaty/protocol/agreement.  Each member of the team is to select one of the following:

  • Antarctic Treaty
  • Convention for the Conservation of Antarctic Flora
  • Convention for the Conservation of Antarctic Marine Living Resources
  • Protocol on Environmental Protection

Include the purpose of the treaty/agreement, the date of enactment, members (countries) and any other interesting facts you discover.

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension, Application

Gardner's Multiple Intelligences:  Linguistic,

  • Opens a browser program (RS3.5)

  • Uses prepared bookmarks (RS3.5, UT3.9, BE3.1)

  • Uses and understands the features of a browser (RS3.5)

  • Understands and uses key words in a search (RS3.5, UT3.9)

  • Understands key features of a web page (RS3.5)

  • Bookmarks a location (RS3.5, UT3.9)

  • Chooses appropriate sites from a search (RS3.6, UT3.9)

  • Interprets information from a website (RS3.7, PHS3.12)

  • Scanning images and converting to graphics files

  • Inserting images

  • Inserting text box

  • Internet search engines

  • Deletes/crops/sizes selected objects

  • Layers objects - moves front to back

Internet, browse, browser, bookmark, search, search engine, web site/page, scan, scanner, image, insert, text box, Internet, search engine, graphic, file format, jpeg, gif, save as
TASK 11

As a group, and using your knowledge of the Antarctic Treaty and other protocols as well as relevant environmental issues studied, devise up to ten rules to preserve Antarctica's environment.

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension,  Evaluation

Gardner's Multiple Intelligences: Logical-Mathematical,  Interpersonal,  Linguistic
  • chooses appropriate slide design and layout
slide, buttons, hyperlinks, multimedia
TASK 12

As a group, devise twelve different trivia questions relating to your studies of Antarctica.  The answers must be able to be found in your group's final presentation.

 Bloom's Taxonomy of Cognitive Processes: Knowledge, Comprehension, Application

Gardner's Multiple Intelligences: Logical-Mathematical, Spatial, Interpersonal,  Linguistic,

  • chooses appropriate slide design and layout
slide, buttons, hyperlinks, multimedia