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Antarctica Humanities Level 5 Planning and Suggested Answers Antarctica humanities level 5 planning and suggested answers 2 © John Wiley & Sons Australia, Ltd 2005 © John Wiley & Sons Australia, Ltd 2006 antarctica VELS OUTLINE: LEVEL 5 Domain Dimension Key elements of standards/learning focus Context Page references Discipline links STRAND: DISCIPLINE-BasED LEarnING Humanities Geographical knowledge and Standards Explore the characteristics of the Antarctic continent, 2–9, 10–11 History: Olympic Games (Humanities Alive 1, — Geography understanding Demonstrate knowledge and understanding of characteristics of Australian including its ice cover, climate, physical processes, fauna and pp. 96–7) and surrounding regions including Antarctica. mineral deposits. Science: buoyancy (Science Alive 2, p. 220); states of matter (Science Alive 2, pp. 2–3, 20) Explain how the interaction of physical processes and human activities Investigate the difficulties of living in and exploring Antarctica 4–7, 10–15, 18–23 creates variations within regions. and the impact of human activity. Demonstrate understanding of environmental issues based on inquiry and Investigate environmental adaptations, and resource use; 8–11, 14–15, 22–3 propose ways to ensure resource sustainability. threats to the Antarctic environment; possibility of iceberg harvesting. Learning focus Investigate aspects of Antarctica’s landforms, locations and 2–3, 6–7, 10–11, 14–15 English: write a newspaper article (English Alive 2, Use a variety of geographic tools/skills, and an inquiry-based approach, to mineral deposits and potential impacts on Antarctica of pp. 110–11) investigate Australian and surrounding regions including Antarctica. global warming. Explore how human and physical environments interact over time to change Investigate the resources of Antarctica and their use, and 10–15 Science: magnetic fields Science( Quest 4, p. 60) characteristics of regions. threats to the environment. Geography: ozone layer (Jacaranda SOSE Geography 4, pp. 110–11) Extend knowledge and understanding of physical phenomena and of Appreciate the geography of Antarctica including landforms, 2–7, 10–11, 15 physical processes that produce them. climate, natural resources, and potential impact of global warming. Identify major physical features and their links with human activities. Explore the geography of Antarctica; use overlay maps to 2–3, 16–17 demonstrate the relationship between bases and resources. Investigate environmental issues; suggest/evaluate policies for their effective Investigate environmental adaptations and food webs, 8–15 History: post-war modernisation of Japan (SOSE management and sustainable use of resources. Antarctica’s resources, environmental threats. Alive 4, pp. 40–1) Geospatial skills Collect geographical information from electronic and print media. Collect geographical information on Mt Erebus, South Pole 2–3, 6–7, 10–11, 14–15 Maths: estimating, calculating area weather, mineral resources, oil spill disasters, global warming. Analyse, evaluate and present geographical information, using a range of Prepare a study map, evaluate satellite images and maps, 2–5, 8–11 forms. construct a line graph, annotate a diagram. Construct overlay theme maps using map conventions. Construct an overlay theme map to locate territorial claims, 16–17 bases and mineral resources. strand: IntERDISCIPLINARY LEarnING Communication Listening, viewing and responding When listening/responding, consider alternate views and recognise multiple Discuss the pros and cons of tourism and ownership of 10–13 viewpoints. territory in Antarctica. Presenting Use subject-specific language and communication conventions to convey a Prepare a study map; share information on Mt Erebus 2–5, 12–15 Science: food chains and webs (Science Alive 2, clear message. through online forums; use diary entries, bumper stickers and p. 152) newspaper reports. Design, Creativity Investigating and designing Undertake research relevant to the design brief. Design a crevasse warning sign, a flag for Antarctica, a 4–5, 14–15, 20–1 Art: design a commemorative tribute and Technology bumper sticker, a commemorative tribute to Sir Douglas Drama: scriptwriting and performance Mawson. ICT ICT for communicating Exchange ideas and considered opinions through online forums. Exchange information discovered on Mt Erebus. 2–3 ICT for visualising thinking Use a range of ICT tools and data types to visualise thinking strategies when Use an ICT web tool to investigate South Pole weather; 6–7 developing understanding. critically evaluate the site’s usefulness. strand: PHYSICAL, PERSONAL AND SOCIAL LEARNING Personal Learning The individual learner Seek and respond to feedback in building knowledge and understanding. Share researched information, discuss controversial topics, 2–3, 10–13 consider feedback on flag design. Extracts from curriculum domains and strands from the Victorian Essential Learning Standards: © VCAA 2005. This is an extract from material produced by the Victorian Curriculum and Assessment Authority, Australia. Students and teachers should consult the Victorian Essential Learning Standards website for more information: http://vels.vcaa.vic.edu.au 2 © John Wiley & Sons Australia, Ltd 2006 © John Wiley & Sons Australia, Ltd 2006 antarctica Domain Dimension Key elements of standards/learning focus Context Page references Discipline links STRAND: DISCIPLINE-BasED LEarnING Humanities Geographical knowledge and Standards Explore the characteristics of the Antarctic continent, 2–9, 10–11 History: Olympic Games (Humanities Alive 1, — Geography understanding Demonstrate knowledge and understanding of characteristics of Australian including its ice cover, climate, physical processes, fauna and pp. 96–7) and surrounding regions including Antarctica. mineral deposits. Science: buoyancy (Science Alive 2, p. 220); states of matter (Science Alive 2, pp. 2–3, 20) Explain how the interaction of physical processes and human activities Investigate the difficulties of living in and exploring Antarctica 4–7, 10–15, 18–23 creates variations within regions. and the impact of human activity. Demonstrate understanding of environmental issues based on inquiry and Investigate environmental adaptations, and resource use; 8–11, 14–15, 22–3 propose ways to ensure resource sustainability. threats to the Antarctic environment; possibility of iceberg harvesting. Learning focus Investigate aspects of Antarctica’s landforms, locations and 2–3, 6–7, 10–11, 14–15 English: write a newspaper article (English Alive 2, Use a variety of geographic tools/skills, and an inquiry-based approach, to mineral deposits and potential impacts on Antarctica of pp. 110–11) investigate Australian and surrounding regions including Antarctica. global warming. Explore how human and physical environments interact over time to change Investigate the resources of Antarctica and their use, and 10–15 Science: magnetic fields Science( Quest 4, p. 60) characteristics of regions. threats to the environment. Geography: ozone layer (Jacaranda SOSE Geography 4, pp. 110–11) Extend knowledge and understanding of physical phenomena and of Appreciate the geography of Antarctica including landforms, 2–7, 10–11, 15 physical processes that produce them. climate, natural resources, and potential impact of global warming. Identify major physical features and their links with human activities. Explore the geography of Antarctica; use overlay maps to 2–3, 16–17 demonstrate the relationship between bases and resources. Investigate environmental issues; suggest/evaluate policies for their effective Investigate environmental adaptations and food webs, 8–15 History: post-war modernisation of Japan (SOSE management and sustainable use of resources. Antarctica’s resources, environmental threats. Alive 4, pp. 40–1) Geospatial skills Collect geographical information from electronic and print media. Collect geographical information on Mt Erebus, South Pole 2–3, 6–7, 10–11, 14–15 Maths: estimating, calculating area weather, mineral resources, oil spill disasters, global warming. Analyse, evaluate and present geographical information, using a range of Prepare a study map, evaluate satellite images and maps, 2–5, 8–11 forms. construct a line graph, annotate a diagram. Construct overlay theme maps using map conventions. Construct an overlay theme map to locate territorial claims, 16–17 bases and mineral resources. strand: IntERDISCIPLINARY LEarnING Communication Listening, viewing and responding When listening/responding, consider alternate views and recognise multiple Discuss the pros and cons of tourism and ownership of 10–13 viewpoints. territory in Antarctica. Presenting Use subject-specific language and communication conventions to convey a Prepare a study map; share information on Mt Erebus 2–5, 12–15 Science: food chains and webs (Science Alive 2, clear message. through online forums; use diary entries, bumper stickers and p. 152) newspaper reports. Design, Creativity Investigating and designing Undertake research relevant to the design brief. Design a crevasse warning sign, a flag for Antarctica, a 4–5, 14–15, 20–1 Art: design a commemorative tribute and Technology bumper sticker, a commemorative tribute to Sir Douglas Drama: scriptwriting and performance Mawson. ICT ICT for communicating Exchange ideas and considered opinions through online forums. Exchange information discovered on Mt Erebus. 2–3 ICT for visualising thinking Use a range of ICT tools and data types to visualise thinking strategies when Use an ICT web tool to investigate South Pole weather; 6–7
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