Teacher Resource Material Primary Years 5 and 6

Home , Ernest Wild, Frank Wild, Mrs Chippy

©Australian National Maritime Museum 2015 1

CURRICULUM LINKS Year 5 and 6

Year 5 Mathematics Data representation and interpretation (ACMSP118) (ACMSP119) (ACMSP120)

Year 6 Mathematics Data representation and interpretation (ACMSP147) (ACMSP148)

Year 5 English

Interacting with others (ACELY1699) Speaking Listening (ACELY1796) (ACELY1700) Creating texts(ACELY1704)

Year 6 English Interacting with others (ACELY1709) Speaking Listening (ACELY1816) (ACELY1710) Creating texts(ACELY1714)

Year 5 Humanities and Social Science Geography (ACHASSK113)

Year 5 Science Biological sciences (ACSSU043)

Year 6 Science Biological sciences (ACSSU094)

Year 5 and 6 Visual arts (ACAVAM115) (ACAVAM116)

Ernest Shackleton Scott Polar Research Institute, University of Cambridge/ Getty Images

©Australian National Maritime Museum 2015 2

ICONS Icons are used next to activities to indicate skills being addressed.

Think carefully about the question and what you want to say in reply.

Discuss something with a friend, within a group or with your teacher.

Write a response in the space provided. This could be following discussion.

Perform mathematical calculations.

Read some information.

Look at some visual material.

Research an issue.

This is an interactive activity.

Make something.

©Australian National Maritime Museum 2015 3

GLOSSARY

Antarctic bottom water The coldest and densest water mass in the ocean. Formed in particular places in Antarctica when surface water cools and becomes more dense and so sinks to the ocean floor.

Anthropologist Anthropologists examine, analyse, report on and compare different communities and how they grow, develop and interact.

Avalanche A fall or slide of a large mass of snow and ice which has detached from where it rested.

Biologist Biologists study humans, plants, animals and the environments in which they live.

Calve When the ice flowing from a glacier reaches a body of water it begins to float and may break off the glacier becoming an iceberg.

Desert An area where precipitation is low and evaporation is high creating very little moisture in the air. Antarctica is a “white desert”.

Ecosystem A system formed by the interactions of the living organisms (plants, animals and humans) and physical elements of the environment.

Environment The total physical and biotic features and influences surrounding a place or organism.

Geographical issues Areas of concern that arise due to changes in environments and which can be in spatial and ecological dimensions.

Geologist Geologists study the solid and liquid matter that constitutes the Earth as well as the processes and history that has shaped it.

Glaciers Glaciers are snow, compressed over many years, which thicken into ice masses. They are like rivers of ice and move slowly. Freshwater.

Habitat The environment in which an organism lives: the land and resources (food and shelter) required to support an organism.

Hypothesis A predictive statement which can be tested using a range of methods: most often associated with experimental procedure.

Ice floe A large, flat, sheet of sea ice that has broken off contact with the coast where it was formed and is floating in open water. Sea-water.

Ice sheet A large, thick mass of ice that covers the land beneath it and is greater than 50,000 square kilometres. Ice sheets cover Antarctica. Freshwater.

Ice shelf A large flat sheet of ice that is attached to land along one side and floats in the ocean. Formed where a glacier or ice shelf has reached the water and kept flowing.

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GLOSSARY

Ice tongue A mass of ice projecting from a glacier into the sea. It is still fixed to and forms a part of the larger glacier.

Iceberg A massive piece of floating ice that has calved off a glacier or ice shelf. Icebergs occur in lakes and the ocean and can be the size of islands or small countries. Only about 10% of its mass is above the surface of the water.

Inuit The Inuit is a group of culturally similar indigenous peoples inhabiting the Arctic regions.

Investigation Systematic inquiry.

Physical environment Includes water, air, living things, sunlight and natural features of the earth’s environment .

Phytoplankton (Plant plankton) Microscopic plant organisms which grow and live in the upper layers of the ocean and form the basis of the marine food web.

Primary materials (History) Original material written, composed, constructed at the time that is being studied and about the topic that is being studied.

Primary materials (Science) Original material collected by the author. It includes measurements, survey responses, photographs, digital images, maps and sketches.

Secondary sources (History) Material written, composed, constructed after the event being studied; not first-hand knowledge.

Secondary sources (Science) A range of forms of information and data that have resulted from the investigations of other people, including graphs, diagrams, images.

South Pole The southern-most point on the surface of the Earth where the Earth’s axis of rotation intersects. validity of first hand data The extent to which the processes and resultant data measure what was intended.

Zooplankton (Animal plankton) Microscopic animal organisms, such as tiny crustaceans and fish larvae, that drift in bodies of water. Zooplankton cannot produce their own food so are consumers.

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A. Timeline

Construct a timeline of exploration in the Antarctic region

and other world events of the time of Shackleton’s

expedition. The timeline needs to be to scale and record at

least ten of the events listed below. Label each event with a

date and title.

British explorer James Cook crosses the Antarctic Circle in January and circumnavigates Antarctica. He does not sight land, but finds evidence that a 1773 southern continent exists.

The First Fleet arrives in Australia. 1788

Thaddeus Bellingshausen, a Russian naval officer, circumnavigates Antarctica 1891 - 1821 and is the first person to cross the Antarctic Circle since Captain Cook.

British whaler James Weddell discovers the sea later named after him and reaches the most southerly point to date. No one else penetrates the Weddell 1823 Sea again for 80 years.

British naval officer and scientist James Clark Ross takes two ships, the Erebus and the Terror, to within 80 miles of the Antarctic coast. He is stopped by a 1840 massive ice barrier, known as the Ross Ice Shelf. He also discovers an active

volcano that he names after his ship Erebus.

Karl Benz builds the first motorcar. 1885

Carsten Borchgrevink leads a British expedition to Cape Adare and builds huts. 1899 This was the first time that anyone had spent a winter on land in Antarctica.

1901 Australia becomes an independent nation with Federation.

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1902 Robert Falcon Scott leads his first Antarctic expedition to the South Pole, with Ernest Shackleton and Edward Wilson. They are forced to turn back two months later having reached 82˚ south, suffering from snow blindness and scurvy.

1903 The Wright brothers make the first powered airplane flight.

1907 - 1909 Ernest Shackleton leads an expedition to within 156 km of the South Pole, but turns back after supplies are exhausted.

1912 - December Norwegian Roald Amundsen is the first to reach the South Pole.

1912 – January Robert Falcon Scott reaches the South Pole three weeks after Amundsen.

1914 World War One begins.

1915 Ernest Shackleton returns to Antarctica in October in an attempt to complete the first crossing of the continent. The attempt is unsuccessful.

Ernest Shackleton and five men depart Elephant Island on an 800 nautical 1916 mile voyage across the Southern ocean to reach South Georgia. According to Sir Edmund Hillary, “this attempt to rescue all of Shackleton’s 28 men stranded in Antarctica is the greatest survival story of all time”.

Ernest Shackleton returns aboard Aurora to rescue the stranded members January 1917 of the Ross Sea party.

1956 A United States of America aircraft lands at the South Pole, the first people since Scott in 1912.

1958 The first successful land crossing via the South Pole is led by British geologist Vivian Fuchs with New Zealander Edmund Hillary leading the backup party.

1961 Antarctic Treaty comes into effect.

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B. The story behind Escape from Antarctica One hundred years ago one of the most compelling adventure and survival stories of the 20th century occurred in Antarctica.

Sir Ernest Shackleton’s Imperial trans-Antarctic Expedition aimed to be the first to cross the frozen Antarctic continent. Shackleton’s bold plan would see two parties working from opposite sides of the continent. He would lead the Weddell Sea crossing party while a second Ross Sea supply party, led by Aeneas Mackintosh, would lay critical rations ahead of them. It was an incredibly dangerous venture. Both parties were trapped by ice; both lost their ships. One party was never to touch the continent they hoped to cross. The other became marooned on it with no escape, desperately sledging through blizzard and ice to lay supplies for the leader who would never come.

The Endurance Story (Weddell Sea crossing party) On 5 December 1914, the onset of summer, Endurance, Shackleton, his 27 crew, 54 dogs and ship’s cat farewelled the whalers of South Georgia. They had waited a month on the island for the unusually icy

seas to clear. Days later Captain Frank Worsley was navigating the ice, wedging his ship into waterways, following leads in the ice field, and ramming the ice pack under full steam.

By January 1915 the ship was surrounded and stopped by ice in Vahsel Bay. On 24 February Shackleton halted shipboard routine, turning his ship into a shore station. The sledging dogs were moved into ‘dogloos’, ice kennels on the floe while the scientists and sledging parties moved from the deckhouse

into ‘the Ritz’ - warmer cabins built in the cargo hold. The sailors built cairns, mounds of ice, around the ship to mark the way in blizzards. Supplies were carefully conserved and they hunted penguins and seals for meat and fat: fuel for cooking and warmth. The ship had drained its coal reserves pushing through the ice. There they waited, hoping that the floe would split to free the ship or that they would drift

clockwise north-west towards land.

Daily routines took only a few hours and boredom was a threat. The men exercised with the dogs,

training for sledging should the ship be freed. The scientists continued taking weather observations and collecting specimens. The crew worked together and dress-ups, recitations, card games, chess, jokes and high-jinks relieved the tedium. Ten months passed as Endurance’s ice block zig-zagged 3,000 km, some 1,000 km north-west of where the ship was first trapped.

With the constant pressure of the ice on the ship, it became clear that its destruction was imminent and Shackleton ordered the crew to abandon ship on 21 October. Six days later Endurance was crushed, its masts felled and decks buckled, and with it the dream to cross the continent. The crew salvaged supplies including flour, sugar, encyclopaedias, cards and a banjo and set up their tents and lifeboats on the ice. On 21 No- vember the crew watched as Endurance finally sank. Simply to survive now became their only objective.

Shackleton marshalled the 27 men and dogs to sledge to Paulet Island, 650 km northwest. Supplies had also been left there by a Swedish expedition marooned in 1902. This proved impossible. Shackleton was now resigned to camping on the ice floe, their Ocean Camp, in the hope that it would carry them to safety.

The onset of winter: Endurance trapped in the ice, 1915. Photograph by Frank Hurley. ANMM Collection

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The loss of Endurance forced a strict limit to salvaged possessions - one kilogram for each man. Personal

effects had to be discarded for all-important supplies. The pups and weaker dogs were killed along with the carpenter’s cat Mrs Chippy, since they would consume much-needed rations. A second attempt to reach

land by sledge around Christmas was abandoned and a new camp, Patience Camp, established. With sledging opportunities gone and seals in short supply, the dogs were all gradually shot. Heavily rationed supplies supplemented by seal and penguin were cooked on a stove improvised from oil drums, fuelled by seal blubber or penguin skins. The men lived on the ice for six long months until the ice began to break up beneath the men’s tents and the three boats were launched. After six days in the Southern Ocean, fearful of killer whales and huge seas, the three boats reached Elephant Island. All 28 men, thirsty, hungry and frost-

bitten, doggedly set foot on solid ground again after 17 months.

With the long dark winter looming, little hope of rescue and his men half-starved and desperate, Shackleton

realised he would have to go for help or all would die. Shackleton and five hand-picked men set off for South Georgia, 1500 km north east of their present location of Elephant Island. Over a stormy 17 days, the small

crew battled constant gales, terrible cold, and mountainous seas in a leaking 22.5ft wooden boat, not only

finding but managing to land on the small, remote island of South Georgia on the 10th May.

They arrived , exhausted on the west coast but the whaling stations and help, were on the east. Over 40 km

of poorly chartered, rugged mountains, glaciers and crevasses separated them. For 36 hours Shackleton, Crean and Worsley marched, climbed and slid, taking several wrong turns, arriving in Stromness to the familiar steam whistle from the whaling station. They were unrecognisable to its manager, who had greeted

them 18 months earlier.

There they learnt of the supply party’s misadventures in the Ross Sea and that the First World War was not

yet over.

Back on Elephant Island

Shackleton left Frank Wild as leader of the 21 men. They built a shelter on the blizzard-swept rocks from the lifeboats. The site of a penguin rookery, it was covered in guano (seabird excrement). Crammed in, the men

named their home the snuggery and the sty. They grew filthy, coated in reindeer hair from their sleeping bags, with soot, smoke and blubber spewing from the small stove. In the dark the men talked of food and

tobacco, smoking all sorts of concoctions: sennegras grass , shoe insulation, seaweed, reindeer hair and tea.

They played cards, read, sung and made snowmen. They cleared snowbanks, collected shellfish, hunted and skinned wildlife. In winter penguins and seals migrated away north, so the men began digging up and boiling seal bones for soup. While some suffered physically - Blackborow’s frostbitten toes were amputated– the

mental challenges were far worse. Several men were unable to function, being confined to their sleeping bags.

After waiting four months for rescue, the marooned men began making plans to launch one of their boats, not knowing if Shackleton had made it to safety. On a gloomy 30 August photographer Frank Hurley and artist George Marston saw a ship on the horizon. The fire was lit and makeshift flags raised. Soon after a boat brought the familiar figures of Shackleton, Worsley and Crean into view.

Launching the James Caird: Photograph by Frank Hurley 1916 ©Australian National Maritime Museum 2015 9

The Chilean naval tug Yelcho was Shackleton’s fourth attempt to reach the stranded men. Ice had thwarted

previous attempts. On deck the scientists and officers ate apples and oranges, eager for Shackleton’s news of the war; while down below the sailors feasted, drank and indulged tobacco cravings with pipe and cigarette. The wild-looking party reached Punta Arenas, Chile on the 3rd September where they were feted for two weeks. Visitors flocked to see the frostbitten boy Blackborow. They then made their way to Buenos Aires to ship back home.

The Aurora Story (Ross Sea Supply Party) On 24 December 1914, with Endurance navigating the ice in the Weddell Sea, Aurora sailed from Hobart, Tasmania with Aeneas Mackintosh in command of 27 men and 26 dogs. They headed for McMurdo Sound in the Ross Sea. The poorly resourced expedition had been delayed in Sydney several months while Mackintosh urgently raised funds to refit and supply the ship. He was also forced to rehire crew after several men left to join the war.

His instructions from Shackleton were to immediately begin sledging supplies for use by his party, expected either that summer or the next from the Weddell Sea coast. On New Year’s Eve they unloaded stores at the Macquarie Island wireless station and sent their last letters to ‘wives and sweethearts’. By 24 January 16 km from Hut Point, Aurora could go no further in the ice.

First sledging season The sledging parties, each of three men, dogs or a motor sledge, set off in blizzard conditions pulling up to 650 kgs of rations. The motor-tractor proved useless. Progress was very slow; they sunk to their knees in the snow. At times they unloaded their sledges to relay supplies to their next camp. One day they made 2 km, another 20 km, and another nothing.

On 20 February they reached 80° south and built a food and fuel depot marked by a 4m cairn and bamboo flag pole. The 300 km return march to the ship and the old huts at Ross Island was torturous. In temperatures of minus 35°C, hungry, swollen from frostbite or scurvy, they had to raid the depots just laid. Unbeknown to them, by late January Shackleton’s overland party was trapped in ice and would most certainly not make it across the continent that season.

First Winter in the huts On 25 March the debilitated party of Joyce, Mackintosh and Wild made it back to Hut Point. But they were cut off from their ship and men at Cape Evans by the icy waters of McMurdo Sound. On 2 June they finally arrived at the Cape Evans hut to find that Aurora had broken its moorings and drifted off in the ice. They had lost the ship as well as significant rations and stores. Undaunted the men settled in to prepare for the next spring- summer sledging season, scavenging, repairing, recycling, improvising and killing seals and penguins.

They kept their weatherproof Burberry’s and reindeer fur shoes, called finneskoes, for the challenging sledging season ahead. They also made spare clothes from Scott’s old tents, shoes from sennegras stuffing and repaired a primus stove. They managed to gather rations for three teams and the crossing party from stores found around the hut – all the time unaware of Aurora’s fate or that of the Endurance itself, still stuck in the ice.

Camp Ross Sea Ice . Courtesy State Library of Victoria ©Australian National Maritime Museum 2015 10

Aurora trapped and adrift After the blizzard the night of 6 May Aurora made repeated attempts to contact Cape Evans by wireless. Second-in-charge Stenhouse, in command of the stricken ship and 18 crew, conserved stores, flour, butter, pork and assigned duties to keep the men busy. They played ice football, hunted and rigged a condenser to make water from snow.

With a broken rudder, limited coal and only a small anchor the crew made a jury rudder for control when the ship hopefully broke free. The frozen Aurora drifted helplessly in the large ice floe as the winter darkness closed in, mirroring Endurance on the other side of the continent. Nine months later Aurora cleared the ice, set sail, raised steam and limped north, arriving in Otago New Zealand on 2 April 1916 to cheering crowds, after 11 months adrift. While the sledging party’s fate was unknown, so too was that of Shackleton. He was at that time launching the boats from the disintegrating ice camp in the Weddell Sea. Second sledging season spring summer 1915/16

The spring sledging trek to lay depots inland to Mount Hope was disastrous. Incredibly the men laid the cobbled-together stores, but at great cost. The sledging teams suffered horrendous blizzards, scurvy, snow blindness and starvation. One team turned back when their stove failed and three of the six remaining sledgers suffered exhaustion and scurvy.

Reverend Spencer-Smith holed up in a tent in a blizzard, cared for by Ernest Wild while the final depot was laid. He died on the return journey north only a short march from a depot. The surviving dogs became vital as they and all the men became increasingly weak. Expedition leader Mackintosh and Hayward, in failing health, were hauled to safety by sledge. The leader was left in a tent and subsequently recovered by Joyce, Wild and Richards then taken to Hut Point on 18 March 1916. Second winter waiting in the huts The Beardmore Glacier sledging teams recuperated at Hut Point on a diet of fresh penguin, seal meat and hut stores, including blackberry jam. The nine man party was again split between the two huts separated by 24km of sea ice. Cope, Jack and Gaze had joined scientist Alexander Stevens at Cape Evans after turning back in January. In May, eager to join the men at the more comfortable Cape Evans hut, Mackintosh and Hayward set off against counsel from Joyce, Richards and Wild. They were never seen again. Eventually reunited at Cape Evans, with no leader and no urgency, the seven survivors fell into daily routines of hunting, collecting ice for water, taking meteorological and tidal observations, reading and listening to the gramophone. It was not until the summer that they could expect a rescue ship. Exertion, tragedy and isolation had taken its toll. Richards suffered heart problems while Cope became increasingly emotionally detached. Both were confined to their bunks for long periods.

Aurora at McMurdo Sound Courtesy State Library of Victoria ©Australian National Maritime Museum 2015 11

Shackleton returns in Aurora

After Shackleton’s incredible trek to South Georgia and the rescue of the Endurance crew in August, he sailed for New Zealand to negotiate the rescue of the marooned Ross Sea sledging party. After protracted efforts and conditional financial support the British, New Zealand and Australian governments funded Aurora’s refit for the relief voyage, under the command of veteran Antarctic sailor John King Davis, with Shackleton as a supernumerary. The ship entered McMurdo Sound and moored near Cape Evans on 10 January 1917. The men waiting in the hut had hoped for a relief ship that summer. Still surprised to see their ship moored to the ice, six of the seven survivors trudged towards it to find Shackleton among the figures moving towards them.

Legacy Shackleton returned to the UK to a world badly bruised by war. His great survival story, which risked and lost lives of able-bodied men, was by then considered reckless when thousands were dying to defend the Empire. Shackleton found himself out of time and out of favour. The 43 year old was given a minor role in the war, while several of his men went straight into the services. Several were killed. Shackleton went on the lecture circuit, with Frank Hurley’s photographs and film South, released in 1919. He recommended all but four of his crew for polar medals, denying the resourceful Chippy McNish because of an earlier challenge to his authority. Yearning for lost dreams, Shackleton set out again in 1921 with a group of former expeditioners. He died of a heart attack on South Georgia en-route south in 1922. It was not until 1958 that the Antarctic continent was crossed - with motorised vehicles and by two parties – led by Britain’s Sir Vivian Fuchs and New Zealander Sir Edmund Hilary. Shackleton’s reputation would be rehabilitated later in the 20th century with reassessment of his leadership in a crisis, empathy and ability to inspire his men.

Additional information Supplied by Shackleton Epic http://shackletonepic.com/

The rescued Aurora party with Ernest Shackleton second from the right and Captain John King far right. Courtesy State Library of Victoria

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Choosing the Crew

Going to Antarctica during the time of the expedition would have been equivalent to travelling to the moon. Returning from a successful expedition would ensure fame and honour. However, the conditions were harsh, the men faced bitter cold, starvation and constant danger and a safe return was unlikely. The men were offered very low wages for signing on. Despite this Shackleton received over 5000 applications to take part. Three women applied, but their applications were declined.

Would you be tempted to join Shackleton's crew? What sort of person do you think would want to sign up?

Imagine you are Shackleton, write a help wanted newspaper advertisement to find new crew members. If the expedition was in today’s time, how would you advertise it?

Read a letter of application from Peggy Pegrine to join the Endurance expedition http://www.spri.cam.ac.uk/library/archives/shackleton/articles/1537,2,30,5-6.html After reading their application, would you take them on the expedition?

Shackleton chose his crew carefully from the many applications he received. He chose a crew based on their interpersonal skills rather than just looking at their technical skills. He placed a high value on a sunny nature and positive attitude, which helped when times became tough. He picked strong leaders who agreed with his way of thinking to be his deputies, again consolidating his position on the expedition. He worked hard to establish a team environment that was free from the strict social and class distinctions of the time. All members of the team pitch in and do different jobs. Shackleton led by example, doing mundane chores himself. He fostered camaraderie amongst the crew by putting sailors to work with the scientists and rostered the crew so they were all familiar and helping became second nature. He insisted on courtesy and respect among the crew..

What kind of people would you choose for your crew? How would you foster a team environment amongst your crew?

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C. Geography and Climate

Getting Started

A blank outline of Antarctica is avail- Map Work able for free download from the following web page: Use an atlas or other reference to identify geographic features www.worldatlas.com/webimage/ countrys/polar/anaroutl.htm and significant sites within Antarctica.

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 Shackleton's party followed.

Research

Geographically the Falkland Islands and Cape Horn were

closer to Elephant Island. Use the Internet to learn about why

Shackleton choose to travel to South Georgia.

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Jo Stewart. Shackleton Epic

Collage

Create a visual summary of the environment in Antarctica by

making a collage. Collect images of Antarctica from travel

brochures, magazines, reference books and the Internet which

depict the landscape and fauna (land and sea) evident on the

continent. This could be done on a piece of paper for a 2D art-

work or using a collage program on the computer.

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Glaciology and Rising Temperatures Jo Stewart. Shackleton Epic View: www.abc.net.au/catalyst/stories/2886106.htm

This can be streamed from the ABC website or alternatively can be down-

loaded. In addition, the narration is available for download.

Once you have viewed the program, answer the questions found below

Questions- Glaciology and Rising Temperatures.

1. What percentage of the world’s snow and ice are found in Antarctica? 2. What is happening to the world’s biggest ice sheet?

3. If air temperature has increased by half a degree Celsius for each decade over the past 50 years, what is the overall increase in temperature in that time? 4. What is one effect of this increase in temperature? 5. What is the major concern about the ice shelves collapsing?

6. Why is water warming in the Southern Ocean?

7. How can scientists measure the depth of the ice mass?

8. How is ice melting from below the ice mass? 9. Explain how sea levels may rise. 10. How many metres do scientists predict that sea levels may increase this century?

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Something to Think About - Rising Sea Levels

Half of the world’s population live in low-lying places close to the

coast. A rise in sea level would have a huge impact on many

communities. Here are some scenarios of what would happen if the

sea levels rise by one metre.

 Tuvalu is a tiny country made up of a group of islands in the South Pacific. It would be almost completely underwater with a one metre rise of the ocean. Its entire population of 11,000 people would have to be evacuated and relocated.

 London, the capital city of England, would completely change as the Thames River would

flood putting important landmarks such as the Houses of Parliament at risk.

 China is the world’s most populated country. If the sea level rises by one metre one third of Shanghai would be underwater. Throughout the country more than 70 million Jo Stewart. Shackleton Epic people would be affected.

Handout: What happens when icebergs melt?

nsidc.org/quickfacts/icebergs.html

An informative handout about icebergs. There are others also

available on ice sheets and ice shelves.

Experiment: Melting ice

www.theteacherscorner.net/lesson-plans/science/experiments/

turnice.php

An experiment which demonstrates the behaviour of ice as it melts.

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Jo Stewart. Shackleton Epic C3. Climate Change – Should we be worried?

Extension Activity- View

www.abc.net.au/catalyst/stories/2886137.htm Antarctica is the most pristine and untouched environment in the This can either be streamed from the ABC website or downloaded. world. Scientists believe that signs of climate change will become evident The narration is available for download. first in Antarctica. The rest of the world can then be informed about possible risks and the impact on the environment so that necessary precautions and action can be taken. To encourage discussion on climate change and other environmental issues view and discuss this eight minute extract from ABC’s Catalyst: Southern Ocean Sentinel. This extract is in two related parts about the effects of climate change.

 Focus on the Mertz Glacier, which snapped off the Antarctic mainland in February 2010.

 Look at pteropods (phytoplankton) and how they can warn society of future climate change.

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Exposition, Debate or Oral Presentation

Consolidate learning in this area and express a point of view. Students

will be required to do additional research.

Use resources in the library and the Internet to research the topic. Students could write an exposition covering some or all of the points OR conduct a debate on one of the questions listed below OR create an oral presentation.

1. Are you concerned about how environmental change will affect the Antarctic region? Consider land, air and sea when responding. 2. As Antarctic tourism increases, the pressures on the environment will only grow. Should tourism be permitted in Antarctica and if so how should it be managed?

3. What are the consequences of Antarctic environmental change? 4. How are science and technology used to limit the impacts of human activities in Antarctica? 5. What are the merits and drawbacks for travelling to Antarctica? Consider tourism, scientific research, natural resources, local fauna and flora, possible pollution and damage.

Just for fun!

www.antarctica.gov.au/about-antarctica/education-

resources/puzzles-and-games

A source of PDF puzzle handouts available for students who

finish work early:

1. The Antarctic Environment

2. A Journey South

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D. Animals in Antarctica Jo Stewart. Shackleton Epic

Australian Antarctic Division Resources

www.antarctica.gov.au/about-antarctica/wildlife/animals

Detailed information about animals in Antarctica which

can be viewed for discussion or note taking. It provides

excellent visual images of the animals.

www.antarctica.gov.au/about-antarctica/education-

resources/whos-eating-who

Who’s eating who? This is a PDF resource that can be

printed off for classroom use.

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D1. Identifying animals from Antarctica

Play the interactive game as a pre-activity or reward

www.nationalgeographic.com/crittercam/antarctica/

There are PDF sheets available for download for each animal. These would provide good visual aids for These animals from Antarctica provide important links in the food web within that the classroom wall or could be uti- ecosystem. Some of these animals are unique to Antarctica. lised by the students to locate and record a few key points of infor- The objective is to identify different animals. Once selected, photographs appear mation about the animal. on screen plus general information about the animal including their prey and

predators.

Research and then draw and appropriately colour each of the

following onto A4 paper

 Krill: groups

 Fish: icefish, toothfish, cod  Squid

 Flying birds: South Polar skua, petrel, albatross

 Penguins: Adélie, Emperor, Chinstrap, Gentoo

 Seals: crabeater, Weddell, fur and leopard

 Whales: humpback and Orca (killer) *Allocate an animal to each to child to ensure that a suitable number of each animal is represented to create a food web. Draw and colour for food web* Using visual aids from websites or reference books from the

Jo Stewart. Shackleton Epic library, draw pictures on A4 paper of each of the animals listed above. Colour the picture in.

Cut out the pictures and keep for building a food web

representing Antarctica. Groups of krill should be drawn.

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D2. The Food Web

Food webs are representations of the predator-prey relationship between species within an ecosystem. Organisms are connected by the fact that each member of the group feeds on the one below it.

Watch: www.youtube.com/watch?v=LR9L_k_GJEo

View this four minute David Attenborough clip from BBC Worldwide.

It provides a good introduction to krill and the humpback whale, which is relevant for constructing a food web.

Create an Antarctic Food Web Start to understand the ecosystem in Antarctica by creating a visual food web on the classroom wall. Follow the instructions below.

Step 1: On the classroom wall mark out a large triangle, with the base at the bottom. Divide this into four layers to represent different levels of the Antarctic food web.

Step 2: Discuss and define what a food web is. Label each level as:  Tertiary Consumers (Predators)  Secondary Consumers  Primary Consumers  Primary Producers

Step 3: Have students create small drawings, paintings or craft items to represent life from the Antarctic seabed. eg: small crustaceans, worms, shellfish, molluscs, sea urchin, starfish, sea cucumbers, small corals and sponges.

Step 4: Paint the lowest level at the base with sponge technique and finger painting to demonstrate the mass of micro-organism life forms. Explain phytoplankton and zooplankton.

©Australian National Maritime Museum 2015 22

Step 5: Along the very bottom of the base paste the art and craft representing the seabed.

Step 6: Scatter the drawings of animals from the activity ( D1 )on the floor of the classroom. Select various pictures, identify the animal and get the

students to name it and give some basic information about it. Discuss what it might eat and where it belongs in the food web. Start categorising different groups and then pin the pictures into each relevant section of the food web, ensuring that the top level has the least pictures to demonstrate that at the top there are very few.

Do animals adapt to their environment?

Experiment:

The “Blubber Glove” experiment demonstrates how

Teacher information only animals such as seals and penguins have adapted to their The class should produce a web that reflects the following: environment, allowing them to keep warm in such a freezing

Tertiary Consumers (Predators): environment. www.gma.org/surfing/antarctica/blubber.html Orca (Killer) whales

Secondary Consumers: whales, seals, large fish, penguins

Primary Consumers: krill, shrimp, Conclusion small fish, squid To summarise what has been learned write an exposition explaining Primary Producers: phytoplankton, the food web, specifically with reference to krill. zooplankton and seabed communities

Exposition:

What is the importance of krill to the Antarctic ecosystem?

Just for fun! Puzzle sheet about krill. It is available for download as a PDF www.antarctica.gov.au/about- antarctica/education-resources/ puzzles-and-games

Make penguins out of pipe

©Australian National Maritime Museum 2015 23

E. Clothing

Shackleton Epic Expedition leader Tim Jarvis. Jo Stewart Shackleton Epic

How do you dress to survive in the coldest, windiest place on earth?

Polar explorers both in Shackleton’s time and now need to wear clothes that would protect them from ferocious winds and extreme cold temperatures that could drop to 50˚ Celsius below freezing. Layers work best as air is trapped between each layer and this air acts as insulation. Layers could be added or removed depending on the current weather conditions. Headwear and footwear were very important too.

Reconstituted Party The clothing had to:

State Library Victoria  keep the body warm

 cover extremities such as ears and fingers

 allow sweat to disperse

 be light and comfortable to allow for movement British explorers to the South Pole used clothing made from woollen and cotton fabrics, favouring gabardine. They rarely wore fur except for their long wolf skin outer mittens. The Norwegians adopted Inuit clothing, wearing animal skins (seal, fox, wolf, reindeer, bear) from head to foot. Modern synthetic materials have revolutionised cold weather clothing. They are thermally efficient, breathable and windproof.

Shackleton Epic Expedition.

©Australian National Maritime Museum 2015 24

Modern Antarctic Clothing

Watch View this 4 minute video clip from the Natural History Museum UK showing what

types of clothing is worn in Antarctica today

https://www.youtube.com/watch?v=rkNWIKaPX70

Shackleton Epic Sponsor Group at Port Lockroy

Jo Stewart. Shackleton Epic

Read Modern Antarctic Clothing

http://www.coolantarctica.com/Antarctica%20fact%20file/science/clothing_in_antarctica.htm

http://www.coolantarctica.com/Antarctica%20fact%20file/science/

clothing_in_antarctica_2.htm

These articles discuss dressing for Antarctica.

©Australian National Maritime Museum 2015 25

Table: Use the YouTube video, previously read articles and

catalogues to find pictures of appropriate clothing for living

and working in Antarctica today. Create a table following the

sample below. From your research cut out and paste in or

draw the garments.

Garment Picture Fabrics

Socks Natural – wool. Or synthetic

Outer Shell

Add your own

Example of Layers of Clothing

Clothing used by Shackleton Four main layers were worn over the body, but often multiple items were worn making seven or eight layers. Imagine wearing that many layers of clothes!

 snow goggles Shackleton Epic Expedition leader Tim Jarvis in period clothing.  neck gaiter (you will need to research the meaning of this) A Kumar. Shackleton Epic  woollen cap and helmet

 thick shirt

 woollen sweater

 jacket

 underwear; vest and long johns

 woollen socks

 woollen gloves

 wolf skin mittens

 gabardine trousers

©Australian National Maritime Museum 2015 26

How many layers?

Make a model of a polar explorer wearing multiple

layers of clothing. Go to:

www.antarctica.gov.au/about-antarctica/education-

resources/puzzles-and-games

Print the blank outlines of polar explorers and their layers of

clothing found as PDF sheets from this website. Download

and make the required number of copies so each student can

have one blank outline and enough copies of the relevant

clothing. Have samples of appropriate fabric available:

woollen fabric of varying textures, thick gabardine, fur,

various cotton fabrics, etc.

Step 1: Select which items of clothing to dress the figure in and cut them out, removing the tabs.

Use the paper clothing to trace the shape onto a piece of suitable Step 2: fabric for the item. Cut out the shape and paste the piece of fabric over the paper. Repeat this process for every item. Extra fabric can be cut out to represent multiple layers.

Piece together the clothing of the explorer by pasting every layer Step 3: onto the blank outline. Make sure that the under garments are pasted on first and the outer garments are pasted on last.

Which materials provide the best insulation for extreme cold conditions?

Experiment:

Working in pairs, conduct an experiment to test the insulating

properties of different fibres and fabrics.

Follow the instructions below.

 Empty baby food jar with lid Materials required:  Warm water

 Rubber band

 Thermometer

 Graph paper

 Fabrics cut into 20cm squares. Try polar fleece, T-shirt material, woollen fabrics, towelling, woven linen, sweatshirt fabric, fur, various knits

Select a square of material and describe its properties. Procedure: e.g.: type, thickness, knitted or woven, natural or man-made synthetic.

 Pour warm water into the jar. Take the temperature of the water and

record.

 Immediately put the lid on the jar, wrap the fabric around and fasten it

with a rubber band. Record the exact time that the lid was put on.

 After exactly 20 minutes remove the fabric and the lid. Record the temperature of the water.

 Work out the difference between the start and finish temperatures.

 Record the difference in temperature on the graph, labelling the type of fabric used.

Make a judgement about which materials provide good insulation. Outcomes: Discuss the common features of good insulators. Decide what fibres/fabric you think provide the best insulation.

Record responses on the next page and graph the data.

Heat loss– Degree of difference

16 Heatloss

– Degree difference of

0 Polar T-shirt Wool Towelling Woven Sweatshirt Fur Knitted fleece material Linen fabric

Materials Tested

Which fabrics are best for extremely cold weather?

What were some of the common features of good insulators?

Which fibres/fabric provides the best insulation?

F. Food

Food was very important to the men on expeditions to the Antarctic. Food was rationed to ensure that they would have enough for the duration of their stay. The Antarctic explorers did not have access to enough fruit and vegetables. These foods were often dried or powdered as they as they were not able to grow food in the Antarctic

climate. The lack in nutrients from fresh fruit and vegetables often resulted in illnesses such as scurvy. It was important that the Antarctic explorers ate a good diet, to provide sufficient nutrition and energy. The cook had to

be very resourceful and create new dishes with what was available. Local wildlife was often killed for food

Pemmican

This is an early form of a processed food first invented by the Hudson Bay Company and based on traditional Native

North American Indian recipes. It was planned to be very compact, very nutritious and to remain edible for a long time.

There are many recipes for Pemmican, but basically it consists of a mixture of pounded dried beef with beef fat (tallow) - other meats or mixtures of meats may be substituted for beef. Explorers of the heroic age of Antarctic exploration would take great care in where they bought their Pemmican from and the recipe that it was made to. Pemmican would provide nearly half of the total calories eaten out in "the field". Pemmican was a basic nutritious food that also had the added advantage of remaining edible for years though it is

not terribly appetizing. It was often made up into a thick meat soup when simmered with melted snow/ice and Bovril known as "Hoosh"; this was eaten with sledging biscuits. Shackleton’s pemmican was devised in conjunction

with Sir William Beveridge (Army food expert). Pemmican ingredients were: Beef protein preferred (Dried lean

beef, Beef suet, Coarse Oatmeal, Sugar, Salt)

Sledging Biscuits

2 Along with Pemmican, sledging biscuits are part of polar lore. They are approximately 2" x 3" (7.5 cm ) and fairly thick for biscuits. They are hard and rather like the boring crackers you get left in a mixed box of "biscuits for

cheese" at Christmas.

Along with pemmican, Huntley & Palmer’s sledging biscuits were one of the mainstays of food for Antarctic field

parties. So much so in fact that sledging biscuits from Scott's 1912 polar expedition and Shackleton's voyage to

South Georgia on the James Caird have even come up at auction in the last few years with price tags of $1,000 each.

James Caird Eating Routine (three times a day)

Cooking was done by two people sitting opposite each other, their backs against the side of the boat. The ‘Primus’ stove was placed on the floor and secured down using feet. Half a pound of sledging ration per man was then

thrown into a 2 gallon ‘Nansen’ cooking pot. A third man would assist with securing the pot if the boat lurched suddenly. Daily meal consisted of: ‘Hoosh’, followed by one biscuit, 4 lumps of sugar, ¼ lbs of ‘Streimers’ nut food and a cigarette rolled from plug tobacco and tissue paper. Drinking water Aside from water used in cooking, each man received ±1 gill (1/4 pint) per man, per day and, one cup of hot milk served to each man every 4 hours (at watch change over or when anyone appeared to be extra cold). Towards the end of the voyage water was rationed even more to the point where hot milk was not served at watch change over. Their only water intake on day 15-17, was from food alone.

*additional information from Supplied by Shackleton Epic Old kitchen, base A Port Lockroy Jo Stewart. Shackleton Epic

Kilojoules – Calories Every item a person eats each day adds to the energy that they are able to use. Today this energy is measured in kilojoules, but at the time of Shackleton's expedition to These two web pages outline what Antarctica it was measured as calories. The explorers had to eat food that was high types of food were available to Polar in calories to keep their energy levels high while living in the difficult Antarctic explorers in the early 1900’s and conditions. why diet was important to their health. Includes Instructions for making pemmican http:// Convert these figures into kilojoules. www.coolantarctica.com/ Antarctica%20fact%20file/ 1 calorie = .004184 kilojoules science/food.htm www.coolantarctica.com/ Today children need about 2100 calories a day. Antarctica%20fact%20file/science/ food2.htm Today adult men need about 2500 calories a day.

Table

Track your eating habits for one day. Construct a table in order to

compare this to the diet of an explorer in Antarctica to understand the

significance of nutrition and energy in their daily diet. Use the table

provided and follow the instructions below.

F1. Compare your diet to that of a polar explorer

Step 1: Over the course of one day track everything you eat. Record it on the table in the relevant category of carbohydrate, protein, fat, and fruit and vegetables. Try to work

out an accurate amount of kilojoules per item. A list of some foods has been included

as a guide.

Compare the total amount of kilojoules you consumed in one day to the sledging Step 2: rations in the web document at: http://www.coolantarctica.com/Antarctica%20fact%20file/science/food.htm

Step 3: Calculate the kilojoule differences for each item of food.

Discuss why explorers in Antarctica needed to consume more calories than an adult Step 4: male living in normal conditions.

Kilojoule Count Chart Meal Food Kilojoules Breakfast Porridge 470 Toasted muesli 510 Rice Bubbles 450 Corn Flakes 455 Weetbix 420 Piece of toast 300 English muffin 500 Raisin toast 355 Boiled or poached egg 300 Milk 1 cup 700 Banana 360 Orange Juice 200 Lunch Slice of bread 300 Slice of ham 135

Slice of cheese 340 Butter 460 Tomato 60 Peanut Butter 515 Apple 265 ½ Mango 280 Popper 465 Soft drink 625 Water 0 Dinner Hamburger pattie 660 Roast beef 895 Steak 985 Chicken breast baked 940 Lamb chop 1015 Roast lamb 890 Grilled bacon 810 Pork butterfly 810 Grilled fish finger 235 Snapper grilled 245 Potato 270 Spaghetti 285 Rice 445 Peas 160 Spinach 15 Carrots 90

My Daily Food Intake

Food Carbohydrate Protein Fat Fruit & Veg Kilojoules Breakfast

Lunch

Dinner

Snacks

TOTAL KJ

G. Medical Issues in Antarctica

For Shackleton and his men on the expedition, the conditions for exploration in Antarctica were very difficult. The weather was extreme. Their diet was very limited and rationed to ensure they would not run out of food. Living conditions were not comfortable. These three things impacted the health of members of Shackleton's crew and there were many medical issues and illness that were common and had to be avoided. Some of the problems experienced were frostbite, snow blindness, hypothermia, dehydration, scurvy and sunburn.

Memory Game:

Create cards to memorise six different illnesses or medical

conditions experienced by Polar explorers. Use the cards to

play a memory matching game. Use the table and follow the

instructions below.

Students require:

 24 cardboard cards the same size

 Pictures collected from the Internet - at least one for each of the illnesses

 Scissors, glue, pen/pencil

 Table of information

 (see next two pages for template)

Name Symptoms Prevention Picture

Avoid tight fitting boots, Partial freezing of exposed being wet; change wet body parts such as clothes ASAP. Wear FROSTBITE fingers, ears, toes, and nose. beanies, mittens instead of Includes tingling, blister gloves. Maintain good formation, and gangrene. circulation.

A loss of vision and inflammation of the eyes. SNOW Caused by the bright glare Wear protective goggles

BLINDNESS off ice and snow. Serious with UV protective lenses. and painful, but usually temporary.

Wear layers of waterproof An abnormally low body and windproof clothing to temperature resulting from HYPOTHERMIA create insulation. Avoid extreme exposure to cold sweating too much; change weather. wet clothes ASAP.

Excessive loss of water from Carry good water supplies DEHYDRATION the body. If untreated can or a stove to melt snow lead to shock. when travelling.

Eat lots of fresh food. In SCURVY Spongy and bleeding gums, particular eat fruit and (LACK OF bleeding under the skin, and vegetables that are high in extreme weakness. VITAMIN C) vitamin C.

Wear sunscreen when Inflammation or blistering outside and reapply hourly. SUNBURN of the skin caused by over- Cover as much skin as exposure to direct sunlight. possible.

Aim of the game: To match and group four cards together for each medical issue. How to prepare: There are 24 cards, six of which are blank. There are four cards for each

illness: Name, Symptoms, Prevention, Picture For each blank picture card do a internet image search and find a suitable picture for that illness. Print the image and paste onto the card. Cut out the cards. How to play:  Shuffle the cards and lay all of them face down.

 Select a card and turn it over to display the information

 Select another card and turn it over. If the information matches, select a third card. If the information does not match turn both cards back to be blank.

 Memorise where the cards are so that you can remember where matching cards lie

Players may only keep cards when all four matching cards have been found

What was life like? Imagine you are an explorer in Antarctica. You are ill and have been suffering from some of the complaints mentioned above. How are you feeling? What are you going to do?

Diary:

Write a diary entry, while wearing gloves or mittens, to experience

empathy with the men from Shackleton's party. Imagine you are ill

with one or two of the medical issues experienced by the men.

Explain where you are, what you are doing, what your condition is

and express how you feel physically and mentally.

ADDITIONAL RESOURCES WWW.SHACKLETONEPIC.COM

Information about Tim Jarvis’ re-enactment of Shackleton’s voyage from Elephant island to and across South Georgia

Shackleton Endurance Aurora map2.png - Wikipedia, the free encyclopaedia

Antarctic Explorers: Ernest Shackleton Ernest Shackleton biography early life and his expeditions, suitable for background reading for stage 3 up. http://www.coolantarctica.com/Antarctica%20fact%20file/History/Ernest%20Shackleton_Trans-Antarctic_expedition.htm Account of Shackleton’ expedition, the crushing of Endurance and links to photographic images

BBC - History - Ernest Shackleton Ernest Shackleton biography and image suitable for background reading for stage 3 up.

Sir Ernest Shackleton - Antarctic explorer : Explorers & leaders : Sea & ships fact files : Sea & ships : Explore online : RMG Ernest Shackleton biography and image suitable for background reading for stage 3 up. Links to other useful information of Shackleton’s activities http://www.spri.cam.ac.uk/library/archives/shackleton/articles/ 34 images of Shackleton artifacts available

NOVA Online | Shackleton's Antarctic Odyssey | Classroom Resources Lessons plans regarding the climate conditions of

Antarctica, Shackleton’s’ journey, navigation and icebergs grades level 5-8

NOVA Online | Shackleton's Antarctic Odyssey | Escape from Antarctica Escape from Antarctica an interactive activity where students need to navigate Shackleton’s route. Also information on how a sextant works and how to navigate by sextant http://www.spri.cam.ac.uk/library/archives/shackleton/ http://main.wgbh.org/imax/shackleton/ Resources from Imax

Print: Worsley, Frank A. (1999) Shacklton’s Boat Journey, Pimlico, Random House. London Australian Science Teachers Association (2007) Antarctic Science- a resource of ideas for Teachers for National Science Week 2007.

Film:

Shackleton Epic landing on South Georgia Footage of Tim Jarvis landing on South Georgia

Shackleton - YouTube Clip using original footage useful for introducing the topic.

Shackletons Antarctic Adventure Part 1- YouTube

Shackletons Antarctic Adventure Part 2- YouTube Shackletons Antarctic Adventure Part 3- YouTube

Morgan Stanley production White Mountain Films, NOVA WGBH Boston 2001. Shackleton's Antarctic Adventure is an IMAX film about the Imperial Trans-Antarctic Expedition led by Ernest Shackleton between 1914 and 1917. Directed by George Butler, the film was released in February 2001 and was narrated by Kevin Spacey. It documents Shackleton's journey aboard the Endurance.

Jo Stewart. Shackleton Epic