Surviving in the Arctic and Antarctic

Surviving in the Arctic and Antarctic Katherine Kuhlthau and Jessie Schepis

Grade Level: First Grade, Bilingual Subject: Science

Standards: 5.3.2. C.1 Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. 5.3.2. C.2. A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.

Essential Questions: Where are the Arctic and Antarctic located? What kinds of plants and animals live in the Arctic and Antarctic? What adaptations do the animals have which allow them to live in such cold temperatures?

Learning Objectives Assessments Students will be able to… Students will…  Describe how animals have adaptations  Complete “The Blubber Glove!” that allow them to live in the Arctic and worksheet Antarctic habitats  Complete the “Habitat Matching”  Identify various plants and animals of worksheet the Arctic and Antarctic

Materials: YouTube video: Arctic and Antarctic Expedition Cruises http://www.youtube.com/watch?v=lvKiF6GsXlo One large clear container filled with ice water Large Ziploc bag filled with Crisco with another smaller Ziploc bag inside 27 “The Blubber Glove!” worksheets 27 “Habitat Matching” worksheets

Prior Knowledge: Students should be able to recall the meaning of habitat and explain that a habitat meets a plant or animal’s basic needs of food, water, shelter, and space.

Lesson Beginning: 1. Ask students to quietly walk to the rug and stand nicely. 2. Sing the habitats song • “ A habitat is home. A habitat is home. Food, water, shelter, space! A habitat is home.” • Sung to the tune of “The Farmer in the Dell.” (1 minute if sang twice) 3. Ask students to sit on the rug 4. Tell students that you are going to show them a video of the Arctic and Antarctic habitats. Ask students to pay attention to the plants and animals of this habitat. 5. Show the YouTube video. (4 minutes) 6. Ask students to describe what they just saw, including the plants and animals. Write responses on the big white paper. (3 minutes)

Instructional Plan: 1. Discuss the climate. Show temperature of the room on one thermometer and temperature of the Arctic/Antarctic on another. (1 minute) 2. Ask students to brainstorm what items they would bring with them if they were going on a trip to the Arctic or Antarctic to stay warm. Have students share their responses. (3 minutes) 3. Explain that these animals have an adaptation that allows them to live in extremely cold temperatures. This adaptation is called blubber, which is a layer of fat underneath the animal’s skin to keep the animal warm. (1 minute) 4. Tell students that they will be participating in an experiment to see how blubber works for Arctic and Antarctic animals. Tell students that they will be called to the back table in pairs but only if they are sitting nicely and quietly at their desks while completing their worksheets. 5. Show students the “Habitat Matching” worksheet, which is to be completed at their desks. Explain the directions and ask if there are any questions. (1 minute) 6. Ask students to quietly return to their desks and pass out worksheets. Call groups of four to the back table to complete “Blubber Glove” activity. • Fill a large container with ice and water • Have student touch the water and state their observations • Have student put his or her hand in the “blubber glove” which is Crisco inside a Ziploc bag with another Ziploc inside of that and state their observations • Have students complete “The Blubber Glove!” worksheet (20 minutes for worksheets and all students to complete experiment)

Differentiation: • For students who have difficulty with understanding English, instructions will be given in English and Spanish. Students will also be given the option of writing in English or Spanish. • H.M., the student who has a hearing disability, will be asked to sit next to me so she can better hear the instructions and narration during the lesson. • E.S., the student who has a learning disability, will be given a partner, D.R., when completing the “Habitat Matching” worksheet. E.S. and D.R. will sit next to each other and D.R. will answer any of E.S.’s questions. • The students who are audio learners will benefit from listening to the narrations of the videos and participating in the discussion • The students who are visual learners will benefit from watching the YouTube videos, looking at the pictures of the animals, and completing the worksheets. • The students who are kinesthetic learners will benefit from participating in the blubber glove activity and the cutting and gluing portion of the “Habitat Matching” worksheet. Questions: • Describe the climate of the Arctic and Antarctic. • What is blubber, and how does it help animals in the Arctic and Antarctic? • Which animals belong in the Arctic and Antarctic? Classroom Management: • In the beginning of the lesson, students will be asked to quietly walk to the rug and be seated. If a student does not walk quietly, he or she will be asked to return to his or her seat and try again. • Students will be asked to put on their “listening ears” and “thinking caps” in the beginning of the lesson. • Students who are talking out of turn will be reminded of the classroom rules of no talking without raising your hand. If the talking continues, the student will be asked to sit next to me for the remainder of the lesson. • Students who are behaving poorly or not following the directions of the activity will be asked to return to his or her desk to view the remainder of the lesson from there. • Students will be given time intervals during the lesson when necessary. Transitions: • Students will be seated on the rug for the beginning half of the lesson and asked to quietly return to their seats for the second half of the lesson.

Closure: Once the class has finished both worksheets, we will discuss their experiences with the “blubber gloves” and stress the importance of this adaptation for Arctic and Antarctic animals. Students will be told that if they wish to play the “Habitat Matching” game in the future, they may do so with the learning center. (2 minutes)

Rubrics: