Year 5 Antarctica Unit

The webquest will be embedded within this unit of work designed for the Stage 3 (Year 5) Curriculum:

This Unit of Work for HSIE addresses the following outcomes in the NSW HSIE syllabus: Outcomes Indicators ENS3.5 · uses maps and globes to locate global and Australian reference points, eg hemispheres, political states, lines of Demonstrates an latitude and longitude, mountains and oceans, physical and cultural regions understanding of the interconnectedness · compares human use of an environmental area with use in another area of the world, eg cities of Sydney and Jakarta, between Australia and rainforests of Queensland and Malaysia, urban and rural areas global environments and how individuals and groups · explains the effects of human changes on an environment, evaluating the positive and negative aspects of these can act in an ecologically changes responsible manner. · explains the effects of natural changes on the environment, such as floods, earthquakes and fires, and how people respond to these changes

· draws accurate sketch maps of a known area and includes title, key, scale and direction

· evaluates a variety of ways of addressing environmental problems in Australia and other countries

investigates an environmental issue of local, State, national, regional or global significance.

ENS3.6 · examines factors that may give rise to different views about the care of places, eg economic circumstances, occupation, age, gender, interest in heritage Explains how various beliefs and practices · evaluates alternative views about the use of natural and built environments, eg economic, spiritual, sentimental, influence the ways in which historical perspectives people interact with, change and value their · examines how natural, cultural, religious, historical, economic and political factors can influence people’s interactions environment. with environments · expresses a personal point of view on an environmental issue and provides supporting evidence

SSS3.7 · makes statements about global responsibilities, eg responsibilities of users and producers of goods and services, care of the planet, human rights Describes how Australian people, systems and · identifies some organisations involved with monetary exchange, eg stock exchange, banks, credit unions communities are globally interconnected and describes some examples of Australia’s obligations under international treaties recognises global responsibilities. Unit of Work

Lesson Topic Content/Activity

1 Introduction  Complete KWL chart of what is already known about the continent of Antarctica  Start with what students already know, and investigate what students would like to know about this content  Discuss what people live in Antarctica and the conditions they live in.  Create a title page of Antarctica

2 Where is Antarctica?  Locate Antarctica on a map of the world, give students a map of the world and colour the location of Antarctica.  Students need to right facts about the position of Antarctica in relation to the rest of the world. Make special note of the closes country to Antarctica and research the travel time to this continent.  Using Jigsaw groups, split students into expert knowledge groups who will need to research: 1. Characteristics/geography of Antarctica 2. Animals located on Antarctica 3. Temperature and Condition of Antarctica 4. Human Development on Antarctica 3 What is Antarctica?  Students will research on the history of Antarctica (when it was first discovered) and by who  Students will create a timeline as a class of the activity on Antarctica  Students will write timeline in their books.  Teacher will lead lesson on Polar lands, students will be given a comprehension sheet on the polar lands. They are to highlight the important points and complete the handout 4 Animals that live in Antarctica  View video of wildlife in Antarctica  Allow students to write a list of the Antarctica animals from the video – students create a crossword with the list of animals they have heard.  Use Jigsaw groups again to break students into particular types of animals: 1. Penguins/birds that live in Antarctica 2. Whales that live in Antarctica 3. Seals that live in Antarctica 4. Other interesting mammals that live in Antarctica

5 Animals that live in Antarctic  The life cycle of emperor penguin  Penguins facts  Create an artwork of a penguin  Discuss effects of whalers and sealers on Antarctic wildlife and steps that have been taken to protect these creatures 6 Antarctic Food Chain  Discuss food chains  Have students order the pictures of animals to show what they think the Antarctic food chain might look like  Draw a diagram to show a typical Antarctic food chain  Research which animals feed on which food  Discuss possible events that could occur to break this food web and the role of human in assisting in maintaining the food chain

7 Discovery and Exploration of Antarctica  Discuss Reasons people explore and their fascination with Antarctica.  Discuss various ways in which humans have adapted to survive in freezing conditions  Students design their own Antarctic sleeping bag 8 Decision making in Antarctica  Research Antarctic treaties, in groups research: Territorial Claims, The The Future International Geophysical Year, The Antarctic Treaty and the Madrid Protocol  Create a poster about this policy  Brainstorm as a class problems for the continent 9/10 Webquest  The webquest culminates the topics briefly dicussed in the two previous lessons  Students work through webquest and present to class.