Episode 15 Teacher Resource 6th June 2017

Antarctic Icebreaker

Students will learn more about 1. Where is Antarctica, in the North or South Pole? Antarctica, its environment, climate 2. Antarctica is not a continent. True or false? and history. 3. What century did Australians start adventuring in Antarctica?

4. Describe the environment of Antarctica. 5. What is the name of the icebreaker ship that Aussie’s currently use to travel to Antarctica? 6. What is an icebreaker?

7. What is the prize for the Name our Icebreaker competition? Science – Years 5 & 6 8. What would you name the new icebreaker? Why? Scientific knowledge is used to solve problems and inform personal 9. Design your own icebreaker ship. Explain its features. and community decisions 10. What did you like about this story? (ACSHE083)

Science – Year 6 The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Name our Icebreaker competition Science – Year 7 The Australian Government is delivering a new world-class Antarctic Science knowledge can develop through collaboration across the icebreaker, and they want Australian students to help name it! Students in disciplines of science and the years 5 to 8 can enter a competition to Name our Icebreaker until Friday 9 contributions of people from a range of cultures (ACSHE223) June 2017 - find out how to enter at https://classroom.antarctica.gov.au/icebreaker HASS – Year 4 Record, sort and represent data and the location of places and their Watch this YouTube video to learn more about the new icebreaker’s design characteristics in different formats, https://www.youtube.com/watch?v=DgNKNSgkdFg including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075) Breaking Ice: Australian HASS – Year 7 Apply a methodology to locate and Antarctic Program collect relevant information The Australian and data from a range of primary sources and secondary sources Antarctic Division is (ACHASSI153) building a new ice- breaking ship, to be delivered in 2020- 21. The next- generation successor to the Aurora Australis will provide a step-change in Australia’s Antarctic capabilities and is uniquely tailored to meet the Australian Antarctic program’s needs. After watching the BTN Antarctic Icebreaker story and the YouTube Breaking Ice video students will respond to the following:

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• Brainstorm 10 words that best describe the new icebreaker. Make a class list. • Think of a name for the new icebreaker. Before deciding on a name learn more about Antarctica, its environment, climate, history and Australia’s role there. • Write 2-3 paragraphs explaining why you chose the name and what it means. • Create a poster which would be used if your name was chosen for the new Antarctica icebreaker.

Topic for inquiry – Antarctica’s Environment Students will determine a focus for their inquiry into Antarctica’s environment and develop a key question to guide their inquiry (below are some example key questions). Students will collect and record information from a wide variety of sources (internet, books, newspaper and magazines). Alternatively, students may choose one of the topics for inquiry below:

• Describe the landscape and weather conditions you would expect to see and experience on an expedition to Antarctica. Students will imagine they are an adventurer visiting Antarctica for the first time. What will you need to understand about Antarctica’s environment before embarking on your trip? What equipment and clothing will you need? What transport will you use? Plan an itinerary for your adventure. What challenges do you think you will face on your adventure? Watch BTN’s Young Explorer story to hear about her polar adventure.

• What do you think an Antarctic winter would be like? Think about sunlight, temperature and landscape. What changes do you think you would see as the seasons change from autumn to winter and winter to spring? Watch this ABC Splash video to learn about the changes of seasons in Antarctica.

• Explain some of the ways animals and people are affected by the extreme weather conditions in Antarctica. What equipment, behaviours and/or adaptations do they have for coping with such extreme conditions? For example, explain how emperor penguins' huddling behaviour helps to keep them warm, and effectively makes sure that no individual penguin is left to freeze on the outside of the huddle. Watch this video to learn more about the emperor penguins. ABC Splash – Penguin wave better than a group hug.

Watch BTN’s Antarctic Marine Park to learn more about how countries around the world have teamed up to protect 1.5 million square kilometres of the Ross Sea near Antarctica.

Do you know who owns Antarctica? Find out who governs Antarctica and why the Antarctic Treaty is so important.

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History Explore the history of the Aurora, Australia’s first Antarctic exploration vessel. Visit these websites as a starting point for your research about the Aurora and then respond to the following.

State Library of Victoria - Aurora Cool Antarctica - Aurora

• Describe the Aurora. • Find out when it was built and what materials were used to build the ship. • Imagine and describe what the conditions were like aboard the Aurora on the first Australian led expedition to Antarctica. • Describe the challenges that Douglas Mawson and his crew would have faced aboard the Aurora. The Aurora at Sydney, Australia 1914 Source: Cool Antarctica

Postcard writing Students will imagine they are one of the crew of the Aurora Australasian Antarctic Expedition 1911-14. Choose from this list of Aurora crew members and then write a postcard to a family member explaining your experiences (including what you are doing, the living conditions aboard the ship and how you feel). Students will use their research findings to support their writing. Include photographs, drawings and or maps to decorate the front of the postcard.

Students can download this Write a Postcard template to assist them with their design.

Group on S.Y. Aurora after leaving the western base, 1913 Source: Cool Antarctica

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Compare and contrast Students will create a table highlighting the similarities and differences between the Aurora and the new icebreaker being built by the Australian Government.

Compare features like the: • length and weight • materials used to build the ship • colour • passenger capacity • maximum speed • uses other than Antarctic travel • special features for travelling through ice.

Classroom Antarctica – Name our Icebreaker https://classroom.antarctica.gov.au/icebreaker

Australian Antarctic Division – Australia’s new icebreaker http://www.antarctica.gov.au/icebreaker

Cool Antarctica – Icebreakers and Ice strengthened ships http://www.coolantarctica.com/Antarctica%20fact%20file/History/ships/icebreaker.php

ABC Science – Icebreaker Aurora Australis http://www.abc.net.au/science/articles/2015/03/25/4204494.htm

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