ࡱ> U@ ?/bjbj ݙ7'0"""8"l#0#62%2%2%2%))4)@BBBBBB$RBfo.(@(@o.o.f2%2%R{111o.2%2%@1o.@111.HX2%# 0=,"!/@|0H+/+X00X+l*VZ+1N,-]***ff00u1"00 Teachers Notes  Please refer to the curriculum map for learning objectives for the Antarctica theme. The resources have been designed for students at Key Stage 2. Key question Locating Antarctica Resource Activity sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Map%20of%20Antarctica.doc" Map of Antarctica Activity sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/landscape%20and%20process%20activity%20KS2.doc" Explore Landscape and Process Gallery Activity One Ask students to access the  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/gallery/" Antarctica gallery section. (http://www.unlockingthearchives.rgs.org/themes/antarctica/gallery/) Use the gallery and web links to develop a visual understanding of the Antarctic. What are the characteristics of the Antarctic? What words describe the landscape and the climate? Activity Two Ensure that the children know where Antarctica is located from a global perspective using blank world outline maps. Using atlases, globes and maps on the internet label the features on the activity sheet Map of Antarctica Activity Three Look at the map of Gondwana in the Activity sheet, Explore Landscape and Process, showing the position of Antarctica in relation to the other continents about 200 million years ago. What do the arrows show on the map? What has happened to the other continents since this time? Key question What would it be like to visit Antarctica? Resource Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/landscape%20and%20process%20KS2.doc" Landscape and Process Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Diary.doc" Field Scientists Summer Diary Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Diary%20-%20winter.doc" Field Scientists Winter Diary Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/factsheets/resource/?id=398" Views of Antarctica Gallery Activity One Read through the information on Landscape and Process, using the glossary to explain vocabulary. Can the students find images from the gallery or the British Antarctic Survey website  HYPERLINK "http://www.antarctica.ac.uk" www.antarctica.ac.uk that illustrate the key features of the landscape. Select a few images where students can annotate the images. Activity Two Use the information below from the Met Office website  HYPERLINK "http://www.met-office.gov.uk" www.met-office.gov.uk to compare the England & Wales Mean Temperature in 2004 with the average mean monthly temperature on the Amundsen-Scott station at the South Pole at 90South. It is important that the students are made aware of the differences in climate from the different locations of the research stations in Antarctica. The South Pole is not the coldest place in Antarctica because it is not the highest location and it is not at the centre of the continent. Jan FebMarAprMayJunJulAugSepOctNovDecAmundsen -Scott base in C-29.1-40.7-54.1-57.2-58.0-58.4-59.5-59.7-59.3-51.1-38.4-27.9England & Wales 2004 in C4.9 5.0 6.2 9.1 11.7 15.0 15.4 17.1 14.4 10.3 7.5 5.3 Ask the students to plot figures on a graph and draw them on Excel or similar programme. Ensure they label the axis and give it an appropriate title. Ask the students to comment on the differences and make concluding statement on their graph. Activity Three Read out one of the Field Scientists diaries My Summer in Antarctica or My Winter in Antarctica. Look at the images in the gallery to get a visual impression of area. In what ways might the climate make living in Antarctica difficult? Using all the resources, imagine living in Antarctica how would you live on a day to day basis what would you need to do every time you went out how would things be different to living at home? Consider these issues and write a diary entry A Day in the Life of an Antarctic Scientist. Illustrate as appropriate with annotated pictures to show how your life is adapted to the harsh conditions. Key question What lives in Antarctica? Activity One Access information on plants and animals living in Antarctica, appropriate books, internet, childrens own previous knowledge. Discuss the habitat and the kind of life you would find there. Ask the children how there can be life with no plants growing absence of obvious producers. Complete a food chain to show the interdependence of organisms in the area. Try to account for the rich variety in life in Antarctica in the absence of obvious plant material and harsh conditions. Activity Two Choose a particular species of life in the Antarctic region and research information on it using the internet. Complete a fact file based on a description, size, habitat, weight, appearance and any special, unusual features. Find some suitable images. From the fact file, create multi-media presentation of chosen life form (Powerpoint or similar) and present to the rest of the class. Key question Why was there the Great Race to the South Pole? Resource Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Due%20South.doc" Due South Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/factsheets/resource/?id=394" Exploration in Antarctica Activity One Read through the information about the race to the pole Due South and expeditions in general in Antarctica Exploration in Antarctica. Consider what is meant by the terms personal ambition and patriotism and try to differentiate between the two. Research the historical context what was happening in Britain and the wider world at this time and why this might make the expedition and its outcome even more important. Compare and contrast the Norwegian and British expeditions make a table to clarify and demonstrate the similarities and differences. Write empathetically about Scotts feelings towards the end of his life, using the information quoted from his Message to the Public how might this be different to the feelings of explorers and adventurers today. Consider how the outcome might have been different in todays world design a rescue plan for Scotts team and show how they might be saved today. Activity Two Read about more recent exploration in Antarctica in Exploration in Antarctica. Look up modern day expeditions to the South Pole on the internet or in library books. Plan your own, modern day expedition to the South Pole consider the following points: what equipment do you need to take who will accompany you what kind of clothing you would need to take how long will it take what is your budget and how much money will you need how will you raise funds for the expedition what is the purpose of the expedition, is it for a charity, research? Present your plans in the form of a multi-media presentation (such as Powerpoint) using appropriate text, graphics and special effects. Key question How have humans used and responded to the area? Resource Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/factsheets/resource/?id=392" Whaling in Antarctica Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/factsheets/resource/?id=390" Science in Antarctica Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/factsheets/resource/?id=388" Tourism in Antarctica Activity:  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/antarctica/download/resource/?id=404" Plan your research Gallery Tasks This is a research activity where students work in groups to make a presentation using the factsheets available. The activity sheet also gives other websites for further information. Key question What does the future hold for Antarctica? Resource Activity sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Ranking%20cards.doc" Impacts on the Antarctic Activity sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/A%20Global%20Highway%20in%20the%20Antarctic.doc" Building a global highway Tasks Divide the class into groups of 4, give out the ranking cards of human impact on Antarctica. Discuss the causes and effects of each impact. Groups can discuss and rank them in order of severity of impact on environment see the table below for information. ImpactCauseExtentDamageClimate changeEmissions of greenhouse gasesGlobalLikely to be highOzone depletionEmissions of CFCs and other ozone depleting chemicalsGlobalLikely to be high Worldwide, most ozone lost over AntarcticaWhalingHunting of the great whales for oil and meatRegional, Southern hemisphere oceansHigh, Little or no recovery in whale populations since commercial whaling finished in 1960s.SealingHunting of fur seals for pelts and elephant seals for oilRegional, Southern Ocean and South Atlantic OceanMedium. No recovery of badly depleted stocks. Incidental mortality of seabirds.Research stations and projectsScientific research Impacts local, Antarctic coastline and offshore islandsLowVessel operationsSupport for scientists, tourists, fishing Impacts local, Antarctic coastline and offshore islandsLowTourismTourists going ashore from tour shipsImpacts local, Antarctic coastline and offshore islandsLow Students can stick the cards in their agreed order. Focus on one of the impacts, the possibility of a global highway, and look at the positive and negative effects. The groups can present back to the class. Download the activity sheet, Building a global highway for students to work individually or in pairs in Word to classify statements about the positive and negative effects. After feedback on the statements, students can take a vote to decide whether the development should take place.    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