Teacher's Guide for APPLESEEDS Exploring AntarcticaFebruary 2003
This guide was prepared by Rebecca Aberg, an elementary teacher and freelance writer. Rebecca Aberg has published over twenty books and articles for children and teachers.
"Antarctica: Frozen Desert"
geographer * continent * legendary * mainland * microscopic * marine * blubber * extinct * treaty * extreme * astronomer * biologist * geologist * glaciologist * glacier
- In what way is Antarctica like a desert?
- How much of Antarctica land is not covered in ice?
- List what hardships animals would need to overcome in order to survive year-round on Antarctica mainland. What animals are able to survive these difficult extremes?
- What kinds of animals live in the surrounding seas?
- Why do you think more animals are able to live in the water than on the land?
- What first brought people to Antarctica?
- What brings people there today?
- Make a chart of the different kinds of scientists mentioned in the article and describe what each one studies.
- What else do you think scientists might be interested in studying in Antarctica?
- What area of science would you want to learn about if you went on a scientific trip to Antarctica?
- Make a list of 10 questions you have about Antarctica. See if you can find the answers to some of your questions in other articles. Where else could you look up information?
"Living at the Bottom of the World"
iceberg * ozone * atmosphere * tourism * polar plateau * magnetic * South Pole
Make a large map of Antarctica to hang on the wall. Label maps with the eight points in the article. Add other points of interest as more information is collected.
Divide students into research groups to gather additional information about the points on the map. Have each group choose one topic. After researching, the groups can share their information with the rest of the class using a poster, Power Point presentation, or report.
Here are a few website resources to get students started.
- Ross Ice Shelf - www.vims.edu/bio/microbial/NBP.shelf.html
- Tourism - www.american.edu/TED/ANTARCT.HTM
- South Pole - www.spole.gov
- Magnetic South Pole - www.thepoles.com and http://earth.rice.edu
- McMurdo Station - www.discover.com/polarc/mcmurdo.html
- Palmer Station - www.southpolestation.com/palmer/palmer.html
peninsula * invertebrates * purify * conserve
Discuss the equipment and methods used by explorers to survive the harsh Antarctica climate. Have students make a three column chart. Label the columns "Food," "Water," and "Shelter." Ask students to list what methods and equipment are used for each survival need.
"Point of View: Voices Then and Now"
Students use the information from the article as well as additional information to create a timeline with a computer program or written freehand on a strip of adding machine paper. Help students to write the facts using their own words.
Math questions can be asked based on the dates and number facts of the timelines. Have students write these as story problems and switch with partners.
Have students choose an important figure from the article. Each student will write a journal entry explaining with details what they see, hear, and feel while in Antarctica. Additional resources can be used to gain more information about the explorers.
"The Story of Captain Robert Falcon Scott"
Next, have students divide into panels, with one of each figure represented. To make the panel even more interesting, have a few students represent modern day tourists. Ask the actors questions about their experiences in Antarctica. Encourage members of the class to add their questions to the discussion. Switch, so that everyone has a chance to be a part of the panel. Discuss the similarities and differences in the various points of view.
midshipman * expedition * blizzard * frostbite
Compare Scott with Amundsen
- How long ago did Captain Robert Scott travel across Antarctica?
- What did they study on their expedition?
- Why did their motorized sleds quit working?
- What do you think made Robert Scott interested in the South Pole?
- Why didn""'t he give up when it became so difficult?
- How did he feel when he finally reached his goal?
- Why is it said that his journey was not wasted?
Read aloud to the class information about Roald Amundsen and his historic expedition which was happening at the same time. Have students compare and contrast the two men and their journeys. Help student discover why Amundsen was able to reach the South Pole before Scott.
Have students research how modern polar explorers dress, eat, sleep, and travel. Draw pictures of a polar explorer with all the gear needed to survive. Ask students to consider what problems modern explorers face. Which of these problems can be solved by today""'s inventions? Which problems can
not be solved?
"Would You Survive in Antarctica?"
"Penguins are Funny Birds"
Have students draw pictures showing the boy and his dog in the article dressed appropriately for Antarctic conditions. Give students a chance to draw their own make-believe Antarctic creature.
Students label their drawings as in the example on page 17, to show how the creature is adapted to survive in the Antarctic climate.
hemisphere * portable * cr'Ęche * tobogganing
Unscramble the words to find the answers to the following questions.
tosens * eecchr * dieela * yrughn * eeft * peremro * snevtenee
Answers: 1. seventeen 2. adelie 3. emperor 4. stones 5. feet 6. creche 7. hungry
- There are ______________ different types of penguins.
- A ___________ is a small penguin with a white ring around its eye.
- The _______________ penguin is the tallest penguin.
- Adelie penguin nests are made of ________________ .
- Emperor penguins use their ________ for nests.
- A group of chicks is called a _____________ .
- Chicks go to the sea when they are ______________ .
Place a large chart on the board, or else instruct students to make their own. Label characteristics of penguins along the top (size, location, number of young, distance travel, appearance, etc.) and names of different species of penguins along the side. Challenge students to find facts about different kinds of penguins to fill in the chart.
This is a perfect opportunity to invite students to come up with their own
polar problems to share with the class.
"Walking to the South Pole"
"Cooperating at the South Pole"
Norwegian * enabled * overwhelming * exposed * gust * anchored * stakes * goggles * landscape * enormity * isolation * enthusiasm
- Where did Ann Bancroft grow up?
- Ann Bancroft is the first woman to do what?
- In what way did Ann and Liv travel across Antarctica in 2001?
- How far did they travel?
- Describe 3 problems and how the women overcame them?
- What jobs did both women have before becoming explorers?
- How can the advice of following your dreams help you in your life?
compete * cooperate * reserve * declared * geophysical * treaty * territory
Flag of Cooperation
The article explains how many nations have put aside differences and competition to work together in protecting and studying Antarctica. Help students understand the significance of the Antarctic Treaty when the rest of the world is in so much conflict.
Have students design flags to represent the spirit of cooperation and exploration that encompasses what the treaty stands for. Designs can be drawn on paper, or painted on cloth and displayed in the classroom to remind students of the success of the agreement.