By: Aivi, Cassandra, Ruflyne, Stephanie, Thuy

Antarctica

EVIDENCE OF COOPERATION

Our visit to the

Maritime Museum

Group Communication

EVIDENCE OF KNOWLEDGE

Scott’s Journals www.spri.com.a

u

ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and group can act in an ecologically responsible manner.

-use an atlas or other reference to identify geographic features and significant sites within Antarctica.

-explains the effects of natural changes on the environment, such as weather conditions, seasonal changes, and how people respond to these changes.

ENS3.6 Explains how various beliefs and practices influences the ways in which people interact with, change and value their environment.

-examines how natural, economic, historical, social and political factors can influence peoples interactions with the environment.

-compares the relative costs and benefits of different technologies used to modify and create environments.

OUTCOMES

Antarctica is a harsh and inhospitable environment which makes survival challenging.

1. Where is Antarctica?2. What types of weather conditions do people face?3. How do people survive in Antarctica?4. What are the ecological issues facing Antarctica today?

Society’s beliefs can have an influence on how people interact with Antarctica.

5. Who was Scott and what did he do?6. What happened during Scott’s expedition?7. What resources and technology did Scott have available

to him?

BIG IDEA’S

TEACHER FIELD KNOWLEDGE

What we know? What we found out?

Antarctica is a continent.

Shackleton explored Antarctica.

Antarctica is a cold and harsh environment.

No one lives there permanently.

Antarctica is the opposite pole of where Santa lives.

CONTEXTUAL RELEVANCE AND LEARNING OBJECTIVE

KLAs:• English (Journals, debates on views surrounding the

issue of Scott’s heroism) • Mathematics (Timelines and maps)• Science and Technology (Technologies impact on

people and environments)• Creative Arts (Model of polar explorer, photography by

Hurley and Ponting)

CONTEXTUAL RELEVANCE AND LEARNING OBJECTIVE

HSIE content: Environments Organisation: Class discussions, group and individual work Skills: Research, literacy, sewing, mapping Assessment: Observations, mapping, journals, timelines, artefact

KEY LEARNING OBJECT: model of a polar explorer

Purpose: To identify the clothing (layers and materials) required for survival in Antarctica

KLAs: Creative Arts, Science and Technology

Teaching Activities: Create a model of a polar explorer wearing layers of clothing based on their previous research.

Differentiation/Extension: Sewing clothing items. Design items of clothing. Journal entries.

OTHER AREAS OF THE MUSEUM THAT RELATE TO HSIE AND

OTHER KLA’S

BIBLIOGRAPHY

Australian National Maritime Museum (n.d.). Antarctic views by Hurley and Ponting. Retrieved August 8 2011 from the Australian National Maritime Museum: http://www.anmm.gov.au/webdata/resources/pdfs/schools/Antarctic_Views_visual_art&cross_cur_EdKit.pdf

Australian National Maritime Museum (n.d.). Scott’s last expedition :Teachers resource kit B. Retrieved August 5 2011 from the Australian National Maritime Museum: http://www.anmm.gov.au/webdata/resources/pdfs/exhibitions/Scott_Education_resource_B.pdf

Board of Studies New South Wales, (2006). Human Society and it’s Environment K-6: Syllabus. Sydney: Board of Studies NSW

Department of Sustainability, Environment , Water, Pollution and Communities (n.d.). Polar explorer model. Retreived August 11 2011 from the Department of Sustainability, Environment , Water, Pollution and Communities : http://www.antarctica.gov.au/about-antarctica/education-resources/puzzles-and-games

Hauling the James Caird 1914–1917 [Image]. (n.d.) . Retrieved from http://www.anmm.gov.au/webdata/resources/pdfs/schools/Antarctic_Views_visual_art&cross_cur_EdKit.pdf